9+English+Language+Arts


 * Here is a [|link to EBSCO]**


 * Here is a [|link to Romeo and Juliet](original text side-by-side with a modern version of the text)**
 * Here is a link to [|Romeo and Juliet in Spanish] (the play starts on page 28)**

__Today in Class__ Discussion of Romeo and Juliet Responsibility Charts Presentation of Final Essays Worked on Portfolios
 * Friday, July 4, 2014**

__Homework__ 1. For Tuesday: Six-Word Memoirs. Use the one you developed for yourself (not your Romeo and Juliet Character) and add it to a PowerPoint slide with an image (either one you take yourself, or one you find online). 2. For Monday: Portfolios are due at 12:00. For your portfolios, here is a list of some of the assignments we have worked on this trimester:
 * worksheet on clichés
 * essay on student ID tracking
 * final essay
 * six-word memoir (this is not due until next week but you can use it if you finish early)
 * modern adaptations of lines from the balcony scene of Romeo and Juliet
 * Romeo and Juliet character chart
 * worksheet on who is responsible for the deaths of Romeo and Juliet (email me if you want a picture of this)
 * journal entry on using the five senses to describe your surrounding
 * any work completed on the field trip to Guacamaya (I can send pictures if you need them), including:
 * your role with leader, hunter, shelter
 * journal entry on which character you connect with most
 * reenactment of the scene from Lord of the Flies
 * scavenger hunt

__Today in class__ Read final scene of Romeo and Juliet Responsibility charts - who is to blame for the deaths of Romeo and Juliet?
 * Wednesday, July 2, 2014**

__Homework__ Final drafts of your essays due at the start of class on Friday, July For your portfolios, here is a list of some of the assignments we have worked on this trimester:
 * worksheet on clichés
 * essay on student ID tracking
 * final essay
 * six-word memoir (this is not due until next week but you can use it if you finish early)
 * modern adaptations of lines from the balcony scene of Romeo and Juliet
 * Romeo and Juliet character chart
 * worksheet on who is responsible for the deaths of Romeo and Juliet
 * journal entry on using the five senses to describe your surrounding
 * any work completed on the field trip to Guacamaya (I can send pictures if you need them), including:
 * your role with leader, hunter, shelter
 * journal entry on which character you connect with most
 * reenactment of the scene from Lord of the Flies
 * scavenger hunt

__Today in Class__ Six-word memoirs for both a character from Romeo and Juliet and ourselves
 * Tuesday, July 1, 2014**

__Homework__ Research essay final drafts due Friday, July 4

__Today in Class__ Continued revising rough drafts
 * Monday, June 30, 2014**

__Homework__ Final drafts of your essays is Friday, July 4. Today was the last full day in class to work on these, so you will need to complete any additional revisions at home. Remember, you will also need to do a 3-5 minute oral presentation of your research paper on Friday.

__Today in Class__ Continued revising rough drafts
 * Friday, June 27, 2014**

__Homework__ Revised due date for final drafts of your essays is Friday, July 4.

__Today in Class__ Worked on revising rough drafts
 * Wednesday, June 25, 2014**

__Homework__ Continue working on rough draft revisions. If you received a 2 or lower on the rough draft from earlier this week, a new draft is due on Friday.

__Today in Class__ Review of paper requirements for research essay Thank-you notes to trip organizers and helpers
 * Tuesday, June 24, 2014**

__Today in Class__ Peer reviews of essay rough drafts
 * Monday, June 23, 2014**

__Homework__ Complete the 'advice column' letter between either Romeo or Juliet and Friar Lawrence.

No class today but remember that rough drafts of your essays are due in print Monday at the start of class. The rough draft is worth 10% of your final grade for this essay and must:
 * Friday, June 20, 2014**
 * include in-text citations for all concrete details
 * have a properly formatted Works Cited page on a separate page, listing all of your sources
 * use every source from your list at least once
 * be in proper MLA format
 * be written in essay (not outline) form
 * include a creative title

Field trip to Guacamaya
 * Wednesday, June 18, 2014**

No class - field trip with Miss Kenia
 * Tuesday, June 17, 2014**

__Today in Class__ Final logistics review for camping trip Started reading Act III, Scene I from Romeo and Juliet (deaths of Mercutio and Tybalt) Overview on writing an advice column. Sample can be seen here
 * Monday, June 16, 2014**

__Homework__ 1. Permission slip for the trip: If you have not given me a signed permission slip for the field trip, ask your parents to sign the permission letter and return it to me asap. If I do not have a signed permission letter, you will not be able to participate. 2. Finish reading Act III, Scene I. Write a letter from Romeo and/or Juliet asking for advice following Romeo's banishment, and a response from the advice columnist. Minimum 1/2 page per letter. 3. Revised deadlines for your research essays:
 * Supplies: Hunters (Conrad, Swan, Ariel): check with Diana and/or Miss Kerry about using spare wood as firewood for the trip
 * Supplies: pocket knives and a lighter: Cloe and Ariel
 * Rough draft due Monday, June 23
 * Final draft due Monday, June 30

__Today in Class__ Logistics review for camping trip Worked on rough drafts of research essays. Remember, the revised outline showing what needs to be added to your outlines for the rough draft is in a document posted on the wiki for June 4 (the additional sections are highlighted in the document).
 * Friday, June 13, 2014**

__Homework__ If you have not given me a signed permission slip for the field trip, ask your parents to sign the permission letter and return it to me asap. If I do not have a signed permission letter, you will not be able to participate in the trip. Revised deadlines for your research essays:
 * Rough draft due Monday, June 23
 * Final draft due Monday, June 30

__Today in Class__ Selected readings of modern interpretations from //Romeo and Juliet// Act II Scene II Camping Trip: Divided checklist and responsibilities. Selected scenes for reenactments for the trip
 * Wednesday, June 11, 2014**

__Homework__ Committees Hunters: List of food to buy for meals Shelter: List of who will provide tents, sleeping bags, etc. All: Signed permission letter from parents All: List of medical information (allergies, any medications you are taking, any medical conditions I need to be aware of such as asthma, epilepsy, etc.)

__Today in Class__ Camping trip: Divided into committees and started working on logistics Started reading Act II Scene II from Romeo and Juliet
 * Tuesday, June 10, 2014**

__Homework__ Finish reading Act II Scene II. Complete the worksheet below

__Today in Class__ 1. Overview on 'courtship' in Shakespeare's time and today: Reviewed courtship statements from the Elizabethan era and workshopped how they might be said today. [|Handout 1] The Art of Wooing paraphrase worksheet [|Handout 2] The Art of Wooing compliments. Use the prompts on this handout to complete Handout 1.
 * Monday, June 9, 2014**

2. Performed courtship statements in pairs. [|Handout 3] The Art of Wooing Courtship Address

__Today in Class__ Essay Outline Checklist Worked on revised outlines and rough drafts
 * Friday, June 6, 2014**

__Homework__ Revised essay outlines and checklists due at the start of class on Monday

__Today in Class__ Finished watching the film Started reading Act I, Scene I - draw what you hear
 * Wednesday, June 4, 2014**

__Homework__ Extra Credit: Today is the 25th anniversary of a major event that happened in Tiananmen Square in China in 1989. What was the event? Find a newspaper article and write a summary of what happened (minimum 1 paragraph), including the citation (MLA format) for the article.

1. Finish reading Act I, Scene I 2. Come to class on Friday ready with specific questions you have about your essay rough drafts 3. Continue working on your rough drafts at home. We will work on them in class on Friday but you will need to work on them outside of class as well (mostly adding commentary and conclusion sentences for your body paragraphs). Rough drafts are due //in print// at the start of class on Tuesday, June 10 and will need to:
 * include in-text citations for all concrete details
 * have a properly formatted Works Cited page listing all of your sources
 * use every source from your list at least once
 * be in proper MLA format
 * be written in essay (not outline) form
 * include a creative title

An adapted version of your essay outlines that includes spaces for adding commentary and a conclusion sentence for each body paragraph is available below. You can use this document as a guide for where to add information (and what type), but remember that the rough draft should be written as an essay not as an outline.

__Today in Class__ Brief overview of rough drafts for your essays. Review of Romeo + Juliet movie so far. Guided watching of the film.
 * Tuesday, June 3, 2014**

__Homework__ Start working on your rough drafts. We will work on them in class on Friday but you will need to work on them outside of class as well (mostly adding commentary and conclusion sentences for your body paragraphs). Rough drafts will be due June 10 and will need to:
 * include in-text citations for all concrete details
 * have a Works Cited page
 * be in proper MLA format
 * be written in essay (not outline) form
 * include a creative title

An adapted version of your essay outlines that includes spaces for adding commentary and a conclusion sentence for each body paragraph is available below. You can use this document as a guide for where to add information (and what type), but remember that the rough draft should be written as an essay not as an outline.

__Today in Class__ Worked on essay outlines, including individual conferences.
 * Wednesday, May 28, 2014**

__Homework__ Essay outlines due at the start of class on Tuesday, June 3. Reminder: the outline is worth 10% of your final grade for the essay. If you do not complete the outline by the start of class on Tuesday it will be a 0, but you will still need to complete the outline before you can start writing your rough draft.

__Today in Class__ Continued watching the movie //Romeo + Juliet//, including work on character maps.
 * Tuesday, May 27, 2014**

__Homework__ Essay outlines are due Tuesday, June 3.

__Today in Class__ Continued overview of Shakespeare and //Romeo and Juliet//, including sonnets, the prologue, and iambic pentameter.
 * Monday, May 26, 2014**

__Homework__ Essay outlines are due Tuesday, June 3. Extra credit: There were three important elections in recent days: in Ukraine, in the European Union, and in Colombia. Read a newspaper article on one of these events in a major newspaper [The New York Times, The Guardian, Le Monde, La Nación (Costa Rica), El Tiempo (Colombia)], and write a one-paragraph summary in English of the results of the election and its significance. If you want to be even more creative, write a sonnet summarizing the article.

__Today in Class__ Turned in essay source summaries Overview of essay outline Introduction to and discussion of Shakespeare and //Romeo and Juliet// Started watching movie //Romeo + Juliet//
 * Friday, May 23, 2014**

__Homework__ Essay outlines due Tuesday, June 3. We will have some time to work on them in class but you will also need to be working on them at home. I will check in with each of you next week on your progress.

__Today in Class__ Overview of and practice using Zotero Continued reading and taking notes on sources
 * Wednesday, May 21, 2014**

__Homework__ Notes and concrete details for all five of your sources are due on Friday, May 23. Also, here is a brief update on the search for the schoolgirls whom the Boko Haram kidnapped in Nigeria: [|article link]

__Today in Class__ Peer-reviewed article summaries in pairs and small groups Continued reading and taking notes on sources
 * Tuesday, May 20, 2014**

__Homework__ Notes and concrete details for all five of your sources are due on Friday, May 23.

__Today in Class__ Overview on file organization Continued reading and taking notes on research paper resources
 * Monday, May 19, 2014**

__Homework__ Notes and concrete details for at least two of your sources due tomorrow, May 20. Notes and concrete details for all five of your sources are due on Friday, May 23. For taking notes on your sources, use either of the organizers attached below - whichever method works best for you.

__Today in Class__ Review of paraphrasing and avoiding plagiarism Overview of note-taking strategies and styles Started taking notes on sources for research papers
 * Friday, May 16, 2014**

__Homework__ Notes and concrete details for all five of your sources are due on Friday, May 23. You will need to have notes and concrete details for at least two of your sources by Tuesday, May 20.

__Today in Class__ Continued overview of EBSCO Started searching for sources for essays
 * Wednesday, May 14, 2014**

__Homework__ List of sources due at the start of class on Friday. Create your own list or use the worksheet below.

__Today in Class__ Peer review of Topic Proposals Overview on doing research using EBSCO database Started searching for sources
 * Tuesday, May 13, 2014**

__Homework__ List of sources due Friday at the start of class.

__Today in Class__ Topic selection for research papers Worksheet on possible main points and thesis statement writing.
 * Monday, May 12, 2014**

__Homework__ Finish worksheet on possible main points. Stages and deadlines for your essay project are listed below. Remember tha t any assignments not turned in on the date they are due will receive a ‘0’. In addition, you must complete each step in the order listed before you can move on to the next one (i.e. you cannot turn in your List of Sources if you have not completed your Topic Proposal Worksheet).
 * **Due Date** || **Assignment / Step** || **% of Final Essay Grade** ||
 * May 12 || Topic Selection Worksheet || 5% ||
 * May 13 || Topic Proposal Worksheet || 5% ||
 * May 16 || List of Sources || 5% ||
 * May 21 || Summary of Sources || 10% ||
 * June 3 || Outline || 10% ||
 * June 10 || Rough Draft || 10% ||
 * June 11 || Peer Review Worksheet || 5% ||
 * June 18 || Final Draft || 50% ||

__Today in Class__ Reflections on strengths and areas for improvement in formal essay writing Overview of research project process, product, and expectations Started worksheet on possible research topics.
 * Friday, May 9, 2014**

__Homework__ Finish worksheet on possible research topics. Even if you think you know which subject you will pick, you must complete a worksheet for all three possible topics.

__Today in Class__ Edited and expanded similes Workshopped essay revisions
 * Wednesday, May 7, 2014**

__Homework__ Continue essay revisions for structure and content. Final revisions due Friday.

__Today in Class__ Discussion: Boko Haram in Nigeria Workshopped essay revisions Worksheet on cliché in writing
 * Tuesday, May 6, 2014**

__Homework__ Continue essay revisions for 'to be ' verbs. Revisions due Friday. Finish cliché worksheet.

__Today in Class__ Reviewed essay structure and requirements Workshopped essay revisions
 * Monday, May 5, 2014**

__Homework__ Finish essay revisions. Final draft due tomorrow at the start of class. The revisions must be done individually, not in pairs.

__Today in Class__ Journal and discussion on the death penalty Peer review of mini-essay Started essay revisions
 * Friday, May 2, 2014**

__Homework__ Revised Essay due Tuesday at the start of class. The revisions must be done individually, not in pairs.

__Today in Class__ Exercise on sentence combining Continued work on persuasive mini-essay
 * Wednesday, April 30, 2014**

__Homework__ Essays due Friday. Remember:
 * list your sources in MLA format, both in-text and with a separate Works Cited page.
 * One 'to be' verb (be, being, been, is, am, are, was, were) maximum per paragraph

__ Today in Class __ Journal 'spark': What musical artists today will endure? Worked on persuasive mini-essay Worked on verb tense agreement
 * Tuesday, April 29, 2014 **

__ Homework __ Essay due Friday. For tomorrow, finish your introduction, topic sentence and evidence. Structure your essay using the format attached below.

__ Today in Class __ Worked on 'to-be' revisions Overview on incorporating quotations into formal essays
 * Monday, April 28, 2014 **

__ Homework __ Finish to-be worksheets (due Tuesday) Finish worksheet on incorporating quotations (due Wednesday)

__ Today in Class __ Continued working on writing using the five senses Continued editing for 'to be' verbs
 * Friday, April 25, 2014 **

__ Today in Class __ Using the five senses to add descriptive language and detail to short stories and journal entries. Conditions: Review: Run-on Sentences
 * Wednesday, April 23, 2014 **
 * 8 sentences per paragraph.
 * Maximum of one 'to be' verb per paragraph
 * Strong opening sentence using one of the six strategies we covered on Monday (surprise/shock, quotation, poetic language, humor, a question, or suspense)

__ Today in Class __ Journal: What is that animal? Comparison of Great Opening Lines Discussion of eliminating 'to be' verbs + exercise Edited previous essay for 'to be' verbs
 * Tuesday, April 22, 2014 **

__ Today in Class __ Journal: Best or Worst Day from Vacation Overview of Writing Unit Discussion: What Makes Good (and Bad) Writing? Worksheet on Writing Great Opening Sentences
 * Monday, April 21, 2014 **

__ Homework __ Finish worksheet on writing opening sentences Add an opening sentence to your essay on //I, Rigoberta Menchú//

__ Today in Class __ Role-playing Wellness activities Reviewed final essays and final trimester grades
 * Wednesday, March 26, 2014 **

__ Today in Class __ Finished reading //I, Rigoberta Menchú// Journal reflection on the theme of secrets Finished working on portfolios
 * Monday, March 24, 2014 **

__ Today in Class __ Worked on final drafts and portfolios
 * Friday, March 21, 2014 **

__ Homework __ Finish final drafts

__ Today in Class __ Review and discussion of chapter 25 of //I, Rigoberta Menchú// Peer Review of rough drafts Started work on final drafts
 * Wednesday, March 19, 2014 **

__ Homework __ 1. For Friday, March 21:
 * Portfolio 'piece' reflections
 * chapter 25 take-home quiz

2. Final drafts of your essays are due Monday, March 24. This [|link] has a breakdown on writing introductions and conclusions if you are having trouble with this section.

Remember, format for your paper must:
 * be in MLA format
 * include properly formatted in-text citations
 * have a works cited page on a separate page
 * include at least two sources from the list in the project description
 * follow the Schaffer format

Your final draft must be printed off and stapled together with:
 * the completed peer review sheet from your peer reviewer
 * a completed MLA and Citations checklist (attached below)

No class - Wellness activity
 * Tuesday, March 18, 2014 **

__ Today in Class __ Read excerpts from chapter 24 Worked on rough drafts Started work on portfolio piece reflections. Below are the pieces you can choose from for your portfolio piece reflection:
 * Monday, March 17, 2014 **
 * Venn Diagram on theme of ‘isolation’
 * Letter from Pi / Karana to a character from // Lord of the Flies //
 * Found Poems from //Life of Pi// / //Island of the Blue Dolphins//
 * Worksheet on Maslow’s Hierarchy of Needs from //Life of Pi// / //Island of the Blue Dolphins//
 * Mind Maps from //Life of Pi// / //Island of the Blue Dolphins//
 * Birdhouse Hunters video projects
 * Research on historical events / figures from Guatemala’s civil war
 * Poem on theme of “Fire and Ice”
 * “Schaffer Paragraph” on your nahual
 * “Schaffer Paragraph” on // I, Rigoberta Menchú // chapter 15
 * Worksheet on 'tone' from //I, Rigoberta Menchú//
 * Final essay on // I, Rigoberta Menchú //

__ Homework __
 * 1) Read chapter 25 for Wednesday
 * 2) Choose the piece you will use for your portfolio reflection for tomorrow. Your piece reflection will be due Friday. Blank forms are on the main page of the La Paz Wiki here.
 * 3) Rough drafts due tomorrow. A reminder, your draft must:
 * be in MLA format
 * include in-text citations
 * have a works cited page on a separate page
 * include at least two sources from the list in the project description

__ Today in Class __ Watched two excerpts from //When the Mountains Tremble// One-on-one review of essay outlines Worked on rough drafts
 * Friday, March 14, 2014 **

__ Homework __ Rough draft due Tuesday

__ Today in Class __ Brief review and exercise: fact vs. opinion Worked on outlines Reminder: the final drafts of your papers must be submitted in MLA format with in-text citations. A format and citations checklist for your final paper is pasted below. A completed checklist will need to be included when you turn in your final draft.
 * Wednesday, March 12, 2014 **

__ Homework __ Outline due Friday. Outline format is pasted below.

__ Today in Class __ Quiz / discussion of Chapters 19 and 21 Watched clip from documentary //When the Mountains Trembled// Continued work on projects
 * Tuesday, March 11, 2014 **

__ Homework __ For Friday: Read chapters 22 (XXII) and 24 (XXIV) For Friday: Outlines of your essays due

__ Today in Class __ Continued discussion of criticism of Rigoberta Menchú Started reading chapters 19 (XIX) and 21 (XXI) Started working on final essays
 * Monday, March 10, 2014 **

__ Homework __ Finish reading chapters 19 and 21 Final project description and due dates are in the document below. There is one link not working in the pdf. Here it is http://www.discoverthenetworks.org/Articles/How Rigoberta Menchu Fooled the.html

__ Today in Class __ Quiz and discussion of chapter 15 In pairs, read excerpts of //New York Times// article critical of Rigoberta Menchú's story
 * Friday, March 7, 2014 **

__Homework__ For Tuesday, March 11: Read chapters 19 (XIX) and 21 (XXI). We will start reading these in class on Monday.

__ Today in Class __ Peer Review of Jane Schaffer body paragraphs Started reading //I, Rigoberta Menchú// chapter 15
 * Wednesday, March 5, 2014 **

__ Homework __ 1. Edit/rewrite your body paragraph about your // nahual, // also using the document attached below. 2. Finish reading chapter 15 and write one paragraph explaining the main argument of the chapter using the 'Schaffer' format (use the document below). Topic sentence should start with, "The main argument of chapter 15 of //I, Rigoberta Menchú// is..."

__Today in class__ Quiz and d iscussion of chapter 8 Mini-lesson on essay structure using the Schaffer format Exercise on essay structure and the // nahual. // Instructions: 1. Go to this site: ([]) and skim the list of possible // nahual // (also spelled //nawal).// 2. Go to this site: [] and enter your birthdate to find out what your // nahual // is. 3. Based on these descriptions, write a typed paragraph using the Schaffer format explaining why you think your // nahual // is or is not similar to what you would expect based on your life and personality. 4. Remember that your paragraph must follow the Schaffer format:
 * Tuesday, March 4, 2014 **
 * Topic Sentence: one sentence stating the main idea of your paragraph (My //nahual// is/is not a close reflection of my personality)
 * Concrete Detail #1 (one piece of fact or evidence that supports your topic sentence)
 * Commentary (two sentences explaining your opinion about Concrete Detail #1)
 * Concrete Detail #2
 * Commentary (two sentences explaining your opinion about Concrete Detail #2)
 * Conclusion: one sentence restating the main idea from your paragraph and summarizing your argument

Example: 1. TS = Topic Sentence __Jack was a dangerous and unworthy choice to lead the boys in //Lord of the Flies//__ 2. CD = Concrete Detail __For example, he insisted on hunting the pig, even though he had said he would watch the fire.__ 3. CM = Commentary (about #2) __His desire to shed__ __blood was greater than his desire to be rescued, and so he was thoughtless and foolish. __ 4. CM = Additional Commentary (about #2) __Maybe it was more than that; perhaps he was blinded by the desire to prove his superiority to Ralph.__ 5. CD = Another Concrete Detail __Later, Jack and the boys set the island on fire when trying to hunt down Ralph.__ 6. CM = Commentary (about #5) __Jack let his 'savage' side take over, seeking power no matter what the cost.__ 7. CM = Additional Commentary (about #5) __His violence and hatred turned the boys into a gang capable of not only their own destruction but that of the island as well.__ 8. CS = Concluding Sentence (wrap up the paragraph, or transition to a subsequent paragraph) __Jack may have helped the boys survive by finding meat, but his brutal and selfish behavior were not worth the benefit.__

__Homework__ For Wednesday: Finish sample paragraph if not already completed For Friday: Read second half of chapter 11 and all of chapter 15

__ Today in Class __ Presentations on Guatemala key terms Lecture on run-on sentences
 * Monday, March 3, 2014 **

__Homework__ Read //I, Rigoberta Menchú// chapter 8

__ Today in Class __ Quiz on //I, Rigoberta Menchú// chapters 1, 3, 6, 7 Discussion of the genre of 'testimonio' and its relationship to //I, Rigoberta Menchú// Discussion of chapters 1, 3, 6, 7
 * Friday, February 28, 2014 **

__Homework__ For Monday, March 3: Finish research on Guatemala key people, events, organizations For Monday, March 3: Finish worksheet on testimonio For Tuesday, March 4: Read //I, Rigoberta Menchú// chapter 8

__ Today in Class __ Read and discussed Robert Frost Poem 'Fire and Ice' Wrote poems on the theme of 'fire and ice' Continued research on Guatemala key people, events, organizations
 * Wednesday, February 26, 2014 **

__Homework__ For Friday: Read chapters 1, 3, 6, 7 For Monday: Research on Guatemala key people, events, organizations due

__ Today in Class __ Discussion of 'prejudice' and 'privilege' Research on Guatemala key people, events, organizations
 * Tuesday, February 25, 2014 **

__ Homework __ For Friday: Read chapters 1, 3, 6, 7

__ Today in Class __ Whiteboard discussion of mind maps Background information on Guatemala civil war and key terms
 * Monday, February 24, 2014 **

__ Homework __ For Friday: Read chapters 1, 3, 6, 7

__ Today in Class __ Quiz on final chapters of //Island of the Blue Dolphins// and //Life of Pi// Watched birdhouse videos Initial discussion on prejudice and privilege
 * Friday, February 21, 2014 **

__ Homework __ Mind maps 1/2 page: Do you see examples of prejudice or discrimination in your own lives or communities?

__ Today in Class __ Continued working on mind maps Discussed Island of the Blue Dolphins chapters 21-24 Worked on video projects
 * Wednesday, February 19, 2014 **

__Homework__ Video projects due Friday, February 21 Finish reading your novel by Friday, February 21 Mind maps due Monday, February 24

__ Today in Class __ Overview of mind maps Started working on mind maps for the novels Discussion of //Life of Pi// chapters 81-94 Worked on video projects
 * Tuesday, February 18, 2014 **

__ Homework __ Video projects due Friday February 21 (2 day extension) Finish reading your novel by Friday, February 21 Mind maps due Monday, February 24

__** Homework **__ Finish reading //Island of the Blue Dolphins// and //Life of Pi// for Friday, February 21. I will give you a written assignment on Tuesday in class.
 * Friday, February 14, 2014 **

__ Today in Class __ Worked in groups on video projects Reading on Maslow's "Hierarchy of Needs" and its application to //Island of the Blue Dolphins// and //Life of Pi//
 * Tuesday, February 11, 2014 **

__ Homework __ Finish reading // Island of the Blue Dolphins // chapters 21-24 and // Life of Pi // chapters 81-94 for Friday (not Wednesday since we will not be meeting) For Friday, February 14: Finish worksheet on Maslow's Hierarchy of Needs and its application to //Island of the Blue Dolphins// and //Life of Pi// and either send to me by email or find me on campus to hand it in (remember we won't be meeting on Friday since we are going to the primary school campus) For Wednesday, February 19: Video projects are due at the start of class

__ Today in Class __ Discussion of //I// //sland of the Blue Dolphins// chapters 17-20 / //Life of Pi// chapters 64-80 Worked on editing drafts
 * Monday, February 10, 2014 **

__** Homework **__ For Wednesday, February 12: Read //Island of the Blue Dolphins// chapters 21-24 and //Life of Pi// chapters 81-94 1. Download Firefox Web Browser: [] 2. Download Zotero Standalone Program: [] 3. Create a Zotero User Account: []

Conrad and Zelenia: Do only step 3 (you cannot do steps 1 and 2 on your devices) For Wednesday, February 12: Read //Island of the Blue Dolphins// chapters 21-24 and //Life of Pi// chapters 81-94

__ Today in Class __ Quiz on //Island of the Blue Dolphins / Life of Pi,// grammar, and MLA format Discussion of //Island of the Blue Dolphins// chapters 17-20 and //Life of Pi// chapters 64-80 in small groups
 * Friday, February 7, 2014 **

__ Homework __ For Tuesday, February 11: Turn in any missing assignments (check your email!). This is a one-time opportunity - you will not get this chance the next time grades are due. For Wednesday, February 12: Read //Island of the Blue Dolphins// chapters 21-24 and //Life of Pi// chapters 81-94

__ Today in Class __ I. Journal: What different types of meanings does the word ‘survivor’ have in society today? What does this word mean to you? Do Pi/Karana fit this definition? If yes, what specific qualities do Karana/Pi have that make them survivors? Cite specific examples from the book you are reading.
 * Wednesday, February 5, 2014 **

II. ‘Survivor’ Interview: In pairs, read the article about Jose Salvador Alvarenga, who claimed to have survived at sea in the Pacific for 13 months. Focus was on the questions from U.S. official Gee Bing, who was skeptical of Mr. Salvador Alvarenga’s story. Questions: Why does he find the story hard to believe? After reading the article: In pairs, imagine one of you is Pi or Karana, and the other is Mr. Bing. What kinds of questions would Mr. Bing ask Pi/Karana if he was suspicious of his/her story? How would Pi/Karana respond to convince him that he/she was telling the truth?

III. Continued working on Acts I, II, III for video project

__Homework__ Read //Life of Pi// chapters 64-80 and //Island of the Blue Dolphins// chapters 17-20 Finish drafting storyline (Acts I, II, III) for video project Remember: Quiz Friday! We will cover the books up to the chapters you have read as well as a few questions on grammar and MLA format.

__ Today in Class __ Discussion of Chapters 57-63 of //Life of Pi// and Chapters 15-16 of //Island of the Blue Dolphins// Combination of 'found poems' Worked on birdhouse projects. Remember that e verything should be clearly written out and shared as a Google Doc with every member of your group. Remember also to include the following information (start here but use these questions only as a starting point) as well as the information from your research papers and the brainstorming handout:
 * Friday, January 31, 2014 **
 * I. Decide on roles. Who will play the narrator, the agent, the birds? How will you divide responsibilities (writing, drafting, making props/costumes, filming, editing, etc.)? You will need to turn this in to me.
 * II. Plotline for the story
 * A. Act I: Introducing Characters:
 * a. Who are they? What are they looking for? What are they doing here in Costa Rica?
 * b. Introducing the ‘birdhouse estate agent’ who will be showing them the places
 * B. Act II. Reviewing the Houses
 * a. What do the birds like/dislike about each birdhouse? What are their ‘must have’ top priorities? How will you work the information from your research paper directly in to this section to answer these questions?
 * Birdhouse #1
 * Birdhouse #2
 * Birdhouse #3
 * C. Act III: The Decision
 * a. After reviewing the different houses, which one do they choose? Why?
 * b. Revisit the new residents after their decision. Are they happy with their choice?

__Homework__ 1. For Wednesday February 5: Ariel and Cloe: Finish combining 'found poems'. Remember that you need to work on both adding lines to clarify missing elements of the plot, and to unify the poems so that the voice reads as if the poem was written by a single author 2. For Friday, February 7: Finish drafting Acts I, II, and III for video project. 3. For Friday February 7: Read //Life of Pi// 64-80 and //Island of the Blue Dolphins// Chapters 17-20. There will be a quiz on both books up to this point in class on Friday.

__Today in Class__ Reviewed MLA format and checklist Introduction to 'and creation of 'found poems' using the website http://erasures.wavepoetry.com/sources.php
 * Wednesday, January 29, 2014 **

__Homework__ Finish brainstorming document for birdhouse project Read // Life of Pi // through chapters 57-63 and write a 'found poem' Read // Island of the Blue Dolphins // chapters 15-16 and write a 'found poem'
 * Denis: Chapter 57
 * Conrad: Chapter 58
 * Cloe: Chapter 59-60
 * Ariel: Chapter 61
 * Rony: Chapter 62
 * Swan: Chapter 63
 * Zelenia: Chapter 15
 * Josué: Chapter 16

__Today in Class__ Revised letters from Pi/Karana to //Lord of the Flies// characters Started brainstorming for birdhouse video project
 * Tuesday, January 28, 2014 **

__Homework__ For Friday February 1:
 * Finish brainstorming document
 * Read // Life of Pi // through chapters 57-63
 * Read // Island of the Blue Dolphins // chapters 15-16

__ Today in Class __ Discussed //Life of Pi// 47-56 and //Island of the Blue Dolphins// 13-14 Continued work on birdhouse research projects
 * Monday, January 27, 2014 **

__ Homework __ Finish research papers

__Today in Class__ Journal free-writing: What one invention do you think the world would be better off without? Revised letters to //Lord of the Flies// characters Continued work on birdhouse projects
 * Friday, January 24, 2014 **

__ Homework __ For Monday: Read //Life of Pi// chapters 47-56 and //Island of the Blue Dolphins// chapters 13-14 and complete handouts (attached below) For Tuesday: Bird reports due

__Today in Class__ Perspective exercise: letter from Pi/Karana to a character from //Lord of the Flies// Discussion of 6+1 Writing Traits: Ideas, Word Choice, Organization, Conventions
 * Wednesday, January 22, 2014 **

__Homework__ Finish initial research on your bird. Initial research is due Friday For Monday, January 27
 * //Life of Pi:// Read Chapters 47-56
 * //Island of the Blue Dolphins//: Read Chapters 13-14

__ Today in Class __ Started research for Birdhouse Hunters project Started reading // Life of Pi // Chapters 37-46 and // Island of the Blue Dolphins // Chapters 10-12
 * Tuesday, January 21, 2014 **

__ Homework __ Read //Life of Pi// Chapters 37-46 and //Island of the Blue Dolphins// Chapters 10-12 and examine a single chapter using the 6+1 Traits Research your bird. Research is due Friday, January 24. Final essay for this section is due Tuesday, January 28.

__ Today in Class __ Discussions and presentation of //Life of Pi// 25-36 and //Island of the Blue Dolphins// 8-9 Discussion of birdhouse project and assignment of groups
 * Monday, January 20, 2014 **

__Homework__ Finish worksheet from today's class Pick a bird you will propose for your group choose for your project For Wednesday:
 * // Life of Pi // : Read Chapters 37-46
 * // Island of the Blue Dolphins // : Read Chapters 10-12

__Today in Class__ Recap discussion of academic citations and format Discussion of quotes from //Life of Pi// and //Island of the Blue Dolphins// Journaling on plant observations
 * Friday, January 17, 2014 **

__Homework__ //Life of Pi//: Read Chapters 25-36 and answer questions //Island of the Blue Dolphins//: Read Chapters 8-9. Summarize each chapter. After finishing chapter 9, write a prediction about what you think will happen in the next chapter of the book. One sentence: what bird do you want to live in the birdhouse you are designing for Art class? The bird must be a species from this area.

__Today in Class__ Presentations on Pondicherry, Indira Gandhi, Islam, Christianity, and Hinduism in relation to //Life of Pi// Reading and reflection Ian Barbour Discussion of California Indians, Aleuts, and Russians in //Island of the Blue Dolphins//
 * Wednesday, January 15, 2014 **

__ Homework __ //Life of Pi// Read Chapters 15-24. From of these chapters: 1. Find and copy (either handwrite or type) two quotes each for following themes from the novel: 2. Write the page number where the quote appears in the novel 3. For each quote, write one sentence of your own analysis (why this quote is important to you and how it relates to the theme)
 * belief in God
 * the relationship between science and religion
 * the definition of freedom
 * the loss of innocence

Read //Island of the Blue Dolphins// Chapters 5-7 1. Find and copy (either handwrite or type) two or three quotes each for following themes from the novel: 2. Write the page number where the quote appears in the novel 3. For each quote, write one sentence of your own analysis (why this quote is important to you and how it relates to the theme)
 * Loneliness and Companionship
 * Forgiveness and Trust

__Today in Class__ Grammar mini-lesson: correct use of 'I' and 'me.' //Life of Pi// Task 1: Comparison of Major Religions Your focus will be on Christianity (Rony), Islam (Conrad), and Hinduism (Ariel). For each of the aforementioned religions, you must answer the following questions:
 * Tuesday, January 14, 2014 **
 * 1) What are the major beliefs of this religion?
 * 2) What are the major points of history for this religion?
 * 3) List and define four pivotal religious terms for this religion.
 * 4) List two facts about this religion that you find especially interesting.

Task 2: A Time of Political Unrest in India (Swan) // Life of Pi // takes place during a time of political unrest in India, which many attributed to the actions of Indira Gandhi. Briefly describe who Indira Gandhi was:
 * 1) Where and when was she born?
 * 2) When and how did she become prime minister?
 * 3) What policies was she known for?
 * 4) Why was she criticized/controversial in India?
 * 5) How did she die?

Task 3: Overview of Pondicherry, India (Dennis) Search online for information about the city of Pondicherry, its inhabitants, and its landmarks.
 * 1) What is Pondicherry known for?
 * 2) What is the climate like?
 * 3) What does it look like?
 * 4) Are there any other interesting facts?

//Island of the Blue Dolphins// investigations on Aleuts and California Indians. Task 1: The Aleuts
 * 1) Tell a little bit about these people. How did they live? What did they live in? What did they eat?
 * 2) Describe the region, territory, climate, etc. that the Aleuts lived in.
 * 3) Describe the relationship between the Aleuts and the Russians.
 * 4) List two facts about this group of people that you find especially interesting.

Task 2: California Indians
 * 1) Tell a little bit about these peoples. How did they live? What did they live in? What did they eat?
 * 2) Compare the Nicoleños (Karana’s tribe) with one other California Indian tribe of your choosing. Name one thing about how these groups lived that was similar and one thing that was different.
 * 3) Describe the relationship between the California Indians and the Spanish.
 * 4) List two facts about this group of people that you find especially interesting.

Remember to list your sources in MLA format at the end of your paper. This means a //full// citation, not just copying and pasting the link. https://owl.english.purdue.edu/owl/resource/747/08/

__Homework (for Friday)__ //Life of Pi// Read Chapters 15-24. From of these chapters: 1. Find and copy (either handwrite or type) two quotes each for following themes from the novel: 2. Write the page number where the quote appears in the novel 3. For each quote, write one sentence of your own analysis (why this quote is important to you and how it relates to the theme)
 * belief in God
 * the relationship between science and religion
 * the definition of freedom
 * the loss of innocence

Read //Island of the Blue Dolphins// Chapters 5-7 1. Find and copy (either handwrite or type) two or three quotes each for following themes from the novel: 2. Write the page number where the quote appears in the novel 3. For each quote, write one sentence of your own analysis (why this quote is important to you and how it relates to the theme)
 * Loneliness and Companionship
 * Forgiveness and Trust

__Today in Class__ Debate: Pi vs. the zoo-haters Discussion of //Life of Pi// Chapters 7-14 Discussion of //Island of the Blue Dolphins// Chapters 3-4
 * Monday, January 13, 2014 **

__Homework (for Wednesday, January 15)__ //Life of Pi// Read Chapters 15-24. From of these chapters: 1. Find and copy (either handwrite or type) two quotes each for following themes from the novel: 2. Write the page number where the quote appears in the novel 3. For each quote, write one sentence of your own analysis (why this quote is important to you and how it relates to the theme)
 * belief in God
 * the relationship between science and religion
 * the definition of freedom
 * the loss of innocence

Read // Island of the Blue Dolphins // Chapters 5-7 1. Find and copy (either handwrite or type) two or three quotes each for following themes from the novel: 2. Write the page number where the quote appears in the novel 3. For each quote, write one sentence of your own analysis (why this quote is important to you and how it relates to the theme)
 * Loneliness and Companionship
 * Forgiveness and Trust

__Today in Class__ Discussion through Chapter Six of //Life of Pi// and Chapter Two of //Island of the Blue Dolphins// Preparation of debate on Pi's assertion about animals and zoos
 * Friday, January 10, 2014 **

__Homework:__ Read Chapters 7-14 from //Life of Pi // Read Chapters 3-4 from // Island of the Blue Dolphins //

__Today in Class__ Discussion of songs and poems related to different experiences of isolation Stations on thematic questions related to the novels //Island of the Blue Dolphins// and //Life of Pi// Background information on Scott O'Dell and Yann Martel, the authors of // Island of the Blue Dolphins // and // Life of Pi // Started reading both books
 * Wednesday, January 8, 2014 **

__Homework:__ //Life of Pi:// Read the Author's Note and Chapters 1-6, and complete the comprehension questions. //Island of the Blue Dolphins:// Read Chapters 1 and 2 and complete the vocabulary and comprehension questions.

__Today in Class__ Journal Entry: What does the word 'isolation' mean to you? Does it have positive or negative connotations? What do you think are the effects of isolation on an individual? Read articles about and compared three cases of individual isolation: Henry David Thoreau, Sarah Shourd, and the 'most isolated man in the world' in the Brazilian Amazon. Worked on Venn Diagrams comparing and contrasting each person's experience
 * Tuesday, January 7, 2014 **

__Homework__ Finish Venn Diagrams Find a song or poem that relates to one of the people whose stories were presented today and bring a copy of the poem or song lyrics to class tomorrow.

__Today in Class__ Watched excerpts from //O Brother Where Art Thou// Comparison of //O Brother Where Art Thou// to //The Odyssey//
 * Monday, December 2, 2013 **

__Homework__ Finish portfolios

__Today in Class__ Debrief / recap of //The Odyssey// 'talk show' Worked on portfolios Model UN research
 * Friday, November 29, 2013 **

__Homework__ Work on portfolio reflections Finish revising reports on gods/goddesses/characters from //The Odyssey//

__Today in Class__ //The Odyssey// 'talk show'
 * Wednesday, November 27, 2013 **

__Homework__ Finish revising essays on your god/goddess/character from //The Odyssey//

__Today in Class__ Finished reading //The Odyssey// Exercise: did Odysseus suffer from PTSD?
 * Tuesday, November 26, 2013 **

__Homework__ Finish preparing for 'talk show' Finish portfolio reflections if not already completed

__Today in Class__ Worked on portfolios Revised essays for talk show project
 * Monday, November 25, 2013 **

__Homework__ Prepare Costumes for Wednesday Finish portfolio piece reflection sheets

__Today in Class__ Grammar mini-lesson on use of apostrophes Read Chapters 8 and 9 from //The Odyssey// book Reflected on the question of whether Odysseus is in control of his own destiny or subject to the will of the gods
 * Wednesday, November 20, 2013 **

__Homework__ Check your chosen celebrity's tweets for correct use of apostrophes (from grammar mini-lesson today) Read "Meeting of Father and Son" and "The Beggar and The Faithful Dog" and write two paragraphs on the question: What do these sections say to you about the concept of loyalty? What does loyalty mean to you? Final draft of your portfolio reflection sheet Five interview questions for the god/goddess/character you will be interviewing for the talk show

__Today in Class__ Reviewed MLA in-text citations Checked portfolio reflection sheet drafts Read //The Odyssey//: "Mutiny and Murder" Journal entries comparing the effects of isolation on and island in this chapter of //The Odyssey// and in //Lord of the Flies// Worked on talk show character/goddess/god reports
 * Tuesday, November 19, 2013**

__Homework__ Have portfolio reflection sheet draft reviewed by an adult for comments and suggestions One-page summary for the god/goddess/character from //The Odyssey// that you are portraying **and** one-page summary for the god/goddess/character from //The Odyssey// that you are interviewing due tomorrow

__Today in Class__ Started working on portfolios Reading of //The Odyssey:// Cattle of the Sun God Journal entry from the perspective of one of Odysseus' crewmen
 * Monday, November 18, 2013**

__Homework__ Finish first draft of reflection for portfolios One-page summary for the god/goddess/character from //The Odyssey// that you are portraying **and** one-page summary for the god/goddess/character from // The Odyssey // that you are interviewing now due **Wednesday** (not Tuesday)

__Today in Class__ Reading of //The Odyssey:// Sirens, Scylla, Cydris Journal and discussion on secrecy and decision making.
 * Friday, November 15, 2013**

__Homework__ Finish one-page summaries on both the character/god you are portraying and the character/god you are interviewing by Tuesday, November 20. Papers and works cited pages must be written in MLA format and must be handed in //in print.//

A reminder on the characters you are portraying and interviewing:
 * ** Student Name ** || ** Portraying ** || ** Interviewing ** ||
 * ** Rony ** || Odysseus || Helios (Denis) ||
 * ** Josué ** || Penelope || Circe (Ariel) ||
 * ** Swan ** || Polyphemus || Scylla / Charybdis (Zelenia) ||
 * ** Conrad ** || Teresius || Calypso (Cloe) ||
 * ** Cloe ** || Calypso || Odysseus (Rony) ||
 * ** Zelenia ** || Scylla / Charybdis || Teresius (Conrad) ||
 * ** Ariel ** || Circe || Penelope (Josué) ||
 * ** Denis ** || Helios || Polyphemus (Swan) ||

__Today in Class__ Review of // The Odyssey // book through page 47 Read in class poem "Circes" and "Land of the Dead" Journal entry: two questions 1. What errors in judgment have been made in the story so far? By whom? How have these decisions affected the course of events? 2. A recurring risk in the story is of forgetting one's homeland, family, and origins. Are there ever any benefits of forgetting, either in the story or in your own opinion? When might someone want to forget these things?
 * Wednesday, November 13, 2013**

__Homework__ Read //The Odyssey// book pages 48-55 Sources for final project due Friday Finish journal entries if not done already Food!
 * ** Name ** || ** Food ** ||
 * ** Rony ** || Hummus ||
 * ** Josué ** || Olives ||
 * ** Swan ** || Napkins / Utensils ||
 * ** Conrad ** || Tea ||
 * ** Cloe ** || Pita ||
 * ** Zelenia ** || Plates ||
 * ** Ariel ** || ??? ||
 * ** Denis ** || Cookies ||
 * **Mr. Adam** || ??? ||

__Today in Class__ Journal entry: Based on what we know about Odysseus so far, what qualities did the Greeks consider heroic? How do those traits compare with your own ideas about heroism? Reviewed //The Odyssey// through section "The Cyclops" and acted out scenes from that section Discussed final project: //The Odyssey// "Talk Show"
 * Tuesday, November 12, 2013**

__Homework__ Read //The Odyssey// book through page 47 Start collecting sources for final project (list of sources due Friday) A reminder of the characters you will be portraying and interviewing for your final project:
 * ** Student Name ** || ** Portraying ** || ** Interviewing ** ||
 * ** Rony ** || Odysseus || Helios (Denis) ||
 * ** Josué ** || Penelope || Circe (Ariel) ||
 * ** Swan ** || Polyphemus || Scylla / Charybdis (Zelenia) ||
 * ** Conrad ** || Teresius || Calypso (Cloe) ||
 * ** Cloe ** || Calypso || Odysseus (Rony) ||
 * ** Zelenia ** || Scylla / Charybdis || Teresius (Conrad) ||
 * ** Ariel ** || Circe || Penelope (Josué) ||
 * ** Denis ** || Helios || Polyphemus (Swan) ||

__Today in Class__ Journal entry on heroism Reviewed // The Odyssey //through section "The Lotus Eaters" Discussed "Cyclops" and started preparing reenactments Discussed final project: //The Odyssey// "Talk Show"
 * Monday, November 11, 2013**

__Homework__ Start collecting sources for final project

__Today in Class__ Presentations on Odyssey characters, gods, and places Started reading //The Odyssey//
 * Friday, November 7, 2013**

__Homework__ Read handout from //The Odyssey// Read book //The Odyssey// through page 20 Vocab and questions handout

__Today in Class__ Journal Entries Debate on Modern Worship of Ancient Gods in Greece Continued work on // The Odyssey // 'trading cards'
 * Wendesday, November 5, 2013**

__Homework__ Finish Trading Cards by Friday Odyssey Vocabulary + Short Story

__Today in Class__ Read short story Discussion of handout on Homer Discussion of history and life in Ancient Greece Started work on //The Odyssey// character 'trading cards'
 * Tuesday, November 5, 2013**

__Homework__ Finish Trading Cards by Friday

__Today in Class__ Discussion of epic poetry and epic heroes Worked on short stories
 * Monday, November 4, 2013**

__Homework__ Finish short stories Read handout on Homer Finish handout on epic hero

__Today in Class__ Finished watching //Lord of the Flies// movie Peer review of short stories
 * Friday, November 1, 2013**

__Homework__ Final drafts of short stories due Tuesday, November 5

__Today in Class__ Continued Watching // Lord of the Flies // Movie Reviewed Story Maps and Started Drafts of Short Stories
 * Wednesday, October 30, 2013**

__Homework__ Finish Rough Draft of Short Story for Friday (minimum length: 1 page typed)

__Today in Class__ Discussed 'Civilization vs. Savagery' Started Short Stories Continued Watching // Lord of the Flies // Movie
 * Tuesday, October 29, 2013 **

__Homework__ Finish Short Story Story Map

__Today in Class__ Turned in Final Drafts Chapter 11 Monologue Presentations Started Watching //Lord of the Flies// Movie
 * Monday, October 28, 2013**

__Today in Class__ Peer Review of Rough Drafts Discussed Writing a Conclusion Worked on Monologues
 * Friday, October 25, 2013 **

__Homework__ Finish Final Drafts

__Today in Class__ MLA Format cont'd Worked on Monologues
 * Wednesday, October 23, 2013**

__Homework__ Peer review your partner's essay

__Today in Class__ Reviewed Chapter 12 of //Lord of the Flies// Discussed MLA Format
 * Tuesday, October 22, 2013**

__Homework__ MLA Format Sheets

__Today in Class__ Continued Work on Monologues Reviewed Outlines and Discussed Rough Drafts
 * Friday, October 18, 2013**

__Homework__ Finish Rough Draft Finish Reading //Lord of the Flies//

__Today in Class__ Discussed Chapter 11 of //Lord of the Flies// Started Work on Chapter 11 Monologues Started Outlines for Final Essay
 * Wednesday, October 16, 2013**

__Homework__ Finish Outlines for Friday

__Today in Class__ Discussed Conventions and Collecting Evidence Collected Evidence for Essays
 * Tuesday, October 15, 2013**

__Homework__ Finish Collecting Evidence for Essays Read Chapter 11 from //Lord of the Flies//

__Today in Class:__ Discussed Chapter 10 of //Lord of the Flies// Conventions: Typo correction exercise Pre-writing for essays Below is a document with sample formats for your thesis statements. You can use these word-for-word or as a guide if you decide to revise your own thesis statements.
 * Monday, October 14, 2013**

__Homework__ Finish conventions exercise for tomorrow Pre-write for essays for tomorrow Read Chapter 11 for Wednesday

__Today in Class:__ Handed out and discussed final essay topics, and started work on thesis statements.
 * Friday, October 11, 2013**

__Homework__ Choose a topic and email me your thesis before class on Monday. Read Chapter 10 of //Lord of the Flies//

__Today in Class:__ Discussed Chapter 9 of //Lord of the Flies// Read and discussed the article 'Age of Reason' (a link to the article is [|here])
 * Wednesday, October 9, 2913**

__Homework__ Review the article 'Age of Reason' and write responses to the prompts below:


 * 1) Which definition/interpretation of the 'age of reason' from the article do you think is most similar to what William Golding, the author of //Lord of the Flies//, believed? Why?
 * 2) Write a two-paragraph persuasive essay explaining what you think would be the most appropriate response to/punishment for the two boys discussed int eh article (the ones who killed a girl for her bicycle). Have they reached the 'age of reason' where they are fully responsible for their actions? Why or why not?

__Today in Class:__ Discussion of plagiarism. Read and discussed article on historians accused of plagiarism.
 * Tuesday, October 8, 2013**

__Homework__ Finish reading Chapter 9 of //Lord of the Flies//

__Today in Class:__ Workshopped 'Just Because' poems Discussion of Chapter 8 of //Lord of the Flies//
 * Monday, October 7, 2013**

__Homework__ Final draft of 'Just Because' poems Read Chapter 9 of //Lord of the Flies// (for Wednesday October 9)

__Today in Class:__ Discussion of Chapter 7 of //Lord of the Flies// Discussion of voice and individual // Lord of the Flies // characters
 * Friday, October 4, 2013**

__Homework__ Read Chapter 8 of //Lord of the Flies// Write two 'Just Because' poems: Use sample 'Just Because' poems in the document below as a guide
 * one from the perspective of the // Lord of the Flies // character of your choosing
 * one about yourself or an unjust stereotype you see in the world

__Today in Class:__ //Lord of the Flies// propaganda presentations and debate
 * Wednesday, October 2, 2013**

__Homework__ Read Chapter 7 of //Lord of the Flies// by Friday, October 4 Complete self-evaluations for your group based on the rubric below:

__Today in Class:__ Worked on propaganda presentations Discussion of //Lord of the Flies// Chapters 5 and 6 Recap of //Lord of the Flies// through Chapter 6 - what are the five most important events that have occurred in the novel so far?
 * Tuesday, October 1, 2013**

__Homework__ Read Chapter 7 of //Lord of the Flies// by Friday, October 4 Finish propaganda projects

__Today in Class:__ Quiz on //Lord of the Flies// Chapters 5 and 6 Discussion of Chapters 5 and 6 Work on Presentations
 * Monday, September 30, 2013**

__Homework__ Read Chapter 7 of //Lord of the Flies// by Friday, October 4

__Today in Class:__ Workshopped // Lord of the Flies // propaganda presentation projects
 * Friday, September 27, 2013 **

__Homework__ Work on // Lord of the Flies // propaganda presentation projects Read Chapter Six of // Lord of the Flies // (Remember that there will be a quiz Monday on Chapters 5 and 6) Discussion roles for Monday:
 * Summarizer: Conrad
 * Investigator / Literary Luminary: Cloe
 * Connectors: Denis, Ariel
 * Vocabulary Enricher: Swan
 * Illustrators: Zelenia, Rony
 * Predictor: Josué

__Today in Class:__ Discussion of Chapter Four of //Lord of the Flies// Handout, discussion, and initial work on //Lord of the Flies// propaganda projects
 * Tuesday, September 24, 2013 **

__Homework__ Read Chapter Five of //Lord of the Flies// for discussion Friday Work on propaganda projects

__Today in Class:__ Discussion of gender and its relationship to //Lord of the Flies// Read about women's roles in World War II and reviewed posters
 * Monday, September 23, 2013**

__Homework__ Finish reading Chapter Four and comprehension questions

__Today in Class:__ Discussion of chapter three of //Lord of the Flies// Discussion of diagnostic essays on 'The Sacred Rac' and essay assessment rubric
 * Friday, September 19, 2013**

__Homework__ For Tuesday, September 24, read chapter four of //Lord of the Flies// Use complete sentences to answer the comprehension questions in the document below.

__Today in Class:__ Journal entry on leadership and //Lord of the Flies// Discussed chapters one and two of //Lord of the Flies// Discussed literature circles and assigned roles for Friday Continued visual depictions of major characters
 * Wednesday, September 18, 2013**

__Homework__ Read chapter three of //Lord of the Flies// Prepare literature circle role

__Today in Class:__ Reviewed homework and background of William Golding, author of //Lord of the Flies// Journal entry and discussion of William Golding quote Discussed chapter one of //Lord of the Flies// Started visual depictions of major characters
 * Tuesday, September 17, 2013**

__Homework__ Read chapter two of //Lord of the Flies// Vocabulary exercise

__Today in Class:__ Shared and discussed September 11, 2001 interviews 6+1 Writing Exercise: Paragraph revisions in groups Started discussion of //Lord of the Flies//
 * Friday, September 12, 2013**

__Homework__ For Tuesday September 17: Go to the following web sites to learn more about William Golding, author of // Lord of the Flies //and to answer the questions below. http://www.william-golding.co.uk/ http://www.nobelprize.org/nobel_prizes/literature/

Use complete sentences when answering these questions: 1. Golding is a native of what country? 2. What was his occupation during the 1940s? 3. Summarize his philosophy of human nature. What event helped shape this philosophy? 4. What is the Nobel Prize for Literature? How does one earn it? 5. What is the difference between Great Britain, England, the United Kingdom, and the British Commonwealth? 6. From what you know about Golding's philosophy of human nature, what do you think might happen in his story of a group of young boys stranded on a desert island with no adult supervision? Keep these predictions in mind as you read through the novel.

For Wednesday September 18: Read Chapter Two of //Lord of the Flies//

__Today in Class:__ Shared and discussed diagnostic essays Exercises using 6+1 traits Discussion of September 11, 2001 and oral history
 * Wednesday, September 11, 2013**

__Homework__ Rewrite sample paragraphs to add 'voice' September 11 interview with family member, neighbor, family friend Read Chapter 1 of Lord of the Flies

__Today in Class:__ Continued discussion of propaganda Journal entries on voice in essay writing Exercise on essay organization
 * Tuesday, September 10, 2013**

__Homework__ Finish diagnostic essays (can be submitted by email or in hard copy)

__Today in Class:__ Discussion of World War II DIscussion and viewing of World War II propaganda, including Disney film 'Education for Death' Read articles in groups on propaganda and various aspects of World War II
 * Monday, September 9, 2013**

__Homework:__ Read the document "Types of Propaganda Techniques" and the accompanying articles. Then look at the images on the third page and write brief responses to the following questions: 1. What connections do you see between the images and the articles? 2. What propaganda techniques, if any, do you see being used in the images? 3. In your opinion, do these images all represent forms of propaganda? Why or why not?

Work on diagnostic essays

__Today in Class:__ Individual meetings to discuss diagnostic essays
 * Friday, September 6, 2013**

__Homework:__ Work on your diagnostic essays

__Today in Class__**:** Journaled on concepts of peace, peace ambassadors, and peace in Costa Rica Continued discussion of //The Sacred Rac// Discussed diagnostic writing assignment
 * Wednesday, September 4, 2013**

__Today in Class__**:** Shared and Discussed Journal Entries Discussion of Writing as a Process, Essay Structure, and 6+1 Writing Traits Read and began discussion of //The Sacred Rac//
 * Tuesday, September 3, 2013**

__Today in Class__: Introduction and Syllabus Overview (15 minutes) Ice Breaker: Find out About Your Classmates (15 minutes) ‘About Me’ Sheet (in writing) including goals for the year (personal, academic, in this class). Share the goals portion of the sheet, in a circle (30 minutes) Discussion of quote from Franklin D. Roosevelt: "The country needs, and unless I mistake its temper, the country demands bold, persistent experimentation. It is common sense to take a method and try it: If it fails, admit it frankly and try another. But above all, try something."
 * Monday, September 2, 2013**

__Homework__ Sign and have parent sign syllabus Journal: Choose a quote that is of importance or inspiring to you. Discuss who said it, when, and what it means to you personally.