Webquest: Kaffir Boy and Apartheid South Africa

Today you will be conducting some research and obtaining some important background knowledge to supplement our reading of Kaffir Boy. The information you will collect in this webquest will also support what you will be doing in Ms.Cody's class these next few weeks.

Your Webquest and accompanying packet are due today by the end of class. Anyone that is off task will result in a loss of points. Good luck!

Step 1. Download the packet by clicking here or getting a copy from the P: Drive under the "Teachers" folder (directions on board.) This will be the packet that you fill out and turn in.

Step 2. Follow the instructions on the packet. Here are the links you will be visiting for each step:

1. http://www.pbs.org/wgbh/commandingheights/lo/countries/za/za_overview.html

2. http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html

3. http://africanhistory.about.com/library/bl/blsalaws.htm

4. http://www.pbs.org/wgbh/pages/frontline/shows/mandela/

Step 3. Once you have completed your Webquest, address the following question below and post your responses here as a comment to this post. Type your response first in a Word document, proofread and save. Copy and paste the text into the "Comment" field, don't forget your name and class period, choose the "Anonymous" option unless you have a Google account, and click "Publish Your Comment."

Consider our unit essential question and theme: How do societies use power to affect change? Based on what you have learned about Apartheid so far, how did the government exercise their power to affect change in South Africa? What were some of those changes?

Please respond in a well-developed paragraph. This is due by Friday, before class.

Tuesday, November 17, 2009

Today, we reviewed Chapters One and Two in class. We also discussed your assignment, your Reader's Response #1. Click here to download. This is due on Thursday, so don't forget! The rest of the period was spent independently reading. For homework, please read to Chapter 6 by Thursday.

Monday, November 16, 2009

Today, to prepare for reading Kaffir Boy, we conducted a gallery walk. Posted around our room were various images and quotes regarding Apartheid in South Africa. As you walked around the room, you recorded your personal responses and questions regarding each quote or image. Everyone then returned to their seats and we discussed the themes that emerged from viewing these images and quotes. Oppression, poverty, racism, discrimination, freedom, conflict, power, and protest were all themes that you suggested and that we recorded on the board. Next, we discussed your predictions about what this book is about, based on what you saw in the gallery walk. After sharing your thoughts, you got out your notes and took down some definitions to some key terms, including what Apartheid actually is and what the word "kaffir" means. After a brief power point and slide show, I passed out your books and we read Chapter One aloud in class. For homework, please read Chapter 2 by Tuesday.

Friday, November 13, 2009

Today students took a test on Falling Leaves and I collected your books. If you were absent, you have until next Wednesday to make it up!

Monday will mark the beginning of our new unit - Africa and Kaffir Boy by Mark Mathabane. Yay!!!

Thursday, November 12, 2009

Today you shared your vocabulary books and I checked them for completion. We also went over what will be on the Falling Leaves test tomorrow. Remember, the test covers up to page 140. The rest of the period was spent participating in small group discussion and review of the book, and also composing a MEAL paragraph that asks you to apply our unit essential question to the content of Falling Leaves, which was due at the end of class. To help you study, please see the vocabulary review power point by clicking here.

Good luck! =) Please email me by 8pm tonight if you have any questions. megan.l.alvarez@adams12.org.

Monday and Tuesday, November 9-10, 2009

We integrated with Ms. Cody these past two days to participate in a simulation to prepare you for your social studies unit on India. After viewing a power point that introduces the Indian social caste system and taking notes, the class broke into groups and established rules for each caste for the classroom. Names were then drawn out of a hat to determine which caste each student was assigned. Each student was also assigned two students to observe during our two integrated periods this week. Your observations (and ours) will help determine each student's grade according to positive dharma and karma. The remainder of the period was spent working on a specific task in your caste group related to Falling Leaves. Click here to see the weekly calendar and instructions, and see me if you have any questions.

For homework, read to page 140 by Thursday.

Friday, November 6, 2009

Today you took a quiz on Chapters 1-7 in the book. If you were absent, you have until Wednesday to make it up, so don't forget to see me if this is the case! For homework, please read to page 117 by Monday.

Thursday, November 5, 2009

Today we spent some time discussing the reading and going over some key scenes and passages in Falling Leaves. I also collected your Chapter 1-6 questions. We reviewed our vocabulary terms, and then the rest of the period was spent doing some independent reading. For homework, please read to page 90.

Wednesday, November 4, 2009

NO CLASSES TODAY - EXPLORE/PLAN TESTING FOR 9TH GRADE

Tuesday, November 3, 2009

Today we briefly went over the reading and then spent the majority of the period creating vocab flip books using vocabulary terms from the text. The books you created in class today are going to be used and added to throughout the unit, so don't lose them! See me if you were absent and need instructions on how to make them. Click here for Vocab List #1. In your vocab books you need to include the following:
1. the word and the part of speech
2. a picture or comic that represents the definition
3. a sentence that uses the word correctly

For homework, please read to page 74 by Thursday.

Monday, November 2, 2009

Today we continued discussing some key themes in our new book, Falling Leaves, and connected them to our unit theme and essential questions. We went over the first chapter and prologue, looked at a brief power point that covered some background info about China and about foot binding, and then you spent the rest of the period independently reading. For homework, please read to page 34 (Chapters 2-4.)

October 31, 2009

HAPPY HALLOWEEN!!! Be safe this weekend and don't get arrested. =) Here is a funny Halloween story to enjoy:

Us and Them by David Sedaris

Here are some other ones that I love. Feel free to post your favorites here, too.

1. Bunnicula by Deborah Howe

2. Scary Stories to Tell in the Dark by Alvin Schwartz

3. The Legend of Sleepy Hollow by Washington Irving

4. Haunted: Stories of the Grotesque by Joyce Carol Oates

5. The Telltale Heart by Edgar Allen Poe

6. The Witches by Roald Dahl

Friday, October 30, 2009

Today you recieved your copy of Falling Leaves. In small groups, you shared some information you found about China from your Tuesday research day, and then tackled our first vocab list for this unit. For each word, you were asked to define using the dictionaries, provide a synonym, and use the word in a sentence. Hang on to this work, as we will be reviewing it on Tuesday of next week. Next, you recieved some guided reading questions and read the Prologue and Chapter One of the book. The questions are homework and will be collected on Monday.

Click here for Vocab List #1

Click here for the Chapter One questions

Monday, October 19, 2009

Today we went over a handy handout on MEAL writing and literary analysis, and also went over some sample paragraphs and sentences. Using your rough drafts from Friday, you wrote a 2nd version of your literary analysis paragraph and labeled where you used each element of MEAL. You turned in both paragraphs, along with a brief note to me regarding anything you still need help with. Tomorrow, we will practice more paragraph writing, but this time using a specific prompt. Click here to download the handout.

No homework tonight.

Friday, October 16, 2009

Today we began practicing literary analysis writing by reviewing the MEAL plan format. We went over some essential do's and don'ts, and looked at some good and bad examples. The rest of the period was spent writing rough drafts of a literary analysis paragraph on the literature selection of your choice that we've read during this unit (the stories and poems that we've read are: From Behind the Veil, The Swimming Contest, The Chain, Song of Becoming and An Arab Shepherd.) Click here to see the organizer that you used to write your rough draft. If you did not finish during class time, you need to finish it for homework by Monday.

Have a great weekend!

Thursday, October 15, 2009

Today we discussed a somewhat drastic change of plans in our class for the next few weeks. Due to a bit of a snafu with resources, it turns out we don't have enough copies of our next book to support all of the classes that are currently using it. Sooooo, we are not going to be reading it (bummer!) However, instead we will be focusing on the short literature selections that we've already read and work on writing activities for the rest of our conflict unit, which will wrap up at the end of next week.

Block day today was spent going over the short story The Chain, discussing important themes and passages, and turning in your Three R's assignment from Tuesday. Afterwards, you completed an activity called "Poster Chat," using your annotated copies of the story. You all moved around the room and recorded some of your annotations on categorized posters around the room, responded to other student's contributions, and listed some other ideas that you saw. This was followed by a whole class discussion and debrief.

The rest of the period was spent creating Conflict Collages in class. Click here to see the assignment.

No homework tonight.

Important Announcement: There are a few copies of My Forbidden Face available for those of you who would like to tackle an extra credit project to boost your grade before the end of semester. Please see me if interested so I can give you the details. I will also post more information on this website as it becomes available.

Tuesday, October 13, 2009

Today, we were supposed to begin our new book. However, the shipment of books we were supposed to recieve on Thursday/Friday last week still have not arrived. =( Soooooo, instead, you have a different assignment for today and Thursday. Class time was spent getting started on it, and the rest is homework and is due on Thursday. In class today, you began reading the long short story "The Chain." For homework, annotate this story using the annotation symbols from your handout (and from what we went over in class) and complete the "Three R's" assignment. Please email me if you have any questions!

Click here to download the story.

Click here to download the assignment instructions.

Monday, October 12, 2009

Today you completed an anticipation guide for My Forbidden Face, which asked you to agree or disagree with a number of statements having to do with our new book. It also asked you to defend your opinions in a detailed paragraph explanation for each. Click here to download a copy.

Afterwards, we had a class discussion and you shared some of your ideas.

Next, I showed you an article about Obama's (and Education Secretary Arne Duncan's) ideas for educational reform, which includes the possibility for longer school hours or a longer school year. This had to do with one of your prompts for your district writing assessment, and it is also an issue that could affect your life in one way or another. Important to know! Click here to read the article.

No homework tonight, but get ready to do a lot of reading starting tomrrow in the coming weeks. =)

Friday, October 9, 2009

Happy Friday! Today we finished watching the Afghan Stories documentary and you turned in your exit slip (see me for details if you were absent.) We also briefly went over what we will cover next week in terms of vocabulary, annotation, and stuff about the book. No homework this weekend! Enjoy! =)

Thursday, October 8, 2009

Today you discussed the poems and story from Tuesday in small groups using your organizers and some discussion questions from Tuesday. After your discussions, we debriefed as a class. The rest of the period was spent watching the first half of a documentary called "Afghan Stories." We will finish in on Friday, and you will complete an exit pass response on the video (Choose two interviews from the documentary, briefly summarize their story, and discuss specifically how conflict has altered or impacted their lives.) This should give you some perspective on Afghan life before we delve into Latifa's memoir on Monday.

Tuesday, October 7, 2009

Today we looked at some poetry and short stories about the Israeli/Palestinian conflict. We went over some guided reading questions and annotation guidelines (more on this later,) and the rest of the period was spent independently reading these literature selections and completing a comparison organizer in your notebooks (complete this organizer by Thursday.) Click here to download a template of the organizer.

Click here to download the two poems and one short story ("An Arab Shepherd," "Song of Becoming," and "The Swimming Contest.") They are composed in PDF form in a packet, so all of the selections are together in one file.

Monday, October 5, 2009

Today we officially began our new unit. For the next few weeks, will be discussing, writing, and reading about conflict in its various forms. Our unit essential question is: How does conflict shape culture and civilization? You have already been dealing with this question in Ms. Cody's class so far, and in our class, we will be reading various short stories and poems, as well as the memoir My Forbidden Face. We will be doing a lot of writing for this unit, so get ready!

After a brief discussion of our unit questions and objectives, you watched a video from Discovery Channel called "Afghanistan: 12 Years of Violence," which gave you a supplementary overview of the conflict in Afghanistan. We also had a brief discussion of your prior knowledge of this region and a recap of what you went over in Ms. Cody's class.

Next, you began reading the Iraqi short story "From Behind the Veil" by Dhu'l Nun Ayyoub. Click here to download. This story deals with both internal and external conflict, and also provides two sides to the issue of the veil in modern Muslim societies. For homework, read this story and answer the reading questions at the end (there are four.) You will turn in your responses at the beginning of class tomorrow.

PS. Check out Time Magazine's photo essay on American troops' experience in the war in Afghanistan (titled, "The War Up Close") by clicking here.

The Lost Week. Sept.28-Oct.2, 2009

So, I was out most of this week. Not only was I sick and out of school Monday and most of Tuesday, but I also missed Friday, so I only saw you on Tuesday and Thursday this week. Needless to say, I did not get a chance to update this website during this time. Here is a brief outline of what we covered. If you were absent, please complete the assignments you missed and see me if you have any questions.

Monday 9/28: Today you worked in small groups with the substitute to complete a persuasive paragraph that answers the question, Who is to blame for the deaths of Romeo and Juliet? Small groups worked together to complete a graphic organizer and find evidence from the text to support your answer, and then you wrote a full paragraph and turned it in. Please click here to download the assignment.

Tuesday 9/29: Click here to see the prompts for this year's District Writing Assessment. Today we completed the prewriting phase...we went over some different prewriting and planning strategies and you guys got to work addressing the prompt of your choice. The next two class periods will be spent completing different phases of this assessment, and you will finish it in class on Friday.

Thursday 10/1: We spent block day finishing up your prewriting and completing your rough draft of your DWA essay. When everyone was finished, you watched a quick video, a fifteen minute comedic synopsis of Romeo and Juliet performed by the Reduced Shakespeare Company. If you'd like to see it, see me and you can borrow the DVD. It's really funny!

Friday 10/2: You spent most of the period completing the final draft of your district writing assessment and turned it in. When everyone was finished, you answered some questions in your notebook that deals with our new unit on conflict, which we will start next week. See the questions below, and if you were absent, please respond to these questions in your notebook and show them to me when you are done (no later than Wednesday.)

1. How do you think conflict shapes surface/deep culture and civilization? Please be specific.
2. Explain what you know so far about Afghanistan and its current conflicts.
3. Explain what you know so far about the Israeli/Palestinian conflict.
4. In what ways might your life be different if you were growing up in any of these areas, or if conflict was occurring on United States soil? What would change? What would remain the same? 5. What are two questions you have so far about modern conflict?

Friday, September 25, 2009

Today I had absolutely no voice, so that changed our plans a bit. Instead of discussing Act 5 of the play and also going over your notes from the film yesterday (which we will do on Monday,) I had you read two short , interesting articles that give evidence to how influential the story of Romeo and Juliet is, even in modern times. Download by clicking the links below. Next, you took a brief survey and compared it to a survey that you took before we began reading the play, and you discussed with a partner whether or not any of your rankings or opinions had changed as a result of reading the play. Click here to see the survey.

The rest of the period was spent making Romeo and Juliet comic strips, in which you were required to summarize your favorite scene in the play in a six-tile comic strip. If you did not finish, your comic strip is due in class on Monday. Click here for instructions.

Have a great weekend, especially if you are going to be enjoying the homecoming football game and dance on Saturday! Be safe and don't get arrested!

Thursday, September 24, 2009

Today we integrated both classes in the Stampede Room to watch the 1996 film adaptation of Romeo and Juliet. If you don't know this about me already, I am always disappointed with film adaptations of literary works and I will always tell you to READ THE BOOK/PLAY FIRST! However, this adaptation of R&J is by far one of my favorite films. I hope you enjoyed it! During your viewing of the film, I asked you to take notes of the similarities and differences between the play as we read it and the film translation. What was gained in the modern day adaptation? What was lost or left out?

Following a brief discussion, you spent the rest of the period working on a timed writing quiz, which was a constructed response that asked you to compare and constrast the alliances in Romeo and Juliet to a modern day example, either from current events or from your own life (hint...use your work in Geography for this one!) This will count as an assessment grade so make sure you get this done by Friday if you didn't finish! See me for a copy of the prompt and answer sheet, as well as the graphic organizer that the class used to start with.

Also, today your quote searches were due. If you were absent, please turn in by Friday.

First day of Fall today! Bring on the soup and sweaters!

Today we read through Act 4 in R&J. Since we will be integrating on Thursday, you are going to finish reading the remainder of the play for homework. Take your time and go slowly! You can download the audio below to listen as you read (use Windows Media Player if you can.) Also for homework, complete your Act III through Act V Quote Searches. Remember, these will help as a study guide for the exam next week and also for a writing assignment... These will be due at the beginning of class on Thursday. See you then!

Act III Quote Search
Act IV Quote Search
Act V Quote Search

Dowload Act V audio of The New Cambridge Shakespeare version of Romeo and Juliet here:
Track 1 (Act 5, Scene 1)
Track 2 (Scene 1 continued)
Track 3 (Scene 2)
Track 4 (Scene 3)
Track 5 (Scene 3 continued)
Track 6 (Scene 3 continued)
Track 7 (Scene 3 continued)
Track 8 (Scene 3 continued)

Monday, September 21, 2009

No Quiz today. You're welcome. =) Instead, we are going to power through the rest of this play! Today we read through Act III, Scene V. Make sure you get caught up if you were absent. Tomorrow we will continue reading...almost done! Post your favorite lines from this play here, just for fun.

Don't forget...your blog assignment #2 is due at midnight tomorrow night.

Thursday, September 17, 2009

Today we finished Act II and began reading Act III, which was followed by a class discussion. The rest of the period was spent working on your Act III Quote Search, which was due at the end of class today. If you were absent, please click here to download.

Remember:

1. You will have a quiz on Monday that covers Acts I and II in the play. You will need to be able to identify and analyze some important passages and characters, as well as some key terms (foil, sonnet form, iambic pentameter, foreshadowing, metaphor, simile, etc.) and some basic Shakespeare facts.

2. Your blog assignment is due next Tuesday, 9/21. Scroll down to Monday's

Tuesday, September 15, 2009

Today we continued reading Romeo and Juliet in class. By Thursday, we will be finished with Act II and beginning Act III. We discussed some important lines and passages (especially some foreshadowing from Friar Lawerence,) and we also briefly discussed your blog assignment, which was posted on Monday and will be due next Tuesday, 9/22. Don't forget!

Blog Assignment #2: Shakespeare and Predestination

As we study William Shakespeare and read Romeo and Juliet in class, consider the following prompt:

The concept of predestination is reflected in the work of Shakespeare. The lives of men and women are "mapped out in the stars", and attempts to transcend or disrupt this order, or chain of being, only leads to tragedy.

Does belief in predestination exist in some form today? Do we subscribe to a similar or different philosophy? How does predestination relate to, or conflict with, the "American Dream"? How might you categorize the belief systems of our world today? Do you believe that your destiny is mapped out for you, or do you think that you control your own fate?

(3-5 paragraphs; due via post by next Tuesday, 9/22)

Monday, September 14, 2009

Today we began Act II in Romeo and Juliet, which contains the famous balcony scene ("But soft, what light through yonder window breaks?/It is the East, and Juliet is the sun.") Yummy!

We went over some vocabulary and also close read some key passages. If you were absent, please make sure you read through Act II, Scene II and read some study guides for help! Sparknotes is always helpful, just make sure you use them as a supplement to the actual text since you will be assessed on key quotes and passages.

My FAVORITE lines from Act II, Scene II (Lines 140-142)
My bounty is as boundless as the sea,
My love as deep. The more I give to thee,
The more I have, for both are infinite.

Please note that Blog Assignment #2 has been assigned and will be due via post on Tuesday, September 22, at midnight. Remember to type your responses in a saved Word document FIRST, and then cut and paste into the comment box.

Friday, September 11, 2009

Today we integrated with the other class and completed a fun group activity that explored cooperative work, leadership, and reinforced the benefits and drawbacks to forming alliances (our unit essential question.) If you were absent, please see either me or Ms. Cody for make up information. The rest of the period was spent debriefing this activity through writing and discussion, and then we watched President Obama's address to students about education, which you responded to using the APARTS writing format in your notebooks.

Have a great weekend! Be ready to begin Act II of R&J on Monday.

Thursday, September 10, 2009

Today we continued reading and discussing the rest of Act I of R&J. We went over some key terms, such as foil, predestination, etc. and then you completed a quote search for Act 1. Whatever you did not finish in class is due Friday. Click here to download the questions, and if you were absent, please print and complete by Monday.

Tuesday, September 8, 2009

Today after a quick recap of Act I, Scene I, we continued reading and discussing Romeo and Juliet. We covered Scenes II and III today, so if you were absent, please read these and be prepared to discuss on Thursday. No homework. =)

Friday, September 4, 2009

Today after reviewing some quick vocabulary terms from Act I in Romeo and Juliet, you read part of the foreword and introduction in your books before we got started, which was followed by a brief discussion. The best thing about your book is that it contains some parallel text, in other other words, each left hand page contains definitions and explanations of difficult words and phrases that are found in the set of lines of the play on the right side page. As we listen to and discuss the play in class, use these notes as a tool to better help you understand the text.

After spending a few minutes going over the main characters, we read and listened to Act I, Scene I, stopping every few minutes to discuss what was happening. If you were absent, please read this part independently by Tuesday.

Have a great Labor Day weekend!!!!

Thursday, September 3, 2009

Today we accomplished a few things. We spent a bit of time reviewing some important poetry terms (couplet, blank verse, end rhyme, internal rhyme, sonnet form, iambic pentameter) and viewing some examples. If you were absent, please get notes from one of your classmates, as knowing these terms will be important as we head into reading Romeo and Juliet.

Next, we spent some time discussing and analyzing the Prologue as a class, identifying key terms, and going over the prologue analysis worksheet you did for homework.

The rest of the period was spent watching a video about Shakespeare, Elizabethan theater, and his use of poetic structure in the language of his plays. You were asked to write an exit pass on the video and turn it in at the end of class. Click here to view the video.

Exit Pass:

1. Explain 3 NEW things you learned from watching the video.

2. Describe two characteristics of a sonnet.

3. Provide one question you have (I will answer it on your paper and hand them back!)

Tuesday, September 1, 2009

Today we finished up with the William Shakespeare power point that we started yesterday. We also discussed some fun facts about Elizabethan England and the "Virgin Queen." You also recieved your books. Please remember to bring these to class EVERY DAY! If you were absent, please see me as soon as you return so that I can give you your book.

Next, we began picking apart the Prologue of Romeo and Juliet to get you used to dealing with Shakes' language. Click here for the handout. In partners, you worked together to define some words and analyze the opening sonnet line by line. Whatever you did not finish in class is homework and is due Thursday at the beginning of class, when we go over it together. If you were absent, please download the handout below, complete it, and turn it in no later than this Friday.

Prologue Analysis Handout

Monday, August 31, 2009

Today, to get ready for reading Romeo and Juliet (one of my absolute favorite plays by Shakespeare,) we discussed our unit theme and essential question and also viewed a power point on Shakespeare's life (don't forget to take notes...you will need them later.) Click here to view the power point.

For an anticipation activity, you also completed a short survey about various social offenses, which you ranked in order of seriousness. This was followed by a short discussion on how various outside factors can influence your opinion on the gravity of these offenses. It is also important to note that the list on the handout is a list of key events that occur in Romeo and Juliet! Click here to download it.

If you were absent, please view the power point (or just print it out) and take some notes. Download the Social Offenses survey and complete it...hang on to it because we will be returning to it later.

Remember, the deadline to post your blog assignment is tonight at 10pm. Late posts will be accepted for half credit until Tuesday at 10pm, and after that, no credit will be given.

Friday, August 28, 2009

Happy Friday folks! Congratulations, you made it through the first week! Hopefully you are settled into your routine and ready to start Romeo and Juliet next week! Today we spent the period in the library for an orientation on their resources and services. We are SO lucky to have such a fantastic library (and librarians) with great technology and tons of wonderful resources. I want you all to get comfortable with using the library and all they have to offer, since we will be there often this year. Remember, the blog post assignment from yesterday (see the Thursday Webquest below) is due Monday by 10pm if you didn't finish it in class yesterday. Click here to download the Blog Cheat Sheet that contains instructions and guidelines for using and posting to the blog, and email me if you have any additional questions!

Have a fantastic weekend!!

Thursday WebQuest 8/27/09

Welcome to today's in-class webquest. This is designed to help you practice and become comfortable with using our class website for various assignments and activities. Be sure to read all instructions first! Complete your work in a saved Word document before posting.

1. Visit CNN.com. Choose a new item that interests you. Summarize and respond to the article in a well-developed paragraph which includes at least three (3) quotes. Be sure to provide the link to the article in your post.

2. Click here. Take the test. Have fun and tell me what you think. =)

3. Click here. Check out today's best photography from the Boston Globe's "The Big Picture" site. Select your favorite image. Provide a well-written, descriptive paragraph of at least six sentences which provides the reader with an image which rivals that of the viewer. Your paragraph must contain at least five nouns, five verbs, and five adjectives, and must be at least six sentences long.

4. Earn 1000 grains of rice on freerice.com. 500 must be vocabulary, 500 geography. Show me your monitor when you are done so I can give you credit.

Tuesday, August 25, 2009

Today was our first official day of integration with Geography. Both freshmen classes joined together and held our first Socratic Seminars on both A Lesson Before Dying and your international events assignment. The group was split into two discussion groups that were mixed with folks from both classes so you all could get a chance to get to know one another. After going over a power point on Seminar protocol and guidelines, we gave everyone some time to get notes together, consider some guiding questions (for a copy of these questions, see me or Ms.Cody,) and introduce yourself to members of the other class. The rest of the time was spent in your discussion group! Part of your grade for this assignment was turning in a total of three things: 1) you current events to Ms. Cody, 2) your quotes and questions from English that was assigned on Friday (turned in to me), and 3) and "exit pass" from the seminar that contained three comments you heard during the discussion that you thought were interesting and one or two comments that you did not get a chance to share during the discussion. If you were absent, please see me or Ms. Cody for a make-up assignment.

Monday, August 24, 2009

Today we did some creative writing to get us thinking about perspective and how geographic location influences our value systems. You responded to six different prompts (view the power point by clicking here) in your notebooks, followed by a brief discussion. This lesson was designed to supplement what you did in Ms. Cody's class with the Zoom activity, and to get you prepared for Tuesday's large group discussion on the summer reading novel, A Lesson Before Dying, and our unit essential question (How does location impact a person's life and beliefs?) Remember, you need to bring your six quotes and three discussion questions with you to class tomorrow!!

Friday, August 21, 2009

Today we got ready to start discussing A Lesson Before Dying by reviewing theme, mood, and tone, three concepts you need to be familiar with before we dive into the literature for this class. We worked on identifying theme in a poem, a photograph, a song, and a short story. After evaluating each piece, we discussed what elements (such as diction, mood and tone) in that piece lead you to deciding on a particular theme.

Over the weekend, to prepare for our discussion and activities on A Lesson Before Dying, I want you to think about the theme of the novel (hint: there are several possibilities...decide which one you think is most important!) Also, consider our essential question that we will be using to frame our discussion: How does geographical location impact a person's life and belief systems? Where we live has a lot to do with who we are and the values we have. I want you to think about the influence of location on the characters and events in the novel.

For homework, compile six (6) quotes from the book that could possibly address that essential question. Record the quotes with their page numbers on a sheet of paper. In addition, jot down three questions that you have about the novel - the characters, events, passages, anything you don't understand, etc. - to pose during discussion. Bring this to class with you on Monday.

Download the handouts below if you need 'em. Have a great weekend! =)

Poem, "On Turning Ten" by Billy Collins

Song Lyrics, "Time" by Pink Floyd

Short Story, "Big Boy" by David Sedaris

Day 1 - August 20, 2009

Congratulations on surviving you first day as a high schooler! Hopefully, today was pretty simple for you and you were able to find your way around and get situated in all of your new classes.

It was a breeze in here today - you filled out a student info sheet for me, we went over the class syllabus and policies, and I showed you this awesome class website which you are now feasting your eyes upon. You also have your first assignment, a Biopoem, which is due tomorrow in class. To get a copy of the syllabus and the Biopoem assignment sheet, click the links below and follow instructions for saving and downloading. Welcome to Mountain Range! =)

Click here for the Honors English 9 Syllabus **don't forget to get your parent's signature on this and turn it in to me by next Friday, the 28th. **

Biopoem Assignment

Summer Reading Information - One Book, One Mountain

In order to help students enter this fall with a common experience and to promote discussions across curricula, all students and faculty have read one book, A Lesson Before Dying, by Ernest J. Gaines. Copies of the book were purchased for you by MRHS and mailed to you at the beginning of the summer.

Participation in the summer reading program is mandatory. All English classes, as well as classes from other disciplines, will be designing assignments and activities around the novel to start the school year, so all students are expected to have read the book over the summer and be ready to participate. In this class, we will be starting activities and assignments surrounding the novel this Friday, August 21.

For more information about the book, check our MRHS' Summer Reading blog at http://www.onebookonemountain.blogspot.com/. This website contains supplementary information, an author bio, and several discussion questions about each chapter to guide your thinking. You will be asked to visit this site in the near future for a classroom assignment. Take a minute to check it out and review the questions before we jump into our activities!

Introduction

Welcome to the 2009-2010 school year! I look forward to another fun and productive year here at Mountain Range and can't wait to get to know all of you over these next 180 days.

As an extension of our work in class, you will be regularly asked to consult and contribute to this blog. Learn it, love it. Every day, a summary of the class period along with any relevant links, notes, and homework assignments will be posted to this website. If you are absent or forgot something, this is where you go. Just come here, find the day you missed, and catch up. In addition, you will be expected to contribute regularly to the blog. Roughly every two weeks, there will be a question, prompt, activity, survey, links to check out, or relevant supplementary materials posted on the website that will require a constructed response from you. In order to do so, you must create an account so that you are able to sign in to the blog and post your responses and assignments. We will spend some time going over how to post to the blog and I will give you further instructions at a later date. Appropriate and respectful use of our class blog is absolutely essential, and it will be continually monitored. There are several important things to remember about using our class blog:

1. Never trust a computer. SAVE, SAVE, SAVE again and then back it up.
2. Always be respectful and appropriate.
3. Always proofread and spellcheck!
4. Avoid “webspeak” – if we continue to abbreviate everything, our language will dwindle and our individuality will suffer.
5. Extra credit to those of you who locate my linguistic errors first.
6. Please label every post fully and formally with your name, period, and date.
7. Have fun! =)

Juniors - Tuesday, May 12, 2009

Today we caught up on some reading time and went over the last few chapters you've read for homework. I also went over some requirements regarding the term organizer. I will be collecting it tomorrow, so make sure you complete it tonight. Email me if you have any questions.
Reading completed in class today: Pages 144-166
Reading for homework tonight: Pages 166-186

Freshmen - Tuesday, May 12, 2009

Hey, folks. Ten days and counting!!! In the meantime, we have a LOT to do. Today, I gave you a nifty little Shakespeare cheat sheet that helps define some of his most commonly used language (download below.) I also collected your Act I Study Guides and handed out your Act II Study Guides to work on. These will be due on Thursday. We continued reading and discussing the play, so if you were absent, see me. In the meantime, read Act II on your own and use additional resources for help if you need it. We will be continuing in class tomorrow.

Act II Study Guide

Shakespearean Language Cheat Sheet

Juniors - Monday, May 11, 2009

Today we analyzed and discussed a strange but cool poem, "Attack of the Crab Monsters" by Lawerence Raab. After reading and annotating it independently, you got into small groups and discussed it together. Each group shared their notes and interpretations, and then we watched a short video clip about the poem and discussed its connections to the novel. If you were absent, download the poem below, annotate it, and answer the following questions:

1. Who (or what) is the speaker? Who do you think he/she is referring to?

2. What is the tone of this poem? (underline words or phrases that you think contributes to the tone.)

3. What do you think is the overall meaning or message of the poem? What do you think the speaker is talking about?

4. What specific connections can you make to The Beach? (hint: think themes and also physical space...)

Attack of the Crab Monsters

Freshmen - Monday, May 11, 2009

Today you had some time to work on your Act I Study Guide before we continued reading and discussing the rest of Act I and the first few scenes of Act II. If you were absent, catch up with the reading and don't forget to complete your study guide. All the literary terms and additional information can be found by scrolling down to Friday's post and viewing the Terminology power points. You will likely have to search beyond that for some information.

Juniors - Friday, May 8, 2009

Today we did some in-class work with some key terms relating to the novel. Whatever you did not finish is homework. In addition, there is some reading for this weekend - I created a packet for you to take home and finish reading. If you were absent you can download the reading below (pages 116-144). Have a great weekend!

Pages 116-144

Key Terms Organizer

PS. For some reason my brain was on vacation and I forgot to post what we did on block days this week. After holding a round table discussion and recap of the discussion questions you recorded on Tuesday, we took a quiz on pages 1-100. If you were absent, you have until Tuesday to make it up.

Freshmen - Friday, May 8, 2009

Happy Friday!! Today we went over and worked on our Act I Study Guide that I handed out today. You may complete this independently, using your own resources and the following power points (located below) as your guide. Have this ready to discuss and turn in by Tuesday. In addition, we also finished Act I in class. We will be closely analyzing some passages from Acts I, II, and III in class next week. Since we are reading this entire play during class time, take advantage of the great resources (like study guides, summaries, and analyses) that are online to help you better understand it. Personally, I would recommend Sparknotes. These are very helpful, especially when reading a challenging text like R&J.

For homework, please visit the post titled "Bloggin Bout the Bard." This will contain all of the instructions you need for your blog assignment, which is due via post by Friday. And don't forget: Your Act I Study Guide is due Tuesday.

Act I Study Guide

R&J Terminology Power Point 1

R&J Terminology Power Point 2

R&J Terminology Power Point 3

Freshmen - Wednesday/Thursday, May 6-7

Block days this week were spent diving headfirst into Romeo and Juliet....yay!!! I am so excited to end the year this way. You simply cannot go through life without having read/experienced/enjoyed this famous work of Shakespearean genius. After a discussion around your introductory activities (the social offenses sheet and prologue summary,) I showed you a brief power point about Elizabethan spelling conventions and quirky Shakespearean language. Download by clicking here. The rest of the period was spent reading, listening to, and discussing Act I, Scenes I-III.

I originally told both classes that there would be some homework waiting for you on this post today. Just kidding. It will be weekend homework, and I will go over it with you in class on Friday.

Juniors - Tuesday, May 5, 2009

Today with the substitute you completed some in class reading of pages 65-81 in The Beach and recorded some discussion questions and quotes on an index card (which you will turn in on block day.) You also got started on some homework - some more chapters (pages 82-100) along with three guided reading questions, which will be collected on block day.

Tuesday assignment and homework guidelines

Pages 82-100

Freshmen - Tuesday, May 5, 2009

Today I was not in class because a bunch of us English teachers got together to grade the District Writing Assessments. You guys did some work in small groups around the Social Offenses survey and then independently completed the Romeo and Juliet Prologue Summary activity, which will be collected in class on block day. Click below to download.

Social Offenses worksheet

R&J Prologue Summary

Monday, April 5, 2009

No school today. MRHS teacher inservice.

Juniors - Tuesday - Friday, April 28-May 1

This week was spent discussing and doing a lot of in class reading of The Beach. Power points that outline each day's discussion and guided reading questions will be posted next week. Please remember that you need to be keeping up with your two-column notes - I will be checking them on Tuesday next week, and there will also be a quiz. If you were absent at all this week and need to get caught up, download the last few days of reading here. Please email me with any questions. Enjoy your long weekend!!

Pages 35-50

Pages 51-62

Pages 65-81

Freshmen - Tuesday - Friday, April 28-May 1

The last three class periods have been devoted to our District Writing Assessment. If you were absent, please see me as soon as possible to schedule a time to make up this assessment. This is also part of your grade in class, so don't slack on this! Have a great weekend! When we return, get ready for a busy few weeks. We're in the home stretch!!