Freshmen - Friday, February 27, 2009

HAPPY FRIDAY!! I love Fridays, especially when that means a weekend in Vail for Ms. Alvarez... =) Anyway, today was basically spent going over and discussing "Forbidden Fruit," which we didn't get a chance to discuss on block day. We also spent a good chunk of time reviewing for the quiz, which will be on Monday. I've posted a smorgasbord of power points from the last few weeks that will help you review for the quiz. Please email me over the weekend (by weekend I mean Sunday, since I will be too busy shredding the slopes on Saturday...teehee) if you have any questions or concerns, and I will be happy to help. Have a great weekend!!

Quiz Review Sheet

Vocab List

Modernism Power Point

Prufrock ppt

The Destructors ppt

PEA Paragraphs ppt

Poetry Basics

Juniors - Wednesday/Thursday, Feb.25-26, 2009

After our warm up today, which took a little bit longer than normal because you had to rewrite a passage, we focused on characterization in What Girls Learn. Using your character organizers from last week, you worked with a partner to collect as much information as possible about the main characters by going through the book and gathering text and examples. Once you finished those up, the class was split into groups four and assigned one of the four main characters (Tilden, Elizabeth, Frances, and Nick). Each group had to create a "Body Biography" of their character using large sheets of butcher paper and by lending their artistic talents to draw symbols, words, and quotes from the book that exemplified the physical characteristics, personality traits, and motivations of thier character. This was pretty fun and all of you came up with some great stuff! If you were absent, please download the character organizer, complete, and turn in to me as soon as possible. For homework, please read to page 182.

Characterization Organizer

Freshmen - Wednesday/Thursday, Feb. 25-26

Block days this week were spent participating in a poetry jigsaw/boggle extravaganza. First, we looked at a power point that explored basic poetic forms and structure. We will be reviewing this again next week, when we dive into literature from the Middle East. To finish up the poetry selections from our Europe section of Reading the World, the class was split into small groups to jigsaw four poems. These were particulary challenging poems, all dealing with theme of death in one way or another. View the list below. In your groups, each of you became an expert on your assigned poem. Next, you taught your group about the poem, and as a group, discussed themes, possible interpretations, questions you had, etc. Everyone should have taken some brief notes to help you review. Remember to read "Forbidden Fruit" if you didn't already!

Poetry Selection from today (all are in the Europe section of RTW):

"Do Not Go Gentle into that Good Night" by Dylan Thomas

"Not Waving but Drowning" by Stevie Smith

Excerpt from "Ten Songs" by W.H.Auden

"And Yet the Books" by Czeslaw Mislosz

Juniors - Tuesday, February 24, 2009

Today after our warm up, we briefly discussed the reflection and response assignment that was due today. Before handing it in, we completed an in-class activity that required you to have an "index card conversation" with a small group. To view the activity, please click here. Basically, this was a way for you to get together with some other students and discuss your findings, as well as your reactions to the article, and record your comments on an index card. This was a graded assignment, but if you have an excused absence for today you will be excused from this activity. Those of you with unexcused absences will not be able to make up these points. For homework, please read to page 169 in the novel. We will be reviewing and going over the last few chapters in class on block day.

Please note: I truly appreciate those of you who worked hard on this assignment, turned it in on time, and put forth a considerable amount of effort. Based on what I have seen so far from those of you who turned it in, I am impressed. I greatly appreciate your continual hard work and diligence in my class, and you know who you are! Thank you for being a great addition to our class!! =)

For those of you who chose not to turn in this assignment today, I will not be accepting these late as you had a week to do it and I warned you ahead of time. I am continually frustrated with the lack of effort and participation from you (and you know who you are) as well as the frequent lateness or lack of completion of class assignments. This hurts your grade big time, most importantly, and it also negatively affects your classmates (especially if I have to arrange plans or activities to account for most of you not doing the work, like today during 8th hour). There is a reason why I pour a lot of work, time, and effort into our class website - for you. The website and the unit calendars are there for you as a resource and to help you stay on top of what is going on in our class, and despite this, I still get a bunch of excuses, late work, incomplete activities or assignments, and a lot of slacking. Unfortunately for many of you, this missing assignment is going to result in a big dent in your grade.

English 9 Honors - Tuesday, February 24, 2009

Today we went over the homework from last night ("The Balek Scales") and continued our discussion about the common theme of social criticism in the European literature that we're reading. The rest of the period was spent making another vocab review booklet for our upcoming selections. Click here for the vocab list. For tonight, please read "Forbidden Fruit" by Fazil Iskander (from the Republic of Abkhazia/Russia). Pay attention to this author's use of humor and hyperbole. Also, despite being a rather humorous family story, "Forbidden Fruit" has a somewhat serious message for the boy about how to act in the world. What do you think that message is? You may download a copy here if you did not check out a book to return. If you did not finish your vocab book, be sure to complete it at home. They will be collected on Monday.

"Forbidden Fruit" by Fazil Iskander

Modern Lit. - Monday, February 23, 2009

Happy Monday! Today after our warm up, I went over some minor schedule changes on our unit calendar. I've posted a revised and updated version below. We also discussed the Reflection and Response assignment that is due tomorrow (Tuesday.) Please don't hesistate to email me (before 8pm) if you need help or have questions. You've had a week to do this, so no excuses! The rest of the period was spent finishing up the quiz that some of you didn't have time to finish on Friday due to the assembly schedule (my bad), and you also had some work time to get the response assignment done or to catch up on reading. I also did a warm up check, so if you were absent please be sure to check in with me and show me your warm ups so I can give you credit. For homework, finish your Reflection and Response assignment and read to page 150.

Revised Unit Calendar and Schedule

Freshmen - Monday, February 23, 2009

Today we reviewed the constructed response assignment from Friday and went over some more key points. We also spent some time discussing the short story you read from this assignment, "The Black Sheep" by Italo Calvino. We focused on the characteristics of fable and went over Calvino's use of irony and hyperbole. Pay attention to the different ways that these European authors become social critics through their writing. The rest of the period was spent doing some independent reading of our next story, "The Balek Scales" by Heinrich Boll from Germany. For homework tonight, please finish reading this story. Make sure you look over the discussion questions and the introduction before you begin reading so you know what to look for. Download a copy here if you did not check out a book.

"The Balek Scales" by Heinrich Boll

Juniors - Friday, February 20, 2009

Today you took a quiz covering up to page 105 in What Girls Learn. This particular quiz consisted of constructed response essay questions, so you were allowed to use your book and your notes. This being said, I expect lots of high grades on this! =) For homework, please read to page 125. Reminder: The Reflection and Response #2 assignment (that was handed out last Tuesday) is due on Tuesday 2/24. This assignment and the corresponding article are available for download by scrolling down to Tuesday's post and clicking the links. Have a great weekend!!

Freshmen - Happy Friday, February 20, 2009

Today we were on an assembly schedule so we were in a bit of a time crunch! To start preparing you for CSAP, I spent a bit of time going over P.E.A Paragraphs and constructed responses. We looked at a power point with some examples, and then we practiced writing a constructed response paragraph to a prompt that covered our next selection in Reading the World, "The Black Sheep" by Italo Calvino. Next week, we will continue working on these as we wrap up the Europe section of our book. If you were absent, please be sure to view the power points, complete the prompt, and turn in to me as soon as possible. Enjoy the weekend!!

Constructed Response Power Point
PEA Paragraph Power Point

Constructed Response Prompt for "The Black Sheep"

Juniors - Wednesday/Thursday, Feb. 18-19

Block days this week were spent viewing an episode of the television show Freaks and Geeks. This particular episode makes tons of great connections to the novel. After we viewed it, we discussed the various similar themes that the show explored. To prepare for the next activity, we also talked about whether or not there is such thing as a "universal teen experience" and how our gender affects our track in life. Next, posted all around the room were posters that each had a specific question that related to our essential question for this unit (How do we become who we are?) Each student walked around the room and individually responded to each question in a short response on the poster. Afterwards, we discussed the results and looked for some common threads in your responses. View the questions by clicking here. For homework, please make sure you've read to page 105. There will be a quiz on Friday.

Freshmen - Wednesday/Thursday, Feb. 18-19

Block days this week were spent (finally) finishing up Dead Poet's Society. Once finished, we went over the homework, which was reading Graham Greene's "The Destructors." To start, I showed you a power point that gave you a little background information on the Blitzkrieg, a historical event in WWII that is important to understanding the setting of Greene's story. I also played you the popular punk song "Blitzkrieg Bop" by the Ramones, which makes some interesting connections to "The Destructors." We discussed some possible connections and also discussed some of the thematic similarities that this story has with Lord of the Flies.

"The Destructors" Background Power Point

Juniors - Tuesday, February 17, 2009

Welcome back! I hope you all had a great long weekend! Today, after our warm up, we reviewed literary allusion (scroll down to Friday's post to review the literary terms power point we'll be going over these next few weeks) and discussed some examples. You will be coming across several allusions in the article you are going to read for homework this week, so hopefully this will prepare you.

Next, we briefly went over some discussion questions that covered the reading from the weekend (you can view these discussion questions on the power point), and I spent the last part of class going over your next reflection and response assignment, which is due next Tuesday. I distributed an article that you need to read to complete this assignment - a copy is available for download below. Please download the assignment sheet if you did not recieve one and be sure to read all of the instructions! For homework, please read to page 97 in your book by block day.

What Girls Learn Discussion Questions by Chapter

Reflection and Response #2 Assignment sheet

Time Magazine article, "The Truth About Teen Girls"

Freshmen - Tuesday, February 17, 2009

I hope you all enjoyed your long weekend!! Today we finished up going over and analyzing "The Love Song of J. Alfred Prufrock" from Friday. I collected your Prufrock Close Analysis worksheets that you completed over the weekend as well. If you were absent, please be sure to turn this assignment in on block day. For homework, please read "The Destructors" by Graham Greene. Note the similarities to Lord of the Flies! PDF file is available for download below.

"The Destructors" by Graham Greene (England)

Juniors - Friday, February 13, 2009

Today, after our warm up, we reviewed the literary device of euphemism. "Euphemism" is the title of the chapter you will need to read over the weekend, and an important literary term to know. Pay attention to why Karin Cook chose to title the chapter in this way. 6th hour - after doing this, we went over the reading from last night and started a characterization assignment, which is due on Tuesday. Download a copy below if you were absent or if it went missing. Make sure you read the instructions on the assignment! 7th and 8th periods - because of the disappointing lack of work that has been happening (or not happening, I should say) during the in-class reading and work time that I've been giving you this week, you recieved a pop quiz. If you were absent, you need to schedule a time no later than Wednesday 2/18. For many of you, hopefully this is a wake-up call. This is an easy book to read and you should have no excuse for getting behind, especially since you've had ample time to read in class. Keep up or it will negatively affect your grade and you will also be unable to participate in some of the class activities and assignments that are planned for the next two weeks. For homework, please read to page 86 and complete the characterization assignment (Please note: 7th period - this class did not get to it, so I will hand it out on Tuesday and it will be due Thursday for you.)

Literary Terms Power Point (scroll to the last few slides to review euphemism)

Characterization Organizer

Freshmen - Friday, February 13, 2009

Happy Friday the 13th! Today we tackled one of the most famous poems to come out of the early modernist movement - "The Love Song of J. Alfred Prufrock" by T.S. Eliot. We looked at a power point that explains some of the allusions the poem makes and I asked you to think about the poet's intention while you read - who is the speaker? Is it the poet or the voice of this character J. Alfred Prufrock? What is he trying to say? What is his mood? Why do you think he feels this way? Etc. After reading along to an audio recording of T.S. Eliot reciting this famous poem, you got into small groups of two or three and began work on a close analysis of this poem using an organizer. Download a copy below if you were absent or have misplaced it. If you didn't finish it in class, it is homework. I will be collecting them and we'll be going over it on Tuesday. Enjoy the long weekend!! =)

Prufrock Power Point

Prufrock Close Analysis Worksheet

"The Love Song of J. Alfred Prufrock" by T.S. Eliot (text of the poem from Bartleby.com)

Check This Out

I came across this great grammar website - if you like silly, interactive, somewhat corny games that you can actually learn from, visit this site. It has some fun and useful exercises!

http://www.chompchomp.com/

Juniors - Wednesday/Thursday, February 11-12

Block days this week were spent completing the first of our grammar and ACT Practice Warm ups (download a template below - you can also use your notebook if you like, just make sure you are keeping all of your warm ups together because I will be collecting them twice.) After going over them in class, we discussed the chapter titled "Popularity" in the novel. The rest of the period was spent completing an in-class writing assignment (Reflection and Response #1) and having some independent reading time. By Friday, read to page 62. Also, please note: Today I handed out the unit calendar that covers our agenda and homework assignments through March 20th. You can download a copy here. Please remember that the daily agenda is subject to change!

Warm Ups log sheet
Warm Up for Feb. 11/12
Reflection and Response #1
Unit Calendar and Reading Schedule February 9-March 20

Freshmen - Wednesday/Thursday, February 11-12

Block days this week were spent going over the modernist movement and tackling some poetry. After reviewing the power point from Monday and Tuesday and discussing characteristics of both the pre-modern era and of modernism, we compared some Romantic period poetry with some modernist poetry, specifically the famous Wallace Stevens poem "Thirteen Ways of Looking at a Blackbird." Review the power point by clicking below. For an assignment, you got with a partner and read the Wallace Stevens poem, answered a few analysis questions, and turned them in with your homework, which was the Aspects of Modernism chart. Afterwards, we spent the remainder of the period discussing the poem as a class.

Modernism Power Point

"Thirteen Ways of Looking at a Blackbird" by Wallace Stevens

Juniors - Monday and Tuesday, February 9-10, 2009

This week we began our new unit, the novel What Girls Learn by Karin Cook. This is a great book that, out of all the books in our reading list this year, is the only novel that is specifically categorized as a "young adult" novel. We viewed an introductory Power Point in class that outlined the unit standards and objectives, class assignments, and reading schedule (unit calendars that outline all of the due dates and reading schedule for each day will be available in class on block day.) This was followed by some discussion of some guided reading questions and some in-class reading time. By block day, please read to the end of page 42. Also, remember to fill in your chapter summary charts as you go...you can use these for quizzes!

Freshmen - Tuesday, February 9, 2009

Today we began discussing modernist literature and the modernist movement. I showed you a brief Power Point (I will post the power point on the website when we are done with it, which will probably be on block day). As homework, I handed out a graphic organizer that you will need to complete by block day. Only do the first side, as the rest will be done in class. Basically, you need to do a little research on the Romantic and Victorian periods and record your findings in the organizer. These can be brief - you are essentially just gathering enough information to compare it to differences in the modernist movement of the early 20th century. For both Modernism and the Romantic/Victorian era, try to focus specifically on cultural characteristics of the period - what is characteristic of cultural values, literature, art, music, etc. during this time in Western society? Download a copy of the worksheet below if you need another copy. On block day, we will be looking at some modernist poetry and art and analyzing it, and also looking at some more selections from Reading the World.

Aspects of Modernism Chart

Modern Lit. - Tuesday, February 3, 2009

Today, you completed a unit reflection and self assessment for our creative writing unit. Completing this is worth points, so don't forget to turn them in if you were absent. Afterwards, you put the unit reflection and your rubrics inside your portfolio and turned them in. I can't wait to read them!! The rest of class was spent watching the film Freedom Writers, which we will finish up on block days. What I really like about this film is that it is a testament to the power of writing, which, as an English teacher, I love. Obviously. No homework tonight!

English 9 - Tuesday, February 3, 2009

Today you took your first quiz of the unit. The quiz covered all of the literature of the Americas that we've been reading and discussing, in addition to some vocabulary and literary terms. I also collected your magical realism story, which will be counted as part of your quiz. After you were finished, you began reading an introductory article about the literature of Europe, which we will be starting this week. If you did not finish it, be sure to read it by block day. For homework, please read "The First Confession," a short story from Ireland. Download the PDF version below.

The Literature of Europe

"The First Confession" by Frank O'Connor

Monday, February 2, 2009

Freshmen - Today I gave you a work day to review for your quiz, which will be this Tuesday. Make sure that you have scanned the stories and poems we've read thus far and entered them into your summary charts (you may use these on the quiz). In addition, study your literary terms and vocab, as they will also be on the quiz.

Juniors - I left school early today due to illness, so class was spent in the library putting in the final work on your portfolios, which are due Tuesday (tomorrow). Please remember to consult your rubric to make sure you have all of the required elements. Late portfolios will recieve half credit, and incomplete portfolios will not be graded or counted until all required elements are turned in.

Juniors - Friday, January 30, 2009

Today was spent completing part two of your writer's workshop. This time, you were assigned to a small group and spent the period offering feedback on each other's work. I want to take this opportunity to thank 6th period for their awesome work - you guys got down to business and were able to get through nearly everyone's work before class ended. To 7th and 8th period - I am extremely disappointed in most of you. Besides those of you who were prepared and remained focused and on task throughout the period (you know who you are, and I really appreciate your effort), the majority of you came unprepared, which hurt your group members' overall effort and your grade. In addition, several of you spent almost the entire period goofing off. Without hesitation I can say that your behavior is going to damage your grade for this unit. I am growing very impatient with those of you that choose to regularly come to class late, are freqently unprepared, and spend the majority of class time not working. It is rude and disrespectful not only to me, but to your classmates that put in the work and deserve my utmost attention.

Freshmen - Friday, January 30, 2009

Today we completed an in-class activity that focused on the short story "And of Clay Are We Created" by Isabel Allende. Various prompts and themes were written on the board, and each of you created sticky notes that contained textual evidence from the story that supported each prompt and theme. After everyone completed their sticky notes and added them to each area of the board, we went through and discussed each one and the evidence you chose. I also showed you a short video clip and some photos from the actual Columbian mudslide that was the inspiration for this story.