Juniors - Tuesday, March 31, 2009

Today we did some freewriting in class, followed by a brief discussion of upcoming events for the week. We will be starting to draft our college essays this week, and you must complete an essay planner (which I will give you) in class on Friday before drafting. We also went over using quotes (quotes from famous people, writers, actors, musicians, quotes from novels or movies, etc.) as a way to inspire your writing or thematically frame your essay. We looked at some of these quotes online and in a book from the library, and then went over some examples of college essays that use quotes either in the body of the essay or as a way to introduce it. Here are some good websites that provide tons of notable quotations...check them out! You never know, you might get a great idea from finding one that speaks to you.

http://www.famous-quotes-and-quotations.com/

http://www.great-quotes.com/

http://www.famousquotesandauthors.com/

Freshmen - Tuesday, March 31, 2009

Today was spent going over the reading from last night and sharing travel nightmare stories, which was fun. We discussed the use of imagery and description in storytelling and also went over issues presented in the stories such as social class relations, marriage customs, and cultural attitudes towards the poor. You also had a little bit of time to review for the quiz, which will take place on block day. Homework tonight: review your summary charts and the stories and poems from our Middle East literature section!

Juniors - Monday, March 30, 2009

Today we began our next unit, college essays, round 2. Over the next three weeks, we will be creating, revising, and editing drafts of your college application essays. When all is said and done, you will have a polished and well written draft to use next fall in your college applications. In class today, we went over an article about college essay writing and a power point of essay writing tips. We also looked at a few examples and did a brainstorm freewriting exercise. No homework tonight!

College Essay Writing Tips Power Point
Article - "Writing the Essay"

Freshmen - Monday, March 30, 2009

Welcome back!!! Today we discussed what will be going on in class for the next few weeks and spent some time reviewing the reading from the week before break. We also went over a quick power point about India with some pre-reading questions. The rest of the class period was spent doing some in class reading and working on a short narrative writing assignment, which is due in class on Tuesday. See assignment below. Whatever you did not finish in class today is homework...be ready to discuss these stories and your written piece in class tomorrow.

"Five Hours to Simla" by Anita Desai

"The Cabuliwallah (The Fruit Seller from Cabul)" by Rabindranath Tagore

**BEFORE READING: Characters in these stories experience both conflict and satisfaction from interacting with people who are unlike themselves. Why do you think such a theme might be common for a writer from this part of the world, and why might be less common for writers from Arabic-speaking Muslim worlds?

**AFTER READING: Like the family in “Five Hours to Simla,” most people have had the experience of looking forward to a vacation and then having it go horribly wrong. Yet, these are the journeys that give us our best stories. Write about a time when a vacation went wrong, making sure to capture all of the atmospheric details that contributed to your unease, discomfort, and utter lack of enjoyment. If you learned anything about yourself or you country, include that as well.

Yay for Spring Break!! March 23-28...No School!

Not that I have to remind you, but next week is Spring Break, so don't come to school! Have a great break, rest up, and stay safe.

Juniors - Wednesday/Thursday, March 18-19

Block days this week were spent working on your assessments (projects and essays.) If you used your time well, you were able to get quite a lot of work done. Some of you even finished your creative projects. Remember, Friday is the due date for essays and projects, and also test day. Those of you who are turning in an essay will be given something to do in class. Good luck, and remember to email me with any questions!! =)

English 9 - Wednesday/Thursday, March 18-19

Block days this week were spent creating some awesome theme comics from the stories we've been reading over the last eight weeks and created some large theme posters. Each person created a total of six comics, each one from a different reading selection, and posted them around the room. The comics were meant to be a sort of review and summary of all of the stories and poems we've been reading over these last few weeks, as well as a practice in identifying theme in literature. The rest of the period was spent discussing the last few selections from this week. No homework tonight, just make sure you are caught up with the reading! If you were absent, please download the theme comic assignment below and complete as soon as possible. Please see me if you have any questions.

Theme Comics

Examples

Check This Out

For all of you writing junkies, here is cool website that provides links and information to various ongoing writing contests for teens. This is a great way to get your writing out there and also an opportunity to win some cool prizes and/or cash!

http://www.proofpositive.com/contests/writecontests.htm

Juniors - Tuesday, March 17, 2009

Happy St. Patrick's Day! Today, after going over some general announcements and assessment information (Friday is the day, people!), we spent some time doing some more journal writing in place of a warm up, followed by a brief discussion and some sharing. This particular prompt dealt with the process of death and coping with death, which garnered some lively discussion. Next, you were assigned a group and spent the rest of the class participating in a scored discussion that was centered around the last few chapters of the book. Reminder: Today is the last day to let me know if you'd like to change your assessment option. Starting tomorrow, you're stuck with it. Also, your summary log charts and warm ups will be due in class on block day. Don't forget!

Freshmen - Tuesday, March 17, 2009

Happy St. Patrick's Day! Today after a brief discussion, the class split up in groups and participated in small group discussions about the last four stories we've read. We discussed themes, important quotes, similarities and differences between the stories, etc. This gave you an opportunity to get some new ideas from your partners and also to fill out your summary charts, which you can download by clicking here. Afterwards, we discussed the stories as a class and I collected your homework. For homework, please read the following selections by block day. Keep in mind that these stories deal with political and religious conflict in the Middle East - pay attention to how each author approaches the subject. Be ready to discuss on Wednesday/Thursday. (Please note: all three selections were uploaded in one large file, so just click and you will get the whole thing, in order.)

"An Arab Shepherd is Searching for His Goat on Mount Zion" by Yehuda Amichai (Israel)
"The Swimming Contest" by Benjamin Tammuz (Israel)
"Song of Becoming" by Fadwa Tuqan (Palestine)

Juniors - Monday, March 16, 2009

Today we spent some time reviewing the five stages of grief and finishing the organizers that I assigned you two weeks ago. We discussed how many of the characters are exhbiting manifestations of the five stages in the novel, and where. After turning the organizers in, you also completed a book reflection and also did a little bit of journal writing, which was followed by a class discussion. Remember, Tuesday is the last day to change your mind regarding your assessment option! If you haven't yet signed up, please email me. Also, don't forget: your warm ups and your chapter summary logs are due on block day!!

Freshmen - Monday, March 16, 2009

Today we reviewed the Middle Eastern stories from the last two weeks and also discussed characteristics of internal and external conflict in story. The rest of the period was spent catching up on reading and working on a short writing assignment that is due tomorrow (Tuesday.) For homework, please read "The Women's Baths" by Ulfat al-Idlibi and make sure you brush up on the previous three stories from this selection (all can be found by scrolling down to previous posts, people.) Once you've read all of these stories, consider this prompt and write a minumum one-page essay (shoot for at least six PEA paragraphs) that addresses the following:
What do you learn about the role of women in the societies described by these authors? Discuss how the women characters cope with the different forms of conflict in these stories (internal v. external), and provide examples from each of the four stories to support your answer.

"The Women's Baths" by Ulfat al-Idlibi (I messed up scanning the file, so they are separated by pages...sorry!)
Page 1-2
Page 3-4
Page 5-6
Page 7-8
Page 9-10
Page 11-12

Modern Lit. - Friday, March 13, 2009

Hey, folks! Good to have you back!! Today you signed up for the option you have chosen for your assessment. The last day to change your mind is next Tuesday, so make sure you are comfortable in your decision! You can download another copy of the assignment sheet by scrolling down to Monday's post. The rest of the period was spent briefly discussing some key themes in the novel and viewing some video clips. While watching the clips, I asked you to respond to a few questions. Download them below. Keep your responses in your notebook, because you will be adding to them on Monday. Get ready for a busy week next week - we will be wrapping up the book and working on assessment stuff. Reminder - your WGL Chapter Summary Logs and Five Stages of Grief Organizer are both due Monday. Have a great weekend!!

Video Response Questions

Freshmen - Friday, March 13, 2009

Happy Friday! CSAP is finally over!!! Woo hoo!!! It's been a long week for everyone, so what better to do than host a killer "Cultural Poetry Cafe," complete with hot cocoa and doughnuts. Today, we integrated our 2nd and 3rd periods and you all performed the poems you wrote this week. I must say that Ms. Cody and I were so impressed with you!! You all did a fantastic job. Yay! Have a great weekend - be sure to relax because we have a crazy busy week next week. No homework.

Tuesday - Thursday, March 10-12 - CSAP!!!

This week is CSAP week, so we will not be meeting in regular classes until Friday, March 13th. Freshmen: Good luck, hang in there, and bring a book to read when you finish each test session so you don't get bored out of your skull. Juniors: Enjoy your two days off and don't forget to come to your assigned day for ACT prep classes and registration! See you all Friday!!

Juniors - Monday, March 9, 2009

Today after completing and discussing our warm up, I handed out the assignment sheets for your unit assessment. We spent the majority of the period going over it, and afterwards you had some reading time. You have two options - you will need to decide by Friday which option you would like to complete for your assessment and indicate it on a sign up sheet that I will have for you in class. The assessment will be due on March 20th, so you have a little under two weeks to prepare. Please read the instructions and details carefully, and see me if you have any questions. See you Friday!!

What Girls Learn Assessment Info Sheet

Comparative Analysis Essay Example

Song Analysis/Playlist example

Theme Poster example

Comic Strip example

Freshmen - Monday, March 9, 2009

Today was spent adding some more info to our poetry notes, briefly going over some of the stories you read from RTW, and working on your poems for Friday's Cultural Poetry Cafe. Remember, please email me if you are having trouble or if you have any questions. Download the Poetry Cafe assignment by clicking here. Good luck on CSAP this week, and I'll see you Friday!!

Friday, March 6, 2009

Hi, folks...Today I was not in school (mwuhahahahaha) because I was attending the Colorado Language Arts Society Spring Conference in Denver. Picture hundreds of English/LA teachers, all hanging out in the same spot, talking about, well, you can take a guess. You know you're jealous! =) Anyway, all classes did some in-class work with the substitute. Freshmen - you caught up on some reading and completed a literary analysis paragraph organizer (click below to download.) Juniors - you also completed a short assignment (a "KWL" for key quotes from What Girls Learn) and took advantage of some in-class reading time. If you were absent, print out the assignment and get to me as soon as possible. See me if you have any questions.

English 9 - "Behind the Veil" Paragraph Organizer

Juniors - Wednesday/Thursday, March 4-5

Today we spent some time going over some ACT practice questions in place of our warm up. The ACT is coming up for you guys, so the more practice, the better! Especially since the English tests are tricky and difficult. After that, we briefly discussed some of the chapters we've read in WGL and focused on how the girls are beginning to learn more about sexuality and gender roles and expectations as they grow into teenagers. To follow up your Reflection and Response #2 Assignment/project, which dealt with media portrayal and cultural expectations of teen girls, we read a TIME magazine article that offered a different perspective on teenage males, followed by some reading questions and a discussion. For homework, please turn in the questions that you started in class by Friday. Also, don't forget to read to page 260 by Friday! For Monday, read to page 281.

Article - "The Secret Love Lives of Teenage Boys" from TIME
Guided Reading Questions

Freshmen - Wednesday/Thursday, March 4-5

Block days this week were spent going over more poetry stuff in our power point (see below) and getting a jump on our reading selections from the Middle East. The three readings we read and went over today all touch on a common theme - the treatment of women in Middle Eastern society. How do each of these stories approach this subject? We also viewed a brief power point regarding the use of veils in this region. For homework, complete the reading questions for "From Behind the Veil" and make sure you've read all three of these stories - we will discuss them in class and watch a short video next time I see ya. Reading questions are due Friday at the beginning of class.

"Another Evening at the Club" by Alifa Rifaat (link available by scrolling down to Tuesday's post)
"My Father Writes to my Mother" by Assia Djebar
"From Behind the Veil" by Dhu'l Nun Ayyoub
"From Behind the Veil" background Power Point

Behind the Veil Reading Questions

Juniors - Tuesday, March 3, 2009

Today we spent the period taking a quiz that covers through page 223 in WGL. If you were absent today, you need to make up the quiz no later than this Thursday!

Freshmen - Tuesday, March 3, 2009

Monday, 3/2 - I forgot to post! Yikes! Anyway, this Monday was spent taking a quiz on the Europe section of Reading the World. If you were absent, please see me this week to schedule a time to make up the quiz.

Today was a smushy day - we smushed two different things into one class period. One, we looked at a poetry power point and took some notes on an organizer. We will be reading and writing a lot of poetry these next few weeks, so this power point covered poetry terms and poetic forms - make sure you review this if you were absent! Two, we discussed the introductory article about Middle East literature from Reading the World in class. For homework, please read "Another Evening at the Club" on page 356.

"Another Evening at the Club" by Alifa Rifaat

Juniors - Monday, March 2, 2009

Today we discussed the five stages of grief, as described by psychologist Elisabeth Kubler-Ross. As you begin to finish up this book, I want you to think about why the book is split into five distinct parts, and if there might be a connection to the five stages of grief. To help get you thinking about these possible connections, you will be completing an organizer where you will be required to collect evidence from the book where you see examples of behavior that could be categorized into a stage of grief. We worked on it in class today, but will be due when we finish the novel. View the power point and download the assignment by clicking the link below. The rest of the period was spent discussing some chapters as a class and doing some independent reading.

Stages of Grief Power Point

WGL Stages of Grief Organizer

Juniors - Friday, February 27, 2009

Happy Friday!!! Today was spent doing a group jigsaw to review the last few chapters that you've read in What Girls Learn. In small groups of four, each member was assigned a chapter that you read this week. Each member had some time to become an expert on their assigned chapter (summarizing key events, themes, important quotes, characters involved, etc.) and then teach their group members about their chapter. This is a great, quick way, to review a lot of reading in one class period and brush up for your quiz on Tuesday. For homework, please read to page 206.

Jigsaw Instructions

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.

Juniors - Wednesday and Thursday, Jan.28-29

Block days this week were spent in the computer lab, continuing work on your drafts. You should have your three drafts completed and should now be focusing on revising, editing, and proofreading. Bring your drafts to class on Friday for part two of the workshop. Once you are finished polishing up your drafts into nice and pretty final pieces for your portfolio, up next are the writer's memos. Click the link below for instructions/guided questions for what go into the writer's memos. Remember, you need to have one memo for each piece, for a total of three. FINAL PORTFOLIOS ARE DUE ON MONDAY!! A complete portfolio will have the following:
1. A cover that includes your name, period, and date. (Also, a title for your portfolio would be useful!)
2. Three polished, revised final pieces of writing that reflect three different genres.
3. All rough drafts (at least one for each piece that reflects revision, feedback, and editing)
4. Three writer's memos (one for each piece)
5. Peer feedback sheets from the Writing Workshops on Tuesday 1/27 and Friday 1/30

Writer's Memos Instructions and Guided Questions
Memo Example 1
Memo Example 2
Creative Writing Portfolio Rubric
Writing Portfolio Assignment Guidelines

Freshmen - Wednesday and Thursday, Jan.28-29

Today we discussed the story "The Youngest Doll," your reading assignment from Monday (this is another example of magical realism). We went over some key themes (gender and social class systems) and also picked apart some of the more confusing parts. Here is a great literary criticism of this story that I found while perusing (hello! vocab word!) the internet that might help you to better understand this tale (click here to read it).

Next, we created some nifty vocab flip books out of some vocabulary words from some of the readings. Click here to see a list of those words. We will be using these books for a future activity. I will post instructions for these books, along with an example, sometime tomorrow.

For homework, by Friday please read "And of Clay We Are Created" by Isabel Allende. Download a PDF version below if you did not check out a book to take home. Bring to class with you on Friday a brief written response to the following prompt: Choose one passage from this story and explain what makes it effective for you. What sense imagery and figurative language does it employ? Please cite specific examples from the text to support your answer, and be ready to share in class on Friday. In addition, as you read, pay attention to the following (you don't need to write these down if you don't want to, just be ready to discuss them):

1. The author's exploration of the following themes - humans against nature, modern civilization versus traditional cultures, isolation from modern life

2. How is it evident in the very beginning of the story that the author is writing about a catastrophe? What makes you think so?

3. How might Azucena symbolize disaster?

"And of Clay We are Created" by Isabel Allende

Juniors - Tuesday, January 27, 2009

Today was our first day of writer's workshop. Instead of workshopping in groups, like you will be doing on Friday, today you worked with a partner in groups of two. After showing you a brief power point about how a writing workshop works (view below), you traded two of your drafts with a partner and created feedback sheets for your reader to write their comments on. Don't lose the feedback sheets because they need to be included in your portfolio! It is essential that you give DETAILED, SPECIFIC, and CONSTRUCTIVE feedback to your partners, you are helping them with their writing as they are helping you. View the power point to see some good examples of what great constructive feedback looks like.

Also, we briefly went over what is expected for the writer's memos, which are requirements for the portfolio. I showed you an example and we will go over it more in class on Friday. To view an examples of writer's memos that I wrote for my own pieces of writing, click the link below.

The Writer's Workshop (Power Point)
Writer's Memo example
Writer's Memo example 2

Freshmen - Tuesday, January 27, 2009

Today we spent a good amount of time discussing magical realism and going over the story from the weekend, "The Handsomest Drowned Man in the World" by Gabriel Garcia Marquez. We viewed a brief power point that explains the literary style of magical realism, and then looked at some examples. For the story, we discussed some common themes in the literature we've been reading that explore gender roles, social class systems, cultural identity, love, family, etc., and then discussed how each of the stories, particularly magical realist texts, explore these themes. We pulled out some key quotes and talked about the effectiveness of Garcia Marquez's use of figurative language, metaphor, and hyperbole. No homework tonight, but be ready to have a busy block day!

Monday, January 26, 2009

I was absent today unexpectedly.

Freshmen - in class, you read two stories from the book - "The Youngest Doll" by Rosario Ferre and "The Book of Sand" by Jorge Louis Borges, two more examples of magical realist literature. You completed a "3-2-1" on the story of your choice from today and answered some brief questions. If you were absent, please let me know so that you can get caught up.

Juniors - today was a work day in the computer lab. Don't forget, you need to turn in at least two of your drafts to me by Tuesday!! Also, you will need to have copies of all of your work ready to go for writer's workshop this week (Tuesday and Friday).

Freshmen - Friday, January 23, 2009

Happy Friday!! Today we did some catching up with our reading selections from the Reading the World Anthology. We discussed theme, tone, and diction in the stories "No Dogs Bark" and "When Greek Meets Greek." We also viewed a very brief power point about magical realism, a literary style that blends reality with magical/fantastical concepts and essentially requires the reader to participate in the "suspension of belief". Magical realism is very common in literature from Central and South America, and something you need to keep in mind when reading the short story assignment for this weekend, "The Handsomest Drowned Man in the World" by one of my favorite writers, Gabriel Garcia Marquez. What sort of magical elements does he include in this story, and why? Why do you think he writes this story for children? If you did not get a copy of the reading questions in class today, you can download them here. These are due on Monday. You can also download a PDF version of the story below. To view it without printing it, when you pull up the file click on the square icon that has the arrows on it. This will allow you to view the file in landscape format for easier reading if you don't want to print it. Email me if you have any questions! Have a great weekend!!

The Handsomest Drowned Man in the World

Reading Questions

Juniors - Wednesday and Thursday, Jan. 21-22

Block days this week were spent completing one last creative writing exercise to help get the juices flowing if you are still struggling with what to write for your portfolio. It is one of my favorite activities, something I like to call "Smelly Writing." The class divided into small groups, and each group passed around a series of small tupperware containers that were filled with the following: dried leaves, dirt, cinnamon, oregano, peanut butter, sunblock, and honey. You were given four minutes with each "scent" to write about whatever comes to mind (memories, associations, etc.) before passing it to the next group. By the end of the activity, you should have had seven different short pieces of writing. After we were finished, we continued watching the film Baraka, again something that I hope will give you some more inspiration. Remember, as you watch this film, you need to choose at least one scene to put into words (an exercise in using description in imagery in your writing!)

For homework, you must turn in TWO of your three drafts to me no later than Friday. I will read them and give you some feedback over the weekend, and return them to you on Monday to work on in the lab. You will recieve substantial points for these drafts, so don't skip out on getting these in!!!

Freshmen - Wednesday and Thursday, January 21-22

Block days this week were spent continuing with inaugural poems. I played video of Elizabeth Alexander reciting her poem "Praise Song for the Day" at the inauguration, and we read over the text. We discussed content of the poem versus the delivery, and how a poet's reading of his or her poem could be different from how you read and interpret it. How does hearing a poet read their work differ from how you read it? Do different interpretations of the same poem often result? Next, the class split up into groups and each group analyzed different inaugural poems of the past (there are only three others! Read each poem by scrolling down to Tuesday's post and clicking the links). Each group analyzed their poems by focusing on tone, allusion, theme, and possible references to politics or cultural views at the time and/or presidential character attributes. Groups answered a set of questions on the board and also discussed why there have only been four inaugural poems. We looked for common threads in the poems themselves and also in the Presidents these poems were written for. At the end of class you turned in your group responses for credit. If you were absent, please see me as soon as possible for make up work.