Mrs. Tyler's English 11

January 27, 2012

2012-01-27T07:50:00.002-08:00

1. Attention Grabber: Have you ever come across any kinds of bossy, sneaky, funny, annoying, dim bulb people? Have YOU ever been a bossy, sneaky, funny, annoying, dim bulb sort of person? Have you ever done anything really silly but then found that it was okay because you learned an important lesson?
Well, long ago, a man named Aesop met a whole bunch of bossy, sneaky, funny, annoying, dim bulb people, and he wanted to do something about it. He decided to write stories about these people, and end each story with a lesson we all can learn from bossy, sneaky, funny, annoying, dim bulb people. But he didn’t want to hurt anyone’s feelings, so he changed the names to protect the not-so-innocent. Actually, he didn’t just change names; he changed the people . . . into animals! That’s what fables are—stories with animals instead of people as the main characters. Fables also have a lesson at the end called the moral of the story. And fables are really short, like a joke . . . usually only one page or less.
Today we’re going to write some fables—lessons we’ve learned as we’ve traveled through life. And we’re going to add a moral to the end of our stories. First though, I’d like to share two fables written by two famous writers named Jon Scieszka (rhymes with Fresca) and Lane Smith. These are names you might remember from their other famous books, The Stinky Cheese Man and Other Fairly Stupid Tales! and The True Story of the Three Little Pigs.
Just to give you a little background on the whole fable thing . . . this is the introduction for Squids Will Be Squids. (blue tab.) These are examples of fables:
2. Read “Grasshopper Logic” (green tab) and “Frog’s New Shoes” (yellow tab) to the students.
3. Feedback Time: Have students answer the following questions:
• What are the parts of a fable?
• What is a moral?
• Who are the characters in a fable?
• How long is a fable?
4. Pass out the lists of morals. Remind the students know that these are classroom sets-so they need to just leave them on their desks when they are done.
5. Steps to create a fable:
• Choose a moral from those written on the moral papers OR think about some really bossy, sneaky, funny, annoying, dim bulb people who learned an important lesson.
• Then think about a story that illustrates what they did that was silly like in “Grasshopper Logic” and “Frog’s New Shoes.”
• Next, think about the lesson they learned: That’s the moral of the fable.
• Last, make these people into silly animals representing people.
• There’s your fable!
6. Tell the students to get all the above thoughts on their paper and then they can make it into a fable.
7. To give them a little more inspiration, read them “Straw & Matches” while they work (red tag).
8. When there is about ten or so minutes left of class (i.e. around 2:43 and 3:43), call the students back to attention and read the very serious after word from the book (orange tag). Share fables if possible. Completed fables will be due on Monday, January 30th.

Homework, Topic due on Wednesday, Feb 1, Fable and Coat of Arms due on Monday, January 30th.

January 26, 2012

2012-01-27T07:50:00.000-08:00

Preview and assign factual argument paper.
Topic is due, Wednesday, Feb. 1.

Have students work on Coats of Arms.

January 25, 2012

2012-01-25T08:30:00.000-08:00

The Canterbury Tales is considered Chaucer’s masterpiece for several reasons. First, it marks the beginnings of a new tradition: Chaucer was the first writer to use English in a major literary work. Secondly, it gives a picture of a cross-section of society during the 1300s. Finally, it is a detailed, lifelike, and engaging picture. Chaucer lets his characters speak as they might actually talk. This was risky because they did not always talk in a polite way, which could offend some readers. Chaucer acknowledges this fact himself:
. . . I rehearse
Their tales as told, for better or for worse,
For else I should be false to what occurred.
So if this tale had better not be heard,
Just turn the page and choose another sort;
You’ll find them here in plenty, long and short;
Many historical, that will profess
Morality, good breeding, saintliness.
Do not blame me if you should choose amiss.
Some critics were shocked by the earthy language and humor in certain stories, but even more were captivated by the characters, stories, and the language itself.

1. Diction Lesson
2. Have students freewrite a description of Death
3. Share some urban legends with the class: the hook, the kidney, Disneyland child snatching, etc. Point out what urban legends have in common with the Pardoner's Tale--their purpose is to caution against certain behavior.
4. Characteristics of an urban legend or cautionary tale
happens to a friend of a friend
credible: although unlikely it could happen
involves something horrifying or bizarre
involves an unexpected twist
purpose: to teach a lesson.
5. Read the prologue to The Pardoner's Tale
6. Read The Pardoner's Tale. Does this tale seem to suit his personality/lifestyle? Why and why not? Why do the students think he tells THIS tale?

Collect death description as an exit pass.

January 24, 2012

2012-01-25T08:23:00.000-08:00

20 Minutes SSR
Introduce social order ideas--great chain of being
Students go around the room and share 3 things about pilgrims
Discuss framework/contest construction of the tales
Whet their appetites with The Knight's Tale and The Miller's Tale

Collect and display Pilgrim Informational texts

January 23, 2012

2012-01-23T11:55:00.000-08:00

Show students examples of informational texts
Share information about Chaucer; show clips from A Knight's Tale.
Give students time to work on their texts in the computer lab.

Informational Text - 1 page about your pilgrim, due Tuesday, January 24.

January 20, 2012

2012-01-23T11:44:00.000-08:00

Work Period for students to create Chaucer Pilgrim Informational text (1 page)

Informational text due on Tuesday, January 24th.

January 19, 2012

2012-01-19T11:54:00.000-08:00

1. 20 Minutes SSR
2. Genre Study-Informational texts - Have students look through and list the text devices used to convey information: Bolded Words, Glossaries, Sidebars, Captions, ect.
3. Read over prologue - What? Why? Where? When? How many?
4. Give students each a pilgrim and assign them to create a one page informational text to share about their pilgrim - due Tuesday.

To Read: Canterbury Tales General Prologue - pp. 112-114 in the purple book

January 18, 2012

2012-01-19T11:49:00.001-08:00

Test

January 17, 2012

2012-01-17T11:24:00.001-08:00

1. SSR 20 SSR Show the students "Up Battles Aging like . . . Bewowulf?"
2. Announce tomorrow's test.
3. Show Chaucer PowerPoint.
4. Let students play with the first 16 lines of The Canterbury Tales General Prologue using the following:

How to Read and Speak Middle English
By Jonathan Dewbre

The written form of Middle English was used from the twelfth to the fifteenth century in works such as "The Canterbury Tales" and "Gawain and the Green Knight." Because modern English spelling and pronunciation had not yet been cemented, Middle English may look alien to us today. However, even somebody who has never studied medieval literature can learn how to read it.

Difficulty: Moderately Challenging
Instructions:
1. Select an easy text, such as the prologue to "The Canterbury Tales." A good version of Chaucer's work will include many footnotes for words that no longer occur in modern English.

2. Speak each word out loud. This is the easiest way to become familiar with Middle English. Words that are spelled strangely often become recognizable when heard aloud.

3. Pronounce every consonant, even those that seem like they should be silent. ("Droghte" sounds like "drog-tuh.") Because spelling did not become uniform until the 15th century, words in Middle English were usually spelled like they sounded. "Kn’s, " "Gh’s, " and silent "E’s" at the end of words are all voiced in Middle English. There are no silent vowels or consonants. Whew!!

4. Learn additional rules about consonants. "R's" should be rolled. "S's" sound like "hiss," not like "hizz." "Gh" in "knight" sounds like "kuh-niCK-tuh."

5. Learn how to pronounce Middle English vowels. Some examples:

A word with a long "a," like "name," is pronounced "nAH-muh."

A word with a long "e," like "sweete," is pronounced "swAY-tuh."

A word with an open "e" like "begge (beg)" is pronounced "bag(uh)"

Words with a long "i" or "y," like "shires," "nyght," and "child, " are pronounced "shEE-res," "nEECK-tuh," and "chEEled."

The "au" in "cause" makes the word sound like "cOW-suh."

The "ow" in the word "fowles" makes the word sound like "fOO-les."

A word with an "ou," like "loude (loud)," is pronounced "lewd-uh."

A word with an "oo," like "good," is pronounced "goad."

A word with an open "o" sound, like "holy," is pronounced "hAW-ly."

Read more: How to Read and Speak Middle English | eHow.com http://www.ehow.com/how_2138664_read-speak-middle-english.html#ixzz1BMZ2INKS

Homework Collected: Independent Movie Viewing assignment

January 13, 2012

2012-01-17T11:06:00.000-08:00

Read Beowulf's Last Battle
Discuss Beowulf's Achilles heel (his pride), Wiglaf's motivation compared to Beowulf's, and Beowulf's achievement of God-like immortal status (buried under a lighthouse--memorialized eternally that way.)
Watch Demons and Monsters.

Individual Movie Assignment due on Tuesday, January 17th.

January 12, 2012

2012-01-17T11:02:00.000-08:00

1. SSR
2. Draw and grade instructions

January 11, 2012

2012-01-12T11:23:00.000-08:00

Read selections from Grendel by John Gardner.
How does the depiction of Grendel and Hrothgar differ from the Old English account?
Students finish their drawing instructions.

January 10, 2012

2012-01-12T11:20:00.000-08:00

Review important aspects of Process writing.
Pass out pictures of Grendel's mother.
Have students create a process paper on how to draw Grendel's mother.

January 9, 2012

2012-01-09T11:42:00.000-08:00

1. Review last time using "A Haunting in Denmark."
2. Assign Independent Viewing. Due next Monday, January 16th.
3. Read Beowulf's Mother.
4. Draw Beowulf's Mother.
5. Share Earlier Epic Battles

Independent Movie Viewing Assignment, due next Monday, January 16th

January 6, 2012

2012-01-06T07:24:00.000-08:00

1. Review Q cards and ideas from pink/white handout on Archetypes. Go over the aspects of a classic hero.
2. Joseph Campbell, who wrote The Power of Myth tells us that a hero/heroine is "...someone who has given his or her life to something bigger than oneself."
3. Remind students that because the heroic quest is an archetype, it is an integral part of our psyche and so is still around today.
4. Begin Beowulf and read through the defeat of Grendel. Is Beowulf a classic hero? How does Beowulf fulfill (or not) the hero's journey?

Collect cards.

January 5, 2012

2012-01-05T08:46:00.001-08:00

1. Review alliteration, compounding, kennings.

Alliteration: Alliteration is the repetition of stressed sounds, particularly consonants from the beginning of words or syllables. Poetically, alliteration can have a similar function as rhyme. An example of alliteration is the tongue twister "She sells seashells by the sea shore." Show students some alliteration from Seuss books. Have them practice saying some tongue twisters.
Compounding: Old English poetry makes extensive use of compounding, the combining of two words to make a new word. An example is feorhseoc, literally "life-sick" (feorh = life, seoc = sick), which can be translated as mortally wounded. A more common example can be found in the first line of Beowulf: Gar-Dena, literally "Spear-Danes" (gar = spear, Dena = Danes). Compounding may be done to meet the needs of the alliterative meter, as part of a formula, or to make a new word.
Kennings: Kennings are a special form of compounding that are metaphoric in meaning. For example, the kenning banhus (ban + hus), literally "bone-house," refers to the human body; hronrad (hron + rad), literally "whale's road," refers to the sea; and rodores candel, literally "sky's candle," refers to the sun.

2. Show the Beowulf/Old English PowerPoint. The idea behind listening to and seeing the Old English is not to try to understand the language but to hear and see the alliteration, meter, rhythm, and diction of the poem.

3. Assign students the Old English Poetry Elements, have them ready to share kennings by the end of the class period.

Assignments: Kennings, Reading and 5 Q cards due tomorrow

January 4, 2012

2012-01-05T08:43:00.000-08:00

View background video on Florida Flight 90 crash.
Read and discuss "The Man in the Water."
Assign Reading and 5 Q cards for Archetypal Criticism--due Friday. January 6.
Review and learn Hero's Journey Basic Steps:

1. The Call

2. The Threshold (with guardians, helpers, and mentor)

3. The Challenges

4. The Abyss

5. The Transformation

6. The Revelation

7. The Atonement

8. The Return

December 16, 2011

2011-12-15T13:00:00.000-08:00

This is your final. You have until the end of the period.

http://dl.dropbox.com/u/17684414/Harlem%20Renaissance%20Webquest.docx

December 15, 2011

2011-12-15T08:58:00.001-08:00

The Things They Carried (2)

December 14, 2011

2011-12-15T08:57:00.001-08:00

The Things They Carried (1)

December 13, 2011

2011-12-13T08:15:00.000-08:00

Cause and Effect Analysis

http://www.nytimes.com/interactive/2011/03/11/world/asia/maps-of-earthquake-and-tsunami-damage-in-japan.html

http://www.nytimes.com/interactive/2011/10/23/sunday-review/an-overview-of-the-euro-crisis.html

December 1, 2011

2011-12-13T08:00:00.001-08:00

November 30, 2011

2011-12-01T06:46:00.001-08:00

1. SSR
2. Writing Circles
3. Read Gatsby 7 up until Tom, Nick, and Jordan get to Wilson's Garage.

Next writing Circle Topic paper due on December 7th.

November 29, 2011

2011-11-29T14:25:00.001-08:00

Finish Chapter 6.
Gatsby wants to "repeat the past" with Daisy. Daisy is irretrievably wound up in his uncontrollable desire for money and power.
Record Predictions about what will happen next.

Topic Papers due Tomorrow!!

November 28, 2011

2011-11-29T14:21:00.001-08:00

Chapter 6 – Read pages 104-107 (98-101 sticker) carefully, beginning with the paragraph that begins, “James Gatz—that was really, or at least legally, his name.”
1. Identify the major events, places, and people that make up the life history of James Gatz.
2. For each event or period, create a picture, symbol, or object that identifies or symbolizes that particular incident. Include the years and months if possible. You may need to go back to Jordan’s description on pages 79-81 (74-76 sticker) for Gatsby’s doings during that time.
3. Create a timeline or diagram that illustrates this sequence of events. Make it clear, precise, and colorful!

Writing Circle Paper, Due on November 30th.

Bring out the Sloane Incident - Gatsby wants so desperately to belong.

November 22, 2011

2011-11-28T10:07:00.001-08:00

20 Minutes SSR
Writing Circles meet and choose new topic.
Sharing Time

November 21, 2011

2011-11-21T09:40:00.001-08:00

1. Read Daisy first meets Gatsby section of Chapter 4.
2. View Daisy meets Gatsby now. What emotions do the two of them seem to have? What is ironic about the shirts? Why does Gatsby go to such great effort to stage the meeting?

As I went over to say good-by I saw that the expression of bewilderment had come back into Gatsby’s face, as though a faint doubt had occurred to him as to the quality of his present happiness. Almost five years! There must have been moments even that afternoon when Daisy tumbled short of his dreams — not through her own fault, but because of the colossal vitality of his illusion. It had gone beyond her, beyond everything. He had thrown himself into it with a creative passion, adding to it all the time, decking it out with every bright feather that drifted his way. No amount of fire or freshness can challenge what a man will store up in his ghostly heart.

As I watched him he adjusted himself a little, visibly. His hand took hold of hers, and as she said something low in his ear he turned toward her with a rush of emotion. I think that voice held him most, with its fluctuating, feverish warmth, because it couldn’t be over-dreamed — that voice was a deathless song.

3. Written response: What is the American Dream? What is your own individual "American Dream?
4. Read and discuss "What happens to the American Dream in a Recession."

Students need to come tomorrow with their writing group drafts!!!

To Read:
Gatsby, Chapter 4
Gatsby, Chapter 5

November 18, 2011

2011-11-18T09:23:00.001-08:00

1. Chapter 4 - Read and Watch
2. Vocabulary:
supercilious (comparative more supercilious, superlative most supercilious)
"Now he was a sturdy, straw haired man of thirty with a rather hard mouth and a supercilious manner." --F. Scott Fitzgerald, The Great Gatsby, Chapter 1
punctilious (Adjective: Showing great attention to detail or correct behavior.)
"This quality was continually breaking through his punctilious manner in the shape of restlessness." --F. Scott Fitzgerald, The Great Gatsby, Chapter 4

November 17, 2011

2011-11-17T09:47:00.001-08:00

1. SSR 20 Minutes
2. Read Chapter 3
3. Picture Review.

Homework:Gatsby Chapter 3
1st Topic genre due on Tuesday, November 22nd.

November 16, 2011

2011-11-17T09:26:00.003-08:00

1. Review Chapter 1
2. Read Chapter 2 until Tom says that Wilson is "so dumb he doesn't know he's alive." Point out the valley of ashes and TJ Eckleberg's eyes. (Use powerpoint.)
3. Watch Gatsby until the end of the party at Myrtle's house where Tom breaks Myrtle's nose. What do Tom's words about Wilson and his breaking of Myrtle's nose tell us about him?
What are some of the rumors floating around about Gatsby?
What ideas do we get about Myrtle's character from her actions? Why is she attracted to Tom? Why is Tom attracted to her? Are either of them really seriously in love? How do we know that Tom isn't serious about Myrtle? (the lie about Daisy being a Catholic).

Homework due: Writing Circle piece due on Tuesday, November 22nd.Gatsby Chapter 2

November 15, 2011

2011-11-17T09:26:00.001-08:00

1. SSR
2. Introduce genres and Writing Circles.
3. Students meet in Writing Circles and choose a topic for their next piece.

Homework due: Writing Circle piece due on Tuesday, November 22nd.

November 14, 2011

2011-11-14T09:53:00.001-08:00

http://youtu.be/QTwk-2fKT7o

http://learning.blogs.nytimes.com/2011/11/11/teaching-the-penn-state-scandal/?nl=learning&emc=learninga1

Connections for Gatsby.

Finish and discuss Chapter One.

November 11, 2011

2011-11-10T14:10:00.001-08:00

5th Period Finish presentations!

Beginning of The Great Gatsby
1. This is a book about people and relationships during the 1920’s. It shows the effect of wealth on people’s lives and the values they hold most important. We read this novel to help us examine the values we hold most important today and in the future. It holds truths for every generation.
2. Read the first ten pages aloud to the point where it says “And so with the sunshine and the great bursts of leaves. . .”
3. Ask students what they notice about the narrator and the book. What questions do they have? Each student will respond and we will discuss details.

Homework Collected: None
Homework Given: None
Handouts Given: None
To Read: Great Gatsby Chapter One

November 10, 2011

2011-11-10T14:06:00.003-08:00

1. SSR
2. Book Talks
3. Presentations

November 9, 2011

2011-11-10T14:06:00.001-08:00

1. Presentations.

November 8, 2011

2011-11-10T14:05:00.001-08:00

1. Book Talks
2. Presentations
3. SSR

November 7, 2011

2011-11-07T09:24:00.001-08:00

1. Get Small.
2. Students Finish and Polish Presentations.

November 4, 2011

2011-11-07T09:23:00.001-08:00

Students work on 1920's Presentations

November 3, 2011

2011-11-03T08:33:00.000-07:00

1. 10 Minutes SSR
2. Book Talks
3. Put students into 10 groups and assign each group a role for the 1920's Background Presentation.
4. Give students time to work on their presentation.

1920's Presentations will begin on November 8th.

November 2, 2011

2011-11-03T08:29:00.000-07:00

1. Finish Police Reports
2. Work on Vivid Introductions

November 1, 2011

2011-11-01T14:09:00.000-07:00

Argument writing:Defining Evidence and Rules.

Slip or Trip?

Do you think Queenie is telling the truth?
Find all the evidence you can that indicates whether or not Queenie is telling the truth. Make a list of all the evidence.
Evidence includes concrete, observable information; personal testimony; written documents; and material objects and their condition or appearance.Explain how each piece of evidence supports your claim that Queenie is or is not telling the truth.
Each explanation will be as a generally accepted rule, which may begin with a phrase such as, “As a rule…” If other members of your team disagree with you, find evidence that will convince them.
Be prepared to explain why your evidence supports your case.

Things to include in your police report:

Time you got there.
What you saw.
What was said.
Your conclusions/what should happen
The evidence supporting your conclusions

I will collect your report after giving you more time to work on it tomorrow.

October 31, 2011

2011-11-01T14:05:00.000-07:00

I have already discussed Gothic elements with the class, andwe touched on Southern Gothic. On Wednesday the students read “A Rose forEmily.” Today they are going to focus on another example of the Southern Gothictradition: Edgar Masters’ Spoon RiverAnthology. This is the story of a town, told not by its living, but by itsdead, supposedly by the writing on their “tombstones.”

Have the students read the attached selections from Spoon River. What new things do theyfind out from each piece? How do theworks dovetail into each other? Are there some things we don’t find outabout?—maybe they’ll have to read the whole work to find out! It’s available online, and it is fairly short.

Tell students that we are still writing epitaphs in today’sworld—all they need to do is go to a cemetery to find out. Tell the studentsthat we are going to try our hand at writing epitaphs. Show them the exampleepitaphs overhead with Ben Franklin, etc. They can also look at the orangeepitaphs handouts (I’d like them back.)

Show them the epitaph assignment overhead, and have themwork together in pairs to create two different epitaphs for two differentcharacters that we’ve “met” this year. Collect the epitaphs (have the studentsfill out the tombstones) as exit passes as the students leave.

October 28, 2011

2011-10-26T07:24:00.000-07:00

We had a sub today.

I always give the students 20 minutes of self-selectedreading, so just make sure everyone has a book and is focused on it for thefirst 20 minutes.

1. Sentence Model and Imitation.

Put up the sentence on the overhead, and see what studentsnotice about it. Give them a few minutes to look at it and think about it.

Some of the things they might notice:

The parenthetical thought (whichwas not often) enclosed in commas.

The parallelism (that they were incontrol… , that their problems were soluble, that in time the world….

Ask them how why the sentence writer might have usedanything they noticed.

Now tell the students that they are going to try to imitatethis sentence structure. As an example, put up my imitation. What did I change?What did I leave the same?

Have them try it on their own on a piece of paper. Afterabout 4-5 minutes, have them share their results with the class if anyone iswilling.

If there is time left at the end of class, tell them to workon their vivid introduction assignment from yesterday. Remind them that it isdue on Halloween.

Collect the sentences as exit passes as the students leave.

October 27, 2011

2011-10-26T07:22:00.001-07:00

No class due to PTC.

October 26, 2011

2011-10-26T07:21:00.001-07:00

We had a sub today.

I have already discussed Gothic elements with the class, andwe touched on Southern Gothic. You may wish to go over some of its uniqueelements (see attached).

Today we are reading Faulkner’s “A Rose for Emily” on page517 in the yellow book. I like to focus on the unusual chronology of the story,and the presence of the town (and all the people in the town) as a characterwith a voice and values very integral to the plot. I like to stop occasionallyand time graph the sections so the students don’t get too lost. I’m sure you’veprobably got your own ideas about what to do with this story, but I’m attachinga great article that I use as a guide if you want to look at it.

I like to ask the students why Emily turned out the way shedid. What elements were influencing her opportunities and choices in life? Iparticularly point out the statue motif. How would it be to live your life sounattached and unattainable?

Students don’t always like to read aloud, but I really feellike this story needs to be communally shared and discussed, so we do itanyway. I usually pick one student and move around the room from there withstudents reading as long as they wish, but you can do it however you want to. Ialways begin by reading the first 2-3 pages for them, so they get a good modeland to get them started.

October 25, 2011

2011-10-26T07:20:00.001-07:00

We had a sub today.

I always give the students 20 minutes of self-selectedreading, so just make sure everyone has a book and is focused on it for thefirst 20 minutes.

Yesterday we read our first Poe work and talked about hisstyle. Today I am going to let the students try to imitate a piece of hiswriting. We are using a section of “The Fall of the House of Usher” (seeattached). Read through the section once without comment and then read itthrough a second time bringing out the elements from the notes. Then givestudents the Vivid Introduction assignment. Stress that it doesn’t have to bescary, and it is limited to one page. Allow them time to begin to work andbrainstorm what they might write about. Tell them that they will be meetingwith their writing groups (the same ones we used for the Pet Peeve paper) toshare their assignments.

October 24, 2011

2011-10-26T07:18:00.000-07:00

1. Intro to Poe
2. Students listen to "Hop Frog" while they create a Hop Frog
3. Discuss justice issue, autobiographical ties.

October 19, 2011

2011-10-24T08:27:00.000-07:00

1. Collect and Share Pet Peeve Papers.
2. Read and discuss "The October Game."

October 18, 2011

2011-10-18T08:33:00.001-07:00

20 minutes SSR

Writing Circles - Review Drafts

October 17, 2011

2011-10-17T09:22:00.001-07:00

1. Sentence Definition and Combining
2. Work Time - Argument/Pet Peeve Paper

October 14, 2011

2011-10-17T09:16:00.000-07:00

1. 20 Minutes SSR
2. Assign imitation writing, The Complaint Box
3. I'd like you to have a rough draft for class on Tuesday, October 18th. Your final draft is due on Wednesday, October 19th.

October 13, 2011

2011-10-13T08:29:00.000-07:00

1. Demonstrate and talk about pet peeves.
2. Freewrite on a pet peeve.
3. Share example paper from the NY Times Complaint Box series. What stylistic elements does the author use to get her point across.
4. Students spend time in pairs reading and evaluating a different article of their choice from the complaint box site: http://cityroom.blogs.nytimes.com/category/complaint-box/

October 12, 2011

2011-10-12T10:04:00.000-07:00

Read "Walden" in Yellow Textbook.

October 11, 2011

2011-10-12T09:48:00.000-07:00

SSR 20 Minutes
Forrester on Writing
Free Write in the Style of Thoreau.

Collect free writes and summary

October 10, 2011

2011-10-10T11:53:00.000-07:00

No Sixth Period due to Assembly
5th Period--Catch up day.

Free Reading time and time to finish assignment due at the end of today.

1st and 2nd Transcendental Writes and Summary due tomorrow, October 11.

October 7, 2011

2011-10-10T11:51:00.001-07:00

We had a sub today.
View and discuss Mighty Times.

October 6, 2011

2011-10-06T09:59:00.001-07:00

1. SSR 20 Minutes
2. Sign Ups for Presentations - Book Groups
3. Correct Quizlet.
4. Collect and discuss Moral Perfection
5. Free Speech - Preparation for tomorrow

October 5, 2011

2011-10-05T11:16:00.000-07:00

1. Review yesterday.
2. Talk about summary. Show students the Chrysler video and tell them that it will be practice in summary. After a few minutes, turn it off and ask students what they would do if they really had to summarize the video.
- watch the video in smaller bits
- use a dictionary to find the meanings of unfamiliar words
- watch the video bits several times using the newly identified word meanings
- use the visual information in the video
- paraphrase the bits of video that we are beginning to understand at this point
- take notes on the bits of video we are beginning to understand
- ask questions to identify gaps in our understanding
- then phone that guy
3. Relate this to strategies for deciphering complex nonfiction text: slowing my pace, rereading, paraphrasing, using syntax and semantic knowledge to unlock the meaning of unfamiliar words, questioning, notetaking, etc.
4. Have students turn to "Civil Disobedience" on p. 377 in the yellow book and have them read and summarize it in one page. Summary is due on Wednesday, October 20th.
5. Show students the Ghandi clip at the end of class to reinforce the meaning of passive nonviolence/civil disobedience.

October 4, 2011

2011-10-05T11:13:00.000-07:00

Show students Thoreau and Civil Disobedience Animoto.
Discuss Mexican American War background.
Begin reading "On Civil Disobedience"

October 3, 2011

2011-10-04T09:23:00.000-07:00

Quizlet on Parallelism and the last two weeks.
Finish Emerson
Collect Life Motto

Crucible Assessment

2011-09-30T22:37:00.000-07:00

The Crucible Connections – UnitAssessment

Seeing connections between people, places,and events in a text and people, places, and events in the real world, otherstories, and one's own life brings a much deeper understanding of the plot,character, and setting elements of a text. In turn, this facilitates an easier transition to figurativethinking, visualizing, making inferences, asking questions, determining themes,and considering the author's message.

I’ve made severalconnections as we’ve read and talked about this text, but now it is your turn.Your final assessment for the unit is to write a paper in which you makeconnections with things you’ve read, heard, seen, and experienced.

I’d like you to have at least four comparisons. Please compare and connect somethingfrom The Crucible to something written (book, short story, article,etc.), something auditory (newscast,music lyrics, speeches, etc.), something visual(movie, TV show, documentary, art, photography, cartoon, etc.), andsomething experience based (currentissues, historical occurrences, personal anecdotes, etc.). You may use samething from The Crucible for eachcomparison, or you may use something different.

Choose both a very specific portion of The Crucible and a very specific elementto compare. You will need to make detailed references to both the text and theelement in order for your connections to hold up to close scrutiny. If youthink that some elements are the same and some are not in your chosenconnection, be sure to say so in your paper. I have some copies of The Crucible available to take home ifyou need one.

This assessment will require both basictextual knowledge and higher-level thinking, questioning, and inference. An Apaper will show serious evidence of deep thought and understanding.

This assignment is due on Tuesday, October 3, 2011.

September 30, 2011

2011-09-30T11:13:00.000-07:00

1. Show students http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html.
2. Discussion (especially how it relates to their upcoming Crucible assessment).
3. Introduce Emerson. Read excerpts from "Self-Reliance," on page 363 in the yellow literature book.
4. Discussion should include an analysis of some of his key concepts and infamous quotations including the following:
• "Trust thyself, every heart vibrates to that iron string."
• "Society everywhere is in conspiracy against the manhood of every one of its members."
• "Whoso would be a man, must be a nonconformist."
• "A foolish consistency is the hobgoblin of little minds."
• "To be great is to be misunderstood."
5. Focus the discussion on Emerson’s belief in individualism.
6. Have the students free write in response to the following prompt: What are the advantages and disadvantages to conforming to society’s expectations? Write the prompt on the whiteboard. Allow at least 15 minutes for the writing. Then go around the room allowing every person to read all or a portion of their writing. Do not allow comments or questions at this time. The oral sharing is for listening to the diversity in responses.

September 29, 2011

2011-09-29T11:44:00.000-07:00

1. 20 Minutes SSR
2. Provide copies of Robert Frost’s poem "The Road Not Taken." Read this aloud.
3. Discussion should focus upon the concept of conformity and nonconformity. Robert Frost’s poem is a metaphor for the decisions and choices in life. Have students explain the metaphor. Focus the discussion on the final stanza:

"I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
and that has made all the difference."
4. Put free write number one up on the overhead and have students respond to it in their free write journals. Have students share, if they wish, if there is time.

1. Think of three difficult choices you have made. Select one of these choices and free write on why this was so difficult.
2. Think about the options that you didn’t choose, and then make a list tabulating the imaginary chain of consequences that might have followed if you had chosen another alternative.
3. Draft a description of the person you might have evolved into had you chosen the other path.

September 28, 2011

2011-09-29T11:08:00.000-07:00

1. Introduction to Benjamin Franklin.
2. Put the list of Franklin aphorisms on overhead and ask the question: what kind of person do you think would write these kinds of sayings?
3. Define aphorism--a terse saying generally regarded as wise or true. Read selection of aphorisms from "Poor Richard's Almanack," on page 292 in the yellow literature book.
5. Read selections from "Autobiography of Benjamin Franklin,” and discuss his writing style and personal views.
6. Assign each student to create a life motto, due on October 3rd, and try to achieve Moral Perfection. Pass out life motto assignment and give students an index card to keep their moral perfection attempt record on.
7. Show students some examples of good life mottos (save some from this year).

September 27, 2011

2011-09-28T09:18:00.001-07:00

20 Minutes SSR
Sentence Combining
Philip Roth Example and Packet

Packet due on September 29.

September 26, 2011

2011-09-28T09:17:00.001-07:00

Connections- Philip Zimbardo video on Evil, Sinners in the Hands of an Angry God.

Crucible Final due on Tuesday, October 4th, 2011

September 23, 2011

2011-09-28T09:15:00.001-07:00

Students freeread and work on papers while I conference with individual writers.

September 22, 2011

2011-09-23T07:05:00.001-07:00

Students freeread/work on on papers while I do individual conferences.

September 21, 2011

2011-09-23T07:04:00.000-07:00

Discuss film and directorial choices.
Color code papers read for opinion, blue for fact.
Should have good mix of fact and opinion, and opinion need to be backed up with facts.

September 20, 2011

2011-09-23T07:02:00.001-07:00

Finish watching The Crucible.

September 19, 2011

2011-09-23T07:01:00.002-07:00

Read and discuss Act IV.

September 16, 2011

2011-09-23T07:01:00.000-07:00

Found Poetry from Act I, II, and III

September 15, 2011

2011-09-23T06:59:00.001-07:00

Finish Act III of the Crucible.

September 14, 2011

2011-09-14T11:10:00.001-07:00

1. Define MOB MENTALITY and MASS HYSTERIA.
2. Literature as imaginative rehearsal for life.
3. Show KSL clip.
http://www.ksl.com/?nid=148&sid=17220387
4. CRUCIBLE/Dramatic Structure discussion
5. Read ACT III

September 13, 2011

2011-09-14T11:09:00.001-07:00

Watch Acts 1&2 of The Crucible.

September 12, 2011

2011-09-12T09:27:00.001-07:00

1. Vote With Your Feet and class discussion about the following:It’s acceptable to “throw others under the bus” if it means saving yourself.It is okay to lie or cheat as long as you don't get caught.Going to church helps to make you a good person.There are times in life when you should lie.Withholding the truth is the same thing as telling a lie.2. Finish ACT II3. Pass back drafts. Have students mark opinion with blue and fact with red.

September 9, 2011

2011-09-12T09:16:00.001-07:00

1. Read ACT II

August 25, 2011

2011-08-25T12:31:00.001-07:00

http://www.billofrightsinstitute.org/page.aspx?pid=598

August 24, 2011

2011-08-24T09:33:00.000-07:00

1. Yesterday I talked to the students about an essay contest I want them to enter. The prompt for the essay is:
What civic value do you believe is most essential to being an American? Trace the enduring importance of this value throughout the American story by discussing a Founding document that reﬂects this value; a ﬁgure American history who embodies this value; and examples of how you have and/or could put this value into practice.

2. In order to write this essay, students must have a value in mind. Here are some of the civic values we discussed yesterday in class: aesthetics (beauty), cleanliness, communicating, compassion, compromising, consideration, courage, diligence, entrepreneurship, federalism, future-mindedness, honesty, humility, justice, industry (hard work), initiative, integrity, liberty, limited government, loyalty, majority rule vs. minority rights, moderation, natural or inalienable rights, popular sovereignty, presumption of innocence in trials, public service, reliability, religious freedom, representative government, respect for others, respect for private property, respect for the rule of law, responsibility, separation of powers, thrift, volunteering, etc.

3. What I'd like the students to do is pick their top three values (they can use ones not listed here if they want to).
Have them then make a three T-charts on pieces of paper, one for each value, labeling one side of the T chart “Ways I Have Exercised or Supported This Value” and the other “Ways I Can Exercise or Support This Value in the Future.”
Tell them to make sure that their responses include concrete examples of how they will personally exercise the civic value, and not how “Americans” or “students” in general have/will.
Share this quote from Washington to illustrate our personal responsibility: “The preservation of the sacred ﬁre of liberty, and the destiny of the republican model of government, are justly considered deeply, perhaps as ﬁnally, staked on the experiment entrusted to the hands of the American people.” –George Washington.

4. If there is time left, have the students go to the computer lab in room 6, and have them go to today's date on my website,http://mrstylerucas.blogspot.com/, and have them look through this list of Founding Documents to find those that relate to the values they've chosen. This is beginning research for the paper.
The Rights of the Colonists (1772)

Common Sense (1776)

The Declaration of Independence (1776)

The American Crisis (1776-1783)

Madison's Memorial and Remonstrance (1785)

The Virginia Statute for Religious Freedom (1786)

The Federalist Papers (1788)

The Constitution (1789)

George Washington's First Inaugural Address (1789)

The Bill of Rights (1791)

George Washington's Farewell Address (1796)

The Virginia and Kentucky Resolutions (1798)

August 23, 2011

2011-08-24T09:26:00.001-07:00

1. 20 Minutes SSR
2. Free Write on Civic values
3. Brainstorm list of values
4. Begin basic research to prepare for contest essay

Homework Collected: Venn Diagram, STAR revision
Homework Given: Founding Quotes and Values, due Monday, August 29

August 22, 2011

2011-08-22T08:39:00.000-07:00

1. Read through the Declaration of Independence.
2. Go over STAR revision.
3. Move to computer lab and compare the three different known drafts of the declaration of independence.
4. In pairs, choose a representation of each part of the STAR and explain why the founding fathers may have made that change to the final document. These are due at the end of class.

August 19, 2011

2011-08-22T08:17:00.001-07:00

1. Nibble and Scribble using this prompt: 2. Discussion on writing craft in the Vargas article (Life of an Undocumented Illegal Immigrant) focussing on parallelism. (We didn't quite get to this in fifth period.)

August 18, 2011

2011-08-18T08:52:00.000-07:00

1. 20 Minutes SSR
2. Compare and Contrast
1950/2011 (Article 2 and 3)
3. Explain Graphic Organizer - Venn Diagram

Assignment Given - Venn Diagram completed and ready to discuss - due Friday
Disclosure Document - Due Friday

August 17, 2011

2011-08-17T09:54:00.000-07:00

1. Socratic Discussion on "Life of an Undocumented Illegal Immigrant."
2. Collect Questions.
3. Disclosure Documents.

Assignment Given: Return Disclosure Document by Friday.
Assignment Collected: Questions.

August 16, 2011

2011-08-17T09:52:00.000-07:00

1. Finish portraits.

2. Collect I Am poems

3. Read "Life of an Undocumented Illegal Immigrant"

4. Annotate text and prepare three questions for tomorrow.

Assignment Given: Read, annotate and prepare three questions for "Life of an Undocumented Illegal Immigrant"

Assignment Collected: I Am Poem

August 15, 2011

2011-08-17T09:47:00.000-07:00

Welcome back, students! I hope this will be a great year in English 11.
1. Writing and reading survey
2. What is good writing? - discussion
3. Pyramid of writing: Mechanics, Audience, Craft, Detail, Interesting
4. I Am... Poem Assignment.

Assignment Given: I Am poem due April 16

April 20, 2011

2011-04-20T09:09:00.003-07:00

April 19, 2011

2011-04-20T09:09:00.001-07:00

1. CRT Practice Test - Computer lab
2. Time to finish pop-out PowerPoint presentation on Romantic poetry.

Assignments Given: Pop out presentation and Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 18, 2011

2011-04-20T09:08:00.005-07:00

1. Have students make word tickets (10 nouns, 10 verbs, 10 "others."
2. Have students take a handful of word tickets and paint chips, choose strong words that catch their attention, and use those to create a short poem or image capture.

Assignments Given: Pop out presentation and Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 15, 2011

2011-04-20T09:08:00.003-07:00

1. Students choose lines from poems to get into groups for Romantic Poetry explication.
2. Students take assigned poem, TYPCASTT it, and then create a pop out PowerPoint presentation to share their poem with the class.
3. Give students examples of TYPCASTT poems, and show PowerPoint pop out examples.

Assignments Given: Pop Out Presentations on April 20, Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 14, 2011

2011-04-20T09:08:00.001-07:00

1. Quiz on Greek and Latin Roots.
2. Give students genre list - explain a CROT

Assignments Given: Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 13, 2011

2011-04-20T09:07:00.003-07:00

1. Computer Lab Day - Time to work on Satire and Multigenre.

Assignments Given: Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 12, 2011

2011-04-20T09:07:00.001-07:00

1. 20 Minutes SSR
2. Computer Lab Day--Time to work on satires and multigenre research papers.

Assignments Given: Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 11, 2011

2011-04-11T10:09:00.006-07:00

1.Students learn the Greek and Latin Roots they need to know for the eleventh grade CRT Test.
3. There is great value in knowing Greek and Latin root words. For example, if you know that the Greek base hydro- means water, the Greek root kóll(a) means glue, and the Greek suffix -oeidēs means resembling or like, you can make educated guesses at the meaning of words like hydrocolloid. Then have the students make an educated guess. They will probably come up with something like water added to something to make it glue-like?
4. The actual definition is a substance that forms a gel when added to water, and hydrocolloid is what the dentist uses when he makes a mold of your teeth for braces and retainers.
5. Divide the class into five groups. Give each group a copy of one of the five root word teaching assignments. They have about 15 minutes to come up with:
a. A mnemonic (neh-mohn-ick) device, which is a mind memory and/or learning aid. Commonly, mnemonics are verbal—such as a very short poem or a special word used to help a person remember something—but may be visual, kinesthetic or auditory.
b. Pictures/graphics they quickly draw on the white board
c. Word Associations – sample words using the root
d. Puns/Clever sayings, etc.
6. They will use the above to teach each other their assigned root words.
With about 15-20 minutes left, give every student a blank handout to fill out. Have each group come up and teach the other groups their words. The students listening should fill out their blank form while they are being taught.
7. Tell them we will have a quiz on the Greek and Latin root words on Thursday.

Assignments Given: Quiz-Greek and Latin Roots-Thursday, April 14, Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 8, 2011

2011-04-11T10:09:00.000-07:00

1, Genres studies--give students examples of new genres--two voice dialogue/poems, 6 room poems, etc.
2. Topic Report--topic choice due today.
3. Work time on satire and research paper.

Assignments Given: Satire due on April 20th. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 7, 2011

2011-04-11T10:08:00.001-07:00

1. 20 minutes SSR
2. Lab time in room six to work on research papers.

Assignments Given: Satire due on April 2oth. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 6, 2011

2011-04-11T10:05:00.001-07:00

1. Go over the four techniques of satire: parody, incongruity, exaggeration,and
2. Show the Students the clip, "Satire in Shrek." Have them note down the techniques that they see in the clips.
3. Give students satire assignment; it will be due on April 20th.
4. Show students example satires from last year.
5. Lab time in room six to work on satires and research.

Assignments Given: Satire due on April 2oth. Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 5, 2011

2011-04-11T10:04:00.003-07:00

1. 20 minutes SSR
2. Lab time in room six to work on research papers.

Assignments Given: Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 4, 2011

2011-04-11T10:04:00.001-07:00

1. Go over background on Swift and Ireland VS. England.
2. Irish considered a subhuman species.
3. Read and discuss A Modest Proposal.

Assignments Given: Multigenre Research Paper, due May 13th. No late papers accepted for any reason.

April 1, 2011

2011-04-01T07:27:00.001-07:00

Find more videos like this on Utah Secondary LA

1. Give students process journals and FQL, and Evaluating Electronic sources.
2. Topic Share.
3. Go over some of the qualities of the Renaissance/Elizabethan Period that we have just finished. Point out that the ability to appreciate and create art was prized during this time. A woman expected to be wooed with poetry and song—often wealthy men hired poets to create poetry for them. The arts were supreme. All of this came crashing to an end when the Puritans took over the English government. They were real fun suckers. As a reaction to the latest age, the enlightenment period of English literature and thought now begins.
4. Point out that the enlightenment was a time when wit was prized. People wrote a lot of satire and other works that showcased witty language. Instead of ornate flowery language, people wrote with puns and irony.
5. Show students the Satire, Irony, etc. overhead. Show students the Twilight spoof.

6. Satire is often used to speak at deep social problems. It tends to upset people and make them angry, which leads to action, hopefully.
6. Show students blood diamonds/ The Onion

Report: Baby Skull Jewelry May Be Linked To Violence
7. Satire is also often used to poke fun at current events.
8. Show Colbert Dog. Colbert Satire based on a news story about a study speculating that all modern dogs are originally descended from Middle Eastern wolves.

9. Satire is also often used to poke fun at public officials.
10. Sarah Palin/Hillary Clinton

Assignments Given: Multigenre Research Paper, due May 13th. No late papers accepted for any reason.