September 27, 2019

Periods 1 and 2:
Here are the Slides that will walk you through / back through our day.

We spent the time looking at mentor "how to be" poems.

Choose one character/monster from Beowulf to draft a how-to-be poem. This will be revised/published at a later date.

Do not forget, I will be out Monday and you will work on your Anglo-Saxon Research Projects, due, turned in on Classroom, by 11:59PM Tuesday

Periods 3 and 4:
Last day of Symbols Presentations!
Preview your reflection assignment here.

Period 6:
Writing Groups: 

• Sharing your writing with a group will help you improve your writing and learn what a reader might think while reading your work. 
• Follow the procedures in the chart or on THIS PAGE with your group. 
• Remember, share your work as "CAN COMMENT" not edit. 

Absent?

Read your memoir out loud to someone. Hopefully someone who was not there when your event happened. Ask them what questions they have about your story. 

September 26, 2019

Periods 1 and 2:

Read Beowulf pages 175 - 193. 

Finish the period working on Anglo-Saxon Research Projects. Your next times to work on the projects will be Monday and Tuesday. Presentations are Wednesday through Friday next week.

Periods 3 and 4:

Symbols project presentations.

Period 6

Focus on revision of memoirs: Adding dialogue and interior monologue

Dialogue

1. Look at the text you pasted into your English Journal. (This is the first piece under "Dialogue").
2. With your partner discuss how you would correctly format this dialogue. You probably need to add some paragraph breaks and punctuation. 

Well, why were you down at the swimming pool anyway? my mom asked as she pulled the dripping carton of eggs out of the shopping bag. I told you I need to get in shape before the swim team tryouts. Damn half these eggs are broken. But sweetie, you know that kids under 13 aren’t allowed at the pool without an adult. Why didn’t you ask your father or I to go with you. Because you guys are busy and if I wait for you to take me it will get later and the pool will get more crowded with adults who want to swim laps and I just don't like sharing a lane with some hairy dude in a speedo. Honey, the lifeguards know you are under 13 and they will be watching for you. They just aren’t going to let you swim there. I’m sorry, but we need a better solution.

Dialogue, Part 2

1. Add dialog to your memoir. 
2. You don't need to remember the actual words anyone said. You can write what you think they said or what you think they probably said.  

Interior Monologue

View the Slides presentation and read the mentor text. Then, respond in your notes (copied/pasted into Notebook).

When finished with all tasks, return to memoirs to revise for dialogue and interior monologue. (You may also be adding descriptive language, working on launches and landings, or flashback).

Tomorrow is writing response groups. You will read your memoir OUT LOUD as well as give and receive feedback.

September 25, 2019

Periods 1 and 2:

In your notebooks, cut/paste this document. Add it to your table of contents. Here is my table of contents as a reference.

Directions:
CONSIDER EACH OF THE TWELVE STEPS AND THEIR DESCRIPTIONS:
NOTE passages to be used to support your thinking about Beowulf’s journey.
For example:

Example:
Ordinary World: Describe the hero's normal life at the start of the story, before the adventure begins. 

Prior to sailing to Denmark, Beowulf lives in Geatland and is in service to his leader, Hygelac.
“When he heard about Grendel, Hygelac's thane At the court of King was on home ground, over in Geatland. There was no one else like him alive. In his day, he was the mightiest man on earth, high-born and powerful,” (15, 194-199)

Notice how I cited the page number and lines. 

I am also not expecting you to finish because we have not finished the book, but you should work up to the point where Beowulf would fight the dragon.

Periods 3 and 4:

Symbols presentations.

Remember: connect the symbol's meaning to your examples.

Period 6:

Using Flashback

Copy/paste the NOTES page into your Notebook and add to your table of contents.

The Slides are for use later, and the other document (mentor texts with flashback) will be used in class.

In class, we viewed the Slides and completed the notes. Then, we looked at mentor texts and completed part two of the notes. Finally, you were asked to try out flashback in your own writing.

Remember: You will be doing writing response groups on your completed draft FRIDAY.

Tomorrow you will choose between going back to the landings (ends) of memoirs using mentor text and trying out interior monologue/dialogue.

September 24, 2019

Periods 1 and 2:
The first five minutes were dedicated to writing fluency.
We began the period with our symposium questions. Many of the questions were "right there" questions with only one answer. We will be doing more work in generating more thoughtful questions.

There was a brief, six-question reading quiz on pages 147-163. When I ask you to read, I expect you do. You can expect many more symposiums and/or reading quizzes to hold you accountable in the future.

Finally, we read pages 163-175 (read if you are absent).

No other homework besides your independent reading projects.

Periods 3 and 4:
Fluency writing for the first five minutes.
Symbols project: you should be finished and upload the assignment by this evening. See the presentation schedule here. 

Period 6:
Your complete memoir (DRAFT) is due, in class TOMORROW.

After fluency writing...
Add this document to your new English 19-20 folder. 
(If you are absent, go to www.drive.google.com and click NEW on the left side. Click FOLDER. Name it ENGLISH 19-20) This will be a place to add files that you will use as a reference this year. You can create subfolders as you wish or when encouraged.

We spent the period looking at mentor text for beginnings and endings. You were asked to pay close attention / observe three launches (beginnings) and landings (ends). After, you were asked to try writing like the mentor, using your own content (stuff) from your memoir.

For example, in my memoir about bacon, I chose the passage below, and then I imitated it with my content.

My original beginning: I love bacon. I love bacon a lot. I love bacon so much, I often joke that I would eat a kitten if it was wrapped in enough bacon. Maybe even just some bacon.

Below is my attempt at revision

MENTOR TEXT: People sometimes ask me, “What’s it like to do photoshoots for magazines?” “Do you enjoy that kind of thing?” Let me be completely honest here. Publicity and press junkets are just part of the job. Your work is what you really care about because your work is your craft and your craft is your art and photoshoots are THE FUNNEST!

IMITATION: One time, someone asked me, “What’s your favorite food? Do you have something you could eat every day?” Let me be frank here. Chocolate and hot wings are just two things I’d consider. The best food is what I really crave in spite of any mood because it will make me happy because it is simply THE BEST!

 I liked my original launch better, but I attempted the revision. You may like the imitation better and - guess what? You can keep it if you want to.

We went through this process with three launches and three landings. 

September 23, 2019

Periods 1 and 2:
In class, we read Beowulf, pages 129-147.

For tonight's homework, continue/start working on independent reading projects (due two weeks from today) and read Beowulf pages 147-163.
Also: go to Google Classroom to view post in Google Classroom for your Beowulf symposium
Periods 3 and 4:
Today and tomorrow, you will have the period to work on your symbols projects. I will give you your presentation order tomorrow.
Please remember your independent reading projects are due two weeks from today.

Period 6:
Complete the desriptive language module that is on the Classroom. It was posted on Friday. Cut/Paste the WHOLE document into your notebook and add to the table of contents.

Your memoir should be a complete draft (with beginning, middle, and end by WEDNESDAY's class).

September 20, 2019

Periods 1 and 2:
Today, we worked on Anglo Saxon Research Projects. Everyone has their topics!

Periods 3 and 4:
Read, the epilogue of The Alchemist.
Everyone had time to work on symbols projects. Due: Wednesday, 9/25/2019.

Period 6
Working with Memoir drafts: 

• Most of you have a draft. 
• All of you need more time to develop your draft. 
• But first, you need a lesson about slowing down time. 
• Let's read THIS passage of a moment described in detail. 

Step 1: 
Divide your draft into three sections: before / during / after

Step 2: 
Add more details to the middle/during the section of your draft.
Suggested things to add include:

• What you were wondering at that moment
• What you thought was going to happen
• What you worried was going to happen
• Something someone (or you) said in that moment
• Sensory details, about what things smelled like or looked like
• The look on someone's face
• Add a simile or a metaphor, or a lot of adjectives 

Need more help? 
Here are a few more examples.

Need more help? 
Click here to access the descriptive language module for revising your memoir. 

Reminders: 
Complete your memoir draft by 7:30 am TUESDAY before school. (I'm looking them over during 1st period.) (If you need more time for your draft let me know that today.)

1. Keep reading. INDEPENDENT READING PROJECT due 10/7/2019.

September 19, 2019

Periods 1 and 2:
We read Beowulf 129-147.
Select Anglo-Saxon Research topic using Google Form (which can be accessed in Google Classroom). Remember, the first person to claim a topic gets that topic.
________________________________________________________________

Periods 3 and 4:
Fluency Writing
Read The Alchemist, 139-END

Tomorrow: Symbols project

Read: You should be near completion of your book. Your book project is due 10/07/19.(That's sooner than you think.)
Open House is Thursday, October 3rd. Tell your parents. 
________________________________________________________________

Period 6:
Goal: Writing the first draft of your memoir.

Writing Small: 
A short memoir should be about a single incident. 
The focus should be on one event. 
You can include a before and after, but keep the focus on the main event. 
These are the examples I showed you yesterday.

Writing prompt:
The Google Doc for you to write your memoir has already been created for you in Google Classroom. 

Write a complete draft, beginning, middle, and end. If you finish early go back through your writing and continue adding details, dialog, and descriptions. 

Homework: 
Finish your draft. It does not need to be perfect (yet). It does need to be the whole story. 
If you need more time you can have it, but finish your complete draft by Friday. 
Read: You should be near completion of your book. Your book project is due 10/07/19.(That's sooner than you think.)
Open House is Thursday, October 3rd. Tell your parents. 

September 18, 2019

Periods 1 and 2: 
To begin class, I shared the Anglo-Saxon Research Project Guidelines, a project you will complete prior to finishing the reading of Beowulf. Over the next couple of days, you should consider what you want to research. By Friday, I will post a Google Form that will collect your project focus, and it will be first-come, first-served.

For the remainder of the class, you worked on the Beowulf Mind Mirror handout. If you are absent, here's a copy of the Mind Mirror document for you to print. The Mind Mirror is due Friday at the start of class.

Homework: Read Beowulf pages 101-116.

Periods 3 and 4:
Class began with a symposium for the reading of pages 104-127.

As a reminder, when you are reading, whether in class or at home, you should be entering excerpts into your dialectal journal. Do not wait to be prompted.

For the remainder of the class, we read The Alchemist, pages 127-139.

Period 6:
To start class, you were asked to write (in your notebook) about one of your "food" experiences based on one of the items from your list yesterday. Who knows? This may be the memoir you decide to draft TOMORROW.

After reading "Steak" by Jim Gaffigan yesterday, you were asked to respond using this chart (also below) that should be cut/pasted into your Notebook. 

General Memoir Questions:

Date:

Text Title:
Author:

What is the focus of this memoir?
What makes this memoir seem true? Be specific.
What relationship or relationships are explored in this memoir?
What kinds of sensory details and/or description does the author use? Find three examples
How do you think the author feels about this experience? Why?
How would you describe its structure? Why?:

Homework: Be prepared to flash draft your memoir TOMORROW. Think of it as a two-minute story.

September 17, 2019

Periods 1 and 2:
After writing fluency, we read Beowulf pages 83-101.
Focus questions:

1. Describe the queen and her characterization at this point.
2. What is the significance of the torque given to Beowulf?
3. Describe Grendel’s mother. 
• Who does she kill and why is he significant?
• What is Hrothgar’s reaction?
4. How are the monsters portrayed on page 95?
5. Describe the mere. What is the mood presented here?

With some time left, the instructions were to catch up on dialectal journal entries.

Periods 3 and 4:
After fluency writing, we did an activity called affinity mapping. It was an in-class collaborative activity so if you missed it, you missed it.

Remember to read up to page 121 and submit your symposium question here.


Period 6:
Please check Google Classroom.
Add the two assignments to your notebook and table of contents. Please read the excerpt "Steak" by Jim Gaffigan. Consider the traits of a memoir (what makes this story a memoir?) and how it is organized around a central idea/topic (steak). You will be responding to the prompts in Google Classroom in class tomorrow.

September 16, 2019

Periods 1 and 2:
Copy/paste ONE of the following into your notebook and table of contents:

9/16/19 - Beowulf reading response #1Draft a paragraph about a potential theme in the story so far. How do you know?ORDraft a paragraph analyzing the character of Beowulf? How could he be described? Why?
We took ten minutes to write as much as necessary on this prompt. I'm not looking for an essay (although these responses could easily be one).


After, everyone read at their tables with their groups from page 57-71. Groups discussed:
1. Describe the aftermath of Grendel’s defeat.
2. What does Hrothgar do? How do people react?
3. Analyze lines 1016-1018.
4. In lines 1019-1048, what Anglo-Saxon concept is featured? (Use your list from Friday).

5. What potential new conflict may arise based on Hrothgar’s consideration of Beowulf?

You should also by up to about EIGHT dialectal journal entries.

No homework tonight (unless you are absent, then please read).

Periods 3 and 4:
Everyone read at their tables with their groups from page 85-104. Groups discussed:
1. A foil character is one who contrasts the main character. Why can we describe the Englishman as a foil character? 
2. What does the Englishman refer to as the “principle of the Soul of the World? How does this connect to the caravan and the desert?
3. What information do Santiago and the Englishman exchange? What do they learn? 
4. How does Santiago feel when he meets Fatima? How does Santiago believe his reunion with Fatima represents the Language of the World? Each encounter that Santiago has presents him with an opportunity for personal growth. What does Fatima think about his journey? What lesson does this teach him? 
5. Who finally shows Santiago how the find The Alchemist? Why is this significant? 
6. What vision does Santiago have when he witnesses the hawks in the desert? What conclusion does he draw from the vision?

Groups wrote answers on sticky notes and placed them around the room at designated spots. This allowed me to check for understanding while allowing you all to work collaboratively.

You should also by up to about EIGHT-TEN dialectal journal entries.

Homework is to read up to page 127 AND enter one symposium question by class on WEDNESDAY.

Period 6:
We started by reviewing the mentor texts from Friday and filling in the chart below, trying to connect others' experiences with our own. This should help us generate more potential ideas for our memoirs.

Title of Memoir	Author’s Experience	My Closest Experience (something like this that happened to me)

Next, we spent time learning about the ladder of abstraction.

Ladder of abstraction: A tool that helps writers move from abstract [BIG] concepts (vacation) to more concrete [SMALL] examples of the abstract.

Below is an example of moving from a BIG idea to a FOCUSED idea for a memoir.

 

Level 5: Abstract	Sports
Level 4: Noun Classes	Soccer
Level 3: Noun Categories	Soccer Games
Level 2: Specific, Identifiable Nouns	Playing Club Soccer
Level 1: Situation/Event	The Time I Scored a Hat Trick

Finally, we reviewed two two-minute stories and considered how they became focused ideas.

To finish out class, you are asked to:

Select ONE six-word memoir you’ve written (maybe the one you think you’re going to turn into your memoir) and:

- Write it out LARGE on the paper given

- Illustrate the memoir to the best of your ability.

- Use color if available.

Homework: Complete the form here by tomorrow to help me think about what you are going to write about on Wednesday.

September 13, 2019

Periods 1 and 2:
Goal: Complete collaborative posters, read the battle between Beowulf and Grendel, reflect upon Anglo-Saxon ideals in Beowulf.

Starting class, we took ten minutes to complete the posters from yesterday. I hope there is an opportunity to present sometime early next week.

Following this, we read pages 45-57. Focus questions were:

1. Describe the fight between Beowulf and Grendel.
2. Where do you think we are on the hero’s journey? How do you know? (Use this link as a tool.)
3. What does Beowulf take from Grendel and why?

At the end of class, we started Beowulf: Analysis of ideas, Lines 1-883. Copy this into your notebook and add it to your table of contents. (Directions in Classroom).

Periods 3 and 4:
Today was a busy day.
Goal: Complete symposiums to reflect on reading, respond to The Alchemist, learn about your symbols project, and collaborate to analyze poetry with a related theme.

Starting class, tables shared and discussed their symposium questions based on yesterday's reading of pages 51-85.

Following this, I shared the An Exploration of Symbols in History, Literature, Art and Music project. Start thinking about your symbol NOW.

Next, you were asked to respond to ONE of the following prompts from pages 51-85 (for ten minutes). This should go in your Notebook and be added to your table of contents. The directions are in the Classroom.

Finally, partners were asked to read one of two poems by Langston Hughes ("Harlem" and "Dreams").

After reading, annotating, and analyzing, there is a question (posted as classwork) in Google Classroom for you to respond to.

PHEW. That was a lot!

Period 6:
What you’re doing: Reading a memoir with a small group
How you’re doing it: On task, collaboratively, focused on the traits of a memoir
Click on the number for your group to get the memoir you will be reading:
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6

Paste the questions below into your English Journal (Google Doc) and answer them as you discuss these questions with your group. Talk about the question before you write your answers. 
Be prepared to explain more about your reading to another group who has not read this memoir.

• What does the writer experience in this text?
• What is the writer trying to say about this experience?
• What techniques does the writer use to make the story real?
• What obstacles did the writer encounter in this memoir?
• What does the writer gain/learn from these challenges?

September 12, 2019

Periods 1 and 2:
Today we worked to create a collaborative poster at our tables (to be completed tomorrow in class). Below are the directions.

Skim and scan through our reading of Beowulf so far.
Fold or divide your poster into SIX equal sections.

In each section, something different will occur. It doesn’t matter who is writing in what section, but everybody in the group should write at once. Write quickly: it does not need to be perfect :)

1. Emerging Theme of the story: write this large and in a complete sentence - use academic language.
2. Character - provide evidence and explanation of how a character could help you claim/conclude your theme statement. (This doesn’t have to be Beowulf).
3. Golden line - Copy ONE line from the text and provide evidence and explanation of why, in your group’s thinking, the line best supports you claim/conclusion of your theme statement. 
4. Illustration of something related to your section. It could be a storyboard, symbol, or character likeness.
5. Kennings - Pick THREE kennings from your section and define them. (a compound expression in Old English poetry with metaphorical meaning, e.g. oar-steed = ship.)
6. Poetic devices - identify and provide examples of poetic language (ex. alliteration, figurative language, etc.)

Use a six-word summary to title your section / make your poster stand out. No more, no fewer than six words.

Periods 3 and 4:
We started by learning about symposiums. If you are absent, you are required to read pages 51-85 by tomorrow. We read 51-65 in class.

For symposiums:
Each day we will meet in symposium groups to discuss what we read the previous day or night. Everyone will be responsible for contributing to discussions and must have ONE discussion question that inquires about the symbols, themes, character analysis, author’s craft, or real-life application of the text. 

Discussion questions must be submitted the day before or day of the symposium using the Google Form provided in Classroom and will be graded for content and response from group members. 

You must bring a copy of your questions to class. Do not expect Mr. Ferro to print them or provide them to you. 

Period 6:

September 11, 2019

On September 11, 2001, I was a junior in high school when the Twin Towers fell. You weren't born, and you don't remember a life without being on high-alert at an airport. The world certainly hasn't been the same, and I sincerely hope that you don't ever have to experience the same tragedy that my generation did.

A reminder: your poem is due tomorrow by 11:59PM.

Period 1 and 2:
We read a large chunk of Beowulf today (pages 27-45) and caught up on dialectal journal entries (you should have around six at this point).

Here are some guiding questions to think about from today's reading:

1. What is Beowulf’s debt to Hrothgar? (27)
2. How does Beowulf learn about Grendel? (29)
3. Discuss a line that indicates Beowulf’s dedication to defeating Grendel.
4. What is the point of Ecglaf’s “story”?
5. How does Beowulf contradict this?
6. Describe Wealhtheow.
7. Comitatus: In Anglo-Saxon literature, comitatus is a term used to describe a mutually beneficial relationship between noblemen and landholders. (45)

Period 3 and 4:

If you are absent, we read an excerpt (chapter 12, "Is it a Symbol?") from How to Read Literature Like a Professor by Thomas C. Foster. 

 

As we read we determined: what is the main idea of this chapter? What supporting details does the author give to help us understand how to work with symbolism? You should have annotated: lines or details that would help you better understand how to interpret a text and applied your thinking/learning to your present reading of The Alchemist.

Once we finished reading, on three separate notecards: 1. A line that stands out to you for whatever reason from the reading, 2. A thought you have about how this could potentially help you become a better reader, and 3. An interpretation of a possible symbol (thus far) in The Alchemist.

Period 6:

Reading: Yesterday, you got a chance to read "Us and Them" and we discussed some questions about the end of the story in class. 

Today you get to work with a partner to answer very similar questions in writing. 

You are working together. 

The Form:

You will fill out ONE form with BOTH your names on it. 

One partner should open the memoir. (If you don't have a copy of it ask for help.)

The other partner should open the form. 

September 10, 2019

All classes must bring an independent reading book to class tomorrow.

Period 1, 2:
Class started with fluency writing.

We reviewed our reading of Beowulf yesterday, discussing our understanding.

We set out to read a large chunk of text today, reading from page nine all the way to line 370 on page 27.

At this point, you should be aware of:
1. Who Grendel is and his motivation.
2. Hrothgar's reactions to Grendel.
3. Beowulf's initial character description and the way he is received.

Tonight, try to add one more entry into your dialectal journal focusing on Beowulf and your initial impression of him.

Period 3, 4:
Class started with fluency writing.

We discussed the following questions (in groups) about pages 9-21 of The Alchemist:

• How does Santiago’s father react when his son tells him that he wants to travel? What does he say about travelers?
• Why does the gypsy woman say that Santiago’s dream is difficult to interpret? (p.12-14). 
• Describe Santiago’s Dream. What does the old fortune teller tell him it means?
• What is the lie in Santiago’s book according to the old man?
• At the beginning, Santiago thinks the old man might be a gypsy like the woman. How does the old man gain Santiago’s trust?
• How does Santiago strike you as a character so far? (Pick a defendable word?

Independently, we read from page 21 to the break at page 25, selecting one passage to enter into the dialectal journal in the English Notebook. We continued by a shared reading through page 32, discussing and making one more entry into our journals. Homework is to read through page 47 and make one journal entry.

Period 6:
Read a Memoir: 
Okay, new tool. We will use it a lot this year, so it is worth a bit of time to teach you how it works. It's called Formative and it will help me understand more about you as a reader. Basically, I put a short reading into Formative and then I add questions right into the reading. You answer the questions as you read. (I can tell from looking at my class lists in Formative that some of you have used this before.)

Directions: 

1. Go to http://goformative.com 
2. Choose "Student"
3. Sign in with your district Google account. YOU ALREADY HACE AN ACCOUNT PROVIDED BY ME. Don't sign up.
4. Find the assignment called "Us and Them" 
5. Answer the questions as you read. Do not skip questions. If you change your mind about an answer you can go back and change it. 
6. If you experience technical difficulties do not panic. Just ask for help. We are here for you.