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.
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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.
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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.
Thursday, September 19, 2019
Wednesday, September 18, 2019
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.
Homework: Be prepared to flash draft your memoir TOMORROW. Think of it as a two-minute story.
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?
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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?
| |
How do you think the author feels about this experience? Why?
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How would you describe its structure? Why?:
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Tuesday, September 17, 2019
September 17, 2019
Periods 1 and 2:
After writing fluency, we read Beowulf pages 83-101.
Focus questions:
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.
After writing fluency, we read Beowulf pages 83-101.
Focus questions:
- Describe the queen and her characterization at this point.
- What is the significance of the torque given to Beowulf?
- Describe Grendel’s mother.
- Who does she kill and why is he significant?
- What is Hrothgar’s reaction?
- How are the monsters portrayed on page 95?
- 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.
Monday, September 16, 2019
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).
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.
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.
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
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Author’s Experience
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My Closest Experience (something like this that happened to me)
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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
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Sports
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Level 4: Noun Classes
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Soccer
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Level 3: Noun Categories
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Soccer Games
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Level 2: Specific, Identifiable Nouns
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Playing Club Soccer
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Level 1: Situation/Event
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The Time I Scored a Hat Trick
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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.
Friday, September 13, 2019
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:
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.
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:
- Describe the fight between Beowulf and Grendel.
- Where do you think we are on the hero’s journey? How do you know? (Use this link as a tool.)
- 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 :)
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.
Period 6:
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 :)
- Emerging Theme of the story: write this large and in a complete sentence - use academic language.
- Character - provide evidence and explanation of how a character could help you claim/conclude your theme statement. (This doesn’t have to be Beowulf).
- 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.
- Illustration of something related to your section. It could be a storyboard, symbol, or character likeness.
- 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.)
- 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:
Wednesday, September 11, 2019
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.
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:
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:
- What is Beowulf’s debt to Hrothgar? (27)
- How does Beowulf learn about Grendel? (29)
- Discuss a line that indicates Beowulf’s dedication to defeating Grendel.
- What is the point of Ecglaf’s “story”?
- How does Beowulf contradict this?
- Describe Wealhtheow.
- 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.
Tuesday, September 10, 2019
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:
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:
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:
- Go to http://goformative.com
- Choose "Student"
- Sign in with your district Google account. YOU ALREADY HACE AN ACCOUNT PROVIDED BY ME. Don't sign up.
- Find the assignment called "Us and Them"
- 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.
- If you experience technical difficulties do not panic. Just ask for help. We are here for you.
Monday, September 9, 2019
September 9, 2019
All classes:
We reviewed the options and requirements for your independent reading projects. Click here to review. Note: You need to bring an independent reading book to class on Wednesday. If you want to borrow one, you must do so BEFORE your class period on Wednesday.Today was a day to set up your English Notebook. You will notice it is posted in Google Classroom as an assignment. You will want to bookmark the page when you log on to your computers in class. I will help you (if you were absent) to set up your notebook upon your return. You will also see the table of contents for your class period posted in Google Classroom.
Period 1 and 2: Seminar 9
Dialectal Journal: Directions here. If absent, you will need to copy the journal template into your notebook.
We got a taste of the Anglo-Saxon, Old English language of Beowulf.
To start, here is a copy of the lines we read in Old English and a link to listen to the audio (lines 1-11) from a website.
Here are the Slides from today.
Period 3 and 4: Seminar 10
Dialectal Journal: Directions here. If absent, you will need to copy the journal template into your notebook.
We began with the Prologue of The Alchemist. Everyone added one passage of their choosing from the Prologue and analyzed it in their dialectal journal. We read until page nine, and homework is to read until the break on page 21.
Period 6: English 9
We read one "two-minute story" from the "Culture of Thought" archive together. It is titled "Two Minutes on the Pier". Afterward, we discussed observations, likes, and dislikes. Next, groups received a different, two-minute story and were asked to find similarities to the class example, noting that if they are the same kind of writing, they have some key elements.
Next, we noted that all the stories were memoirs. As such, a memoir a memory of a moment or event, both public or private, that took place in the writer’s life. Memoirs are nonfiction, personal narratives.
Memoirs use the personal pronoun "I," are true, have significant relationships, are focused on a SMALL moment, and have specific detail and emotion.
As we continue our study of reading and writing memoirs, we will attempt to do the same things in our writing that the mentor texts we read do.
September 6, 2019
Every class participated in Writing Response Groups today, receiving feedback on their poem (Raised by, Honest, or Interview, depending on your class period).
See the Slides here.
The writing response group sheet is here.
If you were absent, please find two people to read your poem (in any class period of mine) and give you feedback.
See the Slides here.
The writing response group sheet is here.
If you were absent, please find two people to read your poem (in any class period of mine) and give you feedback.
Final drafts, for every class, are due Thursday, 9/12/2019, before midnight (on Google Classroom).
Friday, September 6, 2019
September 5, 2019
In periods one through four (Seminar), we collaboratively built background for our class novels. Please see the links in Google Classroom for each period's introduction.
Period 1:
Period 1's Beowulf introduction
“Raised by” OR “Honest” poem due FRIDAY - bring a copy to class!!!
Period 2:
Period 2's Beowulf introduction
“Raised by” poem due FRIDAY - bring a copy to class!!!
Period 3:
Period 3's The Alchemist introduction
Interview poem due FRIDAY - bring a copy to class!!!
Period 4:
Period 4's The Alchemist introduction
Interview poem due FRIDAY - bring a copy to class!!!
Period 6:
In class, we continued our study of six-word memoirs and drafted / revised three.
“Raised by” OR “Honest” poem due FRIDAY - bring a copy to class!!!
Period 1:
Period 1's Beowulf introduction
“Raised by” OR “Honest” poem due FRIDAY - bring a copy to class!!!
Period 2:
Period 2's Beowulf introduction
“Raised by” poem due FRIDAY - bring a copy to class!!!
Period 3:
Period 3's The Alchemist introduction
Interview poem due FRIDAY - bring a copy to class!!!
Period 4:
Period 4's The Alchemist introduction
Interview poem due FRIDAY - bring a copy to class!!!
Period 6:
In class, we continued our study of six-word memoirs and drafted / revised three.
“Raised by” OR “Honest” poem due FRIDAY - bring a copy to class!!!
Wednesday, September 4, 2019
September 4, 2019
Seminar 9 (periods one and two)
Today we checked our Beowulf. If you were absent, please go to the library as soon as possible and check out a copy.
We began our introduction to the text, and the Slides for the background information will be posted here (and in Google Classroom).
Seminar 10 (periods three and four)
We read the poem "Invictus" and analyzed it while also reviewing my expectations for annotations. Attached here are the Slides. Please review them today (if you were absent).
English 9 (period six)
To kick off our memoir unit, we made lists. If you are absent, take some time to make a list of three to five:
- A time I've been embarrassed was ... OR something funny that happened to me is...
- What are things that annoy you?
- I remember trying to learn...
- A moment that changed me was...
- A tough decision I've made is...
After, we learned about six-word memoirs and worked as groups to analyze potential characters, plots, themes, and settings for the memoirs in our groups. Then, we began to draft some six-word memoirs ourselves.
Today we checked our Beowulf. If you were absent, please go to the library as soon as possible and check out a copy.
We began our introduction to the text, and the Slides for the background information will be posted here (and in Google Classroom).
Seminar 10 (periods three and four)
We read the poem "Invictus" and analyzed it while also reviewing my expectations for annotations. Attached here are the Slides. Please review them today (if you were absent).
English 9 (period six)
To kick off our memoir unit, we made lists. If you are absent, take some time to make a list of three to five:
- A time I've been embarrassed was ... OR something funny that happened to me is...
- What are things that annoy you?
- I remember trying to learn...
- A moment that changed me was...
- A tough decision I've made is...
After, we learned about six-word memoirs and worked as groups to analyze potential characters, plots, themes, and settings for the memoirs in our groups. Then, we began to draft some six-word memoirs ourselves.
Tuesday, September 3, 2019
September 3, 2019
All classes drafted today.
Period 1 - Drafting either "Raised by..." or "Honest Poem"
Period 2 - Drafting either "Raised by..." or "Honest Poem"
Period 3 - Drafting Interview Poem
Period 4 - Drafting Interview Poem
Period 6 - Drafting either "Raised by..." or "Honest Poem"
Rough (but complete) drafts are due FRIDAY.
Reminder:
If you have not filled out the parent contact form, please do as soon as possible. When you do, alert me IN CLASS so I can adjust your grade. No notification, no grade adjustment.
If you switched into my class OR between periods, please join Google Classroom for the correct period AND leave the GClassroom for the class in which you are no longer. (Codes are found on your syllabus).
Period 1 - Drafting either "Raised by..." or "Honest Poem"
Period 2 - Drafting either "Raised by..." or "Honest Poem"
Period 3 - Drafting Interview Poem
Period 4 - Drafting Interview Poem
Period 6 - Drafting either "Raised by..." or "Honest Poem"
Rough (but complete) drafts are due FRIDAY.
Reminder:
If you have not filled out the parent contact form, please do as soon as possible. When you do, alert me IN CLASS so I can adjust your grade. No notification, no grade adjustment.
If you switched into my class OR between periods, please join Google Classroom for the correct period AND leave the GClassroom for the class in which you are no longer. (Codes are found on your syllabus).
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