May 8/9
Today we prepared for our final exam that we will begin next week. We discussed the format of the exam and we reviewed thesis creation and using textual evidence to back up a thesis. The rest of the hour, we worked on completing a study guide that you will be able to use when writing your final essay.
Today we prepared for our final exam that we will begin next week. We discussed the format of the exam and we reviewed thesis creation and using textual evidence to back up a thesis. The rest of the hour, we worked on completing a study guide that you will be able to use when writing your final essay.
Final Study Guide | |
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May 6/7
Today we finished watching the film Cast Away. Students had the rest of the hour to finish their "The Open Boat" one-pagers and the writing prompt for the movie.
Today we finished watching the film Cast Away. Students had the rest of the hour to finish their "The Open Boat" one-pagers and the writing prompt for the movie.
May 2/3
Today I wasn't here! While I was gone, students watched a modern interpretation of a naturalist story. While students watched Cast Away, they should respond to the writing prompt: In a short paragraph, connect the film to at least two characteristics of Naturalism (use your notes if you have to!)
Today I wasn't here! While I was gone, students watched a modern interpretation of a naturalist story. While students watched Cast Away, they should respond to the writing prompt: In a short paragraph, connect the film to at least two characteristics of Naturalism (use your notes if you have to!)
April 30/May 1
Today we reviewed the short story "The Open Boat" at the beginning of the block. The final project for the story is a one-pager. A one-pager is a visual representation of different elements of the story (setting, characters, theme, symbols, etc.). The one-pager must include at least four of the required elements. After discussing the end of the story, students had the entire block to complete their one-pagers. These are due next class period.
Today we reviewed the short story "The Open Boat" at the beginning of the block. The final project for the story is a one-pager. A one-pager is a visual representation of different elements of the story (setting, characters, theme, symbols, etc.). The one-pager must include at least four of the required elements. After discussing the end of the story, students had the entire block to complete their one-pagers. These are due next class period.
"The Open Boat" One-Pager instructions | |
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April 26/29
Today we finished "The Open Boat" and completed our charts tracking each character. Next class, we will begin our final project for "The Open Boat"
Today we finished "The Open Boat" and completed our charts tracking each character. Next class, we will begin our final project for "The Open Boat"
April 24/25
Today we began our first story for Naturalism, "The Open Boat" by Stephen Crane. We started the class by going over some of the harder vocabulary in the story. Then we read the first two sections. Each student was to track each character throughout the story using a graphic organizer. We will finish the story and our graphic organizers during the next class period.
Today we began our first story for Naturalism, "The Open Boat" by Stephen Crane. We started the class by going over some of the harder vocabulary in the story. Then we read the first two sections. Each student was to track each character throughout the story using a graphic organizer. We will finish the story and our graphic organizers during the next class period.
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April 22/23
Today we took notes on a branch of Realism called Naturalism. We watched a short clip recapping Realism and introducing Naturalism. (Clip can be found here.) We also looked at the short film "The Interlopers" by Saki. There were questions to complete about the film as your exit ticket.
Today we took notes on a branch of Realism called Naturalism. We watched a short clip recapping Realism and introducing Naturalism. (Clip can be found here.) We also looked at the short film "The Interlopers" by Saki. There were questions to complete about the film as your exit ticket.
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April 17/18
Today we read "Ain't I a Woman" by Sojourner Truth. We read the speech independently and answered six of the ten response questions (you can choose which six you want to answer). Then we watched a video of Kerry Washington performing Truth's speech (link to video here). We answered questions #4-5 of the questions relating to the video. Students also had a poem extra credit opportunity.
Today we read "Ain't I a Woman" by Sojourner Truth. We read the speech independently and answered six of the ten response questions (you can choose which six you want to answer). Then we watched a video of Kerry Washington performing Truth's speech (link to video here). We answered questions #4-5 of the questions relating to the video. Students also had a poem extra credit opportunity.
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April 15/16
Today we started the class by reviewing the different elements of Realism. We also reviewed what situational irony is, looked at some examples of irony and came up with our own ironic situations. Then we read O. Henry's short story "The Gift of the Magi" and looked at elements of realism and irony in the story to come up with a theme.
Today we started the class by reviewing the different elements of Realism. We also reviewed what situational irony is, looked at some examples of irony and came up with our own ironic situations. Then we read O. Henry's short story "The Gift of the Magi" and looked at elements of realism and irony in the story to come up with a theme.
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April 11/12
Today we read "Soldier's Home" by Ernest Hemingway. We read the text together as a class and focused on the use of point of view to determine theme. Students filled out a chart that examines the main character, Kreb's, view of the war and compares it to the way his family and other people in town view the war. Then students must use these characterizations to determine what Hemingway is trying to say about war and it's impact on the soldier.
Today we read "Soldier's Home" by Ernest Hemingway. We read the text together as a class and focused on the use of point of view to determine theme. Students filled out a chart that examines the main character, Kreb's, view of the war and compares it to the way his family and other people in town view the war. Then students must use these characterizations to determine what Hemingway is trying to say about war and it's impact on the soldier.
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April 9/10
Today we prepared to read "Soldier's Home" by Ernest Hemingway. We looked at a companion text, "War is Kind" by Stephen Crane. Students worked in small groups to read and identify themes in the poem. Then we listened to a mini-lecture detailing Ernest Hemingway's life and "iceberg theory" of writing. We ended the class by completing vocabulary for the upcoming story, which we will read during our next class.
Today we prepared to read "Soldier's Home" by Ernest Hemingway. We looked at a companion text, "War is Kind" by Stephen Crane. Students worked in small groups to read and identify themes in the poem. Then we listened to a mini-lecture detailing Ernest Hemingway's life and "iceberg theory" of writing. We ended the class by completing vocabulary for the upcoming story, which we will read during our next class.
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April 5/8
Today we did a close read of "An Occurrence at Owl Creek Bridge" and answered questions relating to point of view and realism.
Remember to provide well-supported responses using the steps we have reviewed in class. 1. Answer the question 2. Tell how you know that is the answer 3. Provide evidence from the text to support that answer.
Today we did a close read of "An Occurrence at Owl Creek Bridge" and answered questions relating to point of view and realism.
Remember to provide well-supported responses using the steps we have reviewed in class. 1. Answer the question 2. Tell how you know that is the answer 3. Provide evidence from the text to support that answer.
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April 3/4
Today we started "An Occurrence at Owl Creek Bridge" by Ambrose Bierce. We started with a quickwrite to preview some of the themes of the short story. Then we read an article about the author's life. Based on the information about the author, we made predictions using evidence from the biography to determine what the story might be about. After reviewing point of view, students worked in small groups to skim the story and find examples of omniscient, objective, and third-person limited point of view.
Today we started "An Occurrence at Owl Creek Bridge" by Ambrose Bierce. We started with a quickwrite to preview some of the themes of the short story. Then we read an article about the author's life. Based on the information about the author, we made predictions using evidence from the biography to determine what the story might be about. After reviewing point of view, students worked in small groups to skim the story and find examples of omniscient, objective, and third-person limited point of view.
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April 1/2
Today we looked at another Realist author, Kate Chopin. We reviewed the common characteristics of Realism and what irony is before we read. After reading the short story, students had to answer some response questions and complete a chart identifying elements of Realism in the text.
Today we looked at another Realist author, Kate Chopin. We reviewed the common characteristics of Realism and what irony is before we read. After reading the short story, students had to answer some response questions and complete a chart identifying elements of Realism in the text.
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March 19/20
Today we read "The Celebrated Jumping Frog of Calaveras County" and answered some response questions, tying the text to characteristics of Realism.
Today we read "The Celebrated Jumping Frog of Calaveras County" and answered some response questions, tying the text to characteristics of Realism.
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March 15/18
Today we began our new unit of study: Realism! We took some notes on the historical context of the movement and then looked at author Mark Twain and completed some pre-reading activities for our first Realism piece "The Celebrated Jumping Frog of Calaveras County", which we will look at next class.
Today we began our new unit of study: Realism! We took some notes on the historical context of the movement and then looked at author Mark Twain and completed some pre-reading activities for our first Realism piece "The Celebrated Jumping Frog of Calaveras County", which we will look at next class.
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March 13/14
Today was our last day for working on Gothic Short stories. The short stories were due at the end of the class period.
Today was our last day for working on Gothic Short stories. The short stories were due at the end of the class period.
March 11/12
Today we continued working our our Gothic Short Stories. They will be due next class period, by the end of the hour.
Today we continued working our our Gothic Short Stories. They will be due next class period, by the end of the hour.
March 7/8
Today we started our final project for our Gothic literature unit. For this assignment, your job is to pretend you're a writer from the Gothic Romantic movement. Today we discussed the assignment requirements and completed a pre-writing graphic organizer to help organize our ideas. Next class, you will have the whole block to write your stories. They will be due at the end of the class, and will stand in as a test for the Gothic literature unit.
Today we started our final project for our Gothic literature unit. For this assignment, your job is to pretend you're a writer from the Gothic Romantic movement. Today we discussed the assignment requirements and completed a pre-writing graphic organizer to help organize our ideas. Next class, you will have the whole block to write your stories. They will be due at the end of the class, and will stand in as a test for the Gothic literature unit.
gothic_story_project.pdf | |
File Size: | 75 kb |
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March 5/6
We finished up our college presentations today! Students had the whole block to finish their presentations and turn them in.
We finished up our college presentations today! Students had the whole block to finish their presentations and turn them in.
February 28/March 1
Today we took a break from our gothic lit unit and worked on an assignment for our SmartStart Course. Students were to complete a course plan for their high school career and research a college of their choice. They will create a PowerPoint presentation on their college. These PowerPoints will be due next class.
Today we took a break from our gothic lit unit and worked on an assignment for our SmartStart Course. Students were to complete a course plan for their high school career and research a college of their choice. They will create a PowerPoint presentation on their college. These PowerPoints will be due next class.
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February 26/27
Today we finished up our activities for "The Yellow Wallpaper" by going on a symbol hunt! Each student was assigned a specific symbol in "The Yellow Wallpaper" to track throughout the story. For your symbol, you should use the handout to track how that symbol changes throughout the story. Use this information to come to a conclusion about what this symbol might represent. After you have finished analyzing your own symbol, talk to people from different groups to fill out the rest of your symbol chart.
Today we finished up our activities for "The Yellow Wallpaper" by going on a symbol hunt! Each student was assigned a specific symbol in "The Yellow Wallpaper" to track throughout the story. For your symbol, you should use the handout to track how that symbol changes throughout the story. Use this information to come to a conclusion about what this symbol might represent. After you have finished analyzing your own symbol, talk to people from different groups to fill out the rest of your symbol chart.
"The Yellow Wallpaper" symbolism chart | |
File Size: | 16 kb |
File Type: | docx |
February 22/25
Today we finished reading "The Yellow Wallpaper" together and completed our characterization charts. We synthesized this information in order to determine what the bigger message Gilman was trying to get across to her audience in order to discover the theme of the story.
Notice: Link to today's resources are the same as February 20/21
Today we finished reading "The Yellow Wallpaper" together and completed our characterization charts. We synthesized this information in order to determine what the bigger message Gilman was trying to get across to her audience in order to discover the theme of the story.
Notice: Link to today's resources are the same as February 20/21
February 20/21
Today we read an article from Gilman herself, telling us why she wrote "The Yellow Wallpaper", and answered some questions that went along with the article. We also discussed different forms of characterization. We then began reading "The Yellow Wallpaper" and filling out a characterization chart. All classes only read through section two in "The Yellow Wallpaper". We will be continuing the story next time.
Today we read an article from Gilman herself, telling us why she wrote "The Yellow Wallpaper", and answered some questions that went along with the article. We also discussed different forms of characterization. We then began reading "The Yellow Wallpaper" and filling out a characterization chart. All classes only read through section two in "The Yellow Wallpaper". We will be continuing the story next time.
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February 14/19
Today we finished sentencing for the narrator of "The Tell-Tale Heart". We then started pre-reading activities for a new story, "The Yellow Wallpaper". We looked at a poem by Coventry Patmore and a letter written from a husband to his wife in the mid-nineteenth century. We discussed the societal attitude towards women during this time and compared them to modern day. We also answered some response questions, using well-supported answers from the text.
Today we finished sentencing for the narrator of "The Tell-Tale Heart". We then started pre-reading activities for a new story, "The Yellow Wallpaper". We looked at a poem by Coventry Patmore and a letter written from a husband to his wife in the mid-nineteenth century. We discussed the societal attitude towards women during this time and compared them to modern day. We also answered some response questions, using well-supported answers from the text.
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February 12/13
Today we built our cases for the narrator in "The Tell-Tale Heart". We reviewed the legal definition of insanity and looked back at the killer's confession to find evidence that might suggest his sanity/insanity. Students were to work in groups to find the strongest evidence and decide whether our suspect is guilty of murder or not guilty by reason of insanity. After gathering their evidence, students we practiced thesis writing by writing a thesis declaring our sentencing of the murderer.
Today we built our cases for the narrator in "The Tell-Tale Heart". We reviewed the legal definition of insanity and looked back at the killer's confession to find evidence that might suggest his sanity/insanity. Students were to work in groups to find the strongest evidence and decide whether our suspect is guilty of murder or not guilty by reason of insanity. After gathering their evidence, students we practiced thesis writing by writing a thesis declaring our sentencing of the murderer.
Evidence Folder | |
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February 8/11
Today we read "The Tell-Tale Heart" by Edgar Allen Poe. Students read the story independently or with a partner and answered five out of the eight questions on their handouts.
Today we read "The Tell-Tale Heart" by Edgar Allen Poe. Students read the story independently or with a partner and answered five out of the eight questions on their handouts.
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February 6/7
Today we started "The Tell-Tale Heart" by Edgar Allen Poe. We started with a free-write and previewed some of the themes of the short story. Then we reviewed vocabulary and completed an anticipation guide. Students were asked to make predictions about the story based on our pre-reading activities. We will begin reading the story during our next class.
Today we started "The Tell-Tale Heart" by Edgar Allen Poe. We started with a free-write and previewed some of the themes of the short story. Then we reviewed vocabulary and completed an anticipation guide. Students were asked to make predictions about the story based on our pre-reading activities. We will begin reading the story during our next class.
Anticipation Guide | |
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February 4/5
Today we finished watching Tim Burton's Corpse Bride. Students should turn in their viewing guides after we finish the movie. Afterwards, we looked a making a plan for after graduation. Students were to go to www.missouriconnections.org to complete the "Reality Check" activity. After we discovered what our total projected salary should be, we researched different career options that would support the lifestyle we want as adults.
Today we finished watching Tim Burton's Corpse Bride. Students should turn in their viewing guides after we finish the movie. Afterwards, we looked a making a plan for after graduation. Students were to go to www.missouriconnections.org to complete the "Reality Check" activity. After we discovered what our total projected salary should be, we researched different career options that would support the lifestyle we want as adults.
Career Research Worksheet | |
File Size: | 15 kb |
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January 29/February 1
Today we had quite a few students out due to ASVAB testing. Today's class was spent examining a modern example of a Gothic tale. We watched Tim Burton's film Corpse Bride. While we watch, students are to complete a handout identifying common elements of Gothic literature that can be seen in the film. Then, they must support their analysis with evidence from the film. This will be entered as a grade, so students should be paying attention!
Today we had quite a few students out due to ASVAB testing. Today's class was spent examining a modern example of a Gothic tale. We watched Tim Burton's film Corpse Bride. While we watch, students are to complete a handout identifying common elements of Gothic literature that can be seen in the film. Then, they must support their analysis with evidence from the film. This will be entered as a grade, so students should be paying attention!
Corpse Bride Handout | |
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January 25/28
Today we finished the ASVAB practice test modules at www.asvabpracticetests.com. Students completed modules 5-10. This is the last day we will be preparing for the ASVAB. Testing will occur in the E Gym for Juniors on January 29-30.
Today we finished the ASVAB practice test modules at www.asvabpracticetests.com. Students completed modules 5-10. This is the last day we will be preparing for the ASVAB. Testing will occur in the E Gym for Juniors on January 29-30.
January 23/24
Our Do Now today was a student interest survey. This semester we will be looking at college and career plans, and be discussing how to create and follow through with an academic plan. We also discussed the ASVAB exam that will happen next week. Students prepared for the test by taking online practice modules at www.asvabpracticetests.com
Our Do Now today was a student interest survey. This semester we will be looking at college and career plans, and be discussing how to create and follow through with an academic plan. We also discussed the ASVAB exam that will happen next week. Students prepared for the test by taking online practice modules at www.asvabpracticetests.com
January 18/22
Today we finished our "Poe"-sters, identifying and displaying the figurative language in Poe's poetry. Then we watched a documentary about Edgar Allen Poe's life, and had a discussion about how the events of his life impacted his work. Students were to complete a viewing guide while watching the documentary.
Today we finished our "Poe"-sters, identifying and displaying the figurative language in Poe's poetry. Then we watched a documentary about Edgar Allen Poe's life, and had a discussion about how the events of his life impacted his work. Students were to complete a viewing guide while watching the documentary.
January 16/17
Today we discussed figurative language within Gothic poetry. We reviewed what figurative language is, and discussed the different elements of figurative language. Your assignment was to choose one of the poems we have read this quarter (either "Annabel Lee" or "The Raven") and find examples of any figurative language from the text. Then you will choose three of your elements to include in a poster for the poem.
Today we discussed figurative language within Gothic poetry. We reviewed what figurative language is, and discussed the different elements of figurative language. Your assignment was to choose one of the poems we have read this quarter (either "Annabel Lee" or "The Raven") and find examples of any figurative language from the text. Then you will choose three of your elements to include in a poster for the poem.
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January 14/15
Today we looked at another Poe poem--"The Raven". We discussed a little bit of the author's life, that greatly influenced his work. We listened to the poem and discussed it as a class. Students were required to answer response questions. We then watched a short film version of the poem on youtube (You can watch it here) and students compared and contrasted the film with the poem.
Today we looked at another Poe poem--"The Raven". We discussed a little bit of the author's life, that greatly influenced his work. We listened to the poem and discussed it as a class. Students were required to answer response questions. We then watched a short film version of the poem on youtube (You can watch it here) and students compared and contrasted the film with the poem.
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January 10/11
Today we started our first unit of Spring semester--Dark Romanticism (Gothic literature)! We took some notes on the movement and then listened to Edgar Allen Poe's poem "Annabel Lee". Your assignment was to define the vocabulary words from the poem and choose TWO of the response questions to answer.
Today we started our first unit of Spring semester--Dark Romanticism (Gothic literature)! We took some notes on the movement and then listened to Edgar Allen Poe's poem "Annabel Lee". Your assignment was to define the vocabulary words from the poem and choose TWO of the response questions to answer.
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January 8/9
Welcome back! I hope everyone had a wonderful and relaxing winter break! Today we focused on ACT prep. We reviewed the ACT test and discussed different testing strategies. Then, we took an ACT practice test during class as a pre-assessment.
Welcome back! I hope everyone had a wonderful and relaxing winter break! Today we focused on ACT prep. We reviewed the ACT test and discussed different testing strategies. Then, we took an ACT practice test during class as a pre-assessment.