Students had a homework check for the viewing guide for Act 3 and 4. We completed some of the morphemes in lesson 12 of WordSkills. Then we worked on a group poster project for themes in The Crucible.
Homework: Complete your segment of the theme work so that your group will only have to construct your poster next class. We’ll have only 10 minutes to complete that work before we present themes to the class. You will no longer be able to earn late credit on the questions for Act 3 and the film viewing guide after the beginning of next class. Also complete ACT practice 4 — the nonfiction passage.
Students turned in the follow-up questions for Act 3. We watched Act 3 and Act 4.
Homework: Complete the viewing guide.
We began a morphology lesson, lesson 12 of WordSkills. We finished the readers’ theater for Act 3 of The Crucible; the last four groups read.
Homework: Complete the follow up questions for homework. I’ll check them at the beginning of class, and we’ll go over them in class, so you can’t make them up once we review answers.
Students completed a practice for the Reading section of the ACT. Then we had time for readers’ theater groups to prepare parts. We finished the first two sections of the readers’ theater for Act 3 of The Crucible.
Homework: continue to rehearse your lines; finish as many of the Act 3 follow up questions as you can.
December 21-January 6
Students completed a practice for the ACT, which all juniors will take Feb. 20. Then they had time to work in their groups to practice readings for Act 3. We also watched a stage production version of part of Act 2 to compare film and stage interpretations of the play.
Homework: continue to work on your section of readings; we’ll start those next class. You’ll have an additional assignment to follow up Act 3, so you might want to read that Act as well as hear the readings in Readers’ Theater.
Students discussed “Half-Hanged Mary,” and turned in the film viewing guides from last class. They got their reading group assignments for the Act 3 Readers’ Theater. They had time to get together to assign parts and begin practice.
Homework: make sure that you study your assigned parts to get ready to read. We’ll begin readings after the break.
We finished the character presentations for Act 1 The Crucible. If you missed a part of them, access the slides in our Google Classroom. After the presentations, we watched Act 2 of The Crucible on film. After the film, students had a film guide and follow up activity to complete.
Homework: Make sure you have finished the follow-up activity for the film/Act 2. Also make sure you have finished the work for “Half-Hanged Mary.”
Students took a quiz on Act 1 of The Crucible. After the quiz students finished the character analysis and we started presentations of the characters. We will finish character presentations next class and watch Act 2.
Homework: Complete the work for “Half-Hanged Mary,” the poem by Margaret Atwood by December 19-20. You can email me directly for the poem if you were absent. You will have an additional assignment for Act 2 next class.
Students had a homework check on the questions for Act 1 of The Crucible. Each table was assigned a character to analyze, and each group developed evidence for the character traits from Act 1. Each group built slides with their evidence in a master PowerPoint and will present their characters to the class. Groups also looked through Act 1 to map the individual conflicts between characters in Act 1.
Homework: Study Act 1; you will have a reading quiz on Act 1 the next time class meets. Format: 10 multiple choice questions and one short written response.
The last group of readers finished Act 1 of The Crucible in class and listeners gave feedback. We did a close reading/analysis of the homework pages, as well.
Homework: complete the questions on page 25, including the three in the Reading Check box. We’ll work on our characters in class next class and begin presentations on them.
November 30-December 3
Students continued in their readers’ theater of Act 1 of The Crucible and gave their peers feedback through a rubric on pronunciation, tone/inflection, interpretation and fluency. A2 and B1 students have begun work on characterization and motivation in Act 1.
Homework: Read the background information about Reverend Hale in Act 1 (pages 18-20). We’ll finish reading Act 1 next class and work with character. If you have not read in readers’ theater, yet, you should be prepared to read next class.
We discussed methods of characterization and continued our readers’ theater of Act 1 of The Crucible. Students gave feedback to readers through a rubric. A2 students began work on characterization. Students turned in their historical documents assignment.
Homework: Review what we read in class for meaning; skim ahead if you haven’t read yet, so that you can ask questions about pronunciation before you read. Friday Nov. 30 is the last day to make up noun functions tests.
We spent part of the class looking at the background of the Salem Puritan community in 1692, then set some parameters for The Crucible. We began reading Act 1 through readers’ theater.
Homework: finish primary documents assignment; I’ll collect that at the beginning of next class. If you were absent Nov. 19-20, make up the noun functions test by Nov. 28-29.
Students took their noun functions test. Afterwards, they had time to do any additional revisions on their theme analysis and begin an assignment using informational texts – primary documents about the Salem Witch Trials. Students may email me directly for the packet of documents.
Homework: none over the long weekend; the primary documents assignment is due Nov. 28 (A)/ Nov. 29 (B). Absent students should arrange to make up the noun functions test by Nov. 28 (A)/Nov. 29 (B).
Students were allowed to revise their final assessment for Their Eyes Were Watching God after additional review of writing theme analysis. Students who were absent can arrange time outside of class to revise theirs, but they must do so by Nov. 27. Students got copies of The Crucible and read the first two short essays; they were supposed to take notes on the important information in the essays. I reviewed the format for the noun functions test.
Homework: Study for the noun functions test next class.
We reviewed feedback on the noun functions work handed in last class and turned in practice 4. Your test on noun functions will be Nov. 19-20. We discussed “The Lottery,” by Shirley Jackson. A-Day students had a shorter day because of the 2-hour delay for flooding.
Homework: Review the model theme analysis responses in the post for October 23; we will revise those responses from the final assessment for Their Eyes Were Watching God next class. Study noun functions. We will begin our new literature unit next class.
We completed a third noun functions practice to turn in for feedback. We also reviewed the ACT practices from Nov. 2-5. The noun functions test will be Nov. 19-20.
Homework: Complete noun functions practice 4.
We reviewed noun functions 1 and 2 and practiced with prepositional phrases to clarify the object of the preposition function.
Homework: Make sure that you have finished with the questions for “The Lottery.” We will discuss that story next class. Study noun functions. Study/tutoring sessions are available Wed. and Thurs. afternoons or by appointment.
We completed some practice work for the ACT, which all juniors take in February. Students did a language practice and a reading practice. Then they read “The Lottery” by Shirley Jackson and completed reading questions to prepare for discussion next class.
Homework: finish any work from class, and make sure you have the noun functions practice 2 from Oct. 31-Nov. 1. We’ll work with this next class.
October 31-November 1
We completed the DPS Student Climate Survey. Then we had time in class to do quiz corrections on the last reading quiz for Their Eyes Were Watching God to earn back credit. Students turned in their follow up assignment for the Harlem Renaissance projects and credit for the noun functions homework.
Homework: complete noun functions 2 homework.
We reviewed the Form and Function grammar handout (HW credit check). Then we spent the period doing the follow up assignment to the Harlem Renaissance projects. If you were absent, the codes to join the Google Classroom sites are :
The assignment is posted, but if you were absent, you’ll have to email me directly for the form to fill in. NOTE: I added the links for all the sections in each post, so you can see all the presentations. There’s one for journalism in the B1 folder.
Homework: Complete the Harlem Renaissance follow-up and finish the noun functions grammar practice.
Students took their final assessment on Their Eyes Were Watching God. Then they worked on the beginning assignment of the grammar and language unit.
Homework: finish grammar handout; I will check it for a hw/cw grade for quarter 2 next class.
Students had time to work together in class to develop theme statements on our four thematic topics (race, power, faith, and love/relationships) for Their Eyes Were Watching God in preparation for the final unit assessment Oct. 25-26. They did a sample passage analysis to prepare, as well. My model from the lesson on October 19-22 is here, and you can click the link to see my answers and written response for the practice final assessment_model
Homework: Review theme evidence from class and review format from your practice class today for your assessment next class. After the assessment, we’ll begin our grammar unit for second quarter, which is alternating with morphology in our skills rotation. If you missed your CDA, please make it up Wednesday or Thursday afternoon. No late work will be accepted for the quarter after Friday, Oct. 26.
Students completed their Common District Assessment (CDA). In addition we discussed overall themes in the novel to prepare for a final novel assessment next week. Students turned in second set of vocabulary cards.
Homework: Review overall text and develop notes about messages Hurston is developing on these topics: power, love/relationships, faith, and race. You will use this evidence next class to prep for your unit assessment (Oct. 25/26).
We completed a practice passage to prepare for the Common Assessment. Then we took the reading quiz for Chapters 15-18 of Their Eyes Were Watching God. Students turned in inquiry lab products/notes.
Homework: make sure you have finished the novel; second set of vocabulary cards are due next class — check format! Also, you will take your CDA next class and do an assignment for the overall novel and style, so make sure your style analysis is complete
We adjusted due dates for the quarter as follows:
– inquiry lab due date moved from today to Oct. 17/18; 15-18 quiz moved to Oct 17/18 ; Chapters 19-20 reading/notes due Oct. 17-18; we will also do a practice for the CDA (common standards assessment)
– 2nd set of vocabulary cards Oct. 19-22; we will take the CDA and then work with the overall novel; last date to show style analysis assignment
– the unit test is still Oct. 23-24 for Their Eyes Were Watching God.
Students had time in class with the computers to work on inquiry lab final research and product. They got a rubric for the project standards.
Note: Since we lost days of school, your inquiry lab due date will change. I’ll update the schedule in class tomorrow and Tuesday. You should have finished through Chapter 18 of Their Eyes Were Watching God and be ready for a reading assessment.
Students took their Lesson 11 vocabulary assessment. After that they had the rest of the period to work on the inquiry lab. I provided a rubric and showed students a model in class. See this site for information about correct documentation of electronic resources.
Homework: Reading and notes for Chapters 15-18 of Their Eyes Were Watching God; work on inquiry lab.
We did a last vocabulary review game-ish for the vocabulary test and spent the rest of class looking at details in the text of Their Eyes Were Watching God. We focused on the decline of Janie and Joe’s relationship, the figurative language, and the differences between Janie’s previous relationships and the one with Tea Cake.
Homework: Study for the vocabulary test; make sure you have your inquiry lab topic.
We discussed elements of style – students got a handout with notes. I also clarified whta literary analysis is. Then students had individual work time for the rest of class to 1) complete the first set of vocabulary cards (due today), 2) complete a style analysis (1/2 sheet assignment guide), 3) catch up on reading, or 4) work on the inquiry lab.
Homework: complete the style analysis; reading and notes for Chapters 11-14.
We completed a vocabulary assignment using the morphemes from lesson 11; test is Oct. 9-10. We’ll do an additional practice next class. We spent the rest of class in discussion about particular elements of Chapters 5-6 of Their Eyes Were Watching God.
Homework: first set of vocab cards for TEWWG due next class; finish Reading 3: Chapters 7-10.
We finished the instructional part of the vocabulary lesson and did an exercise in class to begin using the morphemes. I explained the inquiry lab assignment for the unit; a copy of the guidelines is available here: inquiry unit assignment_18-19; and hard copies went to students today. I collected the folklore assignment we worked on in class last class.
Homework: finish Reading 2 for the novel. Schedule a makeup ASAP for the Reading 1 quiz if you missed that class.
Students took a reading quiz on Chapters 1-4 of Their Eyes Were Watching God. We added some morphemes from lesson 11 to notes. We finished class with work on folklore in the novel.
Homework: Make sure you finish the folklore assignment and work on Reading 2: Chapters 5-6 due October 1-2. The complete reading guide for the novel is here.
A Day students had their session with guidance counselors, and B Day students got started with the novel.
Homework: finish the first reading in Their Eyes Were Watching God, and be sure to reference the unit outline frequently. You have an announced quiz on the first four chapters of the novel next class.
We studied roots 11-15 of Lesson 11 in vocabulary. We revisited definitions of color and dialect and added frame story. In A-Day classes, we reviewed “Sweat,” by Zora Neale Hurston, and got the Unit Outline for the rest of the quarter. Students checked out books and we briefly looked at the beginning. I’ll post changes to the syllabus here, if necessary. B Day students had guidance in working on future planning; they’ll start the book work next class.
Homework: assignments for the unit are listed on the syllabus. The first reading in Their Eyes Were Watching God is Chapters 1-4, due September 25-26, with an announced reading quiz. I’ll go through sample questions next class.
We studied roots 6-10 of lesson 11 in vocabulary. We looked at differences between summary, paraphrasing, analysis and evaluation in responding to literature. We discussed the essays that students read for homework. We defined two unit literary elements – local color and dialect. To explore Hurston, we will read “Sweat,” and answer discussion questions.
Homework: complete the reading of “Sweat,” and answer the questions in your notes; due next class. The dialect will take you some time to get through, so don’t wait until the last minute. The full story is here.
I introduced morphology, the study of word forms – roots, affixes and word origins. We began lesson 11, and our vocabulary lessons will rotate with grammar and language lessons over the course of a quarter. We did parts 1-5 of lesson 11 (student notes). I talked about the learning standards for English 3, which will be reflected in the assignments and grading (see full standards guide here). We continued work with narrative voice by examining two poems. This assignment was collected (B day will turn it in next class). Email me directly for the assignment if you missed class.
Homework: Read the two short essays about Zora Neale Hurston’s life and the Jim Crow South to set the context for reading Their Eyes Were Watching God. If you want your own copy of the novel, go ahead and secure one. Email me directly for copies of the essays if you missed class.
We shared out work from the homework assignment. Then we applied the narrative voice concepts to poetry using Gwendolyn Brooks “The Pool Players” [“We Real Cool”], Walt Whitman’s “I Hear America Singing,” and Langston Hughes’ “I, Too, Sing America.”
Homework: free night
We discussed the process of writing Team Tales with the focus on narrative structure – the structure is often not the driving force behind good narratives; so what is? We discussed the role narrative voice has in the power of narrative. We identified elements of narrative voice (student notes). We looked at excerpts from the beginning of four narratives (The Learning Tree by Gordon Parks, The Imperfectionists by Tom Rachman, Brave New World by Aldous Huxley, and Invisible Monsters by Chuck Palahniuk) to identify elements of narrative voice.
Homework: finish the narrative voice exercise from class.
August 31-September 4
We finished our Name Cards. Then we discussed kinds of narratives and the elements of narrative (student notes). We discussed traditional plot structure (Freytag’s Pyramid) and reinforced plot structure through writing Team Tales – each student wrote one section (exposition, rising action, climax, falling action/resolution) of four different tales.
Homework: Finish your Name Card if you didn’t get finished in class.
We talked through emergency protocols and classroom logistics. Students took a writing diagnostic with a prompt based on Zora Neale Hurston’s “How it Feels to be Colored Me.” Students began the Name Card mini-project, but will need additional time next class to finish.
• If you didn’t bring your mini-project pictures and text, please bring them next class. You might also start collecting the other elements on your assignment sheet so that you will only have to assemble your Name Card next class.
• If you haven’t sent me an email, yet, please do so, and remind your parents to do the same. Your email should go to firstname.lastname@example.org and your parents’ should go to email@example.com.
• Make sure you submit your signed Honor Code.
We looked at the course outline and expectations, and we filled in the Day 1 forms. We finished with a short diagnostic reading assignment based on “I Hear America Singing.”
• Bring in two (printed, not phone) photos of yourself next class – at least one of them should be recent enough to recognize you. Also bring a quote, line from a song or poem, or some other segment of text that reflects some part of your personality or outlook on life. We’ll do a small activity with them to post in the room to add your touch to our space.
• Share your syllabus with your parents and give them the letter I sent home for them. Both of you sign the Honor Code and return it in the first three class periods.
• Send an email to me at firstname.lastname@example.org so that I can create a list serve for our class. Be sure to include your name and the period that you have English. Have your parents send me an email at email@example.com so that I can do the same for them.