English Classwork

Week of 6/12

6/12: Complete your final exam and finish any outstanding assignments.

Week of 6/5

6/9: Seniors: Complete your final exam. Non-Seniors: Complete the first half of your final exam.
6/8: Check the status of Senior Exams (Senior Final). Read for 20 minutes. Review postcards requirement. (Reading Postcard13). Read.
6/6: Check the status of Senior Exams (Senior Final). Read for 20 minutes. Review postcards requirement. (Reading Postcard13). Read.
6/5: Check the status of Senior Exams (Senior Final). Read for 20 minutes. Review postcards requirement. (Reading Postcard13). Read.

Week of 5/29

6/2: Check homework: Read for 20 minutes. Review postcards requirement and my postcard to you (Reading Postcard13). Read.
6/1: Review End of year schedule. Read. Write a postcard?
5/30: Review Senior Exams (Senior Final). Read.

Week of 5/22

5/26: Review returned postcards and my postcard to you (Reading Postcard13). Read.
5/25: Review postcards requirements and write me a postcard. Read your book.
5/23: Review postcards requirements and the requirements of the independent reading unit. Read your book. talk to a classmate about your book. (Use your conversation to think of ideas for the next postcard.)
5/22: Read your book. Send me a postcard?

Week of 5/15

5/19: Review returned postcards and the requirements of the independent reading unit. Read your book.
5/18: Review returned postcards and the requirements of the independent reading unit. Read your book.
5/16: Review requirements of the independent reading unit including the reading postcards (Reading Postcard). Read your independent reading books for 30 minutes. Talk a group walk and tell a classmate about your book. Return, write me a postcard about your book and read for 30 minutes.

Week of 5/8

5/12: Check homework: 15-20 minutes of reading. Read your independent reading books or write group poems (Exquisite Corpse.doc) that rely on the “mystique of accident” to reveal the “unconscious reality in the personality of the group.”
5/10: Go to A102. Share remaining Primitive Wilderness Living & Survival Skills responses. Review independent reading postcards (Reading Postcard) and potential independent reading books. Pick a book or generate more ideas through online searches. Write a one or two paragraph explanation of the connection between your response and PWL&SS. (Essay writers excluded). 
5/9: Share your Primitive Wilderness Living & Survival Skills responses and a one or two paragraph explanation of the connection between your response and PWL&SS Begin generating ideas for the independent reading unit. Idea #1: Thirteen Reasons Why. Brainstorm a list of possibilities.
5/8: Continue completing your responses to PWL&SS on the laptops and write a one or two paragraph explanation of the connection between your response and PWL&SS .

Week of 5/1

5/5: Share your PWL&SS found poems. Check the status of your responses to Primitive Wilderness Living & Survival Skills. Prepare responses for Monday.
5/4: Read Found Poems (PRW&SSFound Poems) and write found poems from Primitive Wilderness Living & Survival Skills. found poems. Share the poems you’ve written.
5/3: Check homework: Read or plan for 20 minutes: Review Primitive Wilderness art. Make a plan for tomorrow: found poems (Found Poems) from Primitive Wilderness Living & Survival Skills? Make reading recommendations, read or plan for 25 minutes and share something interesting you read or are planning to present. Brainstorm ideas for our presentations or projects.
5/1: Brainstorm ideas for our presentations or projects after we finish reading Primitive Wilderness Living & Survival Skills this week. Make reading recommendations, read for 25 minutes and share something interesting you read.

Week of 4/24

4/28: Show reading homework. Develop timeline for ending the unit (and finishing the reading and beginning to develop our responses.) Make recommendations for which sections of Primitive Wilderness Living & Survival Skills others should read next. Read for 25 minutes and share something interesting you read.
4/27: Show reading homework. Make recommendations for which sections of Primitive Wilderness Living & Survival Skills others should read next. Read for 25 minutes and share something interesting you read. Write a journal entry about what the best balance is for you of “primitive” and “civilized” living. Continue reading.
4/25: Show reading homework. Make recommendations for which sections of Primitive Wilderness Living & Survival Skills others should read next. Read for 25 minutes and share something interesting you read. Write a journal entry in which you think about your own experiences with “primitive living,” and why many people are attracted to “primitive living.” Read “How Walking in Nature Changes the Brain,” highlight three important lines, write two questions the article raises and discuss. Does brain chemistry explain nature’s lure? Write a journal entry about what the best balance is for you of “primitive” and “civilized” living? Continue reading.
4/24: Make recommendations for which sections of Primitive Wilderness Living & Survival Skills others should read next. Read for 25 minutes and share something interesting you read. Continue reading.

Week of 4/17

4/21: Share overall impressions of Primitive Wilderness Living & Survival Skills and our plan for reading. Read for 25 minutes and share something interesting you read. Continue reading.
4/19: Go to Poetry Day. Read a poem and enjoy the show.
4/18: Read Primitive Wilderness Living & Survival Skills for 25 minutes and share something interesting you read. Continue reading.
4/17: Review our plan for reading Primitive Wilderness Living & Survival Skills. Read for 25 minutes and share something interesting you read. Continue reading.

Week of 4/3

4/7: Review the homework: Read Primitive Wilderness Living & Survival Skills for 20 minutes. Either continue to read or write a birdbath poem or a borrowed text poem (borrowedTextBirdbath) or write a detailed description of someone else in the class and share it without naming the person you’ve described.
4/6: Check out our books: Primitive Wilderness Living & Survival Skills.  Say, “Don! What have you gotten us into?” share other observations and make a plan for reading, sharing and responding to the book.
4/5: Review returned The Girl on the Train Response rubrics. If you make a major revision I will regrade the responses and Intros. Write group poems (Exquisite Corpse2).
4/3: Look through the selection of graphic novels and choose one to review and present to the class in a three-minute book talk (BookGrpsUnit). Make a list of five finalists for our book group choices and vote for your top three choices.

Week of 3/27

3/31: Share homework: Get two book recommendation from a reader. Review Book Groups Unit (BookGrpsUnit) and share a few potential book choices. Generate a list of more potential books (or add criteria for potential books). Class Notes: English 3-31-17
3/30: Share homework: Get a book recommendation from a reader. Review Book Groups Unit (BookGrpsUnit) and share a few potential book choices. Generate a list of more potential books (or add criteria for potential books). Class Notes: English 3-30-17
3/29: Share TGotT Responses. Review the next unit: reading a book in groups of three or more (BookGrpsUnit). Begin to brainstorm a list of books to read. Write a 5-minute journal entry about the best book you ever read. What made it great? Share. Complete the “I am a Reader” Self-Assessment (ReaderSelfAssess). Class Notes: English 3-29-17
3/28: Complete your introduction/conclusion and your creative response (CreativeRspRbrc) in E102.
3/27: Review the Creative Response Rubric (CreativeRspRbrc) assessment of your drafts and my comments on your googledocs. Continue working on your introduction/conclusion and your creative response on the laptops.

Week of 3/20

3/23: Review the Creative Response Rubric (CreativeRspRbrc). Continue working on your responses on the laptops.  Reminder: Complete response drafts WITH INTRODUCTION/EXPLANATION due: TODAY at the end of the period!
3/22: Review The Girl on the Train Response Options and the Creative Response Rubric (CreativeRspRbrc). Continue working on your responses on the laptops.  Reminder: Complete response drafts due: Thursday, 3/23. If you’re stuck, you might use the sonnet, curse poem or persona poem you wrote in class. (Or use one of those poems as a starting place.) Link to the pdf of The Girl on the Train(Optional Activities: 1) Go to Goodreads for quotes from The Girl on the Train. Choose 10-15 important quotes and arrange them into a found poem that says something important about the book (no longer). 2) Or select 5-7 important quotes and build an essay around them.)
3/21: Review two-paragraph pre-drafts of your TGotT Responses (TGotT Two Para Intros). Continue working on your responses in E102. Reminder: Complete response drafts due: Thursday, 3/23.

Week of 3/13

3/17: Write a two-paragraph pre-draft of your TGotT Response (The Girl on the Train Response Options) explaining the essential ideas of your response, why you chose the form, and what craft decisions you’ve made so far. Share that pre-draft with me. Continue working on your response. Link to the pdf of The Girl on the Train. (Optional Activities: Go to Goodreads for quotes from The Girl on the Train. Choose 10-15 important quotes and arrange them into a found poem that says something important about the book. Or select 5-7 important quotes and build an essay around them.)
3/16: Review TGotT response assignment and share plans. Work on a draft of your response. Optional assignment: make a list of the essential character(s) and symbolic elements of TGonT and create a sketch of a movie poster or book cover.
3/13: Review the sub report and TGotT curse poems. Look at the Creative Response Rubric (CreativeRspRbrc) and an example of an Introduction LikeYouIntroEx2. Write a persona poem in the voice of one of the characters or a sonnet (14 lines, rhyme? ten syllable lines? Turns at line 8 and 12) to, from or about one of the characters. Brainstorm a list of forms our creative response might take. Begin planning your TGotT response. Class Notes: English 3-13-17

Week of 3/6

3/9: Write a curse poem from one character in The Girl on the Train addressed to another character from the book (TGonTCurse). Read the examples of curse poems. Review the rules and characteristics: no known curses, lists, names, repetition, short words, specific images, direct address (“You…You…You, or May you… May you etc. Write and share curse poem drafts.
3/8: Look at the Creative Response Rubric (CreativeRspRbrc) and an example of an Introduction LikeYouIntroEx2. Brainstorm a list of forms our creative response might take.
3/7: As you watch the last third of The Girl on the Train, noting the important differences and the unimportant difference between the book and the movie. Share reactions including differences and important similarities. Review The Girl on the Train Response Options and make a response plan.
3/6: Review The Girl on the Train Response Options. As you watch the second third of The Girl on the Train, note three important differences and three unimportant difference between the book and the movie. Share your list.

Week of 2/27

3/3: As you watch the first 1/3 of The Girl on the Train, note three important differences and three unimportant difference between the book and the movie. Share your list.
3/1: Check homework. Finish reading The Girl on the Train: movie starts on Friday. Discussion questions: Is this a feminist book in a way: Are the all the men in the book flawed? Is it important this story set in England? Is it important that Rachel is no longer attractive? Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section. We will share at least one quote from the section you’re reading at the end of the period.
2/28: Check homework. Finish reading The Girl on the Train by Friday. Discussion questions: What do you think of the structure of the novel? What makes Rachel appealing? Who dunnit? Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section. We will share at least one quote from the section you’re reading at the end of the period.
2/27: We need to finish reading The Girl on the Train by Friday. Note how the author uses the environment (the bright sun, the darkness, the rain) to show the character’s state of mind and symbolism (how each narrator views the train) to give insight into character. Time for a discussion? What do you think of the structure of the novel? What makes Rachel appealing? Who dunnit? Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section. We will share at least one quote from the section you’re reading at the end of the period. Class Notes: English 2-27-17

Week of 2/22

2/24: Check homework (Read The Girl on the Train for 15 minutes). Review reading progress. Time for a discussion? What do you think of the structure of the novel? What makes Rachel appealing? Who dunnit? Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section. We will share at least one quote from the section you’re reading at the end of the period.
2/23: Check homework (Read The Girl on the Train for 15 minutes). Review reading progress. Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section. We will share at least one quote from the section you’re reading at the end of the period.
2/22: Check homework (Read The Girl on the Train for 15 minutes). Review reading progress. Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section.

Week of 2/13

2/16: Review sub report, homework (Read The Girl on the Train for 15 minutes) and reading progress. Read. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section.
2/15: Read up to page 107 The Girl on the Train. Make notes in the margin (√/?/!) as you read. Highlight at least two quotes for each character’s section. Link to the pdf of The Girl on the Train.
2/14: Check homework: read The Girl on the Train for 15 minutes. Check reading status (What page are you on?) and review the characters and the timeline (TGonT Characters). Share quotes, observations and questions (QOQ) from “Rachel” pages 1-43. Read the next 20-25 pages and make notes in the margin (√/?/!).  Make a list of at least two noteworthy quotes and two questions to share with the class.

Week of 2/6

2/7: Check homework: read The Girl on the Train for 15 minutes. Share quotes, observations and questions (QOQ) from “Rachel” pages 1-15. Read “Megan” (note “One Year Earlier”) pp16-27 making notes in the margin (√/?/!).  Make a list of at least two noteworthy quotes and two questions to share with the class. Review the characters and the timeline (TGonT Characters).
2/6: Talk about stories with multiple points of view. Who’s story is it? Look at the cover and the epigraphs of The Girl on the Train and write a pre-reading journal entry with questions you have about the story.  Read “Rachel” pages 1-15, making notes in the margin (√/?/!).  Make a list of at least two noteworthy quotes and two questions to share with the class.

Week of 1/30

2/3: Check homework: Read for 15 minutes. Books ordered. Should arrive Tuesday. Review allegory. Read and discuss Yertle the Turtle  and “Gook.”
2/2: Check homework: Read for 15 minutes. Think about what’s going on in your head as you read “Problema 4” (Problema 4) and “Figure Eight” (FigureEight). Underline/highlight interesting quotes, note any questions (?), surprises (!) or notable ideas (√).
2/1: Check homework: Read for 15 minutes. Continue to generate a list of novels to read. Review pages 1 -5 of “Performative Literacy: The Habits of Mind of Highly Literate Readers” (PerfrmLitNotes-1). Think about what’s going on in your head and what the author is not telling you as you read “How it Will End” (How It Will End). Underline/highlight interesting quotes, note any questions (?), surprises (!) or notable ideas (√). Repeat with Problema 4 (Problema 4) and “Figure Eight” (FigureEight).
2/1: Check homework: Book recommendation. Continue to generate a list of novels to read. Review pages 1 -5 of “Performative Literacy: The Habits of Mind of Highly Literate Readers” (PerfrmLitNotes-1). Look at “Humpty Dumpty” as an allegory (Humpty Dumpty). Think about what’s going on in your head as you read “Flying” (flying). Underline/highlight interesting quotes, note any questions (?), surprises (!) or notable ideas (√).
1/30: Continue to generate a list of novels to read. Review pages 1 -5 of “Performative Literacy: The Habits of Mind of Highly Literate Readers” (PerfrmLitNotes-1). Think about what’s going on in your head as you read “More Than This.” Underline/highlight interesting quotes, note any questions (?), surprises (!) or notable ideas (√).

Week of 1/24

1/27: Review a few book possibilities and continue to generate a list of possible books to read. Review pages 1 & 2 and begin reading pages 3-5 of “Performative Literacy: The Habits of Mind of Highly Literate Readers” (BlauPerfLit_1)  and underline/highlight the types of literacy and other interesting quotes, note any questions (?), surprises (!) or notable ideas (√).   (PerfrmLitNotes-1).  English 1-27-17
1/26: Review plan for second semester and generate a possible reading list.  Read pages 1 & 2 of “Performative Literacy: The Habits of Mind of Highly Literate Readers” (BlauPerfLit_1)  and underline/highlight the types of literacy and other interesting quotes, note any questions (?), surprises (!) or notable ideas (√).  Discuss. (PerfrmLitNotes-1).
1/25: Review of class procedures and grading criteria (EnglshClssProcedures).  Review Final exams. Complete writing portfolio submissions.   Make revisions to letters or re-read and discuss “Hole.” Look at notice & notes or signposts that call your attention to important moments in a story (N&N Journal).