week around 5/29/08

This week was a review for the final week where students complete cards for the review game we played today. Tomorrow is the spelling quiz followed by review worksheets and activity. All books should be turned into me by now.

5.19.08

Today we had three major parts to class: first, students turned in their final paper stapled on top of the packet of writing; second, I handout out a newspaper project assignment sheet (see E101 website for details) and went over it completely and more; third, students met with their assigned partner for the project. The project is due Tuesday after Memorial Day.
This Tuesday and Thursday, students must take district assessment tests on Literature and one on Editing. Spelling is still on Friday.

5.13.08

Here is this week: past, present and future, all in one. Monday, we introduce the individual "Romeo and Juliet" writing assignment based upon "blame" for their deaths. The pre-writing chart of 3 character choice and quote supplement was homework, as was getting a parent to sign their updated grade sheet.
Tuesday was the MAP test with no homework.
Wednesday, I took time to go through the schedule for the entire project: DUE Thurs=intro and body 1; DUE Fri. at beginning FROM Thurs. class time=body 2 and 3; DUE Fri by end=conclusion. Each of these must be hand written and according to a modified MEL-Con structure, provided by following the worksheet blanks in their packets.
I also took some time to explain HOW to complete the introduction and body 1 paragraph, in detail, with how to 'sandwich' quotes within a paragraph. After instruction and q/a time, students had 30 min. to work and ask questions individually. Many did; a few did not.
Thursday we will have work time to write; computers will be available only after the pieces (rough draft) are done. The final, typed copy of the paper is due Monday.

5.7.08

Today was a wrap up of the previous two days with the sub (who was wonderful!). We reviewed the quotes after the Act V quiz. I also collected the homework. We discussed ideas from Act V, and then watched about ten minutes of the end of the movie. The test is Friday. Next Tuesday, students will be taking the M.A.P. test once more during the class period. We also have two more assessment tests (writing and editing) coming up, tba. There will be NO spelling quiz this Friday.

Monday/Tuesday

On Monday, students will finish reading Act V of "Romeo and Juliet," completing their study guide questions as well. Here's where all the dramatic angst pulls together to heighten the tragedy and wreak havoc on those around. For Tuesday, students will partner together to complete the quote identification, translation, and significance section and work on p. 915 of the text with similes, metaphors, personification, etc. in "Romeo and Juliet".

week of 4.25-5.2

This has been a long week with much work. We have completed reading and discussing "Romeo and Juliet" through Act IV. The study guide and quotes corresponding to the reading should be finished. In addition, we have 'Stick People' hanging on the back wall, with full character detail. Also, students have a fate/passion/free-will chart that they completed for Friday. Also on Friday, we watched more of the movie after the spelling quiz.

4.25.08

Dear Abby,
I finished Act III in class today, and I get everything, or so says my completed study guide through page 34, with the quotes from Act III, but I still have work to do. My teacher gave us a writing assignment to write a letter as either Romeo or Juliet in which he/she complains and then asks advice. I'm suppose to give advice back as this "Dear Abby" person. Who is Abby any way? Maybe my mom knows. Any ideas on what I can write about?
Sincerely, Overwhelmed-Writer

Dear Overwhelmed,
Writing letters is pretty easy, far better than an essay, don't you think? I suggest you simply consider all the problems that Romeo and Juliet encounter through Act III (as you surely went over in class, ahem...). Choose your character, choose the problem/issue you want to focus on, and the write your letter according to your teacher's requirements. I'm sure you will do well, especially with the advice you will be able to give in the second letter as me.
Sincerely, Abby

4.24.08

We nearly completed reading Act III today in class, with the study guide, of course. Tomorrow students should have completed through question 5 on page 32 of the study guide. We reviewed the problems Romeo and Juliet face with their love, as well as fate vs. emotions ruling their choices and behaviors. Is their no rational act/thinking from teenagers in love?!

4.15.08

Students took a pop quiz on the quotes from Act I, which they worked on yesterday and were to have correctly completed. Then, we showed the the opening of the DiCaprio version of the film, and continued working on the study guide. Page 17 should be completed for the Montagues and Capulets by tomorrow. Please note that Abrams and Balthazar should be Capulets while Gregory and Sampson should be Montagues. Sorry for any confusion.

4.14.08

"Romeo and Juliet" Act II! We read along with the tapes today. P. 24 MUST be done (should have been done in class), as should the study guide p. 25 II, i (and part of ii).

4.11.08

After the spelling quiz (words starting at quiet), we reviewed the questions from I, iii. Then in partners, students read I, iv and v, and did the corresponding study guide questions. They also worked on the remaining quotes for act I on p. 24 of the study guide.
Monday, we'll continue with the reading. Next week, we'll also view portions of the 70s and modern films. Reading in class will include silent, group, whole class, and with the sound tapes.
On Monday, I hope Jose will start 'tagging' the walls for us with Capulet and Montague, too!

4.10.08

Today , students took the quiz on I, i-ii, read iii on their own, with the study guide questions. THEN, we read it aloud, decoding, deciphering, and deciding what we need to do to get the main points, if not all of the content. At the end, we previewed the "DiCaprio" version of the party scene where Romeo first sees Juliet.

4.09.08

Today we read aloud in a circle, with students accepting roles. Finishing act I, scene ii, students are prepared for tomorrow's quiz. Page 23, quotes, are due tomorrow.

4.08.08

Today, simply, was the writing assessment test.

4.07.08

What fun! Today we completed p. 16 in the study guide, read part of act I, scene i aloud, completing the study guide questions as we read. Students are to complete act I, scene i reading and study guide questions for homework, due WEDNESDAY. Tomorrow students will take a writing assessment test.

4.04.08

Whew! Today flew! Students took the spelling quiz, followed by the reading quiz. Next, I read (with dynamic flair and spectacle) the opening of the play, prologue and half of Act I, scene i. We deciphered it using the hints in the textbook margins. It was very successful. Finally, we moved to the computer lab where students hunted on-line for "Romeo and Juliet" sites that were fun; they were to complete the site evaluation form as best they could and write a paragraph summary for two sites.
Before leaving, students picked up a three page article to read over the weekend.

4.03.08

Homework included reading pages 14-15 of the packet, on which there will be a reading quiz on Friday. This is in addition to the spelling quiz.

We spent today playing with language, from Yoda, to Shakespeare! It was fun, and students partnered up to create their own Shakespearean dialogue in class.

4.02.08

"ROMEO & JULIET" is our new unit! We have spent the past few days previewing much of what will be reading. Students have a substantial packet and a textbook for the unit. Monday, students were to complete pages 2,3 of the pre-reading activities. We finished discussing those on Tuesday and moved into the background on Shakespeare and his poetry.

We discussed IAMBIC PENTAMETER (5 "heartbeat" syllables per line) and BLANK VERSE. A text reading assignment followed on Shakespeare's staging. Wednesday, we continued with more on his life, complete with PowerPoint and worksheets. Homework was to construct 5 Shakespearean insults based from page 12 of the packet/guide.

3.20.08

PLEASE regularly check your student's grades available on-line. While the quarter is ending soon, the semester, which determines course credit, continues. I sent students home with a print out of their current grades.
Thank you.

3.19.08

We finished the media center time, and we collected the packet. One worksheet is also due, tomorrow. Finally, we have our spelling quiz tomorrow, as usual, before finishing watching the movie , Of Mice and Men. It was a grand day by all students!

3.18.08

This week students are working in the media center on a detailed orientation presented by the media staff/faculty. Even already knowing pieces of how to use the media center, the repetition and swifter avenues presented are invaluable to students. Each student has a topic connected to the time period of the novel on which we just took the unit test last Friday, Of Mice and Men.



Some students listened very respectfully and worked swiftly, utilizing the directions both verbally from the librarian, and written on the packet. Others choose to meander off task, which leads to no good.

3.13.08

After a briefing on the test content and format for tomorrow, we watched more of the video. After the test tomorrow, we may well have time to see more of it this week. NEXT week, we'll be in the library for orientation and mini-research on a given topic.

3.11.08

With the shorter period, we did a bit less today than usual. After the D.O.L., I checked the study guide for chapter 5 (it was due today , in class), and then we discussed the answers as well as the idea of the importance of dogs (especially since they lead into the notion of friendship and its importance). Finally, we watched some of the movie. Tomorrow is the quiz on chapters 4 and 5; we will also read chapter 6 tomorrow. The only homework is studying for the quiz!

3.10.08

After the vocabulary quiz (from the early chapters), Ms. Morelli and I checked the homework (ch 4 study guide) and collected the extra credit (Writers Week letter, only option was to turn it in today for any possible credit). Then students worked on a worksheet to categorize loneliness in the novel, with supporting evidence from the book (quotes).

Tonight, read chapter 5 and do the corresponding study guide questions. Quiz on ch. 4-5 is on Wednesday. The unit test is this Friday.

3.6.08

Today we worked in class on a worksheet/study guide page for chapter 3, as well as a review chart worksheet, due tomorrow. There is a spelling and quiz on chapters 1-3 tomorrow.

Chapter 3 is the "so sad" chapter with Candy's dog, as well as the first glimmer of real HOPE at the end of the chapter with the potential dream moving closer to a reality for George, Lennie, and , now, Candy.

3.06.08

Okay! We started a new unit, Of Mice and Men, by J. Steinbeck, a spectacular book about loneliness, friendships, dreams, and life kindnesses and cruelties. After reading chapter one, we discussed how hearing it read aloud makes it easier to follow; I encourage them to read it aloud until they have an easier time with it. Also, we have a focus on vocabulary and using context clues to resolve new word difficulties. Today, we did some small group work with vocabulary and predictions for chapter two, which we read in class, either as groups or individually. Chapter three is homework for today.

We do have quizzes coming up: this Friday is the usual spelling quiz, as well as a chapter 1-3 quiz. Monday will be the vocabulary quiz (matching) for chapters 1-3. Next Wednesday is a chapter quiz on the remaining chapters, and the final test is scheduled for Friday, the 14th.

2.26.08

While we visit the auditorium for Writers Week this week, we have daily worksheets to complete for each day. These are due the following day, each and every time. Also, today as a break from WW, we wrote, either the "I am from ..." poem, or the new story ending. We'll be heading into the novel, "Of Mice and Men," next week, and collecting the books from LWW.

PLEASE check the web grades, as some are falling behind on work! If the grade is past the post date and 'blank', it usually means a zero.

2.14.08

Today was a great day! Before the quiz , we discussed the plot line and its connection to fairy tales, allegory incidents through the end of the book, as well as clarifying questions. Tomorrow is spelling and the symbol assignment for the weekend.

2/13/08

Today we added two more steps in the plot line (9 adn 10). Also, we discussed how the novel is an allegory (staring with what an allegory actually is), relating to older stories and figures in much of literature. Then, students read more, as the rest is due tomorrow, and a quiz follows.

2/12

We did our 3 sentences, reviewed and "peaked" ahead on the plot line (8), and updated the symbol chart. Homework is chapters 12-14.

week of 2/8, reading schedule

This week we finish reading the book, take a quiz, and really focus on the plot line (which mirrors that of other fairy tales) and symbol chart (as a part of allegory). Monday's homework is chapters 9.10.11; Tuesday's is chapters 12,13,14; Wednesday's is 15,16,17; Thursday we will have a quiz on the end of the book; Friday is the spelling quiz. For each chapters, student have the 3 part assignment of summary, describing a character change, and symbol identification. Also, students will recieve an assignment Friday based on animal symbols, where they research and match themselves to an animal.

Week of 2/4/08

This week we started reading and completing the study guide for the novel, The Lion, the Witch, and the Wardrobe, by C.S. Lewis. Students should be through chapter 8 by Friday, with the study guide through chapter 7 completed. As always, spelling quiz is on Friday. We will continue to update the symbol chart worksheet, and develop a plot line for the novel.