October 31: Embedding Quotes Slideshow
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October 25 Homework: American Romanticism Notes
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24 August 2017: Read all of today's instructions before you start working. (If you were absent yesterday, get the notes (white) and research assignment (green), and read yesterday's instructions below.)
First, you must finish yesterday's assignment (the yellow worksheet; this was to be done in your group). After you have finished that, turn it in and get the Cornell University Library notes over evaluating web sources. Go here: http://guides.library.cornell.edu/evaluating_Web_pages and fill in the notes.
Next, get the "Persecution Research and Presentation" Assignment (everyone needs a copy). Then choose your topic (only one of each topic will be allowed per class).
Then, get busy! You may want to print the articles/webpages you find. Just make sure you evaluate them to be credible (believable) and reliable sources. You probably want to make sure they aren't too long! If it's more than you're willing to read, it's too long for this assignment. I recommend articles that are 2-4 pages. One page might not be enough; 5 pages might be more than your group wants to read.
22 August 2017
This is my webpage, the webpage I've had since starting here at CHS in 2009. It will be where I post assignments when we are in the library or computer lab...that is, until I get Google Classroom figured out (which is obviously not now, but soon, I hope!).
Today, you will read about MLA, the most fun part of English! You will also make a list of 5 steps or criteria you think are involved in evaluating a website/webpage. That is: what do you have to do to see that an internet source is reliable? How do you know you can believe what's on the page? What does the source need to have in order for you to believe it to be true? Then you will read 3 webpages/articles, evaluate all 3, summarize, and compare & contrast all 3.
When you're ready, get the handouts from me! Even though you're working in groups, you still need your own handouts to keep in your binder. This is important information you will need to keep (or remember!) until you are finished with all educational English classes.
Complete the following in order:
1. Read about MLA (I tried to make this as entertaining as possible, but it would help if you read it with an excited tone :) )
2. List 5 steps &/or criteria needed for evaluating a webpage/website. (That is: how do you know if a source is credible? How do you know it will be a good piece to use for your research?)
3. Read, evaluate, summarize, compare/contrast 3 webpages. Here are the links to the webpages:
When you're finished with this, you'll need to get the "Evaluating Webpages Questions to Consider" notes from Ms. Woodliff and fill them in using this link: http://guides.library.cornell.edu/evaluating_Web_pages
- Today you will continue to find 2 sources about your topic (you were to choose a topic from the list; is you didn't do that yet, do it NOW).
- Once you find your sources, create a source citation by copying and pasting the link into easybib.com, citationmachine.net, or bibme.org. These sites will create correct MLA source citations for you. You can copy and paste the source citation into a Word document or Google Docs.
- Next, evaluate each source using the notes you took yesterday.
- Then, summarize each source.
- Now you can go ahead and start on planning/creating your presentation.
- Before the end of class, print each source so you will have it to use in class. Presentations will be given next Wednesday and Thursday. Today is the last day to work on this in the library. You can go ahead and start putting your presentation together now, but if you plan on using a computer, you MUST bring your own device to the classroom to continue working online. No one will be allowed to leave class to work on the presentation. You will have 30 minutes to work on the presentation tomorrow, Monday, and Tuesday. Presentations will start Wednesday. If you are not ready to present on Wednesday, you will lose 10 points on the final grade.
- TOMORROW: Vocabulary quiz. Get your graded vocabulary worksheet and the quiz review from Ms. Woodliff's table!
First, you must finish yesterday's assignment (the yellow worksheet; this was to be done in your group). After you have finished that, turn it in and get the Cornell University Library notes over evaluating web sources. Go here: http://guides.library.cornell.edu/evaluating_Web_pages and fill in the notes.
Next, get the "Persecution Research and Presentation" Assignment (everyone needs a copy). Then choose your topic (only one of each topic will be allowed per class).
Then, get busy! You may want to print the articles/webpages you find. Just make sure you evaluate them to be credible (believable) and reliable sources. You probably want to make sure they aren't too long! If it's more than you're willing to read, it's too long for this assignment. I recommend articles that are 2-4 pages. One page might not be enough; 5 pages might be more than your group wants to read.
22 August 2017
This is my webpage, the webpage I've had since starting here at CHS in 2009. It will be where I post assignments when we are in the library or computer lab...that is, until I get Google Classroom figured out (which is obviously not now, but soon, I hope!).
Today, you will read about MLA, the most fun part of English! You will also make a list of 5 steps or criteria you think are involved in evaluating a website/webpage. That is: what do you have to do to see that an internet source is reliable? How do you know you can believe what's on the page? What does the source need to have in order for you to believe it to be true? Then you will read 3 webpages/articles, evaluate all 3, summarize, and compare & contrast all 3.
When you're ready, get the handouts from me! Even though you're working in groups, you still need your own handouts to keep in your binder. This is important information you will need to keep (or remember!) until you are finished with all educational English classes.
Complete the following in order:
1. Read about MLA (I tried to make this as entertaining as possible, but it would help if you read it with an excited tone :) )
2. List 5 steps &/or criteria needed for evaluating a webpage/website. (That is: how do you know if a source is credible? How do you know it will be a good piece to use for your research?)
3. Read, evaluate, summarize, compare/contrast 3 webpages. Here are the links to the webpages:
- “Witchcraft” http://www2.kenyon.edu/projects/margin/witch.htm
- “The Persecution of Witches, 21st-Century Style” https://www.nytimes.com/2014/07/05/opinion/the-persecution-of-witches-21st-century-style.html?mcubz=0
- “Persecution of Christians in China” https://www.mtholyoke.edu/~geary20d/worldpolitics/maozedeng.html
When you're finished with this, you'll need to get the "Evaluating Webpages Questions to Consider" notes from Ms. Woodliff and fill them in using this link: http://guides.library.cornell.edu/evaluating_Web_pages
College Entrance Essay
college_entrance_essay_assignment.pdf | |
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The Things They Carried:
Test Review, Collage Project Example & Assignment
Test Review, Collage Project Example & Assignment
3 May 2017
Today we are reading "In the Field." It is found on page 103 of this link: http://savanna.auhsd.us/view/26051.pdf
1 May 2017
The text of "Speaking of Courage" can be found here: http://the-things-they-carried-dr-cory.weebly.com/speaking-of-courage.html
Research library/computer lab days: click on the "Research" tab above for instructions.
See me if you were absent yesterday!
2 March 2017: Click on the research tab for today's instructions.
22 February 2017: Research paper assigned. (See "Research" tab above.)
Vocabulary test assigned. (See "Vocabulary" tab above for words and definitions.)
21 February 2017: English III classes will begin the process of writing a research paper this week. Instructions can be found by clicking on the "research" tab in the menu above. Each day students are in the library/computer lab, specific instructions will be given via this webpage. If a student is absent, it is important that s/he check the webpage to see what was missed.
31 January 2017: Anthem journal assignment, due TODAY
Journal entry questions to choose from:
Chapter 1: 3, 6, 10, 13, 14
Chapter 2: 18, 20, 23
Chapter 3: 25
Chapter 4: 27
Chapter 5: 30, 31
Chapter 6: 34
Chapter 7: 36, 37, 38
Chapter 8: 41, 42
Chapter 9: 46
Chapter 10: 47
Chapter 11: 51
Chapter 12: 53
Today we are reading "In the Field." It is found on page 103 of this link: http://savanna.auhsd.us/view/26051.pdf
1 May 2017
The text of "Speaking of Courage" can be found here: http://the-things-they-carried-dr-cory.weebly.com/speaking-of-courage.html
Research library/computer lab days: click on the "Research" tab above for instructions.
See me if you were absent yesterday!
2 March 2017: Click on the research tab for today's instructions.
22 February 2017: Research paper assigned. (See "Research" tab above.)
Vocabulary test assigned. (See "Vocabulary" tab above for words and definitions.)
21 February 2017: English III classes will begin the process of writing a research paper this week. Instructions can be found by clicking on the "research" tab in the menu above. Each day students are in the library/computer lab, specific instructions will be given via this webpage. If a student is absent, it is important that s/he check the webpage to see what was missed.
31 January 2017: Anthem journal assignment, due TODAY
- Continue following yesterday's instructions.
- Make sure you can log in to turnitin.com. Don't wait until tonight when no one is available to help you.
- Make sure you have 4 paragraphs. 1st paragraph is the summary.
- MLA format is very specific. If you didn't start typing in the MLA template available on Word, you will probably have many formatting mistakes.
- Date format: 31 January 2017.
- Course number: English III, class period.
- Font: 12 point, Times New Roman. NOTHING is bolded. There is never a font more or less than 12 point, and there is never a font other than Times New Roman.
- This typed assignment is being turned in to turnitin.com. It is due tonight at 11:59pm. If you don't have access to the Internet outside of school, then you must use your time wisely and get this finished before the end of the day. Excuses for not being able to turn this in to turnitin.com today will not be accepted.
- TOMORROW: composition books will be turned in. There will be a test over Anthem.
- You will choose 3 questions (from the list below) to answer in paragraph form.
- Each paragraph must contain at least 5 sentences and will be detailed and specific.
- You must include at least 2 direct quotes from the book. If a direct quote is a complete sentence, your paragraph must contain at least 6 sentences (meaning, Ayn Rand's sentence doesn't count as one of your 5).
- For each direct quote used, cite it (put the page number where it is found in the book in parentheses.)
- You will type the paragraphs into MLA format (there is a template for an MLA formatted paper in Word. We used it last semester when typing the soundtrack project for The Crucible.)
- You must include an introduction paragraph that will include a 3-4 sentence summary of the book, in your own words. In this introduction, you must include the title of the book (in italics) and the author's name.
- This assignment must be submitted to turnitin.com by 11:59 pm tomorrow, January 31. (If you haven't signed up for turnitin.com, scroll down to October 24 instructions and follow them. If you moved into a different class period, you will need to enroll in your new class period.)
- The hard copy of your journal (in a composition book, loose leaf paper will not be accepted) is due in class on Wednesday, February 1.
- The typed paper is worth 75 points; composition book is worth 25 points. This is a major grade.
Journal entry questions to choose from:
Chapter 1: 3, 6, 10, 13, 14
Chapter 2: 18, 20, 23
Chapter 3: 25
Chapter 4: 27
Chapter 5: 30, 31
Chapter 6: 34
Chapter 7: 36, 37, 38
Chapter 8: 41, 42
Chapter 9: 46
Chapter 10: 47
Chapter 11: 51
Chapter 12: 53
26 October 2016: Poster due end of class; paragraphs due by 11:59pm through turnitin.com.
- A few of you haven't singed up for this class on turnitin.com. Please do that ASAP.
- Continue working on the paragraphs and poster. A sample poster can be seen below the sample paragraphs. I created this on PowerPoint. (You don't have to use PowerPoint.)
- Please do NOT turn this in late!
- I have added some songs below (scroll past the sample paragraphs and poster) that you may want to use if you don't have all 5 songs yet. If you are doing 2 for extra credit, they should NOT be these songs unless you can show me now, right away, that you already chose them and wrote your paragraphs over them.
- You must type your paragraphs in MLA format. If you open a Word document, you can select (search for) a template for MLA paper or format it yourself (but if you do that, you run the risk of improper formatting).
- 2 sample paragraphs can be found below. You must include the title of the song and artist along with a quote from the song that shows how it represents The Crucible. Paragraphs must be at least 4 sentences.
- Below the sample paragraphs is a sample of the poster (worth 10 points) created on PowerPoint. You don't have to be this elaborate; it's just an example. You can create it on the computer or by hand.
- RUBRIC per paragraph:
- 2 points = "Song Title" (in quotation marks) and artist
- 4 points = "direct quote from the song" (in quotation marks)
- 8 points = explanation referring to both the song (quote is enough) and The Crucible.
- 4 points = paragraph length and mechanics (grammar, punctuation, etc.)
- Tomorrow you will turn the paragraphs in to turnitin.com.
- Today you will sign up for turnitin.com and enroll in your English class. Click here to see instructions with class enrollment ID and password. Signing up for turnitin.com is a minor grade and must be completed today in class. You will NOT turn anything in to turnitin.com today.
- Today you will start drafting The Crucible Soundtrack Project. Sample paragraphs can be found below. You will type this in MLA format. (You can choose the MLA formatted paper from the Word document templates OR format your own Word document...double-spaced, 12 point Times New Roman font, and include a proper heading and header.)
- Check your grade for the 6 weeks. If your major average is keeping you from passing, you need to come to tutorials tomorrow. Tutorials will be held in the library. This is the last week before report cards go out (Friday is the last day of the 6 weeks grading period.)
- SAMPLE SOUNDTRACK PARAGRAPHS:
Last minute song ideas for The Crucible soundtrack project
Tuesday, 30 August
Students worked on "Surviving the Dust Bowl" assignment; were returned vocabulary worksheet (test on Thursday), and started Of Mice and Men Chapter 1. Tomorrow: finish Chapter 1 and continue on to Chapter 2. Chapter 1 & 2 questions and the Text Connection assignment are due Friday, September 2.
Monday, 29 August
Students viewed "Surviving the Dust Bowl." https://www.youtube.com/watch?v=fJMidfqiNio
Students worked on "Surviving the Dust Bowl" assignment; were returned vocabulary worksheet (test on Thursday), and started Of Mice and Men Chapter 1. Tomorrow: finish Chapter 1 and continue on to Chapter 2. Chapter 1 & 2 questions and the Text Connection assignment are due Friday, September 2.
Monday, 29 August
Students viewed "Surviving the Dust Bowl." https://www.youtube.com/watch?v=fJMidfqiNio
Friday, 26 August
Of Mice and Men Vocabulary (#1-14, document can be found below this week's agenda). Complete the worksheet then finish up any "Harvest Gypsies" assignments not completed yet.
Thursday, 25 August
Read "Harvest Gypsies" Article 2. Analyze generally each of the 3 families, then analyze in-depth one of the families, focusing on specific characteristics of family members, their home, and their spirit.
Wednesday, 24 August
Read "Harvest Gypsies" Article 1. Gain a better understanding of migrant workers during the Great Depression. Compare/contrast migrant workers.
Of Mice and Men Vocabulary (#1-14, document can be found below this week's agenda). Complete the worksheet then finish up any "Harvest Gypsies" assignments not completed yet.
Thursday, 25 August
Read "Harvest Gypsies" Article 2. Analyze generally each of the 3 families, then analyze in-depth one of the families, focusing on specific characteristics of family members, their home, and their spirit.
Wednesday, 24 August
Read "Harvest Gypsies" Article 1. Gain a better understanding of migrant workers during the Great Depression. Compare/contrast migrant workers.
10 May 2016: College Entrance Essay
Click on the writing tab in the menu above. The essay assignment is at the top of the page. Below it is a sample essay. The sample essay is roughly 500 words. Your essay should be 500-1000 words (no more than 1000; you don't want to get too wordy and drawn out in an essay like this).
See the list of what not to write about (on the table by me).
Click on the writing tab in the menu above. The essay assignment is at the top of the page. Below it is a sample essay. The sample essay is roughly 500 words. Your essay should be 500-1000 words (no more than 1000; you don't want to get too wordy and drawn out in an essay like this).
See the list of what not to write about (on the table by me).
9 May 2016: Typed Journal Assignment (a copy of the assignment is uploaded below)
Follow the instructions at your computer. Please leave them there when you leave. Upload to turnitin.com. Turn in the hardcopy of your journal to me. This must be turned in by the end of the school day. If you haven't created an account at turnitin.com, click on the research tab above and follow the instructions.
Late journals won't be graded until next week and will get no more than 25 out of 50 points.
When typing, you don't have to include the #s, but you can if you want. You can make each number a separate paragraph. Just be sure to include the "Title of the Chapter" in each paragraph.
Tomorrow, you will be writing a college entrance essay...be thinking about what you can write on this prompt: Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
Follow the instructions at your computer. Please leave them there when you leave. Upload to turnitin.com. Turn in the hardcopy of your journal to me. This must be turned in by the end of the school day. If you haven't created an account at turnitin.com, click on the research tab above and follow the instructions.
Late journals won't be graded until next week and will get no more than 25 out of 50 points.
When typing, you don't have to include the #s, but you can if you want. You can make each number a separate paragraph. Just be sure to include the "Title of the Chapter" in each paragraph.
Tomorrow, you will be writing a college entrance essay...be thinking about what you can write on this prompt: Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
The Things They Carried Journal will be worth 50 test points.
Also, on the assignment sheet, it says we are reading Chapter 3. Change that to Chapter 4 titled "On the Rainy River;" we will NOT be reading the third chapter.
Friday, April 22 & Monday, April 25. Read "How to Tell a True War Story" & complete journal and activity assignments...Activities 1-3 packet is due end of class, Tuesday. Here is the journal assignment for "How to Tell a True War Story."
- 4 theme quotes.
- List 3 things the narrator tells us a true war story is or does.
- List 3 things the narrator tells us a true war story doesn’t or isn’t.
- What does Tim O’Brien say about writing in this chapter? Who else writes or tells stories in this chapter? What do they write about? (5 sentence minimum)
- Describe Curt Lemon & Rat Kiley (from this chapter).
- Describe the narrator, Tim (from this chapter).
- As you read, jot down your thoughts/reactions/feelings/etc to what you have read in this chapter.
- Identify the allusion on page 77.
Tuesday/Wednesday, April 19/20.
Read "On the Rainy River" - complete journal and activity in packet for "The Things They Carried" and "On the Rainy River." Wednesday, there was about 35 minutes left in class to work on these assignments.
Thursday/Friday, April 14/15.
Thursday: read "The Things They Carried" (Chapter 1). We read through page 18. Journal and Activities 1-3 were assigned. You will choose 1 of the 3 activities to complete for this chapter.
Friday: finished reading "The Things They Carried." Homework: Read "Love" (Chapter 2) and answer questions 1-9 on back. This is due Monday at the beginning of class.
Read "On the Rainy River" - complete journal and activity in packet for "The Things They Carried" and "On the Rainy River." Wednesday, there was about 35 minutes left in class to work on these assignments.
Thursday/Friday, April 14/15.
Thursday: read "The Things They Carried" (Chapter 1). We read through page 18. Journal and Activities 1-3 were assigned. You will choose 1 of the 3 activities to complete for this chapter.
Friday: finished reading "The Things They Carried." Homework: Read "Love" (Chapter 2) and answer questions 1-9 on back. This is due Monday at the beginning of class.
The Things They Carried Journal Assignments for Chapters 1-3. Chapters 1 & 3 you will complete most of this assignment in your journals. For Chapter 2, you will be provided a copy of that chapter and answer the questions on the back.
Copy of Activity #s 1-3...one will be completed for Chapter 1 & 3...the third will be assigned at a later date. You get to choose which activity you will complete for Chapters 1 & 3. (Once you complete an activity, it can't be completed again for this packet/assignment.)
"Love" - Chapter 2 from The Things They Carried, questions included
The Things They Carried. A few chapters - Chapters 1 & 3 are included.
4 April 2016. Monday, Library.
DUE TODAY:
1 April 2016. Friday, Library.
The due date for the final draft has been changed to Monday (no foolin'!). We will be back in the library on Monday. You will turn the paper into turnitin.com then (instructions are on the research page).
If you haven't gotten the peer edit done for your paper, today is a good day to do that.
Today you should be revising and editing your rough draft in order to turn in a polished final draft. Remember: you MUST change the numbered parenthetical citations to (author's last name) or ("Title of Article"). (Instructions for that are on the research page below the turnitin.com instructions.)
30 March 2016, Wednesday. Library.
Today you will finish typing your rough draft and Works Cited. By the end of class, you will e-mail it to me. If you want me to take a look at it during class, you will need to SHARE it with me. You must do this at least 15 minutes before the bell rings. You must have a specific question or 2 that you want me to address. Don't just ask "is this good?" ***Sometime before turning in the final draft, you must get someone to peer edit your rough draft. You can e-mail it to them and have them do it that way, or ask them to sit in front of your computer and do it today. The blue peer edit sheet is due on Friday.***
Instructions for replacing source numbers with source info in the parenthetical citations are at my table. You can keep these.
A class set of a sample paper is also available. Return this to me by the end of class. (Can anyone find the huge mistakes I made in the final draft?!)
We will be back in the library on Friday to submit your paper to turnitin.com.
28 March 2016, Monday. Library. Check the class calendar for days in the library and due dates.
I'm sorry that I'm not in class today. My son and I are in Pleasanton for my grandmother's funeral. If you have been absent, check instructions from previous days. If you have any questions concerning note cards, Works Cited, rough draft, parenthetical citations, also check previous instructions and the handouts given in class and the research page.
TODAY: You should be typing your rough draft. Do NOT forget to include parenthetical citations (the source number in parentheses). Before class is over, e-mail me a copy of your rough draft (to [email protected]). We will use these in class tomorrow. The rough draft and Works Cited is due Wednesday by the end of class. The final draft will be submitted on Friday while we are back in the library.
24 March 2016, Thursday. Library. Check the class calendar.
FIRST: If you haven't emailed me your thesis statement and basic outline, do that first. That is a grade, dated March 11.
NEXT: Today you should type your Works Cited page OR your rough draft (it's up to you; if you can't decide which to do first, start on the rough draft). By next Wednesday, the rough draft and Works Cited page should both be completed. (We will be in the library Monday and Wednesday) If you don't have all 30 note cards but have a few from each source, go ahead and start on the rough draft. We can't take all year to make notes. REMEMBER TO USE THE MLA FORMATTED WORD DOCUMENT!
See previous instructions on the website if you don't remember what to do.
Remember the "Research" tab at the top of the page - there are instructions for how to write a Works Cited entry for song lyrics and YouTube videos, and much more.
See me personally for any questions that aren't answered on this website.
10 & 11 March 2016, Thursday & Friday. Library
Today you should start outlining your paper.
Continue to make note cards. Find another source or 2 if you are having a hard time getting enough notes from the sources you have. Don't forget to make source cards. Remember: you need 30 note cards (small bits of info on each card...there is no need to fill them up unless what you are writing focuses only on one topic. Be careful NOT to copy word-for-word everything you are writing on your note cards!)
TOMORROW: meet in the library. You will start outlining your paper (if you have enough note cards; if you don't have enough, you will continue taking notes from sources).
4 March 2016, Friday. Read carefully and complete what you can from #1 through 5 in class today.
1: Check Home Access to see if you have turned in and gotten credit for Source Card #3.
2: If you haven't turned in Source Card 3, it is due today. Get it checked from me before the end of class. REMINDER: The title of the website will NOT start with "http" or "www" - that is the url (web address); it is not the same as the website title. (My website title is "Ms. Woodliff's English III" - not "woodliff.weebly.com" - that is merely the address of the website.)
3: Send me an email ([email protected]), tell me what you have learned about your musician/band in 5-7 complete sentences. The subject of the email will be your musician's or band's name. This should NOT be typed in a Word document; it will be typed in the e-mail itself. This MUST be written in your own words. You are telling me what you know...what's in your memory...NOT what is on Wikipedia. Don't plagiarize, please!
4: Once you have finished 1-3, start making note cards for one or more of your sources. NOTE: You should have an average of 10 note cards for each source (#1-3). (There is no minimum for additional sources.)
5: Find additional sources if needed. (I don't have any additional source cards today, so just write that info on the back of your Source Cards 1-3 or a separate sheet of paper. You could even type the info in a Word document...don't forget to save.)
Next week:
Today we were back in the classroom to take notes over note cards and start making note cards. If you were absent, you can find the PowerPoint in the research tab above. Use it to fill in the notes you missed.
2 March 2016, Wednesday
Source Card #2 is due today. Once you have finished it, bring it to me so I can check it off. If you don't get it checked until tomorrow, it will be considered late, a grade of 50.
For either of your sources, copy and paste a portion of it into a Word document (it should be no more than 2 pages). At the top of the Word document, include your (1) full name, (2) "Woodliff class period," and (3) SOURCE #. Send it as an attachment in an email to [email protected].
TOMORROW: we will meet in the classroom.
R&R: If you didn't hear the announcements yesterday, R&R is back on. If you have below a 60 on the progress report, you will automatically be signed up for R&R. Grades cut off this Friday. Source Card 3 is also due Friday, so if you don't get it checked on Friday, it will go in the grade book and factor as a zero for progress reports!
1 March 2016, Tuesday
Today, you should continue finding sources. Source #2 is due tomorrow. Source #3 is due Friday. If you are ready to start on the note cards, see me...You won't get an actual lesson on the note cards until Thursday. 3 sources probably won't be enough for many of you to write a 2 page research paper. Use any extra time you have to find additional sources, and make source cards for them. Remember: you will have to go back to the sources, so bookmark them, or email the links to yourself so you can access them from your phone.
Grades have been updated. If you did not e-mail the research proposal to me, today is the last day to do that. If you did not find your first source, tomorrow is the last day to turn in source card #1 for a grade.
After you have finished all 3 source cards, do NOT throw them away. You need these to make your parenthetical citations AND Works Cited page.
26 February 2016, Friday
Today, you will find your first source and make a source card for it. Get the source card handout from the table by my computer. All 3 source cards will be kept on this handout. The first source card is due TODAY. If you don't get it checked today, it will be considered late. Once you have found your first source, you can start making notecards (get those from Ms. Woodliff) OR you can look for your 2nd and 3rd sources (due March 2 and March 4). Be careful not to just choose the first article or webpage you find. Make sure your sources give you the information you are looking for.
Use one of your research questions when searching. Include the name of the musician and one or two main words found in the question (do NOT type the entire question into a search bar). I recommend searching Google News since there will be more reliable sources there rather than through a main Google search.
You may want to check out "Biographies in Context" through the CHS library page. The password is "centralhigh." The articles/pages on this site will give you the source information at the bottom of the page. AVOID using only biographies as sources - you will find they all give the same information and won't have much to include in your paper.
Avoid Wikipedia as a source. You can use it as a tool...read through it, then use the references at the bottom of the webpage as sources.
If you are having a hard time finding the author, titles of webpages & websites, go to the research page and follow the instructions for using citationmachine.net. There may not be an author, and THAT'S OKAY!
If there is no publication date, put "n.d." (but don't use the quotation marks on your paper).
25 February 2016, Thursday
Today you should have your topic chosen. Remember, if a person is not on the list, you must get the one you are interested in approved by Ms. Woodliff. In order to do that, you need to know what social change the musician worked for. If you can't find the social change s/he worked for, you need to choose someone else.
You will form at least 5 research questions to guide your research. If you don't form questions, your research will be too broad, and you could end up writing a book.
More of your research questions should be "How" and "Why" questions. When you answer those questions, you will inadvertently answer most "Who" "What" and "When" questions.
After you have chosen your topic and formed research questions, you will e-mail your research proposal to me. You must use your SAISD e-mail. To login to your e-mail, go to webmail.saisd.org. My e-mail address is to [email protected]. Your webmail password is the password you use to log into the computers at school. You do NOT have to type this in Word; just type it in an e-mail). The research proposal may read something like this...it is only a GUIDELINE!
Ms. Woodliff:
I would like to research _______________ because ____________________.
Questions I will use to guide my research include:
1) Who...
2) Why...
3) Why...
4) How...
5) How...
Thank you,
_________________ (Your first and last name here)
Once you have completed this, you should start looking for your first source. Use one of your research questions when searching. Include the name of the musician and one or two main words found in the question (do NOT type the entire question into a search bar). I recommend searching Google News since there will be more reliable sources there rather than through a main Google search.
You may want to check out "Biographies in Context" through the CHS library page. The password is "centralhigh."
Avoid Wikipedia as a source. You can use it as a tool...read through it, then use the references at the bottom of the webpage as sources.
TOMORROW:
Your first source card will be due. Once you have found the source and created the source card, you will need to read and probably re-read the source, looking for information that answers one or more research questions. Then you will create note cards for each piece of information you want to include in your paper.
DUE TODAY:
- Final Draft (submit to turnitin.com). If you haven't e-mailed me your rough draft yet, e-mail me your final draft AND submit to turnitin.com.
- Note cards (staple before turning in)
- Peer edit sheet (this is 2 pages! Staple before turning in)
1 April 2016. Friday, Library.
The due date for the final draft has been changed to Monday (no foolin'!). We will be back in the library on Monday. You will turn the paper into turnitin.com then (instructions are on the research page).
If you haven't gotten the peer edit done for your paper, today is a good day to do that.
Today you should be revising and editing your rough draft in order to turn in a polished final draft. Remember: you MUST change the numbered parenthetical citations to (author's last name) or ("Title of Article"). (Instructions for that are on the research page below the turnitin.com instructions.)
30 March 2016, Wednesday. Library.
Today you will finish typing your rough draft and Works Cited. By the end of class, you will e-mail it to me. If you want me to take a look at it during class, you will need to SHARE it with me. You must do this at least 15 minutes before the bell rings. You must have a specific question or 2 that you want me to address. Don't just ask "is this good?" ***Sometime before turning in the final draft, you must get someone to peer edit your rough draft. You can e-mail it to them and have them do it that way, or ask them to sit in front of your computer and do it today. The blue peer edit sheet is due on Friday.***
Instructions for replacing source numbers with source info in the parenthetical citations are at my table. You can keep these.
A class set of a sample paper is also available. Return this to me by the end of class. (Can anyone find the huge mistakes I made in the final draft?!)
We will be back in the library on Friday to submit your paper to turnitin.com.
28 March 2016, Monday. Library. Check the class calendar for days in the library and due dates.
I'm sorry that I'm not in class today. My son and I are in Pleasanton for my grandmother's funeral. If you have been absent, check instructions from previous days. If you have any questions concerning note cards, Works Cited, rough draft, parenthetical citations, also check previous instructions and the handouts given in class and the research page.
TODAY: You should be typing your rough draft. Do NOT forget to include parenthetical citations (the source number in parentheses). Before class is over, e-mail me a copy of your rough draft (to [email protected]). We will use these in class tomorrow. The rough draft and Works Cited is due Wednesday by the end of class. The final draft will be submitted on Friday while we are back in the library.
24 March 2016, Thursday. Library. Check the class calendar.
FIRST: If you haven't emailed me your thesis statement and basic outline, do that first. That is a grade, dated March 11.
NEXT: Today you should type your Works Cited page OR your rough draft (it's up to you; if you can't decide which to do first, start on the rough draft). By next Wednesday, the rough draft and Works Cited page should both be completed. (We will be in the library Monday and Wednesday) If you don't have all 30 note cards but have a few from each source, go ahead and start on the rough draft. We can't take all year to make notes. REMEMBER TO USE THE MLA FORMATTED WORD DOCUMENT!
See previous instructions on the website if you don't remember what to do.
Remember the "Research" tab at the top of the page - there are instructions for how to write a Works Cited entry for song lyrics and YouTube videos, and much more.
See me personally for any questions that aren't answered on this website.
10 & 11 March 2016, Thursday & Friday. Library
Today you should start outlining your paper.
- Once you are finished making note cards, sort them out according to topic. These topics will be the main ideas for each paragraph in the body of your paper. Remember: At least one "stack" of note cards should address activism (how your musician/band fought for or stood up for social change...this is a requirement.) (I'm running low on note cards. Take what you need. When they're gone, you'll have to fend for yourselves!)
- Now that you know the main ideas for paragraphs, you can form a thesis statement (the last sentence in your introduction). Your thesis will set up the order that your paragraphs will be placed in the body of your paper. Do NOT worry about what else you will put in your introduction right now! Just write the thesis statement.
- After you write your thesis statement and put your body paragraph topics in the order they will go in your paper, type that into an outline (use roman numerals or numbers, then print or e-mail it to [email protected] through your school e-mail).
- After you've done that, you're ready to start typing your rough draft. You do NOT have to write the introduction first. You should already have a thesis statement and the "ingredients" to write your body paragraphs. Go ahead and write the body paragraphs first, then worry about the intro & conclusion later. Don't forget to put the source number in parentheses after each piece of information you write from your note cards. For this to be a true research paper, you must have parenthetical citations in all your body paragraphs. You must cite at least 3 sources.
- A sample rough draft can be found on the "Research" page.
Continue to make note cards. Find another source or 2 if you are having a hard time getting enough notes from the sources you have. Don't forget to make source cards. Remember: you need 30 note cards (small bits of info on each card...there is no need to fill them up unless what you are writing focuses only on one topic. Be careful NOT to copy word-for-word everything you are writing on your note cards!)
TOMORROW: meet in the library. You will start outlining your paper (if you have enough note cards; if you don't have enough, you will continue taking notes from sources).
4 March 2016, Friday. Read carefully and complete what you can from #1 through 5 in class today.
1: Check Home Access to see if you have turned in and gotten credit for Source Card #3.
2: If you haven't turned in Source Card 3, it is due today. Get it checked from me before the end of class. REMINDER: The title of the website will NOT start with "http" or "www" - that is the url (web address); it is not the same as the website title. (My website title is "Ms. Woodliff's English III" - not "woodliff.weebly.com" - that is merely the address of the website.)
3: Send me an email ([email protected]), tell me what you have learned about your musician/band in 5-7 complete sentences. The subject of the email will be your musician's or band's name. This should NOT be typed in a Word document; it will be typed in the e-mail itself. This MUST be written in your own words. You are telling me what you know...what's in your memory...NOT what is on Wikipedia. Don't plagiarize, please!
4: Once you have finished 1-3, start making note cards for one or more of your sources. NOTE: You should have an average of 10 note cards for each source (#1-3). (There is no minimum for additional sources.)
5: Find additional sources if needed. (I don't have any additional source cards today, so just write that info on the back of your Source Cards 1-3 or a separate sheet of paper. You could even type the info in a Word document...don't forget to save.)
Next week:
- Monday: in classroom to meet with counselors
- Tuesday: in classroom, make note cards (you will need copies of or access to your sources)
- Wednesday: in classroom, continue making note cards
- Thursday: library...Make an outline of your paper. Start on rough draft
- Friday: library...continue rough draft.
Today we were back in the classroom to take notes over note cards and start making note cards. If you were absent, you can find the PowerPoint in the research tab above. Use it to fill in the notes you missed.
2 March 2016, Wednesday
Source Card #2 is due today. Once you have finished it, bring it to me so I can check it off. If you don't get it checked until tomorrow, it will be considered late, a grade of 50.
For either of your sources, copy and paste a portion of it into a Word document (it should be no more than 2 pages). At the top of the Word document, include your (1) full name, (2) "Woodliff class period," and (3) SOURCE #. Send it as an attachment in an email to [email protected].
TOMORROW: we will meet in the classroom.
R&R: If you didn't hear the announcements yesterday, R&R is back on. If you have below a 60 on the progress report, you will automatically be signed up for R&R. Grades cut off this Friday. Source Card 3 is also due Friday, so if you don't get it checked on Friday, it will go in the grade book and factor as a zero for progress reports!
1 March 2016, Tuesday
Today, you should continue finding sources. Source #2 is due tomorrow. Source #3 is due Friday. If you are ready to start on the note cards, see me...You won't get an actual lesson on the note cards until Thursday. 3 sources probably won't be enough for many of you to write a 2 page research paper. Use any extra time you have to find additional sources, and make source cards for them. Remember: you will have to go back to the sources, so bookmark them, or email the links to yourself so you can access them from your phone.
Grades have been updated. If you did not e-mail the research proposal to me, today is the last day to do that. If you did not find your first source, tomorrow is the last day to turn in source card #1 for a grade.
After you have finished all 3 source cards, do NOT throw them away. You need these to make your parenthetical citations AND Works Cited page.
26 February 2016, Friday
Today, you will find your first source and make a source card for it. Get the source card handout from the table by my computer. All 3 source cards will be kept on this handout. The first source card is due TODAY. If you don't get it checked today, it will be considered late. Once you have found your first source, you can start making notecards (get those from Ms. Woodliff) OR you can look for your 2nd and 3rd sources (due March 2 and March 4). Be careful not to just choose the first article or webpage you find. Make sure your sources give you the information you are looking for.
Use one of your research questions when searching. Include the name of the musician and one or two main words found in the question (do NOT type the entire question into a search bar). I recommend searching Google News since there will be more reliable sources there rather than through a main Google search.
You may want to check out "Biographies in Context" through the CHS library page. The password is "centralhigh." The articles/pages on this site will give you the source information at the bottom of the page. AVOID using only biographies as sources - you will find they all give the same information and won't have much to include in your paper.
Avoid Wikipedia as a source. You can use it as a tool...read through it, then use the references at the bottom of the webpage as sources.
If you are having a hard time finding the author, titles of webpages & websites, go to the research page and follow the instructions for using citationmachine.net. There may not be an author, and THAT'S OKAY!
If there is no publication date, put "n.d." (but don't use the quotation marks on your paper).
25 February 2016, Thursday
Today you should have your topic chosen. Remember, if a person is not on the list, you must get the one you are interested in approved by Ms. Woodliff. In order to do that, you need to know what social change the musician worked for. If you can't find the social change s/he worked for, you need to choose someone else.
You will form at least 5 research questions to guide your research. If you don't form questions, your research will be too broad, and you could end up writing a book.
More of your research questions should be "How" and "Why" questions. When you answer those questions, you will inadvertently answer most "Who" "What" and "When" questions.
After you have chosen your topic and formed research questions, you will e-mail your research proposal to me. You must use your SAISD e-mail. To login to your e-mail, go to webmail.saisd.org. My e-mail address is to [email protected]. Your webmail password is the password you use to log into the computers at school. You do NOT have to type this in Word; just type it in an e-mail). The research proposal may read something like this...it is only a GUIDELINE!
Ms. Woodliff:
I would like to research _______________ because ____________________.
Questions I will use to guide my research include:
1) Who...
2) Why...
3) Why...
4) How...
5) How...
Thank you,
_________________ (Your first and last name here)
Once you have completed this, you should start looking for your first source. Use one of your research questions when searching. Include the name of the musician and one or two main words found in the question (do NOT type the entire question into a search bar). I recommend searching Google News since there will be more reliable sources there rather than through a main Google search.
You may want to check out "Biographies in Context" through the CHS library page. The password is "centralhigh."
Avoid Wikipedia as a source. You can use it as a tool...read through it, then use the references at the bottom of the webpage as sources.
TOMORROW:
Your first source card will be due. Once you have found the source and created the source card, you will need to read and probably re-read the source, looking for information that answers one or more research questions. Then you will create note cards for each piece of information you want to include in your paper.
Songs of Social Protest:
John Lennon - Imagine
Pink Floyd - Money
Bruce Springsteen - Born In The USA
U2 - Pride In The Name of Love
Bob Dylan - Blowin' In The Wind
Beatles - Revolution
Pink Floyd - Another Brick In The Wall
Rolling Stones - Sympathy For The Devil
Dire Straits - Money For Nothin'
Police - De Do Do Do, De Da Da Da
Bob Dylan - Like A Rolling Stone
Don McLean - American Pie
Joni Mitchell - Both Sides Now
Pink Floyd - Time
Don Henley - Boys of Summer
Grateful Dead - Touch of Grey
Smash Mouth - Walkin' On The Sun
Sting - All This Time
Cake - Rock and Roll Lifestyle
Beatles - All You Need Is Love
Rolling Stones - You Can't Always Get What You Want
Creedence Clearwater Revival - Fortunate Son
Edwin Starr - War
Marvin Gaye - What's Goin' On
Depeche Mode - Blasphemous Rumours
Kansas - Dust In The Wind
Simon & Garfunkel - The Sounds of Silence
Police - Invisible Sun
Eagles - The Last Resort
John Cougar Mellencamp - Small Town
Pearl Jam - Not For You
Steppenwolf - Born To Be Wild
Barry McGuire - Eve of Destruction
O'Jays - Love Train
John Cougar Mellencamp - Pink Houses
Supertramp - The Logical Song
Beatles - Nowhere Man
Bob Dylan - The Times They Are A Changin'
Don Henley - End of the Innocence
Beatles - Taxman
Counting Crows - Mr. Jones
John Lennon - Instant Karma
Tears For Fears - Shout
Depeche Mode - Shake The Disease
Dion - Abraham, Martin and John
Grateful Dead - Throwing Stones
Rolling Stones - Street Fighting Man
Doors - Riders On The Storm
Jesus Jones - Right Here, Right Now
Bob Seger - Night Moves
Elvis Presley - In The Ghetto
Sonny & Cher - The Beat Goes On
Janis Ian - Society's Child
Pink Floyd - Welcome To The Machine
Temptations - Ball of Confusion
Rascals - People Got To Be Free
Paul Revere & The Raiders - Kicks
Guess Who - Share The Land
Doors - People Are Strange
Bob Dylan - Rainy Day Women #12 and 35
Beatles - A Day In The Life
Ringo Starr - No No Song
Rolling Stones - Shattered
Buffalo Springfield - For What It's Worth
Harry Chapin - Cat's In The Cradle
Coven - One Tin Soldier
R.E.M. - Ignoreland
Sly Fox - Let's Go All The Way
Beatles - Within You, Without You
World Party - Ship of Fools
Police - Invisible Sun
Janis Ian - At Seventeen
Bob Dylan - Everything Is Broken
Jethro Tull - Farm On The Freeway
Moody Blues - Question
Moody Blues - Nights In White Satin
Crosby, Stills & Nash - Wasted On The Way
R.E.M. - Radio Song
Beatles - While My Guitar Gently Weeps
Animals - It's My Life
Supremes - Love Child
Scott McKenzie - San Francisco
Crosby, Stills & Nash - Teach Your Children
Chicago - Harry Truman
Tom Petty - I Won't Back Down
Billy Joel - Only The Good Die Young
Crosby, Stills & Nash - Ohio
USA For Africa - We Are The World
Dire Straits - One World
Cat Stevens - Peace Train
Bob Dylan - Subterranean Homesick Blues
Steve Miller Band - Fly Like An Eagle
Beatles - In My Life
The Who - Won't Get Fooled Again
R.E.M. - World Leader Pretend
David Bowie - Fame
Billy Joel - It's Still Rock and Roll To Me
Suzanne Vega - Luka
Police - One World
Sly & The Family Stone - Everyday People
Jefferson Airplane - White Rabbit
Three Dog Night - Joy To The World
Moody Blues - Ride My See Saw
Simon & Garfunkel - My Little Town
Bob Marley - Redemption Song
Beatles - She's Leaving Home
Rush - Tom Sawyer
Pretenders - Middle of the Road
Rush - Spirit Of Radio
INXS - Devil Inside
Arlo Guthrie - City of New Orleans
U2- Bullet The Blue Sky
Depeche Mode - People Are People
INXS - Kick
Velvet Underground - Sweet Jane
R.E.M. - Stand
Sex Pistols - God Save The Queen
Stevie Wonder - Higher Ground
Depeche Mode - A Question of Lust
David Bowie - Modern Love
Elvis Costello - What's So Funny About Peace Love and Understanding
Talking Heads - Life During Wartime
Ice T - Colors
Edie Brickell & The New Bohemians - What I Am
Buggles - Video Killed The Radio Star
Men At Work - It's A Mistake
Raiders - Indian Reservation
Pretenders - My City Was Gone
John Lennon/Plastic Ono Band - Give Peace A Chance
The Clash - London Calling
Temple of the Dog - Hunger Strike
Jewel - Who Will Save Your Soul
Stevie Wonder - Livin' For The City
Dire Straits - Industrial Disease
INXS - Calling All Nations
Sex Pistols - Anarchy In The U.K.
Sublime - What I Got
R.E.M. - Drive
Billy Joel - My Life
Pearl Jam - Jeremy
Nirvana - Come As You Are
Offspring - The Kids Aren't Alright
XTC - Dear God
Rush - Big Money
John Mellencamp - Peaceful World
Neil Young - This Note's For You
Tracy Chapman - Bang, Bang, Bang
Joe Walsh - Space Age Whiz Kids
Paul Hardcastle - 19
Bob Dylan - Masters Of War
Ice T - I'm Your Pusher
Bruce Springsteen - Glory Days
Frozen Ghost - Should I See
Doobie Brothers - Listen To The Music
War - Why Can't We Be Friends
Julian Lennon - Saltwater
Live - 10,000 Years (Peace Is Now)
Don Henley - All She Wants To Do Is Dance
Ice T - High Rollers
Glenn Frey - Smuggler's Blues
Tori Amos - God
Electric Flag - Another Country
Midnight Oil - Beds Are Burning
Stevie Wonder - You Haven't Done Nothin'
Midnight Oil - Forgotten Years
The Clash - This Is Radio Clash
Police - Bombs Away
Dire Straits - Brothers In Arms
Moody Blues - Isn't Life Strange
Rage Against The Machine - Bulls On Parade
Crowded House - Don't Dream It's Over
Bob Marley - Get Up, Stand Up
R.E.M. - Pop Song '89
Youngbloods - Get Together
Rage Against The Machine - Guerrilla Radio
Ned's Atomic Dustbin - Grey Cell Green
Sting - History Will Teach Us Nothing
Dead Kennedys - Holiday In Cambodia
Ringo Starr - It Don't Come Easy
Genesis - Land Of Confusion
INXS - Mediate
Sting - Russians
Midnight Oil - The Power and the Passion
Mike + The Mechanics - The Living Years
Police - Spirits In The Material World
Rage Against The Machine - Testify
Pink Floyd - Us And Them
Live - White, Discussion
Timmy Thomas - Why Can't We Live Together
Crosby, Stills & Nash - Woodstock
Dead Kennedys - Kinky Sex Makes The World Go Round
Cranberries - Zombie
Natalie Merchant - Carnival
Morrissey - We Hate It When Our Friends Become Successful
Toad The Wet Sprocket - Hold Her Down
Consolidated - Music Has No Meaning
Police - Walking In Your Footsteps
Ned's Atomic Dustbin - Kill Your Television
Jesus Jones - Welcome Back Victoria
XTC - Ballad of Peter Pumpkinhead
4 Non Blondes - What's Up
John Lennon - Imagine
Pink Floyd - Money
Bruce Springsteen - Born In The USA
U2 - Pride In The Name of Love
Bob Dylan - Blowin' In The Wind
Beatles - Revolution
Pink Floyd - Another Brick In The Wall
Rolling Stones - Sympathy For The Devil
Dire Straits - Money For Nothin'
Police - De Do Do Do, De Da Da Da
Bob Dylan - Like A Rolling Stone
Don McLean - American Pie
Joni Mitchell - Both Sides Now
Pink Floyd - Time
Don Henley - Boys of Summer
Grateful Dead - Touch of Grey
Smash Mouth - Walkin' On The Sun
Sting - All This Time
Cake - Rock and Roll Lifestyle
Beatles - All You Need Is Love
Rolling Stones - You Can't Always Get What You Want
Creedence Clearwater Revival - Fortunate Son
Edwin Starr - War
Marvin Gaye - What's Goin' On
Depeche Mode - Blasphemous Rumours
Kansas - Dust In The Wind
Simon & Garfunkel - The Sounds of Silence
Police - Invisible Sun
Eagles - The Last Resort
John Cougar Mellencamp - Small Town
Pearl Jam - Not For You
Steppenwolf - Born To Be Wild
Barry McGuire - Eve of Destruction
O'Jays - Love Train
John Cougar Mellencamp - Pink Houses
Supertramp - The Logical Song
Beatles - Nowhere Man
Bob Dylan - The Times They Are A Changin'
Don Henley - End of the Innocence
Beatles - Taxman
Counting Crows - Mr. Jones
John Lennon - Instant Karma
Tears For Fears - Shout
Depeche Mode - Shake The Disease
Dion - Abraham, Martin and John
Grateful Dead - Throwing Stones
Rolling Stones - Street Fighting Man
Doors - Riders On The Storm
Jesus Jones - Right Here, Right Now
Bob Seger - Night Moves
Elvis Presley - In The Ghetto
Sonny & Cher - The Beat Goes On
Janis Ian - Society's Child
Pink Floyd - Welcome To The Machine
Temptations - Ball of Confusion
Rascals - People Got To Be Free
Paul Revere & The Raiders - Kicks
Guess Who - Share The Land
Doors - People Are Strange
Bob Dylan - Rainy Day Women #12 and 35
Beatles - A Day In The Life
Ringo Starr - No No Song
Rolling Stones - Shattered
Buffalo Springfield - For What It's Worth
Harry Chapin - Cat's In The Cradle
Coven - One Tin Soldier
R.E.M. - Ignoreland
Sly Fox - Let's Go All The Way
Beatles - Within You, Without You
World Party - Ship of Fools
Police - Invisible Sun
Janis Ian - At Seventeen
Bob Dylan - Everything Is Broken
Jethro Tull - Farm On The Freeway
Moody Blues - Question
Moody Blues - Nights In White Satin
Crosby, Stills & Nash - Wasted On The Way
R.E.M. - Radio Song
Beatles - While My Guitar Gently Weeps
Animals - It's My Life
Supremes - Love Child
Scott McKenzie - San Francisco
Crosby, Stills & Nash - Teach Your Children
Chicago - Harry Truman
Tom Petty - I Won't Back Down
Billy Joel - Only The Good Die Young
Crosby, Stills & Nash - Ohio
USA For Africa - We Are The World
Dire Straits - One World
Cat Stevens - Peace Train
Bob Dylan - Subterranean Homesick Blues
Steve Miller Band - Fly Like An Eagle
Beatles - In My Life
The Who - Won't Get Fooled Again
R.E.M. - World Leader Pretend
David Bowie - Fame
Billy Joel - It's Still Rock and Roll To Me
Suzanne Vega - Luka
Police - One World
Sly & The Family Stone - Everyday People
Jefferson Airplane - White Rabbit
Three Dog Night - Joy To The World
Moody Blues - Ride My See Saw
Simon & Garfunkel - My Little Town
Bob Marley - Redemption Song
Beatles - She's Leaving Home
Rush - Tom Sawyer
Pretenders - Middle of the Road
Rush - Spirit Of Radio
INXS - Devil Inside
Arlo Guthrie - City of New Orleans
U2- Bullet The Blue Sky
Depeche Mode - People Are People
INXS - Kick
Velvet Underground - Sweet Jane
R.E.M. - Stand
Sex Pistols - God Save The Queen
Stevie Wonder - Higher Ground
Depeche Mode - A Question of Lust
David Bowie - Modern Love
Elvis Costello - What's So Funny About Peace Love and Understanding
Talking Heads - Life During Wartime
Ice T - Colors
Edie Brickell & The New Bohemians - What I Am
Buggles - Video Killed The Radio Star
Men At Work - It's A Mistake
Raiders - Indian Reservation
Pretenders - My City Was Gone
John Lennon/Plastic Ono Band - Give Peace A Chance
The Clash - London Calling
Temple of the Dog - Hunger Strike
Jewel - Who Will Save Your Soul
Stevie Wonder - Livin' For The City
Dire Straits - Industrial Disease
INXS - Calling All Nations
Sex Pistols - Anarchy In The U.K.
Sublime - What I Got
R.E.M. - Drive
Billy Joel - My Life
Pearl Jam - Jeremy
Nirvana - Come As You Are
Offspring - The Kids Aren't Alright
XTC - Dear God
Rush - Big Money
John Mellencamp - Peaceful World
Neil Young - This Note's For You
Tracy Chapman - Bang, Bang, Bang
Joe Walsh - Space Age Whiz Kids
Paul Hardcastle - 19
Bob Dylan - Masters Of War
Ice T - I'm Your Pusher
Bruce Springsteen - Glory Days
Frozen Ghost - Should I See
Doobie Brothers - Listen To The Music
War - Why Can't We Be Friends
Julian Lennon - Saltwater
Live - 10,000 Years (Peace Is Now)
Don Henley - All She Wants To Do Is Dance
Ice T - High Rollers
Glenn Frey - Smuggler's Blues
Tori Amos - God
Electric Flag - Another Country
Midnight Oil - Beds Are Burning
Stevie Wonder - You Haven't Done Nothin'
Midnight Oil - Forgotten Years
The Clash - This Is Radio Clash
Police - Bombs Away
Dire Straits - Brothers In Arms
Moody Blues - Isn't Life Strange
Rage Against The Machine - Bulls On Parade
Crowded House - Don't Dream It's Over
Bob Marley - Get Up, Stand Up
R.E.M. - Pop Song '89
Youngbloods - Get Together
Rage Against The Machine - Guerrilla Radio
Ned's Atomic Dustbin - Grey Cell Green
Sting - History Will Teach Us Nothing
Dead Kennedys - Holiday In Cambodia
Ringo Starr - It Don't Come Easy
Genesis - Land Of Confusion
INXS - Mediate
Sting - Russians
Midnight Oil - The Power and the Passion
Mike + The Mechanics - The Living Years
Police - Spirits In The Material World
Rage Against The Machine - Testify
Pink Floyd - Us And Them
Live - White, Discussion
Timmy Thomas - Why Can't We Live Together
Crosby, Stills & Nash - Woodstock
Dead Kennedys - Kinky Sex Makes The World Go Round
Cranberries - Zombie
Natalie Merchant - Carnival
Morrissey - We Hate It When Our Friends Become Successful
Toad The Wet Sprocket - Hold Her Down
Consolidated - Music Has No Meaning
Police - Walking In Your Footsteps
Ned's Atomic Dustbin - Kill Your Television
Jesus Jones - Welcome Back Victoria
XTC - Ballad of Peter Pumpkinhead
4 Non Blondes - What's Up
Monday, 8 February 2016
Watch John Green's Crash Course Part 2: https://www.youtube.com/watch?v=LI1CusL7Ceo
JOURNAL: Write about 1 or both of these (both will help with the essay)
1) Write a 2-3 sentence summary of the book...IN YOUR OWN WORDS. Include the title and author's name (J.D. Salinger).
2)Holden incessantly complains about phonies. Give 3 examples of Holden being a phony himself.
Watch John Green's Crash Course Part 2: https://www.youtube.com/watch?v=LI1CusL7Ceo
JOURNAL: Write about 1 or both of these (both will help with the essay)
1) Write a 2-3 sentence summary of the book...IN YOUR OWN WORDS. Include the title and author's name (J.D. Salinger).
2)Holden incessantly complains about phonies. Give 3 examples of Holden being a phony himself.
The Catcher in the Rye - Project Assignment. Due Wed. Feb 10.
Below the document you will find larger images of the first 2 project options.
catcher_project_options.pdf | |
File Size: | 1370 kb |
File Type: |
Monday, February 1.
The Catcher in the Rye Crash Course: Part 1 ~11 minutes
https://www.youtube.com/watch?v=R66eQLLOins
The Catcher in the Rye Chapter 16 on Whiteboard Novels (~14 minutes)
https://www.youtube.com/watch?v=WUSiR2XX5zU
The Catcher in the Rye Crash Course: Part 1 ~11 minutes
https://www.youtube.com/watch?v=R66eQLLOins
The Catcher in the Rye Chapter 16 on Whiteboard Novels (~14 minutes)
https://www.youtube.com/watch?v=WUSiR2XX5zU
The Catcher in the Rye Documents, January 2016
The Catcher in the Rye—Chapter Questions
Ch. 1
Ch. 3
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10 1. Who is Phoebe, and what is Holden's opinion of her? 2. What evidence is there that shows us that Holden probably doesn't look as old as he says he looks?
Chapter 111. What is he worried about in terms of Jane and Stradlater? Why? What does this reveal about his Holden’s character? 2. Why is Jane so special to Holden? Describe their past relationship.
3. Explain Holden’s relationship with Jane. In his description of Jane, what characteristics does Holden point out about Jane that are also true of Phoebe?
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18 1. What is Holden's opinion of the Christmas show at Radio City? 2. Why did Holden think the woman who cried through the movie was a phony?
Chapter 19
Chapter 20
Chapter 21
Chapter 22
Chapter 23
Chapter 24
Chapter 25
Chapter 26 1. What do we finally find out about where Holden is while he is telling the story? 2. Why shouldn’t we ever tell anybody anything?
3.What does Holden conclude about his experiences at the very end of the novel?
4.What changes in Holden’s attitude can you identify?
5.Why is it significance that Holden misses people?
Ch. 1
- What does Holden mean when he says that his brother D.B. is out in Hollywood ”being a prostitute” ?
- Where is Holden as the story begins?
- What is Pencey Prep, and why does Holden dislike it?
- How did Holden let the fencing team down?
- Why was Holden being kicked out of Pencey Prep?
- What kind of health does Holden appear to be in?
- Who is Mr. Spencer and why does Holden visit him?
- What does Spencer do that particularly annoyed Holden?
- What can you infer about Holden’s character through his note to Mr. Spencer?
- What does Holden give us as the reason for “leaving” Elkton Hills? 5. What is he wondering about in terms of the ducks?
- Describe Holden. How old is he?
- What does Holden’s encounter with Mr. Spencer tell us about him? Give at least three points. Is Mr. Spencer as sensitive to Holden as Holden is to Mr. Spencer?
- What does Holden mean when he uses the word “phony”? Define it as he might. Find two examples of
- Holden is a paradoxical character: both mature and immature, both extremely aware of the realities around him and also caught in his own fantasy world, etc. Defend and develop this idea.
Ch. 3
- What does Holden mean when he says, “I’m quite illiterate, but I read a lot?” Give examples of what he reads.
- Who is Ackley? Describe him. 3. What does Ackley do that annoys Holden?
- What is lying, according to Holden?
- What is the purpose or function of the red hunting hat? (What does Holden say it is?)
- What is Holden’s attitude toward religion?
- Name at least four reasons Ackley irritates Holden.
- Why does Holden call Stradlater a “secret slob?”
- Holden is very quick to recognize irony. Find one example.
- What does Jane Gallagher mean to Holden? What does she symbolize?
- Why is Holden nervous at the end of this chapter?
Chapter 5
- Who is Allie, and why is his baseball mitt so special to Holden?
- Why did Holden's parents want to have him psychoanalyzed?
- Of what significance is it that Holden doesn’t want to throw a snowball at a car while he’s waiting for Ackley?
- What effect did Allie’s death have on Holden, and what is the quality of the composition Holden writes for Stradlater? 5. What do we learn in this chapter about Holden’s precarious emotional state?
Chapter 6
- What does Stradlater criticize Holden for?
- Why is Holden so concerned about what happened with Jane Gallagher and Stradlater? What does this possibly reveal about Holden?
- What do Holden and Stradlater fight over?
- What does Holden put on after the fight? Have we seen him put this on before ?
- What is significant about Jane’s keeping “all her kings in the back row”?
- Holden often generalizes about people. Cite two examples.
- What does the fight between Holden and Stradlater tell us about Holden? About Stradlater?
- What does Holden reach for after his fight with Stradlater? What might this object symbolize?
Chapter 7
- Holden decides to go visit Ackley. How is he received by Ackley?
- What is he thinking about while lying in bed?
- Why doesn’t Holden want to stay at Pencey any more?
- Where does Holden then decide to go?
- What is his final good-bye to Pencey Prep? 6. Why do you think Holden was crying as he left?
- Why is Holden thinking of joining a monastery?
- Explain Holden’s reaction to packing the ice skates.
- Holden makes frequent references to his emotional state in this chapter. Find at least five examples of what he feels.
- “To give a girl the time” is an example of euphemism. What does its use indicate about Holden’s attitudes toward sex? Toward Jane?
Chapter 8
- What does Holden think of Mrs. Morrow?
- What are some of the lies Holden tells Mrs. Morrow?
- Why do you think he tells her these things?
- “But I wouldn’t visit…Morrow if for all the dough in the world, even if I was desperate”. Desperate for what? Is Holden desperate?
- What emotional response does Holden want to get from Mrs. Morrow by calling himself Rudolf Schmidt? By telling her he has a brain tumor? By praising her son Ernest?
- What is humorous about this chapter? 7. What are Holden’s feelings toward money?
Chapter 9
- Sally Hayes’ mother says that Holden “was wild and that [he] had no direction in life” . Would you agree? Why?
- The cab driver thinks Holden is kind of crazy for asking him a certain question. What is this question?
- What’s so terrible about the bellboy? What does this reveal about Holden’s character?
- What kind of person is Faith Cavendish? 5. Holden calls other people phony. Does he count as one sometimes as well?
- What Holden sees the couple at the Edmont Hotel squirting water at each other, what does he think?
- Holden is very aware of the way he acts and of his own identity. Cite two examples of explanations he gives for his behavior.
- What does Holden have against bald men?
- Why does Holden want to give Faith Cavendish a phony name over the phone?
Chapter 10 1. Who is Phoebe, and what is Holden's opinion of her? 2. What evidence is there that shows us that Holden probably doesn't look as old as he says he looks?
- What characteristics make Phoebe so important to Holden?
- What is the impression Holden wants to make on the three girls in the cocktail lounge by saying he’s Jim Steele? What do Rudolph Schmidt and Jim Steele have in common?
- What do girls need to do (or be) in order to appeal to Holden?
- Why does Holden regret having lied to Marty about seeing Gary Cooper?
Chapter 111. What is he worried about in terms of Jane and Stradlater? Why? What does this reveal about his Holden’s character? 2. Why is Jane so special to Holden? Describe their past relationship.
3. Explain Holden’s relationship with Jane. In his description of Jane, what characteristics does Holden point out about Jane that are also true of Phoebe?
Chapter 12
- What do Holden and the cab driver talk about
- Why does Holden leave Ernie’s?
- Again, what does the duck question (asked of Horowitz, the cab driver) show about Holden’s character?
- “People always clap for the wrong things,” according to Holden. Cite three examples of this.
- Find two examples of ironies Holden is aware of in this chapter.
- Why do people have to say stuff like “glad to’ve met you” in order to stay alive? What does Holden mean?
Chapter 13
- Describe how Holden would deal with the “glove thief.”
- Previously, Holden stated he was a “pacifist.” Does his description of how he would deal with the "glove thief" support this, or is he just "yellow"?
- Why does Holden stop when girls tell him to? 4. Why do you think he doesn’t have sex with the prostitute?
- Explain Holden’s confusion about his own assertiveness.
- Why does Holden allow Maurice to send the prostitute to his room? How does Holden excuse his agreeing to meet a prostitute?
- Explain what happens between Holden and the prostitute. What does this scene tell us about Holden?
- What does Holden’s pseudonym indicate about his insecurities?
- What comment shows Holden’s sensitivity to language?
Chapter 14
- Does Holden have any guilty feelings about Allie? Do you feel this is abnormal in any way, or normal?
- What made Holden cry? 3. What evidence shows us that Holden might have made a good actor?
- Is Holden religious? Supply proof for your answer.
- Holden says, “I thought I was dying.” In Chapter 1 Holden says, “…I felt like I was sort of disappearing.” Find two statements he makes in this chapter to indicate his mental state.
Chapter 15
- What is the point that Holden tries to make about people when he elaborates about the suitcases of the nuns and of his former roommate?
- How does Holden treat the nuns? 3. Why does Holden think it spoils a conversation if someone asks what religion he is?
- Name five things Holden finds irritating about Sally Hayes.
- What do suitcases symbolize for Holden? Why do they disturb him?
- What is disturbing to Holden about a nun teaching English? What depresses him about them?
- Why does Holden like Mercutio (from Romeo and Juliet) so much? What does this reveal about Holden? What other character in the novel is somewhat like Mercutio?
Chapter 16
- Who does Holden make a date with? Why does he call her up if he thinks she's a phony?
- How does Holden treat little kids? Give an example.
- Does Holden know his way around the city? What does this tell us about him?
- What is the importance of “Little Shirley Beans”?
- How does Holden react to children?
- How does Holden remember his own childhood?
- Holden changes the wording of the song from “If a body meet a body coming through the rye…” to “If a body catch a body coming through the rye…” What characteristics does Holden find desirable in the child singing?
Chapter 17
- How do Holden's feelings for women compare to his feelings for men?
- How does Holden feel about actors? The Lunts?
- What is Holden's point about the difference between men owning a car and men owning a horse?
- How does Holden describe a boy's school when talking to Sally?
- Why does Holden want to take off with Sally now instead of after college? What is the difference in his eyes?
- Why is Holden’s date with Sally such a disaster?
- Give several examples of Holden using poor judgment in this chapter.
- Find an example of Holden’s sensitivity to language.
- From page 130-134, Holden outlines almost all his anxieties about life. Make a list of his criticisms.
Chapter 18 1. What is Holden's opinion of the Christmas show at Radio City? 2. Why did Holden think the woman who cried through the movie was a phony?
- On page 137, what objection does Holden think Jesus would have had to the Radio City program he saw? Is he right or wrong? Defend your answer.
- Holden says he is an atheist? Is he? Defend your answer.
Chapter 19
- “Luc” is the Latin word root meaning light. Of what significance is it that Salinger names Holden’s older friend Carl Luce?
- Who was Luce to Holden?
- What does Holden confide in Carl Luce that shows how conservative and traditional his attitudes are?
- What are some negative qualities we see in Holden in this chapter?
- Make a list of the names of those who have rejected Holden in one way or another beginning with Chapter 1 and ending with Chapter 19. Why do you think Holden alienates so many people?
- Why did Holden get mad at Luce for calling his (Luce's) old girlfriend the "Whore of New Hampshire"?
Chapter 20
- What does Holden pretend happens to him at the Wicker Bar?
- What happens to Phoebe’s record? How does he feel at this point?
- Where does Holden go after he leaves the bar?
- What information does Holden finally tell us about Allie’s funeral?
- What does Holden say about Allie that contradicts all his other statements about being an atheist?
- After he leaves the park, where does Holden go?
- What does Holden’s wound symbolize on page 150?
- What is significant about Holden’s sitting on the radiator in the men’s room?
- Of what significance is it that Holden breaks the record he had bought for Phoebe?
- Does Holden find the ducks in the park when he goes there? In what ways is his discovery symbolic?
- Why is it particularly pathetic that there are hunks of ice in Holden’s hat?
- What does Holden find hypocritical about funerals?
Chapter 21
- What does Holden find so intriguing about Phoebe’s notebook?
- What is the one critique Holden has about Phoebe? 3. Why does Phoebe become so upset?
- Characterize Phoebe.
- In what ways does Phoebe seem older than Holden? Who is more in touch with reality, Holden or Phoebe? Defend your answer.
Chapter 22
- Why did it depress Holden when an "old guy" told him that his days at Pencey were the happiest days of his
- What does it tell us about Holden when Phoebe states, "You don't like anything that's happening"?
- Why does Holden think about James Castle when Phoebe asks him to name one thing that he likes a lot?
- What does it tell us about Holden when he says, "Just because somebody's dead, you don't just stop liking them, for God's sake---especially if they were a thousand times nicer than the people you know that're alive and all"?
- What does Holden tell Phoebe he'd like to be?
- What new insight about Holden’s school failure does Holden’s explanation to Phoebe about his expulsion give the reader?
- In what way is Phoebe’s discussion with Holden (beginning on page 168) mature and adult-like?
- How does Phoebe psychoanalyze Holden?
- Who is more in touch with reality, Holden or Phoebe? Defend your view.
- What disgusts Holden about his own vision of his future?
- What is the significance of Holden’s wanting to be the “catcher in the rye”? What things has he done, or tried to do, during the course of the novel to try to be the “catcher in the eye”?
- How is the name Holden Caulfield an echo of the title, The Catcher in the Rye?
Chapter 23
- Who is Mr. Antolini?
- How does Phoebe cover for Holden when their parents come home?
- In talking with her parents how does Phoebe "sound" like Holden?
- What does Phoebe do that makes Holden cry? 5. What does Holden give to Phoebe?
- Why was James Castle important to Holden?
- How does Holden regard Mr. Antolini?
- How does Phoebe manipulate her mother?
- What does Phoebe give Holden?
Chapter 24
- Why did Holden fail his speech class?
- How does Holden feel physically while he talks to Mr. Antolini?
- What does Holden say about him hating people, such as Ackley and Stradlater?
- What does Antolini's quote mean:"The mark of the immature man is that he wants to die nobly for a cause, while the mark of the mature man is that he wants to live humbly for one”
- How does Antolini upset and scare Holden? Can you relate this to Holden's previous digression about
- How is Holden deteriorating physically in this chapter?
- Evaluate Mr. Antolini’s advice.
Chapter 25
- Later, after he has had time to think about it, what does Holden think about Antolini?
- Why does the article on hormones upset Holden?
- What strange feeling does Holden start to have when he steps off of curbs?
- Why does he keep repeating, "Allie, don't let me disappear"?
- What does Holden decide he must do next? Where does he first go?
- With all the bad language that Holden uses, why was he so upset that curse words were written on a school wall?
- How does Holden treat the two small boys in the museum?
- Why is it so important to Holden that Phoebe not be mad at him? Relate this to his past, and Allie.
- What does Holden mean when he states, "The thing with kids is, if they want to grab for the gold ring, you have to let them do it, and not say anything. If they fall off, they fall off, but it's bad if you say anything to them"?
- How is the carrousel symbolic?
- How is Holden’s physical condition deteriorating in this chapter?
- How is Holden’s mental condition deteriorating in this chapter?
- What indication is there that Holden may be starting to question his own generalizations?
- Why does Holden want to be a deaf mute?
- Relate the writing on the wall at Phoebe’s school to Holden’s wanting to be a “catcher in the rye.”
- How does Holden help the two kids at the museum? What is symbolic about the meeting? What is ironic?
- Explain two examples of Holden’s accepting reality in this chapter.
- What does Phoebe wanting to go away with Holden do for him? How does Phoebe force Holden to accept responsibility?
- What is symbolic and ironic about Phoebe’s role in the school play?
- What is the significance of Phoebe’s riding the carousel and reaching for the gold ring?
- How is Holden’s hunting hat symbolic in this chapter?
Chapter 26 1. What do we finally find out about where Holden is while he is telling the story? 2. Why shouldn’t we ever tell anybody anything?
3.What does Holden conclude about his experiences at the very end of the novel?
4.What changes in Holden’s attitude can you identify?
5.Why is it significance that Holden misses people?
The Great Gatsby Project, last major grade of the 6 weeks
The Great Gatsby Tic-Tac-Toe Project: Last Major Grade of the 3rd 6 weeks.
115 = complete a diagonal row of 3
100 = complete a horizontal or vertical row of 3
90 = complete any 3 (not in a row)
80 = complete any 2
65 = complete any 1
Rewinding Gatsby. At the end of the story, if a main character (either Gatsby, Nick, or Daisy) got a rewind button to use, what would he or she do with it? How would the story change if that character got to redo the story knowing the end? Respond in complete sentences, minimum of 250 words. Include at least 3 images that illustrate your response.
PostSecrets. Create PostSecrets for 3 of these characters: Gatsby, Daisy, Nick, Tom, Myrtle, Jordan Baker, George Wilson. On the front, include a creative image (in color) and the secret. On the back, explain the secret in at least 75 words (Whose secret is it? Why do they keep it? and how does it affect them?). (See postsecret.com for real life examples.) Be original. Create a secret that they might have, rather than the obvious ones we already know about.
Character analysis mini-poster (8x11 paper). Choose a character: Gatsby, Daisy, Nick, Tom, Myrtle, Jordan Baker, or George Wilson and… Find ONE example of direct characterization (The narrator or author tells you what the character is like), and ONE example of indirect characterization (The narrator or author shows you what the character is like, perhaps by the things s/he says & does.), and write these quotations on your poster as well as who is saying them. Infer what personality trait (kind, manipulative, honest, dishonest, greedy, power hungry, etc.) these quotations indicate about the character. Finally, illustrate the character by drawing him/her or something that symbolizes him/her.
Create a wanted poster for a character in The Great Gatsby who has broken the law. Underneath the picture, write his/her name in large, bold letters. Include a paragraph (at LEAST 5 sentences) that thoroughly describes him/her and his/her crime(s).
Character Analysis Essay. Write a 4-paragraph essay in which you analyze any character from The Great Gatsby.
Include an introduction with a 2-point thesis statement (each point will be a character trait). 4 sentence minimum. Include 2 body paragraphs – topics are points in thesis. Each body paragraph must include an embedded quote to support the topic sentence. 4 sentence minimum Include a conclusion with a restated thesis statement. 3 sentence minimum.
Character Collage. Using poster board, create a collage of one of the main characters (Gatsby, Daisy, Nick, Myrtle, Jordan, Tom). The pictures and shape of the poster should be relevant to the character. It should be no larger than ½ a poster board. Your poster board must be fully covered; you must have at least 25 images on the collage. (Note: a collage is not made of personally hand drawn images; you must find images that already exist for a collage.)
Google Doodle. Using ½ a poster board, use the full title of the book to create a “Google Doodle.” Just like the search engine has art work behind/within the title of their logo, create a “doodle” that incorporates the title of the novel and is relevant to the novel itself.
Symbolic Character Recipe. Create a symbolic recipe for 3 Gatsby characters. Include at least 5 ingredients and 3 steps for preparation. Follow recipe format for ingredients and method of preparation, but think symbolically (a cup of evil, not a pound of flesh). Determine what ingredients/characteristics are combined to make up the character you have chosen. Include the character’s name in the recipe’s title. You must then explain one or all 3 recipes (75 word minimum). Example for Elizabeth from The Crucible:
2 cups patience
1 heart full of love
½ cup of generosity
½ cup loyalty
1 cup understanding
First: Mix all ingredients well
Next: Sprinkle generously over a lifetime
Finally: Serve to everyone you meet
Poetry: Write a ballad or Bio-Poem Ballad: Translate the book into a poem or song. Include main plot points. You need one stanza per chapter (total of 9 stanzas).
Bio-Poem Choose a character and analyze him/her in the form of a poem. Write a poem in the following format:
Line 1. First name
Line 2. 3 traits that describe character
Line 3. Friend of ______
Line 4. Lover of ______ (list 2 things or people)
Line 5. Who feels _____ (2 items)
Line 6. Who needs _____ (2 items)
Line 7. Who fears _____ (2 items)
Line 8. Who gives _____ (2 items)
Line 9. Who would like to see _____ (2 items)
Line 10. Resident of _____
Line 11. Last Name or 1 word the character would use to describe him or herself.
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The Great Gatsby online
Here is a link to the book online with explanatory notes. http://genius.com/albums/F-scott-fitzgerald/The-great-gatsby
link to the book online without notes: https://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/contents.html
Here is a link to the book online with explanatory notes. http://genius.com/albums/F-scott-fitzgerald/The-great-gatsby
link to the book online without notes: https://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/contents.html
11 November 2015
"Boom to Bust" with Peter Jennings
Part 1: https://www.youtube.com/watch?v=foooDFF9Dgs
Full video: https://www.youtube.com/watch?v=RN7ftyZigYs_
"Boom to Bust" with Peter Jennings
Part 1: https://www.youtube.com/watch?v=foooDFF9Dgs
Full video: https://www.youtube.com/watch?v=RN7ftyZigYs_
10 November 2015
Go here:
http://www.huffenglish.com/gatsby/gatsbyhunt.html
Use the links given on that page to find the information in the packet. Do not search on Google! You must infer to complete the packet. The answers aren't all spelled out for you! (Let me know if some links are broken.) Skip #10 if the music won't play. #7: skip b & c.
DUE TOMORROW!
Here are yesterday's notes:
Go here:
http://www.huffenglish.com/gatsby/gatsbyhunt.html
Use the links given on that page to find the information in the packet. Do not search on Google! You must infer to complete the packet. The answers aren't all spelled out for you! (Let me know if some links are broken.) Skip #10 if the music won't play. #7: skip b & c.
DUE TOMORROW!
Here are yesterday's notes:
28 September 2015
Please check in with the substitute to make sure you are counted present. (Sometimes it's hard to take roll in the library, especially when a sub doesn't know who you are!)
Just like last week, please go to webmail.saisd.org, log in, and continue working on your essay in Word Online. When you are finished with the essay, share it with me. There is no need to print it at this time.
If Internet Explorer is running slow again, open the Google Chrome browser and use it. Remember also that you may have to refresh your page if it isn't loading right away.
25 September 2015
Internet Explorer is running really slow today (but when does it run fast?!)
Open Google Chrome (click on the Windows icon in the bottom left-hand corner and search "Chrome.") Then go to either my webpage or webmail.saisd.org and continue with the instructions below.
Continue typing your essay. If you aren't saving it to the OneDrive, you need to do that now. To access OneDrive, log in to your e-mail (webmail.saisd.org), click on the square in the left-hand corner, and then click on OneDrive (the cloud). Upload the document you saved yesterday if it wasn't already saved on OneDrive. By opening Word Online, and typing your essay there, it will automatically save to OneDrive.
Share your essay with me when you have a specific question about it.
REMEMBER: essays are due Monday. We will be back in the library on Monday.
24 September 2015
If you haven't, sign up for my Remind 101. text @woodliff15 to 81010. If you had signed up already, you would have known to meet in the classroom yesterday! :)
Today you should start typing your essay. If you have a specific questions about what you have written, share your document with me and specify in the e-mail what you would like help with.
Log in to webmail.saisd.org. You will be saving to the OneDrive, NOT to the computer.
I highly recommend that you open a Word Online Document - do this through your e-mail. It will save automatically to your OneDrive. (If you open Word from the computer, you may have to save to the computer then upload to OneDrive - this is just a waste of time.)
Remember you are supposed to open the MLA formatted Word document, not a blank document.
Essays will be due at the end of class on Monday.
The course number is English III and your class period.
Please check in with the substitute to make sure you are counted present. (Sometimes it's hard to take roll in the library, especially when a sub doesn't know who you are!)
Just like last week, please go to webmail.saisd.org, log in, and continue working on your essay in Word Online. When you are finished with the essay, share it with me. There is no need to print it at this time.
If Internet Explorer is running slow again, open the Google Chrome browser and use it. Remember also that you may have to refresh your page if it isn't loading right away.
25 September 2015
Internet Explorer is running really slow today (but when does it run fast?!)
Open Google Chrome (click on the Windows icon in the bottom left-hand corner and search "Chrome.") Then go to either my webpage or webmail.saisd.org and continue with the instructions below.
Continue typing your essay. If you aren't saving it to the OneDrive, you need to do that now. To access OneDrive, log in to your e-mail (webmail.saisd.org), click on the square in the left-hand corner, and then click on OneDrive (the cloud). Upload the document you saved yesterday if it wasn't already saved on OneDrive. By opening Word Online, and typing your essay there, it will automatically save to OneDrive.
Share your essay with me when you have a specific question about it.
REMEMBER: essays are due Monday. We will be back in the library on Monday.
24 September 2015
If you haven't, sign up for my Remind 101. text @woodliff15 to 81010. If you had signed up already, you would have known to meet in the classroom yesterday! :)
Today you should start typing your essay. If you have a specific questions about what you have written, share your document with me and specify in the e-mail what you would like help with.
Log in to webmail.saisd.org. You will be saving to the OneDrive, NOT to the computer.
I highly recommend that you open a Word Online Document - do this through your e-mail. It will save automatically to your OneDrive. (If you open Word from the computer, you may have to save to the computer then upload to OneDrive - this is just a waste of time.)
Remember you are supposed to open the MLA formatted Word document, not a blank document.
Essays will be due at the end of class on Monday.
The course number is English III and your class period.
20 May 2015
If you are turning in your final draft today, you will SHARE (again, after you have corrected the rough draft) with me. It will be worth 25 points instead of 20. If you turn the final draft in after today, by Friday, it will be worth only 15 points.
If you did not share your rough draft with me, your final draft will NOT be counted. You MUST share the rough draft first! You must also make corrections in order to get credit for revision and in order for me to consider accepting your final draft!
Turn in the essay explanation (paragraph and quotes) and outline by tomorrow for extra credit. If you have not turned in both of these, your rough and final drafts will NOT be counted. They are required. This was a process. If you didn't do the first 2 assignments, you didn't follow the process.
19 May 2015
Continue using the outline below to finish your essay. In order to get full credit for your work, you must SHARE the essay with me electronically. Click the blue "Share+" icon (top right of your screen)...type my name "Cassie Woodliff" into the top box...type any questions you have about your essay in the larger box. Then click "share" below.
If you shared with me yesterday, instead of opening "Word Document" through webmail, open "OneDrive." This is like the "My Documents" folder on a computer, but you can access it anywhere through the Web. Open the document you shared with me. Read my comments and make changes accordingly. If I told you to change something in the first 2 paragraphs, it's possible that you also need to make those same changes in the other paragraphs. Make sure you make changes thoroughly!
Once you have finished the rough draft, you must revise it. Remove all first and second person points of view (no "I" "me" "my" "our" "we" "you" "your"). Make sure you introduced quotes with your own words. Make sure you included proper parenthetical citation...the period goes AFTER the parentheses. Make sure each body paragraph is in order as you present the 3 points in your thesis.
Edit: correct sentence-level mistakes: spelling, punctuation, capitalization, etc. The title of the book is in ITALICS!
REMEMBER: you have to turn in the explanation paragraph and outline (thesis, 3 topic sentences, 6 quotes) before I will give you credit for your rough and final drafts.
Friday's outline was a very rough skeleton, but you should have 4 complete sentences ready to go into your essay. When preparing your final draft, you should have all of the following:
I. Introduction
A. Hook - this is a sentence that focuses on the GENERAL idea in your essay topic; it should NOT be about the book or characters in the book. It is a statement (not a question) that pretty much anyone can agree with, whether or not they have read the book.
B. Summary - Write 2-3 sentences summarizing the book. Include the book's title (in italics) and author. Tell what the book is about.
C. THESIS STATEMENT: this is only ONE sentence. It must have the 3 points you will write about in your body.
II. Body Paragraph 1
A. Topic Sentence - this is a general statement focusing on the first point in your thesis.
B-D. Supporting Details. Support your topic statement using evidence from the book. You must include at least 2 quotes from the book. Be sure to cite the page number in parentheses at the end of each sentence where you use a quote. Type the period AFTER the parentheses.
E. Transition sentence. Try your best to transition to the next paragraph. If you get stuck on this sentence, just skip it.
III. Body Paragraph 2. Follow the outline for body paragraph 1, but focus this paragraph on the SECOND point in your thesis.
IV. Body Paragraph 3. Follow outline for body paragraph 1, but focus on THIRD point in thesis.
V. Conclusion
A. Restate (rephrase, don't copy and paste) your thesis statement.
B. Summarize the main points in the essay
C. End with a thoughtful statement. This could be similar to the hook sentence.
If you are turning in your final draft today, you will SHARE (again, after you have corrected the rough draft) with me. It will be worth 25 points instead of 20. If you turn the final draft in after today, by Friday, it will be worth only 15 points.
If you did not share your rough draft with me, your final draft will NOT be counted. You MUST share the rough draft first! You must also make corrections in order to get credit for revision and in order for me to consider accepting your final draft!
Turn in the essay explanation (paragraph and quotes) and outline by tomorrow for extra credit. If you have not turned in both of these, your rough and final drafts will NOT be counted. They are required. This was a process. If you didn't do the first 2 assignments, you didn't follow the process.
19 May 2015
Continue using the outline below to finish your essay. In order to get full credit for your work, you must SHARE the essay with me electronically. Click the blue "Share+" icon (top right of your screen)...type my name "Cassie Woodliff" into the top box...type any questions you have about your essay in the larger box. Then click "share" below.
If you shared with me yesterday, instead of opening "Word Document" through webmail, open "OneDrive." This is like the "My Documents" folder on a computer, but you can access it anywhere through the Web. Open the document you shared with me. Read my comments and make changes accordingly. If I told you to change something in the first 2 paragraphs, it's possible that you also need to make those same changes in the other paragraphs. Make sure you make changes thoroughly!
Once you have finished the rough draft, you must revise it. Remove all first and second person points of view (no "I" "me" "my" "our" "we" "you" "your"). Make sure you introduced quotes with your own words. Make sure you included proper parenthetical citation...the period goes AFTER the parentheses. Make sure each body paragraph is in order as you present the 3 points in your thesis.
Edit: correct sentence-level mistakes: spelling, punctuation, capitalization, etc. The title of the book is in ITALICS!
REMEMBER: you have to turn in the explanation paragraph and outline (thesis, 3 topic sentences, 6 quotes) before I will give you credit for your rough and final drafts.
Friday's outline was a very rough skeleton, but you should have 4 complete sentences ready to go into your essay. When preparing your final draft, you should have all of the following:
I. Introduction
A. Hook - this is a sentence that focuses on the GENERAL idea in your essay topic; it should NOT be about the book or characters in the book. It is a statement (not a question) that pretty much anyone can agree with, whether or not they have read the book.
B. Summary - Write 2-3 sentences summarizing the book. Include the book's title (in italics) and author. Tell what the book is about.
C. THESIS STATEMENT: this is only ONE sentence. It must have the 3 points you will write about in your body.
II. Body Paragraph 1
A. Topic Sentence - this is a general statement focusing on the first point in your thesis.
B-D. Supporting Details. Support your topic statement using evidence from the book. You must include at least 2 quotes from the book. Be sure to cite the page number in parentheses at the end of each sentence where you use a quote. Type the period AFTER the parentheses.
E. Transition sentence. Try your best to transition to the next paragraph. If you get stuck on this sentence, just skip it.
III. Body Paragraph 2. Follow the outline for body paragraph 1, but focus this paragraph on the SECOND point in your thesis.
IV. Body Paragraph 3. Follow outline for body paragraph 1, but focus on THIRD point in thesis.
V. Conclusion
A. Restate (rephrase, don't copy and paste) your thesis statement.
B. Summarize the main points in the essay
C. End with a thoughtful statement. This could be similar to the hook sentence.
sweetheart_questions_with_text.pdf | |
File Size: | 282 kb |
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in_the_field_full_text.pdf | |
File Size: | 137 kb |
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speaking_of_courage_full_text.pdf | |
File Size: | 203 kb |
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on_the_rainy_river_full_text.pdf | |
File Size: | 127 kb |
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dystopia_sat_vocabulary_handout.xlsx | |
File Size: | 11 kb |
File Type: | xlsx |
sound_of_thunder_assignment.pdf | |
File Size: | 94 kb |
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Of Mice and Men Chapter Questions (quiz review)
ofmiceandmenchapterquestions.pdf | |
File Size: | 158 kb |
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full_text.pdf | |
File Size: | 125 kb |
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chapteractivitiesdueonquizdays.pdf | |
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February Vocabulary (test - Friday, February 27)
20 February 2015:
Buffy the Vampire Slayer episode assignment:
Go to this link: http://woodliffenglish2014.blogspot.com/2015/02/buffy-episode-assignment-february-20.html (You have to scroll past the calendar to find the assignment).
and follow the instructions.
Buffy the Vampire Slayer episode assignment:
Go to this link: http://woodliffenglish2014.blogspot.com/2015/02/buffy-episode-assignment-february-20.html (You have to scroll past the calendar to find the assignment).
and follow the instructions.
gatsby_tic_tac_toe_project.rtf | |
File Size: | 2266 kb |
File Type: | rtf |
The Great Gatsby Tic Tac Toe Project - Your Decision
Go here: http://woodliffenglish2014.blogspot.com/2015/02/gatsbyproject.html and follow the instructions. This will earn you 5 test points if you follow the instructions correctly.
Go here: http://woodliffenglish2014.blogspot.com/2015/02/gatsbyproject.html and follow the instructions. This will earn you 5 test points if you follow the instructions correctly.
gatsby_2015_test_review.pdf | |
File Size: | 480 kb |
File Type: |
REMEMBER: copied work will get no more than a 65 this week. Next week (Dec 8-12), it will drop to a 60 and so on. DO YOUR OWN WORK. THINK FOR YOURSELF.!
Thursday, December 4. Please check your grades on Home Access. If you have a zero for the essay, it is very important that you write the replacement essay. See below for more info about the essay. If you failed the vocabulary test, you have the opportunity to take a new test over the 12 "The Library Card" words.
**The semester exam will cover what we have read this semester AND vocabulary from this semester. GET READY!
"The Library Card" questions are due at the end of class TODAY. Only if you were absent yesterday will you get an extension.
If you are writing the replacement essay, I am changing the due date to MONDAY, December 8. The rough draft must first be hand written. Then you will type it, revise and edit it, and print a final draft. Get MLA formatting instructions from Ms. Woodliff.
**The semester exam will cover what we have read this semester AND vocabulary from this semester. GET READY!
"The Library Card" questions are due at the end of class TODAY. Only if you were absent yesterday will you get an extension.
If you are writing the replacement essay, I am changing the due date to MONDAY, December 8. The rough draft must first be hand written. Then you will type it, revise and edit it, and print a final draft. Get MLA formatting instructions from Ms. Woodliff.
library_card.docx | |
File Size: | 35 kb |
File Type: | docx |
Wednesday, December 3. Students should be off the computer today; they are reading "The Library Card" and answering questions (due tomorrow).
Students who didn't turn in an essay at the beginning of this 6 weeks period are getting a replacement grade essay assignment. A copy of that assignment and the MLA formatting instructions can be found below.
Replacement grade essay assignment & MLA formatting instructions:
Students who didn't turn in an essay at the beginning of this 6 weeks period are getting a replacement grade essay assignment. A copy of that assignment and the MLA formatting instructions can be found below.
Replacement grade essay assignment & MLA formatting instructions:
romanticism_essay_replacement_grade_with_sample_intro_conclusion.pdf | |
File Size: | 343 kb |
File Type: |
instructions_for_setting_up_your_paper_in_mla_format.pdf | |
File Size: | 380 kb |
File Type: |
Tuesday, December 2. See me if you were absent yesterday.
Today you will finish up the Harlem Renaissance webquest. You should be finished about half way through class. In 25 minutes, if you haven't finished, move on to the last page of the packet and answer the pre-reading questions for "The Library Card."
Then turn in the packet and get a copy of "The Library Card" and questions.
Find a seat on a couch or at a table and start reading.
As you read, give your own definition (what you think the word means) for each underlined word.
You may answer questions as you read or wait until you are finished.
At the end of class, turn in the copy of "The Library Card." You will continue working on this tomorrow.
Today you will finish up the Harlem Renaissance webquest. You should be finished about half way through class. In 25 minutes, if you haven't finished, move on to the last page of the packet and answer the pre-reading questions for "The Library Card."
Then turn in the packet and get a copy of "The Library Card" and questions.
Find a seat on a couch or at a table and start reading.
As you read, give your own definition (what you think the word means) for each underlined word.
You may answer questions as you read or wait until you are finished.
At the end of class, turn in the copy of "The Library Card." You will continue working on this tomorrow.
Monday, December 1. Today you will start a Harlem Renaissance Webquest. Use the links below to answer the questions in the packet. When you finish, turn it in and get a copy of "The Library Card" & questions from Mrs. Woodliff. This should be finished half way through class on Tuesday. If you finish today, get a copy of "The Library Card" questions and story and begin working on it.
PART 1: WELCOME TO THE HARLEM RENAISSANCE: The Harlem Renaissance marked a cultural period during the 1920’s when African-Americans celebrated their heritage through music, art, literature, politics and social movements. View the following websites to answer the questions: http://www.ushistory.org/us/46e.asp http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html
PART 2: POETRY IN MOTION: Langston Hughes was a famous Harlem Renaissance poet. Like others, he developed themes that connected the African-American heritage to the present. The website for this activity is: STEP 1: Read “The Negro Speaks of Rivers” to yourself. http://www.poets.org/poetsorg/poem/negro-speaks-rivers STEP 2: Press PLAY to hear Langston Hughes recite his poem. https://www.youtube.com/watch?v=8cKDOGhghMU
PART 3: ALL THAT JAZZ MUSIC: Use a search engine of your choice to find this information.
PART 4: DANCING THE NIGHT AWAY: Many clubs such as the Cotton Club featured talented African-American musicians in Harlem.
View http://historyoftheharlemrenaissance.weebly.com/popular-entertainment.html http://www.blackpast.org/aah/cotton-club-harlem-1923
PART 5: EXPRESSION THROUGH ART: Like the music and literature of the Harlem Renaissance, visual artists painted or sculpted a rich variety of interpretations about African-American culture and heritage. View http://www.iniva.org/harlem/home.html to discover:
PART 6: POLITICAL BELIEFS: Many of today’s political ideologies and groups such as the NAACP emerged during the Harlem Renaissance. View https://www.boundless.com/art-history/textbooks/boundless-art-history-textbook/europe-and-america-1900-1950-36/america-1930-1945-228/the-harlem-renaissance-809-10846/ to discover: (you may need to use a search engine to find more specific answers to these questions.)
PART 7: FEMALE ARTISTS: Along with political activists such as Ida B. Wells, the Harlem Renaissance produced significant writers and poets who shared a female perspective about African-American life. View http://zoranealehurston.com/about/ to discover:
PART 1: WELCOME TO THE HARLEM RENAISSANCE: The Harlem Renaissance marked a cultural period during the 1920’s when African-Americans celebrated their heritage through music, art, literature, politics and social movements. View the following websites to answer the questions: http://www.ushistory.org/us/46e.asp http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html
PART 2: POETRY IN MOTION: Langston Hughes was a famous Harlem Renaissance poet. Like others, he developed themes that connected the African-American heritage to the present. The website for this activity is: STEP 1: Read “The Negro Speaks of Rivers” to yourself. http://www.poets.org/poetsorg/poem/negro-speaks-rivers STEP 2: Press PLAY to hear Langston Hughes recite his poem. https://www.youtube.com/watch?v=8cKDOGhghMU
PART 3: ALL THAT JAZZ MUSIC: Use a search engine of your choice to find this information.
PART 4: DANCING THE NIGHT AWAY: Many clubs such as the Cotton Club featured talented African-American musicians in Harlem.
View http://historyoftheharlemrenaissance.weebly.com/popular-entertainment.html http://www.blackpast.org/aah/cotton-club-harlem-1923
PART 5: EXPRESSION THROUGH ART: Like the music and literature of the Harlem Renaissance, visual artists painted or sculpted a rich variety of interpretations about African-American culture and heritage. View http://www.iniva.org/harlem/home.html to discover:
PART 6: POLITICAL BELIEFS: Many of today’s political ideologies and groups such as the NAACP emerged during the Harlem Renaissance. View https://www.boundless.com/art-history/textbooks/boundless-art-history-textbook/europe-and-america-1900-1950-36/america-1930-1945-228/the-harlem-renaissance-809-10846/ to discover: (you may need to use a search engine to find more specific answers to these questions.)
PART 7: FEMALE ARTISTS: Along with political activists such as Ida B. Wells, the Harlem Renaissance produced significant writers and poets who shared a female perspective about African-American life. View http://zoranealehurston.com/about/ to discover:
Tuesday, November 11. Read all instructions/information for today's date.
You must FOLLOW THE OUTLINE when writing your rough draft. Your introduction is more than the thesis statement. You must now add a hook and summary sentences to your introduction. Then include your thesis statement as the last sentence in the introduction. Topic sentences must be written for each body paragraph. You will take the quotes you used as support and incorporate them into your own words. (Avoid starting a sentence with a quote. You may want to write something like this: Hawthorne describes Dr. Heidegger's study as "_____," which makes the reader think that the doctor is _____.)
The hook statement: this is one sentence that is a general, true statement about life. It doesn't refer to anything specific about the story; it refers to a theme or moral of the story.
If you include the author and title of the story in the summary portion of the introduction, you can remove those parts from your thesis statement.
Titles of short stories go in "Quotation Marks." For example:
In Nathaniel Hawthorne's "Dr. Heidegger's Experiment..."
"The Devil and Tom Walker" by Washington Irving
Edgar Allan Poe's "Masque of the Red Death"
Until you have each required sentence in your final draft, your essay will be considered "incomplete."
Print and turn in your final draft by the end of class today. You must staple your rough draft to the back of the final draft. Failure to do so will result in you not being able to revise the final draft (in the case that you don't have a passing grade. Also, you MUST address the comments I made on the rough draft in order to make further revisions to the essay after it has been graded).
Monday, November 10.
Today you will type your final draft. You have to add a hook and summary to the introduction. You should also add to the conclusion. FOLLOW THE OUTLINE. The quotes you have found as support need to be embedded into your own sentences. Avoid starting a sentence with a quote. You may want to write something like this: Hawthorne describes Dr. Heidegger's study as "_____," which makes the reader think that the doctor is _____.
Final drafts are due tomorrow at the end of class. You MUST turn in the rough draft with your final draft. You MUST address any changes I tell you to make!
Follow instructions on blue sheet when formatting your Word document.
You must FOLLOW THE OUTLINE when writing your rough draft. Your introduction is more than the thesis statement. You must now add a hook and summary sentences to your introduction. Then include your thesis statement as the last sentence in the introduction. Topic sentences must be written for each body paragraph. You will take the quotes you used as support and incorporate them into your own words. (Avoid starting a sentence with a quote. You may want to write something like this: Hawthorne describes Dr. Heidegger's study as "_____," which makes the reader think that the doctor is _____.)
The hook statement: this is one sentence that is a general, true statement about life. It doesn't refer to anything specific about the story; it refers to a theme or moral of the story.
If you include the author and title of the story in the summary portion of the introduction, you can remove those parts from your thesis statement.
Titles of short stories go in "Quotation Marks." For example:
In Nathaniel Hawthorne's "Dr. Heidegger's Experiment..."
"The Devil and Tom Walker" by Washington Irving
Edgar Allan Poe's "Masque of the Red Death"
Until you have each required sentence in your final draft, your essay will be considered "incomplete."
Print and turn in your final draft by the end of class today. You must staple your rough draft to the back of the final draft. Failure to do so will result in you not being able to revise the final draft (in the case that you don't have a passing grade. Also, you MUST address the comments I made on the rough draft in order to make further revisions to the essay after it has been graded).
Monday, November 10.
Today you will type your final draft. You have to add a hook and summary to the introduction. You should also add to the conclusion. FOLLOW THE OUTLINE. The quotes you have found as support need to be embedded into your own sentences. Avoid starting a sentence with a quote. You may want to write something like this: Hawthorne describes Dr. Heidegger's study as "_____," which makes the reader think that the doctor is _____.
Final drafts are due tomorrow at the end of class. You MUST turn in the rough draft with your final draft. You MUST address any changes I tell you to make!
Follow instructions on blue sheet when formatting your Word document.
Click "class calendar" in the menu bar above for daily agendas. See The Crucible link in the menu for documents students received while they read The Crucible.
ATTENTION: May 7, 8, & 9, 2013 meet in Tucker 128!
Thursday, May 2: Library (LAST DAY!)
TODAY: Please have your yellow sheet out so Mrs. W can get the topics you are researching.
This is the last day we're in the library. If you finish your mini-poster in class, you can turn it in without using color! If you turn it in tomorrow, the color is required!
What to expect on Friday: Turn in your research (you don't have to type or write your information, but it will help you condiserably to write the summary of your research!) Turn in the mini-poster. Write a summary of the information you researched (for the 1960s topic AND both Beatles's songs.
IMPORTANT NOTE: you will NOT get to use any printouts or notes! You have to KNOW the information!). Present information about the 1960s topic and songs (using the mini-poster).
IF YOU NEED TO MAKE UP TUESDAY'S TEST: come to the library after school today or the classroom before school tomorrow to take the test.
This is the last day we're in the library. If you finish your mini-poster in class, you can turn it in without using color! If you turn it in tomorrow, the color is required!
What to expect on Friday: Turn in your research (you don't have to type or write your information, but it will help you condiserably to write the summary of your research!) Turn in the mini-poster. Write a summary of the information you researched (for the 1960s topic AND both Beatles's songs.
IMPORTANT NOTE: you will NOT get to use any printouts or notes! You have to KNOW the information!). Present information about the 1960s topic and songs (using the mini-poster).
IF YOU NEED TO MAKE UP TUESDAY'S TEST: come to the library after school today or the classroom before school tomorrow to take the test.
Wednesday, May 1: Library
The week before finals, we will watch Across the Universe, a musical (the songs are part of the script, so you need to actually listen to the songs!) that uses only Beatles songs, set during the late 1960s. So that you will better understand what's going on in the movie, you will research a topic from the 1960s and 2 Beatles' songs. Your research will consist of gathering and compiling information, creating a mini-poster for the 2 songs, and writing a summary of the information in class on Friday. You will not have any notes with you on Friday when you write your summary, so you need to make sure you know your stuff! After you write your summary, you will present your information to the class.
Research:
**For part 1 (1960s topic), you can work with a partner. Everyone will have different songs though!
If working with a partner, please get your assignments at the same time so you will have the same Part 1 topic to research.
**I don't mind if you use Wikipedia, but remember that is it highly discouraged to use Wikipedia as a source when writing academic papers! For the songs, you may want to try out songfacts.com.
What to expect on Friday: Turn in your research (you don't have to type or write your information, but it will help you condiserably to write the summary of your research!) Turn in the mini-poster. Write a summary of the information you researched (for the 1960s topic AND both Beatles's songs. NOTE: you will NOT get to use any printouts or notes! You have to KNOW the information!). Present information about the 1960s topic and songs (using the mini-poster).
Research:
**For part 1 (1960s topic), you can work with a partner. Everyone will have different songs though!
If working with a partner, please get your assignments at the same time so you will have the same Part 1 topic to research.
**I don't mind if you use Wikipedia, but remember that is it highly discouraged to use Wikipedia as a source when writing academic papers! For the songs, you may want to try out songfacts.com.
What to expect on Friday: Turn in your research (you don't have to type or write your information, but it will help you condiserably to write the summary of your research!) Turn in the mini-poster. Write a summary of the information you researched (for the 1960s topic AND both Beatles's songs. NOTE: you will NOT get to use any printouts or notes! You have to KNOW the information!). Present information about the 1960s topic and songs (using the mini-poster).
Vocabulary 31-40 assignment
31-40_practice.pdf | |
File Size: | 44 kb |
File Type: |
22-26 April
Monday, April 22 - 1st period worked on vocabulary 31-40. There will be a quiz on Monday. 2nd-7th will have a vocab quiz and start reading "Lives of the Dead." There will be a quiz over this story on Friday.
Tuesday, April 23 - Math TAKS test.
Wednesday, April 24 - Science TAKS test. Schedule is as follows: 3, 4, 6, 7, 5, lunch, 1, 2. 1st period vocabulary quiz.
Thursday, April 25 - Social Studies TAKS test. Schedule is as follows: 1,2,6,7,5, lunch, 3,4
Friday, April 26 - "Lives of the Dead" quiz
Tuesday, April 23 - Math TAKS test.
Wednesday, April 24 - Science TAKS test. Schedule is as follows: 3, 4, 6, 7, 5, lunch, 1, 2. 1st period vocabulary quiz.
Thursday, April 25 - Social Studies TAKS test. Schedule is as follows: 1,2,6,7,5, lunch, 3,4
Friday, April 26 - "Lives of the Dead" quiz
1-5 April
Monday, 1 April. vocabulary practice activities in journal. Students received "On the Rainy River" writing assignment, due Wednesday. There will be a vocabulary test on Friday.
Tuesday, 2 April. Vocab practice. Started reading "How to Tell a True War Story" - started on analysis worksheet. There will be a quiz over this story on Friday.
Wednesday, 3 April. Vocab practice. Finish "War Story"
Thursday, 4 April. Vocab practice. Analyze stories as true war stories. Write a paragraph (group assignment)
Friday, 5 April. We will listen to a Vietnam veteran speak to our classes. Meet in the theater. Friday's assignments/test/quiz has been moved to Monday!
Tuesday, 2 April. Vocab practice. Started reading "How to Tell a True War Story" - started on analysis worksheet. There will be a quiz over this story on Friday.
Wednesday, 3 April. Vocab practice. Finish "War Story"
Thursday, 4 April. Vocab practice. Analyze stories as true war stories. Write a paragraph (group assignment)
Friday, 5 April. We will listen to a Vietnam veteran speak to our classes. Meet in the theater. Friday's assignments/test/quiz has been moved to Monday!
25-28 March
Monday, March 25. Students had 30 minutes to work on TTTC and "Love" questions. There was a quiz over both chapters at the end of class.
Tuesday, March 26. Begin reading "On the Rainy River" (chapter 4, page 39-61). "ORR" packet is due Thursday, March 28.
Wednesday, March 27. Continue reading "ORR"
Thursday, March 8. Finish "ORR" and finish packet. Next 2 chapters: "Enemies" & "Friends" given with questions to answer. Turn in when finished. If not finished in class, due Monday.
Tuesday, March 26. Begin reading "On the Rainy River" (chapter 4, page 39-61). "ORR" packet is due Thursday, March 28.
Wednesday, March 27. Continue reading "ORR"
Thursday, March 8. Finish "ORR" and finish packet. Next 2 chapters: "Enemies" & "Friends" given with questions to answer. Turn in when finished. If not finished in class, due Monday.
Copy of vocabulary handouts for words 11-30
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18-22 March
Monday, March 18. Introduction to The Things They Carried : Why Vietnam. Antiwar Comic Book by Julian Bond, additional background information.
Tuesday, March 19. Make up vocabulary quiz (for those absent March 8). Analyze Vietnam protest songs. Find list on The Things They Carried page.
Wed - Friday. Students read "The Things They Carried" and were given "Love" as homework.
Tuesday, March 19. Make up vocabulary quiz (for those absent March 8). Analyze Vietnam protest songs. Find list on The Things They Carried page.
Wed - Friday. Students read "The Things They Carried" and were given "Love" as homework.
25 February - 1 March
Monday: Write TAKS-based essay.
Tuesday: Finish essay; grammar practice
Wednesday - Friday: Revising, editing, grammar practice
Tuesday: Finish essay; grammar practice
Wednesday - Friday: Revising, editing, grammar practice
19-22 February 2013
Tuesday, 19 February. Of Mice and Men test. Journals and chronolog/irony/etc handout due.
Wednesday - Friday: TAKS prep. Read an excerpt from "The Body" by Stephen King and answer questions, including 4 OERs.
Wednesday - Friday: TAKS prep. Read an excerpt from "The Body" by Stephen King and answer questions, including 4 OERs.
18 February 2013. Mrs. W was out today. Below is a copy of the day's instructions & notices.
18_february_2013.pdf | |
File Size: | 87 kb |
File Type: |
11-15 February 2013
Monday: Finish reading Chapter 4
Tuesday: Chapter 4 quiz; text connection due. Begin Chapter 5
Wednesday: The book should be finished before coming to class tomorrow! There is a quiz over Ch 5 & 6 tomorrow! If anyone needs to check out a book, they are to sign up and get one at the end of lunch or after school between 3:45 and 4. THE OF MICE AND MEN TEST WILL BE NEXT TUESDAY, FEBRUARY 19.
Thursday: Ch 5 & 6 quiz. after-reading activities
Friday: after-reading activities
Tuesday: Chapter 4 quiz; text connection due. Begin Chapter 5
Wednesday: The book should be finished before coming to class tomorrow! There is a quiz over Ch 5 & 6 tomorrow! If anyone needs to check out a book, they are to sign up and get one at the end of lunch or after school between 3:45 and 4. THE OF MICE AND MEN TEST WILL BE NEXT TUESDAY, FEBRUARY 19.
Thursday: Ch 5 & 6 quiz. after-reading activities
Friday: after-reading activities
4-8 February 2013
Monday: Chapter 1&2 quiz. Read Chapter 3. Chapter 3 questions given.
Tuesday: Continue Chapter 3.
Wednesday: TAKS Essay evaluations; benchmark essays returned
Thursday: Chapter 3 quiz; watch Chapters 2 & 3.
Friday: Chapter 4 assignments: embedding quotes, text connection, questions. Begin reading Chapter 4. Grade reports were handed out. Return signed for 3 test points by Tuesday, Feb 12.
Tuesday: Continue Chapter 3.
Wednesday: TAKS Essay evaluations; benchmark essays returned
Thursday: Chapter 3 quiz; watch Chapters 2 & 3.
Friday: Chapter 4 assignments: embedding quotes, text connection, questions. Begin reading Chapter 4. Grade reports were handed out. Return signed for 3 test points by Tuesday, Feb 12.
SEMESTER 2: Week 2. 28 January - 1 February
Students started reading Of Mice and Men this week. Of Mice and Men handouts can be found on the Of Mice and Men page (see menu above)
Monday: Anticipation Guide (due Tuesday). Read Chapter 1. Chapter 1 questions...these will NOT be turned in. Journals will be graded, so it is important that you answer journal questions on each chapter question handout. (Students had 10-15 minutes to work on Chapter 1 questions)
Tuesday: Chapter 1 Characterization & Character Analysis
Wednesday: Vocabulary Test; watch Chapter 1. (Students had about 20 minutes to work on Chapter 1 questions)
Thursday: Chapter 2 questions were handed out. Start reading Chapter 2. There will be a quiz over Chapters 1 & 2 on MONDAY, February 4. ( A copy of Chapter 2 questions is on the "Of Mice and Men" page). Grade reports were handed out. Any missing/incomplete work must be turned in by TOMORROW for a max grade of 50. The vocabulary handout can be found here. The Of Mice and Men anticipation guide is on the Of Mice and Men page.
Friday: Late/incomplete work was supposed to be turned in today. All incompletes are now zeroes. Students had the class period to finish up Chapter 2. They were reminded of the quiz over Chapters 1 & 2 on Monday.
Monday: Anticipation Guide (due Tuesday). Read Chapter 1. Chapter 1 questions...these will NOT be turned in. Journals will be graded, so it is important that you answer journal questions on each chapter question handout. (Students had 10-15 minutes to work on Chapter 1 questions)
Tuesday: Chapter 1 Characterization & Character Analysis
Wednesday: Vocabulary Test; watch Chapter 1. (Students had about 20 minutes to work on Chapter 1 questions)
Thursday: Chapter 2 questions were handed out. Start reading Chapter 2. There will be a quiz over Chapters 1 & 2 on MONDAY, February 4. ( A copy of Chapter 2 questions is on the "Of Mice and Men" page). Grade reports were handed out. Any missing/incomplete work must be turned in by TOMORROW for a max grade of 50. The vocabulary handout can be found here. The Of Mice and Men anticipation guide is on the Of Mice and Men page.
Friday: Late/incomplete work was supposed to be turned in today. All incompletes are now zeroes. Students had the class period to finish up Chapter 2. They were reminded of the quiz over Chapters 1 & 2 on Monday.
17-21 December
Monday & Tuesday, students reviewed for test and worked on Gatsby projects.
Wednesday: Gatsby test
Thursday: Gatsby projects due and Gatsby party
Friday: snowflake making, thank you for coming to school the day we get out for break!
Students who failed the Gatsby test: There will be a re-test given on January 8 (during tutorials or after school). You can make up to a 70 on this; no extra credit will be added. There is also no review. It is NOT the same test taken on Wednesday!
Wednesday: Gatsby test
Thursday: Gatsby projects due and Gatsby party
Friday: snowflake making, thank you for coming to school the day we get out for break!
Students who failed the Gatsby test: There will be a re-test given on January 8 (during tutorials or after school). You can make up to a 70 on this; no extra credit will be added. There is also no review. It is NOT the same test taken on Wednesday!
10-14 December
Monday, 10 December. Students took a quiz over Chapters 4-6. Chapter questions & replacement grade were due. Students watched the movie from around Chapter 6 to the middle of Chapter 7. We will start reading from the middle of Chapter 7 on Wednesday and finish the book by Friday. They were assigned an OER question for Chapter 7 (and were given the excerpt to use when answering). This is a quiz grade, due Wednesday, will not be accepted late. Chapter 7-9 quiz is on Monday.
Tuesday, 11 December. Students wrote the missing scene from Chapter 5 (when Nick left Daisy and Gatsby in his house alone).
Wednesday, 12 December. Students read the second half of Chapter 7 and worked on Chapter 7 questions.
Thursday, 13 December. Students read Chapter 8 and worked on questions. They could move on to Chapter 9 if they wanted. Tomorrow I will read part of Chapter 9, and they will finish. This will be THE END of the novel!
Friday, 14 December. Students read Chapter 9 and worked on questions. Chapter 7-9 quiz is on Monday; Chapter 7 questions are due Monday.
Tuesday, 11 December. Students wrote the missing scene from Chapter 5 (when Nick left Daisy and Gatsby in his house alone).
Wednesday, 12 December. Students read the second half of Chapter 7 and worked on Chapter 7 questions.
Thursday, 13 December. Students read Chapter 8 and worked on questions. They could move on to Chapter 9 if they wanted. Tomorrow I will read part of Chapter 9, and they will finish. This will be THE END of the novel!
Friday, 14 December. Students read Chapter 9 and worked on questions. Chapter 7-9 quiz is on Monday; Chapter 7 questions are due Monday.
3-7 December
Monday, 3 December. Mrs. Woodliff was out sick today. Students were given the Chapter 3 Wordle assignment below. Due Tuesday.
Tuesday, 4 December. Students read Chapter 3. TOMORROW: Quiz over Chapters 1-3 and 1920s info search. Info search is also due.
Wednesday, 5 December. Quiz: Chapters 1-2 & 1920s info. DUE: 1920s info search. After the quiz: JOURNAL. Students worked together to analyze and link characters. They also found text evidence to support a number of The Great Gatsby's motifs.
Thursday, 6 December. Students read Chapter 4 and answered Chapter 4 questions.
Friday, 7 December. Chapters 5 & 6 with questions. There will be a quiz over Chapters 4-6 on Monday. Replacement grade option was given and is due Monday (see document below)
Tuesday, 4 December. Students read Chapter 3. TOMORROW: Quiz over Chapters 1-3 and 1920s info search. Info search is also due.
Wednesday, 5 December. Quiz: Chapters 1-2 & 1920s info. DUE: 1920s info search. After the quiz: JOURNAL. Students worked together to analyze and link characters. They also found text evidence to support a number of The Great Gatsby's motifs.
Thursday, 6 December. Students read Chapter 4 and answered Chapter 4 questions.
Friday, 7 December. Chapters 5 & 6 with questions. There will be a quiz over Chapters 4-6 on Monday. Replacement grade option was given and is due Monday (see document below)
replacement_grade.pdf | |
File Size: | 183 kb |
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chapter_3_wordles.pdf | |
File Size: | 413 kb |
File Type: |
26-30 November
Tuesday, 11/27: Journal. Grammar (collo, short for collocation, a high-frequency word combination). The American Dream Poll. Read article "What Happens to the American Dream in a Recession?" Analyze/compare/contrast statistics in article. Answer questions that follow. (See "Gatsby" page for handouts)
Monday, 11/26: Journal. Vocabulary 31-40: word associations and images, due Wednesday. (Vocabulary handout can be found on Vocabulary Page). Vocab quiz this Friday.
Monday, 11/26: Journal. Vocabulary 31-40: word associations and images, due Wednesday. (Vocabulary handout can be found on Vocabulary Page). Vocab quiz this Friday.
nov_26-30_2012.pdf | |
File Size: | 280 kb |
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12-16 November: Gothic Lit, Hawthorne
Monday, 12 November: Students watched "Vincent" by Tim Burton, identified gothic protagonist characteristics in Vincent, and compared Vincent to the speaker of "Alone." Find handout here. Students made collages with images that represent vocabulary words 21-30.
Tuesday, 13 November: 1st, 2nd, 3rd periods, students read a paragraph from "Dr. Heidegger's Experiment" and answered 2 OER questions. See document below.
Wednesday, 14 November. Students read "Dr. Heidegger's Experiment." What kind of a man is Dr. H? what can we learn from his experiment? See below for copy of story and questions.
Thursday, 15 November. Students worked in groups to answer theme questions over Dr. H. (Those questions are at the end of the story.) They then chose one of the questions to answer in paragraph form (as a group).
Tuesday, 13 November: 1st, 2nd, 3rd periods, students read a paragraph from "Dr. Heidegger's Experiment" and answered 2 OER questions. See document below.
Wednesday, 14 November. Students read "Dr. Heidegger's Experiment." What kind of a man is Dr. H? what can we learn from his experiment? See below for copy of story and questions.
Thursday, 15 November. Students worked in groups to answer theme questions over Dr. H. (Those questions are at the end of the story.) They then chose one of the questions to answer in paragraph form (as a group).
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5-9 November: Gothic Lit, Poe, Masque of the Red Death
Copies of PowerPoint notes and handouts can be found on the "Gothic Literature" page.
Monday, 5 November. Essays due. Gothic literature notes. Read about Edgar Allan Poe and answer questions. Predict elements of "Masque of the Red Death." Read poem, "Alone," paraphrase, analyze speaker.
Tuesday, 6 November. Students listened to, then read, "Masque of the Red Death." They have questions within the story to answer (should be completed before Wednesday).
Wednesday, 7 November. Students completed graphic organizers for 2 vocab words. They had time to work together to discuss Masque and answer questions. They worked in groups to analyze themes. QUIZ TOMORROW!
See below for handout with information about quiz/test dates, replacement/makeup grades, and extra credit.
Monday, 5 November. Essays due. Gothic literature notes. Read about Edgar Allan Poe and answer questions. Predict elements of "Masque of the Red Death." Read poem, "Alone," paraphrase, analyze speaker.
Tuesday, 6 November. Students listened to, then read, "Masque of the Red Death." They have questions within the story to answer (should be completed before Wednesday).
Wednesday, 7 November. Students completed graphic organizers for 2 vocab words. They had time to work together to discuss Masque and answer questions. They worked in groups to analyze themes. QUIZ TOMORROW!
See below for handout with information about quiz/test dates, replacement/makeup grades, and extra credit.
datesandreplacementgradeoptions.pdf | |
File Size: | 76 kb |
File Type: |
29 October - 2 November: Dead Poets Society
Monday - Wednesday, students watched Dead Poets Society. They had questions to answer for each day's viewing which include analyzing the movie for romantic and transcendental characteristics. Thursday and Friday, students will write an essay in which they analyze 2 romantic &/or transcendental characteristics expressed in the movie. Essays will be due Monday, November 5.
dead_poets_society_analysis_essay.pdf | |
File Size: | 45 kb |
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22-26 October: Transcendentalism
22-26_october_2012.pdf | |
File Size: | 885 kb |
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Week 8: 15-19 October. Transcendentalism
See documents below for each day (includes PowerPoint notes and daily instructions. See Mrs. Woodliff for handouts.) (Please pay attention to which classes did which activities! CHS & Beyond and walk-throughs resulted in some classes doing different things on different days!)
15_october_transcendental_notes.pdf | |
File Size: | 695 kb |
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16_october_2012.pdf | |
File Size: | 118 kb |
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18_october_2012.pdf | |
File Size: | 202 kb |
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19_october_2012.pdf | |
File Size: | 110 kb |
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Week 7: 9-12 October. Romanticism; Devil & Tom Walker
9_october_journal_and_romanticism_notes.pdf | |
File Size: | 886 kb |
File Type: |
romanticism_notes.doc | |
File Size: | 52 kb |
File Type: | doc |
10_october_2012.pdf | |
File Size: | 61 kb |
File Type: |
•11 October 2012
VOCABULARY
“The Devil and Tom Walker”
•Finish reading
•Analyze character, mood, imagery
12 OCTOBER 2012
Take Vocabulary Test and Devil & Tom Walker Quiz
Literary Analysis Paragraph assignment (see below for copy of handout). Due Tuesday. Get 10 extra points for turning in on Monday.
VOCABULARY
“The Devil and Tom Walker”
•Finish reading
•Analyze character, mood, imagery
12 OCTOBER 2012
Take Vocabulary Test and Devil & Tom Walker Quiz
Literary Analysis Paragraph assignment (see below for copy of handout). Due Tuesday. Get 10 extra points for turning in on Monday.
analysis_paragraph_assignment_and_example.pdf | |
File Size: | 205 kb |
File Type: |
1 - 5 October 2012
1_october_2012.pdf | |
File Size: | 254 kb |
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2_oct_2012.pdf | |
File Size: | 129 kb |
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3_october_2012.pdf | |
File Size: | 118 kb |
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Today, students took the Declaration of Independence quiz and wrote in their journal about this topic: "Independence."
5_october_2012.pdf | |
File Size: | 137 kb |
File Type: |
Week 5: 24-28 September. The Crucible; McCarthyism; Argument
Monday, 24 September. Students took The Crucible test.
Tuesday, 25 September. Students worked on Character Analysis Paragraphs and Essay Corrections. They were given a sample char analysis parag and instructions on how to write an introduction for a literary analysis paragraph.
Wednesday, 26 September. Mrs. Woodliff was out today. Students read McCarthy-Crucible connections (page 217 in the textbook) and were to answer questions (due thursday)
Thursday, 27 September. Students took a quiz over the McCarthy-Crucible connection passages. They wrote in their journals, then had time to work on vocabulary (due beginning of class Friday).
Friday, 28 September. Students turned in vocabulary. They wrote in their journals, took notes over persuasive appeals & techniques, and identified those appeals & techniques in commercials.
Tuesday, 25 September. Students worked on Character Analysis Paragraphs and Essay Corrections. They were given a sample char analysis parag and instructions on how to write an introduction for a literary analysis paragraph.
Wednesday, 26 September. Mrs. Woodliff was out today. Students read McCarthy-Crucible connections (page 217 in the textbook) and were to answer questions (due thursday)
Thursday, 27 September. Students took a quiz over the McCarthy-Crucible connection passages. They wrote in their journals, then had time to work on vocabulary (due beginning of class Friday).
Friday, 28 September. Students turned in vocabulary. They wrote in their journals, took notes over persuasive appeals & techniques, and identified those appeals & techniques in commercials.
Week 4: 17-21 September. The Crucible continued
Friday, 21 September. Students will write character analysis paragraphs. Essays will be handed back with an opportunity to correct. Essay corrections & character analysis paragraphs are due Wednesday, September 26. (A copy of the original essay assignment and additional information for the outline can be found here.)
Thursday, 20 September. Students watched Act 4, received Act 4 questions and a review for Monday's test. Act 4 questions are due Monday.
Wednesday, 19 September. Students finished reading Act 3 aloud. Those who failed the Act 2 quiz have Act 3 questions due Thursday.
Tuesday, 18 September. Students took a quiz over Act 2, received Act 3 questions, and listened to part of Act 3.
Monday, 17 September. Students watched Act 2. They had time to answer Act 2 questions and should be prepared for a quiz over Act 2 tomorrow.
Thursday, 20 September. Students watched Act 4, received Act 4 questions and a review for Monday's test. Act 4 questions are due Monday.
Wednesday, 19 September. Students finished reading Act 3 aloud. Those who failed the Act 2 quiz have Act 3 questions due Thursday.
Tuesday, 18 September. Students took a quiz over Act 2, received Act 3 questions, and listened to part of Act 3.
Monday, 17 September. Students watched Act 2. They had time to answer Act 2 questions and should be prepared for a quiz over Act 2 tomorrow.
Week 3: 10-14 September. Introducing The Crucible
Friday, 14 September. Stuents listened to most of Act 2, then read the last 3 pages aloud. They should work on Act II questions (reading check, literary analysis).
Thursday, 13 September. Students took a vocabulary test. They then listened to the first 4 (or so) pages of Act 2.
Wednesday, 12 September. Students wrote in their journals, completed Skillsbook page 62, read an article about children accused of witchcraft, and answered questions about the article.
Tuesday, 11 September. Students took some notes over Crucible characters. They watched Act I. If you were absent, you need to read Act 1 in the textbook, pages 138-162.
Monday, 10 September. Students gathered background information about Puritanism, McCarthyism, and the Red Scare.
27 August -7 September. Weeks 1 & 2 of 2012-2013 School Year ("It Happened on a Friday"/Essay/Vocab)
Friday, 7 September. Essays due BEGINNING OF CLASS (or considered late). Students were given vocabulary words #1-10. They should use a dictionary to complete it. Time permitting, students completed "cinquain" and "acrostic poem" activities for vocabulary words.
Thursday, 6 September. Students had the full class to work on their essays.
Wednesday, 5 September. Students were assigned a literary analysis essay over "It Happened on a Friday" or one of the longer articles read on Tuesday. They will work on the essay in class today and on Thursday. It is due Friday, September 7.
Tuesday, 4 September. Students worked in groups: read articles, watched news clips.
Friday, 31 August. "It Happened on a Friday" quiz. Students read short news articles in groups. Skillsbook Capitalization pretest pages 41 & 42.
Thursday, 30 August. Students finished reading "It Happened on a Friday" and finished answering open-ended responses.
Wednesday, 29 August. Students started reading "It Happened on a Friday" and answered 2 open-ended questions.
Tuesday, 28 August. 6-word memoirs. Anywhere but here. I would like to be...
Monday, 27 August. Syllabus.
Thursday, 6 September. Students had the full class to work on their essays.
Wednesday, 5 September. Students were assigned a literary analysis essay over "It Happened on a Friday" or one of the longer articles read on Tuesday. They will work on the essay in class today and on Thursday. It is due Friday, September 7.
Tuesday, 4 September. Students worked in groups: read articles, watched news clips.
Friday, 31 August. "It Happened on a Friday" quiz. Students read short news articles in groups. Skillsbook Capitalization pretest pages 41 & 42.
Thursday, 30 August. Students finished reading "It Happened on a Friday" and finished answering open-ended responses.
Wednesday, 29 August. Students started reading "It Happened on a Friday" and answered 2 open-ended questions.
Tuesday, 28 August. 6-word memoirs. Anywhere but here. I would like to be...
Monday, 27 August. Syllabus.
22 May 2012 The Five People You Meet in Heaven
Students continued watching the movie today.
21 May 2012
The Five People You Meet in Heaven; Song Meaning Corrections
Students started watching The Five People You Meet in Heaven. Questions for this movie will be given on Wednesday when the movie is over. Pay attention to: setting, theme, characters.
Song Meanings (with Works Cited) were returned today. Corrections are due this Friday. You must turn in the originally graded work with the corrections. Below are instructions for setting up a Word document in MLA format (give in class when this assignment was started). There is also a sample paper/works cited you need to view. It has some notations you should check out.
Song Meanings (with Works Cited) were returned today. Corrections are due this Friday. You must turn in the originally graded work with the corrections. Below are instructions for setting up a Word document in MLA format (give in class when this assignment was started). There is also a sample paper/works cited you need to view. It has some notations you should check out.
Original instructions for this assignment
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Setting up Word document
Sample for Corrections
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18 May 2012 - University Research, Poster
If you aren't finished filling out the information sheet (front & back), finish it now.
Then start creating your poster. There are map colors available if you are ready to print and want to add color.
**You need the information on the info sheet to complete the poster. Don't turn the info sheet in until the poster is finished!
Turn in work to the tray by Mrs. Woodliff's computer.
See yesterday's instructions if you were absent. I also added a couple suggestions.
REMEMBER: Both of these assignments are due Monday, beginning of class. No late work will be accepted! Keep the yearbooks put away until you are finished!
Then start creating your poster. There are map colors available if you are ready to print and want to add color.
**You need the information on the info sheet to complete the poster. Don't turn the info sheet in until the poster is finished!
Turn in work to the tray by Mrs. Woodliff's computer.
See yesterday's instructions if you were absent. I also added a couple suggestions.
REMEMBER: Both of these assignments are due Monday, beginning of class. No late work will be accepted! Keep the yearbooks put away until you are finished!
17 May 2012 - University Research. NO PHONES! duh!
If you are turning in your short story today, it's due at the beginning of
class. NOW. Make sure everyone's name is on it. If your name is not on it, you won't get credit for the story!
TODAY:
You will choose 2 universities (any 2, must be 4-year colleges).
You will use http://collegenavigator.gov to find your information. (see image below for more details about how to use College Navigator) ** to find the application deadline, you may have to do a search on the university's website ** **application fee is under the "admissions" tab on College Navigator **
After gathering the information, you will create a poster for one of the universities. The purpose of the poster is to inform high school students about these universities.
You will NOT turn any of this in today.
When you finish choosing your universities, go HERE and follow instructions for leaving a comment.
class. NOW. Make sure everyone's name is on it. If your name is not on it, you won't get credit for the story!
TODAY:
You will choose 2 universities (any 2, must be 4-year colleges).
You will use http://collegenavigator.gov to find your information. (see image below for more details about how to use College Navigator) ** to find the application deadline, you may have to do a search on the university's website ** **application fee is under the "admissions" tab on College Navigator **
After gathering the information, you will create a poster for one of the universities. The purpose of the poster is to inform high school students about these universities.
You will NOT turn any of this in today.
When you finish choosing your universities, go HERE and follow instructions for leaving a comment.
14-18 May
Monday - Wednesday, 14-16 May. Students are working on their short stories. They are due at the end of class on Wednesday. Students who are taking the Alg II STAAR Field Test will turn theirs in at the beginning of class on Thur, May 17.
classes will meet in Carlyle 20 on May 17 and 18.
classes will meet in Carlyle 20 on May 17 and 18.
9-11 May
Students are working on Assignment #2: Create a short story using songs. Character sketches are due Friday (each student must create 2 characters). Settings (group) are due Friday. Stories are due May 16. There was a vocabulary test May 9. Students who failed it or are not happy with their grade can find 10 new words on the "literacy, Vocabulary" page. They will need to study these new words AND the words tested over on May 9. A new test over these 20 words will be offered Monday, May 21 AFTER school or Tuesday, May 22 during MANDATORY TUTORIALS.
8 May - 7th period, Carlyle Lab Vocabulary Test is TOMORROW!
Read May 7 instructions below.
If you were here Friday, anything not finished today is due at the beginning of class tomorrow...unless you were absent Friday.
If you were absent Friday, your work is due at the beginning of class this Thursday, May 10. Read over Assignment #2 (2nd page of yellow packet). Go ahead and print out song lyrics you think you will want to use; we will not be returning to the computer lab.
If you were here Friday, anything not finished today is due at the beginning of class tomorrow...unless you were absent Friday.
If you were absent Friday, your work is due at the beginning of class this Thursday, May 10. Read over Assignment #2 (2nd page of yellow packet). Go ahead and print out song lyrics you think you will want to use; we will not be returning to the computer lab.
7 May - Carlyle Lab Instructions Dont forget: Vocab Test tomorrow! For EVERYONE!
Today you will finish what you didn't finish on Friday.
If you were absent Friday, get the packets from Mrs. Woodliff. Read Friday's instructions. Read the first page of the yellow packet (front & back). Follow instructions on first page of white packet to format your paper. If you don't finish today (and were absent Friday), you must complete this outside of class and turn it in at the beginning of class on Wednesday. You will NOT be allowed to print during class; Mrs. Woodliff will NOT print for you! You must come to class prepared to turn it in.
When typing your Works Cited page - TYPE it, don't use bibme, easybib, citationmachine, etc. to do this.
Write the sentences about your songs (3 sentences per song - tell what the song means, what it's about to you. Each song will be a paragraph - you must indent. You must also embed the quote from the song into your own sentences. If you typed "Here I will write about my first song..." DELETE THAT NOW and actually write about the song!
When finished, print to Carlyle 19, staple, and turn in.
Here is a sample paragraph and Works Cited entry:
If you were absent Friday, get the packets from Mrs. Woodliff. Read Friday's instructions. Read the first page of the yellow packet (front & back). Follow instructions on first page of white packet to format your paper. If you don't finish today (and were absent Friday), you must complete this outside of class and turn it in at the beginning of class on Wednesday. You will NOT be allowed to print during class; Mrs. Woodliff will NOT print for you! You must come to class prepared to turn it in.
When typing your Works Cited page - TYPE it, don't use bibme, easybib, citationmachine, etc. to do this.
Write the sentences about your songs (3 sentences per song - tell what the song means, what it's about to you. Each song will be a paragraph - you must indent. You must also embed the quote from the song into your own sentences. If you typed "Here I will write about my first song..." DELETE THAT NOW and actually write about the song!
When finished, print to Carlyle 19, staple, and turn in.
Here is a sample paragraph and Works Cited entry:
May the Fourth Be with You - Carlyle Lab Instructions
Turn in your song list (5-10 songs)
Today, you will start a writing assignment that requires embedded quotes with parenthetical citations and a Works Cited page.
Follow the instructions carefully.
What is a Works Cited page? You can't have a works cited page without a piece of writing that has, well, works that are cited in it. In MLA format, we cite those using "parenthetical citations." After using a direct quote or information you got from another source (meaning NOT YOU), you must cite where the information came from. You do that by putting the author's last name in parentheses, then following with a period to end the sentence. If there is no author, use the title of the article/poem/song/story - these go in quotation marks.
For today's purpose, you will use the artist (singer). If you are writing about songs from the same artist, you will have to use the song title rather than the artist. So, in order to keep it simpler, choose songs by different artists.
After reading through the yellow assignment packet, you should go ahead and choose the 2 songs you will write about.
Next, you will open a Word Document and format your paper. Follow the instructions on the white packet (and DO NOT LOSE THIS PACKET!)
WHEN YOU ARE READY TO START WRITING ABOUT THE SONGS: the "paragraphs" you write about each song are supposed to be about what the song means, to you - your opinion, how YOU perceive the song. You are not supposed to look online to see what others think it means or what the songwriter says it means. There should be no research done for this part of the assignment. When using direct quotes, you must embed them...remember: "sandwich" them in between your own words. Do NOT "drop" them in between your sentences. Include them in your sentences. Direct quotes embedded in your own sentence will flow with the sentence (as if you wrote them yourself...but since you didn't, you will put them in quotation marks). Monday, you will find an example on this website for embedding quotes and using parenthetical citations.
WHEN YOU ARE READY TO PRINT, print to Carlyle 20.
Today, you will start a writing assignment that requires embedded quotes with parenthetical citations and a Works Cited page.
Follow the instructions carefully.
What is a Works Cited page? You can't have a works cited page without a piece of writing that has, well, works that are cited in it. In MLA format, we cite those using "parenthetical citations." After using a direct quote or information you got from another source (meaning NOT YOU), you must cite where the information came from. You do that by putting the author's last name in parentheses, then following with a period to end the sentence. If there is no author, use the title of the article/poem/song/story - these go in quotation marks.
For today's purpose, you will use the artist (singer). If you are writing about songs from the same artist, you will have to use the song title rather than the artist. So, in order to keep it simpler, choose songs by different artists.
After reading through the yellow assignment packet, you should go ahead and choose the 2 songs you will write about.
Next, you will open a Word Document and format your paper. Follow the instructions on the white packet (and DO NOT LOSE THIS PACKET!)
WHEN YOU ARE READY TO START WRITING ABOUT THE SONGS: the "paragraphs" you write about each song are supposed to be about what the song means, to you - your opinion, how YOU perceive the song. You are not supposed to look online to see what others think it means or what the songwriter says it means. There should be no research done for this part of the assignment. When using direct quotes, you must embed them...remember: "sandwich" them in between your own words. Do NOT "drop" them in between your sentences. Include them in your sentences. Direct quotes embedded in your own sentence will flow with the sentence (as if you wrote them yourself...but since you didn't, you will put them in quotation marks). Monday, you will find an example on this website for embedding quotes and using parenthetical citations.
WHEN YOU ARE READY TO PRINT, print to Carlyle 20.
Movie Review Assignment
movie_review.doc | |
File Size: | 55 kb |
File Type: | doc |
23-27 April: Movie Review, TAKS
Tuesday - Thursday. Students are working on the movie review which is due at the end of class. If students pare planning on posting the review on their blog, they don't have to turn the review in, but the review must be posted by 11:59 the night it is due!
Monday, 23 April. Students had time in class to write their movie review. Due dates are as follows:
1st & 2nd: due end of class, April 24.
4th: due end of class, April 25
5th, 6th, 7th: due end of class April 26. (If 5th period doesn't meet on the 26th or meets late, their review will be due Friday, April 27)
Students who are absent from class on the day the review is due will be required to bring their completed review to Mrs. Woodliff's room if they will not have class again until the following week (1st 2nd 4th). If your absence is unexcused, your review will be counted late!
TAKS Schedule
Tuesday, April 24. Sophomores only are testing. Juniors report to their 1st period class at 1:42, then go to 2nd period for the last class of the day.
Wednesday, April 25. Juniors will be taking the math TAKS. They report to 3rd and 4th periods after lunch,.
Thursday, April 26. Sophomores & Juniors will be taking the science TAKS. Students should report to 5th period after being released from testing. The normal school day will resume.
Friday, April 27. Sophomores & Juniors will be taking the social studies TAKS. Students should report to 5th period after being released from testing. The normal school day will resume.
Monday, 23 April. Students had time in class to write their movie review. Due dates are as follows:
1st & 2nd: due end of class, April 24.
4th: due end of class, April 25
5th, 6th, 7th: due end of class April 26. (If 5th period doesn't meet on the 26th or meets late, their review will be due Friday, April 27)
Students who are absent from class on the day the review is due will be required to bring their completed review to Mrs. Woodliff's room if they will not have class again until the following week (1st 2nd 4th). If your absence is unexcused, your review will be counted late!
TAKS Schedule
Tuesday, April 24. Sophomores only are testing. Juniors report to their 1st period class at 1:42, then go to 2nd period for the last class of the day.
Wednesday, April 25. Juniors will be taking the math TAKS. They report to 3rd and 4th periods after lunch,.
Thursday, April 26. Sophomores & Juniors will be taking the science TAKS. Students should report to 5th period after being released from testing. The normal school day will resume.
Friday, April 27. Sophomores & Juniors will be taking the social studies TAKS. Students should report to 5th period after being released from testing. The normal school day will resume.
16-20 April: Peep Shows, Across the Universe
18-20 April. Students are watching Across the Universe and will write a movie review, due the week of TAKS (due dates will differ since classes will be held on different days). Instructions and an outline for the review are provided.
16-17 April. Students are working on The Things They Carried Peep Shows; due Tuesday, April 17.
16-17 April. Students are working on The Things They Carried Peep Shows; due Tuesday, April 17.
10-13 April 2012: The Things They Carried
Friday, 13 April. Today was Day #1 (of 3) to work on Peep Shows.
Thursday, 12 April. Students turned in "The Lives of the Dead" questions. They had time to catch up on recent missing work, work on the Peep Show, and some made up Wednesday's test.
Wednesday, 11 April. Students turned in vocabulary worksheets (optional) and "Notes/In the Field" questions. They took a vocabulary test and a test over the stories read last week. They had time to finish "The Lives of the Dead."
Tuesday, 10 April. Students read "The Lives of the Dead." Any part not finished must be read by the end of class on Thursday, April 12. Questions for the story are due Thursday, April 12.
Thursday, 12 April. Students turned in "The Lives of the Dead" questions. They had time to catch up on recent missing work, work on the Peep Show, and some made up Wednesday's test.
Wednesday, 11 April. Students turned in vocabulary worksheets (optional) and "Notes/In the Field" questions. They took a vocabulary test and a test over the stories read last week. They had time to finish "The Lives of the Dead."
Tuesday, 10 April. Students read "The Lives of the Dead." Any part not finished must be read by the end of class on Thursday, April 12. Questions for the story are due Thursday, April 12.
2-5 April 2012: The Things They Carried
This week, students are reading "Speaking of Courage," "Notes," and "In the Field." There will be a test over these stories on Wednesday, April 11. "Speaking of Courage" questions: due Wednesday, April 4. "Notes" & "In the Field" questions: due Wednesday, April 11. Vocabulary practice worksheets were given on Wednesday, April 4. These are optional and due by Wednesday, April 11. For those who are failing, it is important that they complete these worksheets. Peep show assignment was given April 4; Due April 17 (first major grade of next 6 weeks. Extra credit will be given to those who donate Peeps.) Blackout Poetry: due Thursday, April 5.
OPTIONAL EXTRA CREDIT BLOG PROJECT, due Tuesday, April 10. I have put instructions for how to add a picture to your blog here: http://woodliffenglish3.blogspot.com/2012/04/sample-postsecret-for-tttc-blog-project.html This post includes a sample PostSecret for Of Mice and Men, one I created on my phone using Hipster, a free app.
OPTIONAL EXTRA CREDIT BLOG PROJECT, due Tuesday, April 10. I have put instructions for how to add a picture to your blog here: http://woodliffenglish3.blogspot.com/2012/04/sample-postsecret-for-tttc-blog-project.html This post includes a sample PostSecret for Of Mice and Men, one I created on my phone using Hipster, a free app.
26-30 March 2012: The Things They Carried
Friday, 30 March. Students finished reading "Sweetheart of the Song Tra Bong." They had time to finish the story questions. The Blackout Poetry project was assigned; it is due Thursday, April 5. Find the assignment on the TTTC page. 2nd and 4th periods took the "On the Rainy River" and "Sweetheart Quiz," then had time to work on the blackout poem. Other classes will take the quiz on Monday.
Thursday, 29 March. Students turned in "On the Rainy River" questions. They volunteered to read (aloud) "Sweetheart of the Song Tra Bong," got questions for the story, and began reading. They also received an optional blog project worth a test grade, due April 10. A copy of that project can be found on the "TTTC" page.
Wednesday, 28 March: Students are in the Newton computer lab registering for classes today.
Tuesday, 27 March: Students finished reading "On the Rainy River" and answered questions. They got 10 new vocabulary words; vocab worksheet due Friday. Tomorrow classes will meet in the Newton computer lab for registration. Bring your blue registration sheet to turn in!
Monday, 26 March: Students turned in vocabulary, and questions for “The Man I Killed” and “The Things They Carried” – all due at the beginning of class. They took a quiz over vocabulary, “The Man I Killed” and “The Things They Carried." They got “On the Rainy River” questions – due Thursday, and began reading “On the Rainy River” (p. 39-61)
Thursday, 29 March. Students turned in "On the Rainy River" questions. They volunteered to read (aloud) "Sweetheart of the Song Tra Bong," got questions for the story, and began reading. They also received an optional blog project worth a test grade, due April 10. A copy of that project can be found on the "TTTC" page.
Wednesday, 28 March: Students are in the Newton computer lab registering for classes today.
Tuesday, 27 March: Students finished reading "On the Rainy River" and answered questions. They got 10 new vocabulary words; vocab worksheet due Friday. Tomorrow classes will meet in the Newton computer lab for registration. Bring your blue registration sheet to turn in!
Monday, 26 March: Students turned in vocabulary, and questions for “The Man I Killed” and “The Things They Carried” – all due at the beginning of class. They took a quiz over vocabulary, “The Man I Killed” and “The Things They Carried." They got “On the Rainy River” questions – due Thursday, and began reading “On the Rainy River” (p. 39-61)
19-23 March 2012: The Things They Carried
Friday, 23 March. Mrs. Woodliff was out today. Students finished reading and answering questions to "The Things They Carried." They were given a vocabulary assignment with 10 new words. They should have worked on vocabulary for the rest of class. Vocabulary is due beginning of class on Monday. A link to the vocabulary worksheet can be found on the Literacy Page.
Thursday, 22 March. Students read "The Things They Carried" (chapter 1) and started answering questions. If they didn't finish the chapter, they will need to finish it in class tomorrow. Anyone absent yesterday will be making up the quiz tomorrow in class, or they can come in today during tutorials or after school.
Wednesday, 21 March. Students took an open-book quiz over "Ambush." They got questions for "The Man I Killed" and read it silently in class. Tomorrow they will read "The Things They Carried" aloud and have questions to answer over it, as well.
Tuesday, 20 March. Counselors were in English III classes talking about pre-registration.
Monday, 19 March: Students read "Ambush" in the text book, page 1196. They were given a packet with instructions on the front (from the substitute; Mrs. Woodliff was out today). There will be a quiz on Wednesday.
Thursday, 22 March. Students read "The Things They Carried" (chapter 1) and started answering questions. If they didn't finish the chapter, they will need to finish it in class tomorrow. Anyone absent yesterday will be making up the quiz tomorrow in class, or they can come in today during tutorials or after school.
Wednesday, 21 March. Students took an open-book quiz over "Ambush." They got questions for "The Man I Killed" and read it silently in class. Tomorrow they will read "The Things They Carried" aloud and have questions to answer over it, as well.
Tuesday, 20 March. Counselors were in English III classes talking about pre-registration.
Monday, 19 March: Students read "Ambush" in the text book, page 1196. They were given a packet with instructions on the front (from the substitute; Mrs. Woodliff was out today). There will be a quiz on Wednesday.
9 March 2012: no food or drinks near the computers!
See me if you're taking the SAT tomorrow and want some tips.
If you didn't create your blog yesterday, you must do it today. Be sure to complete #1 and #2 from March 8 before moving on to March 9. For those of you who had trouble getting blogger to work (due to Google account verification problems), I may have found a fix. If you need to finish creating your blog, open the "blogger instruction" PowerPoint below and follow the instructions. If that doesn't work, see Mrs. Woodliff. You get a grade for creating your blog, so if you want to get the 100 TODAY, create your first post, print it, and turn it in!
Today, March 9, you will be researching PTSD and Protest Songs. Open the word document below "March 9 Instructions," and use the Internet to find the information. You can type your information into the Word doc. and print it when finished. Before you print - try to fit everything on one page. We're out of staples!
PRINT TO CARLYLE 20-3
Today, March 9, you will be researching PTSD and Protest Songs. Open the word document below "March 9 Instructions," and use the Internet to find the information. You can type your information into the Word doc. and print it when finished. Before you print - try to fit everything on one page. We're out of staples!
PRINT TO CARLYLE 20-3
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8 & 9 March: Carlyle Computer Lab: FOOD & DRINKS ARE NOT ALLOWED AT THE COMPUTERS. PUT THEM ON THE SHELF TO THE RIGHT OF THE ROOM!
March 8: Grade reports - If you are missing a grade for the TAKS Practice Essay, you must write that today. Get the topic from Mrs. Woodliff. You can go ahead and do #1 below, then move on to #2A when writing the essay. If you are missing a grade for the "Why Soldiers Won't Talk" test, you need to take that now. After finishing, you can move on to #1 & 2 below.
1. The goal for today is to create a blog or website. Technology is being sketchy, so there are a number of things you might have to try before getting this taken care of.
Go to www.blogger.com. Create a blog. You may need to set up a Google account. If you already have a Google account, it will be a shorter setup. When creating your address (url: _________.blogspot.com, you may want to protect your identity and NOT include your full name in the url.
If a phone verification is required, I don't mind if you check your phone in order to get this done; however, if it doesn't work after the 2nd try, just give up for now and try getting it done at home. There is a Blogger app you can get for your phone; you may be able to set up your account that way, too. For those of you who haven't been able to get Blogger working today, go on to March 9 instructions below and start on it. We'll try to get Blogger working tomorrow.
If you have any questions about this blog and it's purpose, see what I've written on my English III blog here: http://woodliffenglish3.blogspot.com/
2.After the account is set up and the blog is created, do one of the following (A or B)
A: Type one of your portfolio pieces. This could be one you already wrote (if you have it with you) or a new one. The TAKS practice essay you wrote will be Portfolio #7. If you haven't written that essay yet, you must write it now. Tag this post "portfolio"
B: read one of the articles below (left-hand column) and write a 60-word response to it. Include the title and author of the article in your blog post. Tag this post "TTTC"
3. After finishing your blog entry, click "publish," print it (select Carlyle 20-3 printer) and turn it in.
4. After finishing this, you can go ahead and type additional portfolio pieces (you will have to do this anyway, so you might as well use this time now. Or, if you have a zero (minor grade) you would like replaced, you can read an article below and respond in 60 words (or read and respond to another article if you chose to complete option B).
1. The goal for today is to create a blog or website. Technology is being sketchy, so there are a number of things you might have to try before getting this taken care of.
Go to www.blogger.com. Create a blog. You may need to set up a Google account. If you already have a Google account, it will be a shorter setup. When creating your address (url: _________.blogspot.com, you may want to protect your identity and NOT include your full name in the url.
If a phone verification is required, I don't mind if you check your phone in order to get this done; however, if it doesn't work after the 2nd try, just give up for now and try getting it done at home. There is a Blogger app you can get for your phone; you may be able to set up your account that way, too. For those of you who haven't been able to get Blogger working today, go on to March 9 instructions below and start on it. We'll try to get Blogger working tomorrow.
If you have any questions about this blog and it's purpose, see what I've written on my English III blog here: http://woodliffenglish3.blogspot.com/
2.After the account is set up and the blog is created, do one of the following (A or B)
A: Type one of your portfolio pieces. This could be one you already wrote (if you have it with you) or a new one. The TAKS practice essay you wrote will be Portfolio #7. If you haven't written that essay yet, you must write it now. Tag this post "portfolio"
B: read one of the articles below (left-hand column) and write a 60-word response to it. Include the title and author of the article in your blog post. Tag this post "TTTC"
3. After finishing your blog entry, click "publish," print it (select Carlyle 20-3 printer) and turn it in.
4. After finishing this, you can go ahead and type additional portfolio pieces (you will have to do this anyway, so you might as well use this time now. Or, if you have a zero (minor grade) you would like replaced, you can read an article below and respond in 60 words (or read and respond to another article if you chose to complete option B).
March 8
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March 9: instructions
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21 February - 6 March
TAKS is Wednesday, March 7. Until then, we will be gearing up for the test. This will include: analyzing essays and open-ended responses; writing essays and open-ended responses; revising; editing; reading aloud; reading silently; discussing; reflecting. On many days, classes will be doing different things depending on strengths and weaknesses. I will post when all classes do the same activities. If there isn't a post for a specific day, check with Mrs. Woodliff to see what you missed.
15 February 2012
Today students read an excerpt from Stephen King's "The Body." They answered some basic questions and chose 3 out of 5 open-ended questions to answer.
14 February 2012
Today students wrote the love letter (assigned with research) and made Valentine cards. These are worth part of a major grade. Love letters must be at least 50 words and must be relevant to the research (no generic love letters; it must be obvious that you know specific things about your research topic!)
13 February 2012 - Library Day 3 Instructions: finish Friday's work before moving on to today's (please read today's)
Friday, you should have started writing your paragraphs.
Today:
1) finish writing paragraphs
2) include parenthetical citations in paragraphs (go to the "Writing and Research" page to see what this looks like)
3) type your paragraphs in 12 point Times New Roman font. Double space everything (no more than one space between any lines). The only thing that should be centered is the title of your paper and the Works Cited title (NOT the paragraphs or Works Cited entries!)
4) print it...Remember, you will NOT be allowed to work in the library during class tomorrow. Anything not finished today is your responsibility on your own time
5) start writing the love letter
Basic Rubric: You will be given points for the following:
**Research questions, answers, and sources - a completed handout
**Works Cited page with 2 sources- correctly formatted (including only a url is NOT acceptable)
**2 paragraphs...to receive maximum points, each should have at least 5 sentences of at least 7 words. (average length for both paragraphs: 70 words)
**Parenthetical citations in your paragraphs. Both sources must be cited
**Love letter - 50 word minimum
**Valentine's Day Card - you will make this in class tomorrow. (some supplies will be provided; bring your own if you want to)
EXTRA CREDIT: Bring a candy that represents (is a metaphor) for your research topic.
Today:
1) finish writing paragraphs
2) include parenthetical citations in paragraphs (go to the "Writing and Research" page to see what this looks like)
3) type your paragraphs in 12 point Times New Roman font. Double space everything (no more than one space between any lines). The only thing that should be centered is the title of your paper and the Works Cited title (NOT the paragraphs or Works Cited entries!)
4) print it...Remember, you will NOT be allowed to work in the library during class tomorrow. Anything not finished today is your responsibility on your own time
5) start writing the love letter
Basic Rubric: You will be given points for the following:
**Research questions, answers, and sources - a completed handout
**Works Cited page with 2 sources- correctly formatted (including only a url is NOT acceptable)
**2 paragraphs...to receive maximum points, each should have at least 5 sentences of at least 7 words. (average length for both paragraphs: 70 words)
**Parenthetical citations in your paragraphs. Both sources must be cited
**Love letter - 50 word minimum
**Valentine's Day Card - you will make this in class tomorrow. (some supplies will be provided; bring your own if you want to)
EXTRA CREDIT: Bring a candy that represents (is a metaphor) for your research topic.
10 February 2012 - Library Day 2 Instructions: finish yesterday's instructions before moving on to today's (but please read today's).
Almost no one finished yesterday's work. You should have found 2 sources by now. If you haven't, get this done QUICKLY, or take the loss on not having enough sources (-10 points). You may want to try searching http://www.pbs.org, especially if you are researching an author.
Today you should be:
1) finishing up your Works Cited page
2) forming new research questions that you wish to answer
3) answer your research questions
4) organize your answers (information) into paragraph (see "Writing & Research" tab for paragraph info)
5) as you organize the information, make sure you cite your source.
6) write your paragraphs
Today you should be:
1) finishing up your Works Cited page
2) forming new research questions that you wish to answer
3) answer your research questions
4) organize your answers (information) into paragraph (see "Writing & Research" tab for paragraph info)
5) as you organize the information, make sure you cite your source.
6) write your paragraphs
9 February 2012 - Library Day 1 Instructions
VOCABULARY IS DUE TODAY. YOU SHOULD NOT BE USING THIS TIME TO FINISH IT!
1. If you haven't chosen a topic yet, you have 10minutes to do so. After 10 minutes, you will be assigned a topic.
2. Find 2 sources Use the acceptable search engine (Nettrekker) and the acceptable sources found on your pink assignment sheet (Biography in Context; World Book; Literary Reference Center). Wikipedia is NOT an acceptable source. If you are using Google to search for a source, you will be instructed to close Google and use Nettrekker. You need the following usernames and passwords for using Nettrekker and other Web sources found on the CHS Library Home Page... username: sacentralhigh password: centralhigh. Good sites for those researching REAL people: Biographies in Context All Gale Databases
Good sites for those researching FICTIONAL couples: Literary Reference Center All Gale Databases
3. Create a Works Cited Page. When creating your Works Cited page, you may want to use NoodleTools (you will be using it next year in Senior English), or you can use http://citationmachine.net. You will be using MLA format. NoodleTool instructions are on the pink instruction page at your computer. If you find a "source citation" on your source, you can just copy and paste it into a Word document and skip NoodleTools or Citation Machine altogether. You will need to format the Works Cited page to follow MLA format specifications later.
4. Finish forming research questions. These will be checked in class today.
5. Begin your research: start answering research questions using your 2 sources. When you find an answer, write it down AND write the source from where it came. When citing sources, us the author's (of the webpage) last name. If there isn't an author, use the title of the Webpage (not the Website).
1. If you haven't chosen a topic yet, you have 10minutes to do so. After 10 minutes, you will be assigned a topic.
2. Find 2 sources Use the acceptable search engine (Nettrekker) and the acceptable sources found on your pink assignment sheet (Biography in Context; World Book; Literary Reference Center). Wikipedia is NOT an acceptable source. If you are using Google to search for a source, you will be instructed to close Google and use Nettrekker. You need the following usernames and passwords for using Nettrekker and other Web sources found on the CHS Library Home Page... username: sacentralhigh password: centralhigh. Good sites for those researching REAL people: Biographies in Context All Gale Databases
Good sites for those researching FICTIONAL couples: Literary Reference Center All Gale Databases
3. Create a Works Cited Page. When creating your Works Cited page, you may want to use NoodleTools (you will be using it next year in Senior English), or you can use http://citationmachine.net. You will be using MLA format. NoodleTool instructions are on the pink instruction page at your computer. If you find a "source citation" on your source, you can just copy and paste it into a Word document and skip NoodleTools or Citation Machine altogether. You will need to format the Works Cited page to follow MLA format specifications later.
4. Finish forming research questions. These will be checked in class today.
5. Begin your research: start answering research questions using your 2 sources. When you find an answer, write it down AND write the source from where it came. When citing sources, us the author's (of the webpage) last name. If there isn't an author, use the title of the Webpage (not the Website).
6 - 10 February.
Wednesday, 6 February. Students answered open-ended questions about PostSecrets. They were given the mini-research assignment, formed sample research questions, were given topics to choose from, and the research question handout that will need to be completed in the library tomorrow. (See the "Writing & Research" tab on the left for copies of handouts.)
Tuesday, 5 February. Students analyzed their TAKS and Benchmark OER scores. They scored sample literary OER questions and answered additional OER questions. They had time to work on the vocabulary that is due THURSDAY.
Monday, 6 February. Students read an article, answered open-ended questions about it, and got vocabulary practice worksheet for words #1-10. Article questions were due end of class, no exceptions; no late assignments will be accepted.
Tuesday, 5 February. Students analyzed their TAKS and Benchmark OER scores. They scored sample literary OER questions and answered additional OER questions. They had time to work on the vocabulary that is due THURSDAY.
Monday, 6 February. Students read an article, answered open-ended questions about it, and got vocabulary practice worksheet for words #1-10. Article questions were due end of class, no exceptions; no late assignments will be accepted.
31 January - 3 February.
Thursday - Friday, 2-3 February. Students watched the movie Of Mice and Men.
Wendesday, 1 February. Students took the open-ended response test for Of Mice and Men. After the test, they should have gotten a worksheet with the next 10 vocabulary words, completed it, and turned it in by Friday.
Tuesday, 31 January. Students had time to work on projects...due at the end of class.
Monday, 30 January. All students did some open-ended response practice to prepare for Wednesday's test. 2nd and 7th periods read the article "No Place Like Home" and complete the accompanying worksheet. Other classes had time to work on projects.
Wendesday, 1 February. Students took the open-ended response test for Of Mice and Men. After the test, they should have gotten a worksheet with the next 10 vocabulary words, completed it, and turned it in by Friday.
Tuesday, 31 January. Students had time to work on projects...due at the end of class.
Monday, 30 January. All students did some open-ended response practice to prepare for Wednesday's test. 2nd and 7th periods read the article "No Place Like Home" and complete the accompanying worksheet. Other classes had time to work on projects.
23-27 January. Of Mice and Men
Wednesday, 25 January. Students took the Chapter 6 quiz, identified symbols in Of Mice and Men, and got a test review from Friday's closed-book test. They also watched part of the movie, Of Mice and Men.
Tuesday, 24 January. Students "revisited" the anticipation guide and explained a statement they agreed with using the book as support this time. In groups, they read articles about name-calling/laughing at people with disabilities, and reflected on the article. The allusion "Of Mice and Men" was explained to the students - Steinbeck got the title from Robert Burns' poem "To a Mouse."
Monday, 23 January. Students took the Chapter 5 quiz and read Chapter 6. Everyone will be taking the Chapter 6 quiz on Wednesday.
Tuesday, 24 January. Students "revisited" the anticipation guide and explained a statement they agreed with using the book as support this time. In groups, they read articles about name-calling/laughing at people with disabilities, and reflected on the article. The allusion "Of Mice and Men" was explained to the students - Steinbeck got the title from Robert Burns' poem "To a Mouse."
Monday, 23 January. Students took the Chapter 5 quiz and read Chapter 6. Everyone will be taking the Chapter 6 quiz on Wednesday.
17-20 January. Of Mice and Men
Thursday, 19 January. Students turned in Chapter 4 bookmarks and took Chapter 4 quiz. They filled in a conflict/effect chart, turned it in, and had the rest of class to read Chapter 5.
Wednesday, 18 January. Students identified character handicaps and how they cope with them. (Handicap is defined as "any disadvantage that makes life more difficult" - not necessarily a physical handicap.) They had the rest of class to read Chapter 4. There will be a quiz over Chapter 4 on Thursday.
Tuesday, 17 January. Students turned in Chapter 3 bookmark and took the Chapter 3 quiz. In groups, they looked through magazines for images and words that represent the characters: Lennie, George, Curley, and Candy. Chapter 4, pages 66-71 were read aloud to students. They had about 10 minutes left in class to continue reading Chapter 4. There will be a Chapter 4 quiz on Thursday. If students weren't prepared to take the Chapter 3 quiz today, they can take it after school today, or before school or during the second half of lunch tomorrow for 80% of their grade.
Wednesday, 18 January. Students identified character handicaps and how they cope with them. (Handicap is defined as "any disadvantage that makes life more difficult" - not necessarily a physical handicap.) They had the rest of class to read Chapter 4. There will be a quiz over Chapter 4 on Thursday.
Tuesday, 17 January. Students turned in Chapter 3 bookmark and took the Chapter 3 quiz. In groups, they looked through magazines for images and words that represent the characters: Lennie, George, Curley, and Candy. Chapter 4, pages 66-71 were read aloud to students. They had about 10 minutes left in class to continue reading Chapter 4. There will be a Chapter 4 quiz on Thursday. If students weren't prepared to take the Chapter 3 quiz today, they can take it after school today, or before school or during the second half of lunch tomorrow for 80% of their grade.
9-13 January. Of Mice and Men
Friday, 13 January. Students took the Chapter 1 & 2 quiz. They had time to read Chapter 3 or work on missing work. Tutorials were assigned. Students who have all their work in, yet are still failing, will still be exempt from tutorials on January 17. Students must check back with Mrs. Woodliff before assuming they don't have tutorials!
Thursday, 12 January. Students read Chapter 2 silently. Those who weren't reading will be docked participation points. 2 minor grades will be given for 8 days of reading participation.
Wednesday, 11 January. Students were given the Of Mice and Men project assignment (due Jan 31), Chapters 1 & 2 bookmarks, and a list of slang terms found in the novel. Chapter 1 was read aloud. Chapter 1 bookmark should be completed.
Tuesday, 10 January. 2-hour delay, start at 3rd period. Today students took notes over Of Mice and Men. They read "To a Louse" and "To a Mouse" and answered questions about both. Portfolio #6 and "American Dream" active reading (if not completed Monday) were due at the beginning of class. Notes were turned in after taking them.
Monday, 9 January. Students compared and contrasted The Great Gatsby book & movie. Students filled out an anticipation guide for Of Mice and Men, defined literary terms, and completed an active reading assignment. If not finished in class, the active reading is due tomorrow with Portfolio Piece #6. Students received a calendar with the reading schedule and dates for quizzes, tests, etc. for January.
Thursday, 12 January. Students read Chapter 2 silently. Those who weren't reading will be docked participation points. 2 minor grades will be given for 8 days of reading participation.
Wednesday, 11 January. Students were given the Of Mice and Men project assignment (due Jan 31), Chapters 1 & 2 bookmarks, and a list of slang terms found in the novel. Chapter 1 was read aloud. Chapter 1 bookmark should be completed.
Tuesday, 10 January. 2-hour delay, start at 3rd period. Today students took notes over Of Mice and Men. They read "To a Louse" and "To a Mouse" and answered questions about both. Portfolio #6 and "American Dream" active reading (if not completed Monday) were due at the beginning of class. Notes were turned in after taking them.
Monday, 9 January. Students compared and contrasted The Great Gatsby book & movie. Students filled out an anticipation guide for Of Mice and Men, defined literary terms, and completed an active reading assignment. If not finished in class, the active reading is due tomorrow with Portfolio Piece #6. Students received a calendar with the reading schedule and dates for quizzes, tests, etc. for January.
2nd Semester Begins
Thursday, January 5 - Portfolio #6 was assigned. Due Tuesday, January 10.
Wednesday, January 4 - Friday, January 6. Students will watch The Great Gatsby and compare/contrast the book and movie.
Wednesday, January 4 - Friday, January 6. Students will watch The Great Gatsby and compare/contrast the book and movie.
Last Week of the Semester
Monday, 12 December. Students had time to work on their projects. Projects were due today for +5 points. PSAT scores were returned. A semester exam review was given.
9 December 2011: Read ALL this information!
Today you should be working on your Gatsby project or projects. Use your time wisely! Remember: projects turned in on Monday will give you 5 points added to your Gatsby Major Grades!
Check the project menu on the Gatsby page (Click tab above, and scroll to the bottom of that page to find all projects. You can also download a copy of the document on the page.). I have added 3 topics. If you plan on using the envelope quotes for your project, I have copies of all quotes.
If you have a copy of The Great Gatsby, I need those back by Tuesday!
If you have not written or completed your benchmark essay, you need to do that today in the library. Get the prompt (a different one than the original) and lined paper from Mrs. Woodliff, and find a quiet table where you can write.
Mrs. Woodliff will be speaking with students individually about their grades, so be ready for me to call on you.
If you have been absent and need to take the Chapter 7 & 8, and Chapter 9 quizzes, see me!
Quite a few Portfolios (Where I'm From poems) haven't been turned in. Remember: those are worth 2 minor grades!
Before the end of class, go here (CLICK) and answer today's questions in a comment. Include your first name, last initial, and class period.
Below you will find a rough semester exam review:
Check the project menu on the Gatsby page (Click tab above, and scroll to the bottom of that page to find all projects. You can also download a copy of the document on the page.). I have added 3 topics. If you plan on using the envelope quotes for your project, I have copies of all quotes.
If you have a copy of The Great Gatsby, I need those back by Tuesday!
If you have not written or completed your benchmark essay, you need to do that today in the library. Get the prompt (a different one than the original) and lined paper from Mrs. Woodliff, and find a quiet table where you can write.
Mrs. Woodliff will be speaking with students individually about their grades, so be ready for me to call on you.
If you have been absent and need to take the Chapter 7 & 8, and Chapter 9 quizzes, see me!
Quite a few Portfolios (Where I'm From poems) haven't been turned in. Remember: those are worth 2 minor grades!
Before the end of class, go here (CLICK) and answer today's questions in a comment. Include your first name, last initial, and class period.
Below you will find a rough semester exam review:
fall_semester_review_english_iii.doc | |
File Size: | 27 kb |
File Type: | doc |
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The Great Gatsby . http://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/
Link to a PDF file of The Great Gatsby: http://ipod-library.net/eBooks/Give-Away/Movie_eBooks/fitzgerald-greatgatsby.pdf
Thursday, 8 December. Students watched a summary/analysis video of The Great Gatsby. They took the Chapter 9 quiz and got grade reports.
Wednesday, 7 December. Students took a quiz over Chapters 7 & 8. They were to read Chapter 9. There will be a quiz over Chapter 9 tomorrow, Thursday.
Tuesday, 6 December. Mrs. Woodliff was out during 5th, 6th, and 7th grading benchmarks. Students were to read Chapter 8: quiz on Wednesday over Chapters 7 & 8.
Monday, 5 December. Mrs. Woodliff was out grading benchmarks today. Students were to finish reading Chapter 7. Chapter 6 questions were due.
Friday, 2 December. Students were given grade reports. They have until Wed, Dec 7 to get in any missing (grades with a blank) work. They were given Portfolio #5 for homework, due December 8. This will be worth 2 minor grades; +5 for turning in early; +5 for typing. They were given Chapter 7 bookmark and Questions for Chapters 7-9. Students should start reading Chapter 7 today and have it finished by the end of the day on Monday (however, books can NOT be taken home.)
Thursday, 1 December. Students took the Chapter 5 Quiz. They were given the Chapter 6 bookmark and questions. Chapter 6 questions are due Monday, but Chapter 6 should be finished today. We will start Chapter 7 tomorrow, reading aloud for a few pages. Chapter 7 will be finished in class on Monday (silently).
Wednesday, 30 November. Mrs. Woodliff was home with her sick son today. Students were given Chapter 5 questions, were to read Chapter 5, and were to be prepared for a quiz over Chapter 5 on Thursday. Tuesday, 29 November. Students wrote the Benchmark Essay. Any unfinished essays must be completed by Friday, December 2.
Monday, 28 November. Students started taking the Benchmark Exam. They read the 2 selections and answered the Reading Open Response questions. Any questions not answered in class will have to be answered in the classroom on the student's own time. 6th period took the Gatsby Chapter 4 quiz.
Times to come in and finish are:
--Tuesday 11/29: before or after school.
--Wednesday 11/30: before school or during the 2nd half of lunch.
--Thursday 12/1: before or after school or during the 2nd half of lunch.
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Tuesday, 22 November. Students read Chapter 4 and answered quetsions. 6th period will have a quiz over Chapter 4 on Monday, November 28.
Monday, 21 November. Students took the Chapter 3 quiz. They got the Chapter 4 & 5 bookmark and Chapter 4 questions. Chapter 4 should be finished by the end of the day tomorrow. Chapter 4 questions, including the KWL chart, are due Tuesday, Novmeber 29.
Friday, 18 November. Students finished reading Chapter 3. They were to then answer chapter 3 questions and work on finding quotes for envelope topics. Chapter 3 Quiz on Monday: including those who aren't here today due to the football game. They were given copies of Chapter 3 yesterday.
Thursday, 17 November. Students took a quiz over Chapters 1 & 2. They were to start reading Chapter 3 silently. There will be a quiz over chapter 3 on Monday.
Wednesday, 16 November. Students read Chapter 2 aloud (or rather, Mrs. Woodliff read it to them, give or take a few student volunteer readers). They had 10-15 minutes at the end of class to work on chapter questions, etc.
Tuesday, 15 November. 1st period: finished Chapter 1, had about 30 minutes to work on Chapter questions, envelope project, etc. 2nd: read through page 21, was given copies of the rest of chapter 1 to finish for homework. 4th - 7th: finished Chapter 1; had about 15 minutes in class to work on chapter questions, etc.
Monday, 14 November. 1st period: started reading The Great Gatsby. Students were given the "Gatsby Packet" and Gatsby Project Menu, along with envelope activity topics and Chapter 1 bookmark (with vocab words they will encounter). 2nd period: took vocab pretest. Analyzed "All that Jazz" for metaphor and slang and wrote a song/conversation focusing on a person from the 1920s who was transported to 2011, using slang in the song or conversation. 4th - 7th: took vocab pre-test and began Gatsby.
Thursday, 8 December. Students watched a summary/analysis video of The Great Gatsby. They took the Chapter 9 quiz and got grade reports.
Wednesday, 7 December. Students took a quiz over Chapters 7 & 8. They were to read Chapter 9. There will be a quiz over Chapter 9 tomorrow, Thursday.
Tuesday, 6 December. Mrs. Woodliff was out during 5th, 6th, and 7th grading benchmarks. Students were to read Chapter 8: quiz on Wednesday over Chapters 7 & 8.
Monday, 5 December. Mrs. Woodliff was out grading benchmarks today. Students were to finish reading Chapter 7. Chapter 6 questions were due.
Friday, 2 December. Students were given grade reports. They have until Wed, Dec 7 to get in any missing (grades with a blank) work. They were given Portfolio #5 for homework, due December 8. This will be worth 2 minor grades; +5 for turning in early; +5 for typing. They were given Chapter 7 bookmark and Questions for Chapters 7-9. Students should start reading Chapter 7 today and have it finished by the end of the day on Monday (however, books can NOT be taken home.)
Thursday, 1 December. Students took the Chapter 5 Quiz. They were given the Chapter 6 bookmark and questions. Chapter 6 questions are due Monday, but Chapter 6 should be finished today. We will start Chapter 7 tomorrow, reading aloud for a few pages. Chapter 7 will be finished in class on Monday (silently).
Wednesday, 30 November. Mrs. Woodliff was home with her sick son today. Students were given Chapter 5 questions, were to read Chapter 5, and were to be prepared for a quiz over Chapter 5 on Thursday. Tuesday, 29 November. Students wrote the Benchmark Essay. Any unfinished essays must be completed by Friday, December 2.
Monday, 28 November. Students started taking the Benchmark Exam. They read the 2 selections and answered the Reading Open Response questions. Any questions not answered in class will have to be answered in the classroom on the student's own time. 6th period took the Gatsby Chapter 4 quiz.
Times to come in and finish are:
--Tuesday 11/29: before or after school.
--Wednesday 11/30: before school or during the 2nd half of lunch.
--Thursday 12/1: before or after school or during the 2nd half of lunch.
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Tuesday, 22 November. Students read Chapter 4 and answered quetsions. 6th period will have a quiz over Chapter 4 on Monday, November 28.
Monday, 21 November. Students took the Chapter 3 quiz. They got the Chapter 4 & 5 bookmark and Chapter 4 questions. Chapter 4 should be finished by the end of the day tomorrow. Chapter 4 questions, including the KWL chart, are due Tuesday, Novmeber 29.
Friday, 18 November. Students finished reading Chapter 3. They were to then answer chapter 3 questions and work on finding quotes for envelope topics. Chapter 3 Quiz on Monday: including those who aren't here today due to the football game. They were given copies of Chapter 3 yesterday.
Thursday, 17 November. Students took a quiz over Chapters 1 & 2. They were to start reading Chapter 3 silently. There will be a quiz over chapter 3 on Monday.
Wednesday, 16 November. Students read Chapter 2 aloud (or rather, Mrs. Woodliff read it to them, give or take a few student volunteer readers). They had 10-15 minutes at the end of class to work on chapter questions, etc.
Tuesday, 15 November. 1st period: finished Chapter 1, had about 30 minutes to work on Chapter questions, envelope project, etc. 2nd: read through page 21, was given copies of the rest of chapter 1 to finish for homework. 4th - 7th: finished Chapter 1; had about 15 minutes in class to work on chapter questions, etc.
Monday, 14 November. 1st period: started reading The Great Gatsby. Students were given the "Gatsby Packet" and Gatsby Project Menu, along with envelope activity topics and Chapter 1 bookmark (with vocab words they will encounter). 2nd period: took vocab pretest. Analyzed "All that Jazz" for metaphor and slang and wrote a song/conversation focusing on a person from the 1920s who was transported to 2011, using slang in the song or conversation. 4th - 7th: took vocab pre-test and began Gatsby.
11 November 2011
1st period: Wrote "What's This" poems about either someone from the 1920s time-traveling to the 21st century or vice versa.
2nd period: Used context clues to determine vocabulary definitions. Paraphrased & analyzed songs.
4th - 7th: Used context clues to determine vocabulary definitions. Wrote "What's This" poems about either someone from the 1920s time-traveling to the 21st centure or vice versa.
2nd period: Used context clues to determine vocabulary definitions. Paraphrased & analyzed songs.
4th - 7th: Used context clues to determine vocabulary definitions. Wrote "What's This" poems about either someone from the 1920s time-traveling to the 21st centure or vice versa.
ANNOUNCEMENTS:
November 10 is the last day you can turn in essays. Be aware: if you don't turn in this essay, you will not be allowed to do any extra credit until it is turned in. In order to pass for the 6 weeks, you will have to write the essay!!!
Thursday, 10 November: Library instructions
Today you will complete The Great Gatsby WebQuest. If you didn't get a packet yesterday, get one now. Click on this link http://www.huffenglish.com/gatsby/gatsbyhunt.html and use the links given on that page to find the information in the packet. Do not search on Google! You must infer to complete the packet. The answers aren't all spelled out for you! Turn in your packet at the end of class. Be sure to answer #12 before turning it in!
If you finish early, check out this Prezi: http://prezi.com/lz0eeptu2hfv/chapter-1-popular-culture-of-the-1920s/
There were a lot of portfolio pieces not turned in yesterday. You had the entire class period to write it. It was DUE yesterday! Turn it in by Monday for maximum grade of 50.
If you finish early, check out this Prezi: http://prezi.com/lz0eeptu2hfv/chapter-1-popular-culture-of-the-1920s/
There were a lot of portfolio pieces not turned in yesterday. You had the entire class period to write it. It was DUE yesterday! Turn it in by Monday for maximum grade of 50.
Wednesday, 9 November: Library Instructions
First, you will choose a portfolio topic for Portfolio Piece #4. Type it, double-spaced in 12-point Times New Roman. Include your complete heading. Give it a creative title, & include the topic # next to the title. Print it and turn it in. This should take no more than 25 minutes. (If you don't have the portfolio packet with you, click on the "Writing and Research" tab above to view the topics). Remember: the portfolio piece is to be a thoughtful response. Mrs. Woodliff isn't here to answer questions about this assignment during 5th, 6th, or 7th. Use your own judgement (as you have with the previous 3 writing assignments). This is due today, no exceptions!
Next, you will start on The Great Gatsby WebQuest. Get the packet from Mrs. Woodliff (or the substitute, 5th - 7th periods). Go to http://www.huffenglish.com/gatsby/gatsbyhunt.html and use the links to fill in the Webquest items. If you don't finish today, bring the packet back to the library tomorrow.
Notice: November 10 is the last day you can turn essays in. Be aware: if you don't turn in this essay, you will not be allowed to do any extra credit until it is turned in. In order to pass for the 6 weeks, you will have to write the essay!!!
Next, you will start on The Great Gatsby WebQuest. Get the packet from Mrs. Woodliff (or the substitute, 5th - 7th periods). Go to http://www.huffenglish.com/gatsby/gatsbyhunt.html and use the links to fill in the Webquest items. If you don't finish today, bring the packet back to the library tomorrow.
Notice: November 10 is the last day you can turn essays in. Be aware: if you don't turn in this essay, you will not be allowed to do any extra credit until it is turned in. In order to pass for the 6 weeks, you will have to write the essay!!!
Week 12: 7-11 November
Wednesday & Thursday, 9 & 10 November. Students will be in the library, writing the portfolio piece #4 and working on a Gatsby webquest.
Tuesday, 8 November. 1st period: took vocab pre-test. Students were given the active reading assignment for the article "Gatsby's Green Light Beckons a New Set of Strivers." They were to complete the assignment by the end of class. 2nd -7th: Students finished The Nightmare Before Christmas and were given the assignment for the movie, due Thursday, November 10.
Monday, 7 November. 1st period: vocabulary words 21-30. Students read passages from news articles that contain the 10 vocabulary words. They used context clues to determine the meaning. Pre-test on Tuesday. Students who make an A will be exempt from 21-30 Vocab Test. 2nd - 7th. Students watched The Nightmare Before Christmas, analyzing for gothic elements and theme.
Tuesday, 8 November. 1st period: took vocab pre-test. Students were given the active reading assignment for the article "Gatsby's Green Light Beckons a New Set of Strivers." They were to complete the assignment by the end of class. 2nd -7th: Students finished The Nightmare Before Christmas and were given the assignment for the movie, due Thursday, November 10.
Monday, 7 November. 1st period: vocabulary words 21-30. Students read passages from news articles that contain the 10 vocabulary words. They used context clues to determine the meaning. Pre-test on Tuesday. Students who make an A will be exempt from 21-30 Vocab Test. 2nd - 7th. Students watched The Nightmare Before Christmas, analyzing for gothic elements and theme.
Romanticism Extra Credit due Nov 3. Click HERE for options
31 October - 4 November
Thuesday & Friday, 3 & 4 November. Student worked on the essay. They had the opportunity to ask Mrs. Woodliff for help. They got their process steps checked off as they completed them. All steps are due Friday. The final draft is due Monday. An extra 10 points has been offered for turning it in early (this can be e-mailed to Mrs. Woodliff by 11:59pm on Sunday). an extra 7 points has been offered for typing in 12-point Times New Roman font.
Wednesday, 2 November. Students took the Romanticism Test. They had the rest of class (at least 20 minutes for ALL STUDENTS) to work on the essay.
Tuesday, 1 November. Students worked on brainstorming, writing a thesis statement, and embedding quotes.
Monday, 31 October. Today students watched "It's the Great Pumpkin, Charlie Brown," analyzing it for Transcendentalism. They had 20-25 minutes at the end of class to study for the test &/or work on the essay. The test has been moved to Wednesday. The brainstorming will be due tomorrow (checked in class).
Wednesday, 2 November. Students took the Romanticism Test. They had the rest of class (at least 20 minutes for ALL STUDENTS) to work on the essay.
Tuesday, 1 November. Students worked on brainstorming, writing a thesis statement, and embedding quotes.
Monday, 31 October. Today students watched "It's the Great Pumpkin, Charlie Brown," analyzing it for Transcendentalism. They had 20-25 minutes at the end of class to study for the test &/or work on the essay. The test has been moved to Wednesday. The brainstorming will be due tomorrow (checked in class).
24-28 October
Friday, 28 October. Today students...
•Took a vocabulary test and “Masque” quiz
•Received a test review for the test over Romanticism that will be Tuesday, November 1.
•Got the literary analysis essay assignment.
•Brainstormed for all essay topics. – due by the end of class Wednesday.
Stuents had 25-30 minutes to work on the brainstorming &/or study for Tuesday's test.
Thursday, 27 October. Today students...
looked in their journals to determine which vocabulary words they complete practice for...completed graphic organizers for the words that aren't in their journals. (Vocab words: clpable, dichotomy, dotage, enigma, fecundity, flamboyant, forte, gamut, hypothetical, impetus)
Worked in groups to answer "Masque" questions and analyze symbolism in the story.
Prepare for tomorrow: Vocabulary Test; "Masque of the Red Death" quiz.
Wednesday, 26 October. Today students...
Were given vocabulary images to help them study for Friday's test.
Read Poe's "Masque of the Red Death" in groups.
Were told there was extra credit options on this website.
Tuesday, 25 October. Today students...
Practiced vocabulary with graphic organizers
Took notes over Gothic Literature
Had 20-30 minutes to work on the third Autobiography Writing Portfolio piece (due tomorrow). Monday, 24 October. Today students watched "Band Candy," an episode of Buffy the Vampire Slayer. They were given questions to answer about it, connecting it to "Dr. Heidegger's Experiment." Transcendentalism projects were due today for -25 points.
•Took a vocabulary test and “Masque” quiz
•Received a test review for the test over Romanticism that will be Tuesday, November 1.
•Got the literary analysis essay assignment.
•Brainstormed for all essay topics. – due by the end of class Wednesday.
Stuents had 25-30 minutes to work on the brainstorming &/or study for Tuesday's test.
Thursday, 27 October. Today students...
looked in their journals to determine which vocabulary words they complete practice for...completed graphic organizers for the words that aren't in their journals. (Vocab words: clpable, dichotomy, dotage, enigma, fecundity, flamboyant, forte, gamut, hypothetical, impetus)
Worked in groups to answer "Masque" questions and analyze symbolism in the story.
Prepare for tomorrow: Vocabulary Test; "Masque of the Red Death" quiz.
Wednesday, 26 October. Today students...
Were given vocabulary images to help them study for Friday's test.
Read Poe's "Masque of the Red Death" in groups.
Were told there was extra credit options on this website.
Tuesday, 25 October. Today students...
Practiced vocabulary with graphic organizers
Took notes over Gothic Literature
Had 20-30 minutes to work on the third Autobiography Writing Portfolio piece (due tomorrow). Monday, 24 October. Today students watched "Band Candy," an episode of Buffy the Vampire Slayer. They were given questions to answer about it, connecting it to "Dr. Heidegger's Experiment." Transcendentalism projects were due today for -25 points.
20-21 October
Friday, 21 October. Today students...
practiced vocab words: impetus & dichotomy
finished reading Dr. Heidegger's Experiment
wrote sentences about 2 characters using embedded quotes.
Thursday, 20 October. Today students
wrote in their journals.
made lists of excuses for not doing school work.
watched a short video with transcendental characteristics.
identified characteristics of Romanticism in "The Devil and Tom Walker"
started reading "Dr. Heidegger's Experiment."
practiced vocab words: impetus & dichotomy
finished reading Dr. Heidegger's Experiment
wrote sentences about 2 characters using embedded quotes.
Thursday, 20 October. Today students
wrote in their journals.
made lists of excuses for not doing school work.
watched a short video with transcendental characteristics.
identified characteristics of Romanticism in "The Devil and Tom Walker"
started reading "Dr. Heidegger's Experiment."
19 October: Library, Work on Transcendentalism Project
Today is the last day you have time in class to work on this project. You should be finishing your chart and writing your sentences. Each row in your chart will have 2 sentences written from it.
An example of 2 sentences about Good Charlotte's song "Anthem" is: In Good Charlotte’s song “Anthem,” the speaker talks about disregarding authority. He says that he doesn’t want to go to “college, a university, get a real job, that’s what they said to me,” meaning he will defy "them" in order to follow his own dreams. You will do this for all 10 items on your chart. Remember, you need text evidence for all songs and written material (newspaper/magazine/online articles).
Before the bell rings, you must go here and leave a comment on today's entry. Make sure you follow all instructions!
Below you will find...
1) a sample formatted mini-poster (PowerPoint-style) you can use to follow when creating yours. Remember, if you do the minimum amount, you still need to have 3 items on your chart in order to get 50 points for your poster.
2) comic strips you may want to use as a media piece
3) some suggestions to use for film/tv and a few media pieces
An example of 2 sentences about Good Charlotte's song "Anthem" is: In Good Charlotte’s song “Anthem,” the speaker talks about disregarding authority. He says that he doesn’t want to go to “college, a university, get a real job, that’s what they said to me,” meaning he will defy "them" in order to follow his own dreams. You will do this for all 10 items on your chart. Remember, you need text evidence for all songs and written material (newspaper/magazine/online articles).
Before the bell rings, you must go here and leave a comment on today's entry. Make sure you follow all instructions!
Below you will find...
1) a sample formatted mini-poster (PowerPoint-style) you can use to follow when creating yours. Remember, if you do the minimum amount, you still need to have 3 items on your chart in order to get 50 points for your poster.
2) comic strips you may want to use as a media piece
3) some suggestions to use for film/tv and a few media pieces
mini_poster_instructions_with_sample_format.pdf | |
File Size: | 563 kb |
File Type: |
transcendentalism_in_comic_strips.pdf | |
File Size: | 773 kb |
File Type: |
suggestions.pdf | |
File Size: | 7 kb |
File Type: |
Week 9: 17-21 October
Tuesday, 18 October. Students wrote in their journals. They finished reading "The Devil & Tom Walker" and practiced emebedding quotes into character & mood analysis paragraphs.
Monday, 17 October. Students wrote in their journals. They took notes over American Romanticism and practiced literary analysis: characterization & mood. They were given a copy of "The Devil and Tom Walker," started reading it, and will finish reading Tuesday.
14 October: Newton Computer Lab Instructions
First: turn in the 2 paragraph answer to "Civil Disobedience" question.
In the computer lab, you are expected to work on the Transcendentalism project today. If you abuse computer privileges, you will not be allowed to use the computer today. Open the document on the right to get specific instructions for today. A few minutes before the end of class, you need to go here and leave a comment of at least 2 sentences explaining what you accomplished in the lab today. |
Examples of what goes in the chart & the 2 sentences. This is basically what you need, not necessarily what it's supposed to look like (format-wise).
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Week 8: 11-14 October
Thursday, 13 October. Students answered questions about "Civil Disobedience" (which was supposed to have been read for today). They provided text evidence from "Civil Disobedience" for main points in the essay. They read an article and identified examples of those main points in the article.
Wednesday, 12 October. Students took the PSAT during 1st-5th periods. 6th and 7th periods had time to work on the project.
Tuesday, 11 October. Students had today to work on the Transcendentalism project.
Monday, students had a holiday.
Wednesday, 12 October. Students took the PSAT during 1st-5th periods. 6th and 7th periods had time to work on the project.
Tuesday, 11 October. Students had today to work on the Transcendentalism project.
Monday, students had a holiday.
Week 7: 3-7 OctoberFriday, 7 October. Students practiced PSAT vocabulary and were given additional strategies. They were given a summary of Thoreau's "Civil Disobedience" to read along with questions to choose from. The question they choose should be answered in 2 paragraphs. The "Transcendentalism in Your World" Project was assigned. This is a major grade, due October 21. Students had about 15 minutes to work on the homework.
Tuesday, Wednesday, & Thursday. Today's lessons were a little scrambled between the classes. The 2 days included: 1) Paraphrasing/interpreting quotes from "Self-Reliance" by Ralph Waldo Emerson. Reading "Self-Reliance" and matching summarized (easier to read) paragraphs with the originals in the packet. 2) Reading the songs "The Tree" and "Anthem," determining the speaker of each, and finding the transcendental characteristics in "Anthem." Watching the video to "Another Brick in the Wall" by Pink Floyd and analyzing for transcendentalism. Comparing "Another Brick in the Wall" to "Here I Stand," the valedictorian's address read on Monday. 3) Listening to songs with transcendental ideas. Analyzing 3 songs, 2 PostSecrets, and 1 quote for transcendental characteristics. This was done in groups; groups filled out a chart, giving text evidence and explanations. 3 October: •Turn in Autobiography Portfolio Piece #2 –Remember: if this isn’t turned in, see you in tutorials! •Copy Grammar Rules #6 & 7 •Fill out an anticipation guide for “Transcendentalism” •Read and respond to a Valedictorian address •Take notes over Transcendentalism •Connect/Compare speech with characteristics of Transcendentalism. |
Week 6: 26 - 30 September
Friday, 30 September. Students turned in McCarthy questions and took the McCarthy-Crucible Quiz. They were given grammar rules #4 & 5 and had the rest of time in class to work on the Autobiography Portfolio Piece due Monday, October 3.
Thursday, 29 September. Students turned in Tic Tac Toe Projects. They were given Grammar Rules #2 & 3 and had time to work on the McCarthy readings (due beginning of class Friday...Quiz over the readings on Friday also).
Wednesday, 28 September. Students turned in journals. They were given Grammar Rule #1. They were given questions #1-16 for the McCarthy-Crucible connection readings in the book (pages 217-220). We read piece #1 aloud, and students had time to continue working on that or on the project due Thursday.
Tuesday, 27 september. Students wrote in their journal, worked on the group essay, and had the rest of class to work on the Tic Tac Toe Crucible project.
Monday, 26 September Students worked on the group essay and characterized Crucible characters using Facebook. They were given a major project assignment (due Thursday, September 29).
Thursday, 29 September. Students turned in Tic Tac Toe Projects. They were given Grammar Rules #2 & 3 and had time to work on the McCarthy readings (due beginning of class Friday...Quiz over the readings on Friday also).
Wednesday, 28 September. Students turned in journals. They were given Grammar Rule #1. They were given questions #1-16 for the McCarthy-Crucible connection readings in the book (pages 217-220). We read piece #1 aloud, and students had time to continue working on that or on the project due Thursday.
Tuesday, 27 september. Students wrote in their journal, worked on the group essay, and had the rest of class to work on the Tic Tac Toe Crucible project.
Monday, 26 September Students worked on the group essay and characterized Crucible characters using Facebook. They were given a major project assignment (due Thursday, September 29).
Week 5: 19-23 September
Friday, 23 September. Classes who didn't watch Act IV on Thursday watched it today. The other classes watched "Gingerbread" (from Season 3 of Buffe the Vampire Slayer) and connected the plot and themes to the Salem Witch Trials.
Thursday, 22 September. Some classes watched Act IV of The Crucible. Other classes (of which 90% of the Hanged and Pressed assignment weren't received) worked on a group essay.
Wednesday, 21 September Mrs. Woodliff was out today. Students wrote in their journals, completed (or were supposed to) an active reading assignment, finished the "Hanged and Pressed" assignment, and continued working on another active reading assignment.
Tuesday, 20 September. Students turned in Act IV OERs, got the "Hanged and Pressed" writing assignment for The Crucible (due tomorrow, end of class), and took The Crucible & Vocabulary 1-10 test.
Monday, 19 September. Students reviewed for tomorrow's test. They also had time to work on unfinished journals and Act IV OERs.
Thursday, 22 September. Some classes watched Act IV of The Crucible. Other classes (of which 90% of the Hanged and Pressed assignment weren't received) worked on a group essay.
Wednesday, 21 September Mrs. Woodliff was out today. Students wrote in their journals, completed (or were supposed to) an active reading assignment, finished the "Hanged and Pressed" assignment, and continued working on another active reading assignment.
Tuesday, 20 September. Students turned in Act IV OERs, got the "Hanged and Pressed" writing assignment for The Crucible (due tomorrow, end of class), and took The Crucible & Vocabulary 1-10 test.
Monday, 19 September. Students reviewed for tomorrow's test. They also had time to work on unfinished journals and Act IV OERs.
Week 4: 12-16 September
Friday, 16 September. Students finished reading Act 4, took a quiz over Acts 3 & 4, had time to work on Act 4 OERs &/or finish incomplete journals, got information about writing OERs and their purpose outside of school.
Thursday, 15 September. •JOURNAL: “Quote Reflection” •Get graded quizzes back. Correct the quiz with the person(s) sitting next to you. •Sign up to read Act IV •Begin reading Act IV •Tomorrow: Act III and IV Quiz •If you will not be here tomorrow… –you will need to take the quiz by the end of the day on Tuesday. –(if you will be at school tomorrow but not in this class)…you may want to finish reading Act IV and take the quiz tomorrow morning.
Wednesday, 14 September. Students watched Acts 2 & 3 of The Crucible. Essay corrections are due tomorrow.
Tuesday, 13 September. Students wrote in their journals, finished reading Act III, and had the rest of class (about 10 minutes) to work on Act III questions.
Monday, 12 September. Students wrote in their journals and listened to Act III through page 191.
Thursday, 15 September. •JOURNAL: “Quote Reflection” •Get graded quizzes back. Correct the quiz with the person(s) sitting next to you. •Sign up to read Act IV •Begin reading Act IV •Tomorrow: Act III and IV Quiz •If you will not be here tomorrow… –you will need to take the quiz by the end of the day on Tuesday. –(if you will be at school tomorrow but not in this class)…you may want to finish reading Act IV and take the quiz tomorrow morning.
Wednesday, 14 September. Students watched Acts 2 & 3 of The Crucible. Essay corrections are due tomorrow.
Tuesday, 13 September. Students wrote in their journals, finished reading Act III, and had the rest of class (about 10 minutes) to work on Act III questions.
Monday, 12 September. Students wrote in their journals and listened to Act III through page 191.
Week 3: 6 - 9 September
Friday, 9 September. Students turned in portfolio pieces, took the Act II & Vocabulary quiz, wrote in their journals, and got their argumentative essays back. All handouts given with the essay (rubric, list of notes & concerns, and mistake chart) must be saved. These will be put into an Academic Writing Portfolio at the end of each semester.
Thursday, 8 September. Students wrote in their journals (2 more vocabulary acrostics). They finished reading Act II and had the rest of class to prepare for Friday - work on Writing Portfolio Piece, study vocabulary and Act II to prepare for quiz.
Wednesday, 7 September. Students wrote in their journals. They listened to Act II through line 670 on page 174. They had a few minutes to work on vocabulary sentences.
Tuesday, 6 September. Students wrote in their journals. They took a viewing quiz over Act I (students who were absent on Friday need to read Act I and come in by 4pm on Tuesday to take the quiz). They finished reading Act I (the last 4 pages). They read about Thomas Putnam and answered an open-ended question about him, answering in complete sentences, supporting the answer with text evidence. Students had the rest of class to work on the writing portfolio piece that is due this Friday.
Monday, 5 September - LABOR DAY, NO SCHOOL
Thursday, 8 September. Students wrote in their journals (2 more vocabulary acrostics). They finished reading Act II and had the rest of class to prepare for Friday - work on Writing Portfolio Piece, study vocabulary and Act II to prepare for quiz.
Wednesday, 7 September. Students wrote in their journals. They listened to Act II through line 670 on page 174. They had a few minutes to work on vocabulary sentences.
Tuesday, 6 September. Students wrote in their journals. They took a viewing quiz over Act I (students who were absent on Friday need to read Act I and come in by 4pm on Tuesday to take the quiz). They finished reading Act I (the last 4 pages). They read about Thomas Putnam and answered an open-ended question about him, answering in complete sentences, supporting the answer with text evidence. Students had the rest of class to work on the writing portfolio piece that is due this Friday.
Monday, 5 September - LABOR DAY, NO SCHOOL
Week 2: 29 August - 2 September
Friday, 2 September. Students...turned in the active reading homework, wrote in their journals, and watched Act I of The Crucible. They should be prepared for a viewing quiz on Tuesday.
Thursday, 1 September. Students...wrote in their journals (some classes did not and will make that up tomorrow), received Vocabulary Words #1-10 with synonyms, and completed an active reading assignment. If the active reading wasn't finished in class, it is homework due tomorrow at the beginning of class. Tomorrow is the last day for students to come in and finish their essays. Mrs. Woodliff will be here around 7:20 if students want to come in before the pep rally. She will also be available during lunch (only a 30 minute lunch).
Wednesday, 31 August. Students took a few notes over The Crucible and characters. They filled out an anticipation guide and a "Puritain Quotient" worksheet to see how "puritan" they are. They had the rest of class to finish up decorating their journals.
Tuesday, 30 August. Students decorated their journals. They should have 10-15 words and 10-15 images (25 minimum total) that are representative of themselves.
Monday, 29 August. Students wrote the "It Happened on a Friday" argumentative essay in class. If they did not finish, they should have indicated it on their essay. All essays must be completed, in Mrs. Woodliff's classroom, by Friday. **Students will be decorating journals on Tuesday...bring magazines for extra credit.**
Thursday, 1 September. Students...wrote in their journals (some classes did not and will make that up tomorrow), received Vocabulary Words #1-10 with synonyms, and completed an active reading assignment. If the active reading wasn't finished in class, it is homework due tomorrow at the beginning of class. Tomorrow is the last day for students to come in and finish their essays. Mrs. Woodliff will be here around 7:20 if students want to come in before the pep rally. She will also be available during lunch (only a 30 minute lunch).
Wednesday, 31 August. Students took a few notes over The Crucible and characters. They filled out an anticipation guide and a "Puritain Quotient" worksheet to see how "puritan" they are. They had the rest of class to finish up decorating their journals.
Tuesday, 30 August. Students decorated their journals. They should have 10-15 words and 10-15 images (25 minimum total) that are representative of themselves.
Monday, 29 August. Students wrote the "It Happened on a Friday" argumentative essay in class. If they did not finish, they should have indicated it on their essay. All essays must be completed, in Mrs. Woodliff's classroom, by Friday. **Students will be decorating journals on Tuesday...bring magazines for extra credit.**
Week 1: 22 - 26 August
Friday, 26 August. Students analyzed articles in groups. They were given the "It Happened on a Friday" argumentative essay assignment. This essay will be written in class on Monday, August 29.
Thursday, 25 August. Students read "It Happened on a Friday" and answered questions/discussed as a group and as a class.
Wednesday, 24 August. Students were given the "Writing Portfolio: An Autobiographical Assignment" packet. The first piece is due Friday, September 9. Students can choose any of the prompts to write about. Students worked in groups, reading various sentences from "It Happened on a Friday." They were to predict what the story will be about. They also filled out an anticipation guide.
Tuesday, 23 August. Students read the "African Safari" article by Dave Barry and analyzed the figurative language and word choice.
Monday, 22 August. Students were given the English III syllabus, filled out a student information form, and wrote a paragraph describing one of their personality traits.
Thursday, 25 August. Students read "It Happened on a Friday" and answered questions/discussed as a group and as a class.
Wednesday, 24 August. Students were given the "Writing Portfolio: An Autobiographical Assignment" packet. The first piece is due Friday, September 9. Students can choose any of the prompts to write about. Students worked in groups, reading various sentences from "It Happened on a Friday." They were to predict what the story will be about. They also filled out an anticipation guide.
Tuesday, 23 August. Students read the "African Safari" article by Dave Barry and analyzed the figurative language and word choice.
Monday, 22 August. Students were given the English III syllabus, filled out a student information form, and wrote a paragraph describing one of their personality traits.
2010-2011 School Year
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Week 7: 4-8 October.
Friday, 8 October. Students turned in homework (transcendentalism in song and active reading) and took a vocabulary test. They then started creating Transcendental Found Poetry (see writing tab). Students who did not finish the active reading may turn it in Monday for no late penalty if they do the following: Write 2 paragraphs (at least 5 sentence per paragraph) describing your educational experience, how it could have been better, and what changes can be made to make it better now.
Thursday, 7 October. Students wrote in their journals and actively read a valedictorian's speech. They also reviewed vocablary for tomorrow's test. Active reading is due tomorrow if not turned in today.
Wednesday, 6 October. Students presented their scavenger hunt items at the beginning of class. They then analyzed song lyrics for transcendental ideals. Transcendentalism in Song Assignment: An 8-page packet of songs was provided for students to read over. They were to choose 2 songs and find 2 lines from each that embody transcendental ideas. They were then to explain how the lines relate to transcendentalism. For homework, students are to find a song of their own, and identify one quote that embodies transcendentalism. This is due Friday.
Tuesday, 5 October. Students wrote in their journals and filled out a Transcendentalism Anticipation Guide. They took a few notes over Transcendentalism. Students received their Vocabulary #1-10 Test and filled out a test assessment chart. They then were given graphic organizers for vocab words #11-20 to work on in groups. This is to prepare them for Friday's vocabulary test.
Monday, 4 October. Students were given an in-class writing assignment over The Crucible. Writing process instructions are as follows. (The specific writing prompt can be found in the writing tab above.)
1st – pre-write on notebook paper
2nd – write your rough draft on notebook paper
3rd – revise. What changes do you need to make to have only 240 words?
4th – edit. Check for spelling. (You don’t necessarily have to edit for punctuation since these words are someone’s thoughts and not a formal paper.
5th – final draft. Write each word on the lines. Then recopy the 240 words into final draft form below the lines.
6th – staple the pre-writing and rough draft to the back of the final draft.
Thursday, 7 October. Students wrote in their journals and actively read a valedictorian's speech. They also reviewed vocablary for tomorrow's test. Active reading is due tomorrow if not turned in today.
Wednesday, 6 October. Students presented their scavenger hunt items at the beginning of class. They then analyzed song lyrics for transcendental ideals. Transcendentalism in Song Assignment: An 8-page packet of songs was provided for students to read over. They were to choose 2 songs and find 2 lines from each that embody transcendental ideas. They were then to explain how the lines relate to transcendentalism. For homework, students are to find a song of their own, and identify one quote that embodies transcendentalism. This is due Friday.
Tuesday, 5 October. Students wrote in their journals and filled out a Transcendentalism Anticipation Guide. They took a few notes over Transcendentalism. Students received their Vocabulary #1-10 Test and filled out a test assessment chart. They then were given graphic organizers for vocab words #11-20 to work on in groups. This is to prepare them for Friday's vocabulary test.
Monday, 4 October. Students were given an in-class writing assignment over The Crucible. Writing process instructions are as follows. (The specific writing prompt can be found in the writing tab above.)
1st – pre-write on notebook paper
2nd – write your rough draft on notebook paper
3rd – revise. What changes do you need to make to have only 240 words?
4th – edit. Check for spelling. (You don’t necessarily have to edit for punctuation since these words are someone’s thoughts and not a formal paper.
5th – final draft. Write each word on the lines. Then recopy the 240 words into final draft form below the lines.
6th – staple the pre-writing and rough draft to the back of the final draft.
Week 6: 27 September - 1 October. The Crucible. This begins the 2nd 6 weeks grading period.
Friday, 1 October. Today students took the final test over The Crucible. They finished and turned in the active reading assigned on September 23. They got 10 new vocabulary words (#11-20) and vocab assignment due October 5. A mini-group project scavenger hunt was assigned, due Wed October 6. Students who were absent need to check with their groups on Monday about their role in this scavenger hunt.
Thursday, 30 September. Today students wrote in their journals and reviewed for tomorrow's The Crucible Acts 1-4 test.
Wednesday, 29 September. Today students analyzed and evaluated characters using Facebook. Which characters would have been friends? Which of those friends would be friends for ulterior motives? Students gave status updates that various characters would have posted after different events in The Crucible. They then created a Facebook "conversation" between characters. See literature tab for full assignment.
Tuesday, 28 September. Today students watched Act 4 of The Crucible. They worked in groups on Reading Guide questions.
Monday, 27 September. Today students listened to Act 3 of The Crucible. Whatever they didn't finish listening to, they are responsible for reading for homework (this amounts to no more than 3 pages). They were given new hall passes and Act 3 Reading Guide & Reading Check questions. They should be prepared for a quiz over Act 3.
Thursday, 30 September. Today students wrote in their journals and reviewed for tomorrow's The Crucible Acts 1-4 test.
Wednesday, 29 September. Today students analyzed and evaluated characters using Facebook. Which characters would have been friends? Which of those friends would be friends for ulterior motives? Students gave status updates that various characters would have posted after different events in The Crucible. They then created a Facebook "conversation" between characters. See literature tab for full assignment.
Tuesday, 28 September. Today students watched Act 4 of The Crucible. They worked in groups on Reading Guide questions.
Monday, 27 September. Today students listened to Act 3 of The Crucible. Whatever they didn't finish listening to, they are responsible for reading for homework (this amounts to no more than 3 pages). They were given new hall passes and Act 3 Reading Guide & Reading Check questions. They should be prepared for a quiz over Act 3.
Week 5: 20 - 24 September. The Crucible
Friday, 24 September. Mrs. Woodliff was out again. Students watched some of The Crucible movie.
Thursday, 23 September. Mrs. Woodliff is out today. Students are to turn in the Reading Guide questions for Acts 1 & 2 at the beginning of class. Questions turned in after the test starts will not be accepted. Students will take The Crucible Acts 1 & 2 test. After the test, they have an active reading assignment to work on until the end of class. (See "literacy" above for that assignment.)
Wednesday, 22 September. Today students finished Act 2, took a vocabulary test, and got a review for tomorrow's Act 1 & 2 test. They were told that the Reading Guide for Acts 1 & 2 (given to them in class, there are no copies online) are due tomorrow at the beginning of class. They are worth 10 test points. If not turned in before the test, they will not receive those points. Test review can be found in the literature tab above. Attention to students who were absent on Tuesday: you missed a binder quiz. Mrs. Woodliff won’t be here tomorrow and has duty today. uty today. So Friday is the only day for you to make it up. Also, students who weren't here to start Act II yesterday need to make a decision. They can take the test on Friday and miss beginning Act III, or they can catch up on what they missed yesterday and take the test tomorrow.
Tuesday, 21 September. Today students turned in vocabulary. They also turned in journal option B (if they chose that option). The began listening to Act II and took a binder quiz. Tonight they should prepare for tomorrow's vocabulary test.
Monday, 20 September. Today students took The Crucible Act 1 Quiz. They then had the rest of class to work on what they need to get done for English III (vocabulary, journal, The Crucible reading guide questions, binder organization0
Thursday, 23 September. Mrs. Woodliff is out today. Students are to turn in the Reading Guide questions for Acts 1 & 2 at the beginning of class. Questions turned in after the test starts will not be accepted. Students will take The Crucible Acts 1 & 2 test. After the test, they have an active reading assignment to work on until the end of class. (See "literacy" above for that assignment.)
Wednesday, 22 September. Today students finished Act 2, took a vocabulary test, and got a review for tomorrow's Act 1 & 2 test. They were told that the Reading Guide for Acts 1 & 2 (given to them in class, there are no copies online) are due tomorrow at the beginning of class. They are worth 10 test points. If not turned in before the test, they will not receive those points. Test review can be found in the literature tab above. Attention to students who were absent on Tuesday: you missed a binder quiz. Mrs. Woodliff won’t be here tomorrow and has duty today. uty today. So Friday is the only day for you to make it up. Also, students who weren't here to start Act II yesterday need to make a decision. They can take the test on Friday and miss beginning Act III, or they can catch up on what they missed yesterday and take the test tomorrow.
Tuesday, 21 September. Today students turned in vocabulary. They also turned in journal option B (if they chose that option). The began listening to Act II and took a binder quiz. Tonight they should prepare for tomorrow's vocabulary test.
Monday, 20 September. Today students took The Crucible Act 1 Quiz. They then had the rest of class to work on what they need to get done for English III (vocabulary, journal, The Crucible reading guide questions, binder organization0
Week 4: 13 - 17 September 2010. Arthur Miller's The Crucible
Friday, 17 September Students watched Act 1 of the movie version of The Crucible. They were also given the final journal assignment for this 6 weeks, worth 2 minor grades. Go to "journal" in the menu above to see the specific assignment. There will be a quiz over Act 1 on Monday. Additional study questions for that quiz and future test can be found in "literature" on the above menu. Students were given a graphic organizer for making notes of differences between the move and the play. They should also explain why they think the movie director made those changes.
Thursday, 16 September Students wrote in their journals and finished reading Act 1. Students had a little time at the end of class to work on vocabulary and Act 1 reading guide.
Wednesday, 15 September Students wrote in their journals, were given The Crucible Act 1 & 2 Questions, and began reading Act 1. Students had 10 minutes at the end of class to work on vocabulary.
Tuesday, 14 September Students wrote in their journals. They took additional notes over The Crucible. (6th and 7th periods also finished yesterday's notes.) Students were given a vocabulary assignment due Tuesday, September 21. (This is the only assignment students will be given to practice vocabulary before the test.) There will also be a binder quiz on September 21 and a vocabulary test on September 22.
Monday, 13 September Students took notes over the 3rd common comma rule. They wrote in their journals. They filled out an anticipation guide to prepare them for themes found in The Crucible. They defined "puritan" and "crucible" and took notes over conventions of drama. All notes over The Crucible can be found in the literature tab above.
Thursday, 16 September Students wrote in their journals and finished reading Act 1. Students had a little time at the end of class to work on vocabulary and Act 1 reading guide.
Wednesday, 15 September Students wrote in their journals, were given The Crucible Act 1 & 2 Questions, and began reading Act 1. Students had 10 minutes at the end of class to work on vocabulary.
Tuesday, 14 September Students wrote in their journals. They took additional notes over The Crucible. (6th and 7th periods also finished yesterday's notes.) Students were given a vocabulary assignment due Tuesday, September 21. (This is the only assignment students will be given to practice vocabulary before the test.) There will also be a binder quiz on September 21 and a vocabulary test on September 22.
Monday, 13 September Students took notes over the 3rd common comma rule. They wrote in their journals. They filled out an anticipation guide to prepare them for themes found in The Crucible. They defined "puritan" and "crucible" and took notes over conventions of drama. All notes over The Crucible can be found in the literature tab above.
10 September 2010: Journal, Vocabulary, Active Reading
- Journal: Remember to start each entry on a new page (front and back are okay). Date and title the entry “Dream Job.” Describe your dream job in at least 3 sentences. Sentences must be made up of at least 10 words.
- Vocabulary: Students filled in blanks on vocabulary handout with definitions. On the right (under association), write the name of a person/place/action that you associate with the word, or draw a picture you associate with the word.
- Active Reading: Read the article “Beating the Odds in Bakersfield,” and follow instructions on “Beating the Odds in Bakersfield” handout.
9 September 2010 - Instructions...
- The first thing you will do today is create an Edmodo account. Follow the "Setting up your Edmodo account" intructions below.
- The second thing you will do today is finish the college/military research you started on Tuesday. 1st and 2nd periods will turn in their handwritten copies. 4th - 7th periods will turn theirs in through Edmodo . (Instructions for submitting through Edmodo are in the Edmodo instructions.) This is due today!
- The third thing you will do today is get the instructions (blue sheet by Mrs. Woodliff's computer) for typing a letter to a college admissions counselor or military recruiter. You will then follow the instructions and type your letter using the same format and formal style as the sample letter. Links you need to go to can be found in the instructions below so you don't have to type in the full url. Today is your only day to work on this in the library. If you don't finish today, you will be responsible for finishing on your own time. It is due tomorrow, September 10, by 11:59pm. Extensions will only be given to students who work diligently in class on Thursday and Friday. It must be turned in through Edmodo. (Instructions for submitting through Edmodo are in the Edmodo instructions.) Printed and e-mailed assignments will NOT be accepted.
Setting up your Edmodo account
Edmodo is a social learning network for students and teachers. Students will be able to turn in homework electronically using Edmodo. Some assignments will be required to be turned in to Edmodo. Follow the instructions in the PowerPoint below to create an Edmodo account. Don't forget to write down your username and password.
Group codes for Edmodo1st - 6nbtk0
2nd - 7chdss 4th- l83o28 5th - m1t5bg 6th - bfa4ak 7th - 1bl5du |
PowerPoint instructions for creating an edmodo account
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Inquiry Letter: follow the instructions on the blue sheet (use the links below rather than type in the url). Remember: You must format your letter like the sample letter on the back of the blue instruction page. Your style must be formal (no slang, text-language, exclamation points, etc.) You will turn this assignment in through Edmodo.com. You must create an account. Instructions for that are below. NOTE: The blue inquiry letter instructions will go in the writing section of you binder!
Letter to College Admissions Office (Write this letter if you filled out the college research guide)
1) go to http://www.studentaid.ed.gov/PORTALSWebApp/students/english/consider.jsp?tab=choosing
2) Make a brief list of what you could include in a letter to the admissions office (or use the notes you took on your College Research Guide)
3) Next, type a letter to the admissions office requesting this information.
4) You may also want to ask for information about visiting the campus.
5) Break your letter into separate paragraphs according to topics you are asking about.
Letter to Military Recruiter (Write this letter if you filled out the military information.)
1) go to http://www.military.com/Recruiting/Content/0,13898,04072008-5Qs.htm and read the top 5 questions you should ask a recruiter.
2) Next, type a letter to a military recruiter including a little about yourself and these questions.
3) You may also want to ask for information about visiting with the recruiter.
4) Break your letter into separate paragraphs according to topics you are asking about.
1) go to http://www.studentaid.ed.gov/PORTALSWebApp/students/english/consider.jsp?tab=choosing
2) Make a brief list of what you could include in a letter to the admissions office (or use the notes you took on your College Research Guide)
3) Next, type a letter to the admissions office requesting this information.
4) You may also want to ask for information about visiting the campus.
5) Break your letter into separate paragraphs according to topics you are asking about.
Letter to Military Recruiter (Write this letter if you filled out the military information.)
1) go to http://www.military.com/Recruiting/Content/0,13898,04072008-5Qs.htm and read the top 5 questions you should ask a recruiter.
2) Next, type a letter to a military recruiter including a little about yourself and these questions.
3) You may also want to ask for information about visiting with the recruiter.
4) Break your letter into separate paragraphs according to topics you are asking about.
Library Research: 8 September 2010
Students will continue to research college/military. 1st and 2nd periods can turn theirs in when they finish. 4th, 5th, 6th, and 7th will need to save theirs to their I-Drive. Tomorrow students will submit electronic copies to Edmodo after creating an account.
Library Research: 7 September 2010
Today, students are in the library to start researching what they will do after graduating from high school. Students are given 2 options on which to research: 1) trade school, college, &/or univerisity 2) military service. (Students: Once you know which option you will choose, open the file below, fill out this Word document, and save to your I-drive. You will electronically submit these to Mrs. Woodliff on Thursday.) Students are using the Internet to research these options, see which is the best plan for them, which school or branch of military is best for them, etc. On Tuesday and Wednesday, students will be using the Internet to find information about these options. Information will be recorded on a handout that will be due on Thursday. Also on Thursday, students will be writing an e-mail either to a school or military recruiter telling them a little about themselves and asking for more information. This e-mail will typed in Word, printed, and turned in by the end of class on Thursday. Below are the documents for each option.
Option 1: College
On the first page, you should just google for the first few bullets.
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Option 2: Military
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Tutorial Announcement
Students who didn't turn in a final draft of the humorous story must report to tutorials on Tuesday, September 7. You may still type and e-mail the final draft to Mrs. Woodliff. If you do, Mrs. Woodliff will reply to the e-mail. If you don't get a reply, you must report to tutorials!
Week 2: 30 August - 3 September
3 September 2010 - Students presented myth projects. They responded to pre-reading "anticipation guide" statements, then listened to the story "It Happened on a Friday." After reading/listening, students completed "after reading" statements and wrote about their thoughts about the story.
2 September 2010 - Final drafts of humorous stories were due at the beginning of class. Students wrote in their journals, describing a piece of art. They had the rest of class to work on their myth projects. Yellow summary/analysis sheets were due at the edn of class.
1 September 2010 - Students wrote in their journals (see journal tab above) about 2 options they have for their future. They should focus on the first 2 years after graduation. Students took notes over comma rules #1 and 2 (see conventions and grammar tab above). Students had time to work on their American Indian creation myth projects.
31 August 2010 - Students started working on their American Indian creation myth projects. They formed groups, read their individual creation myth, started summarizing and analyzing the myth, and planned how they would create and prepare their project to present on Friday. Wednesday and Thursday, students will continue working on the project. Note change in assignment: projects will be presented on Friday instead of Thursday. See assignment below.
30 August 2010 - Students were given binder organization instructions (see "Course Information" in menu above). Students were given instructions for revising and editing the humorous stories they wrote on Thursday (instructions below). Final drafts are due at the beginning of class, Thursday, September 2. If turned in early, they will receive 2 extra points. If typed, double-space, 12 point Times New Roman, students will receive 3 extra points. Today is the only day students will have to work on the composition in class.
2 September 2010 - Final drafts of humorous stories were due at the beginning of class. Students wrote in their journals, describing a piece of art. They had the rest of class to work on their myth projects. Yellow summary/analysis sheets were due at the edn of class.
1 September 2010 - Students wrote in their journals (see journal tab above) about 2 options they have for their future. They should focus on the first 2 years after graduation. Students took notes over comma rules #1 and 2 (see conventions and grammar tab above). Students had time to work on their American Indian creation myth projects.
31 August 2010 - Students started working on their American Indian creation myth projects. They formed groups, read their individual creation myth, started summarizing and analyzing the myth, and planned how they would create and prepare their project to present on Friday. Wednesday and Thursday, students will continue working on the project. Note change in assignment: projects will be presented on Friday instead of Thursday. See assignment below.
30 August 2010 - Students were given binder organization instructions (see "Course Information" in menu above). Students were given instructions for revising and editing the humorous stories they wrote on Thursday (instructions below). Final drafts are due at the beginning of class, Thursday, September 2. If turned in early, they will receive 2 extra points. If typed, double-space, 12 point Times New Roman, students will receive 3 extra points. Today is the only day students will have to work on the composition in class.
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23 August - 27 August 2010. Week 1
27 August 2010 - Students read a Dave Barry article. They gave their own definitions for the words "picturesque" "dicey" "persistent" and "hastened" using context clues. They identified examples of hyperbole, sarcasm, metaphor, and similes that added to the humor of the article. They identified words Dave Barry used that added to the humor of the article. Due end of class.
26 August 2010 - Students were given their first major writing assignment: Write a funny story or write about a humorous event. The rough draft must be at least 1 page or 150 words. If not finished at the end of class on Thursday, it is due at the beginning of class on Friday or the student will be assigned tutorials for Tuesday, August 31.
Supplies, including composition book & binder with 5 dividers, should be acquired by Monday, August 30.
26 August 2010 - Students were given their first major writing assignment: Write a funny story or write about a humorous event. The rough draft must be at least 1 page or 150 words. If not finished at the end of class on Thursday, it is due at the beginning of class on Friday or the student will be assigned tutorials for Tuesday, August 31.
Supplies, including composition book & binder with 5 dividers, should be acquired by Monday, August 30.
About Mrs. Woodliff
Hi! I am Cassie Woodliff. This is my ninth year teaching high school English, my fourth at Central High School. I taught for two years in Texas before moving to Virginia in 2006 where I taught while my husband was in the army, stationed at Fort Eustis. In June 2009, we moved to San Angelo with our son, Nathan, and golden retriever, Mandy. I grew up near San Angelo and am very happy to be close to home. I have degrees in English and History and a Master of Education in Curriculum and Instruction, all from Texas A&M University. I am looking forward to getting to know all my students this year!