We watched the first 25 minutes of the movie today. If you missed it, watch it on your own. Take detailed notes to use on your comparison assignment.
Before/during readings are due Tuesday the 15th...if you are out of class for testing, they're due the day you get back.
Thursday, May 10, 2007
Friday, May 04, 2007
For those of you who won't be in class Monday May 7
If you're not in class Monday, you won't get the two handouts you'll need to stay caught up (those of you with the new Norton edition will need copies of the readings too). Pick them up from the folder outside my office door...it'll be labeled IB. You'll need 2 handouts (or 3 if you need the readings.)
Good luck on the exams!
Good luck on the exams!
IB Week of May 7
Hello, IB exam takers. Many of you (those who are not taking Math or AP Spanish exams) will be in class on Monday. I will have a sub (I'm doing jury duty). There are too many of you for you to go to the library, so you may bring materials to study, however I will also have some work for you to get started on involving our viewing of Apocalypse Now. Your classmates will be taking the second hour of their Commentary Exam while you are studying/working. To do the work you'll be assigned on Monday, you'll need your Norton Heart of Darkness. The articles are not in the new copy, so I will make copies of them for the sub to pass out to those of you with the new copy. If you talk to any of your friends, let them know to bring their book and that they will have an assignment. Thanks!
Monday, March 26, 2007
Tuesday, April 18, 2006
Five Dollar Fight Socratic Seminar Make Up
Choose 4 of the 5 questions below: Type up a minimum 1 page double spaced response to each question, backing up your ideas with quotes from the story.
What motivates the behavior and actions of the whites in the story?
What motivates the behavior and actions of the blacks in the story?
Which line in the story stands out to you as the most important and why?
What does this story have to do with the issue of race in America?
What connections can you find between this story and A Lesson Before Dying?
What motivates the behavior and actions of the whites in the story?
What motivates the behavior and actions of the blacks in the story?
Which line in the story stands out to you as the most important and why?
What does this story have to do with the issue of race in America?
What connections can you find between this story and A Lesson Before Dying?
Friday, March 03, 2006
European Studies: Thursday, March 2, and Friday, March 3
Thursday:
Students checked out a copy of Lord of the Flies from the library.
Resume organizer and journal from previous day were stamped. We discussed the project we had completed the past two days and the final journal question. A Double Entry Journal was assigned for the duration of reading the novel (handouts in class.)
Reading schedule:
Each set of chapters and accompanying work should be completed by the date below.
Chapters 1 due Friday, March 3
Chapter 2 due Monday, March 6
Chapter 3 due Tuesday, March 7
Chapter 4 due Wednesday, March 8
Chapter 5 due Thursday, March 9
Chapter 6 due Friday, March 10
Chapter 7 due Tuesday, March 14
Chapter 8 due Thursday, March 16
Chapter 9 due Friday, March 17
Chapter 10 due Monday, March 20
Chapter 11 due Wednesday, March 22
Chapter 12 due Thursday, March 23
Chapter 1: take notes on the following characters: Ralph, Piggy, Sam’n’Eric, Jack Merridew, Roger and Simon. Think about physical characteristics, personality and early role in the group.
Take notes on the conch and its role. Think about what it might represent.
Take notes on the first meeting: rules, roles, how decisions are made.
Take notes on the encounter with the pig
Chapter 2: To Notice…
Keep a list of details from the text that tell us something about the smaller boys as a group, and what these details suggest about them
Note anything that the boys do to build their society
Note anything you feel might threaten this society they are building
Copy down into your double entry journal at least one quote you feel is particularly important for this chapter and note why you chose it
Also due Monday...Typed Resume. You can model it after the one in your blue student packet (see pages 7 and 8).
Options for typing your resume:
1. USE CHOICES ONLINE CAREER PROGRAM
Go to:
http:// www.access.bridges.com
At the login page enter:
Site ID 1001450
Password: skyline3 (all lowercase)
Choose “Planner” and “GO”
Click on the blue "Work" tab at the top of the page,
then scroll down, you'll find a link to the Resume Builder under the "Getting Ready to Work" header at the lower right hand side of the page.
Students can fill in their background information and develop and print out a preliminary resume.
-----------------------------------------------------------------------
2 USE “RESUME WIZARD” IN “WORD”
The “Resume Wizard” is located on your computers under “Word”. Here’s how to access that program:
Create a résumé
On the File menu, click New.
In the New Document task pane, under New from template, click General Templates.
Click the Other Documents tab.
Double-click Résumé Wizard.
(If you do not see this wizard in the Templates dialog box, you might need to install it.)
Follow the steps in the wizard. Hit Next for “Entry Level resume”
Then build your resume clicking on and using the main categories of :
Objective
Education
Work Experience (or volunteer experience if they don’t have any)
Skills, Abilities, Interests
References
Friday: I taught students how to do source and note cards, as well as annotated bibliography, for their sophomore project. We discussed the typed resume, which is due Monday. I stamped the journal for Chapter 1 and we discussed the chapter.
HOMEWORK FOR MONDAY: Typed resume, a pack of 3x5 index cards, Chapter 2 read (there will be a quiz) and double entry journal for Chapter 2.
Students checked out a copy of Lord of the Flies from the library.
Resume organizer and journal from previous day were stamped. We discussed the project we had completed the past two days and the final journal question. A Double Entry Journal was assigned for the duration of reading the novel (handouts in class.)
Reading schedule:
Each set of chapters and accompanying work should be completed by the date below.
Chapters 1 due Friday, March 3
Chapter 2 due Monday, March 6
Chapter 3 due Tuesday, March 7
Chapter 4 due Wednesday, March 8
Chapter 5 due Thursday, March 9
Chapter 6 due Friday, March 10
Chapter 7 due Tuesday, March 14
Chapter 8 due Thursday, March 16
Chapter 9 due Friday, March 17
Chapter 10 due Monday, March 20
Chapter 11 due Wednesday, March 22
Chapter 12 due Thursday, March 23
Chapter 1: take notes on the following characters: Ralph, Piggy, Sam’n’Eric, Jack Merridew, Roger and Simon. Think about physical characteristics, personality and early role in the group.
Take notes on the conch and its role. Think about what it might represent.
Take notes on the first meeting: rules, roles, how decisions are made.
Take notes on the encounter with the pig
Chapter 2: To Notice…
Keep a list of details from the text that tell us something about the smaller boys as a group, and what these details suggest about them
Note anything that the boys do to build their society
Note anything you feel might threaten this society they are building
Copy down into your double entry journal at least one quote you feel is particularly important for this chapter and note why you chose it
Also due Monday...Typed Resume. You can model it after the one in your blue student packet (see pages 7 and 8).
Options for typing your resume:
1. USE CHOICES ONLINE CAREER PROGRAM
Go to:
http:// www.access.bridges.com
At the login page enter:
Site ID 1001450
Password: skyline3 (all lowercase)
Choose “Planner” and “GO”
Click on the blue "Work" tab at the top of the page,
then scroll down, you'll find a link to the Resume Builder under the "Getting Ready to Work" header at the lower right hand side of the page.
Students can fill in their background information and develop and print out a preliminary resume.
-----------------------------------------------------------------------
2 USE “RESUME WIZARD” IN “WORD”
The “Resume Wizard” is located on your computers under “Word”. Here’s how to access that program:
Create a résumé
On the File menu, click New.
In the New Document task pane, under New from template, click General Templates.
Click the Other Documents tab.
Double-click Résumé Wizard.
(If you do not see this wizard in the Templates dialog box, you might need to install it.)
Follow the steps in the wizard. Hit Next for “Entry Level resume”
Then build your resume clicking on and using the main categories of :
Objective
Education
Work Experience (or volunteer experience if they don’t have any)
Skills, Abilities, Interests
References
Friday: I taught students how to do source and note cards, as well as annotated bibliography, for their sophomore project. We discussed the typed resume, which is due Monday. I stamped the journal for Chapter 1 and we discussed the chapter.
HOMEWORK FOR MONDAY: Typed resume, a pack of 3x5 index cards, Chapter 2 read (there will be a quiz) and double entry journal for Chapter 2.
American Studies: Friday, March 3
Today I gave an introductory talk on The Grapes of Wrath, by John Steinbeck. Students then listened to the following clip from NPR, which you can listen to on your own to be up to date. Click on "Listen to Brian Naylor's report."
http://www.npr.org/programs/morning/features/patc/grapesofwrath/
Then we watched the first 30-35 minutes of John Ford's movie, The Grapes of Wrath.
Homework for Monday: notes from Lit. Book, page 606, on Steinbeck.
http://www.npr.org/programs/morning/features/patc/grapesofwrath/
Then we watched the first 30-35 minutes of John Ford's movie, The Grapes of Wrath.
Homework for Monday: notes from Lit. Book, page 606, on Steinbeck.
Monday, February 06, 2006
European Studies: What's Coming Up
Monday: Finish Romantic Poetry
Next Week: WASL Preparation
After Mid-Winter Break: Lord of the Flies
Next Week: WASL Preparation
After Mid-Winter Break: Lord of the Flies
American Studies: What's coming up
Thursday, Feb. 9: Harlem Renaissance Fair
Friday, Feb. 10: Chapters 5-6 of Gatsby due
Monday, Feb. 13: Chapter 7 of Gatsby due (this is a LONG chapter!)
Wednesday, Feb. 15: Chapters 8 and 9 of Gatsby due
Thursday, Feb. 16: Gatsby Persona Fishbowl (details forthcoming...)
Friday, Feb. 17: Gatsby/Harlem Renaissance Exam
After Mid-Winter Break: More Modernism (poetry) and the 1930s (Grapes of Wrath)...Junior Project Intro...
Friday, Feb. 10: Chapters 5-6 of Gatsby due
Monday, Feb. 13: Chapter 7 of Gatsby due (this is a LONG chapter!)
Wednesday, Feb. 15: Chapters 8 and 9 of Gatsby due
Thursday, Feb. 16: Gatsby Persona Fishbowl (details forthcoming...)
Friday, Feb. 17: Gatsby/Harlem Renaissance Exam
After Mid-Winter Break: More Modernism (poetry) and the 1930s (Grapes of Wrath)...Junior Project Intro...
Saturday, January 21, 2006
American Studies Socratic Seminar Make Up (Unit 4)
Type one page double spaced answering each question (minimum 4 pages double spaced.) To receive full credit you must refer to specific works of literature.
Questions
Texts to consider: O Pioneers!, The Awakening (if you read it), “Women and Economics,” “The Yellow Wallpaper,” “The Story of an Hour” (attached)
Be prepared with ideas on and passages to support your ideas for the following questions:
1.What important issues come up in these pieces? Why are they important?
2.Do any of these pieces differ from one another significantly in their message? If so, which one (s) and how?
3.What connections can you find between these pieces and other writings we have read this semester, including Phyllis Wheatley, Ben Franklin, Thoreau and Emerson, Dickinson, Whitman, Twain, Crane and London?
4. What statement do these pieces make about America? About American Literature and American History?
Questions
Texts to consider: O Pioneers!, The Awakening (if you read it), “Women and Economics,” “The Yellow Wallpaper,” “The Story of an Hour” (attached)
Be prepared with ideas on and passages to support your ideas for the following questions:
1.What important issues come up in these pieces? Why are they important?
2.Do any of these pieces differ from one another significantly in their message? If so, which one (s) and how?
3.What connections can you find between these pieces and other writings we have read this semester, including Phyllis Wheatley, Ben Franklin, Thoreau and Emerson, Dickinson, Whitman, Twain, Crane and London?
4. What statement do these pieces make about America? About American Literature and American History?
6 Standard Comma Rules
6 Standard Comma Rules
1. A comma should be used to join two independent clauses joined by a coordinating conjunction (BOYSFAN: but, or, yet, so, for, and, nor).
2. A comma should be used to separate items in a series (the final one in front of the "and" has been declared optional--so it is not tested for on standardized tests)
Example:
3. A comma should be used after an introductory dependent/subordinate clause
4. A comma or commas should be used to set off appositives, interrupters, and parenthetical expressions
5. A comma should be used after introductory phrases [verbal or prepositional]---this one is now under debate about the necessity when the phrase is short [fewer than 5 words]6. A comma should be used after a single introductory word
1. A comma should be used to join two independent clauses joined by a coordinating conjunction (BOYSFAN: but, or, yet, so, for, and, nor).
2. A comma should be used to separate items in a series (the final one in front of the "and" has been declared optional--so it is not tested for on standardized tests)
Example:
3. A comma should be used after an introductory dependent/subordinate clause
4. A comma or commas should be used to set off appositives, interrupters, and parenthetical expressions
5. A comma should be used after introductory phrases [verbal or prepositional]---this one is now under debate about the necessity when the phrase is short [fewer than 5 words]6. A comma should be used after a single introductory word
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