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?
Tuesday, April 18, 2006
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
Thursday, January 05, 2006
European Studies 1/5
Today students had a quiz on Chapters 6-11 of The Blue Flower. Then students worked in groups to become experts on a topic from chapters 1-11, got in a group with students who had other topics, and taught each other the information. If you were absent today, you can do this activity on your own...here it is...
For chapters 1-11 of The Blue Flower
A. Descriptions of the male members of the Hardenberg family – including quote references to back up your ideas
B. Descriptions of the female members of the Hardenberg family – including quote references to back up your ideas
C. Various methods of and ideals in education – including quote references to back up your ideas
D. References and reactions to the French Revolution – including quote references to back up your ideas
E. Romantic and other philosophical statements and ideals – including quote references to back up your ideas
You and your table will become expert on your topic – with each of you taking notes of your own.
After an appropriate amount of work-time, you will be moved into groups with people from each topic. You’ll be responsible for teaching your topic and learning about (and taking notes for) the other topics. Trading and copying notes rather than teaching and discussing would not be appropriate.
HW: Read and do journal for Chapters 12-17.
For chapters 1-11 of The Blue Flower
A. Descriptions of the male members of the Hardenberg family – including quote references to back up your ideas
B. Descriptions of the female members of the Hardenberg family – including quote references to back up your ideas
C. Various methods of and ideals in education – including quote references to back up your ideas
D. References and reactions to the French Revolution – including quote references to back up your ideas
E. Romantic and other philosophical statements and ideals – including quote references to back up your ideas
You and your table will become expert on your topic – with each of you taking notes of your own.
After an appropriate amount of work-time, you will be moved into groups with people from each topic. You’ll be responsible for teaching your topic and learning about (and taking notes for) the other topics. Trading and copying notes rather than teaching and discussing would not be appropriate.
HW: Read and do journal for Chapters 12-17.
American Studies 1/5
Today we practiced Grammar and had a grammar review in preparation for a quiz tomorrow. Tomorrow there is a quiz on O Pioneers Part II and on grammar up through adjectives and adverbs.
For Tuesday: Print out short story "The Yellow Wallpaper" from Mrs. Olson's website (SHS>Classroom Webs>Humanities - Olson>American Literature>Literature>Charlotte Perkins Gilman). Read it actively, with pen in hand, in preparation for Tuesday next week.
(Here's the link to the story).
http://www.shs.issaquah.wednet.edu/teachers/olson/The%20Yellow%20Wallpaper.htm
For Tuesday: Print out short story "The Yellow Wallpaper" from Mrs. Olson's website (SHS>Classroom Webs>Humanities - Olson>American Literature>Literature>Charlotte Perkins Gilman). Read it actively, with pen in hand, in preparation for Tuesday next week.
(Here's the link to the story).
http://www.shs.issaquah.wednet.edu/teachers/olson/The%20Yellow%20Wallpaper.htm
Wednesday, January 04, 2006
European Studies: 1/4 plus Blue Flower Schedule
We had a vocab quiz today and a quiz on chapters 1-5 of Blue Flower. Then we discussed the first five chapters in terms of setting, characters, conflicts introduced and ideas connected with Romanticism.
HW: Read chapters 6-11 of Blue Flower; we'll have a brief quiz tomorrow and your journal for these chapters is due.
Blue Flower Reading Schedule and Log Assignment
by Jan. 4: through chapter five
by Jan. 5: through chapter eleven
by Jan. 6: through chapter seventeen
by Jan. 9: through chapter twenty-two
by Jan. 11: through chapter twenty-seven
by Jan. 13: through chapter thirty-two
by Jan. 17: through chapter forty
by Jan. 18: through chapter forty-five
by Jan. 19: through chapter forty-nine
by Jan. 20: through chapter fifty-five
You will be given a short quiz on each reading section the day the section is due.
For each set of readings for The Blue Flower except Chs. 1-5, journal about one of the four topics that follow. The length of each journal should be at least one half page typed, double-spaced (or one and a third single-spaced, hand-written). By the end of the novel, you should have written about each topic at least twice.Topics:Status and role of womenPhilosophy and poetry: how are they valued, how are they defined, what do the characters have to say about them, etc.Fritz’ development as a character: what is he like and how does he change or not change over time?Connections to history of the time (historical events) and society of the time (how people lived, etc.)
Map Assignment:
Complete the map given you by Friday, January 13th. The map will be graded on neatness and completeness.
Value: 20 pts.
HW: Read chapters 6-11 of Blue Flower; we'll have a brief quiz tomorrow and your journal for these chapters is due.
Blue Flower Reading Schedule and Log Assignment
by Jan. 4: through chapter five
by Jan. 5: through chapter eleven
by Jan. 6: through chapter seventeen
by Jan. 9: through chapter twenty-two
by Jan. 11: through chapter twenty-seven
by Jan. 13: through chapter thirty-two
by Jan. 17: through chapter forty
by Jan. 18: through chapter forty-five
by Jan. 19: through chapter forty-nine
by Jan. 20: through chapter fifty-five
You will be given a short quiz on each reading section the day the section is due.
For each set of readings for The Blue Flower except Chs. 1-5, journal about one of the four topics that follow. The length of each journal should be at least one half page typed, double-spaced (or one and a third single-spaced, hand-written). By the end of the novel, you should have written about each topic at least twice.Topics:Status and role of womenPhilosophy and poetry: how are they valued, how are they defined, what do the characters have to say about them, etc.Fritz’ development as a character: what is he like and how does he change or not change over time?Connections to history of the time (historical events) and society of the time (how people lived, etc.)
Map Assignment:
Complete the map given you by Friday, January 13th. The map will be graded on neatness and completeness.
Value: 20 pts.
American Lit.: 1/4
Quiz on "O Pioneers!" Part One; questions were stamped; discussion of novel.
Coming Up:
Friday: Grammar Quiz and "O Pioneers" Part Two Quiz
Coming Up:
Friday: Grammar Quiz and "O Pioneers" Part Two Quiz
Tuesday, January 03, 2006
European Studies: Jan. 3
Today: Board Talk on Romanticism using notes from 12/9. Intro. to novel Blue Flower, including reading assignment sheet, a list of characters and terms, and a map assignment.
For tomorrow:
Vocab Quiz plus Chapters 1-5 of Blue Flower, which will be quizzed as well.
For tomorrow:
Vocab Quiz plus Chapters 1-5 of Blue Flower, which will be quizzed as well.
American Lit.: January 3
Today students took their essay test on their independent reading.
Tomorrow:
HWP is due
American Studies: English
Unit 3 Homework Packet
Assignment Points Earned` Points Possible
“The Genius of Mark Twain” - notes 10
Critical Reading: “Slavery in Hannibal” (S) 10
Grammar: Subject – Verb (S) 10
Patterns 4-5 (Grammar) (S) 10
Chs. 13-16 Seminar Prep. (S) 10
Realism Notes (lit. book) (S) 10
Poe Bio. Notes and “Fall of the House..” Qs. (S) 10
Modern Poetry C-R (S) 10
Lit. Book: New Poetry (S) 10
“Song of Myself” Poetry Elements (NS) 10
Total 100 points
***Assignments must be stamped in order to receive full credit. Without stamp, assignments can earn a maximum of 75%.
Also: O Pioneers! through Part I (not chapter one).
Quiz and Questions are due.
Tomorrow:
HWP is due
American Studies: English
Unit 3 Homework Packet
Assignment Points Earned` Points Possible
“The Genius of Mark Twain” - notes 10
Critical Reading: “Slavery in Hannibal” (S) 10
Grammar: Subject – Verb (S) 10
Patterns 4-5 (Grammar) (S) 10
Chs. 13-16 Seminar Prep. (S) 10
Realism Notes (lit. book) (S) 10
Poe Bio. Notes and “Fall of the House..” Qs. (S) 10
Modern Poetry C-R (S) 10
Lit. Book: New Poetry (S) 10
“Song of Myself” Poetry Elements (NS) 10
Total 100 points
***Assignments must be stamped in order to receive full credit. Without stamp, assignments can earn a maximum of 75%.
Also: O Pioneers! through Part I (not chapter one).
Quiz and Questions are due.
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