Wednesday 11/22
  • Volleyball Tournament lunacy! 
Tuesday 11/21
  • Catch-up day--finish yesterday's questions or finish recording your question from Friday 11/17
  • ACT Vocabulary books handed out--THESE BELONG TO YOU; thus, they are your responsibility!  Complete Lesson 3, exercise 1-3 for Tuesday after Thanksgiving break.
Monday 11/20
  • Our objectives for today are to examine how an author uses specific language to recreate an experience (along the lines of our "Show, Don't Tell" activities) and to debate how different cultures relate to the natural world
  • First, read "A  Vision Beyond Time and Place" (handout); then, complete the question analysis of it and turn this in for informal points
Friday 11/17
  • Our objectives are two-fold:  To examine how a culture uses aspects of nature to explain the creation of its people and their world and tu use evidence from its mythology to infer the values of a culture 
  • Go to Google Classroom.  Read the two short articles under Man and Nature PART ONE.  Then, click on the Recap link to record your answer to the question posed; use the Join Code that is on the GC link.
  • Complete the following questions (on paper) as a follow-up, an exit ticket to turn in:  

    How did you depict Nature as a force of creation in your Padlet?  Did the myths show something similar or different?  Explain.

    What do you think is the most unusual detail in the myths that you have read?

Thursday 11/16

1. Read pages 15-16; answer question #2 as part of a journal entry which explores the ideas present here.

2. Read “Literary Focus,” page 19.

3. Read one myth, either “The Sky Tree” (20), “Coyote Finishes His Work” (22-23), or “The Blackfeet Genesis” (24-26).

4. Exit Ticket:  Answer these questions on your own paper and turn in:

a. What natural objects/animals are important in this myth?  Why would these be used?  What about the characteristics of each animal would make them ideal choices for the ways they are used in the course of the myth’s tale?

b. Extrapolate the action:  Based on the actions, conflicts, and outcome of the myth’s story, what values do people in the tribe share?  What/who is important to them?  How can you tell?
Wednesday 11/15
  • Small groups present their Padlets, a way to introduce their concepts and page features
  • Explore Padlets of other groups and complete the exit ticket which surveys what you've found
  •  Bring your textbook tomorrow--we will start with Creation.
Monday-Tuesday 11/13-14
  • Man and Nature:  Levels of Involvement (small group work on Padlet to curate examples of the four ways American writers have shown man and nature to interact (creation, inspiration, brotherhood, adversary)  See the "About" tab on Google Classroom for links. 
Friday 11/10
Thursday  11/9
  • Final day of draft evaluation:  Surface Error Day 
Wednesday 11/8
  •  Peer Review of narratives continues
Monday 11/6
  •  Look together at the Peer Review Guide (on Google Classroom), and apply to part of a sample essay.
  • Share your draft with a trusted comrade in class; read the essay shared with you and proceed to offer precise commentary according to the guide.  Take your time!  Both you and the paper's author will benefit from this exercise!
Monday-Wednesday 10/29-11/1
  • Narrative Thesis papers returned with commentary; ask any questions you might have! 
  • Narrative Drafting in class--Keep in mind the writing techniques that we've practiced; ALL should appear in your narrative, which will end up as 3-5 pages typed.  Follow MLA guidelines for setting up the document
  • Type your document in Google Classroom--Click on the assignment name, then Create, then Doc. to open your page.  DO NOT TURN IN THE DRAFT.  I can see your writing as it happens.  Only officially click the blue Turn In button for your final copy. 
Thursday-Friday 10/26-27
  •  Dialogue Writing Practice:  In Google Classroom, open the link to the Flipgrid page and record a conversation with your partner in which you debate the question asked.  Then, go back to GC and click Open--Create--Doc to transcribe the conversation, making sure to do the following:  observe proper format and punctuation (using the handout of Dialogue Guidelines), include visual and auditory cues to SHOW the conversation more vividly to your reader, and use varied and interesting word choice to enhance the quality of your written product.
Wednesday 10/25
  • Writing Technique 3:  Characterizing Detail (handout)  
Tuesday 10/24
  • Sensory detail practice, day 2 (handout) 
Monday 10/23
  • Writing technique 2:  Sensory Detail
  • See classroom for shared Google doc
Friday 10/20
  • Show, Don't Tell practice, day 2 via a shared Google doc (see Google Classroom for the link)
Thursday 10/19
  • Finish comma exercise review, if necessary.
  • Formal Narrative Writing assignment handed out and reviewed together.  Our calendar for this writing will be as follows:
  •       Thesis due 10/26
  •       Draft due 11/1
  •       Early turn in (for a 5% bonus) 11/8
  •       Regular turn in 11/9
  •       Late turn in (-10%) 11/10
  •       Overdue (-50%) 11/11 or after
  • Practice writing technique:  Show, Don't Tell (handout)
Wednesday 10/18
  • Review comma exercises [Period 4 will also receive "Commas with Coordinating Conjunctions" to do for homework.]
Tuesday 10/17
  • Period 1:  Finish our final two presentations
  • Period 4:  Review practice exercises 2 and 3, as well as yesterday's "Commas with Coordinating Conjunctions"; HMWK:  complete "Commas vs. Semicolons in Compound Sentences" and Exercise 4 (putting rule reference in the margin just as you did for exercises 2 and 3.)
Monday 10/16
  • Complete the practice exercise "Commas With Coordinating Conjunctions" (handout) 
Thursday 10/12
  • Presentations continue 
Wednesday 10/11
  • Comma Rules (handout) distributed--this is part of our effort to increase your ACT English score from the result that you obtained during our first week of class. 
  • Complete practice excercises 2 and 3 (handouts); in the margin next to each question, be sure to list the number of the comma rules applied to justify why the commas you've added need to be there.   Why?  This will allow you to develop a rational approach to the use of punctuation; knowing the reasons why commas belong in sentences will allow you to repeat correct results in every situation, including a test like the ACT.  *We will review these on Monday, so be sure you've got them with you!
Monday-Tuesday 10/9-10
  • Synthesis Assessment presentations
  • Anonymous peer evaluations will be conducted for each group; however, you will get one bonus point for each legitimate, content question that you ask, so be engaged!
Tuesday 10/3-Friday 10/6
  • Synthesis Assessment preparation in small groups--this 50-point formal assessment will be the composition and presentation of a concept map which integrates characters, conflicts, outcomes, and themes from each of the works that we have studied to this point.
  • Group presentations will begin Monday; we will go in order of the group numbers.
Monday 10/2
  • Finish and discuss Ordinary People
  • Notes collected for informal points based upon majority vote
  • Optional Extension Activity:  "Mother Tongue"  [See the folder on the back table for details; due on 10/9.]
Wednesday 9/27-Friday 9/29
  • View a fractured family that encompasses most of what we've seen previously:  The Jarretts of Ordinary People.  Keep notes as you watch on the provided handout of character personalities--which affect one's responses to conflict and how one communicates--all of which influence the quality of the family dynamic 
Tuesday 9/26
  • Fractured Families:  "My Papa's Waltz" (handout)--we will use this poem as an exercise in literal vs. figurative interpretation and the importance of explaining your evidence.  Read the poem and complete the exercise as described on the handout for 10 formal points.
Monday 9/25
  • If you did not see the end of "Nurture,"  here is what you missed:  Wendy deliberately committed perjury, claiming that she willfully ran away to Arnette Fenady, not that Ms. Fenady kidnapped her. Later, she tells the District Attorney that at least Ms. Fenady had never hurt her as Brian had and suggests that they think Fenady crazy because she wants to adopt her. The District Attorney gently tells her, “No, she’d have to be crazy to think you’re not Wendy, that you’re somebody else.” In the end, Ms. Fenady is found not guilty and applies for custody of Wendy. That is where the episode ends.

  • Read "Little Things" (handout) and discuss the following:
    • What is the purpose of the first paragraph? How is this exemplified?

    (Mood setting; can be proven by specific word choice, like “dirty water,” “slush,” “dark” used twice. Weather “turning” is never a good thing…)

    • Do you like Carver’s writing style? How would you characterize this? Does this make the story more or less powerful? Why so?

    (Abbreviated sentences, spare phrasing, unsentimental word choice—he writes a very passionate, emotionally heightened scene as if it were a traffic report. Personally, I think it makes it more insidious, as the less we’re given as an audience, the more it leaves beneath the surface, that it is far worse when our imaginations are given free reign to fill in the blanks. Also, it reminds me of a victim of violent assault—they always recount the incident in a very detached way, which is our psyche’s self-preservation technique to prevent us from being sucked under by despair.)

    • What is the effect of the relative lack of punctuation (i.e., no quotation marks)? What impact does this have on the reading of it?

    (My take is that it makes for a more in-your-face kind of reading; it is less formal, more connected, more ready to careen out of control just like the action it depicts. Also, it could reflect the lack of boundaries that the two adults in the story seem to have.)

    • Interpret the ending: what happens? How is the conflict resolved? What makes you think so?

    (The last line is brief and secco—“In this manner, the issue was decided.” It is even in passive voice. This makes it seem like the result is particularly terrible. Is the baby injured permanently? Which parent “succeeds”? Any interpretations here can work, I think.)

Friday 9/22
  • Continue our look at fractured families with Law and Order's "Nurture" 
  • Post Blog Entry 4:  Who should be given custody of Wendy?  Why?  Should she return to the foster care system for new placement?  Why/why not?  [Note:  This assignment can be found on my blog: https://englishfroma5.blogspot.com/
Thursday 9/21
  • Finish pairs analysis [Remember, static characters remain the same throughout the course of the story; dynamic characters undergo a fundamental personality change in response to the conflicts they encounter.]  NOTE:  A character is NOT dynamic if he seems to be one thing at the beginning of the story but is revealed to be another person entirely at the end; just because the reality was concealed, it doesn't mean that it wasn't always there! 
  • Bonus Question:  If your pair finishes early, you may answer #12 on page 1222 for extra points; make sure, as always, to explain your reasoning with specific details.
Wednesday 9/20
  • Small groups report findings on Soto
  • Reading quiz (5 pts) for "Teenage Wasteland"
  • Begin pairs analysis of character change in "Teenage Wasteland" 
Tuesday 9/19
  • Small groups investigate a single "Engaging the Text" question from Soto
  • Select a textbook from the shelf; record your number on the class roster.
  • Read "Teenage Wasteland" pgs. 1216-1222 for tomorrow.  FOCUS:  Character personalitites and progress (or lack of it) throughout the story. 
Monday 9/18
  • Read Gary Soto's "Looking for Work" (handout).  As you read, consider the following focusing questions:  a. How does Soto see his family vs. the media ideal; b. What effect does this have on him, then and now?
  • As you read (or once you are done), annotate on the text the following information:  the details of his real llife, the personality of Soto and his family members (including his best friend, Little John), and the reflective voice of the author.
  • Exit ticket:  Hhow do you think Soto's family compares to the Cleavers and the Huxtables?  Explain your thoughts with specific details. [Turn this in for informal points!]
Friday 9/15
  • Ideal American Families:  Comparison Essay--This is on Google Classroom; it's due date is 17 September 2017.  Open up the prompt/writing guidelines first; then, return to the GC page, click on the assignment name and Create to begin. 
Thursday 9/14
  • Finish small-group collaboration--this will feed the in-class writing (which we will now do on Friday) so be as thorough and specific as you can.
  • Finish Blog Entry 3 if you did not do it for homework
Wednesday 9/13
  • Small-Group Collaboration:  Convergence in Depictions of the Ideal American Family--you and your group members will complete the provided handout by deciding areas in which the Cleavers and the Huxtables converge, based upon relevant items of interpretation (i.e., parenting techniques, values held, behavioral norms, power structure, family dynamic, etc.)  Then, brainstorm specifics witnessed in each episode that prove the worth of the convergent aspects.
  • HMWK:  Blog Entry 3  [Find the assignment detailed on my blog page.]
Tuesday 9/12
  • Examine Ideal Family #2:  The Huxtables (from The Cosby Show)--parents are Cliff and Clair Huxtable; the older children are Sondra, Denise, Theo, and Vanessa  [NOTE:  We viewed "Denise's Friend" (season 2, episode 10); if you were not here, you can either view this on Netflix or Hulu.  If you have neither platform, you can come in during a study hall to watch it in A5; it will take approximately 25 minutes.]
  •  While you watch, consider these ideas--Character personalities, family dynamic, power structure, and parenting techniques.
  • Formal Writing (10 pts.):  What makes Cliff and Clair Huxtable good parents?  Cite at least three specific words or actions from the episode which will support your claim, explaining HOW each proves it.
Monday 9/11
  • Follow the projected instructions to follow the blogs of me and the rest of the class; this basically involves logging into Blogger and adding to your Reading List by copying and pasting addresses from the "English 11 Blog Addresses" doc.  [NOTE:  If you were not here, you can view the instructions at the following link: Blogger Instructions for Set-up and Following
  • If necessary, finish your own writing--you should have two blog entries at this point.
  • If you haven't yet, read and comment on two different Entry 1 blogs.
  • Read and comment on two different Entry 2 blogs.
Friday 9/8
  • Entrance ticket:  Tell me which two blogs you commented on and one interesting thing you read in any of them.
  • Discuss the stereotypical pillars of what makes an ideal family, ideas which have been habitually reinforced by the media we consume.
  • View one such influential example:  Leave It to Beaver.  [NOTE:  If you were absent today, you can view the episode via a YouTube link that can be found in Google Classroom under the "About" tab.]
  • Go onto Blogger and view Blog Assignment 2 on my blog page (Blog Guidelines and Assignments)
  • Go to your blog and write an entry for assignment 2.
  • Go to the pages of some of your classmates; comment on two others.
Thursday 9/7
  • Set up your writer's notebook as a blog on Blogger.com
  • Copy and paste your blog's web address (URL) into the document I've shared with you entitled "English 11 Blog Addresses"--this can be found in your Google Drive under the "Shared with Me" tab.
  • Go to my blog: englishina5.blogspot.com   Read the first post (Blog Guidelines) which clarifies our goals for this blog, how you should approach each prompt, and how to properly comment on each other's blogs.
  • Go to the second of my blog entries (Blog Assignment 1) to read the prompt questions
  • Return to your own blog and make your first posting for Blog Assignment 1
  • Use the shared doc of addresses to visit and read through your classmates' blogs; choose at least TWO to write appropriate comments in response.
Wednesday 9/6
  • ACT Writing Diagnostic on GC; this essay is just for diagnostic purposes, so I will only give informal points for its completion.  We will use it to practice editing skills and to chart progress throughout the year.
Tuesday 9/5
  • STAR testing
  • ACT English practice test evaluation and goal setting 
Friday 9/1
  • Scavenger Hunt for strange information and sweet rewards...
  • Remember to turn in your biopoem today on GC 
  • The Self-Inventory is overdue, so if you have not turned that in, please do so!
Thursday 8/31
  • Write out five true, specific details about you that are not obvious to the eye
  • Self-Inventory writing on Google Classroom [Codes to join:  1st period=mwy720; 4th period=mq72y4]   Turn this in electronically before class is over or sometime today if you require more typing time.  **Note:  If you need to finish and don't have the Traits of Intelligent people sheet with you, it is offered in PDF form under the "About" tab in GC.
  • Type and turn in your biopoem on classroom for tomorrow.
Wedensday 8/30
  • Turn in completed parent info forms
  • ACT English test diagnostic--since the state now uses this as your 11th grade assessment, it makes sense to determine at what level your skills are with this test.
  • Remember your biopoem is due on Friday, so finish drafting that on the provided sheet. 
Tuesday 8/29
  • Course guide and syllabus distributed
  • Parent information--Remember to return the completed forms ASAP; when you do, you will receive extra points!
  • Biopoem drafting (handout)--due by Friday 9/1

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Field Local Schools | 2900 Door #5, State Route 43 | Mogadore, OH 44260 | Phone: 330.673.2659 | Fax: 330.673.0270
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