Monday: Holiday. Mr. Brandt plays golf and shoots an all-time record 98 at Davis Muni. Roaring throngs of fans pursue him afterwards, demanding an autograph.
Tuesday: Back to school. Sentence diagrams were introduced. Maybe not as fun as golf, but close. Basic parts of speech, parts of a sentence, parts of a predicate, and types of phrase were discussed and diagrammed.
Wed: More diagramming, this time including compound subjects, compound verbs, adjective phrases, adverb phrases, and direct objects.
Thurs: No grammar! Students instead began preparing their Odyssey group presentations. Groups divided up their sections by line number, and began planning their tableaux.
Fri: 2nd day of group preparation for Tuesday's due date.
Saturday, December 5, 2009
Friday, November 13, 2009
Week 14: Nov. 16-20
Mon.Students received a copy of the Odyssey group project, which is a group oral presentation of section of the epic to be presented Dec. 8-10. Class practiced writing Homeric similes.
Tues. From the Odyssey, students read "The Land of the Dead" as well as "Scylla and Charybdis". Class once again practiced writing Homeric similes.
Wed. Preposition quizzes are coming this week! Classes wrote and shared Homeric similes for the third time, then read about the Cattle of the Sun God, Helios.
Thurs. Fourth round of Homeric similes, plus continued reading of the Odyssey. We're rapidly approaching the conclusion.
Fri. All 3 classes finished reading "The Odyssey". Odysseus and Penelope are reunited (and it feels so good!).
Tues. From the Odyssey, students read "The Land of the Dead" as well as "Scylla and Charybdis". Class once again practiced writing Homeric similes.
Wed. Preposition quizzes are coming this week! Classes wrote and shared Homeric similes for the third time, then read about the Cattle of the Sun God, Helios.
Thurs. Fourth round of Homeric similes, plus continued reading of the Odyssey. We're rapidly approaching the conclusion.
Fri. All 3 classes finished reading "The Odyssey". Odysseus and Penelope are reunited (and it feels so good!).
Monday, November 9, 2009
Week 13: Nov. 9-13
Mon. Assignments this week include posting outside reading comments to edublogger and memorizing prepositions on pg. 28 of HH (1st two columns). Also, the third draft of Autobiographical Narrative assignment is due on Friday for 1st period, on Monday for 2nd period.
Students checked in their outside reading choices today, and read pp. 651-654 in HA (Homer's Invocation and Calypso's Island). Questions were provided as well, which students worked on in class.
Tues. Class read Homer's account of Calypso's Island out loud, and prepared a drawing of 4 parts of the story. Details need to be included, with references to specific lines.
Wed. Happy Veteran's Day!
Thurs. Class read a lengthy chunk of the Odyssey, including Odysseus' self-introduction, his account of departure from Troy and troubles with Cicones, encounters with Lotus Eaters and Polyphemus the Cyclops.
Fri. Students demonstrated their prowess at memorizing and reciting preposition. I announced that Ch. 3 of Holt Handbook would be the grammar focus for the final exam.
Students worked on Ex. 1 on pg. 72, which dealt with Adjective Phrases.
Students checked in their outside reading choices today, and read pp. 651-654 in HA (Homer's Invocation and Calypso's Island). Questions were provided as well, which students worked on in class.
Tues. Class read Homer's account of Calypso's Island out loud, and prepared a drawing of 4 parts of the story. Details need to be included, with references to specific lines.
Wed. Happy Veteran's Day!
Thurs. Class read a lengthy chunk of the Odyssey, including Odysseus' self-introduction, his account of departure from Troy and troubles with Cicones, encounters with Lotus Eaters and Polyphemus the Cyclops.
Fri. Students demonstrated their prowess at memorizing and reciting preposition. I announced that Ch. 3 of Holt Handbook would be the grammar focus for the final exam.
Students worked on Ex. 1 on pg. 72, which dealt with Adjective Phrases.
Sunday, November 1, 2009
Week 12: 11/2-6
Mon. Students will take a multiple choice/true-false test on Of Mice and Men, followed by trials.
Tues. As the test took a bit longer than expected, the final day of trials was today.
Wed. "Trial Writing Assignment" introduced and discussed. "Reporters" write the story of their trial. Format: 2 columns w/ headline and writer's name below that. In journalistic expository writing,
the "5 W's" are the key. Newspaper articles are characterized by multiple, short, informational paragraphs at the beginning, with longer "why" paragraphs appearing down below.
250-350 words
use at least 3 direct quotes from the trial.
Thurs. After discussing aspects of Steinbeck's style as preparation for the test tomorrow, the class moved forward to the Odyssey. Students read a 6-page overview of the Odyssey and answered questions about it. Key words and concepts, such as epic, myth, theme, the oral tradition, and Homer were introduced.
Fri. Class concluded its study of Steinbeck's novel with the second part of the test. Have a good weekend everybody!
Tues. As the test took a bit longer than expected, the final day of trials was today.
Wed. "Trial Writing Assignment" introduced and discussed. "Reporters" write the story of their trial. Format: 2 columns w/ headline and writer's name below that. In journalistic expository writing,
the "5 W's" are the key. Newspaper articles are characterized by multiple, short, informational paragraphs at the beginning, with longer "why" paragraphs appearing down below.
250-350 words
use at least 3 direct quotes from the trial.
Thurs. After discussing aspects of Steinbeck's style as preparation for the test tomorrow, the class moved forward to the Odyssey. Students read a 6-page overview of the Odyssey and answered questions about it. Key words and concepts, such as epic, myth, theme, the oral tradition, and Homer were introduced.
Fri. Class concluded its study of Steinbeck's novel with the second part of the test. Have a good weekend everybody!
Monday, October 26, 2009
Week 11: 10/26-30
Mon. Students continued preparations for Of Mice and Men trials. Lawyers met with same today to brainstorm witness lists and questions.
Of Mice and Men test will be Friday.
Tuesday: First Of Mice and Men trials!
Wed: Trials continue...
Thurs: Trials continue...Of Mice and Men postponed to Monday.
Fri: Trials almost completed.
Of Mice and Men test will be Friday.
Tuesday: First Of Mice and Men trials!
Wed: Trials continue...
Thurs: Trials continue...Of Mice and Men postponed to Monday.
Fri: Trials almost completed.
Wednesday, October 21, 2009
Week 10: 10/19-23
Mond. Whole book quiz on Of Mice and Men.
Tues. Class discussed patterns in the book, most notably those relating to "hands".
Wed. Of Mice and Men trial preparation has begun. Students were assigned to characters and to positions. The positions are as follows:
Curley a)should be charged with a crime, b) should not be charged with a crime.
George a) is a good friend, b) is not a good friend.
Lennie a) is responsible for the death of Curley's wife, b)is not responsible for her death.
Students must scour the book in search of evidence supporting their position. 10 "pieces of evidence" are required, and should be written down. Evidence should be a minimum of one sentence.
Also, OMM quizzes were returned, an OMM test was announced for next Friday (10/30), and draft #2 of the Autobiographical writing assignment is due on Friday, 10/23 along with draft #1.
Thurs. Students prepared for Of Mice and Men trials by searching for evidence in the book which supports their position. Evidence must also include 50 words of comment, which details how the evidence is supportive.
Friday: After submitting a draft of the Autobiographical Narrative assignment, students continued to prepare for Of Mice and Men trials by collecting evidence, preparing comments, witness lists, or questions.
Tues. Class discussed patterns in the book, most notably those relating to "hands".
Wed. Of Mice and Men trial preparation has begun. Students were assigned to characters and to positions. The positions are as follows:
Curley a)should be charged with a crime, b) should not be charged with a crime.
George a) is a good friend, b) is not a good friend.
Lennie a) is responsible for the death of Curley's wife, b)is not responsible for her death.
Students must scour the book in search of evidence supporting their position. 10 "pieces of evidence" are required, and should be written down. Evidence should be a minimum of one sentence.
Also, OMM quizzes were returned, an OMM test was announced for next Friday (10/30), and draft #2 of the Autobiographical writing assignment is due on Friday, 10/23 along with draft #1.
Thurs. Students prepared for Of Mice and Men trials by searching for evidence in the book which supports their position. Evidence must also include 50 words of comment, which details how the evidence is supportive.
Friday: After submitting a draft of the Autobiographical Narrative assignment, students continued to prepare for Of Mice and Men trials by collecting evidence, preparing comments, witness lists, or questions.
Monday, October 12, 2009
Week 9: 10/12-16
Mon. Notes were given on John Steinbeck's life. Students need to read through page 65 of Of Mice and Men by Wednesday, and should finish reading the whole book by next Monday (10/19). Expect a quiz!
Tues. Students received one handout on Word Choice and another handout on Sentence Fluency. We discussed these handouts quite a bit; students studied their drafts of the Autobiographical Narrative assignment and marked them up so they have ideas on how to improve them. The improved, second draft will be due next Wednesday.
Also, everyone was supposed to read Of Mice and Men through page 65 for today, and the book needs to be finished by Monday. Expect a quiz!
Tuesday and Wednesday we've been discussing the autobiographical narrative assignment.
Thursday: Class studied a story that appeared in a newspaper. Students examined sentence structures present throughout the article. This is an example of the "Journalistic Style," and its merits and shortcomings were discussed.
Students then received a two-sided handout containing the vocabulary from Of Mice and Men, and a poem. There will be a quiz in the next couple of weeks on the vocab.
Also, students received a poem titled " To a Mouse". A line in the poem matches the title of the current novel we're studying; students thus should answer the questions and be prepared to discuss this on Friday.
Finally, students received the second of three handouts on 6 Traits of Effective Writing. This handout covered Ideas and Organization.
Friday: Class reviewed chapters 1 and 2 in Of Mice and Men, and started working on questions from chapter 3. Additionally, the class's attention was drawn to the "hands" motif which appears most notably in the fourth chapter.
Assignment: All 3 classes are to revise their Autobiographical Narratives, with particular attention paid to verb choices and adjective choice (i.e. beware of
"nickel words.")
Tues. Students received one handout on Word Choice and another handout on Sentence Fluency. We discussed these handouts quite a bit; students studied their drafts of the Autobiographical Narrative assignment and marked them up so they have ideas on how to improve them. The improved, second draft will be due next Wednesday.
Also, everyone was supposed to read Of Mice and Men through page 65 for today, and the book needs to be finished by Monday. Expect a quiz!
Tuesday and Wednesday we've been discussing the autobiographical narrative assignment.
Thursday: Class studied a story that appeared in a newspaper. Students examined sentence structures present throughout the article. This is an example of the "Journalistic Style," and its merits and shortcomings were discussed.
Students then received a two-sided handout containing the vocabulary from Of Mice and Men, and a poem. There will be a quiz in the next couple of weeks on the vocab.
Also, students received a poem titled " To a Mouse". A line in the poem matches the title of the current novel we're studying; students thus should answer the questions and be prepared to discuss this on Friday.
Finally, students received the second of three handouts on 6 Traits of Effective Writing. This handout covered Ideas and Organization.
Friday: Class reviewed chapters 1 and 2 in Of Mice and Men, and started working on questions from chapter 3. Additionally, the class's attention was drawn to the "hands" motif which appears most notably in the fourth chapter.
Assignment: All 3 classes are to revise their Autobiographical Narratives, with particular attention paid to verb choices and adjective choice (i.e. beware of
"nickel words.")
Monday, October 5, 2009
Week 8: 10/5-10/9
Mon. Class copied Greek roots #25-36 and discussed sample words. Students then reviewed their Autobiographical Narrative papers, circling weak verbs, which were defined and explained in class. Finally, the class started reading Steinbeck's novel Of Mice and Men.
HW: Students should start their outside reading and should use edublogger to record comments on their reading.
Tues. Class read and discussed Chapter 1 of Of Mice and Men.After reading, class discussed traits of George, Lennie, and their relationship. Opinions of character traits varied, so students also produced evidence from chapter 1 supporting their beliefs.
Wed. Class continued discussion from Tuesday, plus 2 aspects of Steinbeck's style were added: his use of animals and his use of symbols. Today's focus especially zeroed in on Steinbeck's use of "dog" imagery and language to portray Lennie.
Thurs. Class examined central symbols in chapter one, including the path, water, and fire. Students drew a "plot graph" representing George's rising anger in chapter one, and correlated it to the fire imagery within the chapter.
Fri. Students took "9th Grade ELA Benchmark One," an interim assessment from the FSUSD office of Assessment and Accountability.
HW: Students should start their outside reading and should use edublogger to record comments on their reading.
Tues. Class read and discussed Chapter 1 of Of Mice and Men.After reading, class discussed traits of George, Lennie, and their relationship. Opinions of character traits varied, so students also produced evidence from chapter 1 supporting their beliefs.
Wed. Class continued discussion from Tuesday, plus 2 aspects of Steinbeck's style were added: his use of animals and his use of symbols. Today's focus especially zeroed in on Steinbeck's use of "dog" imagery and language to portray Lennie.
Thurs. Class examined central symbols in chapter one, including the path, water, and fire. Students drew a "plot graph" representing George's rising anger in chapter one, and correlated it to the fire imagery within the chapter.
Fri. Students took "9th Grade ELA Benchmark One," an interim assessment from the FSUSD office of Assessment and Accountability.
Tuesday, September 29, 2009
Autobiographical Writing Assignment
First draft due Monday, Oct. 5.
Paper should be 750 words (max), typed and double spaced.
First draft will receive points but won't be graded.
First draft will be peer edited on Monday in class.
Structure:
Introduction
*Focuses on "key word," which leads in to your story.
Don't write about yourself in this intro.
125-150 words.
Body
* "what happened"
*400-500 words
Conclusion
* What you learned or why it matters
*125-150 words
Paper should be 750 words (max), typed and double spaced.
First draft will receive points but won't be graded.
First draft will be peer edited on Monday in class.
Structure:
Introduction
*Focuses on "key word," which leads in to your story.
Don't write about yourself in this intro.
125-150 words.
Body
* "what happened"
*400-500 words
Conclusion
* What you learned or why it matters
*125-150 words
Week 7: 9/27-10/2
Mon: Quiz will be Thursday on vocab from "The Sniper," "The Necklace," "The Interlopers," and 24 Greek roots. Greek roots 13-24 were reviewed in class today.
Additionally, outside reading choices are to be brought in on Friday.
Tues: Autobiographical writing assignment was given. Class reviewed pp. 66-70 in Holt Anthology. There is a separate post which deals with the assignment. Also, class copied 2 quotes from "The Sniper" which they felt "mattered," and wrote explanations.
Wednesday: Theme was defined; Students were introduced to "how to write theme statements"; Class compared American attitudes toward war with Liam O'Flaherty's attitude toward war; some classes wrote conclusions to the story "The Sniper"; Finally, all classes checked out Of Mice and Men from the bookroom.
Thursday: Vocab Quiz #3 today. After, students practiced writing introductory paragraphs for their autobiographical narrative papers. From the point of view of the protagonist in "The Sniper," students wrote the introduction focusing on a key word.
Friday: Students brought outside reading choices for check-in. Also, we discussed and practiced the 6 English verb tenses. (Holt Handbook, pp. 160 exs. 4 and 5)
Additionally, outside reading choices are to be brought in on Friday.
Tues: Autobiographical writing assignment was given. Class reviewed pp. 66-70 in Holt Anthology. There is a separate post which deals with the assignment. Also, class copied 2 quotes from "The Sniper" which they felt "mattered," and wrote explanations.
Wednesday: Theme was defined; Students were introduced to "how to write theme statements"; Class compared American attitudes toward war with Liam O'Flaherty's attitude toward war; some classes wrote conclusions to the story "The Sniper"; Finally, all classes checked out Of Mice and Men from the bookroom.
Thursday: Vocab Quiz #3 today. After, students practiced writing introductory paragraphs for their autobiographical narrative papers. From the point of view of the protagonist in "The Sniper," students wrote the introduction focusing on a key word.
Friday: Students brought outside reading choices for check-in. Also, we discussed and practiced the 6 English verb tenses. (Holt Handbook, pp. 160 exs. 4 and 5)
Sunday, September 20, 2009
Week 6: 9/21-25
Mon.Students studied 12 Greek roots and came up with sample words and definitions for each root.
Tues. Students reviewed challenging vocabulary from the story "The Necklace," then read the story. Page 170, #1,2,3, and 6 were assigned, as well as pg. 171, Comparing Synonmyms.
Also, the "Someone wants...but...so..." formula was discussed, along with 3rd person limited narration.
Wed.
Thurs. Students attended an assembly.
Friday: class discussed quotes: Get the words right, quote for a reason, blend the quotes into your thoughts. Assignment: choose an outside reading book and bring to class next Friday. the book should be fiction. After, class listened to "Regretting What I Said..." by Christine Lavin, wrote paragraphs on it, then "passed the paper" to peers, thereby seeing examples and giving feedback.
Tues. Students reviewed challenging vocabulary from the story "The Necklace," then read the story. Page 170, #1,2,3, and 6 were assigned, as well as pg. 171, Comparing Synonmyms.
Also, the "Someone wants...but...so..." formula was discussed, along with 3rd person limited narration.
Wed.
Thurs. Students attended an assembly.
Friday: class discussed quotes: Get the words right, quote for a reason, blend the quotes into your thoughts. Assignment: choose an outside reading book and bring to class next Friday. the book should be fiction. After, class listened to "Regretting What I Said..." by Christine Lavin, wrote paragraphs on it, then "passed the paper" to peers, thereby seeing examples and giving feedback.
Monday, September 14, 2009
Week 5: 9/14-18
Mon. We reviewed Friday's quiz and completed two in-class assignments. Students completed pg.176-177 in the Holt Handbook (2 exercises on pronouns), and were introduced to the vocabulary to the story "The Interlopers" on page 150 of Holt Anthology. At the end of class students chose two vocabulary words from pg. 150 and wrote sentences using them.
Tues. We reviewed the vocabulary more carefully on page 150 and also reviewed clauses...groups of words with a subject and a verb. The class then examined the first 4 or 5 paragraphs of "The Interlopers" as we read it.
Wed. Homework assignment: finish reading "The Interlopers" and complete pg. 157, #1,3,5,and 7. Class worked on developing autobiographical timelines and quickwrote for 12 minutes on one of the items on the timeline.
Thurs. Class discussed homework assignment.
Fri. Holt Handbook: two exercises on verbs were completed. Topics included helping verbs, main verbs, and linking verbs.
Tues. We reviewed the vocabulary more carefully on page 150 and also reviewed clauses...groups of words with a subject and a verb. The class then examined the first 4 or 5 paragraphs of "The Interlopers" as we read it.
Wed. Homework assignment: finish reading "The Interlopers" and complete pg. 157, #1,3,5,and 7. Class worked on developing autobiographical timelines and quickwrote for 12 minutes on one of the items on the timeline.
Thurs. Class discussed homework assignment.
Fri. Holt Handbook: two exercises on verbs were completed. Topics included helping verbs, main verbs, and linking verbs.
Tuesday, September 8, 2009
Week 4: 9/8-9/11
Tuesday- We started working on autobiographical writing this morning with an activity called "The Memory Thief." Following that quickwrite, we started reading a short story called "Helen on Eighty-Sixth Street," focusing on direct and indirect characterizations of Vita and her mother.
Wednesday- Reviewed pronouns, nouns, and adjectives (pg. 14 HH). Quiz postponed to Friday.
Thursday- After Mr. Harrison's presentation, all classes finished reading "Helen on 86th Street," from the Holt Anthology and discussed aspects of it.
Wednesday- Reviewed pronouns, nouns, and adjectives (pg. 14 HH). Quiz postponed to Friday.
Thursday- After Mr. Harrison's presentation, all classes finished reading "Helen on 86th Street," from the Holt Anthology and discussed aspects of it.
Monday, August 31, 2009
Week 3: 8/31-9/4
Monday- Assignment on Most Dangerous Game is due Tuesday. Edublogger posts are due Tuesday and Friday. In class today we examined plot graphs and reviewed basic elements of short story: exposition, rising action, climax, falling action, resolution.
Tuesday- Grammar: discussed personal and indefinite pronouns. Assigned HH pg. 9 exercise 5. Reading: Assigned the remainder of the story "Marigolds" for reading; students complete pg. 129 #1-8 and all of pg. 130.
Wednesday- Persuasive paragraph is due on Friday. Copy available here.
Vocabulary list (here) was distributed. Study the words for Wednesday!
Finally, "Marigolds" assignment will be collected on Friday. That was page 129, #1-8 and page 130.
Thursday- Reviewed and discussed "Character" terms. No new homework.
Friday- Discussed misplaced modifiers and worked on "Grammar Gaffes." Remember to submit your outside reading on edublogger!
Tuesday- Grammar: discussed personal and indefinite pronouns. Assigned HH pg. 9 exercise 5. Reading: Assigned the remainder of the story "Marigolds" for reading; students complete pg. 129 #1-8 and all of pg. 130.
Wednesday- Persuasive paragraph is due on Friday. Copy available here.
Vocabulary list (here) was distributed. Study the words for Wednesday!
Finally, "Marigolds" assignment will be collected on Friday. That was page 129, #1-8 and page 130.
Thursday- Reviewed and discussed "Character" terms. No new homework.
Friday- Discussed misplaced modifiers and worked on "Grammar Gaffes." Remember to submit your outside reading on edublogger!
Tuesday, August 25, 2009
Week 2 assignments: 8/24-8/28
Monday- Read Most Dangerous Game; complete pg. 24 #2-6. Complete page 25.
Tuesday- Introduced Quickwrite and reviewed expectations for that mode. Did Most Dangerous Game quickwrite. Outside reading requirement (i.e. post here on Tuesdays and Fridays ) was reviewed. Students may use written journals if they do not have easy home internet access.
Wednesday- Expository Paragraph Assignment is due Monday, August 31. Click here
Thursday- reviewed assignment, discussed focus errors in paragraphing, introduced denotation and connotation (with practice); reviewed nouns and adjectives with practice from Holt Handbook.
Friday- Started reading "Marigolds" in Holt Anthology.
Tuesday- Introduced Quickwrite and reviewed expectations for that mode. Did Most Dangerous Game quickwrite. Outside reading requirement (i.e. post here on Tuesdays and Fridays ) was reviewed. Students may use written journals if they do not have easy home internet access.
Wednesday- Expository Paragraph Assignment is due Monday, August 31. Click here
Thursday- reviewed assignment, discussed focus errors in paragraphing, introduced denotation and connotation (with practice); reviewed nouns and adjectives with practice from Holt Handbook.
Friday- Started reading "Marigolds" in Holt Anthology.
Friday, May 29, 2009
Spring final review vocab
Here's the vocabulary and writing terms list I distributed in class today. Andrew D. in 2nd period, you need this!
Friday, April 24, 2009
Thursday, April 23, 2009
Monday, April 13, 2009
Outside Reading options
We'll be starting up outside reading groups when we return from break, using an online reporting format. This only applies to 2nd and 4th periods. If you care which group you want to be a part of, reply below. Otherwise, I'll assign groups on the first day back. There will be a maximum of ten students per group.
Each book will have its own blog, to which you'll post. The choices are:
My Antonia
(Link: http://myantoniabookgroup.blogspot.com/ )
A Thousand Pieces of Gold
(Link: http://athousandpiecesofgold.blogspot.com/ )
A Raisin in the Sun (a play)
(Link: http://raisininthesunbookgroup.blogspot.com/ )
Inherit the Wind (a play)
(Link: http://inheritthewindbookgroup.blogspot.com/ )
The House of Dies Drear
(Link: http://houseofdiesdrearbookgroup.blogspot.com/ )
The Pearl (short)and either Tangerine or Bad Boy
(Link: http://thepearlbookgroup.blogspot.com/ )
(Link: http://tangerinebookgroup.blogspot.com/)
(Link: http://badboybookgroup.blogspot.com/ )
Each book will have its own blog, to which you'll post. The choices are:
My Antonia
(Link: http://myantoniabookgroup.blogspot.com/ )
A Thousand Pieces of Gold
(Link: http://athousandpiecesofgold.blogspot.com/ )
A Raisin in the Sun (a play)
(Link: http://raisininthesunbookgroup.blogspot.com/ )
Inherit the Wind (a play)
(Link: http://inheritthewindbookgroup.blogspot.com/ )
The House of Dies Drear
(Link: http://houseofdiesdrearbookgroup.blogspot.com/ )
The Pearl (short)and either Tangerine or Bad Boy
(Link: http://thepearlbookgroup.blogspot.com/ )
(Link: http://tangerinebookgroup.blogspot.com/)
(Link: http://badboybookgroup.blogspot.com/ )
Friday, April 10, 2009
Friday, April 3, 2009
Tuesday, March 31, 2009
Week in Review, March 23-27
Here's a review of what we did in class this week, in case you missed some days.
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