Kathleen Coughlin

There are THREE parts to the summer reading for incoming AS English I students: 1. Read the novella The Metamorphosis by Franz Kafka. Any unabridged version will suffice. 2. Read the attached short story collection. Print the collection, and read each story. You might choose to annotate so that you remember the stories well. Annotation entails making notes directly on each story. These notes should reflect a student's thoughts about characterization, plot, theme, conflict, setting, personal reflections, connections to other stories, etc. If you are reading electronically, you might make some notes for yourself. There are a few hard copies of the packet available in the WHS guidance office or at the attendance desk in the main office if you prefer to pick up a copy. Please print the short story packet back to back and in draft quality to save resources. Scratch paper is fine, too! 3. The WHS Big Read. Read one of the following books and prepare to discuss the book with other WHS students of any grade level. I am not sure if there will be a written component of the Big Read in the fall, but there will definitely be a discussion. Here are the choices: Aristotle and Dante Discover the Secrets of the Universe (Benjamin Alire Saenz), The Glass Castle(Jeannette Wells), OR The Boys in the Boat (Daniel James Brown). Bring the novella and the short story collection to class the first week or more of school. .Summer Reading Assessment: On the second day of class, students will take a multiple choice objective exam for The Metamorphosis and the short story packet. This is to assess clear familiarity with plot, setting, conflict, and characters as well as to offer students opportunity to demonstrate that they've thought about the thematic ideas each author might be conveying. This will be a closed-book test. Students will also answer three short writing topics about the reading aligned with Common Core writing standards: a narrative piece, an argument, and an explanatory/expository piece. Students will be able to use the literature to include quotations if they can. The essays will be assessed for details and ideas (and included as a class grade) and students will also receive preliminary feedback on the quality of their essay writing in preparation for the year's instruction (independent of their course grade). *Students who have not successfully completed the summer reading might need to have a conference first with me and then with Ms. Mazzei and a counselor so that we can determine if the student should remain in the Advanced Standing English class this year. *After reading this first writing sample, I will recommend additional writing support or tutoring as I see necessary for success in the class.

• AS English I Short Story Packet for Summer Reading
• Common Core State Standards for 9th and 10th Grade English
  If you are interested in perusing the writing standards, please refer to the attached document. However, I will give only feedback on student demonstration of these standards. Student performance on these standards will not yet factor into a class grade.

AS OF AUGUST 2014:

 

Please refer to SchoolLoop to find information about our daily class agenda and homework.

http://seq-ca.schoolloop.com/

 

Students Log in with your six-digit student id. Password = your lower case initials and your six-digit birth date. (aj011900).

 

Parents, go to the SchoolLoop website to create an account so that you may check attendance and grades in addition to class assignments.

 

Thursday, May 29 (Final entry)

In Class:

1. Collected all returned work to put in writing folder for final exam.

2. Discussed final exam tips.

3. Closed Othello unit by revisiting single assigned quotations from Day 1 of unit. Looked at context, tone, relative importance of each quotation.

4. Perused sample Vocab 15 test and 1st semester vocab exam on Units 1 - 6.

5. Watched a clip of the last scene of Othello.

Homework:

See final exam preparation sheet. (Look for link in Othello section of this website.)

1. Prepare writing folder and reflection. Remember to include THREE rhetorical techniques from our Dickens unit in your writing reflection. See Othello section for list of assignments to be in folder. Add to your first semester writing folder.

2. Bring a self-addressed, stamped envelope, unsealed, to class.

3. Study for Vocab Units 1 - 15.

4. Prepare for two short in-class essays on Othello. See fishbowl questions. Tips for preparation: Review fishbowl questions. For each, prepare a potential thesis or some topic sentences for what you WILL write if those topics are chosen. Choose quotations you would use to support your thesis. Mark them in your play since you will be able to use only our book. If a topic is an argument, anticipate your claim, evidence, counterclaim and explanation, refutation, and closing remarks. Apply lit terms to each fishbowl question. Look at your GRT EXP lit terms sheet and your Othello lit terms sheet to review terms. Finally, be prepared to show me THREE CORRECT styles of quotation punctuation in at least four quotations in your writing.

5. Bring a highlighter, a #2 pencil, a black or blue pen, your Othello text, and your writing folder. Return your other textbooks. You may return Othello after the final exam.

Tuesday, May 27

In Class:

1. Discussed final exam. See Othello section of this webpage for samples, handouts, etc.

2. Final Fishbowl!

Homework:

1. Work on writing folder and reflection.(See list of assts. on Othello section of this webpage.)

2. Bring Othello packet to class so we can finish character work/chart.

3. Study vocab. a little bit each day.

4. Merge your three Othello writing asst. into one document and post on Tii.com to keep your credit for those assignments.

 

Thursday, May 22

In Class:

1. Discussed final exam. (See handout of final exam overview in Othello section of this website. Also, see sample writing prompt for that part of the exam.)

2. Took Vocab Test Unit 14

3. Reviewed key plot and characterization points for Othello before listening to and discussing Act V through the end of the play!

Homework:

1. Vocab Unit 15 exercises due on Tuesday, May 27.

2. Prepare for fishbowl on Tuesday! 50 pts. The key is to prepare quotations and commentary to answer the questions on the back of the Othello packet.

3. For Thursday, May 29, finish second column of character chart on page 12 of packet. You may work with your character group members.

4. Merge your three Othello writing assts. into one document and upload it to Turnitin.com.

5. Organize your writing folder by adding second semester assignments and write your reflection. At least the following documents should be added, but you could add any other writing assignments that you want to add, even from other classes. Here is the list:

1. Narrative--Two Academic Habits from Two Perspectives

2. Kafka business letter

3. Informational essay after Kafka unit--ORB, biographical lit crit, existenialism, etc.

4. Dickens character sketch

5. Great Expectations in-class essay

6. Personified vocab sketch

7. Three Othello documents merged into one

Tuesday, May 20

In Class:

1. Discussed EDM homework and turned in. Applied EDMs to Othello and answered practice quiz questions about EDM situations.

2. Looked at EDM writing assignment rubric and sample paper. Talked with partner and did some prewriting.

3. Covered Act IV: scene iii of Othello and started Act V: scene i.

Homework:

1. Write ego defense mechanism assignment. No late passes. We will not revise these, so be sure to get some help with proofreading and editing or see me at brunch or lunch. Attach prewriting to back. Due on Thursday. (See notes below.)

Title Freud’s Ego Defense Mechanisms in My Life

(Start with a hook? Why not!)

TS The two (or three) defense mechanisms with which I most relate are _______ and _______ because_______________________________.

…because these alleviate the most stress for me.

…because I have faced trauma in my lifetime, and I have needed to cope.

…because these two seems most common to children and teenagers.

Chunk #1 Tell the story of this at work. Finish with commentary about how it helped your ego.

Chunk #2 “ “

Closure that gets back to the idea of EDMs in your life.

2. Study for Vocab Test Unit 14 on Thursday.

3. For next week, May 27, complete Vocab Unit 15 exercises and prepare for Othello fishbowl! See fishbowl questions on the back of the Othello packet.

Also next week, merge all THREE of your Othello writing assts. into one document entitled "Three Othello Assignments." Upload that to Turnitin.com. I am not concerned about the format of the papers for this upload, and I will take a look to see that you have uploaded full and final drafts.

 

Friday, May 16

In Class:

1. 3rd and 5th turned in final Maslow paragraphs. Only 5th turned in HW annotations. I will check 3rd period annotations next time (id,ego, superego and vocab words).

2. Finished Freudian personality analysis of Cat in the Hat. Idenitified personality dominance of assigned character in Othello.

3. Lecture on Freud Part 2--Ego Defense Mechanisms. These are the tools the ego uses to avoid anxiety, fear, stress, etc.to balance the id and superego.

4. Listened to Othello Act 4; scene III. (5th, we will finish on Tuesday.)

Homework:

1. On a separate piece of paper, take notes on FIVE EDMs that you see in any character in any act of Othello. Make a chart or list to organize your thoughts: The defense mechanism, the character, the act, the quotation (wtih citations), and how/why the character is using that EDM to help the ego avoid stress.

EDM Character Act: scene Quotation Explanation

(I: ii: 4 - 8)

1

2.

3.

4.

 

5.

It is fine to repeat characters with different EDMs or to repeat EDMs with different character. Try not to include the same character with the same EDM if possible.

2. Vocab Test Unit 14 next Thursday

3. Freud writing assignment on EDMs due next Thursday. This is narrative reflection, not argument writing.

 

Wednesday, May 14

In Class:

1. Turned in monologue/soliloquy paragraph revisions if directed to do so.

2. Handed out answer sheet for AP practice passage. Looked at Vocab Test 13.

3. Peer editing of Maslow paragraphs asst.

4. Reviewed Freud's Personality Theory and applied it to Cat in the Hat.

Homework:

1. Revise Maslow paragraphs asst. and turn in with marked draft on Friday. (QP, MLA, and verb tenses errors will merit papers with no higher than a "D" grade.)

2. Read and annotate Othello Act IV: scenes i and ii. Focus your annotations to these two areas: a. Find SIX quotations (two each) that illustrate id, ego, or superego dominance. Mark them and prepare to discuss them next class. On Post-it notes, write vocab words and sentences using the words that apply to sections of scenes i and ii. In other words, you should have SIX Post-it notes, each with ONE Unit 14 vocab word and a sentence using the word to refer to what is going on at the point in the scene where you post the note. Be prepared to share next class.

.

 

Monday, May 12

In Class:

a. Turned in Vocab Book Unit 14 and Othello annotations, Act III: scenes iii and iv.

1. Reviewed Maslow's theory with partner 30/30 GO and applied Maslow to self and characters from Othello. Reviewed two-paragraph writing asst (due Wednesday) in Othello packet.

2. Took practice AP multiple choice test on one passage from Othello.

3. Discussed "ocular proof" by deconstructing the story of Desdemona's strawberry handkerchief.

4. Mini lecture on Freud's personality theory--id, ego, superego. Read the page in the Othellopacket to learn more.

Homework:

1. Revise Othello paragraph of argument as required. (I did not ask everyone to do so.) If there were errors in quotaiton punctuation, verb tense usage, or MLA formatting, I asked people to revise the work for Wednesday.

2. Write two paragraphs for Maslow/Othello assignment. See packet for details. Make sure it is in MLA format and ready to roll on Wednesday.

 

 

Thursday, May 8

In Class:

1. Discussed Othello characters and metaphor

2. Lecture on Maslow and Hierarchy of Needs.

3. Reviewed Act II: scene iii

4. Watched Act III: scenes i, ii, and part of iii

Homework:

1. Read Act III: scenes iii and iv. Annotate carefully as per our discussion today in class. Use the bookmark to guide your notes. Tell the class if you create some cool new symbols for annotating. I will assess your effort, accuracy, thoroughness, and range of comments.

2. Complete Vocab Book Unit 14 exercises for Monday.

3. For Wednesday of next week, complete the two-paragraph writing asst. on Maslow.

Tuesday, May 6

in Class:

1. Vocab Test 13

2. Discussed packet pp. 11and 12 and assigned character to each student.

3. Discussed alternative versions of Othello--storm or no storm, Act 1 or no Act I

4. Introduced metaphor as tenor plus vehicle.

5. Read Act II : scene ii and listened to scene iii.

 

Homework:

1. Due Thursday, complete 40% of packet page 11 about your character. Quote words and lines from the play as evidence with citations. Complate the Act I and Act II column on page 12. Quote as needed.

2. Due Thursday. Turn in corrections on Great Expectations essay. Highlight and address all of my recommendations.

3. Due Monday, Vocab 14 exercises.

 

 

Friday, May 2 (3rd and 5th periods differ a bit, so read carefully.)

In Class:

1. Peer edit of argument paragraph.

2. Review of Act I: scene iii questions in packet. (3rd period did not collect;5th period did collect finished questions.)

3. Listened to and discussed Act II. scene i.

4. 5th period did a vocab. shuffle with personification asst.

Homework:

1. Due Tuesday. 3rd period. Make your corrections to your Great Expectations essay.

2. Due Tuesday. 3rd and 5th. Prepare for Vocab 13 test.

3. Due Tuesday 3rd and 5th. Rewrite/revise your argument paragraph. Make sure your quotation punctuation is 100% correct!

4. Due Thursday. 5th period. Make corrections to your Great Expectations essay.

 

Wednesday, April 30 (Oh! I forgot to remind you about May 1 and the 3 rabbits!!! Good luck!)

In Class

1. Discussed paragraph of argument and examined evaluation sheet with partner. (3rd period, I forgot to remind you about returning the highlighters....)

2. Finished discussing Act I: scene ii.

3. Previewed monologues and soliloquies in Act I: scene iii.

4. Watched Branagh/Fishburne film clip of Act I: scene iii.

5. Worked in groups to close read Iago's dialogue with Roderigo and the final soliloquy.

Homework: **Finish your Othello packet questions, too.

1. Write your best edition of the paragraph of argument. Remember to quote lines correctly! Attach eval. sheet to back. Due Friday. You may print a copy of the evaluation half sheet by going to the Othello section of this website.

2. Third period only--Make corrections directly on your Great Expectations ending essay. Highlight every proofreading mark or starred note I made to you, and handle each one. You may do so on Post-it notes if you need more room or on a separate piece of paper. Due next Tuesday. (Fifth period, yours will be due next Thursday.)

3. 3rd and 5th, study for Vocab Test Unit 13 next Tuesday. Use the Sadlier Oxford website to quiz yourself.

 

Monday, April 28

In Class:

1. Peer edit of vocab personification work and revision of iambic pentameter lines.

2. Review of Othello Act I. scene i. Plot/conflict, character, motif, and theme.

3. Discussed upcoming argument asst. and quoting lines of Shakespeare.

4. Prepared and presented Act I. scene ii excerpts in groups

Homework:

1. For Wednesday, revise your personified vocabulary work.

2. For Friday, argument paragraph on Othello Act I. scene iii. This needs to be your best work as we move toward the end of the year! Show me that you have mastered quotation punctuation!

 

Thursday, April 24

In Class:

1. Collected Vocab 13 books and pronounced vocab words. Discussed personification assignment.

2. Reviewed lit terms from last class: Iambic pentameter, blank verse, meter, foot, paraphrase vs. summary, verse vs. prose.

3. Discussed motifs in Othello and monster in the box.

4. Began Othello Act I. scene i

Homework: Turn in your Grt. Expectations books to textbook room.

Turn in your Freshman Transition application.

1. Finish reading Othello Act I. scene i. I think it's a page or two.

2. Read all of Act I. scene ii. Focus next on YOUR line assignment for this scene. Annotate it, read it aloud, be prepared to present it during the next class. You will have time to meet with your group before doing so. Read the Shakespearean English as well as the modern paraphrase. You will read ONLY Shakespeare's words in class.

3. For Monday, bring a completed draft of your vocab. personification. This should be at least 50 words in length. See handout. You have a number of options, however: a. Put a Dickensian spin on the style of your writing. b. Put a Shakespearean spin on the style by incorporating Elizabethan language (see your Othello packet) OR by trying your hand at blank verse (unrhymed iambic pentameter). c. Include an illustration of your personified word. d. Work with a partner and combine a description of your personified word doing something with your partner's personified word. These should be at least 75 words in length. If in separate classes, each will bring a copy.

 

Tuesday, April 22

In Class:

a. Discussed summer reading assignment

1. Handed in vocab review exercises (six pages)

2. Started Othello unit--background, iambic pentameter

Homework:

1. Complete Vocab Unit 13 exercises for Thursday.

2. On the excerpt from Othello I handed out, scan the lines and mark any perfect lines of iambic pentameter that you see. Do NOT worry about answering the handwritten questions on the handout.

3. Memorize the quotation on your green slip of paper, and speak it aloud to TEN people, including your WHS teachers.

4. Complete the AS II survey on the little half sheet.

5. Turn in your Freshman Transition application to me, Ms. Sidley, or Ms. Perdikomatis asap.

6. Turn in your Great Expectations book to the textbook room.

**I do not have any other copies of Othello for sale. You may check one out fro the textbook room or order one yourself through Amazon.com.

 

Friday, April 11 

In Class:

1. In-class essay on Great Expectations.

2. District reading comprehension test to determine placement for next year.

Homework:

1. Complete Vocab Book E exercises for the Units 10 - 12 and 1 - 12 review pages: pp. 140, 141, 144, 147, 148, 149

2. We will start reading Othello on Tuesday, April 22, so be prepared to check out a book from the textbook room OR to buy a copy from me for $4.25 I have about 30 left.

If you want to help celebrate Shakespeare's assumed birhtday (April 23, 1564) bring gingerbread or spice cake or anything with cinnnamon or cloves to school to share on Tuesday. No frosting. :) We know that Shakespeare was baptized on April 26, and that usually occurred about three days after birth.

 

Wednesday, April 9 **Go to the GE and nonfiction/argument sections of this webpage to find significant essay help: Sample prewriting, sample thesis and outline help, transitions website.

In Class:

1. Took Vocab 12 test and Great Expectations Stage III quiz combined.

2. Discussed upcoming in-class essay.

3. Fishbowl on Pip's character report card and Dickens' potential response to thematic statements.

Homework: Feel free to come to an extra tutorial on the essay on Thursday at lunchtime in E-10. :)

1. Prepare for in-class essay on Friday. You will NOT have time to prewrite before the essay. You may prepare your notes on the handout I gave you. Be sure you have read the rubric carefully. The information there is for YOU to guide your writing. Do not come in with a prewritten essay. Do not incorporate other sources into your essay unless you explicitly cite those sources. You are welcome to read literary criticism about Dickens' two endings, but use your OWN language for the essay.

2. Turn in your revised character sketch by Friday at lunchtime--hard copy with notes addressed and Turnitin.com copy by lunch on Friday also.

3. Please bring $4.25 for Othello if you wish to buy a copy. Quarters are very helpful! :)

 

Monday, April 7

In class:

1. Reviewed rhetorical precis in 3rd period, not 5th.

2. Reviewed literary terms from Ch. 54-56 (KC) and 57-58 with partner.

3. Discussed fishbowl for next class.

4. Read the end of GE--published and original endings

5. Passed out essay prewriting sheet and rubric.

HomeworK: 
1. NEW DUE DATES ON GE character sketch: Please turn in your final, revised hard copy with drafts attached before the end of the week (Friday at lunchtime). Be sure you have highlighted or checked off the notes I made on your draft to show you have made changes. Also, write response on a Post-it note to any starred Individual mechanics issues I noted. Please submit your final paper electronically to Tii.com by Friday at lunchtime.

2. Study for Vocab Test Unit 12 and Stage III GE test (Ch. 40 - 59) for Wednesday.

3. PREP FOR FISHBOWL for Wednesday. There will be two rounds, and you should have textual evidence prepared for each: A. How has Dickens argued in Great Expectations about the thematic statements (T/F) in the Dickens packet on page 16? What claim can you make for Dickens about each topic? B. How would Pip score on the KIPP character report card? Be sure to have evidence!Goal: Everyone should try to make at least four comments supported by quotations and summarized text references from the novel. We will focus on using strong voices and clear eye contact, citing evidence, incorporating lit terms and Vocab E words, working well with group members, showing evidence of listening to other people's ideas, and NOT repeating,

 

Thursday, April 3

**Watch the Monty Python argument clinic sketch on YouTube!

In Class:

1. Discussed GE Ch. 52-53 The WRATH of ORLICK!!

2. Practiced argument based on NYT article--Can/Should character education be taught at school? (GREAT arguing, by the way!)

3. Wrote rhetorical precis about NYT article to gain experience analyzing another person's argument.

4. Watched video clips of GE Ch. 54-56. You may certainly go back and read these dramatic chapters, but I won't hold you accountable for more than we saw in class. To watch the clips yourself (since we didn't get to finish due to the rally), check out YouTube Great Expectations(1999). Start at about 50:00 minutes.

Homework:

1. Read Great Expectations Ch. 57-58. Identify the lit terms on the strip of paper that I gave you. Here they are again: I will ask you about this to start next class.

• Anaphora p. 462
• Epistrophe p. 463
• Litotes p. 464
• Euphemism p. 465
• Tag line p. 469 and more
• Irony p. 470
• Apostrophe p. 472
• Repetition p. 472
• Hyperbole p. 479

2. Revise character sketch for next week (Wednesday is fine.) Be sure you address the STARRED comments I wrote on many papers. Put your answer on a Post-it note on your new draft. Also, check off or highight every comment I made on your second draft so I know you have addressed everything. Bring hard copy and all drafts to class.

3. Put final character sketch on Turnitin.com.

4. Study for Vocab Test Unit 12 for Wednesday. This test will include 10 - 12 questions about Stage III of Great Expectations.

 

 

Tuesday, April 1

In Class:

1. Finished discussing Voc. 12 words--Ruminate! Quell!

2. Assessed reading of GE Ch. 49-50.

3. Discussed rhetorical precis process

4. Listened to most of Ch. 51--Notice how Pip is maturing!

Homework:

1. Read GE Ch. 52-53. Very dramatic plot but falling action.

2. Read and annotate NY Times article "What if the Secret to Success is Failure?" (I have copied the document to the nonfiction section of this website if you need another copy.) To annotate, use your nonfiction reading techniques AND take notes according to page 19 of Dickens packet. Be prepared to write a rhetorical precis in class about this article.

3. Revise character sketch for next week--3rd period only.

4. Study for Vocab 12 test on Wed., April 9

 

Thursday, March 27

In class:

1. Discussed Vocab Unit 12 words. Collected books if ready.

2. Applied CCSS argument structure to vocab and to PIp. Has PIp brought disappointment upon himself?

3. Listened to Ch. 47-48.

Homework:

1. Read GE Ch. 49-50! Consider arguments you could make.

2. Complete Vocab 12 if you still need to do so.

3. Read and annotate the nonfiction article on page 3 of the Dickens packet using the information on page 19 of the packet. You may do so on the article or on a separate piece of paper.

Tuesday, March 25

In Class:

1. Reflected on and handed in Dickensian character sketch (Drafts #1 and #2).

2. Vocab Test Units 11 and 10 with Great Expectations quiz up to Ch. 43.

3. Discussed Common Core standard for writing arguments.

4. Listened to (most) of Ch. 44 Great Expectations. This is a biggie!

Homework:

1. As you read Ch. 45 and 46 of GE., decide how you will pick an argument with your A/B neighbor on Thursday. Find a topic related to those chapters that would generate a substantive topic. Then, consider the claim, evidence, reasons, counterclaim, and refutation you could offer for your side of the argument.

2. Complete Vocab Unit 12 exercises for either Thursday or next Tuesday, but do bring your book to class on Thursday.

3. Third period, complete the student My Voice Survey--myvoicesurvey.org with participation code 6954c--by Friday. I have to see that all of my third period students have finished this. Ask a parent if he/she would consider completing the parent My Voice Survey (participation code 0954c, I think. It is posted at the top of the WHS website homepage.

 

Friday, March 21 (K Coughlin was absent. Plans left with sub.)

In Class:

1. Annotate and evaluate character sketches with partner. Make sure sketch recorded by sub as homework completed.

2. Work on Vocab 10 and 11 review sheet to prep for test next class.

3. Read or listen to Great Expectation Ch. 41 and maybe start Ch. 42. Look at study guide questions in Dickens packet before and after reading.

Homework: 
1. Read GE Chapters 42 and 43. Be prepared for quiz attached to vocab test. 
2. Study for Vocab Units 11 and 10 test. Tuesday. 
3. Revise your character sketch. Bring in all draft material, too. We will turn the final copy in to Turnitin.com at the end of the week. Thurs/Friday.

THIRD PERIOD: Complete the schoolwide My Voice survey: http://myvoicesurvey.org/ The participation code is 6954c. If you are having trouble accessing this, there is a direct link from the school website homepage. Scroll to the bottom to find the Quick Links section. Look at My Voice survey. All students need to complete this for the THIRD PERIOD CLASS.

 

 

Wednesday, March 19

In Class: 3rd perod pronounced Voc. 11 words, too.

1. Announcements: a. Consider audio production class for next year; b. I will buy copies of Othello for $4.25; c. Vocab Test on Units 10 AND 10 next Tuesday; d. Let me know if you have any issues on campus.

2. Discussed mimicking Dickens assignment. Create a character introduction for YOUR Dickensian name! See handouts for help with copying Dickens' style in order to reveal this character.

3. Listened to GE Ch. 39! Another "e-Pip-phany"!

Homework: Due Friday.

1. As you read GE. Ch. 40, look at vocab words from Units 10 and 11. In class on Friday, you will complete an exercise to help you prepare for next Tuesday's vocab test, which will include both units.

2. Write your character sketch. See the rubric on the handout. Use at least four specific techniques that Dickens also liked. Your goal is to write introduce the character with YOUR Dickensian name as Charles Dickens might have written about him/her. You may try to capture Pip's voice at a certain point in the story, set yourself in modern or Victorian times (19th century), or add character-specific diction and details to the sentence frames on page 5 of the handout I gave you today. You choose. Just try to sound like Dickens as you write about "yourself/Dickensian name." Bring a typed copy (or handwritten in ink, double spaced). You and a classmate will label all of Dickens' points of style that you tried to mimic.

 

Monday, March 17

In Class:

1. Reflected on the tea. (Collected writing assts.)

2. Quiz on reading Ch. 34-35

3. Examined Dickens' techniques of characterization. Looked at sample passages introducing characters.

4. Listened to 1/2 to 3/4 of Ch. 36 GE

Homework: Ch. 38 has SO many lit. terms examples plus a girl fight!

1. Complete Vocab Unit 11 book if you did not do so for today.

2. Read Ch. 37-38 of GE. Mark two key passages per chapter that highlight literary terms (for fiction) or rhetorical devices (for persuasive speech). Focus on terms in Dickens' packet pp. 15 - 16.

In Ch. 37, watch for a turning point for Pip, when he begins to think about someone other than himself.

 

 

Thursday. March 13

in Class:

1. The tea! Both classes did a beautiful job with food and supplies. Thanks to you and to your families. Please do thank your parents.

Homework:

1. For Monday, read GE Chapter 34-35. Expect a quiz or writing topic.

2. For Monday, complete tea writing reflection. See bottom of purple handout from class. In essence, type or handwrite in ink skipping lines your thoughts about the tea for yourself, etiquette for pip, thoughts about what you learned or enjoyed. Be specific. Would you go to tea? Would you host a tea? Also, you could consider discussing the questions we did not get to in class: what do you notice about manners at WHS? What specific etiquette do you practice with your family?

3. Do Vocab Book 11 for homework due Monday or Wednesday. You choose.

Tuesday, March 11 (Ms. Coughlin was absent today.)

'Sorry, guys! I did not feel well at all! 

1. Review, discuss, and turn in vocab Post-it homework with Great Expectations book. 

2. Take Vocab 10 test. 

3. Read aloud the last page of Chapter 27. Ask students to discuss what Joe means. How is Joe a WISE FOOL archetype in this chapter? 

4. Read Ch. 29 aloud or listen to audiobook, Have students take out their Great Expectations packets and read the study guide questions for this chapter BEFORE beginning. 
By the end of this chapter, students should be able to cite passages to argue what Pip, Estella, and Miss Havisham all think about LOVE. 

6. Continue reading aloud or listening to Ch. 30. Again, look at the study guide questions in the packet to guide the reading. The highlights of this chapter include why Pip does NOT visit with Joe when he is home and what advice Herbert gives to Pip about Estella. Compare Herbert's love situation with Pip's. 

Homework: 
1. Read Chapters 32 and 33 of Great Expectations. (Okay to skip 31 but read study guide questions.) Focus on Pip and Estella having tea in Ch. 33. 
2. Bring all supplies for the tea on Thursday. The room will be open early that morning. Label all that you bring. Dress accordingly.

3. Ask your parents where they learned their manners. Be prepared to share your thoughts about the importance (or lack of importance) of good manners and etiquette in this modern world.

 

Friday, March 7

In Class:

1. Study HARD for Vocab Test Unit 10 on Tuesday.

2. Read Ch. 27 and Ch. 28 Great Expectations. Complete this vocab exercise as you read: Choose SIX words from Unit 10 and apply them to passages in Ch. 27 and Ch. 28. As you read a passage to which you can apply one of the vocab words, write the word, a brief definition, and a sentence using and underlining the vocab word to comment on or summarize THAT passage. Remember the samples I shared in class. I will need to quickly collect your Great Expectations book next class in order to assess this.

 

Wednesday, March 5

In Class:

1. Went over Pip's diary entry narrative and collected

2. Took group quiz on Ch. 1-19 GE

3. Listened to Ch. 20 and 21 (Fifth period, Ch. 21 only)

Homework:

1. Read Ch. 22, 23, 24 Great Expectations. Choose ONE sentence per chapter that you as a writer yourself find compelling, interesting, clever. You LIKE what Dickens did with that sentence. :) Be able to explain why.

2. Continue to study for Vocab 10 test next week.

3. Read the tea handout and make choices about what you will bring to share with your group.

 

Monday, March 3

**I posted the film clip links to the GE section of this page. 

In Class:

1. Collected vocab book Unit 10 exercises

2. Returned key passage quiz from GE Ch. 10 - 13 and took another from Ch. 15 and 16.

3. Briefly discussed Vocab Unit 10 (Stay tuned for test details.)

4. Shared passages from Ch. 15 and 16 and assigned relationship experts to analyze SUBTEXT of Biddy and Pip's conversation in Ch. 17.

Homework:

1. You are welcome to read all of Ch. 18 GE. At the minimum, however, read pp. 137-140 (the 3 conditions Jaggers shares with Pip about Pip's "great expectations." Then watch the two film clips for Ch. 18, both of which you can find on YouTube and are only about four minutes each: . a. For the 1946 film of GE, the Jaggers scene starts about 37 minutes into the movie. Fast-forward to that point. b. For the 1999 version of GE (by the BBC), the Jaggers scene is just beyond the one hour (1.00) mark. Notice the directorial differences in the presentation of Jaggers AND of Joe, in particular.

**I posted the film clip links to the GE section of this page.

2. Also read Ch. 19 for Wednesday.

3. Due Wednesday: For the 2-3 paragraph narrative writing asst. from Pip's point of view, you need to have read Ch. 15 - 19 carefully to get a true sense of Pip as an adolescent. Use the rubric we discussed in class to capture Pip's voice as he reflects on recent events and imagines what the future will hold. Choose Pip-like diction, and also craft sentence structures and rhetorical techniques that Pip would use: polysyndeton, anaphora, general repetition, similes, euphemisms.

 

Thursday, Feb. 27

In Class:

1. Discussed point of view as a literary concept in preparation for another writing asst. next week.

2. Took quiz on key passage selections from Ch. 10 - 13 Great Expectations. (Yes, there will be another quiz just like this next class on Ch. 15 and 16). Discussed passages and plot.

3. Listened to Ch. 14 together. Watched video clips Ch. 10 - 13.

4. Some students turned in Vocab 10 book early.

Homework:

1. Read Chapters 15 and 16 of Great Expectations. Mark key passages that are noteworthy in terms of point of view. Consider tone, diction, verbal or dramatic irony, adult reflection vs. teen angst, etc. (Yes, be prepared to write.)

2. Finish Vocab 10 exercises if you did not do so already.

 

 

Tuesday, Feb. 25

In Class:

1. Reviewed and collected Dickens nonfiction biography work from text and packet, completing form page 19 of packet.

2. Took Vocab Unit 9 test and GE quiz Ch. 5 - 8.

3. Shared key passages and student responses. This is a scored, in-class activity, so please prepare carefully.

4. Listened to Ch. 9 of GE and started Ch. 10

Homework:

1. Due Thursday: Read Ch. 10 - 13 of GE. This about 30 pages. Mark key passages as you read. Use the study guide questions to help guide what might be important in each chapter.

2. For Thursday or Monday--you choose--complete Vocab 10 exercises. We will discuss the words on Thursday, but I will not collect books until Monday. I want you to have time to read GE! :)

 

Friday, Feb. 21

In Class:

1. Collected Kafka Unit essay and wrote reflection.

2. Started nonfiction HW in class on Dickens' biographies.

3. Discussed how to choose a key passage when reading Great Expectations.

4. Started examing Dickens' rhetorical and literary techniques: polysydeton, allusions, symbolism, understatement, etc. See Dickens packet for list.

5. Listened to Ch. 3 and part of Ch. 4 of Great Expectations.

Homework:

1. Read Great Expectations Ch. 4 - 8. Make sure you read study guide questions before reading AND make sure you mark two key passages per chapter. See Dickens packet for guidelines.

2. Use last page of Dickens packet to take notes on two Dickens biographies--the one in the front of the text AND the one on the first two pages.

3. Be sure you have entered both your final Kafka letter AND your Kafka unit essay on Turnitin.com.

4. Study for Vocab 9 test, Tuesday, Feb. 25. There will be Great Expectations quiz questions attached to the vocab test.

 

In Class:

1. Turned in Kafka Unit essays and wrote reflection on writing process.

2. Discussed Dickens' writing techniques (see packet pp. 15 and 16) and read Ch. 1 and part of Ch. 2 together.

Homework:

1. Be sure you have posted all your work to Turnitin.com (Kafka letter, Kafka Unit essay). Fourth period, follow Miss Klein's directions for Google Docs.

2. Read Great Expectations Chapters 2 - 6. Be sure you have chosen two key passages per chapter. Use the study guide questions to guide your reading.

3. Start studying for Vocab 9 test Thursday, Wed., Feb. 26.

 

Tuesday, Feb. 19

1. Turned in revision of Kafka letter with draft(s) staped to back.

2. Examined rubric for Kafka Unit final essay. (Note that the only NEW skill is to format an outline.)

3. Discussed Dickens' style in terms of charactonyms and previewed popular Victorian first names and common surnames from the 1891 London census. (See Great Expectations links section of this website to help you create your own Dickensian name.)

4. Starting discussing how to succeed while reading Great Expectations. (First of all, commit to READING it!) Looked at sample quiz answers.

Homework: (Bring Great Expectations to class each day!)

1. Final Kafka paper due Friday. No late passes. Include the essay (about 3 pages), the works cited, and a final outline--all typed, MLA, and merged into one document. Submit to Turnitin.com by midnight on Friday night.

2. Submit revised Kafka letter to Turnitin.com if you have not already done so.

3. Ask your parents to complete the school survey: myvoicesurvey.org. Login = 0754c. Tell me if your parents are able to complete this. :)

4. Design your Dickensian name. Be prepared to share it by early next week.

 

Thursday, Feb. 13

In Class:

1. Discussed NY Times article about technology with WHS students.

2. Applied "Before Reading" nonfiction reading strategies to Great Expectations.

3. Great Expectations mindset survey (Good debates, fellas!)

4. Great Expectations guided imagery to set the scene for Ch. 1

Homework:

1. Due Wednesday, submit your final revised Kafka letter to Tii.com and bring a hard copy to class with drafts on the back.

2. Due Wednesday, read Ch. 1 and 2 Great Expectations. Use online studyguide on this HW page to pre-read questions. Yes, I will check for reading comprehension.

3. For Friday, Feb. 21, complete your entire Kafka Unit paper. You will type all in MLA format, with a completed outline and a works cited page stapled to the back. No late papers.

 

Tuesday, Feb. 11

In Class:

1. Academy programs visited to recruit for next year's sophomore class.

2. Students not buying Great Expectations went to textbook room to pick up a copy of the book.

3. Went over Vocab 9 words

4. Started to discuss 'Disruptions" nonfiction article

Homework: Bring $6.15 for a copy of Great Expectations if you want to buy it.

1. For Thursday, read artlcle on HW link (or look up article yourself) entitled "Growing Up Digital, Wired for Distraction" from the NY Times, 2010. This focuses on WHS students! Use the same purple handout to take notes on the article. You do not have to print it unless you want to, but you can take all your notes on a separate paper: Before Reading 1 - 7, While Reading 1 - 3e, After reading 1-2.

2. This is a biggie! Due FThursday, Type a rough draft of the material Kafka Unit paper outline. Include all elements, even if you will change your ideas later. Adjust the outline subtopics as needed (You might need A-F rather than A-D, for example.) Your paper should look just like the template I gave you. You may list your sources rather than formatting a works cited, however.

Friday. February 7. Short classes today

In Class: Turned in Vocab 9 book.

1. Discussed final paper for Kafka unit: outlining, organizing, essential question and thesis, intros and conclusions.

2. Discussed strategies for reading nonfiction well.

Homework:

I ordered 65 copies of Great Expectations for $6.25. The first 65 students who bring their money will have a book. Others may buy their own (any unabridged edition will do) or borrow one from the textbook room at school.

1. For Tuesday, read and annotate with purple sheet our second nonfiction article, "Disruptions: More Connected, Yet More Alone:" Do these sections/numbers on purple sheet: Before Reading 1 - 7, , While Reading 1 - 3e., and After Reading Think Critically 1 -2. Write all notes directly on the article. There is a copy of both the article and the purple nonfiction strategies handout on this webpage. Also,consider watching the YouTube video connected to the article.

2. For Thursday, use the outline handout I gave in class to type a working draft of your essential question, thesis, title, and outline for your final Kafka paper. I will grade this for format but comment on content. Remember that you need outside sources to complete this paper, so prepare for a works cited but you do not need to bring a copy.

 

 

 

 

 

Wednesday, February 5

In class:

1. Discussed new writing asst. for Kafka unit closure.

2. Took Vocab Test 8

3. Focused on reading nonfiction strategies. Read and discussed "Shoot-Out."

Homework:

1. Continue to develop your essential question and ideas for your Kafka paper.

2. Write a brief response to Miss Klein's question about the difference between reading fiction and nonfiction. Feel free to use first person pronouns here. Use MLA format--You may type or handwrite in ink, skipping lines. This is a brief assignment...5 - 6 sentences. It will kick off our discussion next class.

3. Complete Vocab Unit 9 exercises for Friday.

 

Monday, Feb. 3

In Class:

1. Discussed final writing assignment for Kafka unit.

2. Made notes on formal business letters--content and format

3. Fishbowl #2 The Metamorphosis Ch. 2 and 3

Homework: ALL DUE WEDNESDAY

1. Vocab Test Unit 8 on Wednesday

2. Be prepared to turn in your Kafka packet for review. (This should not add to your homework because you were supposed to have completed this work. If you have missing pages, scroll back to previous homework assignments to find the assigned pages.)

3. Revise the format and content of your Kafka business letter. Bring draft stapled to the back on Wednesday.

4. . On a separate piece of paper (even scratch paper) jot down TWO ideas you have for a final Kafka-unit paper. See the back page of your Kafka packet for four ideas, but feel free to create your own essay prompt or to adapt one of the ones I wrote. Your goal is to address at least one of these topics or concepts we've been studying: 1. Literary analysis of Kafka's work, The Metamorphosis and "First Sorrow"; 2. Existentialism; 3. Biographical literary criticism; 4. The novella as a genre; 5. Expressionism

You might or might not be ready to draft an essentional question for your topic. If you ARE ready, remember to make it a two-part question (specific and then broader) and avoid yes/no phrasing. For example, if you choose to write about four of Kafka's short stories (Option #2 on the handout), you could answer this question: How are the conflicts similar in Kafka's works, and what universal theme is explored through the resolution of conflict for Kafka's characters?

 

 

Thursday, January 30

In Class:

1. Collected two Vocab 8 pictures/argument chunks.

2. Discussed business letter assignment. Draft due Monday. Make sure your draft is complete and typed. Sign your name with ink.

3. Discussed ending of Metamorphosis and read "First Sorrow" in Kafka packet. How would we know this short story was written by Kafka?

4. Vocab shuffle

(Fifth period, we looked at QP and TS on quiz from last class.)

Homework:

1. Prepare for Fishbowl #2 on Monday to cover Ch. 2 and 3 of The Metamorphosis as well as "First Sorrow" and any links you can make to Kafka's life. . I will assess your participation--content and behavior--much more carefully this time. Be sure you have prepared answers in the Kafka packet to pp. 18, 19, 20, and 24, 25, 26 as well as the lit. terms from the board: symbolism, shifts, irony, hyperbole/understatement, diction, rhetorical questions.

2. Also for Monday, draft a complete business letter according to the content and format on page 30 of the Kafka packet. This must be typed (aside from your signature). We will review this draft and then revise it. Ultimately, you will submit this to Turnitin.com, but not until after revision next week.

3. I am now ready to accept $6.15 for a copy of Great Expectations. I have placed the order, and the books will arrive at the end of next week. You may certainly use your own unabridged copy of the book OR you may check out a copy from the textbook room and annotate on Post-it notes.

 

Tuesday, January 28

In Class:

1. Turned in Vocab 8

2. Wrote about Ch. 3 Metamorphosis and discussed

3. 3rd period--Read climax of novella (pp. 44-49). 5th period--Discussed Ch. 3 and pronounced vocabulary words.

Homework:

1. Due Thursday, create TWO pictures and argument chunks for The two Unit 8 vocab words I gave you in class. See the template and my sample using a Unit 7 word and Chapter Two Metamorphosis. on the "2nd Semester Handouts" section of this webpage. You will use two Unit 8 words to write about Chapter Three of The Metamorphosis.

2. Due Thursday, finish reading The Metamorphosis! Notice the first "ending," and then ponder the way Kafka actually chose to END the story. Prepare to share your thoughts about that.

3. Due Monday, Kafka packet pp. 24-26 to prepare for Monday's fishbowl!

Friday, January 24

In Class: (Period shorter for Aspirations work.)

1. Discussed ZEITGEIST, EXISTENTIALISM, IMPRESSIONISM vs. EXPRESSIONISM art, music, literature.

2. Looked at Kafka's letters.

Homework:

1. For Tuesday, finish vocab exercises for Unit 8 (Think about Gregor and Kafka as you look at these words.)

2. For Tuesday, complete Kafka packet pages 18 - 19 to prepare for next fishbowl.

3. For Tuesday, read and annotate Chapter 3 Metamorphosis pp. 38 - 44. Bring three more quesitons to ask and perhaps answer.

 

Wednesday, January 22

In class:

1. Took Vocab Test 7

2. Debriefed fishbowl

3. Discussed Gregor's duality with packet pages 10 and 21

4. Announced and discussed Millard Fillmore contest, writing contest, CSF process.

Homework:

1. Due Friday, revise two personal narratives. See details on homework from last class. Submit final narratives to Turnitin.com by Friday. Try to print two-sided if you can but otherwise retain MLA format. Attach draft and chart to back. Put your finished product on Turnitin.com on Friday by midnight.

2. Due Friday, finish reading Chapter 2 of The Metamorphosis. Write down three questions you could ask about this second half of the chapter. Consider answers but do not write them.

3. Due next Tuesday, complete Vocab 8 exercises in book.

 

 

Friday, January 17

In class:

1. Fishbowl Discussion #1 on Ch. 1 Metamorphosis. Bravo!

Homework:

1. Study for Vcoab 7 test on Wednesday when you get to class!

2. Due Wednesday--Read Metamorphosis Ch. 2 pp. 24 - 32. Annotate your book. You might have a look at the Ch. 2 questions in the Kafka packet before/after you read.

3. For Friday, Jan. 24, revise your two narratives. Highlight all changes you make and write on a Post-it or on the back of one of your pages the indiviualized grammar/punctuation mini assignment I gave you. Tell me what your source was for the information.

 

Wednesday, January 15

(Apply for CSF in Room E-1. Sign up for Millard Filmore Hunt in library. Complete your 1000-word fiction story for the writing contest.)

In Class:

1. Worked in small groups to prepare for Fishbowl #1 next class on Ch. 1 of The Metamorphosis.

2. Discussed evaluation process for fishbowls.

3. Third period--Went over drafts of habits narratives. Fifth period--Started discussing biographical literary criticism.

Homework: Vocab Test Unit 7 will be Wed., Jan. 22

1. Be sure you are ready for the fishbowl experience on Friday. Flag passages and quotations in your book. Make sure Kafka packet pages 11, 13, and 14 are complete. Consider how you might encourage shy friends so everyone is successful.

2. Also for Friday, practice some nonfiction reading strategies with Kafka packet pages 1, 3, and 7. Take notes using the directions on the recent purple handout. Focus on the WHILE Reading section (the middle of the handout). I will check your annotations as you get ready for the fishbowl on Friday.

3. Third period only--Start thinking about how you will revise your academics habits narratives. Be sure to look up the rules for any starred comments I made to you. Consider looking online or using your blue grammar book. See me for help. I am expecting Post-it notes or even handwritten notes on the blank back pages of your work explaining the specific grammar and mechanics YOU need to address. (Fifth period, you will get yours back on Friday.) Revisions won't be due for a class or two. No rush.

 

 

Monday, January 13

(Remember to pick up your California Scholarship Federation (honor roll) application in Room E-10 at brunch or the beginning of lunch before January 24.)

In Class:

1. Discussed Vocab 7 words.