Freshman English First Semester Final Exam Review Guide

Your semester final makes up 10% of your overall grade, the other 90% coming evenly from the first and second quarters. Your final will consist of three parts: A comprehensive review of the vocabulary chapters 1-7, a comprehensive objective exam of the material we have studied this year in class, and an essay exam.

The vocab exam will consist of 100 questions and be worth a total of 25 points. Simply go over the words we have studied in chapters 1-7.

The objective exam will be a 45 question exam worth 45 points. You should use your notes as well as They Say I Say and Models for Writers to prepare for this exam. Topics covered include, but are not limited to, the following: the various rhetorical devices we have studied this year, the lead and conclusion techniques we have covered, the seven step essay process we have engaged in, the reading comprehension strategies we have practiced, and the techniques for citing sources we have covered - both in-text and blocked citations. As I said earlier, every answer on the final exam is in your notes.

Finally, you will write an essay in class worth 100 points. You will be assigned a mode (e.g. definition, narrative, cause and effect, etc.) at random, but you must come up with the topic. You must also bring in three pieces of research about your topic written down on paper with your source cited, and integrate at least one piece of information using either an in-text or blocked citation into your essay. For example, say you choose the topic of "Dogs". You will need to find three pieces of information about dogs and bring that information written down to the final (you will hand it in - it is worth 30 points, and must fit on a single sheet of paper). You will then be assigned a mode to write in, which will shape your essay. If you're assigned a narrative essay, you might tell the story of a famous dog, or of a dog you owned. If you're assigned a cause and effect essay, you might explain the positive effects dog ownership has on people. Or if you were assigned a definition essay, you might write about how it is difficult to define what a "good dog" is because that terms means so many different things to so many different people. This is one example, and I suggest you put together contingency plans for each possible genre of essay you might be assigned.

So, to sum up: Your final is 10% of your semester grade. The vocab exam is worth 25 points, the objective exam is worth 45 points, the essay is worth 100 points, and the research you do for the essay and hand in is worth 30 points, for 200 total.

The day we return from break, we will take some time in small groups to review for the final, so be prepared for that as well. Let me know if you have questions.

Tuesday, December 12 and Wednesday, December 13

Freshmen: Today we began an in-class essay that is due at the end of the period on Thursday. It is a cause and effect essay that answers the prompt, "If you could do one thing to change America for the better, what would it be?" In your essay you need to have a clear thesis (what it is you would change), use cause and effect well (i.e. show how your change would improve America), and use one of the lead and conclusion techniques we have studied this year. Your homework is to read for 20 minutes each night this week and have your Grandparent Project finished for Friday.

CNF: Today we began the film Murder on a Sunday Morning and will discuss it in the context of Chapter 4 from Freakonomics and the Gladwell piece on Broken Windows Theory on Friday.

Basketball: Check out is today at 2:00 with our game at Riverview Junior High at 4:00. There is no return bus.

Monday, December 12

Freshmen: Today we began a study of cause and effect. Your homework is to read for 20 minutes tonight and Tuesday.

CNF: Today we concluded reading about the effects of abortion and broken windows theory on crime. You made two wise decisions I think:
1. Anyone who is not done with the reading will finish it as homework, on their own, before Friday, so that we can view our second to last documentary.
2. You will all read Chapters 5 and 6 of Freakonomics over the Christmas break so that we can view our final documentary, rather than devote time in class to reading after the break.

Basketball: We have study hall at 3:15; pregame at 4:30; game at 5:30.

Thursday, December 8

Freshmen: Today we began a definition essay where you define who you are. We will finish it in class after the vocab exam tomorrow. Read for 20 minutes tonight.

CNF: Today we began reading both Chapter 4 of Freakonomics and sections from Gladwell's book The Tipping Point to settle the question of why crime fell in the mid-1990s.

Basketball: Optional study hall is at 3:15; be back here at 4:30 for pregame. We play East at 5:30.

Honors Blog Prompt #6

Thank you for the terrific seminar today. I had a lot of fun and learned a lot. Please post a response to this prompt by 8 AM Monday, 12/12. Read what others have to say and respond to their thoughts. Please write at least a paragraph, and if possible, cite from the text.

Prompt: How would the story Lord of the Flies be different if, instead of a plane full of boys crashing on an island, it was a plane full of girls?

Tuesday, December 6 and Wednesday, December 7

Freshmen: Today we focused on the rhetorical device of definition. We will begin writing a "Who Am I?" essay in class on Thursday, in which you will define who you are. Read for 20 minutes each night this week, and remember we have vocab due on Friday. Due next week is the Grandparent Project. Honors students, remember we have a seminar tomorrow morning. Bring Lord of the Flies, and Speak, if you have it.

CNF: We finished up our viewing of Hoop Dreams and our discussion of the concept of "winning the tournament." Don't worry - you won.

Basketball: We are at Sunnyside until 5:30.

Friday, December 2

Freshmen: Today we looked at a couple of examples of compare and contrast essays. Keep the samples we have seen this week in mind as you write your essay that is due on Monday. Remember to put the lead, conclusion, and organizational techniques you are using in your header. And don't forget a cool title. Also remember to read for 20 minutes.

Compelling Non-Fiction: We are just about finished with Hoop Dreams.

Basketball: We are at Sunnyside until 5:30 today; Saturday 8-11 at Judge.

Thursday, December 1

Freshmen: Today we looked at another example of a good compare and contrast essay. Yours is due Monday - be sure to include your lead and conclusion technique in your header, as well as whether or not your are using the point-by-point or subject-by-subject organizational pattern. Read for 20 minutes each night this week.

CNF: We continued with Hoop Dreams.

Basketball: We're supposed to meet at my room at 4; we play Highland here at 5:30.

Honors Prompt #5: Speak and Lord of the Flies 2

Hi. Please respond to the following prompt. Your responses should be a couple of paragraphs long, respond to an idea that another student poses, and cite directly from one or more of the texts. You must post by 8 AM on Wednesday, December 7. You may post multiple times if you wish. Include your first name and your period, please.

Prompt: How do the various settings in both Speak and Lord of the Flies (the high school, the jungle, the woods, the party, etc.) contribute to the characters' behavior? How are the settings of the two books similar?

Tuesday, November 29 and Wednesday, November 30

Freshmen: Today we began a study of our next rhetorical device - compare and contrast. We read the essay on Grant and Lee in Models for Writers. Your job is to write a compare and contrast essay - your final draft is due on Monday. Be sure you list the intended lead and conclusion technique in your header. Read for 20 minutes Monday, Tuesday, Wednesday, and Thursday, as well as over the weekend.

CNF: We began Hoop Dreams today.

Basketball: We are done at Sunnyside at 5:45 today.

Monday, November 28

Freshmen: Today we focused on finding the "central thread" of your Grandparent Project interviews - whatever that idea is that will drive your essay. Due next block period is your revised Seven Step Essay - be sure to annotate your revisions on the page. Read for 20 minutes Monday - Thursday. The Grandparent Project Essay is due 12/16.

CNF: Today we began reading Freakonomics Chapter 3. You need a dozen notes for seminar sometime next week.

Basketball: Today we are at Sunnyside until 5:30.

Honors Prompt #4: Lord of the Flies 1

Hi. Please respond to the following prompt. Your responses should be a couple of paragraphs long, respond to an idea that another student poses, and cite directly from one or more of the texts. You must post by 8 AM on Wednesday, November 30. You may post multiple times if you wish. Include your first name and your period, please.

Prompt: How are Speak and Lord of the Flies essentially the same story?

Tuesday, November 22

Freshmen: Today we had our final seminar on Speak. Due for next block period is an annotated, revised version of your Seven Step Essay that is on turnitin.com. Honors students, don't forget about the posts and the seminar on 12/8. You should have Lord of the Flies read by that date with a dozen seminar notes.

CNF: Today we had our seminar on the films we used as an example of information asymmetry.

Basketball: We are at Sunnyside until 5:30 today, and at Sunnyside from 10:30-1:00 Wednesday.

Monday, November 21

Freshmen: Today we did a self-assessment of your narrative essays. Due tomorrow is the rest of Speak and your seminar prep notes for the fourth Marking Period.

CNF: Today we concluded So Much So Fast and will conduct our seminar on the documentaries tomorrow.

Basketball: We are at Sunnyside this week. Monday and Tuesday we will end at 5:30, and Wednesday, we are there from 10:30-1:00.

Friday, November 18

Freshmen: Today we conducted a seminar on the second and third marking periods of Speak. We will have our final seminar on the end of the book on Tuesday, November 22. You should have five notes on the final marking period for the seminar on that day. Due Monday is your narrative essay.

CNF: Today we continued So Much So Fast. We will conclude on Monday and have a seminar on Tuesday.

Basketball: We have practice today until 5:30 at Sunnyside and on Saturday we have our intrasquad and parent meeting at Judge.

Thursday, November 17

Freshmen: Today we looked at another example of a good narrative essay to aid you as you write your own, Gary Soto's "The Pie" (in Short Takes) and "How I Got Smart" by Steve Brody (in Models for Writers). Your narrative essay is due on Monday, 11/21. Finish the second and third Marking Period in Speak for Friday's seminar on 11/18 with 10 questions total, 5 per Marking Period.

CNF: Today we began a second documentary on information asymmetry. We'll conduct a seminar on these films Tuesday.

Basketball: We're at Westminster today until 5:30.

Honors Prompt #3

Hi. Please respond to one of the following prompts. Write at least a couple of paragraphs. Cite specific passages (with page numbers) from the book if appropriate. Read and respond to what others have written in your response. Your response should be posted before midnight Tuesday, 11/22. Be sure to include your first name and period. Thanks.

**I edited this to read Tuesday, 11/22. Originally it read Monday, 11/22. Sorry if there was confusion.

Prompts:
What scene (or scenes) in Speak did you visualize most clearly while reading?
Or
How did your opinion or feelings about Melinda change over the course of the book and why?
Or
What connections did you make (text to text, self, or world) while reading Speak?

Grandparent Project Example #2

Yes, Marilyn and Derrell, There is a Santa Claus
-For Marilyn and Derrell, who are wonderful neighbors

Well over 100 years ago – December of 1897, to be exact – a little girl wrote a letter to the now defunct New York Sun, inquiring whether or not Santa Claus was real:
Dear Editor-
I am 8 years old. Some of my little friends say there is no Santa Claus.
Papa says, “If you see it in The Sun, it’s so.” Please tell me the truth,
is there a Santa Claus?
-Virginia O’Hanlon

Fortunately, The Sun reported the truth that Santa Claus is in fact real. And though The Sun is no longer around, today little Virginia could have asked Marilyn and Derrell Morgan her question and received the same answer, for their Christmases are proof. Take their first Christmas together as a married couple in 1969. It was a hectic year for them. They had begun training to run an Artic Circle franchise on Marilyn’s birthday, December 11, and worked for 12 hours a day learning the ins and outs of the new business they had bought so that Derrell could get out of the car business.
This left precious little time for shopping. Fortunately, Santa Claus (in the form of their sisters) saved the day. Derrell and Marilyn gave their sisters some money and the sisters did their shopping. And, as usual, Santa hit a homerun: Marilyn said they liked the gifts from one another they “hadn’t chosen.”
Their sisters that year were just one of the various forms Santa Claus took throughout their lives. They always had good Christmases as children. Marilyn described her childhood home, on Vine Street, as a “winter wonderland.” She recounted how their large property was lined with trees, and remembered that around Christmas time, a man who worked for her father at the gravel pit – Henry, his name was – would come down to their home with a loaf of bread his wife had baked. He arrived atop his horse, pulling a sleigh, and with his long beard reminded them of Santa Claus. He took Marilyn’s family for a sleigh ride each year, and that remains one of her most cherished Christmas memories.
There were other wonderful things about Marilyn’s childhood Christmases, too. She said that her favorite thing as a girl was coming out and seeing all the presents arranged in the room where they kept the tree. Christmas day meant the family would come over, “13 or 14 of us,” she said. “Not large, but large enough. I came from quite a good family.” She recalled winters spent skating on the pond as well as the year her brother got a toboggan. The best gift she received as a girl was a ballerina. Christmas evenings were spent with her cousins at her house, playing, while the grown-ups went next door to her aunt and uncle’s for a glass of wine. “We didn’t tear the house apart, or anything,” she said. “You know, we just played with whatever Santa brought us.”
Derrell, too, had a beloved Santa in his childhood, his Uncle Barney. Derrell’s favorite Christmas as a young boy was the one when his Uncle Barney gave him a stack of model airplanes. This began a lifetime love of airplanes for the self-described “airplane fanatic” who nearly got his pilot’s license and served his country in World War II by repairing damaged planes. In fact, it seemed that Derrell got a model airplane every year. “And I loved every one of them,” he said. It is a love that persists to this day, and probably is due in part to the love Uncle Barney showed Derrell that Christmas, as well as on many other occasions.
For while Uncle Barney was there for Derrell that best Christmas, he was also there on one of the worst ones, following the divorce of Derrell’s parents. “Divorces are hard on families,” Derrell said. “You don’t want to remember them sometimes, but you do... There’s a lot of things in life you just don’t care to remember.”
While Derrell might still reluctantly remember how hard it was to have his parents split up and his mother depressed, he gratefully remembers Uncle Barney bringing him gifts and doing what he could to make that Christmas a good one.
That wasn’t the only hard Christmas Derrell had to make the best of, either. He had to spend three Christmases away from his family while serving his country during World War II. He spent two Christmases in San Francisco, and one in Norman, Oklahoma. He said it was often lonely in his apartment during these times, and that he “shed a lot of tears in a lot of different places. You just don’t go through something like that with a smile on your face.” However, Derrell dealt with it with pride and dignity, as he has any time he has faced a difficulty, and it has made him appreciate the good Christmases he’s had since even more.
One Christmas that stood out after that hard time as especially wonderful was their first Christmas with Nicky. Marilyn said they lived in “a neat-looking apartment – The Willows,” and were able to have at thirty-foot tall Christmas tree. She remembered how Nicky was almost a year old at that point, and on Christmas Eve, Derrell lay on the bed with her and read her “’Twas the Night Before Christmas” – a tradition they have continued the rest of their lives, and it hasn’t mattered who the audience was – children, grandchildren, or pets.
Marilyn said, “At Christmas, you remember what your kids were like when they were little.” And like most of us, the Morgans see Christmas as a measuring stick that marks how their children and their lives changed from year to year. “It is mostly reflected in the presents they wanted,” she said. She recalled the year Nicky only wanted books, for example.
Certain gifts have also become a part of the traditions they celebrate each year as Marilyn and Derrell take up Santa’s mantel. For example, Derrell always gives his grandson George something special each year. One year, as George was moving up the ranks as a Boy Scout, Derrell gave him his old pocketknife. This was particularly meaningful because it was the same knife Derrell’s grandfather gave to him. He also gives George a plane every year – one he either buys or builds – and they also recalled the year he gave George a train similar to the one he gave George’s mother when she was little.
Marilyn does the same, giving the kids things that were hers, or crocheting them little things. It’s these kinds of traditions that help make Christmas special for the Morgans. Which, of course, brings us back to Santa Claus.
Nicky, Marilyn recalled, was always up early on Christmas morning, checking to see what Santa brought. “Sammy was harder to wake, so we had to stall Nicky,” she said – a problem compounded by the fact Sammy wouldn’t come out until her hair was perfect (even as a four year old). They recalled the big thrill of one year giving the girls a table Derrell had made, painted with little lions by Marilyn. When Nicky was three, Marilyn bought her many different lions, and bought her lion ornaments whenever she could. Both Marilyn and Derrell recalled their girls’ childhood Christmases fondly, and Derrell remarked that they kept quite a few things around that held memories for them, and that “you get a tear in your eye when you remember all this.”
These tears and these memories of love and generosity and devotion are as wonderful as Santa himself, and prove his existence. To again quote from The Sun’s response to little Virginia,
Yes, Virginia, there is a Santa Claus. He exists as certainly as love and
generosity and devotion exist, and you know that they abound and give to
your life its highest beauty and joy. Alas! how dreary would be the world if
there were no Santa Claus. It would be as dreary as if there were no Virginia.
There would be no childlike faith then, no poetry, no romance to make tolerable
this existence. We should have no enjoyment, except in sense and sight. The
eternal light with which childhood fills the world would be extinguished…

No Santa Claus! Thank God! he lives, and he lives forever. A thousand years
from now, Virginia, nay, ten times ten thousand years from now, he will
continue to make glad the heart of childhood.

And it is my hope that these memories will continue to make glad the hearts of the Morgans, and that they can feel each other’s love and the Christmas spirit for many, many years to come.

Grandparent Project Example #1

“I’ll Be Home For Christmas, You Can Count on Me…”
-For all of the Bairds, but especially for Betty and Bob
Betty Jane Baird has had a lot of Christmas mornings in her life, most of them wonderful. But one Christmas stands out as being especially great – the Christmas of 1945. Betty had spent the previous two Christmases – and almost three entire years - without her husband, Bob, who was serving in the US Air Corps in England. But with World War II over, many of our boys were coming home, and Betty was no different than the thousands of other young women anxiously awaiting the return of her husband.
“He’d promised me for weeks that he’d be home for Christmas,” she told me. “But for about two weeks before Christmas, we didn’t hear anything from him. This was very unusual, because we heard from him all the time.”
Christmas morning came, and Betty spent the morning with Bob’s parents. She was living with them at the time. Then around noon, the phone rang. It was Bob. He told her he was at Fort Douglas – he’d gotten in last night, but had to be “mustered out” before he could leave. “He’d said he’d be home for Christmas, and he just made it,” Betty said, laughing her trademark laugh. “We hadn’t heard from him for so long because he’d come home from England by boat, even though he was in the Air Corps.” As we spoke, neither of us could figure out why air corps would get sent home by boat when almost everyone else came home by plane, but that’s the military for you. Maybe there really is something to all those jokes on “MASH”…
That day, Bob’s parents drove Betty up to Fort Douglas to pick him up, as she didn’t have a car. After visiting with family and friends for much of the day, the young couple had to go buy Bob underwear and socks. “And those things were hard to come by in those days, you know, because of the war,” she said. Apparently, while the rest of the corpsmen were reusing their old underwear and socks on the long boat ride home, Bob just threw his overboard once they became dirty. So while Bob got the stereotypical worst gift you can get for Christmas – underwear and socks – Betty got the best gift she could have asked for.
That Christmas was just one of many they shared together. When I asked Betty about those that followed, as a mother and grandmother, she often used the word routine. I am sure given the first few Christmases she spent as a young married woman, the normalcy of the Christmases that followed seemed wonderful. But even those normal events had a Baird twist to them.
For example, getting the tree was quite an event. The entire family went together, and given the personalities of Bruce, Brett, and Marsha, let alone Bob, I can imagine the experience was both excruciating and fun. I have heard stories about going to multiple tree lots, come hell and high water (and lots of snow), to find the perfect tree. Once they found it, the family would drive home, holding the tree alongside the car through the open windows. They’d then decorate the tree with tinsel and glass balls. “They didn’t have all that fancy stuff we have nowadays,” Betty said. After, when the kids weren’t around, Betty went about straightening the tinsel, getting everything just so.
And it’s not just the tree decorating that’s changed over the years, she told me. Christmas for her as a young girl is much different from how it is today, she said. Betty grew up during the Great Depression, and gift-giving was much more modest. She remembered that one year, both she and her brother, Bob, wanted a bike. And they got one for Christmas – one, which they had to share. It was a boy’s bike, a blue and white one speed. “It didn’t impress me,” she said, and that’s probably a good thing, as she didn’t get to ride it much. Betty remembered her mother sewed a lot at Christmas time, and that the kids always had clothes – dresses, PJs, coats… these were the kinds of things she remembered getting. She also said the family always had a tree and a good dinner on Christmas day – chicken, or sometimes rabbit, which her father raised, fresh bread, and cakes. The important thing was the family was together.
Togetherness was what got her through what she called “a tragic Christmas” – the Christmas of 1956. She was bed-ridden that year, due to terrible arthritis in her hips. This made preparation for Christmas hard, because she hadn’t done any Christmas shopping before the arthritis got bad since they were waiting to get Bob’s bonus check. Bob had to kneel by her bed as they wrote the list. He then did all the shopping, “and it must have turned out all right.” Christmas morning, they had to carry her out to the tree so she could watch the kids open their gifts, but could only stay out there for about an hour before she had to be carried back to bed.
But for the most part, Christmas has been blessedly predictable: trees and family, meals and home. And this is something that continues to this day as we gather together at her house – her children and grandchildren, and now her great grandchildren. Coming to Grandma Betty’s for Christmas feels like coming home, like Grandpa Bob did 63 Christmases ago. It’s a feeling exemplified by that beautiful war-song lyric, which could have been written by him, or by any of us: “I’ll be home for Christmas/ You can plan on me/ Please have snow and mistletoe/ And presents on the tree/ Christmas Eve will find me/ where the love-light gleams/ I’ll be home for Christmas/ If only in my dreams.”

Tuesday, November 15 and Wednesday, November 16

Freshmen: Today we introduced The Grandparent Project. I will post the handout I gave you, plus my samples, on the blog later this week. Due for Friday is the second and third Marking Periods from Speak with a total of 10 seminar notes. Use your 20 minutes of writing each night this week for that.

CNF: We continued the documentary on information asymmetry.

Basketball: We are at Westminster Tuesday until 5 and Wednesday until 5:30.

Monday, November 7

Freshmen: Today we looked at another good example of a narrative essay. You are to write your own, and consider the following when writing a narrative essay: Provide a conflict and resolution; write about an actual experience; use vivid and precise details; decide who your audience is and what your purpose is. Continue reading 20 minutes each night: The second and third "Marking Periods" from Speak are due on Friday, with five seminar notes on each section for a total of ten.

CNF: Today we began a documentary about information asymmetry. We will conclude it Wednesday.

Basketball: It looks like we are at Westminster Monday-Thursday this week. We will finish at 5:30 each day, with the exception of Tuesday, which has to end at 5.

Friday, November 11

Freshmen: Today we took the Chapter 5 vocab quiz and had a seminar on the First Marking Period of Speak. Your homework is to read the Second and Third Marking Periods. You should have 5 notes per marking period.

CNF: Today we had a seminar on Chapter 2 of Freakonomics.

Tuesday, November 8 and Wednesday, November 9

Freshmen: Today we focused on self-questioning by reading Barry Lopez's The Blue Mound People. Read for 20 minutes each night, making sure you meet the due date for Speak and be sure to complete your seminar prep.

CNF: Today we looked at the cheating data and began reading Chapter 2 of Freakonomics.

Basketball: THe last day of tryouts will be Wednesday, from 2:30 to 5:15. There is no bus up to Sunnyside - you have to get your own ride there.

Monday, November 7

Freshmen: Today we began Speak, by Anderson. Your job is to read for 20 minutes Monday-Thursday, and during that time to finish "The First Marking Period" (approximately 30 pages or so). On Friday we will conduct a Socratic Seminar, and for the seminar you need at least 5 items for class discussion - they may be comments about the text, the characters, events, or issues. Or, they may take the form of a question, and I distributed question stems to help you craft good questions for discussion. Also due Friday is vocab chapter 5.

CNF: Today we focused on figuring out the story the data we collect on cheating tells.

Basketball: Tryouts Monday and Tuesday, 3-5.

Friday, November 4

Freshmen: Today we focused on visualizing while reading. Remember, you need a copy of Speak for next week, and due Friday is proof of submission to an outside publisher of your essay. Also, I bet we have vocab due next week, but check the blog to be sure.

CNF: Today we focused on behaving like economists and looking at the story revealed by the data of our cheating survey.

Basketball: Tryouts are Monday and Tuesday from 3-5.

Thursday, November 3

Freshmen: Today we focused on making connections as we read. Do this during your 20 minutes of reading homework tonight. Due by Friday, 8 AM is your essay to turnitin.com. Have a copy of Speak by Monday; show proof of submission to some publisher by next Friday.

CNF: Today we concluded a documentary. We will interpret our data on cheating tomorrow.

Basketball: We are having a meeting regarding tryouts today followed by open gym. Tryouts are Monday and Tuesday from 3-5 at Sunnyside.

Tuesday, November 1 or Wednesday, November 2

Freshmen: Today we talked about eye fixations and schema. As you read for 20 minutes Tuesday and Wednesday, be aware of these things. Due Friday is your essay; due one week later is proof of submission of it to a publisher.

CNF: Today we began another documentary about cheating.

Monday, October 31

Hi. Happy Halloween - remember your 10% teacher tax tomorrow on all candy that you get trick-or-treating. Chocolate only.

Freshmen: Today we talked about Step 7 - Polish, Edit, and Publish. You are to do two things after completing this step: 1. Submit your final essay copy to turnitin.com by 8 AM Friday morning, November 4. Then, 2. search out a possible publisher for your essay. This may take on any number of forms from online to magazine to newspaper. You need to submit it by Friday, November 11.

CNF: Today we talked about Who Killed the Electric Car? (turns out the butler did not in fact do it.)

Honors Prompt 2

Directions: Post a comment (a paragraph or more) in response to the prompt. In your post, you are expected to respond to what other students have written on the subject (unless, of course, you are first), as well as providing your own thoughts. Sign your post with your first name, last initial, and class period. This is due by Sunday evening, October 30. Thank you.

Explain how the writing advice in The Elements of Style is compatible with the writing advice presented in They Say I Say.

Tuesday, October 25 and Wednesday, October 26

Freshmen: Today we learned about Ken Rand's 10% Solution. There are notes about it on the blog. Your job is to do the following:
1. Perform the 10% solution on your essay.
2. Give it another read-through to make sure it is as good as can be.
***Remember, DO NOT include your name in your header, but do include your lead and conclusion technique, as well as your original word count, the goal, and the current word count.
3. Submit it to turnitin.com under the assignment Seven Step Essay by Friday, 10/28 at noon.
4. Between noon on Friday and Sunday, log in and complete the peer review assignment.
5. After noon on Sunday, log in to turnitin.com and revise your essay and improve it as much as you can based on your peer's feedback. Bring that best copy of your essay to class on Monday.

Also, remember to read for 20 minutes Tuesday, Wednesday, and Thursday. Chapters 4, 5, 6, and 7 from They Say I Say are due on Thursday, as is Chapter 4 Vocabulary.

CNF: Today we conducted a seminar on Chapter 1 from Freakonomics and began a documentary.

10% Solution Cheat Sheet

The 10% Solution Cheat Sheet

To find your word count:
1. Click Tools.
2. Click Word Count.
3. Type in how many words your document is below your name.
4. Subtract 10%. The total is your goal (Draft 2 = Draft 1 – 10%).
5. Write down your goal below your current total. Meet or exceed it – don’t settle for close.
6. WHEN FINISHED, BELOW YOUR FIRST TWO NUMBERS, WRITE DOWN THE FINAL WORKD COUNT FOR YOUR DOCUMENT.
To perform the 10% Solution:
1. Click Edit.
2. Click Find.
3. Enter the syllable you are searching for.
For each syllable you search for, ask…
1. Do I keep it?
2. Do I cut it?
3. Do I change it?
*Whatever you decide, the decision should be made with this goal in mind – improving your piece.
**Remember that cutting or changing may require changing other things as well – see the big picture.
Syllables to search for:
-ly
of
that
Pronouns: I, he, she, etc.
-ion
was
were
very
about
-ing
by
how (case sensitive)
And (case sensitive)
But (case sensitive)
Because (case sensitive)

Monday, October 24

Freshmen: Today we talked about Step 6 in our 7 Step Essay Process: Clarify and Tighten the Information, or in other words, revision. Your task tonight is to read your essay aloud to yourself with a pen in your hand and revise - expand, contract, improve. Read for 20 minutes the next three nights, completing Chapters 4, 5, 6, and 7 of They Say I Say. Honors students need to meet at 7:30 Wednesday morning, having read The Elements of Style.

CNF: Today we watched a documentary about cheating in Sumo. We will conduct our seminar on Chapter 1 on Wednesday.

Friday, October 21

Freshmen: Today we studied two techniques for citing from your source material. There is an entry on the blog that gives you the low-down on how to do this. You are required to use each technique at least once in your essay, and I would like to see you integrating the moves they discuss in They Say I Say as well. Your essay is due Monday, and I have changed the due date for They Say I Say - Chapters 4-7 are due Thursday now, not Monday. Also, check the vocab schedule as it has changed a bit and we have a quiz upcoming.

CNF: Finish Chapter 1 from Freakonomics for Monday.

Essay Draft Requirements:

In order to earn full credit for the essay you are writing for Monday, you must do the following:
1. Use one of the lead techniques we learned in class. Identify it in your header.
2. Use one of the conclusion techniques we learned in class. Identify it in your header.
3. Use at least one in-text and at least one blocked citation.
4. Use standard format.
5. Have a compelling title centered, properly formatted, at the top.

How to Cite a Source

Citing Sources:
1. In-text citation:
a. Used to quote a chunk of text 2 sentences or shorter.
b. Should be placed in quote marks.
c. Should be followed by source and page number in parentheses, THEN a period ending the sentence.
2. Blocked citation:
a. Used to quote large chunks of text.
b. NOT placed in quote marks.
c. Single-spaced and indented.
d. Last sentence ends with parentheses containing source and page number, followed by final period.

Go to https://docs.google.com/a/judgememorial.com/document/d/1sVkhg4zy5yaB-urEYhtyNPSC_T4GWIskWExKi94pEGM/edit?hl=en_US&pli= for an example.

I am posting that page hoping you can see it. If not, my apologies, but it is the same one I showed you in class today.

Thursday, October 19

Freshmen: Today we took a look at the leads you crafted for your essay and learned five different techniques to use when crafting a conclusion. We also began Step 5, which is drafting and developing the information into an essay. Due for Monday is Chapters 4, 5, 6, and 7 of They Say I Say and a typed, completed draft of your essay. You may use your 20 minutes of nightly reading to read They Say I Say.

CNF: Today we began Chapter 1 from Freakonomics. You should have a dozen notes, reflective of your inner dialogue with the text, designed to spark discussion in our upcoming seminar.

Prediction: Judge 35, Juan Diego 21.

Tuesday, October 18 and Wednesday, October 19

Freshmen: Today we focused on Step 4 of our 7 Step Essay Process, which is playing with leads and plans. We planned out the order in which the information should appear in our essays, but the more important thing we did was get an overview of several different types of lead techniques to choose from when opening an essay. Your homework tonight is to write up two different leads, each a different type and each on a different sheet of paper. Bring them on Thursday. You are also to read for 20 minutes Tuesday and Wednesday. You can read from your own book or from They Say I Say - Part II (Chapters 4, 5, 6, and 7) are due next Monday.

CNF: Today we began Freaknomics. Read the Explanatory Note, Preface, and Introduction for Thursday. No notes required.

Monday, October 17

Freshmen: Today we saw a presentation on the Ulster Project. Your homework is to read for 20 minutes. Bring your research with you to class next time.

CNF: Today we wrote an essay as a final wrap-up to Blink. Bring a copy of Freakonomics to class on Wednesday.

Monday, October 10

Freshmen: Today we collected your essay responses to vos Savant's essay on spelling, and we took the chapter 3 vocab exam. We will look at all your research tomorrow - be sure to bring in your 3x5 cards, and your interview or survey. We will figure out tomorrow what "they say" about your subject so that we can figure out what you are going to say.

CNF: Today we conducted our final seminar on Blink. Bring it tomorrow, however. We will begin Freaknomoics next week, so be sure to bring a copy of it on Monday.

Thursday, October 6

Freshmen: Today we applied the principles from the first three chapters of They Say I Say to a couple of essays on spelling (yes, essays on spelling - they actually are pretty good). We'll continue the process tomorrow, but the idea is we are practicing these "moves" for the "big game" - the essays you are currently conducting research for. Read for 20 minutes tonight and remember your research is due Monday, as is chapter 3 vocab.

CNF: We read in an attempt to get chapter 6 and the conclusion of Blink read for Monday's seminar (this means really groovy notes, too). Don't freak about the economics here, but get Freakonomics for after the break.

Freshman Honors Prompt 1

Directions: Post a comment (a paragraph or more) in response to the prompt. In your post, you are expected to respond to what others, as well as the book They Say I Say, have to say on the subject. Sign your post with your first name, last initial, and class period. Thank you.

Prompt: The authors of They Say I Say argue that "writing well means entering into conversation with others" (xvi). In other words, in order to write well on any given topic, you must respond to what others think, say, and write about your topic. Do you agree? Support your answers with evidence.

Tuesday, October 4 and Wednesday, October 5

Freshmen: Today we focused on reading chapter 1-3 of They Say I Say and on conducting our research in class via reading our sources and getting answers to our questions. You need to have your research complete for next Monday. Do not return your sources - you will need them for citing at a later date. Read for 20 minutes Tuesday and Wednesday, and remember to finish Chapters 1-3 in They Say I Say for Thursday's class.

CNF: We had a seminar/began preparations for the end of the book. We will complete the book by Monday and have our final seminar on that date. You need Freakonomics for after the break.

Monday, October 3

Freshmen: Today we took a look at the questions that will guide your research as well as your interviews or surveys. Tomorrow in class you need to have a copy of your sources - print up the internet source you will use and bring a copy of your non-internet print source. We will spend a fair amount of time in class researching your topic. Also, because are finding out via research what "they say" about your topic, we are reading chapters 1-3 this week from They Say I Say. This is due Thursday. Note: You may use your 20 minutes of reading homework time as well as your in class reading time to read these chapters.

Honors: We will meet at 7:40 AM on 10/5. Bring a copy of The Elements of Style that day.

CNF: Today we concluded Chapter 5 (period 7) and conducted a seminar on Chapter 5 (period 8).

Friday, September 31

Freshmen: Today we focused on Step 2 of our 7 Step Essay Process. Today we focused on Collecting Information, and to do that, we learned about Question Based Research Strategy. This is what you are to do: Start collecting information on your topic. For this project, you need at least three sources - one from the Internet, one non-internet print source (book, journal, magazine, etc.), and either a survey or an interview. Due for Monday are your 12 index cards, each with a question about your topic that you need to research. You also need to bring your interview or survey, each which much be at least 10 questions long. Your survey sample must consist of at least 25 people. Your interview questions should be open ended, not closed ended (close ended questions invite yes or no answers only). It is okay for some overlap between the questions you research on your index cards and your interview or survey, but for the most part, they need to focus on different aspects of your topic.

Due next block period are your sources. You need to print up your Internet sources and bring a copy of your non-Internet source so that we can spend time in class conducting research. If you want to administer your survey to the class, you can do so that day as well - bring enough copies.

Read for 20 minutes, keep working on your vocab, and bring your copy of They Say I Say to class on Monday - we will need it all next week.

CNF: Today we concluded reading Chapter 5 in preparation for the seminar on Monday.

Thursday, September 29

Freshmen: Today we began step 1 of our seven step essay process. We looked at potential essay topics you complied and attempted to define the problem. In other words, what exactly is it we want to write about regarding the topic? We stated these things as a sentence or a question as a way to capture what it was we wanted to say. Tomorrow we will embark on the second step - gathering information. Read for 20 minutes tonight.

CNF: Today we began reading chapter 5 with more of an emphasis on taking notes that capture what we are thinking about as we read rather than just bullet statements on key points.

Tuesday, September 27 and Tuesday, September 28

Freshmen: Today, half the class was missing due to the freshman retreat, so we did some out of the box thinking exercises. Your homework is to review the questions we went over in class and come up with a list of at least twelve potential essay topics for Thursday. You should read for 20 minutes Tuesday and Wednesday. Keep working on Chapter 3 vocabulary. Bring a dozen index cards to class on Friday and They Say I Say on Monday.

CNF: Today we focused on several things that will help us understand chapter 5, including a variety of taste tests, market research, and some critiques of music.

Monday, September 26

Freshmen: Today we went over a list of questions designed to help us come up with some good potential essay topics. Your job is to go over the questions and come up with as many authentic answers as possible. You need a list of at least 12 potential essay topics for Thursday's class. Remember to read for 20 minutes each night this week. For Friday, I would like you to come to class with 12 index cards.

CNF: Today we conducted our seminar on chapter 4 of Blink.

Thursday, September 22

Freshmen: Today we read the Introduction to They Say I Say. You might try incorporating the writer's ideas into your essay revision about More. I would like you to read Chapter 1 from They Say I Say for your 20 minutes of reading tonight. Chapter 2 vocab due Friday; essay revision due Monday. See yesterday's post for details.

CNF: Today we continued to read Blink's chapter 4, taking at least three notes per section.

Tuesday, September 20 and Wednesday, September 21

Freshmen: Today we looked at a number of things relative to writing, most importantly using summary and commentary to support your thesis. What you are to do is this: Get onto turnitin.com and review your essay and the comments posted on it. Click on "grademark" to get the page that shows the comments. Click on the post-its to see the comments. Revise (i.e. improve) your essay based on the feedback. Print it out. On the written page, annotate (i.e. explain in a different colored ink) what you changed and why. Make your annotations right there on the page where the change occurred. The essay is due Monday.

Read for 20 minutes Tuesday and Wednesday.

Due Friday is vocab.

CNF: Today we prepped for Chapter 4, focusing on the idea of structure, when it helps us and when we should deviate from it.

Monday, September 19

Freshmen: Today we debriefed regarding the three day study of essays we undertook. You observations were very good. Tonight and Tuesday, read for 20 minutes. We will start They Say I Say on the block period. For the block period, bring some markers, colored pencils, or highlighters - you need two different colors. Study vocab this week.

CNF: Today we conducted a seminar on Chapter 3.

Tuesday, September 13 and Wednesday, September 14

Freshmen: Today we began an in-depth study of essays. We are reading many essays from a packet I have for you and taking notes on what positive features or characteristics we notice that these essays share. This will take us a few days.
Meanwhile, read for 20 minutes tonight and Wednesday. Keep working on vocab. Get a copy of They Say I Say for Monday (honors, you need The Elements of Style).

CNF: Today we did something called and Implicit Association Test. You can do several of these. Do the ones with the harvard.edu addresses and write down the results.

Monday, September 12

Freshmen: Today we concluded our activity on What Writing Is. Read for 20 minutes. All students need a copy of They Say I Say for Monday; the honors students also need a copy of Strunk and White's The Elements of Style to read in conjunction with this book.

CNF: Today we held our second seminar. We will do an activity in preparation for Chapter 3 on Wednesday.

Friday, September 9

Freshmen: Today we took our first vocabulary quiz. Search the blog for the vocab schedule for the rest of the semester. Read for 20 minutes over the weekend. Your essay is due to turnitin.com by 7:59 AM Monday morning. Also, I would like you to go over your summer read essay. Compare your six traits score with mine, using the one pager to interpret the differences. Choose one trait to make the focal point of your essay on "More."

CNF: Today we began Chapter 2, taking three notes per section in preparation for our next seminar, which will be on Monday. Complete the chapter for that day.

Thursday, September 8

Freshmen: Today we explored the question, "What is Writing?" You responded to the prompt "Writing is a process, not a single activity. It has many steps, behaviors, activities, and changes. Some of these include:". We will continue this discussion tomorrow. Read for 20 minutes for homework tonight. Due Friday is Unit 1 vocab (must have your book for credit tomorrow). Due Monday is your essay on "More."

CNF: Today we engaged in a priming activity and also talked about the difference between what we say we want and what we actually pursue. We will read on Friday, so bring your book.

Tuesday, September 6 and Wednesday, September 7

Freshmen: Today we focused on the literary concept of Theme, practiced our thinking technique of observing, synthesizing, and stating a thesis. We did this primarily by watching Mark Osborne's short film "More" (you can find this on youtube). We also went over the expectations for vocabulary (you can find the schedule on this blog) as well as how to use turnitin.com (see this blog for info regarding that). Your homework is as follows: Read for 20 minutes Tuesday and Wednesday; chapter 1 vocabulary is due Friday; finish your observation, synthesis, and thesis chart for the film - your thesis should be what you believe the theme of More to be; due Monday by 7:59 AM is an essay to turnitin.com that answers some variation of the following prompt: What is the theme of "More"? or, What is the message of "More"? Remember, a good essay is 8-19 paragraphs long, your theme should be a sentence (rather than a one word statement), and everything in the essay should revolve around what you believe the theme to be. Set up your turnitin.com account this week and see me if there is a problem.

CNF: Today we practiced our ability to thin slice based on bedroom photos, couples in conversation, and the Big Five Inventory.

Friday, September 2

Well, the Utes survived... oh, wait - classes!

Freshmen: Today, we focused on reading film. Your task is to complete your Break it Down graphic organizer and on the back answer this prompt in relation to the film: What's happening here, or, What's this about? Remember to have a clear, concise thesis statement, and support that thesis with details from the text. Also, periods 3 and 4 should read for 20 minutes twice - once for the weekend and once for Monday. Period 6 should read for 20 minutes three times, considering that section does not meet on Tuesday. All sections need a copy of their vocab book for the next time we meet, because we will take a diagnostic vocab exam and you need your vocab book in order to do that.

CNF: Today we had our first seminar - you all did great. Be sure to get me a photo of your room and be sure you take the Big 5 Inventory through Berkley's website and write down where you fit on each spectrum. Thin slice as much as you can over the break, except where pizza or pie is involved.

Thursday, September 1

Freshmen: Today we continued with our Break it Down exercise. Your task is to complete the paragraph about the song we listened to. Be sure you have a concise, supportable thesis that you support with evidence. Read for 20 minutes.

CNF: Today we attempted to finish the introduction to Blink and Chapter 1 with 2 notes per section for the seminar on Friday.

Tuesday, August 30 and Wednesday, August 31

Freshmen: Today we began an exercise in reading, which we will finish on Thursday. Read for 20 minutes Tuesday and Wednesday.

CNF: Today we got an introduction to the Socratic Seminar method of discussing texts and began reading Gladwell's Blink. The goal is to finish it for a seminar on Friday. You should have two notes for the seminar per section, which makes for 18 notes total, including the introduction and first chapter. Also, for homework, I need you to take a digital photo and email it to me by Wednesday for a class activity. You also need to take the Big 5 Inventory at http://www.ocf.berkeley.edu/~johnlab/bfi.htm. Write down your results.

Monday, August 29

Freshmen: Today we focused on self-assessment using the Six Traits One-Pager I gave you. Keep this One-Pager in your binder for year-long reference. Your homework is to finish the self-assessment for homework - bring it tomorrow. Also, read for 20 minutes and get a copy of They Say I Say and the vocab book for use next week.

CNF: Today we focused on the notion of decision-making as a gateway to Gladwell's Blink. You need to have a copy of this book on Wednesday for class. Also, please take a digital photo of your bedroom (as is - no cleaning up!) and email it to me for an activity for next week. No names will be revealed. This is due by next week's block period.

Friday, August 26

Freshmen: Today we talked about standard format for essays and the letter to the editor assignment. Your homework is to take your summer read essay and type it up into final draft form. A couple of notes about what is expected about standard form: Your paper should be in 12 point font, double spaced consistently throughout (i.e. NO extra spaces between paragraphs), and written in black with a an easy-to-read font (e.g. Times Roman or something like that). Your title should be centered, and should NOT be enlarged, underlined, in quotes, in bold, or italicized. As for the letter to the editor assignment, refer to the guidelines I have posted on the blog in an earlier entry and the handout I gave you today. All students must hand one in on or before October 20; honors students must also hand in one on or before September 29. Other homework this weekend: Read for 20 minutes and get a copy of the vocab book as well as They Say I Say.

CNF: Today we wrapped up our introduction to various non-fiction forms and sources. Have a copy of Blink for Monday.

Thursday, August 25

Freshmen: Today we concluded the summer read essays. You need your three ring binder ASAP, and please get a copy of They Say I Say - we will need that book in about two weeks. It's come to my attention that for some reason this is not listed as a first semester book on Follet's website - this should be corrected shortly. In case it isn't, the ISBN for the book is 978-0-393-93361-1. Those taking Honors also need a copy of The Elements of Style by Strunk and White at the same time. Your homework is to read for 20 minutes.

CNF: Today we concluded listening to Radio Lab's "Lost and Found" http://www.radiolab.org/2011/jan/25/. Please get a copy of Blink for Monday.

Tuesday, August 23 and Wednesday, August 24

Freshmen: Today we introduced our Prayer and Great Thoughts assignment. Everyone should have signed up to do the required number of assignments. Your homework is to work on your essay if you need to (prompts posted below), and to read for 20 minutes Tuesday and Wednesday. Be sure to get a three ring binder, as well.

Summer Read Prompt:

One of our summer reads, Funny In Farsi, deals with a unique American experience. How did reading this book shape how you view other cultures, America, or the current immigration debate? Use specific examples from the text (including page numbers) to support your ideas. Please write in pen and double space. When you are finished, craft a compelling title for your piece.

Honors English Summer Read Prompt:

Two of our summer reads, Funny In Farsi and When the Emperor Was Devine, deal with unique American experiences. How did reading these books shape how you view other cultures, America, history, World War II, or the current immigration debate? Use specific examples from both of the texts (including page numbers) to support your ideas. Please write in pen and double space. When you are finished, craft a compelling title for your piece.

CNF: Today we focused on different forms of non-fiction texts, both visual and auditory. Get a copy of Blink for Monday's class.

Monday, August 22

Hi. Welcome back to school. I hope you had a great summer and I am looking forward to a great year with you.

Freshmen: Today we went over the basic expectations of the course. Your homework tonight is to read for 20 minutes. Bring the book you are reading from to class every day. This book should be something that is not one of our summer reads or one of the books that we will read together as a class. Once you finish reading this book, read something else - you should always have a book to read. If you do have copies of the summer reading books (either Funny in Farsi or When the Emperor was Divine), bring them to our next class meeting because we will do an assessment and writing sample. Finally, be sure to post to the blog today for 10 points, and bring a box of tissues for 10 points extra credit. Also - if you don't already have our class vocab book, get one, as we will begin working from it soon.

CNF: Thank you so much for taking the class. Today we simply got an introduction to the course and the primary theme - ways of knowing things - was also introduced. Get a copy of Malcolm Gladwell's Blink for next Monday's class.

Freshmen English Vocabulary Schedule 2011-2012

Each vocabulary chapter is due on the date listed. You should bring your book to class on that date (no late work accepted) to get credit for doing your homework; we will have a quiz that day as well. You will earn either 50 points full credit (all book work complete and correct), 25 points half credit (some or most work complete, or mostly accurate), or no credit (little to no work done, or very poorly done). Quizzes are typically 25 or 50 points.
Chapter and Date Due:
Chapter 1 due 9/9
Chapter 2 due 9/23
Chapter 3 due 10/10
Chapter 4 due 10/27
Chapter 5 due 11/11
Chapter 6 due 12/9
Chapter 7 due 1/6
Comprehensive exam on chapters 1-7 will occur on the date of your semester final.
IMPORTANT NOTE: Bring your vocab book with you to class on Friday, September 2 for an important exercise.

Letter to the Editor Criteria: Freshmen English 2011-2012

As you know from the handout I gave you, you need to write a letter to the editor of The Salt Lake Tribune every quarter. Honors students must write two letters each quarter. In order to get full credit, you must adhere to the following criteria. If any elements are missing, you will only earn up to half credit. In order to earn up to full credit you must do the following:
1. Meet The Trib's requirements (see their website).
2. Include a phone number on your letter where The Trib can reach you.
3. Place your letter in a stamped, addressed, and unsealed envelope.
4. Submit a letter that is typed and in good condition.
And remember, if you get published, you get 25 points extra credit. If you are letter of the week, you get 50 points extra. It's your job to watch the paper and inform me when this happens. Best of luck.

Friday, June 3

Thanks to all for a good semester and year, and good luck on the final exams. Be sure the check the earlier posts to review and prepare.

Freshmen: Today we had a great seminar on Great Expectations. It was a Great way to end the year. You exceeded my Expectations with your Great Capstones, not to mention the work you did all year leading up to it. Congratulations and thank you.

Sophomores: Finish up reading Tuesdays With Morrie, and prepare for your Perfect Day (e.g. final exam).

CNF: Thanks for a great semester. You all were great, and it means a lot to me that you took the class. Thanks again.

Compelling Non-Fiction Second Semester Final Exam

Compelling Non-Fiction Second Semester Final Exam

This semester we studied the notion of what the world would be like without us, as well as what the world can be like with us. With that in mind, your final exam is to write an essay that details what specific, tangible, and measurable thing (or things) you will do in the next calendar year to make the world a better place. In the course of your essay, you should reference some of the things we have read and discussed, as well as how the thing we have read and discussed have impacted your thinking about the prompt. Your essay should be double spaced and clear of most conventions errors. The essay should have a clear beginning, middle, and end, and display depth and clarity of thought. Provide a compelling (non-fiction) title at the top when finished. Not included in your grade, but expected from me, is periodic updates from you over the next year as to how your plan is working out. Good luck, and thank you for your time and effort this semester.

Thursday, June 2

Freshmen: Check the blog for the revised exam review guide - there is a slight change as we discussed.

Sophomores: Today we read more from TWM. Read the sections we skipped. Vocab Chapter 15 is due Friday.

CNF: Today we discussed why the Batman simply doesn't just kill the Joker.

Tuesday, March 31 and Wednesday, June 1

Freshmen: Today we concluded our presentations. Congratulations to everyone - you all did a great job. Get ready for finals - there will be a section on Great Expectations and we will have a seminar on the book on Friday.

Sophomores: Read from the start of Tuesdays with Morrie up to the First Tuesday.

CNF: We discussed whether or not we can hold the Joker morally responsible for his actions.

Friday, May 27

Freshmen: Today we took the final vocab exam. We will finish the Capstone Projects next week and do some stuff with Great Expectations.

Sophomores: Today we had our final seminar on Hamlet (good night, sweet prince, and flights of angels sing thee to thy rest...). You need Tuesdays with Morrie for next week. Also, here is your final writing assignment for the year:

Explain who your hero is. This may be a real or fictional person, living or dead. Doesn't matter. In your essay do the following things:
-Describe this person. Explain why he or she is your hero.
-Include some explanation of what you feel it means to be a hero in your essay, and how this person fits that description.
-Compare your hero to one of the characters we studied this year.
-Cite from something we read this semester at least twice in your essay. Be sure to include the page number, text, etc.
-Refer to elements of either the four stages of the hero or the monomyth when describing your hero.
-Analyze which archetype best fits your hero in your essay.
-State CORRECTLY in your header which lead and conclusion technique you are using.
-Craft a compelling title.
Each of these things are worth about 12.5 points, for a total of 100. If you do not submit it to turnitin.com, you will not recieve credit. It is due Friday, 7:59 AM. I will not accept a paper or email submission.

CNF: Today we continued talking about promises as well as hatred.

Thursday, May 26

Freshmen: Today we saw some super duper presentations and the stragglers handed in their letter to the editor. Vocab chapter 15 due tomorrow; Great Expectations due for next Thursday, at the latest.

Sophomores: Today we focused on which archetype best describes Hamlet. The conclusion we drew was that, much as Bloom believes Hamlet encompasses intellect and transcends gender, he too simultaneously encompasses and transcends archetypes. Due Friday is the play and the seminar prep, as well as your 3EJ. Get Tuesdays with Morrie for next week, as well as chapter 15 vocab.

CNF: Today we discussed the morality of promises in general, and promises to the dead in particular. Heavy, heavy stuff - no wonder Hamlet and The Batman are a couple of tripped out cats (bats).

Tuesday, May 24 and Wednesday, May 25

Freshmen: We saw some excellent presentations. Your letter to the editor is due Thursday, vocab is due Friday, and finish Great Expectations for next Thursday at the latest.

Sophomores: Today we read some stuff by Harold Bloom about Hamlet; finish the play for Friday, get Tuesdays with Morrie for next week, and finish vocab for next week.

CNF: Today we discussed utilitarianism and the relative ethical merits of Bruce Wayne becoming the Batman. So, go out and do more good than bad.

Freshman Honors Second Semenster Final Exam Review Guide 2011

Hi. Here is what you need to know about the semester exam. It comprises 10% of your semester grade, the other 90% split between quarters three and four. There are FOUR parts to the exam: a 30 question objective exam that covers what we have studied this semester (QBR, haiku, creative response, sonnet, division and classification, cause and effect, argument, etc.), a 50 question vocab exam that covers chapter 8-15, a 20 question exam on Great Expectations, and an essay exam. The point values are as follows: objective exam 60 points, vocab exam 50 points, Great Expectations 20 points, essay exam 100 points. You will also get 20 points for bringing in your research for the essay, which is explained below. So, 250 points total.

You are required to conduct research on the exam topic prior to the exam. You must bring in one (ONE only) page of notes that has five facts that support a position for the issue and five facts that support a position against the issue. Your sources must be included on your notes. Your notes may only be facts related to the issue - no other notes can be on the page. No notes, no credit for the essay as it is an argument essay. The day of the exam you will be assigned a position at random, so be prepared to argue either side of the issue. The prompt is listed below (notice the requirements of the essay as well).

Essay Prompt: Cell phones in school have recently become a controversial issue. Your school is seeking to ban all cell phones from its campus. Students may not have a cell phone in their lockers, backpacks, or on their person. Anyone with a cell phone on campus will be suspended from school. Argue FOR/AGAINST this ban citing evidence from your research.

Below your name, identify which type of lead and which type of conclusion you are using. Be sure your essay has a clear title and thesis statement. Use three of the rhetorical devices we have studied this year in your essay. In the margin, identify when you use one of these techniques. Be sure you support your thesis with your research, and you must include a blocked and an in-text citation. You will hand in your one page of research notes with the essay. Write in pen, and double space.

Monday, May 23

Freshmen: We saw some good presentations today. Remember, finish chapter 15 vocab and Great Expectations for next week.

Sophomores: Today we discussed the archetypes we saw in Into the Woods and shared our soliloquies.

CNF: Today we discuss whether or not you would rather have the powers of invisibility or flight and listened to a segment from This American Life.

Thursday, May 19 and Friday, May 20

Freshmen: We saw some pretty amazing presentations - good job. Keep working at Great Expectations and vocab and your letters to the editor.

Sophomores: We finished Into the Woods. Due Monday is your soliloquy. Due Friday is Hamlet, with five notes for Act IV and V. We will do vocab the week after. That week you will need Tuesdays with Morrie, too.

CNF: Get Three Cups of Tea finished for Friday's seminar (the 20th).

Sophomore English Second Semester Final Exam Review Guide

Hi there. This is what you need to know about your final:
1. There's three parts: Vocab 8-15, a 50 question exam on the material we have covered, and an essay exam.
2. The two tests are worth 50 points each, the essay is worth 100.
3. This is what you need to know for the exam: The four stages, the monomyth, the basic character archetypes we have studied, the Hero Catch-Phrase Project, all other class notes, and some basic details about some of the things we read this semester, as the questions often use details from the books as examples of concepts learned.
4. Here are the actual essay prompts. No notes may be used, so you need to prepare now. And remember, you have a better chance of a great grade if your essay stands out than if it seems like it's the same one a dozen other people wrote...
Choose one of the following essay prompts. Follow the directions listed at the bottom.
1. Identify and analyze several characters from this semester that fit Aristotle’s tragic hero archetype.
2. Analyze the extent to which several of the heroes we studied this semester are haunted by ghosts.
3. Analyze how several heroes from the texts we studied were concerned that they not leave behind “a wounded name.”
4. Analyze the role of memory, and memories, in the texts we studied this semester.
5. Analyze to what extent several of the texts we read fit the pattern of the monomyth.
6. Analyze to what extent several heroes from the texts we studied fit the pattern of the four stages of the hero.
7. Explain how your own life reflects the pattern outline in the four stages of the hero.
8. Analyze the “arc” our study of the hero took this semester, from traditional heroes such as Beowulf to less traditional ones such as Morrie Swartz, including those examined in the Hero Catch-Phrase Project. Explain how this arc influenced how you now understand the concept.
9. Choose a story we have not studied in class and explain how it fits the model of the monomyth.
10. Choose a character we have not studied this semester and analyze how he or she fits the four stages of the hero.
11. Explain several concepts you learned this semester about the hero concept through the Hero Catch-Phrase Project.
****Regardless of the prompt you choose, your essay should have the following elements:
-A compelling title.
-The lead and conclusion technique you are using.
-Double spacing.
-A clear thesis that responds precisely to the prompt you have chosen, and around which all other details revolve.
-Specific details to support, clarify, and build up your thesis.
-Neatness and few grammatical errors.

Wednesday, May 17

Freshmen: We saw some good presentations today. Keep reading Great Expectations and working on vocab. Your letter to the editor is due soon, too.

Sophomores: We saw some more of Into the Woods and had a seminar on Acts 1-3. Read 4.1, 4.2, and 4.3 tonight. We will pick up with 4.4 next period. Keep working at vocab as well.

CNF: We tried our best to finish three cups of tea, but that is a lot of tea!

Tuesday, May 17

Freshmen: Once again, two more great presentations. Keep reading, working on vocab, and writing your letter to the editor.

Sophomores: Today we saw the beginning of Act II of Into the Woods. We then began to translate Hamlet's famous soliloquy. The options are basically to translate it into another form (rap, tweet, text message, etc.) or to restate it from the perspective of another character (a valley girl, Elmo, etc.). But, you need to stay true to the soliloquy, and yet also stay true to how the chosen character would approach the conundrum Hamlet faces. Due for Wednesday are Acts II and III. Also, keep working at your vocab.

CNF: The goal: Get book read by block day this week.

Monday, May 16

Freshmen: Today we saw several good presentations. Great Expectations should be concluded in about two weeks. Also, check the vocab schedule and work on your letter to the editor. Namaste.

Sophomores: Today we concluded Act I of Into the Woods and focused on Hamlet's famous soliloquy. I'd like you to reread it - it's in Act III, Scene I, and finish Act III for Wednesday's seminar: you should have five notes for Acts II and III. Keep working on vocab, too.

CNF: We read, in an attempt to finish the book by Friday.

Friday, May 13

Freshmen: Got to see more awesome presentations... Keep reading Great Expectations.

Sophomores: We read 3.1. Finish Acts II and III for Wednesday's seminar - five notes per act.

CNF: Checked out an email from Uncle Greg and continued to read.

Monday, May 9

Freshmen: Period 3 got to see two great presentations; period 7 focused on how an object may stand for or symbolize something in a short story. Keep reading Great Expectations; chapter 14 vocab due Thursday.

Sophomores: We focused on Polonius's advice to Laertes in 1.3 today and read 1.4. We also began a Triple Entry Journal. Your homework tonight is to read the rest of Act I, enter 1 thing on your 3EJ, and come with five things written down to discuss in seminar - questions, comments, ideas...

CNF: Today we had a seminar on the first nine chapters of Three Cups of Tea.

Friday, May 7

Freshmen: Period 3 got to learn about the paranormal and Disney, while period 7 had their last day to work in class. Both groups have vocab due next Thursday.

Sophomores: Your I Remember essays are due to turnitin.com by Monday, 7:59 AM. Also, finish reading through Act I Scene 3 of Hamlet (1.1-1.3).

CNF: We read today - the goal is to have at least chapters 1-9 done for Monday's seminar.

Thursday, May 5

Freshmen: Period 3 - today you turned in your projects and shared them. Congratulations - you just completed a difficult, college-level assignment, and I look forward to reading them. Period 7 - we worked today, and will looking at a few short stories in the upcoming days. Both groups need to keep at Great Expectations, their presentations, and chapter 14 vocab.

Sophs: We wrapped up the pre-reading portion of our study of Hamlet. Vocab and essays be thy tasks.

CNF: We're shooting to get as far as possible with Three Cups of Tea for Monday.

Hooks

Teachers - please list any good ideas you have for hooks as a comment. Remember, good teachers borrow and great teachers steal, so leave your car keys and ipods out for everyone to take. Thanks!

Monday, May 2

Freshmen: Period 3 chose their presentation dates; your Capstone Project is due on Thursday and presentations begin Friday. Period 7 focused on use of objects in a short story, and your project is due in a week and a half. Both should continue to read Great Expectations.

Sophomores: We continued to view Hamlet in preparation for reading the play. You are to take your 12 memories and craft them into an I Remember My Mother essay and submit it to turnitin.com before school next Monday, May 9. Due for this Thursday is the essays on Shakespeare's language, life, and theater, with 5 notes per section.

CNF: Today we continued reading Three Cups of Tea.

Friday, April 29

Freshmen: Today we focused on seven simple steps to writing a short story. Keep at your Capstone and Dickens.

Sophomores: Today we concluded our introduction to Hamlet and began viewing a film version. You have two things to do for homework right now: 1. Begin compiling a list of 12 memories that involve your mother, due Monday. 2. Read the introduction about Hamlet, Shakespeare's life, language, and theater and take 5 notes per on the last three sections. That is due Thursday.

CNF: Keep reading Three Cups of Tea.

Thursday, April 28

Tuesday, April 26 and Wednesday, April 27

Sophomores: Today our focus was on the biggest secret in literature. Don't tell anyone.

Freshmen: Today our focus was on Lois Lowry's theory of the seven elements lives and stories entail as our introduction to fiction.

CNF: We began Three Cups of Tea today focused heavily on the recent controversies surrounding Mortenson and his book.

Sophomore Easter Break Extra Credit

In an essay, examine how the four stages of the hero and the concepts of archetypes are used in Watership Down. Reference multiple characters, their archetypes, and information from your notes. Cite passages from the text to support your ideas and specify and use a lead and conclusion technique we have covered.

Tuesday, April 19 or Wednesday, April 20

Freshmen: Today we had our last major in-class work day. You should continue to write, research when necessary, but at this point, you should be done with most drafts and should start word processing your work. Continue to read Great Expectations as well.

Sophomores: Today we concluded our reading of Watership Down with our final seminar and a writing assignment. Enjoy the Easter break; you need to have a copy of Hamlet (remember, Folgers Library edition preferred; do not get No Fear Shakespeare).

CNF: Today we had our seminar on Season of Life. Get a copy of Three Cups of Tea for after the break.

Monday, April 18

Freshmen: Today we focused on writing in class. Continue to read, write, and research.

Sophomores: Today we focused on reading and the four stages of the hero as it pertains to particular characters in Watership Down. Finish the book for next period's seminar.

CNF: Today we concluded reading Season of Life for tomorrow's seminar. Have a copy of Three Cups of Tea (yes, that book!) for after the break, and we will talk about it, the implications of the 60 Minutes piece, and all the rest then.

Friday, April 15

Freshmen: Today we continued working in class on your Capstone essays, with emphasis on your citations.

Sophomores: Today we focused on how the four stages of the hero manifest in Watership Down.

CNF: Today we continued reading our book.

Tuesday, April 12 and Wednesay, April 13

Freshmen: Today our focus was on going over the information we have collected so far on our topics and determining a thesis and genre for each essay. We will spend the next week in class writing the essays; you should continue researching at home and may also begin writing your poetry section. Continue with Great Expectations as well.

Sophomores: Today we focused Beowulf and the four stages of the hero. Finish Watership Down for next week's block period.

CNF: Today we read some, saw some videos about Joe Ehrmann and Gillman, and read some more. We're shooting to finish the book for next block period. You should have a dozen notes, but the notes need to be at least a paragraph long.

Monday, April 11

Freshmen: Today we concluded our final day of QBR in class. Of course, this process will continue as you begin writing your pieces, which we will begin tomorrow. Come to class with your sources and your notes, as we will go through an exercise that will provide you with direction tomorrow. Read 20 minutes tonight.

Sophomores: Today we conducted our seminar on Part III from Watership Down. Please finish Part IV for next week's block period. You should also get a copy of Hamlet - Folgers Library Edition preferred, No Fear Shakespeare prohibited.

CNF: Today we began reading Season of Life. We're going to have it done for next week's block period.

Friday, April 8

Freshmen: Today we took a vocab exam and devoted the rest of the time to QBR. Continue to work at your research and read Great Expectations. We will take one more period for QBR on Monday and start writing the essays on the block day.

Sophomores: Freshmen: Today we took a vocab exam and devoted the rest of the time to reading. Part III from our book is due for Monday's seminar; your essay is due to turnitin.com by Sunday, 8 AM.

CNF: Today we introduced Joe Ehrmann's philosophy and contrasted it against what we saw at Massillon.

Thursday, April 7

Freshmen: We will continue our focus on QBR through next Monday and take the next step in writing on the block day - be sure to have your sources and cards until further notice. Read 20 minutes each night; keep working on our research; vocab and your revision of your argument essay are due Friday.

Sophomores: Today our focus was on the Hero Catch Phrase Project and reading. Remember, vocab due tomorrow, essay due Sunday 8 AM at the latest, and Part III due Monday for seminar.

CNF: We concluded Go Tigers and will begin Season of Life tomorrow.

Tuesday, April 5 and Wednesday, April 6

Freshmen: Today we devoted a lot of time to QBR in class - reading your sources and compiling info on your topics. Remember, start reading Great Expectations, chapter 12 vocab is due Friday, as is your argument essay revision.

Sophomores: Today we focused on the motif of self-discovery, or self-identification. Consider the various novels we have read this year and how the main character was forced to go on a journey do discover who he or she really was - be it Peekay, Antigone, Amir, Oedipus, or who have you. We wrote a simple Who am I poem, and then looked at a more sophisticated Who am I essay. Your task is to write your own Who am I essay and turn it in to turnitin.com by Sunday, 8 AM (to avoid those unfortunate Sunday night essay-fests). Your essay may be funny, sad, ironic, serious; you may focus on who you are not, how what you do defines you (e.g. Batman Begins), or who your secret self is. You might incorporate elements of archetypes, or the various hero stages, or even elements of the poem we wrote. It's up to you, whoever you are. Also, vocab is due Friday, and Part III of our book is due Monday.

CNF: We began Go Tigers!, a film which examines how manhood is defined in one particular town and team community, and we will contrast that with what we see portrayed in Season of Life, which you need for Thursday.

Monday, April 4

Freshmen: Today we began the research phase of the Capstone Project. You should not do any writing during this time, you should simply be collecting information. Today we reviewed Question Based Research Strategy, which entails you writing authentic questions on one side of a 3x5 card (one question per card, only), and using those questions to guide and drive your research. You should then write brief answers on the back, with the source listed as well.

We also are going to start reading Great Expectations - for now, just get started and we will do more later.

I also asked you to go to this website: http://www.grammarbook.com/punctuation/semicolons.asp. Many of you have struggled with semicolon use lately, and I would like you to read the five rules and then take the semicolons quiz and write down your answers.

Finally, go to turnitin.com and check out your argument essays. Read the comments, revise, and bring in an annotated copy of your essay on Friday.

Sophomores: Today we got started back with our book. Finish Part III for Monday's seminar.

CNF: Today we focused on the way manhood is defined in our culture, as this concept plays a central role in our next book.

Thursday, March 24

Freshmen: Today we concluded looking at how a single text may use a variety of rhetorical devices. Over the break here is what you need to do: Gather your five sources for your capstone project and have the actually physically present in the classroom on April 4 along with at least a dozen 3x5 note cards. Get a copy of Great Expectations for that week as well.

Sophomores: Today we conducted a seminar on Part II of Watership Down. There is no assigned reading over the break, though there is extra credit listed on the blog you can do.

CNF: We concluded viewing No Impact Man and discussing the various topics related thereunto; please have a copy of Season of Life when we return from break.

Freshman and Sophomore Extra Credit Opportunities:

Freshmen and Sophomores: If you are interested, you can attend the Dystopic Literature discuss at lunch on Wednesday, March 26 and write a brief typed essay that applies the principles to literature we have read, specifically Lord of the Flies and Speak, or Watership Down. It's due Thursday for up to 25 points extra credit.

CNF and Freshmen: You could also attend the screening Street Ball on April 9 and write a 1 page reaction; this would be due the following Monday.

Sophomores: Over Spring Break, read Oedipus at Colonus and Antigone and write an essay that analyzes how Antigone goes through the four stages of the hero. A good essay will identify the lead and conclusion technique used and cite from the text numerous times. It is due to turnitin.com by midnight, April 1 (no April Fools pranks, please).

Tuesday, March 22 and Wednesday, March 23

Freshmen: Today we focused on using multiple rhetorical devices in a single text. We also focused on the fourth quarter Prayer and Great Thoughts assignment: You are to come to school on Monday, April 4, with two Great Thoughts - one you have found outside yourself, and one you have crafted yourself. They both should be typed, and on separate sheets of paper. Due for Thursday is a revision of your Division and Classification essay that is posted on turnitin.com: Hand in a paper copy of your revision with annotations explaining what you changed and why. Read for 20 minutes tonight and Wednesday.

Sophomores: Today we concluded our introduction to the four stages of the hero. Remember, due for Thursday is Part II from Watership Down with your seminar prep. There will be no reading homework over the break.

CNF: Today we began the documentary No Impact Man, with the idea of reflecting on how each one of us can reduce our negative impact on the environment.

Monday, March 21

Freshmen: Today we narrowed down to your basic broad topic for the Capstone Project. You now need to start gathering sources - books, magazine articles, documentaries, radio programs, interviews, Internet sites, and so on. You need to have 5 sources in hand on April 4, along with at least a dozen blank 3x5 cards. Read for 20 minutes tonight and Tuesday. Your Argument essays are due to turnitin.com by next block period.

Sophomores: Today we focused more on the four stages of the hero. You need to finish Part II of Watership Down for Thursday's seminar, and should have a dozen notes.

CNF: Today we had an interesting discussion on Part IV of The World Without Us. You need to have Season of Life by Jeffrey Marx for the start of the fourth quarter.

Tuesday, March 15 and Wednesday, March 16

Freshmen: Today we introduced the Capstone Project. We also furthered our study of argument. You must write an argument essay that argues a specific side of a given issue. You must do the following: Have a clear thesis, include research that supports your argument at least twice (once in an in-text citation, the other time in a blocked citation), use the templates I have provided you to introduce your citation and then comment on the information, incorporate at least three of the other rhetorical devices we have studied, and indicate which kind of lead and conclusion you are using in the header. Submit it to turnitin.com by next block period. Due Friday is vocab Chapter 11; read for 20 minutes tonight and Wednesday.

Sophomores: Today we introduced the notion of the Four Stages of the Hero. Due Friday is vocab Chapter 11; due next Thursday is Part II from Watership Down.

CNF: We viewed a speculative documentary, Earth 2100.

Monday, March 14

Freshmen: Today we mainly focused on counseling's advice to us regarding registration. You should have 3 facts related to the argument you are going to write, which we will discuss tomorrow. Due Friday is vocab Chapter 11. Read for 20 minutes tonight and Tuesday.

Sophomores: Today we had a seminar on Part I from Watership Down. Finish Part II for next Thursday's seminar (12 notes for seminar). Due Friday is vocab Chapter 11.

CNF: Today we had our seminar on Part III of The World Without Us.

Thursday, March 10

Freshmen: Today we shared your haiku, but the primary focus was on using a variety of rhetorical devices within a single argumentative piece. Your homework is to read for 20 minutes twice, and to choose a multi-sided argument (personal or global) and pick a side. Then find 3 facts that support your angle and bring those to class on Monday.

Sophomores: First off, the weather should be great this weekend, so be sure to silflay each day, but beware any flayrah you see left out. And where -

Be sure to finish Part I from Watership Down for Monday, and have 12 notes for the seminar on Monday.

CNF: Finish Part III - we will have a seminar on Monday.

Tuesday, March 8 or Wednesday, March 9

Freshmen: Today we focused on a review of haiku and an introduction to argument. Read for 20 minutes tonight and tomorrow. 5 haiku that fit the parameters we discussed in class are due Thursday. Vocab Chapter 11 is due next Friday. REMINDER: Letter to the Editor is due Thursday.

Sophomores: Today we did another Hero Catch-Phrase entry, but mainly focused on the research you did on the various archetypes we introduced yesterday. Due for Monday is Part I from Watership Down. Vocab Chapter 11 is due next Friday.

CNF: Today we watched the documentary The Wild Parrots of Telegraph Hill. We will talk about it, as well as Part III from The World Without Us, on Thursday.

Monday, March 7

Freshmen: Today we focused on the haiku form and Basho. Due next block period is your essay - submit to turnitin.com and bring a paper copy to class. Read for 20 minutes Monday and Tuesday.

Sophomores: Today we focused on various archetypes. Your job is to research the archetype you most strongly identify with and bring five facts related to that archetype with you to class tomorrow. Due for 3/14 is Part I from Watership Down.

CNF: Today we continued reading Part III from The World Without Us.

Friday, March 4

Freshmen: Today we continued our study of division and classification essays. You are writing your own. It is due next block period. Bring a paper copy to class that day and submit one to turnitin.com by 8 AM that day. Identify the lead and conclusion technique you are using in your header. Read for 20 minutes this weekend.

Sophomore: Today we focused on various characters in our book and how their hero model impacts their world view. Remember, essay due Monday; Part I from Watership Down due 3/14 with a dozen notes for seminar.

CNF: Today we began reading Part III - two notes per chapter for seminar, due next Thursday.

Thursday, March 3

Freshmen: Today we continued studying Division and Classification, narrowing the focus to punctuation, specifically the comma. Read for 20 minutes tonight.

Sophomores: Today we began Watership Down. Check the blog for the reading schedule.

CNF: Today we looked at more art by Andy Goldsworthy, and wrote a short essay on the following prompt: How does an object’s permanence affect its beauty and value? That is, are things that last more or less beautiful or valuable than things that don’t? Support your answer with examples from either stuff we have read or seen as well as examples outside this range of material. We also began reading Part III of The World Without Us.

Watership Down Reading Schedule

Watership Down 2011 Reading Schedule:
3/3 - Begin Watership Down.
3/4 - Chapters 1-5 Due.
3/14 - Part I Due - seminar on this date - have a dozen notes total for seminar.
3/24 - Part II Due - seminar on this date - have a dozen notes total for seminar.
Spring Break 3/25 - 4/3: No reading assigned over break.
4/11 - Part III Due - seminar on this date - have a dozen notes total for seminar.
4/19 or 4/20 - Book due - seminar on this date - have a dozen notes total for seminar.
***We will begin Hamlet on 4/26 or 4/27, depending on when your section meets.

Tuesday, March 1 and Wednesday, March 2

Freshmen: Today we continued our focus on division and classification essay, reading two from Models for Writers - "Ways of Meeting Oppression" and "Friends, Good Friends, and Such Good Friends." We discussed many aspects of the essays and the writers' use of the techniques. Read for 20 minutes tonight and tomorrow.

Sophomores: Today we concluded our reading of The Kite Runner with a seminar. We also began an essay. The prompt is: Write an I Remember My Father essay about your own father, using the memories you compiled over the weekend and modeled after Jeff House's essay. At least three times in the essay, integrate a citation from The Kite Runner to either compare or contrast or to summarize or explain what it is you feel, think, or observe. As we saw before, you should focus on showing rather than telling, what your father and your relationship with him is like. Focus on interpreting your observations. You need to turn both a paper copy in to me as well as an on-line submission to turnitin.com by Monday. 8 AM is the due time for turnitin.com. Be sure to indicate what type of lead and conclusion technique you use in your header.

Also, for Thursday, have a copy of Watership Down by Richard Adams.

CNF: We watched the documentary Rivers and Tides in class today. The next book you need is Season of Life by Jeffrey Marx.

Friday, February 25

Freshmen: Today we started on an introduction to division and classification - read the intro in Models for Writers. We also took the chapter 10 vocab exam. You need to get a new book to read this weekend - read for 20 minutes this weekend and again on Monday and Tuesday. At least an hour's worth of reading should move you along nicely.

Sophomores: Today we took the chapter 10 vocab exam. More importantly, we completed our list of remembrance statements about Baba from Amir's point of view. Your homework is to focus on your own father, or father figure, and write a list of a dozen remembrance statements similar to what we did for Amir and what was done by Mr. House. You should have a dozen or so, and they should reveal something about who your father is and what your relationship with him is like. This is due next time we meet, as is concluding The Kite Runner. For next Thursday, please have a copy of Watership Down.

CNF: Today we had a seminar on Part II of The World Without Us.

Watership Down Reading Schedule 2011

Watership Down 2011 Reading Schedule:
3/3 - Begin Watership Down
3/14 - Part I Due - seminar on this date - one note per chapter due.
3/24 - Part II Due - seminar on this date - one note per chapter due.
Spring Break 3/25 - 4/3: No reading assigned over break.
4/11 - Part III Due - seminar on this date - one note per chapter due.
4/19 or 4/20 - Book due - seminar on this date - one note per chapter due.
***We will begin Hamlet on 4/27.

Thursday, February 24

Freshmen: Today we conducted our final seminar on Romeo and Juliet. Tonight, read the essay at the back, "Romeo and Juliet, A Modern Perspective." Get a new book to read for Friday's class. Also for Friday, Chapter 10 vocab is due.

Sophomores: Today we focused on the motif of memory and some of Amir's memories of Baba and how they reveal Baba's personality and their relationship.

CNF: Today we concluded reading Part II from The World Without Us. We will have a seminar on it on Friday and view a documentary next week related to it.

Tuesday, Feburary 22 and Wednesday, February 23

Freshmen: Today we looked at the role cause and effect plays in moving the plot of Romeo and Juliet forward. Complete the play for Thursday, and complete Chapter 10 vocab for Friday.

Sophomores: Today we conducted a seminar on The Kite Runner. Complete the book for next block period, and have a copy of Richard Adams's Watership Down for that day as well. Chapter 10 vocab is due on Friday.

CNF: We came close to finishing Part II of The World Without Us. We will discuss it on Friday.

Thursday, February 17

Freshmen: Today we focused on 4.3 in Romeo and Juliet and the function of soliloquy. Remember - due next block period is your essay revision and your Ways poem, due Thursday is the play and notes for seminar, and due Friday is Chapter 10 vocab.

Sophomores: Today we focused on the motifs of the father quest and primal mother. Due next block period is Chapters 1-22 in The Kite Runner, with notes on 15-22, two per chapter. Due Friday is Chapter 10 vocab.

CNF: Today we had a seminar on Part I of The World Without Us.

Tuesday, February 15 or Wednesday, February 16

Freshmen: Today we first looked at your Cause and Effect essays, which need to be redone, due in a week. We also looked at an unofficial poem form, the "Ways" poem. You are writing your own, due in a week. We also had a short seminar on Act III. Finish 4.1-4.3 for Thursday, and the rest of the play for next Thursday. Chapter 10 vocab is due next Friday.

Sophomores: Today we did another entry in the Hero Catch Phrase Project. We also had a seminar on Chapters 8-14 in the Kite Runner. Chapters 1-22 are due for next block period. Chapter 10 vocab is due next Friday.

CNF: Today we watched the documentary The Unforeseen. Finish Part I in The World Without Us for Thursday.

Monday, February 14

Freshmen: Today we had our Poetry Out Loud competition. We will discuss Act III in Romeo and Juliet tomorrow; Acts IV and V are due next Thursday, with one note per scene.

Sophomores: Today we had our Poetry Out Loud competition. Chapters 1-14 in the Kite Runner are due next block period.

CNF: Ideally, we conclude Part I of the World Without Us for Thursday's class.

Friday, February 11

Freshmen: Today we took a vocab exam. Due for Monday is your poem and Act III from Romeo and Juliet (1 note per scene).

Sophomores: Today we took a vocab exam. Due for Monday is your poem. Due for next block is chapters 1-14 in The Kite Runner (2 notes per chapter).

CNF: Today we read from The World Without Us. Try to read some this weekend so we can finish it by Wednesday.

Thursday, February 10

Freshmen: Today we continued our study of cause and effect by viewing a short documentary film that revolves around cause and effect. Due Friday is vocab; due Monday is your poem for POL and Act III of Romeo and Juliet.

Sophomores: Today we did another HCPP entry. Due Friday is vocab; due Monday is your poem for POL; due next block are Chapters 1-14 from The Kite Runner, with 2 notes per chapter from 8-14.

CNF: Today we focused on the question, "Has humanity been good for planet Earth?" and looked at an interesting essay from This I Believe. We then began The World Without Us. You are to read the Prelude and Part I for next block period, with 2 notes per chapter.

Tuesday, February 8 and Wednesday, February 9

Freshmen: Today we focused on Act III of Romeo and Juliet. We also focused on your "One Idea" cause and effect essays that would improve America. Finish Act III for Monday and have your vocab ready for Friday.

Sophomores: Today we did another HCPP and had a seminar on the first seven chapters of The Kite Runner. Have your poem memorized for Monday and have your vocab ready for Friday. Chapters 1-14 are due for next block period's seminar, with two notes per chapter (8-14).

CNF: Today we finished Life After People (it's hard to imagine Judge without people, isn't it... wait - no students? Sounds nice to me...). You need to have The World Without Us for Thursday - no excuses.

The Kite Runner Reading Schedule 2011

The Kite Runner Reading Schedule 2011

2/8; 2/9 - Chapters 1-7 due; seminar on this date; 2 notes per chapter.

2/15; 2/16 - Chapters 8-14 due; seminar; 2 notes per chapter.

2/22;2/23 - Chapters 15-22 due; seminar; 2 notes per chapter.

2/28 - Book due; Kite Runner seminar.

Monday, February 7

Freshmen: Today we did an exercise to better understand the poem you will recite for Poetry Out Loud and also practiced it. We also conducted a short seminar on Act II from Romeo and Juliet. Due next Monday is Act III. Due Friday is vocab chapter 10. Due next block period is your cause and effect essay.

Sophomores: Today we did an exercise to better understand the poem you will recite for Poetry Out Loud and also practiced it. Due Friday is vocab chapter 10. Most importantly, due next block period are chapters 1-7 from The Kite Runner.

CNF: Today we began a documentary, Life After People. Have Wiseman's The World Without Us for Thursday at the latest.

Thursday, February 3

Freshmen: Today we focused on another example of a cause and effect essay. Remember, yours is due next block; identify the type of lead and conclusion you are using and include at least one citation of research that supports your thesis. Due Monday is Act II with one note per scene for seminar. Also, be sure to check the vocab schedule posted on the blog.


Sophomores: Today we did another entry in the Hero Catch-Phrase Project. Chapters 1-7 from The Kite Runner, with two notes per chapter, are due on Monday for our seminar. Also, be sure to check the vocab schedule posted on the blog.

CNF: Today we concluded your Childhood Dreams presentations. Please have a copy of The World Without Us for next week.

Tuesday, February 1 and Wednesday, February 2

Freshmen: Today we introduced Poetry Out Loud. Have eight poems read and a copy of your top three choices for next Monday. We also discussed 2.2 - the "vital center" of Romeo and Juliet. Reread it, and conclude Act II for Monday's seminar - you should have at least one note per chapter. We also posed the question, "If you could do one thing to change America for the better, what would it be?" You are to answer that prompt in a cause-and-effect essay, and you must cite in either block or in-text form some outside research that supports your thesis. This is due next block period. Identify the type of lead and conclusion you are using in your header.

Sophomores: Today we introduced Poetry Out Loud. Have eight poems read and a copy of your top three choices for next Monday. We also began The Kite Runner. Chapters 1-7 are due for next block period with two notes per chapter.

CNF: Today we began your Childhood Dreams presentations. Get The World Without Us by Alan Wiseman (he truly is a wise man, but not a wiseguy) for next week.

Monday, January 31

Freshmen: Today we began a study of cause and effect. Apply this concept as you read to Romeo and Juliet. You should read 2.1 and 2.2 for next block period. 2.2 considered to be the heart of the play, so read it carefully.

Sophomores: Today we had our seminar on Oedipus the King. For next period, you need a copy of The Kite Runner.

CNF: Today we had our seminar on The Last Lecture. For next period, you need to be ready to give your childhood dreams lecture. For next week, you need The World Without Us.

Basketball: Normal schedule this week - practice at Sunnyside, done at 5:30, two 3 PM games, checkout at 2:00.

Friday, January 28

Freshmen: Today we conducted a short seminar on Act I of Romeo and Juliet. One note about the notes you are taking as you read: These should be more than mere summaries of what happens! We know what happens - it's there in the play as well as in the summaries, and that's not what we're talking about. Your notes should reflect your inner dialogue with yourself and the text - what are you thinking and wondering about, questioning, connecting to, and thinking as you read? 2.1 and 2.2 are due for next block period.

Sophomores: Today we did another HCPP entry and took the vocab exam. Finish Oedipus Rex for Monday with 12 notes for seminar. One note about the notes you are taking as you read: These should be more than mere summaries of what happens! We know what happens - it's there in the play, and that's not what we're talking about. Your notes should reflect your inner dialogue with yourself and the text - what are you thinking and wondering about, questioning, connecting to, and thinking as you read? Also, get a copy of The Kite Runner for the next block period.

CNF: Finish The Last Lecture for Monday's seminar. One note about the notes you are taking as you read: These should be more than mere summaries of what happens! We know what happens - it's there in the book, and that's not what we're talking about. Your notes should reflect your inner dialogue with yourself and the text - what are you thinking and wondering about, questioning, connecting to, and thinking as you read?