English 9A (periods 1, 2, and 4): Today we had library orientation. Read over the break. Have a good holiday vacation.

English 9B (period 3): Today we focused on haiku. You need to have seven typed haiku for class on Tuesday. Read over the break as well.

Friday, December 16

Come on out and support boys' basketball tonight against Corner Canyon.

English 9A (periods 1, 2, and 4): Today we focused on the concept of irony. There is an assignment for you on Canvas that you need to complete for Monday. Additionally, please read for 20 minutes over the weekend.

English 9B (period 3): Today we completed our study of creative response to art by having you write two creative response poems of your own. There is an explanation of what to do on Canvas. Please complete these for Monday and read for 20 minutes over the weekend.

Thursday, December 15

Most importantly, Rogue One drops tonight, so if you're at the 7 PM showing at the local Century, be sure to say hello. May the Force be with you.

English 9A (periods 1, 2, and 4): Today we continued with our focus on setting, tweaking it by writing a piece that imitates EB White's sentence structure in Charlotte's Web. There is an assignment on Canvas titled Charlotte's Web Imitative Assignment; it is due before class tomorrow. Read for 20 minutes as well.

English 9B (period 3): Today, we continued with the idea of creative responses to art. Your task tonight is to find a work of art that speaks to you in some way and be able to access a picture of it tomorrow. We will end up writing two creative response poems in class tomorrow in response to the artwork. Read for 20 minutes as well.

Wednesday, December 14

English 9A (periods 1, 2, and 4): Today we focused on two things - the reading comprehension strategy of visualization, and the literary concepts of setting and tone. We wrote an short analytical piece about the beginning of Chapter 3 of Charlotte's Web (which can be found here: http://ebooks.rahnuma.org/children/Stories/Charlotte_s_Web_.pdf). The assignment can be found on Canvas and should be completed for homework tonight if you didn't submit it during class time. Read for 20 minutes as well.

English 9B (period 3): Today we shared your Ways poems and began focusing on the idea of creative response to art. We looked at a passage from a book that combines poetry and art called Heart to Heart which describes four basic motifs a writer might use when responding to art. We then looked at many poems written about art and decided which motif best described that particular poem. Your task is to choose a work of art that you can eventually write a poem in response to. Read for 20 minutes as well.

Tuesday, December 13

English 9A (periods 1, 2, and 4): Today we read the poem "Did I Miss Anything?", which can be found here: https://www.loc.gov/poetry/180/013.html.

We then read the children's book Horace and Morris But Mostly Dolorous as a way to practice one more time mastering the introductory paragraph technique and the concept of theme. You can see a pdf of the book here: http://www.brunswickschools.org/cms/lib3/OH01001261/Centricity/Domain/329/Horace%20and%20Morris%20Story.pdf

We then completed an assignment on Canvas about the book. Your homework is to complete the paragraph. It is due tonight on Canvas. Read for 20 minutes tonight as well.

English 9B (period 4): Today we continued reading Wallace Stevens "13 Ways of Looking at a Blackbird." We also looked at other examples of "Ways" poems. This is your homework: Write a poem that looks at, or defines, something in a number of different, interesting ways. Choose an ordinary thing. Model your poem after Stevens’s poem in terms of structure (i.e. numbered stanzas) and technique (i.e. imitate some of Stevens’s ways of seeing). Every stanza should name your poem’s subject explicitly and show it in action. This assignment is due on paper in class on Wednesday.

In addition to this, read for 20 minutes.

Monday, December 12

Freshman English 9A (periods 1, 2, and 4): Today we focused on three key ideas: The introductory paragraph, thesis formation, and the literary concept of theme. We read Langston Hughes's poem "Mother to Son" and focused on the theme of the poem via a sample introductory paragraph.  We'll spend one more day on this on Tuesday. Your homework is to read for 20 minutes tonight.

Freshman English 9B (period 3): Today we focused on Wallace Stevens's "13 Ways of Looking at a Blackbird" and the different ways Stevens sees the blackbird in each stanza. We will continue this tomorrow. Your homework tonight is to read for 20 minutes.

Friday, December 9

Freshman 9A (periods 1, 2, and 4): Today we took the SRI exam. You need to be sure that the Introductory Paragraph you wrote yesterday about the common theme shared by "On Turning Ten" and "Eleven" is finished in your csddocs account. More instructions about it are on yesterday's post. We will look at these paragraphs on Monday. Read for 20 minutes this weekend.

Freshman 9B (period 3): Today we took the SRI exam. We will continue with annotation and figurative language and poetry on Monday. Read for 20 minutes this weekend.

Thursday, December 8

English 9A (periods 1, 2, and 4): Today we continued to focus on three things: How a poem's format reinforces its content (we read this poem today: http://poetry-fromthehart.blogspot.com/2011/06/ee-cummings-la.html), the concept of theme (remember, a theme is the moral or message about life and how to live it that we get from a text), and the four parts of the introductory paragraph (hook, bridge, summary, and thesis).

To do the latter two things, we read two texts, the poem "On Turning Ten" which you can find at https://www.upress.pitt.edu/htmlSourceFiles/pdfs/9780822955672exr.pdf and the short story "Eleven" which you can find at http://www.stjohns-chs.org/english/nwixon_courses/english-9-111/eleven-by-sandra-cisneros.pdf.

After reading them, your task was to write an introductory paragraph for an essay that responds to the following prompt: What common theme is shared by the poem "On Turning Ten" by Billy Collins and the short story "Eleven" by Sandra Cisneros? Your introductory paragraph must have a hook, bridge, summary, and thesis.

The hook should draw the reader in, the bridge should connect the hook to your topic (the two texts), your summary should tell the reader a little bit about the poem and the story, and your thesis should address their common themes.

The paragraph is due at the start of class on Friday.

You also need to read for 20 minutes.

English 9B (period 3): Today in class we continued to focus on the seven steps for annotating a poem, reading "O Captain! My Captain!" and "Mother to Son." These are poems full of figurative language, so it gave us the opportunity to review that as well. Read for 20 minutes tonight.

Wednesday, December 7

English 9A (periods 1, 2, and 4): Today we read William Butler Yeats's poem "An Irish Airman Foresees His Death" and discussed how a poem's format contributes to it's meaning. You can find that here: http://www.bartleby.com/148/3.html.

We then studied the four parts of the introductory paragraph (hook, bridge, summary, and thesis), and practiced one on our own in response to the following prompt: What is the theme of "The Starfish Story"? You can find the story here: http://www.esc16.net/users/0020/FACES/Starfish%20Story.pdf.

Remember, a theme is a moral or lesson about life and how to live it revealed by a work of literature. Your introductory paragraph must have all four parts that we discussed: a hook, bridge, summary, and thesis. For a hook, I provided three potential quotes, one by Ghandi, one by Robert F. Kennedy, and one by Emerson. Those can be found here: http://www.goodreads.com/quotes/tag/make-a-difference. Your bridge needs to link your hook to the story you are writing about. Your summary should be a couple of sentences that sum up "The Starfish Story," and your thesis should state what you believe the theme to be. This needs to be completed in your csddocs account before Thursday's class. The other part of your homework is to read for 20 minutes.

English 9B (period 3): Today we continued to focus on figurative language, and also talked about the seven steps for annotating a poem. You wrote your own poem using figurative language and have tonight to polish it. Before class tomorrow, you need to share it with me at jeffrey.baird@csddocs.org. Also, be sure to read for 20 minutes tonight.

Tuesday, December 6

9A (periods 1, 2, and 4): Today we took the summer read tests and focused a bit on the concept of Thesis. Your homework is to read for 20 minutes tonight.

9B (period 3): Today we focused on figurative language and seeing two things at once. Your homework tonight is to read for 20 minutes. You also need to come to class tomorrow with a photograph of an object for class. This can be a hard copy or it can be on your phone.

Friday, December 2

Freshman English 9 A (periods 1, 2, and 4): Today we read Billy Collins's poem "Introduction to Poetry," which can be found here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/46712. We also took a pre-test to assess your knowledge and understanding of basic literary elements. Your homework is to read for 20 minutes this weekend.

Freshman English 9 B (period 3): Today we focused on your "Theme for English B" assignments and began to focus on three essential questions: What is poetry? How does poetry differ from prose? And, Why do humans read and write poetry? Your homework is to read for 20 minutes this weekend.

Wednesday, November 30

English 9A (periods 1, 2, and 4): Today we took a district assessment. Your homework is to read for 20 minutes tonight and bring that book with you to class tomorrow.

English 9B (period 3): Today we took a district assessment. However, your homework tonight is a continuation of last night's: Go home and write a page to night, and let that page come out of you, then it will be true. In other words, your task is to write your own "Theme for English B." It is a poem that reveals something about yourself. You should model your poem upon Hughes's - your first two stanzas should be similar to his, and your third stanza should contain a sense of movement as his does. Your fourth (or more) stanzas should teach the reader many different things about you, your personality, and the things you like. Your poem is due on Friday and should be typed and follow standard format: Single space within your stanzas, use a hard left margin (do not center your poem), and use standard capitalization, spelling, and punctuation.

Additionally, read for 20 minutes tonight and bring your book with you to class tomorrow.

Tuesday, November 29

Welcome to the first day of the new trimester. Use this blog to help you keep up with what we do each day in class as well as to stay updated on what the homework is and when it is due.

English 9A (periods 1, 2, and 4): Today we went over our class disclosure, learned a little bit about each other, and most importantly, read the following poem:

Valedictorian

I shall reject

the curve

and fail

with an A.

The table of elements

will not be

memorized by me.

And I will not

regurgitate facts

like an outdated

spreadsheet.

I will remember

what is pertinent,

not for the test,

but for life

and become

the valedictorian

of me.

-Laura Menssen, Brighton High School ‘94

What I am asking you to do is to sign in and comment on today's post by answering the following question: Of all the poems we could have read the first day of class, why do you think I picked this one? Your answer should be a complete paragraph, use standard capitalization and spelling, and you should sign it with your first name, last initial, and the period you have English. It's worth 25 points and is due by midnight tonight for credit. One thing I would like you to do is read through some of your classmates' comments and respond to what they have to say. If, for some reason, the blog will not save your comment, type it up and bring that to class tomorrow.

You also need to return your disclosure statement on Wednesday, read for 20 minutes tonight, and bring that book with you to class on Wednesday.



English 9B (period 3): Today we went over our class disclosure, learned a little bit about each other, and most importantly, read Langston Hughes's poem "Theme for English B," which can be found here: https://www.eecs.harvard.edu/~keith/poems/English_B.html

Your task is to write your own "Theme for English B." It is a poem that reveals something about yourself. You should model your poem upon Hughes's - your first two stanzas should be similar to his, and your third stanza should contain a sense of movement as his does. Your fourth (or more) stanzas should teach the reader many different things about you, your personality, and the things you like. Your poem is due on Friday and should be typed and follow standard format: Single space within your stanzas, use a hard left margin (do not center your poem), and use standard capitalization, spelling, and punctuation.

Additionally, you need to have your parents sign the disclosure and return it on Wednesday. Also on Wednesday you should have a book to read from in class and at home.

Tuesday, November 22

Thank you for a good first Trimester. I hope you have a great Thankgsiving break.

Today we finished watching To Kill a Mockingbird. If you wish to do the evaluative essay on Canvas, you can get extra credit for it.

Monday, November 21

Today we continued to view, analyze, and evaluate the film version of To Kill a Mockingbird. If you are interested, there's an extra credit assignment on Canvas.

Friday, November 18

The Utes are going to smash the Ducks on Saturday - Utah 45, Oregon 28.

Today we had a very good seminar discussion about To Kill a Mockingbird, and we began watching a film version of it. An extra credit assignment related to this will be available on Canvas on Monday, for those of you wishing to improve your grade through a little extra effort.

Thursday, November 17

First off - game prediction: Faculty 101, Students 36...

Second, today we finished To Kill a Mockingbird and did some preparation for tomorrow's seminar, which you can do at home if you were not here. The prompt was to formulate 7 questions or comments with specific page references related to how the following literary elements are used in the novel: theme, characterization, setting, plot, conflict, ideas or topics, irony, symbolism, or anything else you need clarified.

Extra credit option: Write a poem about an event in To Kill a Mockingbird from the perspective of a specific character. Don't identify explicitly whose point of view you're writing from, but it should be clear from the voice and content of the poem. It must be typed and adhere to standard poetic form, and must be handed in by Monday. You can earn up to 25 points extra credit.

Wednesday, November 16

Today we focused on Chapter 28 in To Kill a Mockingbird, and also wrote a short response to the prompt "Is Atticus Finch a hero?" Please be ready to start Chapter 29 tomorrow in class, when we will finish the book. I will collect your annotated texts on Friday.

Tuesday, November 15

Today we focused on applying our knowledge of the Hero's Journey by completing our essays about Scout and her progression through the four stages of the hero. You should also read through page 340 in To Kill a Mockingbird for tomorrow's class.

Extra Credit Opportunity

Theatre III class is culminating their class with a showcase of staged readings of original, student-written 5-minute plays they wrote in class. It will begin at 3 pm this Friday, November 18, in the auditorium and last for about 45 minutes. Attend, display proper theatre etiquette, and write a 1/2 page typed review and earn up to 25 points extra credit. This is due in class Monday, November 21.

Monday, November 14

Today we focused on the fourth stage of The Hero's Journey, the Resolution Stage. You can find the powerpoint we used in class on my Canvas page. We also read "The Lake Isle of Innisfree" and discussed and read much of To Kill a Mockingbird. For Tuesday's class, please read through page 323 (Chapters 24 and 25).

Basketball, you should be here at 4:30 today and practice will run 4:45-6:45.

Thursday, November 10

First off, Utah is going to beat ASU 35-24. Let's go, UTES!

Second, in class today we continued to study the four stages of the hero, focusing today on the Chaos Stage. You can find the powerpoint we used on my Canvas page under Lessons. We then read more about the Tom Robinson trial in To Kill a Mockingbird. Your homework tonight is to read everything through Chapter 21 (page 283).

Basketball: Meet in the hallway at 4:30. Be sure to have a white shirt and a water bottle.

Wednesday, November 9

Today our focus was on The Hero's Journey, or, The Four Stages of the Hero, particularly on the Initiation stage. The powerpoint we used in class today can be found on my Canvas homepage.

Your homework is to read everything through page 253, which is the end of Chapter 18.

Basketball: We have tryouts in the smaller gym today from 5:00 to 6:30.

Tuesday, November 8

Today our focus was on one way of understanding the pattern of stories and the cycle characters go through called The Hero's Journey, or The Four Stages of the Hero. Today our focus was on the stage of Innocence. More information can be found on my Canvas page. Click on Modules, and look under Lessons.

Read everything through the end of Chapter 17 for homework tonight.

Monday, November 7

Freshman English: Today we had a Socratic Seminar on the first half of To Kill a Mockingbird. Read through page 221 for homework tonight and continue to annotate your text. We also read the poem "Cartoon Physics, Part I," which you can find online, and compared the speaker's changing perspective to Jem and Scout's.

Basketball: Tryouts will continue tomorrow from 5-7 PM.

Friday, November 4

Today our focus was on the various literary elements present in To Kill a Mockingbird, specifically theme. Remember, if you want to improve your Argument Essay grade, there is instructions for that on the blog.

Wednesday, November 2

Today our focus was on some of the essential literary elements present in To Kill a Mockingbird, namely setting, theme, symbol, and conflict. We will continue this activity tomorrow. You should read through page 160 for Thursday's class.

The poem we read in class is one of many animated Billy Collins poems you can find on youtube. You can find the one for today here: https://www.youtube.com/watch?v=8xovLpim_1s

If you are in period 3 and watched this, leave a comment on the blog describing what you liked about the poem and its animation, and you will earn 10 points extra credit.

What To Do If You Want to Improve Your Argument Essay Grade

If you did not turn in your argument essay to Canvas and would still like to earn some credit, you may share your essay with me at jeffrey.baird@csddocs.org. This must be done by midnight Friday, November 4. Any essays not shared with me by then will remain a zero and a "missing" assignment.

If you turned your essay in to Canvas, but are not satisfied with your grade, you may do the following to improve your grade. Based on the rubric, and any comments you may have received, either from me or a classmate, improve your essay.

After your essay, print it.

After printing your essay, annotate (write on your essay) the changes that you made. Any essay without annotations or MAJOR improvements will not earn an improved score.

Revisions to the essay are due no later than Monday, November 7 (you have this long because it is expected that the revision process will take multiple days and entail some hard work, deep thinking, and good writing on your part).

Tuesday, November 1

Today we continued to try to build up your background knowledge about the time and place of To Kill a Mockingbird by studying one important moment from the Civil Rights Movement, the murder of Emmett Till. Though the murder of Till occurred 20 years after the events of Mockingbird, we viewed it because the documentary exposed the same kinds of attitudes and structures that are held by many of the characters in the book we're reading. If you missed it, go to youtube, and watch Eyes on the Prize Episode 1, from the 5:30 minute mark up through 25:50. Also, read everything up through page 140 in To Kill a Mockingbird.

Monday, October 31

Happy Halloween. Don't forget to bring in your "teacher tax" of chocolate tomorrow.

Today in class we focused on the power of language and words. You are to finish reading Chapter 9 from To Kill a Mockingbird for homework tonight (that's through page 117). I also apologize to Ute fans for correctly predicting the outcome of Saturday's game. But, we'll get back on track at ASU next week.

Friday, October 28

Today our focus was on activating our schemas as readers and making text-to-text, text-to-world, and text-to-self connections. Please read the rest of Chapter 8 (finishing everything through page 98) for Monday and be prepared to talk about the connections you are making as you read.

You also have the option to write an extra credit poem about a strong woman in your life if you choose. It has to be typed, adhere to standard format, and is due on Monday.

As to the Utes: Unfortunately, I think UW is going to win, probably by 7, say 31-24, perhaps on some sort of freak play, like a punt return for at touchdown in the last two minutes, which I bet will have at least three illegal blocks that the refs won't call... here's hoping I am wrong.

Thursday, October 27

Today our focus was on characters and characterization. We focused on the two types of characterization writers use [direct, which entails telling us what a character is like, and indirect characterization, which entails showing us what a character is like (which can be remembered through the acronym STEAL {Speech, Thoughts, Effect on others, Actions, and Looks}].

We also read the Margaret Walker poem "Lineage," which can be found here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/53463.

Read through page 80 in To Kill a Mockingbird tonight.

Tuesday, October 25

Today, our primary focus was on what was taking place in the world at large during the time period of To Kill a Mockingbird.  We also read the poem "If," which you can find here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/46473. It's a poem that dovetails nicely with some of the advice Scout (needs and) gets from various mentor figures like Atticus and Calpurnia.

We also began reading Chapter 2. You should finish everything up through and including page 40 for homework tonight. There will be a quiz tomorrow.

Monday, October 24

Today, we began reading To Kill a Mockingbird. To start with, we read the poem "Invictus," as many of the ideas in the poem permeate the novel we are reading. You can find it here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/51642

In order to better read the novel, we also gained some background knowledge about the time and place of the novel. View the short video http://www.history.com/topics/great-depression# to get a sense of how the Great Depression affected the people of this time and place, and do a little webs earch on Jim Crow Laws to better understand the racial climate of the setting.

For homework, read Chapter 1 (pages 1-19). You can find a PDF of it here: http://www.gardenhomeslutheran.org/home/2311/3660/Images/ToKillaMockingbird-FullText.pdf

Tuesday, October 18

Today our focus was on getting as much of your essay written as possible. The goal is to complete it tomorrow in class. We read Chapter 4 from They Say I Say, a link to which you can find on an earlier blog post. The major emphasis was on responding to what others have to say about your issue and framing your quotations correctly.

Read for 20 minutes tonight and spend 20 minutes working on your essay.

Monday, October 17

Today our focus was on the body paragraphs of our essays, particularly on crafting a good lead-in or setup for our textual evidence. Spend 20 minutes working on your essay this evening, and read for 20 minutes as well. If you haven't paid for To Kill a Mockingbird, please do so this week. We are starting it a week from today.

We read Chapter 7 from They Say I Say, and you can find a PDF to that text on a post from last week. Please read that for your 20 minutes of reading homework if you were absent today and fill out your notes template.

We also read two excellent poems by Billy Collins, "Forgetfulness" and "Nostalgia," which can be found here:
https://www.poetryfoundation.org/poetrymagazine/poems/detail/37695
https://www.poetryfoundation.org/poems-and-poets/poems/detail/46703

Thursday, October 13

Today our focus was on crafting an introduction for our argument essays. You had to be sure to use one of the lead techniques we studied (quote, background, news, anecdote, analogy, announcement, or facts and statistics), and you had to be sure to include the four elements of the introduction that we studied (hook, bridge, summary, and thesis). We also began crafting the body paragraphs of the essay, with special emphasis on including textual evidence and commentary on that evidence.

Please spend 20 minutes this weekend writing and revising your essay. If you have not color-coded your introduction for self-assessment, please do. Highlight your hook in red, the bridge in blue, the summary in yellow, and the thesis in green.

We also read a poem called "The Gift," by Li-Young Lee. If you want 10 points extra credit, write an imitative poem where you recall a time a person gave you a gift or taught you a valuable lesson. It must be typed and handed in on Monday, and the catch is, you need to either give a copy of this poem to the person you are writing about, or to someone who cares about this person.

Additionally, read for 20 minutes twice over the weekend. If you weren't in class, read Chapter 6 from They Say I Say, which can be found here: http://www.drronmartinez.com/uploads/4/4/8/2/44820161/they_say_i_say_graff_and_birkenstein.pdf

And, I almost forgot: It'll be Utah 28, OSU 17.

Wednesday, October 12

Today our focus was on a couple of things. We read the Introduction from They Say I Say, which you can find here: http://www.drronmartinez.com/uploads/4/4/8/2/44820161/they_say_i_say_graff_and_birkenstein.pdf

Read it tonight if you were absent today. The goal was to apply the techniques in the Introduction to the argument essay project we are working on in class. Toward that end, we reviewed the information we gathered, set aside our biases, and, based on the information, formulated a thesis (or claim, or argument - whatever you want to call it). From there, we began outlining our essays, creating a rough plan to follow when drafting. Your homework is to complete this outline, and you can do it either on the Argument Essay Project section 4, or on the Argument Essay Outline I provided. Either way, the outline needs to be complete for class tomorrow.

Also, read for 20 minutes and pay for your copy of To Kill a Mockingbird. 

Tuesday, October 11

Today we focused on gathering information about our chosen topics and then, based on the information, crafting a thesis or claim to argue or prove within the essay. The articles we read are listed on the one page handout I gave you. If you were absent, read them, and take a set of two-column notes. On one side, list facts from the reading that support the initiative, and on the other side, list facts that counter the initiative. You should have a minimum of five facts for each side of the issue. If you want to gather more than that, you can.

We took a quiz on Canvas on poetic format, so if you weren't in class today, please go to Canvas and take the quiz. We also read a Billy Collins poem, "The Lanyard," which can be found here: http://writersalmanac.publicradio.org/index.php?date=2008/01/26

Your homework is to read for 20 minutes, take the quiz if need be, gather more research on your topic if you wish, and revise your first two free verse poems so that they have correct poetic format. These are due on paper on Wednesday, and the rubric can be found on yesterday's post.

Monday, October 10

Today our focus was on approaching a controversial issue with an open mind and basing our opinions on information and research, rather than making our minds up about a topic first and then simply finding evidence that supports our stance while ignoring evidence that supports the other side.

With poetry, we focused on poetic form. Your homework is to take the two free verse poems you have already written and revise them for format. These are due in class, on paper, on Wednesday, October 12. The rubric is posted below. If you didn't do one or either of these free verse poems, review requirements for them on the blog and write them and hand them in for this assignment on Wednesday.

Also, be sure to read for 20 minutes and purchase your copy of To Kill a Mockingbird.

Free Verse Poem Rubric: Format

Only first letters of sentences and proper nouns are capitalized:	/5
End punctuation is used at end of sentences:	/5
Stanzas are single spaced within stanzas:	/5
Stanzas are double spaced between stanzas:	/5
Poem is formatted against the hard left margin and has a ragged right margin:	/5
Lines are broken on strong words:	/5
Total:	/30

Friday, October 7

If you're checking the blog, it's either because you are an absolutely awesome English student, or you are a huge Ute fan who can't wait to see this week's prediction (or both), so wait no longer: Utah 38, Arizona 21.

If you're only an awesome English student, here's what we did today: We worked on your essays about "The Most Dangerous Game" for the final time today. They must be uploaded to Canvas by midnight on Sunday. Read for 20 minutes and purchase your copy of To Kill a Mockingbird from the main office and bring me your receipt.

Thursday, October 6

Today we focused on six effective techniques to use when closing an essay as we prepare to finish this first argumentative essay. Be sure to pick one of these techniques for your essay and include it in your header. Read for 20 minutes tonight and be sure to purchase your copy of To Kill a Mockingbird from the main office.

Wednesday, October 5

Today our focus was on completing the body paragraphs for your argumentative essay. Remember, the prompt you are responding to is "Does Rainsford's killing of Zaroff at the end of 'The Most Dangerous Game' constitute murder?" You should have a lead that fits one of the seven techniques we have covered and that has a hook, bridge, summary, and thesis. Your body paragraphs should prove your thesis and have a topic sentence, supporting details (typically textual evidence), and a transition sentence. Tomorrow we will focus on conclusions.

We also read the William Carlos Williams poem "This is Just to Say." If you wish to type up an imitative poem for extra credit, it is due tomorrow.

Finally, read for 20 minutes tonight.

Tuesday, October 4

Today our focus was on the body paragraphs of your essay about "The Most Dangerous Game." To help us better understand how to frame a quotation, we read Chapter 3 from They Say I Say, which you can find here: http://www.csun.edu/~sa54649/355/TheySay.pdf Just scroll down to find Chapter 3 on "The Art of Quoting."

It is critical to understand that everything you write is geared toward proving your thesis regarding whether or not Rainsford's killing of Zaroff constitutes murder. We also read William Carlos Williams' "The Red Wheelbarrow." If you choose to type up an imitative poem, you can hand it in on Wednesday for up to 10 points extra credit.

Read for 20 minutes tonight and be sure to bring a picture of a place to class on Friday.

Monday, October 3

Today our focus was on how to craft body paragraphs for an essay, particularly how to set up textual evidence and how to explain the importance of that evidence via commentary. For homework, please complete page 3 of the Body Paragraph notes and read pages 4 and 5. This is due Tuesday. In addition to this, you need to write down three reasons that support your thesis that addresses the prompt: Does Rainsford's killing of Zaroff at the end of "The Most Dangerous Game" constitute muder?

Other homework includes: Read for 20 minutes tonight and come with a picture of a place for class on Friday.

Friday, September 30

First, it'll be Utah 38, Cal 28.

Today we focused heavily on revision and self-assessment. We did two different revisions of the best version of your lead for your essay about "The Most Dangerous Game." The first revision was on paper, and you evaluated how well you used each of the four parts of the introduction that we studied - hook, bridge, summary, and thesis. We then took those, and began revising them on csddocs, which you shared with me so that I could comment on how you are doing. If you didn't finish your lead in class, do so this weekend.

Also, this weekend read for 20 minutes and upload your second free verse poem to Canvas.

Wednesday, September 28

Today we continued to focus on leads and introductions, as we took a brief quiz, which you can take at nearpod.com (PIN GZSYH), and continued to find the hook, bridge, summary, and thesis in the various lead technique examples we have been studying.

We then began practicing writing introductions in response to this prompt: Does Rainsford's killing of General Zaroff at the end of "The Most Dangerous Game" constitute murder? You were to write two separate leads for your essay, each one using a different lead technique that we studied (e.g. a background lead and an anecdote lead, or an analogy lead and a quote lead). You also needed to be sure to include each of the four elements of the introduction in your lead (hook, bridge, summary, and thesis). Both of your leads should be completed for class on Friday.

Read for 20 minutes tonight and complete your free verse poem and upload it to Canvas by Monday, October 3.

Tuesday, September 27

Today our focus was on the four parts of the introductory paragraph and began analyzing how these four elements are present in each of the seven lead techniques we studied this past week. Tonight, please do questions #1-5 on the next page in your packet, focusing on hooks. Essentially what you need to do is read each hook and decide which technique is being used.

Also, continue to work on your second free verse poem (see Canvas for details) and read for 20 minutes.

Monday, September 26

Today we studied another principle of free verse poetry - beginning inside an experience. Please see Canvas for your second free verse poem assignment and upload it there when done. The rubric is there, too. This is due Monday, October 3.

We also reviewed the seven lead techniques we began learning about last week (anecdote, news, background, analogy or comparison, quote, announcement, and facts and statistics). Tomorrow, we will focus on the specific requirements all leads should have, regardless of which overarching technique you choose.

For homework, along with your free verse poem, read for 20 minutes.

Thursday, September 22

Today we went to the library for Library Orientation and some book talks. Read for 20 minutes twice over the three day weekend, and complete the Ted Talk Public Speaking Analysis that you can find on Canvas.

Predictions:

Brighton 28, Jordan 17

Utah 31, USC 21

Monday, September 19

Period 1 had 100% with students bringing a book to class today, therefore everyone in the class gets 10 points extra credit on this week's Weekly Reading - good job!

For the rest of us, we signed up for dates for the Great Thought Talk assignment, read a short story called "The Interlopers," and applied our understanding of literature to it in a short quiz. Your homework is to read for 20 minutes and to complete your free verse poem assignment. You can find information and details about it on Canvas. It's due, typed and on paper, in class on Wednesday.

Extra Credit Opportunity

If you wish to enter the Reflections Contest, you can earn up to 25 points extra credit for something that could consider "language arts." Go to http://www.utahpta.org/reflections and scroll down the page for more information.

Friday, September 16

First, the important stuff. Predictions:

Brighton: 45
T'ville: 14

Utah: 48
SJSU: 10

Today in class we began a study of the habits and behaviors of effective public speakers. Our case study was Randy Pauch's "The Last Lecture" which you can see here: https://www.youtube.com/watch?v=ji5_MqicxSo

This sets the stage for our Great Thoughts assignment, which we will talk about in more detail on Monday. For homework, read for 20 minutes, do your formal email assignment if you haven't already, and work on your free verse poem. Information about both of those writing assignments can be found on Canvas.

Thursday, September 15

Today our main focus was on discussing the literary elements found in "The Most Dangerous Game." I will collect your annotated copies tomorrow. Read for 20 minutes tonight, work on your formal email assignment (due 9/19), and complete your free verse poem (due 9/21).

Wednesday, September 14

Today we concluded reading "The Most Dangerous Game." You can find a link to it in yesterday's post. If you were absent, finish reading and annotating it. Please complete questions 1-4 in the packet for homework tonight.

We also focused on a principle of free verse poetry we're calling "The Power of I." You are to write a free verse poem that adheres to this principle. It is due September 22. The description is on Canvas, as is the rubric.

Also, remember your nightly 20 minutes of reading homework.

Tuesday, September 13

Today we continued our focus on short stories and the elements of literature. We began reading "The Most Dangerous Game," which can be found here https://www.youtube.com/watch?v=Mfp04WjOv9A and here https://archive.org/stream/TheMostDangerousGame_129/danger.txt
as well as the poem "Did I Miss Anything," which can be found here https://www.loc.gov/poetry/180/013.html. Read these if you were absent. Read for 20 minutes, and work on your formal email assignment, which can be found on Canvas.

Monday, September 12

Today we continued to focus on close reading and annotation as we read Langston Hughes's "Thank You, M'am." We also read Chapter 2 from How to Read Literature Like a Professor, which you can find here: http://www.evergladeshs.org/ourpages/auto/2015/5/28/58122395/How%20to%20Read%20Literature%20Like%20a%20Professor.pdf

We also focused on how to send an appropriate, formal email. Please see Canvas for details about this assignment at https://canyons.instructure.com/courses/1106145/assignments/7829379. It is due September 19.

We also read two September 11th poems, one titled "Voices" and the other "The Names," both of which can be found here:

https://www.youtube.com/watch?v=PN72xg_Tcj4

http://www.sonyasones.com/wp/whats-new/2013/giving-voice-to-the-victims-of-911/

Friday, September 9

Today we practiced close reading and annotation as we applied our knowledge of the various literary concepts we studied as we analyzed two texts, Stafford's "Traveling Through the Dark" and Alexie's "Traveling." Your homework is to read for 20 minutes.

Predictions:

Brighton 24, Cottonwood 17

Utah 38, BYU 21

Thursday, September 8

Today we focused on a poem by ee cummings that again shows how a poem's content is often revealed by its format. It can be found at https://allpoetry.com/l(a...-(a-leaf-falls-on-loneliness). We also covered the final few forms of conflict we find in literature, as well as symbolism. If you were absent, read Chapter 12 from How to Read Literature Like a Professor, which can be found here: http://ziveuniverzity.sk/wp-content/uploads/2015/11/Foster-How-to-Read-Literature-Like-a-Professor.pdf. Also, read for 20 minutes tonight.

Wednesday, September 7

Today we read the poem "An Irish Airman Foresees His Death" and examined how the form of a poem reflects and shapes its meaning. We also went to the lab and took the SRI test today. Your homework is to read for 20 minutes tonight.

Tuesday, September 6

Today we took the summer reading test and focused on the literary concept of irony. Tomorrow we will take the SRI test. Your homework is to read for 20 minutes.

Friday, September 2

Today we finished studying how plots are constructed, and focused on how characterization occurs in literature. Your homework is to read for 20 minutes twice over the short break, and to finish all of your summer reading work. The test will be on Tuesday.

Predictions:

Brighton 28
American Fork 14

BYU 21
Arizona 31

Thursday, September 1

Today we concluded our explicit practice of inductive analysis (observation, synthesis, thesis formation) with a film clip and a poem, and moved into a study of the elements of literature. Today our focus was on the Aristotelian story arc and the monomyth theory.

Your homework is to read for 20 minutes and complete your summer reading assignment.

Prediction: Utah 45, SUU 10.

Wednesday, August 31

Today we continued to focus on making observations, synthesizing these observations into inductions, and then crafting a thesis or claim about the text that we then support with our observations and inductions. Today our focus was on art and music, and we will finish the process tomorrow focusing on film and short story structure. Your homework is to read for 20 minutes and finish up your summer reading assignment.

Tuesday, August 30

Today we focused on the skill of making observations about a text, synthesizing those observations into inductions, and crafting a thesis based on these observations and inductions. Your homework tonight is to read for 20 minutes and continue finishing up your summer reading assignment.

Friday, August 26

Hi. Today, Period 2 had to go to a freshman class meeting and didn't have class, but for everyone else, what we did was took a pretest on literary concepts to gauge how much the students know about literature. Some important things to know:
-Your Weekly Reading Grade will begin next week. This is made up of your preparation (bringing a book to class every day) and participation (reading in class from that book and reading from it for 20 minutes a night at home). Over the course of the trimester, this really adds up.
-Your friendly letter about your history as a reader is due on Monday in class. Today we talked about how your audience and your purpose determine everything you do as a writer, so keep these two ideas in mind as you craft your letter.
-Your summer reading assignment is due September 6.
Have a great weekend.
Prediction: Brighton 28, Fremont 3.

August 25

Today we took the ELA 9 District Pre-Assessment. If you were absent, or didn't finish it, please go to my homepage on Canvas and complete it. Your homework is to read for 20 minutes tonight. Upcoming due dates are as follows:
-Reader History/Friendly Letter due August 29 (instructions found on Canvas).
-Summer Reading due September 6 (upload your journal to Canvas; there will be a test on this date).

August 24 - First Day of School

Welcome, Freshmen!

Today we focused on some classroom policies and procedures, did a few get-to-know-you activities, read a poem, and began our first assignment. Here's what you need to know:
-Read for 20 minutes tonight, and bring your book with you to class tomorrow. This is part of your Weekly Reading grade.
-Finish up all summer reading requirements. Submit your response journal as one document to Canvas no later than September 6. We will take a summer reading test in class that day.
-Bring your disclosure back to me, signed, on Thursday, August 25.
-Your Friendly Letter/History as a Reader assignment description can be found on Canvas and is due to me in class (that is, a paper copy) on Monday, August 29.

Thank you for a good first day. I look forward to a great trimester with you. Also - it's critical that you know your student login information for class tomorrow.

August 24 - First Day of School

Welcome, Freshmen!

Today we focused on some classroom policies and procedures, did a few get-to-know-you activities, read a poem, and began our first assignment. Here's what you need to know:
-Read for 20 minutes tonight, and bring your book with you to class tomorrow. This is part of your Weekly Reading grade.
-Finish up all summer reading requirements. Submit your response journal as one document to Canvas no later than September 6. We will take a summer reading test in class that day.
-Bring your disclosure back to me, signed, on Thursday, August 25.
-Your Friendly Letter/History as a Reader assignment description can be found on Canvas and is due to me in class (that is, a paper copy) on Monday, August 29.

Thank you for a good first day. I look forward to a great trimester with you. Also - it's critical that you know your student login information for class tomorrow.

August 24 - First Day of School

Welcome, Freshmen!

Today we focused on some classroom policies and procedures, did a few get-to-know-you activities, read a poem, and began our first assignment. Here's what you need to know:
-Read for 20 minutes tonight, and bring your book with you to class tomorrow. This is part of your Weekly Reading grade.
-Finish up all summer reading requirements. Submit your response journal as one document to Canvas no later than September 6. We will take a summer reading test in class that day.
-Bring your disclosure back to me, signed, on Thursday, August 25.
-Your Friendly Letter/History as a Reader assignment description can be found on Canvas and is due to me in class (that is, a paper copy) on Monday, August 29.

Thank you for a good first day. I look forward to a great trimester with you. Also - it's critical that you know your student login information for class tomorrow.

Last Entry

Thanks for ten wonderful years of being in the classroom and 22 years of great memories on the court, Judge. Some of the things I will always remember from basketball are the sophomore teams I got to coach that finished 18-1 and 19-1, going 20-6 against Juan Diego, going 3-0 against Sky View in Freshman Tournament Championship games, getting to the championship of the tournament seven times in 12 years (including a stretch of six times in eight years), and three Championships, especially the 18-2 team's win in 2015.

As far as the classroom goes, I'll always remember the amazing Freshman Capstone Projects kids did, the inspiring This I Believe essays and presentations, and the great insights in the Hero Catch-Phrase Project. I am very proud of the number of state winners we had for the Letters About Literature and Martin Luther King, Jr. essay contests. And most of all, I'll remember the awesome students that make Judge Memorial special.

I also got to work with many amazing coaches and teachers through the years, especially Coach Yerkovich, Dan Del Porto, Patrick Nolan, Chris Sloan, Linda Simpson, and Chris McGill. Thanks for everything.

If anyone needs to reach me, you can email me at jeffreymarshallbaird@gmail.com.

Friday, May 27

Freshmen: Today we wrote an essay in response to the following prompt: "What is the message of Mark Osborne's More? Analyze the film according to the components of literature we have studied this year as you prove your thesis." In this essay, you must use three of the rhetorical devices we have studied this year (compare and contrast, definition, narration, division and classification, cause and effect, etc.). You are to finish this essay and type up a final draft, which is due on Tuesday. Read for 20 minutes several times over the long weekend.

Sophomores: Today we watched the final interview Morrie Swartz had with Ted Kopple. Please keep up with the reading schedule over the weekend.

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

CNF Second Semester Final Exam 2016

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, viewed, and discussed, as well as how the thing we have read, viewed, and discussed have impacted your thinking about this concept of each individual person making the world a better place. 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, May 26

Freshmen: Today we began an argumentative literary analysis of Mark Osborne's short film "More." We will continue with the essay in class tomorrow. Read for 20 minutes and watch the film once more and add to your notes.

Sophomores: Today we continued with Tuesdays With Morrie. Keep up with the reading schedule. Your essay is due in class on Friday and to turnitin.com no later than midnight on Saturday.

CNF: Today we discussed whether the Joker can be held morally responsible for his actions.

Tuesday, May 24 and Wednesday, May 25

Freshmen: Today we concluded studying a documentary. Read for 20 minutes.

Sophomores: Today we reviewed for the semester final, had our last Hero Catch-Phrase Project entry, and continued to read from Tuesdays With Morrie. See the schedule on an earlier post.

CNF: Today we focused on whether or not the Joker is morally responsible for his heinous actions.

Freshman English 2016 Second Semester Final Exam Review Guide

Freshman English 2016 Second Semester Final Exam Review Guide

Here is what you need to know about your semester final:

1. It's worth 20% of your semester grade.

2. There is a 67-item objective exam worth 67 points, or almost 7 percent of your semester grade. Topics covered on the exam may include, but are not limited to, the following: various rhetorical devices we've studied this semester (argument, division and classification, cause and effect, process analysis, etc.), ideas and advice contained in The Elements of Style, poetic forms such as haiku, sonnet, creative response and the various motifs we studied, and the reading comprehension strategies we studied.

3. There is a 100-point essay exam worth 10% of your semester grade. Here is the prompt you will be given:

Argumentative essay: Recently, cell phones in schools have become a hot-button topic, with strong reasons for and against allowing cell phones in schools. Imagine your school is going to ban all cell phones from the campus, even from lockers and backpacks. Anyone caught with a cell phone will be immediately suspended, regardless of circumstance. In an essay, argue _____ this ban, citing evidence that you have collected. You must cite the evidence correctly, either in blocked or in-text citation form, or using a technique from They Say I Say, as you build your case in order to get credit. You also must use one of the lead and conclusion techniques we have studied this year, and at least three rhetorical devices we studied this year as you build your argument. An effective essay will also use provide some context as to why you are entering the conversation as a writer, as addressed in They Say I Say. Furthermore, an effective essay will adhere to advice given in The Elements of Style. Give your piece a compelling title when finished. Please double space to increase readability as well as to allow you to use a blocked citation if you go that route.

4. You will not find out if you are required to write for or against the ban until the day of the exam. In order to prepare for the exam, you need to research three facts that will support the ban on cell phones, and three facts that will support allowing students to have cell phones in schools. You need to write these facts on a single index card that is no larger than 4x6 inches. Place three facts on one side of the card, and three facts on the other side. This index card is worth 3% of your semester grade, but you cannot earn a passing grade on the essay without them.

Sophomore Honors Western Traditions 2016 Second Semester Final Exam Review Guide

Sophomore Honors Western Traditions 2016 Second Semester Final Exam Review Guide

Here is what you need to know about your semester final:

1. It's worth 20% of your semester grade.

2. There is a 73-question objective exam (worth 73 points, or about 7% of your semester grade). Some of the topics covered on that exam are the following: The four stages of the hero, the monomyth, ideas from the Hero Catch-Phrase Project, archetypes, and some of my main man Joseph Campbell's rocking' ideas 'bout da hero.

3. You will write an essay that will require your Hero Catch-Phrase Project notes to complete (the prompt will be revealed with the exam). The notes are required for successful completion of the essay, which is worth 100 points, or 10% of your semester grade.

4. You will hand in your Hero Catch-Phrase Project notes at the end of the exam, and they are worth 27 points, or about 3% of your semester grade.

See me if you have questions.

Monday, May 23

Happy Birthday, Sarah!

Freshmen: Today we nearly concluded our study of Supersize Me and Spurlock's use of various rhetorical devices. Read for 20 minutes and take the Membean quiz tonight.

Sophomores: Today we began reading Tuesdays With Morrie. See the reading schedule on a previous post. Take the Membean quiz, finish up Campbell, and get your next essay finished.

CNF: Today we read a bit more from Three Cups of Tea. 

Tuesdays With Morrie Reading Schedule 2016

Please follow this reading schedule for our reading of Tuesdays With Morrie. Some of the stuff we may read in class, so you won't need to reread it at home ("through" means "including").

Monday, 5/23: Read "The Curriculum" through "The Student."

Tuesday, 5/24: "The Audiovisual" through "The Classroom."

Wednesday, 5/25: "Taking Attendance" through "The Second Tuesday."

Thursday, 5/26: "The Third Tuesday" through "The Professor."

Friday, 5/26: "The Fourth Tuesday" through "The Fifth Tuesday."

Saturday, 527: "The Sixth Tuesday" through "The Seventh Tuesday."

Sunday, 5/28: "The Eighth Tuesday" through "The Ninth Tuesday."

Monday, 5/29: "The Tenth Tuesday" through "The Audiovisual, Part III."

Tuesday, 3/30: "The Twelfth Tuesday" through the ending.

Thursday, May 19 and Friday, May 20

Freshmen: Today we examined how a good filmmaker creates an argument in a documentary and employs multiple rhetorical devices while building that argument. Read for 20 minutes Thursday and this weekend and work on Membean.

Sophomores: Today we listened to "Act V" from This American Life, found at http://www.thisamericanlife.org/radio-archives/episode/218/act-v. Continue reading from Campbell, work on your essay and on Membean, and we will begin Tuesdays With Morrie on Monday.

CNF: Today we read more from Three Cups of Tea and had a discussion.

Tuesday, May 17

Freshmen: Today we did some analysis of some argument essays, primarily examining how the writers used multiple modes or multiple rhetorical devices in the essays (compare contrast, definition, narration, cause and effect, and so on). Read for 20 minutes and work on Membean this week.

Sophomores: Today we continued looking at which archetype Hamlet best fits. Finish up any reading you need to do, and work on Membean. Your Triple Entry Journal is due on Wednesday, as is your reading of Hamlet. 

CNF: Today we read further into Three Cups of Tea. 

Thursday, May 16

Freshmen: Today we began an overview of argument. Read for 20 minutes and work on Membean this week.

Sophomores: Today we started to determine which archetype best fits Hamlet. Continue to follow your Hamlet reading schedule, keep reading from The Hero With a Thousand Faces, work on Membean, and get going on your next essay - and bear in mind the advice on the previous post.

CNF: Today we continued to read from Three Cups of Tea. 

There's Nothing Good Or Bad But Thinking Makes It So...

Far be it for me to contradict my main man Hamlet, aka Hamdog, aka the Hamstermanster, but I think there are some less-good and better ways of bringing Campbell into the analytical essays you're writing. And because my main man Polonius, aka Po-dawg, says, "Brevity is the soul of wit," I'll provide two short examples below. Strive for the better version in your final essay of the year.

Less good:

Hamlet, the most famous of Shakespeare’s plays, is the story of a Danish prince who must avenge his murdered father. The events of this play can be best understood by reading American mythologist Joseph Campbell’s book, The Hero With a Thousand Faces. In “Chapter I: Departure,” section “The Call to Adventure,” Campbell teaches us that the hero may be “drawn into a relationship with forces that are not rightly understood” (51). An example of this would be in Act I, Scene V when Hamlet meets his father’s ghost and learns that his father was murdered by the man who “Now wears his crown” - young Hamlet’s Uncle Claudius (1.5.47).

Better:

Hamlet, the most famous of Shakespeare’s plays, is the story of a Danish prince who must avenge his murdered father. Hamlet first learns that his father was murdered by his own brother, the very man who “Now wears his crown” (1.5.47). This information shakes Hamlet’s world to its foundations, and represents what Joseph Campbell calls in his book The Hero With a Thousand Faces “The Call to Adventure.” Sometimes this call to adventure is a benign invitation, but in the case of Hamlet, he is “drawn into a relationship with forces that are not rightly understood” (51). For Hamlet, not only is the information revealed in the call world-shattering, but the call itself opens his eyes to a level of reality he did not previously know existed and causes him to question the very nature of existence, as well as his own sanity.

Friday, May 13

Freshmen: Today we took a quiz on Chapter 5 from The Elements of Style and completed our grammar games exercise from Sleeping Dogs Don't Lay. Read for 20 minutes, work on Membean, and come to class Monday prepared with an idea that you can argue.

Sophomores: Today we finished reading and discussing the essays by Harold Bloom. Continue reading Hamlet and The Hero With a Thousand Faces. Work on Membean and your next essay, too.

CNF: Today we heard a little bit from Greg Mortensen and started reading Three Cups of Tea.

Thursday, May 12

Freshmen: Today, we shared your division and classification essays and worked a little bit more on the grammar games we started earlier this week. Tomorrow, you will have a quiz on Chapter 5 from The Elements of Style, a link to which can be found on an earlier post. Read for 20 minutes and work on Membean.

Sophomores: Today we read more of the Hamlet essays by Bloom. Read, work on Membean, and get started on your final essay.

CNF: Today we talked about how our culture defines femininity and the responsibility creators of nonfiction texts have, and viewed a 60 Minutes piece about Greg Mortensen and his foundation.

Tuesday, May 10 and Wednesday, May 11

Freshmen: Today we did some peer revision with your essay. Take your peers' comments and use it to revise and improve your essay, which is due on Thursday (along with your current draft). Read for 20 minutes Tuesday and Wednesday, work on Membean, and finish Chapter 5 from The Elements of Style for Friday's class. Yesterday's post has a link to that chapter if you need it.

Sophomores: Today we finished a film version of Hamlet and began reading some essays about the play by Harold Bloom. Keep reading Hamlet, Campbell, and working on Membean.

CNF: Today we finished Where in the World is Osama Bin Laden? We will start Three Cups of Tea on Thursday.

Monday, May 9

Freshmen: Today we took a quiz on Chapter 4 from The Elements of Style and discussed the issues pertaining to the quiz. Due for Friday is Chapter 5. If you don't have copy of the text, you can find it in its basic essence here: https://quizlet.com/44249464/strunk-and-white-chapter-v-an-approach-to-style-flash-cards/

We will get to the revision exercise with your division and classification essays on the block day. Also read for 20 minutes Monday and Tuesday evening and take the quiz on Membean tonight.

Sophomores: Today we watched a bit more of a film version of Hamlet and discussed a few issues. Follow along with your reading schedule, take the quiz on Membean tonight, and begin the next section from The Hero With a Thousand Faces.

CNF: Today we began a documentary - Where in the World is Osama Bin Laden? 

Friday, May 6

Freshmen: Today we continued to work on your division and classification essay. Take your draft home and type it up over the weekend, and bring your next draft to class on Monday. Remember, your essay should have the following elements: a lead and conclusion technique we studied in class, an interesting title, clear use of division and classification, a couple of citations either from primary or secondary sources to help build up your argument, and a clear thesis. Remember, your audience should probably be conceived as a reader who isn't familiar with Judge and your purpose is to explain what kinds of students or teachers we have here. Read for 20 minutes as well.

Sophomores: Today we continued to study Hamlet. Keep up with the reading schedule and on Membean.

CNF: Today we discussed Season of Life.

Thursday, May 5

Beware the Revenge of the Fifth!

Freshmen: Today we worked on your division and classification essay. In addition to the quotes you have from people both in and out of our English class, I want you to integrate a little research that you can use to flesh out your essay - maybe something about one of your categories, maybe something you can use to make your delineation more interesting, or what have you. Keep reading and working on Membean.

Sophomores: We studied Polonius today, and his famous speech. You'll have to make up your own mind about whether he is wise or simply a fool... follow the reading schedule

CNF: Today we essentially finished Season of Life in class.

Tuesday, May 3 and Wednesday, May 4

Happy Star Wars Day! May the Force, and the Fourth, Be With You.

Freshmen: Today we began working on a division and classification essay. Due for Thursday are some more notes on the various categories you are crafting, and a quote from someone outside our classroom that you can use in the essay, ala Viorst in "Friends, Good Friends - and Such Good Friends." Read for 20 minutes Tuesday and Wednesday, and due for next Monday is Chapter IV from The Elements of Style. Keep working on Membean.

Sophomores: Today we began watching a film version of Hamlet. You are to read the summary of 1.1 in your copy of the play and read the whole of the text of 1.2 before Thursday's class. Continue to read from The Hero With a Thousand Faces and remember, your essay is due on Friday. Keep working on Membean.

CNF: Today we read some from Season of Life and had some small group discussions. Read on your own if you can.

Monday, May 2

Freshmen: Today we focused on the Elementary Rules of Composition from Chapter 2 of The Elements of Style. Read Chapter 3 tonight - there will be a quiz on the block day. You can find a PDF of it online. Read for 20 minutes and work on Membean this week as well.

Sophomores: Today we got an introduction to Hamlet; you are to read the short essays titled "Shakespeare's Hamlet," "Reading Shakespeare's Language," "Shakespeare's Words," Shakespeare's Sentences," "Shakespearean Wordplay," and "Implied Stage Action." Work on Membean, and don't forget about your next essay.

CNF: Today we read and tried to get close to finishing Season of Life. 

Friday, April 29

Happy Birthday to Jacob tomorrow!

Freshmen: Today we focused on Chapter 2 from The Elements of Style (there will be a quiz on it on Monday), and also looked at some division and classification essays. Read and work on Membean.

Sophomores: Today we had a short, final discussion about The Poisonwood Bible and reviewed some common vocabulary terms. Keep reading from Campbell's text and start working on your next essay.

CNF: Today we watched a Ted Talk by Joe Ehrmann and read.

Thursday, April 28

Freshmen: Today our main focus was on your letters to the editor and a quiz on Chapter 1 from The Elements of Style. Keep reading every night and work on Membean.

Sophomores: Today we finished The Poisonwood Bible and will discuss what we read tomorrow. Continue to read from The Hero With a Thousand Faces.

CNF: Today we finished Kicking It. 

Tuesday, April 26 and Wednesday, April 27

Freshmen: Today we focused on comma rules and why commas rule! as we continued to focus on division and classification. Read for 20 minutes Tuesday and Wednesday, study Chapter 1 from The Elements of Style, because there will be quiz on Thursday. Work on Membean this week and remember you have a letter to the editor due on Thursday.

Sophomores: Today we focused primarily on Book V from The Poisonwood Bible; finish Book VI for Thursday. Keep reading from Campbell's book and keep working on Membean.

CNF: Today we began a great documentary, Kicking It. 

Friday, April 22

Happy Earth Day.

Freshmen: Today we focused on a poem by Williams Carlos Williams called "This is Just to Say." Your task is to write a poem that imitates what Williams is doing here in terms of tone, style, and topic. Read for 20 minutes and keep working on Membean.

Sophomores: Today we concluded our overview of the Monomyth. Finish reading Chapter 5, "Exodus" from The Poisonwood Bible for April 26, and keep reading Part II, Chapters I and II from The Hero With a Thousand Faces. Keep working on Membean, too.

CNF: Today we finished viewing Undefeated; read from Season of Life if you can.

Thursday, April 21

Freshmen: Today we focused on some poems by William Carlos Williams as we blended our ability to infer as readers with our ability to write creative responses as writers. Your task is to write a poem that imitates either "Between Walls" or "The Red Wheelbarrow." Type it up and bring it to class on Friday. Read for 20 minutes and work on Membean.

Sophomores: Today we concluded our overview of the monomyth. Keep reading and working on Membean.

CNF: We saw a bit more of Undefeated. Read at home if you can.

Tuesday, April 19 and Wednesday, April 20

Freshmen: Today we shared your creative responses, and also focused on the reading comprehension strategy of inferring. As you read this week, try reading between the lines: What can you pick up that the author doesn't specifically tell you? I want to talk about this later this week, so have some ideas in mind. Read for 20 minutes Tuesday and Wednesday, and work on Membean three times this week for a total of 30 minutes.

Sophomores: Today we focused on various segments of Campbell's monomyth. Continue to read from The Poisonwood Bible, and The Hero With a Thousand Faces, and work on Membean three times this week for a total of 30 minutes.

CNF: Today we began a documentary called Undefeated.

Environmental Club: Remember, we have our hike tomorrow at Red Butte.

Friday, April 15

Make sure you've filed your taxes...

Freshmen: See yesterday's post.

Sophomores: Read Book V, Exodus, and Part II, Chapter I: Emanations.

CNF: Today we began studying the messages our culture sends young boys regarding what it means to be a man, saw an short video about Joe Ehrmann, and began Season of Life.

Thursday, April 14

Freshmen: Today we continued looking at creative responses to art found in the book Heart to Heart. Your task is to choose a work of art and write two poems in response to that work of art. Each poem needs to fit the parameters of a different motif that we studied (e.g. each one needs to be either a stories, voices, impressions, or expressions poem - do not write two poems in the same motif). List the intended motif in your header, just below your name. You will be graded on how well your poem fits the stated motif, as well as your use of poetic devices that we studied earlier this year (e.g. figurative language, format, use of repetition, etc.). Print your poems and a picture of the art work you are responding to and mount it on something (paper, poster board, etc.) so that it can be displayed. You will also be graded on how nice your presentation is. These creative responses are due on the block day of next week. Read for 20 minutes Thursday, Friday, the weekend, and Monday and work on Membean.

Sophomores: Today we had a great presentation by Abigail on what it was like living in Africa, and we also discussed the events of Book IV from The Poisonwood Bible. Finish up your reading from Campbell's book and finish your essay, which is due on Friday.

CNF: Today we discussed No Impact Man a bit and also discussed whether or not Bruce Wayne should have become the Batman (of course he should have!).

Tuesday, April 12 and Wednesday, April 13

Freshmen: Today we continued to focus on creative response, this time in response to art. We focused on four basic motifs these poems might fall into - stories, voices, impressions, and expressions - and looked at several examples. You are to find a work of art that speaks to you. Right now, that's all you need to do - know what art you want to write in response to. Other than that, read for 20 minutes tonight and tomorrow and work on Membean three times this week for a total of 30 minutes.

Sophomores: Today we focused more on the six basic archetypes we have studied this year, applying them this time to The Poisonwood Bible. Due Thursday is Book IV from The Poisonwood Bible, due Friday are Chapters 3 and 4 from The Hero With a Thousand Faces and your essay, and work on Membean three times this week for a total of 30 minutes.

CNF: Today we concluded No Impact Man.

Monday, April 11

Freshmen: Today we focused on creative response, with the idea that someone else's work can inspire you to create something great. We read Langston Hughes's poem "Mother to Son" and listened to Cat Stevens's "Father and Son". Your homework is to write a poem in response to Hughes's poem, writing from the point of view of the son. Often, these kinds of poems have a title that looks something like: ___________, After a Poem by Langston Hughes or _______________, After 'Mother to Son', by Langston Hughes. This poem is due on the block day. Some other considerations for your poem: how old is the son? what's his level of education? how does he feel about the advice his mother gave him? what happened in his life to prompt his mother giving him advice? and, what other symbol might the son use rather than the staircase? Read for 20 minutes tonight and Tuesday night. Remember to take the Membean quiz tonight.

Sophomores: Today each group taught the other groups about the archetype they researched. Remember to take the Membean quiz tonight. Book IV from The Poisonwood Bible is due Thursday; Chapters 3 and 4 from The Hero With a Thousand Faces is due Friday, as is your essay. For your essay, apply Campbell's ideas to The Poisonwood Bible, cite passages from The Poisonwood Bible that serve as examples of Campbell's ideas often, and try a lead and conclusion technique different than background and echo.

CNF: Today we began the documentary No Impact Man. 

Friday, April 8

Freshmen: Today we had a discussion about Romeo and Juliet; for Monday, you need your own book. Continue to work on Membean.

Sophomores: Today we focused on creating a poster to teach your classmates about the archetype you most strongly identify with. We will present these findings on Monday. Continue to read from both books, and work on Membean. Due next Thursday is Book IV from The Poisonwood Bible; due next Friday is your reading from The Hero With a Thousand Faces Chapters Three "Return" and Four "The Keys". Also due Friday is your essay on said chapters and how they apply to The Poisonwood Bible. 

CNF: Today we discussed what we learned in Part IV of The World Without Us.

Thursday, April 7

Freshmen: Today we finished reading the text of Romeo and Juliet. Tonight you need to read the essay in your book that's after the play, titled "Romeo and Juliet: A Modern Perspective." As you read it, take notes on the five most important ideas in the essay. Your Triple Entry Journal should also be complete for Friday's class. Continue to work on Membean.

Sophomores: Today we had a discussion about Book III from The Poisonwood Bible. Keep reading from it as well as from The Hero With a Thousand Faces. As you go about collecting information about your archetype, you may want to try this: http://www.playbuzz.com/benjaminbirely10/which-jung-archetype-best-describes-you

CNF: Today we continued to read Part IV from The World Without Us.

Tuesday, April 5 and Wednesday, April 6

Freshmen: Today we focused on some of the language techniques Shakespeare used, and upon the end of Acts III and IV. Your homework is to read 5.1 for Thursday's class; keep working on Membean.

Sophomores: Today we focused on some sub-archetypes of the hero. You should research three facts about the archetype you most closely associate with, write them and their sources down, and bring them to class on Friday. If you missed class today, be sure to pick up the archetype survey from me on Thursday. Book III from The Poisonwood Bible is due on Thursday; keep working on Membean.

CNF: Today we explored The Golden Record a bit more and began reading Part IV from The World Without Us.

Monday, April 4

Freshmen: Today we focused on 4.1 and 4.2 from Romeo and Juliet; read 4.3 on your own tonight. Work on Membean for 30 minutes total this week over three days. The quiz dates are listed in Skyward.

Sophomores: Today we focused on some reading and talking a little bit about Nathan Price's history. Finish Book III from The Poisonwood Bible by 4/7; finish Chapter 3 from The Hero With a Thousand Faces by 4/15 and have your fourth essay done by that date. Work on Membean for 30 minutes total this week over three days. The quiz dates are listed in Skyward.

CNF: Today we talked about the Voyager space probe, what we'd put on it, and whether or not we should alert alien life to our existence.

4th Quarter Freshman Prayer and Great Thoughts Assignment

During the 4th quarter, your prayer and great thoughts will look like this: you need to write up two great thoughts, with attribution, on separate sheets of paper, just like the ones we post around the room. These are the great thoughts only - you don't need to write up a prayer or a talk or anything like that. Both these great thoughts are due the day we return from break. Please try to choose ones that you haven't heard before in class.

I will collect them and place them in a large envelope. Then, each day, I will choose a different student's name at random. When your name is called, you will draw a great thought at random from the envelope, lead the class in prayer, and then give a short talk on the principle embodied by the great thought you have selected. The rubric for the assignment is listed below:

4th Quarter Prayer and Great Thought Rubric

Name:

Leads class in prayer	/30
Great Thought starts well	/10
Understanding of Great Thought’s topic	/10
Eye contact	/10
Body language	/10
Voice projection	/10
Clarity of speech	/10
Great Thought ends well	/10
Great Thought lasts 60-90 seconds	/10
Overall quality	/40
Total	/150