Honors 10 Archive

Welcome to Honors 10. Below you will find important information about class activities, homework, and many electronic documents. Newer classes appear first, older as you scroll down.

May 4 & 6, 2017

In Class: Media Teams presentations.

HW: Turn-in Annotated bibliographies or Survey (Questions/Charts). Hard copies only please.

April 26 & April 28, 2017

In Class: Work days for Media Teams and also for In the Time of Butterflies reading.

HW: Finish presentations; Annotated Bibliographies and Surveys to turn in.

April 24, 2017

In Class: Book test on The Things They Carried.

HW: Chapter review questions are now due through Google Docs. Turn your books in on Weds. Continue reading In the Time of Butterflies.

April 20, 2017

In Class: Today is effectively a work day – to catch up with group members who missed the last class, assign media team roles, and work on the project. Survey writers MUST complete their Google Forms and share them with me TODAY to have enough time to get their data back in time for presentations. If you FINISH anything early (surveys) are run out of momentum on the media teams, use the time to finish up The Things They Carried.

HW: Book test on The Things They Carried: Literary Components.

April 18, 2017

In Class:  I will share your media teams with you and you can start to think about how to work on those. I will also briefly introduce In The Time of Butterflies.

HW: Finish the bookThe Things They Carried and Chapter Questions… unit final on Monday of next week. Slide Show on Media Teams: Media

April 16, 2017

In Class: You will take a bit of a reading, annotating, and writing Quiz over two stories in The Things They Carried.

HW: Reading, chapter questions.

April 12, 2017

In Class: Class meets in room 236 today. Today we will have a bit of Lit Circle time forThe Things They Carried, and maybe throw up the rhetorical triangle once more to discuss the purpose of the story Along the Rainy River.

HW: Discussion questions, through Google Classroom.

April 10

In Class: Reading and workshop time will dominate as we read and process The Things They Carried.

HW: Discussion questions, through Google Classroom will be due in a few weeks, although tonight, relax, and be prepared for the PSAT.

April 6, 2017

In Class: After reviewing literary components and talking about Aristotle’s argumentative appeals, we will watch a visual prompt and complete a useful tool called the rhetorical triangle. You will be given the last part of class for reading The Things They Carried.

HW: Reading The Things They Carried

April 4, 2017

In Class: We begin The Things They Carried with a Google Classroom assignment and some reading. I will give you a chance to get through some historical context through photo journalism as well.

HW: Reading The Things They Carried

March 15, 2017

In Class: Today we will run through quotes in groups through a Jigsaw format. Each group will assign each group member a role and then you will collaborate on a Google Slides presentation. Exit Ticket: Each individual will need to turn in the work sheet designed to help you build the slides presentation.

HW: Reading through chapter 24 – Chapter review questions through that point by Friday, March 17.

March 13, 2017

In Class: Reading and book discussion will take up the bulk of class!

HW:  Reading through chapter 24 – Chapter review questions through that point by Friday, March 17.

March 9, 2017

In Class: After the Quiz, we will discuss symbolism and major motifs in Catcher in the Rye.

HW: Reading /Chapter Review Questions.

March 7, 2017

In Class: Reading and discussion over Catcher in the Rye. Continue to work on your chapter review questions. Quiz on Thursday.

HW:  Quiz on Thursday – Chapters 1-12.

March 3, 2017

In Class: Activity with Catcher in the Rye in class.

HW: Reading

March 1, 2017

In Class: Today you will take a pre-test for Catcher in the Rye in the style of a standardized testing essay.

HW: Reading

February 27, 2017

In Class: Today we will introduce a new book, Catcher in the Rye, through some background information on  the author and a free-write over word associations. Then you will have in-class reading time.

HW: Reading: Catcher in the Rye

February 23, 2017

In Class: Today you will take your unit final. We will start with a fun review. Then we will talk about norms and expectations for the test. After some inspiration (symbolism at its best), you may dig into your test: Multiple Choice and Extended analytical writing.

HW:  Look around the District’s Digital Library for some inspiration… check out a new book!

February 21, 2017

In Class: Check in your copies of The Great Gatsby.  Turn in your Book Portfolios. 2. Hero’s Presentations will be nearly finished, and Alchemist themes will be discussed. We will also look at Overdrive (the district’s digital libraries) to troubleshoot for our test on Thursday.

HW: Alchemist Final (PSAT Style Test) on Thursday.

February 15

In Class: Play! Today we will take the opportunity to see the play.

HW: Presentations and Book Porfolios…

February 13, 2017

In Class:  Book group discussions. Small groups. Work on Themes from The Alchemist. Hero’s Journey Project Presentations…

HW:  Book Portfolio: CDC paragraph on final THEME of your choosing. Games requirement. Turn in Book Portfolio’s on Tuesday, February 21.

February 9:

In Class: Alchemist Quiz. Papers due Friday (February 10) at Midnight. Hero’s Journey Projects.

HW: FINISH the book.

February 7:

In Class: Today you will have reading and peer editing time. I will also give you a Chapter Review Guide to help you for a QUIZ on Thursday. Also, put the guide into your Book Portfolios. Read through page 143 of The Alchemist for the quiz. We will begin our hero’s journey’s with about 45 minutes left in class.

HW: Reading through page 143, Quiz on Monday. Final drafts of Gatsby papers due Thursday.

January 30:

In Class: Think about and organize a CDC CLAIM paragraph related to your own Hero’s Journey and your relationship to nature. IF nature is not explicitly found as a setting in your journey as you contemplated and produced it for the class, see if you can fit it in anyway! If that feels just impossible, use the following sentence frames:  If I associated one word with the concept of nature in my life, that word would be ______________________.  For example _________________________________________. This demonstrates my relationship with nature because ____________________. Write a CDC Claim Paragraph and add it to your Book Portfolio under the Theme section. After we finish talking about this, we will listen/observe several HJ projects (exit tickets – I noticed, I wondered, What if…), and finally, embark on some peer editing: Copy and Paste Link into your own paper in replacement of the mini-rubric I left for you on the first draft.

HW: Only reading for your Book.  Try to read up to page 125 in your book. No further paper homework, but we will continue to peer edit.

January 26, 2017:

IN Class: Half of the class will read Article 1 and present the merits and detractions of GMO’s (genetically modified organisms). The other half of the class will read Article 2 and take a position as well.

HW: Reading, Hero’s Journey Project, and Final Gatsby papers.  Turn in Gatsby book on Monday as well.

January 24, 2017:

In Class: After we put together our covers/plastic, you can finish up your Theme Paragraph and Word Wizard. Then we can continue the story. Your next assignment will be the Action Tracker.

HW:  Finish the Action Tracker to page 100. Final Gatsby Papers are due Monday, January 30, as are your Hero’s Journey Projects. Turn in Gatsby books then as well.

January 20, 2017:

In Class: Paint day! We will work on watercolor covers for our Book Portfolios.

HW: Read The Alchemist to page 75, HJ’s Projects are DUE January 30, Book Portfolio: 1) CDC Theme Paragraph, Word Wizard.

January 18, 2017:

In Class:  We will start by a re-telling of the Myth of Narcissus before reading the version in the book, The Alchemist. We will then look at possible meanings and interpretations, introducing the main literary theme topics, and the Book Portfolio concept for this unit.

HW: Read The Alchemist to page 50, HJ’s Projects are DUE January 30, Book Portfolio: 1) CDC Theme Paragraph, Word Wizard.

January 12, 2017

In Class: We start a new unit today dealing with three literary concepts:  The Hero’s Journey, Coming of Age Stories, and Universal Themes of Human Struggle.

HW: Read The Alchemist and be thinking about your own Hero’s journey.

January 10, 2017

In Class: Today is your opportunity to ask questions and work in-class on rough drafts of your Gatsby Paper. Students who finish early (before the deadline) may seek extra opportunities to get ahead of our next unit.

HW: Rough drafts due by midnight tonight IF you want the chance to re-write.

January 4, 2017

In Class: Click on this link and make a copy, rename, and share with editing privileges with Mr. Frick: Gatsby Paper Link. Today we will watch more of the movie and if time, begin to work on the paper.

HW: Paper rough drafts (papers that want to be eligible for re-writes) must be turned in on Tuesday, January 10.

January 2, 2017

In Class: I will announce your first HW and major paper assignment of the semester. Before we will watch some of the movie, we will go over a note-catching document for you to use while viewing. We will watch more of the movie until class ends.

HW: Be thinking how you want to answer the prompt.

December 15, 2016

In Class: Finals day! We will finish up presentations, and then be ready to write! When you finish, please fill out a feedback survey for Ms. Strovink.

December 13, 2016

In Class: You will present your posters and turn in your CDC paragraphs today.

December 9, 2016

In Class: I will share an exmplar CDC paragraph , and you will have the remainder of class to work on posters and paragraphs for your presentations on Tuesday.

HW: Finish paragraphs and presentations; due Tuesday, December 13th.

December 7, 2016

In Class: We will have a brief talk about comparative writing, and the remainder of class will be dedicated to working on final projects.

December 5, 2016

In Class: I will introduce your final project today (please note, we will also have an in-class, written final during finals week). After discussing expectations and theme, you will have the remainder of the class to work on your projects in groups.

HW: Work on final projects

December 1, 2016

In Class: We will start with discussing the questions you came up with as homework. Then we will talk about the final lines of The Great Gatsby and the linchpins of meaning for the book as a whole. Then we will do a jigsaw activity comparing the major motifs of the novel to the modern day.

Honesty/Artifice: inconsistent memory, Fake News, Gender Roles: Kim Kardashian, The End of Men, Adultery: Anthony WeinerAshley Madison, Class: 99%Grey Gardens

November 29, 2016

In Class: We will have our final reading quiz of the semester at the start of class. Then we will talk briefly about CDC paragraphs, theme, and analysis. Then we will reexamine the structure of The Great Gatsby with the context of the final chapters. The bulk of class will be taken up by you sharing your questions from the book and then going over a number of quotes from Chapter 8.

November 18, 2016

In Class: We will start with a reading quiz, then I will collect body maps and we’ll discuss how your perceptions of characters deepened or changed in chapter 7. Then we will discuss symbols and structure in chapter 7. The remainder of the class will be devoted to analyzing passages from The Great Gatsby and writing a CDC paragraph.

HW: Finish The Great Gatsby and write down 3 questions you have about the book.

November 16, 2016

In Class: We will start the day with a reading quiz, then will return to our dream boards to examine how people with differing worldviews might perceive our goals and dreams. Then we will discuss binaries in Gatsby and create character maps that examine how perception and absolutes shape characters in the novel.

HW: Read Chapter 7, finish body maps

November 14, 2016

In Class: We will start the day with a freewrite about what is beautiful and what is broken in America today. Then we will do station rotations to explore how Fitzgerald portrays and interacts with different elements of society. Students may use biographical overviews of the Fitzgeralds from the history channel and PBS for the character comparison section. They will also need the Chris Rock statement on wealth and NYT article on economic mobility. We will spend the last half hour of class writing a CDC paragraph about how Fitzgerald’s themes can be applied to the modern day.

HW: Read Chapter 6

November 10, 2016

In Class: We will start with a reading quiz, then will make vision boards and examine how the items we chose are indicative of our worldviews. Then we will delve deeper into symbolism by picking one object from the chapter and doing an optional drawing and required analysis. Powerpoint with directions and notes is here.

HW: Finish analysis.

November 8, 2016

In Class: Today we will use the motifs from homework to cover close reading. We will start with the paragraph about Gatsby’s car, then split the quotes people pulled for homework and close read them in small groups.

HW: Finish up close readings. Read chapter 5.

November 4, 2016

In Class: We will start the class with a reading quiz on chapter 3 (to palpable surprise, I am certain). We will then briefly review the parallels between Daisy and Myrtle in chapter 2, before delving into how Fitzgerald builds motifs through the introductory section of The Great Gatsby and neatly ties them up in Nick’s reflection. Then students will create Fakebook pages for Gatsby characters in google slides.

HW: Finish Fakebook pages, read chapter 4 and bring in 1 quote (sticky noted or written out separately) for each motif identified in class (artifice, honesty, the glorification of Gatsby, parties, condescension, wealth/opulence, and the class system)

November 2, 2016

In Class: We will start with a reading quiz on Chapter 2, then cover the analytic frames of symbolism, class, and gender in more depth. As we go through, we will apply those frames to chapter 2 of The Great Gatsby. Students will then select an element of the chapter to focus on and will analyze them through a paragraph, an original narrative, or a drawing.

HW: Read Chapter 3 of The Great Gatsby. Finish analysis if not completed in class.

October 31, 2016

In Class: We will begin with a reading quiz on Chapter 1. Then we will cover some history of The Great Gatsby and F. Scott Fitzgerald, followed by locating some quotes to support various modes of interpretation people have taken with Gatsby. We will use those quotes to support small-group discussions and then write independent paragraphs examining Fitzgerald’s interaction with society.

HW: Read Chapter 2 of The Great Gatsby

October 27, 2016

In Class: We will start with a gallery walk on the 1920s, then have our presentations on the undefined era from the summer assignment. Then we will check out copies of The Great Gatsby while we create slides or timelines analyzing what spurred the transition from the realist and romantic era into the modernist era and how that change manifested.

HW: Finish timelines if not completed in class, read chapter 1 of Gatsby

October 25, 2016:

In Class: First we will distribute a Process Essay / Student exemplar for the five- paragraph essays. I will go over some of the frustrations and issues I saw in your writing, and give you some suggestions for re-writes: Please sign-up for a lunchtime writing conference IF you plan on turning in a re-write. We still have several student projects (Romantics) to get through. Don’t forget to share your Mark Twain (Realist) project with me as well.

HW: Re-writes / Mark Twain:  Read the prompt and answer in two Google Slides: Slide One: 1. Summarize the story, 2) Pick out your favorite line and Explain why/what it means, 3) Interpret Meaning – why is this an American Realist approach to  literature, 4) Include a Picture; Slide Two: 1) Apply a Connection/ add in your Background Knowledge, 2) Commentary on Bias (why it is relevant / not relevant to you), 3) include a Photo

October 21, 2016:

In Class: We will finish our presentations. Any left-over time, you can work on the  Mark Twain Prompt:  Mark Twain:  Read the prompt and answer in two Google Slides: Slide One: 1. Summarize the story, 2) Pick out your favorite line and Explain why/what it means, 3) Interpret Meaning – why is this an American Realist approach to  literature, 4) Include a Picture; Slide Two: 1) Apply a Connection/ add in your Background Knowledge, 2) Commentary on Bias (why it is relevant / not relevant to you), 3) include a Photo

HW: Twain Prompt is Due.

October 19, 2016:

In Class:   Presentations for those students who want to go. American Realism Prompt:  Mark Twain.   Read the prompt and answer in two Google Slides: Slide One: 1. Summarize the story, 2) Pick out your favorite line and Explain why/what it means, 3) Interpret Meaning – why is this an American Realist approach to  literature, 4) Include a Picture; Slide Two: 1) Apply a Connection/ add in your Background Knowledge, 2) Commentary on Bias (why it is relevant / not relevant to you), 3) include a Photo

HW: Further Presentations on October 21 (Friday – CHANGE, due to PSAT); 2 Slide Presentations DUE as well on Mark Twain Prompt:  Mark Twain.

October 13, 2016

In Class:  Final drafts of papers DUE TODAY. We will finish the Emily Dickenson poems and move to a short story by Edgar Allen Poe. Then we will break into groups for a major project, which is homework so make plans to get together with people outside of class to complete:

HW: In small groups (minimum of two people, max of three), pick your own Romantic Poet, Novelist, or Nonfiction writer and create a multi-media or live presentation including Props and Costumes.  In doing this you make also create one of the following: a play (Teatro), a video, Prezi, or song.  Areas to cover include: Pictures, Biography, Style, Famous works AND one of the famous works must be highlighted or showcased as a part of the presentation.  Each three to five minute presentation will be on Wednesday of next week. Unlike the posters we have done for each Unit Time Period, this should be a lot more thought-provoking and creative. This is DUE on October 19. Since this is time-sensitive, failure to be ready on that day will result in the loss of one letter grade.

October 11, 2016

In Class: Today we begin with the Romantics. First students will have a free-write on the term Romantics before reading some class poetry. We will break into small groups to jigsaw different elements of three Emily Dickenson poems. If there is time, students will then present their findings as we analyze the work.

HW: Final drafts of papers will be due on Thursday, October 13.

October 7:

In Class: We will present our Revolutionary Slides and talk about what makes the writing so profound. Then we will do some E.C. with a free-write.

HW: Final drafts of papers will be due on Thursday, October 13.

October 5, 2016

In Class: Today we will begin The Revolutionaries. After some background, we will dive right in with an iPad assignment.

HW: Finish individual Exit Tickets

October 3, 2016

In Class: Please bring a hard copy of your paper to school for this class. If you have submitted one via Google Docs or email, I can make printing arrangements. It is helpful however if you bring a copy to class.

HW: Final Drafts /Re-writes of paper are due on Thursday, October 13.

September 29, 2016

In Class:  New Power- Point to help in your writing: Five Paragraph Essay Tips WITH Intoduction Examplar

Once again, I will review some of the basic components to essay writing and the literary components you might consider to set-up an argument. Five Paragraph Essays ; Literary-Components

HW: 4-5 Page paper, D/S, normal type font and margins; Choose one of three options: 1) Five Paragraph Essay on Prompt: What a possible theme of your Independent Novel?  2) Five Paragraph Essay on Prompt: What is a possible theme of The Crucible? 3) 1) Five Paragraph Essay on Prompt: Compare and contrast possible themes of your Independent Novel and The Crucible.  DUE: Monday, October 3, 2016

September 27, 2016
In Class: Today we will compare and contrast song lyrics to set-up another look at theme, but also see how you might structure a literary analysis paper using two texts as well.

HW: 4-5 Page paper, D/S, normal type font and margins; Choose one of three options: 1) Five Paragraph Essay on Prompt: What a possible theme of your Independent Novel?  2) Five Paragraph Essay on Prompt: What is a possible theme of The Crucible? 3) 1) Five Paragraph Essay on Prompt: Compare and contrast possible themes of your Independent Novel and The Crucible.  DUE: Monday, October 3, 2016

September 23, 2016

In Class: Turn in your Chief Seattle paragraphs.  Power Points to digest:

Five Paragraph Essays ; Literary-Components

HW: 4-5 Page paper, D/S, normal type font and margins; Choose one of three options: 1) Five Paragraph Essay on Prompt: What a possible theme of your Independent Novel?  2) Five Paragraph Essay on Prompt: What is a possible theme of The Crucible? 3) 1) Five Paragraph Essay on Prompt: Compare and contrast possible themes of your Independent Novel and The Crucible.  DUE: Monday, October 3, 2016

 

September 21, 2016

IN Class: Turn in your Two Paragraphs. We will start with an exercise on Critical Thinking Skills. Then we will freely demonstrate the power. Next we will consider Chief Seattle, the Chart, and the written paragraph. If we have time, we will have fun with highlighters.

HW: Finish the paragraph.

September 19, 2016

IN Class:  Turn in your LOVE poems. After that we will talk about Revolutionary Artists, and do some free-writing. Then we will begin Claims and Writing: -Paintings

HW: Finish that Independent Novel. Paintings paragraphs due on Wednesday.

 

September 15, 2016

In Class: Please return your copies of The Crucible. Connotation vs. Denotation will help us learn to write LOVE POEMS. We will preview the Revolutionaries, and then we will write Sticky Note Stories.

HW: Finish Independent Novels.

September 13, 2016

In Class: We will begin with a few presentations, before having our first in-class QUIZ. Then we will move quickly to a post-read literary discussion of group vs. individual identity.

HW: Strive to finish Independent Novels.

September 9, 2016

In Class: First, you will turn-in your response to The Lost Thing. I will remind you to finish the Crucible and your Independent Novel. A free-write and small group discussion will proceed a new framework for understanding text (basic understanding). Then we will have a Reading Role Activity where you get to use your IPad. Presentations will be in-class before the class is over.

 

HW: Reading only.

September 7, 2016

In Class: After a late start, be ready to watch a short film and respond to it.

HW: Finish The Crucible and your Independent Novels by the end of the weekend, class on September 13.

September 2, 2016

In Class: Turn-in: Annotated readings AND Independent Novel prompts. Today’s Free-Write will ask you to consider a moment when you were accused of something you did not do. Then we will run a literature circle in a concerted effort to finish The Crucible.

HW: Reading Independent Novel over the weekend. Your first summative will be a paper on this book, so PLEASE keep up with your reading.

August 31,

In Class: Students will free-write on the birth of civilization. Then working in groups, they will continue their understanding of Puritan life. We will continue to read the play and enrich our understanding of the group vs. individual in terms of thematic approach to their lives.

HW: Continue to read your independent novels. Read and annotate the Puritans sheet.

For Further Reference: The Red-Baiting of Lena Horne, an article about intersectionality and the red scare.

HW: August 29, 2016

IN Class: We will begin by collecting the Independent Novel reflections, then continue with a free-write about whether common values help or hinder societies. Next we will have some time to finish our posters, after which the Colonialist group will present. Once they have presented, we will check out copies of The Crucible and read the first 20 pages as a class. Finally, we will have a jigsaw discussion of the text to dig into Arthur Miller’s portrayal of Puritan society.

HW: Reading Independent Novels.

August 25, 2016

IN Class: We will begin with a free-write (what tribes do you belong to?).  Then we will role model a Socratic Seminar with a controversial topic. Next we finish our posters and one group (the Colonialists) will present if there is time. 

HW: Continue reading your Independent Novel over the weekend. Using your Annotations bookmark, choose one of the prompt series, and write a one page reflection based on those questions.

August 23, 2016

IN Class: First we will start with a free-write about the “glass-ceiling.” Next, we will read The Story of an Hour by Kate Chopin. Then you will annotate, and answer several questions (this is a reading pre-assessment). After a literary circle about your answers, we will have whatever time remains to finish up your posters.

HW: Independent Novel:  Select an independent novel and get to reading!

 

August 19, 2016

In Class: We begin with our first Free-Write:  Dear Teachers,.  I will then collect the Syllabus and Biography Brochures. I will next have you get out your summer assignment papers. In class, we will work on collaborative posters to illustrate literary time periods.  We will leave time to do an in/out activity.

HW: Find illustrations / graphics for the posters.

August 17, 2016

In Class: Syllabus – read, if time we can collaborate on anything that should be added:

  • Dialogue about food–Should food be allowed in the classroom?
    • Socratic circle
    • Use of Evidence, Participation (speaking and listening), Flow (student and classroom-centered)
    • Vote   

HW: Biography Brochures (Demonstration in class).

May 4-10, 2016:

In Class: Introduction of Narrative Assignment: Things They Carry Narrative Assignment. You will have time to work on all outstanding work during these three class periods.

HW: Media projects and personal narratives.

April 30:

In Class: Work on Media Projects

HW: Medial Projects

April 28, 2016

In Class: We will do a rhetorical analysis assignment for two short stories in The Things They Carried, and then assign media team groups.

HW: Media Project (finish in-class assignment if you need to as homework).

April 26, 2016

In Class: Today we begin our media projects. Class time will be devoted to working on the rhetorical appeals so you may learn how to analyze media’s influence.

HW: Make-up work

April 22, 2016

In Class: We will begin with a reading, then a discussion, and then an simulation, followed by a debrief.

HW: Papers due.

April 20

In Class: We will begin with a free write, focusing on the nature of the creative narrative. Make sure you attempt both a sequence of events and a moment of reflection as you write. Then we will get to the heart of meaningful vs. actual truth. You will then get a Dialectical Journal assignment to review literary components as you read Along the Rainy River from The Things They Carried.

HW: Independent Novel assignment is DUE on Friday through Google Classroom.

April 18, 2016

In Class: Independent Novel work day (as we prep for PSAT tomorrow).

HW: Through Google Classroom, papers are due on April 22.

April 14, 2016

In Class: Today I will introduce your second semester Independent Novel assignment (Final Paper: Coming of Age stories).

HW: Through Google Classroom, papers are due on April 22.

April 12, 2016

In Class: Welcome back from Spring Break. I will introduce Things They Carried and read a bit from the book.

HW: Finish all outstanding class work (Chapter 27, readings for class).

 

Week of March 28:

In Class: We finish our week of Catcher in the Rye with several literature circles, one-slide presentations, and writing time to complete original narratives (Chapter 27).

HW: Chapter 27 due through Google Classroom by midnight on April 1 (this is NOT an April Fool’s Day Joke). Read your Independent Novels for Spring Break. Have a nice break!

March 22 & 24, 2016:

In Class: As you understand meanings and interpretations of Perks of Being a Wallflower make sure you write them down on the work sheet.

HW: Choose a female-centric independent novel to read over Spring Break. FINISH Catcher in the Rye.

March 18, 2016:

In Class: Quiz through Chapter 12 followed by reading time for CITR.

HW: Make substantial progress (through Chapter 21) of CITR.

March 16:

In Class: This class will be an even mix of reading and discussing Catcher in the Rye.

HW: Read through Chapter 12 – there WILL be a quiz on Friday over the first 12 chapters..

March 14:

In Class: We will check out Catcher in the Rye and do some reading from the first two chapters in class.

HW: Read through Chapter 5.

March 8 & 10:

In Class: Students will present their Hero’s Journey project we learned about and worked on through  Google Classroom .

HW: Finish projects and present in class.

March 2 & 4, 2016:

In Class: Connect to Google Classroom  and start to review the Hero’s Journey documents you will need to create your own multi-media project.

HW: I will pick Portfolios and check in copies of GOW on Friday. Projects are due on Tuesday of next week.

February 29, 2016

In Class: Book Test on Grapes of Wrath.

HW: Portfolios due today. Please bring your books to check in as well.

February 24, 2016

In Class: After finishing slide presentations, we finish the book in class with Chapters 29 & 30 of Grapes of Wrath. Your final book portfolio assignment will also be assigned (see below under HW). Remember to study for the final book test on Monday, February 29.

HW: Book test on Grapes of Wrath on Monday, February 29. Book Portfolio assignment number 10: Review the book as if you were recommending it to next year’s Honors 10. Begin with a claim, use book quotes to support your opinion, provide analysis. Portfolios are due on Wednesday, March 2.

February 22, 2016

In Class: We will review Characters, Intercalary chapters, and Plot from the first third of The Grapes of Wrath. Then I will assign One-Slide presentations for the remaining chapters (excluding Chapters 29 & 30). We will try to get through half the presentations today, half on  Wednesday. Period 5 Collaborative Power Point;  Period 6 Collaborative Power Point

HW:           Screen Shot 2016-02-22 at 7.58.29 AM

February 18, 2016

In Class: You will be given a prompt page and tasked with writing a large THEME paragraph. Please add this to your book portfolio.

HW: If you are absent from class, please make up the Theme Persuasive Paragraph Assignment. Reading: Over the weekend, read Grapes Of Wrath and work on Study Questions through Chapter 28.

February 16, 2016

In Class: A literature circle will dominate the day as we catch up with the characters, intercalary chapters, and plot of Grapes of Wrath.

HW: Catch up on all reading – through Chapter 24 now, and Chapter Review Questions.

February 10, 2016

In Class: We will focus on Man vs. Man as a concept among those issues we think of as “universal human struggle.”

HW: Read and Chapter Review Questions through chapter 20.  NEW Portfolio requirement.: Add a 6) Game Page: create a crossword puzzle from your Word Wizard words. Use the definition as the question. BONUS: Create another childhood game – maze, jumble, word search, dot to dot for extra points.

February 8, 2016

In Class: First we will do a free-write and have a discussion about the “Weight of water.”  Please take the STUCO poll: Stuco Poll.   Grapes of Wrath Portfolio Check Due Today: 1) Cover & Portfolio Itself, 2) Chapter Review Questions through Chapter 12, 3) Word Wizard: Write out a sentence, underlying a key word, and put in the page number you found it in your reading. Then, write out the definition of the word. Finally, use the word in your own sentence., 4) Action Tracker: Use a piece of typing paper and align it horizontally. Create a timeline where you track the action/ plot of the story. Choose a section of the book and label the left side of the timeline with the starting page number, and the right side with the end of the section you are tracking. Choose 4-6 quotes describing key points of action in the story, and draw timeline points, writing out the entire quote and page number you found that quote. Illustrate the Action Tracker with stick figure story animations for each quote.

HW: Read AND Chapter Review Questions through Chapter 18 of GOW. Additionally, add to your Portfolio a new assignment: a 5) Connector: Find a current event article you feel illustrates the conflict between humans and nature (climate change, air quality, water quality, ocean pollution, over population, species extinction, etc.).  Instructions: Read the article, write out the url of the website at the top of the page, and then write out a paragraph answering: What is the article about? Where is it taking place? When is it happening? How is it allowed to take place? Why do I (or do I not) care that much about it?

February 4, 2016 (February 2 = Snow Day)

In Class: Half of the class will read Article 1 and present the merits and detractions of GMO’s (genetically modified organisms). The other half of the class will read Article 2 and take a position as well. Add a new assignment to your Book Portfolio (Action Tracker).

HW:  Action Tracker in Book Portfolio, significant progress on Chapter Questions and reading. I will check book portfolios on Monday, February 8.  Action Tracker: Use a piece of typing paper and align it horizontally. Create a timeline where you track the action/ plot of the story. Choose a section of the book and label the left side of the timeline with the starting page number, and the right side with the end of the section you are tracking. Choose 4-6 quotes describing key points of action in the story, and draw timeline points, writing out the entire quote and page number you found that quote. Illustrate the Action Tracker with stick figure story animations for each quote.

January 29, 2016

In Class: New assignments today: Please read through Chapter 10 in the GOW for Tuesday – along with answering all the Chapter Questions associated with that reading. Also, add a Word Wizard assignment to your Book Portfolio: Write out a sentence, underlying a key word, and put in the page number you found it in your reading. Then, write out the definition of the word. Finally, use the word in your own sentence. We will work mainly on our Book Portfolio Covers.

HW: GOW reading through Chapter 10 – with Chapter Questions, Word Wizard, Finish Covers… make up pop quiz at home (Why did the turtle cross the road – Chapter 3)

January 27, 2016

In Class: We will start with a Pop Quiz, then discuss Mr. Turtle in detail. Finally you will have more reading/chapter review question time.

HW: Reading and chapter review questions.

January 25, 2016

In Class: I will discuss the grading scale for your Gatsby papers and the re-write process. In class, you will have reading-writing time for GOW and then some planning time for your portfolio covers.

HW: Reading and chapter review questions.

January 21, 2016

In Class: We will begin today with a free-write. Then we will discuss our free-write. Next, we introduce the book Grapes of Wrath  (GOW) by discussing the historical context (Great Depression). In-class reading time will follow.

HW: Read the first three Chapters. Expression of learning opportunity on Monday!

January 19, 2016

In Class: We will do something special to honor Martin Luther King, Jr.. The final minutes of class will be spent resolving paper issues (Gatsby: Book and Film). You must turn-in your final draft with all peer edit comments resolved (everyone) so that I see your paper as resubmitted in Google Classroom. If you have 0/30 points on the outline/ rough draft still, I will check your outline after you turn in your final draft and you may attain 20 points. Papers NOT turned in by the end of today are not eligible for re-writes.

HW: Finish Storyboards to turn in on Thursday.

January 13

In Class: Turn in rough drafts and outlines. I will check off those who submitted and those who did not before returning the papers for peer review. Then students will use a new document in Google Classroom to help edit each other’s papers. Please resolve all issues so you may submit your final drafts by Tuesday, January 13.

HW: Final drafts are due Tuesday, January 19, Papers not submitted by then will be deemed ineligible for re-writes. Gatsby Paper

January 11, 2016

In class: We finish the film of The Great Gatsby. Then I will assign the Persuasive Paper outline and rough draft through Google Classroom.

HW: Outline and Rough Draft are due on Wednesday

January 5 & 7, 2016

In Class:  Welcome back to Honors 10. We will start by passing back and reviewing first semester materials, including your final on symbolism. We can compare symbols in the book and movie version of The Great Gatsby, as well as taking on initial observations, spotting film techniques, and detecting possible themes in the movie as we watch the move version in class.

HW: Begin formulating thoughts about the film’s merits (detracts, neutral, enhances) in regard to the book.

December 16:

In Class:  Final

HW: No homework ACCEPT READING!  Read 30 minutes a day.

December 10 & 14, 2015:

In Class: These two days are dedicated to group presentations and literature circles to help us mount the challenge of Fitzgerald’s symbolism

HW: Finish Power Paragraphs and Notecards

December 8, 2015:

IN Class: Spend the day working on individual and group projects.

HW: individual and group projects.

December 4, 2015:

In Class: Please review and be ready for a reading quiz over Chapters 1-4 of Gatsby. Your individual and group work on projects should be taking shape now.

HW:Work on individual and group projects.

December 2, 2015:

In Class: Today students will work on their group projects. We will focus on our research projects. I will do a tutorial on how to use EasyBib and hopefully give you time to work.

HW:: Work on individual and group projects.

November 30, 2015:

In Class: Welcome back. We begin by choosing our favorite topics for our Gatsby Research Projects and dividing into groups. We will also watch a video and consider The American Dream. After getting you into the right places, we will begin the Essential Question and EasyBib Portions.

HW: Work on individual and group projects.

November 19, 2015

In Class: You will turn in your Gatsby Worksheet for Chapters 1-2. I will also encourage you to annotate chapters 1-2 as well, focusing on symbolism. Then we will have a long reading and discussion of the novel – focusing on the symbols.

HW: Read the entire book, The Great Gatsby, over Thanksgiving Break.

November 17, 2015

In Class: We will have a literary circle and discuss LOVE, LOVE, LOVE.

HW: Read The Great Gatsby for Thanksgiving Break.

November 13, 2015

In Class: Pop quiz! If you check my website the night before, than you know its coming. After the quiz, we will discuss death as a literary topic before reintroducing symbolism.

HW: What is your Green Light? Write a personal narrative (sequence of events followed by a moment of reflection). Should be at least one page. Re-read Chapters 1 & 2, more than once. Maybe 2-3 times. READ FOR SYMBOLISM.

November 11, 2015

In Class: Today we will begin free write on how you view your generation as an extended metaphor, then we consider Fitzgerald and the setting for The Great Gatsby.

HW: In-class reading time will help students prepare for the novel along with a worksheet regarding Chapters 1 & 2 (Worksheet is available in class only).

November 9, 2015

In Class:  Using a discussion of wealth by comedian Chris Rock as a prompt, students will create one-slide presentations before the end of class.

HW: Write a Claim Paragraph: What is the American Dream, and is it achievable for most Americans?

November 5, 2015

In Class: Holocaust Museum Project Day.  Please turn in all related work and check-in Night books.

HW: N/A

November 3, 2015

In Class: Today I will review a Power Point regarding the Holocaust and ask student to reflect in preparation for the museum day on Thursday. Then we will read a bit from Night.

HW: Holocaust Museum Project

October 30, 2015

In Class: Final reading quiz on Night. Work time on the Holocaust Museum project.

HW: Holocaust Museum Project

October 28, 2015

In Class: Socratic Seminar Day. We will look at the rise of Nazism, and the conditions that created the Holocaust.

HW: Holocaust Museum Project; Final Reading Quiz on Friday.

October 26, 2015

In Class: We will look at the Consensus versus Blind Obedience. After some time to free write, we will do a demonstration, followed by a video, and then some discussion.

HW: Holocaust Museum Project; Socratic Seminar Part 2 on Wednesday, Final Reading Quiz on Friday.

October 22, 2015

In Class: Quiz in class. Then I will run through the Holocaust Museum Project. You will have two opportunities to work on it in during partial class periods (Today and November 3)

HW: Night Discussion questions due on Monday; Holocaust Museum Project due November 5

October 20, 2015

In Class: Due to the evacuation drill, only two classes will have time today – we will watch a video about Auschwitz and Hitler’s Final Solution.

HW: Turn-in the second Reading Circle Role assignment… Finish the book Night (read it all) for a learning expression opportunity on Thursday. If you had class today, finish the film guide.

October 15, 2015

In Class:  We will turn-in our first set of Reading Circle Roles and assign NEW ones due next class. Please read through page 75 in Night. Then we will take and ACT Aspire Pre-Test. Finally, I will go over some of the causes of WWII and give you some work time

HW: Reading Circle Roles #2. Please read through page 75 in Night.

October 13, 2015

In Class: Introducing the text to Night, we will begin with an opening free-write that will springboard into a discussion of the book.

HW: Reading Circle Roles

October 9, 2015

In Class: First we will begin by crafting opening statements for our Socratic Discussion on philosophers. Then we will  have our discussion, followed by a post discussion written reflection. You will turn in all related documents.

HW: Night – first 50 pages.

October 7, 2015

In Class: Philosophers mini-unit begins. First we will share some of our stories regarding the second prompt (is it okay to show moral flexibility during crises?) We will then allot time time to the philosopher sheet, links to further research, and then a guide to prepare for your Socratic Seminar on Friday.

HW: Prepare for Socratic Seminar: Philosopher Chart; Socratic Seminar RubricPhilosopher Chart in Google Docs

October 5, 2015

In Class: Reading quiz on Ivan; class community building activity

HW: N/A

October 1, 2015

In Class: We will finish The Way Back and then work on our papers.

HW: Final Drafts of your Literary Analysis papers are due Monday, October 5. Also on Monday, be prepared for the unit final reading test on Ivan.

September 29, 2015

In Class: Today we will exchange papers and do some Student Paper Review . I will also go over the Scoring Rubric

HW:  Final Drafts are not due until Monday, October 5. Also on Monday, be prepared for the unit final reading test on Ivan.

September 25, 2016

In Class:  Make sure you turn in your answers to the viewer sheet for The Way Back. Papers due on Tuesday, September 29.

HW: Regarding your paper, see the attached rubric for grading criteria: Scoring Rubric

September 23, 2016

In Class: The power of the power point: Theme! Body Paragraphs! Introductions & Conclusions! And…. Compare & Contrast!   I will hand out a chart and reminders to support your efforts on your 5 paragraph essays… now due on Tuesday of next week.

HW: Papers

September 21, 2015

In Class: First thing, I will collect jigsaws. We will next conduct a literature circle (like a book club) for Ivan. Bring fresh and exciting ideas (and prior knowledge) to create some new understandings for the class. A writing (performance standard) will follow.

HW: Outline a 5 Paragraph Essay Paper using one of two possible Prompts: How does your author use common literary elements to explore a possible theme? Alternatively, Compare and contrast the ways two different authors use common literary elements to explore possible themes?

September 17, 2015

In Class: Today is a workday. I will be available to give you feedback on your claim paragraphs or illustrations.

HW: Jigsaw due on Monday, September 21.  Jigsaw Ivan

September 15, 2015

In Class: I will collect your Love Poems. We will explore literary components with a visual demonstration. Then you will be assigned a class Jigsaw for Ivan.

HW: Jigsaw due on Monday, September 21.  Jigsaw Ivan

September 11, 2015

In Class: First we will review and then color coat our paragraphs. Next we will have a connotation discussion, analyze some poetry, and look briefly at the rhetorical triangle.

HW: Write a Love Poem.

September 9, 2015

In Class: We will work with the Pixar film Wall-E to model and practice writing claims. Then I will review the power paragraph format. You will be given a text (Chief Seattle) and a chart to practice pulling evidence to support a claim.

HW: Finish the Claim Chart, then write a power paragraph. It will be a very long paragraph if you do this correctly.

September 4, 2015

In Class: We will do some refining of our thinking skills through a look at the art: Thinking skills power point is here: Paintings. Then we will apply the new application of visual mediums and analyze The Lost Thing. If time allows we can start a review regarding writing Claims.

HW: Keep reading both Ivan and Independent Novel….. 3/4 of the way through each (p. 135 in Ivan – keep annotating Ivan… up to you on the other).

September 2, 2015

In Class: I will interrupt our lessons on the Russians and Ivan (late start – shorter class) to take a writing pre-assessment over The Lost Thing.

HW: Reading Ivan and Independent Novel. Focus on both, but make sure you are halfway through EACH. Checking Ivan annotations on MONDAY.

August 31, 2015

In Class: Today we will start with a Quiz over Ivan (first 50 pages). We will finish our one-slide presentations. Then we will do a short FW (#3 on inferences) before looking at the Essential Questions for our unit on Ivan. The Essential Questions are  Here.

HW: Continue reading AND annotating Ivan – to page 100 by Weds.

August 27, 2015

In Class:  We will begin a free write: A Day In the Life of ….  I will then check your HW (annotations and Independent Novel you were suppose to bring to class today) We will finish our one-slide presentations. We will check out Ivan and begin reading in class.

HW: Ivan, through page 50. Keep reading your independent novel as well. Quiz on Monday.

August 25, 2015

In Class:  I will discuss close reading strategies by handing out a copy of the annotation bookmark. Next we will jump right in with group projects based on your understandings of Animal Farm, the Russian Revolution, and Allegory. Then we will do one-slide presentations.

HW: Read the first 50 pages of your independent novels, with annotations.

August 22, 2015:  Free-write #1 (Greatest Challenge of My Generation). A pre-assessment Socratic Discussion will follow.  The art of teaching: I will discuss my career change and reveal the class theme. Then we will play Bingo. Due: Biography Brochures and Syllabus signature/back.

HW: Pick NEW Independent Novel; Read Chapter One (or first 25 pages), Bring it to class for a lesson on close reading strategies

August 20, 2015

In Class: Pick up and have your Course Guidelines signed by a parent or guardian. We will spend the day going over the guidelines and talking about a tentative curriculum map for the semester. I will also assign the biography brochure and introduce the class contest. Turn in your summer assignments.

Summer Assignment Link Here: Summer Assignments

HW: Biography brochure, as explained in class.