Ushering tonight at 7!
Advanced Placement Literature and Composition: Final review for the AP test and discussion of Beloved.
Gifted English IV: Finish the D.H. Lawrence story and start reviewing for the final exam.
Gifted English II: The long-awaited Poetry Coffeehouse! Poetry reading with cocoa, bongo drums, and cool lighting effects, all period!
Thursday, April 27, 2006
Wednesday, April 26, 2006
Thursday, April 27, 2006
NOTE: If you need a final push for community service hours, we are ushering this Friday night and next Friday night at the lake. The show is Julius Caesar and you will earn six hours plus admission to the play for free. See me if you have any questions.
NOTE NOTE: I have comm. serv. letters ready to go. . .see me if you need one for either OSF or the Writing Center.
AP Lit: I've prepared packets for each of you that summarize the major themes and texts of the entire course. Today we're going to go over it briefly and then you may work on your Beloved paper if we have time left over.
Gifted English IV: Rough drafts of the Paper That Just Won't Die and prepare for Victorian lit quiz.
Gifted English II: Start of period: Listen to "Richard Cory" by Simon and Garfunkel and analyze the lyrics with respect to the original poem; end of period, Elements quiz.
NOTE NOTE: I have comm. serv. letters ready to go. . .see me if you need one for either OSF or the Writing Center.
AP Lit: I've prepared packets for each of you that summarize the major themes and texts of the entire course. Today we're going to go over it briefly and then you may work on your Beloved paper if we have time left over.
Gifted English IV: Rough drafts of the Paper That Just Won't Die and prepare for Victorian lit quiz.
Gifted English II: Start of period: Listen to "Richard Cory" by Simon and Garfunkel and analyze the lyrics with respect to the original poem; end of period, Elements quiz.
Wednesday, April 26, 2006
Whew! Early day! Goodness. We have just a little farther to go. . .
AP Lit: In the anthology, we're taking a look at "The Things They Carried" by Tim O'Brien.
Gifted IV: Senior brag sheets are due today. Oh, and please read pp. 783-800 in the lit book.
Gifted II: Finish EduSoft and read "Richard Cory" by EA Robinson.
AP Lit: In the anthology, we're taking a look at "The Things They Carried" by Tim O'Brien.
Gifted IV: Senior brag sheets are due today. Oh, and please read pp. 783-800 in the lit book.
Gifted II: Finish EduSoft and read "Richard Cory" by EA Robinson.
Tuesday, April 25, 2006
AP Lit and Composition: Go over the multiple choice passages, and then distribute your AP Practice sessions for review. I've copied sample essays for each of the three prompts, and we're going to take a good look at them in class today.
Gifted English IV: Finish Lawrence.
Gifted English II: Argumentation strategies and the EduSoft reading assessment for the district.
Gifted English IV: Finish Lawrence.
Gifted English II: Argumentation strategies and the EduSoft reading assessment for the district.
Monday, April 24, 2006
AP Literature and Composition: Multiple choice final session--practice test ii in Book Six, questions 1-43. The first is a poem by Richard Wright, the second a prose passage from Eliot's Middlemarch, the third a cool selection from Shakespeare's Troilus and Cressida, and the fourth an excerpt from The Awakening by Chopin. Good stuff.
Gifted English IV: "The Rocking-Horse Winner" by DH Lawrence.
Gifted English II: Strategies of argumentation, and The Elements of Style.
Gifted English IV: "The Rocking-Horse Winner" by DH Lawrence.
Gifted English II: Strategies of argumentation, and The Elements of Style.
Friday, April 07, 2006
Tuesday, April 11, 2006
Advanced Placement Literature and Composition: Reading day for Beloved; we will have a quiz on Thursday. Use your supplemental reading questions to guide and inform your close reading of the text.
Gifted English IV: Keats. He will amaze you.
Gifted English II: We're going to read over a sample of a commentary in class today and take a close look at the rhetorical strategies used in persuasive writing.
Gifted English IV: Keats. He will amaze you.
Gifted English II: We're going to read over a sample of a commentary in class today and take a close look at the rhetorical strategies used in persuasive writing.
Monday, April 10, 2006
Advanced Placement Literature and Composition: Go over multiple choice passages for "Man with a Hoe" and the prose piece about hunting; deconstruct prompts for FRQs and literary passages. You need to have read through Beloved, page 195, by Thursday of this week, and I will give you reading time in class tomorrow to ameliorate that load.
Gifted English IV: Jumping back into Shelley and making the transition into Keats.
Gifted English II: Finish analysis of "The Highwayman" and distribute the assignment for the controversial commentaries; begin "Wreck of the Edmund Fitzgerald." Be sure to make your appointment to utilize the Writing Center at some point before April 19.
Gifted English IV: Jumping back into Shelley and making the transition into Keats.
Gifted English II: Finish analysis of "The Highwayman" and distribute the assignment for the controversial commentaries; begin "Wreck of the Edmund Fitzgerald." Be sure to make your appointment to utilize the Writing Center at some point before April 19.
Friday, April 7, 2006
Today is the Boone Art Festival. See previous rant for my opinion on class interruptions.
That said, I will take second period for part of the class. I am not taking AP or the sophomores--we have too much to do.
Advanced Placement Literature and Composition: Practice multiple choice session, featuring a very disturbing prose passage (that might remind you of our discussion in class yesterday) and Markham's poem "Man With a Hoe," based on this painting by Millet.
Gifted English IV: Continue discussion of Shelley's "West Wind" and go to the Art Festival.
Gifted English II: 3rd period: Share prepositional poems and listen to "The Highwayman."
6th period: Finish discussion of "Highwayman" and create prepositional poems.
Thursday, April 6, 2006
Advanced Placement Literature: Discussion on Beloved centered on the difference between "ownership" and "possession."
Gifted English IV: "Ode to the West Wind."
Gifted English II: 3rd period--discussion of new SAT policy and prepositional poem; 6th period; introduction to the ballad with "The Highwayman" by Sir Alfred Noyes.
Gifted English IV: "Ode to the West Wind."
Gifted English II: 3rd period--discussion of new SAT policy and prepositional poem; 6th period; introduction to the ballad with "The Highwayman" by Sir Alfred Noyes.
Rant
Today is Student/Teacher Exchange Day.
I do not support Student/Teacher Exchange Day. And here's why: Years ago, this was a terrific opportunity to let students see what being a teacher was really like; it was meaningful and helpful for kids contemplating careers in education. Over the past six years or so, it has morphed into a day of frivolity and hijinks, by and large, through which a small cadre of popular kids, drunk with power, belittle and toy with their peers. The day they started letting the kids exchange with administrators was the beginning of the end.
Granted, some people still take the opportunity seriously, but I think it's just another distraction in a woefully packed grading quarter.
And to be completely honest and fair, I stopped supporting it three years ago when a particularly snarky kid gave me a detention and refused to treat me as an adult. When the administrator I complained to supported the student and not me, I mentally withdrew from the activity for once and for all.
While I'm on a rant, be warned: I REFUSE TO SIGN ANY MORE FIELD TRIP FORMS. THIS IS APRIL; THERE SHOULD BE NO FIELD TRIPS; YOU HAVE AP TESTS IN LESS THAN A MONTH. Of course, I can't stop you, nor would I from a state championship or the like, but some of the garbage I've been asked to give permission for lately is just ridiculous. I will not give my tacit approval of an excuse to leave class to go to the zoo or a theme park. NO. DON'T EVEN ASK ME.
Why am I being difficult? Because I chose to dedicate my life to the pursuit of education, and I live to make my class entertaining and relevant, and it kills me when someone bops into my room and says, "If we're not doing anything important today, can I. . ."
I do not support Student/Teacher Exchange Day. And here's why: Years ago, this was a terrific opportunity to let students see what being a teacher was really like; it was meaningful and helpful for kids contemplating careers in education. Over the past six years or so, it has morphed into a day of frivolity and hijinks, by and large, through which a small cadre of popular kids, drunk with power, belittle and toy with their peers. The day they started letting the kids exchange with administrators was the beginning of the end.
Granted, some people still take the opportunity seriously, but I think it's just another distraction in a woefully packed grading quarter.
And to be completely honest and fair, I stopped supporting it three years ago when a particularly snarky kid gave me a detention and refused to treat me as an adult. When the administrator I complained to supported the student and not me, I mentally withdrew from the activity for once and for all.
While I'm on a rant, be warned: I REFUSE TO SIGN ANY MORE FIELD TRIP FORMS. THIS IS APRIL; THERE SHOULD BE NO FIELD TRIPS; YOU HAVE AP TESTS IN LESS THAN A MONTH. Of course, I can't stop you, nor would I from a state championship or the like, but some of the garbage I've been asked to give permission for lately is just ridiculous. I will not give my tacit approval of an excuse to leave class to go to the zoo or a theme park. NO. DON'T EVEN ASK ME.
Why am I being difficult? Because I chose to dedicate my life to the pursuit of education, and I live to make my class entertaining and relevant, and it kills me when someone bops into my room and says, "If we're not doing anything important today, can I. . ."
Wednesday, April 5
TODAY IS THE FIRST ROUND OF THE AP PRACTICE TEST.
I will be hosting in the Media Center; Mrs. Covert will host next Wednesday afternoon, same location. Bring a pen and your brain.
2 hours=3 essays.
Today in class:
AP Literature: Quiz on Beloved, pp. 1-87. There are four questions; select any two to address.
Gifted English IV: From Coleridge to Shelley; "Ozymandias." The original Ozzy!
Gifted English II: Shelley to Updike; a look at the impermanence of things through both Shelley's sonnet and "Ex-Basketball Player."
I will be hosting in the Media Center; Mrs. Covert will host next Wednesday afternoon, same location. Bring a pen and your brain.
2 hours=3 essays.
Today in class:
AP Literature: Quiz on Beloved, pp. 1-87. There are four questions; select any two to address.
Gifted English IV: From Coleridge to Shelley; "Ozymandias." The original Ozzy!
Gifted English II: Shelley to Updike; a look at the impermanence of things through both Shelley's sonnet and "Ex-Basketball Player."
Monday, April 03, 2006
Tuesday, April 4, 2006
Advanced Placement Literature: Today we’re going over the timed writings after we tear apart that prompt and review student-generated texts. This one was an easy prompt based on two exceedingly challenging poems, so I’m curious to see how you react to our in-class deconstruction.
Gifted English IV: We’re going to work through the “Rime” analysis in class today.
Gifted English II: Poetry, in all of its myriad, intricate wonders. I love poetry. I hope you will, too.
Gifted English IV: We’re going to work through the “Rime” analysis in class today.
Gifted English II: Poetry, in all of its myriad, intricate wonders. I love poetry. I hope you will, too.
Monday, April 3, 2006
Advanced Placement Literature and Composition: A few people made up the timed writing today, while others read Beloved--you have a quiz on the first 87 pages of this novel on Wednesday. Tomorrow--go over the timed writing and peer edit.
Gifted English IV: We finished "Rime" today and will analyze tomorrow.
Gifted English II: We finished the story in the yellow text and talked about jargon and use of language. Please continue reading in your chosen novel. . .
Gifted English IV: We finished "Rime" today and will analyze tomorrow.
Gifted English II: We finished the story in the yellow text and talked about jargon and use of language. Please continue reading in your chosen novel. . .
The Week that Wasn't
Again, and hopefully for the last time, ever, I have to ask forgiveness for my slackitude.
National Boards is FINISHED! (Well, I test in June, but the box is mailed in. . .)
So this is what we did last week! Amazingly enough, I still managed to do some teaching, old-school style:
AP Literature: In addition to reading Toni Morrison's Nobel Prize address, we looked at key questions related to the opening of her novel Beloved and completed a multiple choice practice session and timed writing. Also, we went over the dramatic monologue and deconstructed "Porphyria's Lover" by Browning. A good week, by all accounts. . .
Gifted English IV: We took two quizzes on Romanticism, read "Tintern Abbey" by Wordsworth, and began "The Rime of the Ancient Mariner" by Coleridge after thoughtfully exploring the imagery of "Kubla Khan" through a pop-up book version.
Gifted English II: "The Limits of the Envelope" by Tom Wolfe grossed us out, and we worked on our review writing techniques by analyzing the tart words of The New Yorker's Anthony Lane. Oh, and some other stuff. . .
National Boards is FINISHED! (Well, I test in June, but the box is mailed in. . .)
So this is what we did last week! Amazingly enough, I still managed to do some teaching, old-school style:
AP Literature: In addition to reading Toni Morrison's Nobel Prize address, we looked at key questions related to the opening of her novel Beloved and completed a multiple choice practice session and timed writing. Also, we went over the dramatic monologue and deconstructed "Porphyria's Lover" by Browning. A good week, by all accounts. . .
Gifted English IV: We took two quizzes on Romanticism, read "Tintern Abbey" by Wordsworth, and began "The Rime of the Ancient Mariner" by Coleridge after thoughtfully exploring the imagery of "Kubla Khan" through a pop-up book version.
Gifted English II: "The Limits of the Envelope" by Tom Wolfe grossed us out, and we worked on our review writing techniques by analyzing the tart words of The New Yorker's Anthony Lane. Oh, and some other stuff. . .
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