FRIDAY
First thing: Took vocabulary quiz for Unit 1
Unit 2 work will be checked and stamped on Wed., Oct. 4; Unit 2 quiz Oct. 6
Macbeth
Went over Scene 4; I played Lady Macbeth for Scene 5
Handout--Questions for Act I, Scenes 5-7
HOMEWORK
Answer the Scene 5 questions for Monday; own paper, in ink, complete sentences.
Friday, September 29, 2006
Thursday, September 28, 2006
THURSDAY
Sorry about Wednesday's belated entry; I tried to post from home last night, and either the site wasn't working or there are interface issues with a Mac. It worked fine just now!
So today . . . we heard presentations from the remaining background groups. We discussed the rest of Scene 3, noting especially Banquo's and Macbeth's reactions to the news that Macbeth is to become the Thane of Cawdor.
Homework
Read Scene 4 (very short): what do we learn about the manner of the Thane of Cawdor's death? What does Duncan have to say about how to judge someone's character?
Study for Unit 1 Vocab Quiz, given first thing on Friday.
Sorry about Wednesday's belated entry; I tried to post from home last night, and either the site wasn't working or there are interface issues with a Mac. It worked fine just now!
So today . . . we heard presentations from the remaining background groups. We discussed the rest of Scene 3, noting especially Banquo's and Macbeth's reactions to the news that Macbeth is to become the Thane of Cawdor.
Homework
Read Scene 4 (very short): what do we learn about the manner of the Thane of Cawdor's death? What does Duncan have to say about how to judge someone's character?
Study for Unit 1 Vocab Quiz, given first thing on Friday.
Wednesday, September 27, 2006
Tuesday, September 26, 2006
TUESDAY
Macbeth Background Material
Group work to create posters out of the last week's library research.
These will be presented in class starting tomorrow.
Wednesday for sure: Weird/wyrd; View of Witches; maybe Chain of Being
(The rest of the groups will present on Thursday.)
Homework
Unit 1 Vocabulary stamped/corrected tomorrow
Macbeth Background Material
Group work to create posters out of the last week's library research.
These will be presented in class starting tomorrow.
Wednesday for sure: Weird/wyrd; View of Witches; maybe Chain of Being
(The rest of the groups will present on Thursday.)
Homework
Unit 1 Vocabulary stamped/corrected tomorrow
Monday, September 25, 2006
MONDAY
Be working on vocabulary--Unit 1 due Wednesday
Today:
We wrapped up Act I, Scene 2 more carefully than our trying-to-beat-the-bell session on Friday. (The Captain's report on Macbeth's activities, and Duncan's response to the Thane of Cawdor's treachery; also reflecting on "won/lost" idea)
We read part of Scene 3 (The witches share their experiences as they wait for Macbeth; Macbeth and Banquo are riding along (speculation on "fair and foul", and they run into the witches. . . and time ran out.)
Homework:
Finish reading Scene 3.
Be working on vocabulary--Unit 1 due Wednesday
Today:
We wrapped up Act I, Scene 2 more carefully than our trying-to-beat-the-bell session on Friday. (The Captain's report on Macbeth's activities, and Duncan's response to the Thane of Cawdor's treachery; also reflecting on "won/lost" idea)
We read part of Scene 3 (The witches share their experiences as they wait for Macbeth; Macbeth and Banquo are riding along (speculation on "fair and foul", and they run into the witches. . . and time ran out.)
Homework:
Finish reading Scene 3.
Friday, September 22, 2006
FRIDAY
In class, we worked on Act I, Scene 2 of Macbeth
(By the way, I will want you always to underline play titles and novels; the reason I have them in italics on the blog as that underlining is not an available option.)
Homework:
You are supposed to be working on Unit One of vocabulary. I may have implied it was "due" on Monday--it's not (though that is the pattern we will be settling into soon). This time it's not "officially" due until Wednesday--however, I recommend doing the majority of it over the week-end because you don't have any other homework in English at the moment.
In class, we worked on Act I, Scene 2 of Macbeth
(By the way, I will want you always to underline play titles and novels; the reason I have them in italics on the blog as that underlining is not an available option.)
Homework:
You are supposed to be working on Unit One of vocabulary. I may have implied it was "due" on Monday--it's not (though that is the pattern we will be settling into soon). This time it's not "officially" due until Wednesday--however, I recommend doing the majority of it over the week-end because you don't have any other homework in English at the moment.
Thursday, September 21, 2006
THURSDAY EVENING
Books:
Macbeth checked out to all students
Vocabulary books distributed to those who had paid for them at registration or last week.
Be sure to bring a check for $9.00 if you have not already paid. (If you bring cash, take it directly to the bookkeeper and show me your receipt; if you bring a check, you can turn it in in class.)
Vocab:
Read sentences for Unit 1 aloud, with special attention to Pronunciation Key
What is due: Unit 1 work by Wed., Sept. 27; Unit 1 quiz on Friday, Sept. 29.
Macbeth: We got started: we read Scene 1 aloud and discussed in class.
For Friday: Read Act I, Scene 2
Books:
Macbeth checked out to all students
Vocabulary books distributed to those who had paid for them at registration or last week.
Be sure to bring a check for $9.00 if you have not already paid. (If you bring cash, take it directly to the bookkeeper and show me your receipt; if you bring a check, you can turn it in in class.)
Vocab:
Read sentences for Unit 1 aloud, with special attention to Pronunciation Key
What is due: Unit 1 work by Wed., Sept. 27; Unit 1 quiz on Friday, Sept. 29.
Macbeth: We got started: we read Scene 1 aloud and discussed in class.
For Friday: Read Act I, Scene 2
Wednesday, September 20, 2006
A BUSY WEDNESDAY
We returned to the library to finish up individual work and to work in groups to "compile" everyone's findings in order to answer the original questions on each group's small slips of paper.
Some groups got finished and turned in the following required materials:
Each person's individual worksheet with sources used and notes
A single piece of paper (typed or handwritten) which gives the most complete and clearest responses to what your group was asked on the original slips.
Other groups needed to have someone finish typing/writing the synthesized material--you may turn it in at the beginning of class tomorrow.
Remember to read the Shakespeare intro material in your textbook if you didn't get to it last night (see yesterday's post for page numbers). No other homework.
We returned to the library to finish up individual work and to work in groups to "compile" everyone's findings in order to answer the original questions on each group's small slips of paper.
Some groups got finished and turned in the following required materials:
Each person's individual worksheet with sources used and notes
A single piece of paper (typed or handwritten) which gives the most complete and clearest responses to what your group was asked on the original slips.
Other groups needed to have someone finish typing/writing the synthesized material--you may turn it in at the beginning of class tomorrow.
Remember to read the Shakespeare intro material in your textbook if you didn't get to it last night (see yesterday's post for page numbers). No other homework.
Tuesday, September 19, 2006
TUESDAY
Introductory letters returned today--they were lots of fun to read, and I'm really impressed by the rich and varied experience of the sophomore class!
Macbeth background work in the library--
Students received a brief research topic, learned of a few specific resources from Mr. Schadt, and had time to find material and record both sources and notes on a handout. There will be time tomorrow to finish up, and then to meet in groups with other people who had your same topic.
Homework:
Read the general Shakespearean material in your textbook, pp. 762-768. Don't go on to p. 769 (unless you're simply interested!) because that part refers to Julius Caesar and we'll be reading Macbeth.
This material will be on a future quiz (I'll let you know when), but you don't have to bring your book to class for a while. You will receive a separate text for the play on Thursday.
Introductory letters returned today--they were lots of fun to read, and I'm really impressed by the rich and varied experience of the sophomore class!
Macbeth background work in the library--
Students received a brief research topic, learned of a few specific resources from Mr. Schadt, and had time to find material and record both sources and notes on a handout. There will be time tomorrow to finish up, and then to meet in groups with other people who had your same topic.
Homework:
Read the general Shakespearean material in your textbook, pp. 762-768. Don't go on to p. 769 (unless you're simply interested!) because that part refers to Julius Caesar and we'll be reading Macbeth.
This material will be on a future quiz (I'll let you know when), but you don't have to bring your book to class for a while. You will receive a separate text for the play on Thursday.
Monday, September 18, 2006
MONDAY--
I stamped the homework: HWP Entry #3, the list of terms related to the first three literary elements: plot, character, and theme.
We talked again about the "choices" posed in the story, since that was a bit hasty on Friday before we went to the library.
We reviewed the terminology from the reading and literary term homework.
Quiz over terms and story; handed in homework packet.
No homework for Tuesday.
I stamped the homework: HWP Entry #3, the list of terms related to the first three literary elements: plot, character, and theme.
We talked again about the "choices" posed in the story, since that was a bit hasty on Friday before we went to the library.
We reviewed the terminology from the reading and literary term homework.
Quiz over terms and story; handed in homework packet.
No homework for Tuesday.
Friday, September 15, 2006
FINALLY FRIDAY!
We've had a good first full week of school, but I know everyone is ready for the week-end.
Today's activities:
Most of the period was spent with Mr. Schadt in the library so that students could become familiar with its layout and resources.
We did several other things before heading off to the library:
Wrapped up "overhead" questions from yesterday.
Discussed a chart that put the choice the narrator made--between the bass and Sheila Mant--into categories of more significant life choices. (The blog format won't allow a T-chart, so I'm just using "vs." here to represent the choices.)
The Bass (Fish) vs. Sheila Mant (the girl)
what he loves vs. saving face with Sheila
being true to oneself vs. doing what others expect of you
the natural world vs. society; man-made world
For Monday, be thinking about what these choices mean with respect to theme.
HOMEWORK AND MONDAY QUIZ
Also for Monday, write Entry #3 in your homework packet. For each of the three literary elements assigned earlier (pp. 32-34; pp. 110-111; pp. 182-183), write out definitions of the following terms. You may paraphrase from these articles or look them up in the "Handbook of Literary Terms" (the red-edged part at the back of your textbook). Terms: for plot: basic situation, conflict, complication, resolution. For character: direct characterization, indirect characterization, round character, flat character, stock character.
For theme Just define theme; then write in ONE COMPLETE SENTENCE what you think the theme of "The Bass, the River, and Sheila Mant" might be.
ON MONDAY--a short quiz over both the story and these three articles
We've had a good first full week of school, but I know everyone is ready for the week-end.
Today's activities:
Most of the period was spent with Mr. Schadt in the library so that students could become familiar with its layout and resources.
We did several other things before heading off to the library:
Wrapped up "overhead" questions from yesterday.
Discussed a chart that put the choice the narrator made--between the bass and Sheila Mant--into categories of more significant life choices. (The blog format won't allow a T-chart, so I'm just using "vs." here to represent the choices.)
The Bass (Fish) vs. Sheila Mant (the girl)
what he loves vs. saving face with Sheila
being true to oneself vs. doing what others expect of you
the natural world vs. society; man-made world
For Monday, be thinking about what these choices mean with respect to theme.
HOMEWORK AND MONDAY QUIZ
Also for Monday, write Entry #3 in your homework packet. For each of the three literary elements assigned earlier (pp. 32-34; pp. 110-111; pp. 182-183), write out definitions of the following terms. You may paraphrase from these articles or look them up in the "Handbook of Literary Terms" (the red-edged part at the back of your textbook). Terms: for plot: basic situation, conflict, complication, resolution. For character: direct characterization, indirect characterization, round character, flat character, stock character.
For theme Just define theme; then write in ONE COMPLETE SENTENCE what you think the theme of "The Bass, the River, and Sheila Mant" might be.
ON MONDAY--a short quiz over both the story and these three articles
Thursday, September 14, 2006
WEDNESDAY AND THURSDAY COMBINED POST
Introductory letters and pictures handed in on Wednesday. I took pictures of those who didn't bring photos, which (sadly enough) I didn't get developed in time to post for Curriculum Night. But I've given a first reading to the letters, and I'm really enjoying them!
"The Bass, the River, and Sheila Mant":
We continued with HWP Entry #2 by answering four questions on an overhead, and we got partway through with discussing them. We didn't quite get to a "chart" reflecting theme.
New reading assigned:
Just a two-page discussion of theme as a literary element (183-183)
Upcoming on Monday:
A short quiz on the story and the three literary element pieces (plot, character, and theme).
Introductory letters and pictures handed in on Wednesday. I took pictures of those who didn't bring photos, which (sadly enough) I didn't get developed in time to post for Curriculum Night. But I've given a first reading to the letters, and I'm really enjoying them!
"The Bass, the River, and Sheila Mant":
We continued with HWP Entry #2 by answering four questions on an overhead, and we got partway through with discussing them. We didn't quite get to a "chart" reflecting theme.
New reading assigned:
Just a two-page discussion of theme as a literary element (183-183)
Upcoming on Monday:
A short quiz on the story and the three literary element pieces (plot, character, and theme).
Tuesday, September 12, 2006
Tuesday's Post--
Most students managed to set up the turnitin.com account. If you didn't, see if you can do it from home tonight. Assuming you get it set up, be sure to submit your introductory letter to turnitin.com; if you get stuck, or can't get the account set up in the first place, just BE SURE TO SAVE YOUR LETTER ELECTRONICALLY. You can submit it later.
We finished the story "The Bass, the River, and Sheila Mant," but we didn't get much beyond that, except for. . .
HWP Entry #2
Will have two parts--first part (very basic)--just list 5-7 sentences recounting the PLOT of the story
Stay tuned for the second part of Entry #2
So for tomorrow--
Bring Picture (or else I take your picture in class)
Bring letter, completed according to instructions and both printed out and submitted to turnitin.com
Most students managed to set up the turnitin.com account. If you didn't, see if you can do it from home tonight. Assuming you get it set up, be sure to submit your introductory letter to turnitin.com; if you get stuck, or can't get the account set up in the first place, just BE SURE TO SAVE YOUR LETTER ELECTRONICALLY. You can submit it later.
We finished the story "The Bass, the River, and Sheila Mant," but we didn't get much beyond that, except for. . .
HWP Entry #2
Will have two parts--first part (very basic)--just list 5-7 sentences recounting the PLOT of the story
Stay tuned for the second part of Entry #2
So for tomorrow--
Bring Picture (or else I take your picture in class)
Bring letter, completed according to instructions and both printed out and submitted to turnitin.com
Monday's Class
Students received planners; Mrs. Phelps provided an overview of major school policies. However, students are responsible for all of the information in the handbook section.
Special note from me: I expect you to have your planner with you daily and to use it to help you organize assignments and due dates.
In the remaining time, we continued reading "The Bass, the River, and Sheila Mant"--we almost finished.
No homework other than to be working on the introductory letter/picture assignment. If you don't have a suitable picture of your own that you want to share, I'll take yur picture on Wednesday.
Students received planners; Mrs. Phelps provided an overview of major school policies. However, students are responsible for all of the information in the handbook section.
Special note from me: I expect you to have your planner with you daily and to use it to help you organize assignments and due dates.
In the remaining time, we continued reading "The Bass, the River, and Sheila Mant"--we almost finished.
No homework other than to be working on the introductory letter/picture assignment. If you don't have a suitable picture of your own that you want to share, I'll take yur picture on Wednesday.
Saturday, September 09, 2006
Class Activities on Friday
We went over the syllabus. . . don't forget to bring back the signed portion.
Picture/Letter assignment is due on Wednesday, 9/13
We started a short story, "The River, the Bass, and Sheila Mant"--p. 36 in the textbook. But no homework, since you don't have the book yet.
HWP #1--Short Stories
Entry 1--just a few sentences describing a tough choice you had to make, a situation when you had to give up one thing in order to have/do another
We went over the syllabus. . . don't forget to bring back the signed portion.
Picture/Letter assignment is due on Wednesday, 9/13
We started a short story, "The River, the Bass, and Sheila Mant"--p. 36 in the textbook. But no homework, since you don't have the book yet.
HWP #1--Short Stories
Entry 1--just a few sentences describing a tough choice you had to make, a situation when you had to give up one thing in order to have/do another
Thursday, September 07, 2006
Two days of class are behind us now--
On Day One we took roll . . .
Day Two
Handouts: Skill Matrix for language arts components (reading, writing, language)--students assessed their own placement
Syllabus--we'll go over in stages (read and heed)
Description of Picture/Introductory Letter Assignment--Due Wednesday, Sept. 13
Short writing piece--can be done as homework if you were absent
On Day One we took roll . . .
Day Two
Handouts: Skill Matrix for language arts components (reading, writing, language)--students assessed their own placement
Syllabus--we'll go over in stages (read and heed)
Description of Picture/Introductory Letter Assignment--Due Wednesday, Sept. 13
Short writing piece--can be done as homework if you were absent
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