SUNDAY

If you have been reading the blog and listening in class, you know that the early reading schedule for Lord of the Flies was as follows: Chapter 1 by Wednesday, 5/30; Chapter 2 by Thursday, 5/31; and Chapter 3 by Friday, June 1. I did not specifically assign Ch. 4 for Monday, although I hope some of you were reading ahead. If you are NOT finished with the first three chapters, though, you are behind, and you must catch up as fast as possible. The rest of the reading schedule is as follows:

Monday, June 4 -- Chapter 4 is homework; be sure that it is read BEFORE class on Tuesday.

For the rest of the days, the chapter listed should be read by the start of class on that day:
Chapter 5--Wednesday, June 6
Chapter 6--Thursday, June 7
Reading Breather Day and DEBATE--Friday, June 8 (also a take-home 1-6 quiz)
Chapter 7--Monday, June 11 (original final debate)
Chapter 8--Tuesday, June 12 (also the debate rescheduled from last week)
Chapter 9--Wednesday, June 13
Chapter 10--Thursday, June 14
Chapter 11--Friday, June 15
Chapter 12--Monday, June 18

I will be in Ashland, Oregon, chaperoning a student trip to the Oregon Shakespeare Festival on June 4-7. You will check vocabulary Unit 15 on Monday and have the quiz on Wednesday; otherwise, you will have lots of reading time in class. I expect you to use it.

TODAY IN CLASS
Debate topic: Medical insurance
Tomorrow's topic: required drug-testing for student athletes
Next debate: Friday, June 8

LORD OF THE FLIES
We discussed Chapter 1 yesterday. You should have read Chapter 2 for today and Chapter 3 by tomorrow.

UPCOMING
Prepare Unit 15 vocabulary work for Monday; your final regular unit quiz will be on Wednesday, June 6. Remember that there is a final test over units 8-15 (during the week of June 11)

TODAY IN CLASS

Third Debate: SUV "gaz-guzzler" tax

Students received Lord of the Flies

Tomorrow's debate has been rescheduled for June 12--adjust your calendar.

HOMEWORK
Read Chapter 1: "The Sound of the Shell"
1) Be absolutely clear about how the boys became stranded alone.
2) Know exactly what the title refers to and what some early expectations might be about the significance of the shell
3) Which character that we meet in Chapter 1 seems to you to be the most intriguing? Why?

MONDAY NIGHT

Hope you all had a good 3-day week-end. SUV/gas guzzler tax folks are up tomorrow.

NO vocab this week. Next week, Unit 15 (due Monday; Wednesday quiz).

TODAY IN CLASS
Congratulations to all of you who have been using your calendars provided in class. Both the original debate calendar and the revision passed out on Friday showed that Vocab Unit 14 was due today. So we stamped it on schedule, and the quiz will be on Wednesday. The same calendar shows that we do NOT have vocab next week (Monday is the Memorial Day holiday). Unit 15 will be due on Monday, June 4, with the unit quiz on June 6. There will be no "review quiz" for Units 13-15, though you will obviously need to study them yourself. There will be a test--counted as part of your final exam--on units 8-15 scheduled for after all the debates have concluded.

The ongoing struggle for debate is "What do I write?" The only format provided is for the first Affirmative and Negative Plans--see your debate packet. But even that "format" is somewhat vague, because the actual cases depend on YOUR subject and YOUR research and YOUR framing of the argument. That is what debate is all about. And although many groups have assigned one person to Affirmative and one person to Negative, let me remind you that you DON"T KNOW which side you will actually be on the day of the debate. However, as partners, you'll both be the same thing, so you had both better know your case inside out. SO here is what I suggest: if you write the main affirmative and negative plans separately, then either SWITCH for the rebuttals, or both of your work jointly on the rebuttals. The 2nd Affirmative and 2nd Negatives continue to present documented support, but they are aimed at what you imagine the counter-arguments to be. The final rebuttals are much shorter, usually have less documentation, and do in fact represent only "your best guess"--the other side (the opposing team, the ones who are writing their own Affirmative and Negative cases) might surprise you completely.

Remember, your homework is to do lots of this outside class. Tuesday is really the last day to work on your writing. I'm not expecting typing to get done in class; that's on-going homework. The library is open (finally!) now that AP testing is over, and if you need to come into the classroom after school to work this week, that's OK too.

Everyone's written work is due on Thursday (see revised schedule!!) regardless of when you actually debate. However, you can certainly hang on to your box of notecards until you actually debate. You will want to review them carefully the couple of days before your debate. Remember that the copies you hand in to me will not be returned until after the debates are over--you and your partner need to have copies of your own to review and have available during the actual debate. i will NOT be returning my copy to you for you to use during the debate.

LAST DAY
Before the 70 notecards and preliminary Works Cited list is due. Prepare to work hard.

Remember, no vocab quiz today--all energy on the debate material.

SATURDAY POSTING

Friday's class was devoted to working on note cards. Some of you were seriously devoted to said task, are well on your way to 70 cards by Thursday, and may consider yourselves free of homework. However, quite a few of you chatted, sat quietly but with a pristine desk in front of you, wandered away from intended computer uses, or formed the audience for D's amazing demonstration of keyboard virtuosity. . . you must do outside of class what you've been neglecting during your allotted time.

Remember that we are NOT doing vocabulary this coming week. It's certainly OK if you work ahead, but it's not homework this week-end. Focus on debate notecards. Use your brain to see what kind of coverage you're getting for the topic--success doesn't lie in merely having the required number of cards.

TODAY IN CLASS

Essays turned in.
Reminder: POST BEFORE MIDNIGHT to turnitin.com

There was time to work on notecards--some folks used it well, some did not. Be sure to come prepared tomorrow with your notecards and print-outs or books to work on. I'm out of notecards, by the way--you were to have bought your own or arranged to split a big package with someone else.

IN CLASS TOMORROW
More worktime. Remember that next Thursday is the deadline for your 70 cards (cards due at the beginning of class). Not all of every period will be time to work. We will have a teaching session on citation format, and further instruction on the next partnership step; most groups will want to get started on the next step earlier than the official "due date" for all of the notecards. So you need to take full advantage of a day like tomorrow, totally devoted to your own work time.

TODAY IN CLASS
Vocab Quiz for Unit 13
Went over debate hand-out

TOMORROW
To Kill a Mockingbird Essay is due
(Underline the title. I didn't because I can't on blogger.com)
Turn in Final Draft, First Draft, and Self-Edit Sheet
Also post to turnitin.com

In Class Tomorrow--
Work time on note cards. Some of you will get computer access time, but come prepared with some print-outs or print materials (books!) to take notes from.

TODAY IN CLASS

Two things were stamped: Vocab Unit 13 and the first draft of the essay

We went over vocab--QUIZ ON WEDNESDAY

First draft: the self-edit handout hopefully pointed out any shortcomings in the paper. Don't feel bad if you misunderstood part of the earlier directions; lots of things were coming your way pretty fast. However, you had the original hand-out, plus two additional hand-outs, and if you read all three things should have been pretty clear. In any case, you have two days to fix things up.

HOMEWORK
Review Vocab 13.

Finish the self-edit sheet; start working on revisions.

Remember that the final draft must be in MLA format. The Works Cited (since it's only one work) does NOT have to be on a separate page. Leave extra space, center Works Cited, and write the correct entry for the text we used. Check the Purdue OWL if you don't remember a single-book citation, or look in your Debate Packet for a single-book citation. (Note that many college teachers don't require a Works Cited for single-source papers, especially if you're all using the same edition. But since we're about to do lots of citations, this is good practice.) The first in-text citation can say (Lee 53) or whatever page, but after that, just use the page in ( ) as today's hand-out said to do.

TODAY IN CLASS

We went over most of the Debate packet. Write down (so you'll remember) any further questions you might have on the first several pages (except for exact format of citations--we will do more with that for sure).

We did NOT get to Vocab 13. Hope you did it anyway, because there's plenty more to be doing tonight. We will check it on Tuesday.

FOR TOMORROW

Typed draft of the essay on To Kill a Mockingbird. If you run short of time, focus the MOST on the three body paragraphs. Look back at the last section of the blog for Thursday, May 3. That list of requirements is the core of what we will be checking for tomorrow. Use it now to make sure your draft is on the right track.

TODAY IN CLASS
I know you're stressing about the debate project. It's all new. I have found, though, that my talking about it for two full days first is a) boring and b) most folks don't listen well even if they're quiet. However, if you get straight into the project, you know exactly what sorts of things ARE important to figure out--and fast. Some of that material was what I highlighted in today's hand-out. If you didn't read it at the start of class, read it now. And note that part of the instructions are to read the packet, esp. pp. 3-13. Do that, please. I'm posting the complete hand-out here on the blog, but I'm not posting the debate packet itself. Have it with you in class tomorrow, and get notecards tonight if you can. (If you can't, bring properly--and neatly--cut paper as a 3 x 5 substitute.)

Here's the hand-out in case you didn't get home with yours. Please read the whole thing (both sides):

The Debate Side

You will need to get your own 3 x 5 notecards or buy enough to be split among several people. Each person needs a minimum of 70, and some students will use more.

Stay in your seats until I have distributed the topic assignment. NOTE THAT THE NUMBERING IS DIFFERENT FROM THIS YEAR’S PACKET! You must go by what is on the sheet I hand you.

Today’s work in the library

1. Write your name plainly on the FRONT COVER of your debate packet.

2. Within your group of four, decide on partner pairings. These partners—not the group as a whole—will work most closely together. You and your partner together are responsible for 140 notecards—yes, you should probably have nearly equal amounts, but sometimes one person does wind up doing more cards than the other person for one reason or another.

3. No one knows now whether you will be on the Affirmative or Negative side on the day of the debate. You need to collect evidence for both sides, and your partnership will be responsible for written components from both sides. It is UNWISE to have partners split up (affirmative vs. negative) on the data collection. Instead, split articles and/or specific components of your issue.

4. We can only have the library today and tomorrow; after that it will be closed because of AP testing. As a result, be sure to focus on things that you NEED to do in the library. Find appropriate books, if available, and access anything that is available only through the IHS server. Note, however, that many sources can be accessed from elsewhere if you use the correct passwords. (Hand-out provided)

5. There WILL be some further time provided in class, using the class computers on a shared/rotating basis, but a large percentage of the sophomore debate research needs to be conducted on your own from home, from the King County library (just down the street and around the corner), or in my room after school (or the school library if/when it’s available).

6. You should not waste class time working on the format of your source cards (they are the ones containing the information for the Works Cited). Get the material down on paper as you did for class on Tuesday. Change it to the proper format later.

7. Remember that only ONE FACT should go on each notecard. Put the author and page (or whatever the identifying info will be) in the TOP LEFT of the card. In the TOP MIDDLE, write a brief identifying phrase for the exact topic of the note on that card. See pages 3-4 (actually the first two pages) of the packet. Do not worry right now about what goes in the upper right corner of the card.

8. Read the RESEARCH: Source Requirements paragraph on page 3. Many students like to use a general encyclopedia to get started, and that’s fine SO LONG AS YOU DON’T COUNT IT AS ONE OF YOUR SEVEN. If you have 8 or more sources (the best papers usually have around ten—sometimes more!), than using an encyclopedia as one source is OK. (I will make one modification, but it shouldn’t concern you today.)

9. Use class time today in productive research.

10. Debate homework tonight is
1) read the entire packet, if you did not get to it last night, and write down any questions you have from pp. 3-13
2) do five more notecards at home tonight
3) get notecards tonight, or bring pre-cut paper with you for the library tomorrow. HAVE NOTECARDS FOR SURE BY MONDAY

The Rest of English Class Side

To Kill a Mockingbird Essays

There will be a first draft due on Tuesday, May 8. I will be giving you something tomorrow that will be required as well as the actual typed, MLA-formatted draft. It will be different from the familiar “shaping sheets.” If you want to use those as well, of course, you are totally free to download them from the school web site; you can also type up a similar format yourself. However, what I’m going to require is more of a check that you’ve done what you KNOW is necessary, either in general or for the instructions provided for this essay.

Clear thesis that controls the main idea for the essay
For each body paragraph, a clear Topic Sentence (“body thesis”) that specifies both
the character and the nature of the lesson Scout (or Scout and Jem) learn
Supporting context to provide appropriately clear lead-ins and commentary for your
CD’s:
• At least one quotation per paragraph from the character you are discussing
• At least one other CD (may be paraphrased) to something that character says/does
that makes part of the lesson the children learn
• An optional further CD per paragraph, either quoted or paraphrased. Make sure that
no quotes are left “floating” (stranded, orphaned, naked. . . .)

Your essay will of course also need appropriate introductory and concluding paragraphs, but they are not part of the written check-off template.

So you should be working on this essay outside of class. Again, the draft is due on Tuesday.

Vocabulary

We will check Unit 13 on Monday, May 7. The quiz will be Wednesday, May 9.

TODAY IN CLASS

Intro to research tools in the library--practice entry and notecards.

Tomorrow:

Vocab Quiz, Units 8-12
Debate topics assigned

TODAY IN CLASS
Day 2 of "To Kill a Mockingbird" film

Handed in:
Polished paragraph on topic listed in yesterday's blog. If you were absent today, you need to turn this in on Monday at the start of class.

HOMEWORK
There will be a test over vocabulary units 8-12 on Wednesday. The homework is to start serious review of these words.

TODAY IN CLASS

We started watching the classic film "To Kill a Mockingbird." However, there is outside work to be done, including a polished paragraph for tomorrow. What follows is the hand-out distributed in class today:

Some Quick Programming Notes for English 10

1. Next week, on Wednesday (May 2), there will be a 30-point vocabulary quiz with words drawn from Units 8-12. It can include definitions, synonyms, and “frame sentences.” Review on your own; no work needs to be prepared for stamping next week.

2. For tomorrow, write ONE SOLID PARAGRAPH (7-9 sentences) on something significant (an insight or understanding, not just a “new fact”) that Scout learns from one of the following characters: Calpurnia, Miss Maudie, or a character of your choice BESIDES Atticus. As you consider what “lesson” to write about, be sure to choose something that helps her grow up or mature. Make sure to have a clear topic sentence, provide two examples of evidence from the text including at least ONE direct quotation, and make sure that the quotation is blended or integrated into your own sentence structure. It cannot be “stranded.” End the paragraph with a “clincher sentence” that reinforces your point.

Review the final product for fragments, run-on sentences or comma splices, or other errors.
Type or write NEATLY in blue or black ink. No late (or forgotten) papers or papers written in pencil will be accepted.

3. On Tuesday of next week we will be starting a debate unit. You will be doing some research IN class while you are working on a “Mockingbird” essay outside of class.

TODAY IN CLASS

Vocab Quiz over Unit 12
The written portion of the To Kill a Mockingbird test

No homework for Thursday.

TODAY IN CLASS
The objective section of the To Kill a Mockingbird test.

HOMEWORK
Review Unit 12 vocabulary.

Review TKAM--thinking about the following (and reviewing relevant sections in your book)should help you prepare for the written portion of the test. You can't bring material to class with you, but you will profit from reviewing the following:

1) All the "mockingbird" references
2) All the "walking around in someone else's skin/shoes" references
3) What attitudes do the following people have towards Boo Radley?
Atticus, Miss Stephanie, Miss Maudie, the children, Sheriff Tate
Whose attitude seems to change the most in the course of the novel?

So Tomorrow
Vocab Quiz 12
Writing portion of To Kill a Mockingbird exam

TODAY IN CLASS
Stamped Vocabulary Unit 12; went over that unit. Quiz on Wednesday.
FYI--next week will be a review week. The work for Unit 13 will be due on May 7.

Stamped questions 7-16, or whatever portion thereof was actually completed. Work will be handed in tomorrow for actual grading; anything stamped today will be granted full credit, but other work on 7-16 will be given only half-credit. NEW: everyone should also do the last two questions (17-18).

TOMORROW
Discuss questions through Chapter 22: discuss ending of book.
Be thinking of PREJUDICE in all the ways it applies to this text. Consider two motifs in particular: references to walking around in someone else's skin (or shoes); and the business of mockingbirds.

We will have an objective test during the second part of the class period on Tuesday. There will be a written portion on Wednesday, immediately after the vocab quiz.

An out-of-class essay will be assigned that will be due late next week.

TODAY IN CLASS
Congratulations on finishing the WASL. Now back to our regular programming. . .

We talked about questions 1-7 on the Ch. 12-22 Study Questions hand-out.

FOR MONDAY
Do Vocab Unit 12

Complete questions 7-18 on the hand-out; do these thoughtfully, in complete sentences, typed or in ink. Make sure that you have responded to all parts of the question.

You can skip 19 and 20; I didn't want this to be too long since you also have to do vocab, and some of you need to still read.

You are supposed to be finished with the book by Monday. There will be a test on Tuesday.

Today, Tuesday
I hope your first round of WASL Math went well, and good luck tomorrow.

In English class tomorrow, we will be doing three things:
1) Unit 11 Vocab Quiz
2) Discussing connections between Scout's summer and the looming court case in Chapters 12-15
3) Getting into discussion of Chapters 16-18 (these should be read by class time)

Read Chapters 19-23 for Friday, and finish the book by Monday, April 23. (I know, lots of you have already finished. Don't tell everyone else what happens.)

TODAY IN CLASS
Turned in Chapter 7-11 work after some good discussion of 7-9.
Tomorrow's discussion will focus first on 10-11, but will surely move on into Part II.

You should be done with 12-14; for tomorrow add Ch. 15.

Be checking the web site I gave you for vocab words and allusions. Go, Elliot--good job today with the real term Miss Maudie must have used for the snowman!! And Kim, lots of great participation today.

TODAY
Vocab Unit 10 Quiz
Worktime on questions from novel or reading time

DUE TOMORROW
Questions on Chapters 7-11
You should have read Chapters 12-14

For FRIDAY
Add just Chapter 15

TODAY IN CLASS

Collected work on TKAM vocabulary and allusions--
I'm not assigning written work from this site on a nightly basis, but I should think you would want to consult the site every night for clarification and better understanding of both vocabulary and allusions.

Discussed overall nature of prejudice and reviewed several ways in which the novel examines this subject. See yesterday's blog for a VERY quick overview of major categories.

Handout--
Questions over Chapters 7-11 due first thing Thursday. Most people finished or were well into Ch. 9; one or two had completed 10, and a handful were still working on 8. Pace yourself regarding tonight vs. tomorrow night, but again, the 7-11 questions will be collected at the START of class on Thursday

Additional reading--
You should have been working on 12-13 for today; add Ch. 14 for Thursday.

Don't forget Unit 10 vocab quiz tomorrow!

SORRY THIS IS LATE

Today we stamped vocab (Chapter 10), went over it, and talked a bit about more about prejudice in TKAM. We've talked in the past about the fixed ideas that everyone brought to Scout's first daty of school and the neighborhood's views on Boo Radley; today we broached the topic of religious diversity (and intolerance) in the small-town South of the 1930's. We're about to get into the most important way in which prejudice enters the plot of To Kill a Mockingbird as Atticus prepares to defend a black man accuses of a serious crime. You should be reading Chapters 12 and 13 tonight.

Also, do the second part of the homework you should have begun over the week-end. Use the web site described on the previous blog and listed on the board to find the context, page numbers, and definitions of TWO vocabulary words, and the context, page number, and brief explanation for FOUR allusions. Do this for two chapters. The one over the week-end should have been for a chapter of your choice in the 7-11 range, and tonight's should be for 12 or 13.

Upcoming--Vocab Quiz 10 on Wednesday.

SHORT AND SWEET

Be reading . . . by tomorrow the goal would be the end of Part I (p. 112)

Plan for tomorrow. . .some further talk based on today's questions. Some computer time on a site you need to know about.

Looking ahead to Monday: Vocab due, and a likely progress check quiz on TKAM.

Today in Class

We took Vocab 9, then had time to start Vocab 10 work (due Monday) or to continue reading TKAM.

Where you should be with the novel:
By yesterday you should have been done with 4-6 (p. 56); many were, some were not.
Hopefully you are well past that point by tonight--as far as you can get in the 7-9 range. By Friday, you are denifitely expected to have finished Chapter 11 (p. 112, the end of Part I).

Today in Class

Collected revised poem analysis together with original stamped version.
Discussion of theme for three poems in the packet.

Turning attention to TKAM--descriptive paragraph (surface and deeper meanings)

For today, you should have been done with Chapters 4-6. No new reading for tomorrow, but Chapters 7-8 should be done by Thursday.

Tomorrow: Unit 9 Vocabulary Quiz

BRIEFLY NOTED

Today in Class
Stamped and corrected Unit 9 vocabulary--Quiz will be on Wednesday

Took a short reading check quiz on To Kill a Mockingbird

For Tomorrow
Final poetry assignment: Due Tuesday, March 27

All I'm requiring is the typed, revised version of "Cracking the Poem" for your assigned poem from the Themes packet, turned in together with the orignal version that I marked and gave back to you.

I revised the "theme" work--instead of the paragraph from you,we will work together in class on about six of the poems. Be sure to have the packet with you in class tomorrow.

Chapters 4-6 of TKAM have been the reading assignment since last Thursday. These chapters should be completed by tomorrow, Tuesday.

Looking Ahead
Unit 9 Vocab Quiz on Wednesday

Read Chapters 7-8 (fairly short) by Thursday, 3/29
(so you might want to get slightly ahead of that curve)
Finish Part I (Chapters 9-11) by Friday, 3/30

FRIDAY'S THE DAY!!

Today in class--
Working with group members, students looked at the specific theme in the poems for each group. I'll give your theme statements back tomorrow, and I'll clarify the last step on this assignment (due Tuesday).

Tomorrow--
Your Poetry Portfolio is due! Follow all instructions carefully. Have it properly and creatively bound BEFORE you come to class--this is not the time for last-minute stapling. I'm really looking forward to enjoying your hard work.

During class time, I will be meeting briefly with each "themes" group. During this time, you need to be reading To Kill a Mockingbird or working on your Unit 9 vocabulary.

See yesterday's post for vocab and TKAM reading dates.

"Daffodils" (1804)

Read the poem,
then read the blog.


I WANDER'D lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the Milky Way,
They stretch'd in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed -- and gazed -- but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

By William Wordsworth (1770-1850).

Today in Class

There was a new hand-out detailing what to do for the Poetic Themes assignment.
Bottom line: re-do the "Cracking the Poem" you got back yesterday, write down the THEME of your poem for tomorrow (group work), and know that you will be writing a paragraph of theme analysis on your poem.

To recap:
Theme work tomorrow
Poetry Portfolio due on Friday
Vocab Unit 9 due on Monday
Poetic Themes work (typed, revised "Cracking" analysis plus theme paragraph)due on
Tuesday.

Then we turn full steam ahead to To Kill A Mockingbird starting on Tuesday. By then you should have read the first six chapters.

MONDAY, MONDAY. . .

If you're checking the blog tonight, you are at least thinking of tomorrow. Be sure you have finished the sound features packet that you began in class on Friday after finishing the vocab quiz.

No other homework for tomorrow. We aren't doing vocab this week, because too much else is going on.

Today in Class
Vocabulary Unit 8 was stamped. The quiz for this unit will be on Friday, March 2--same format as last semester: first a matching word and definition, then a frame sentece completion section. Just as an early FYI, a cumulative test on Units 8-15 will be 20 percent of the second semester final exam. This section will be given on a separate day about a week before the final exam.

Homework for Tomorrow
In preparation for instructions on a creative poetry packet, find and BRING TO CLASS (typed out, printed out from the internet, photocopied from a source) a poem that you have found that you like. Also, use the time to start reviewing poetry terms from the list you have (there will be a test. . .), and many of you should study vocab words for Friday.

First Day Post (Non)-Break

If you were here last week and have finished everything, hooray. You can work on Vocab Unit 8 for Wednesday, or take the night off.

But if you haven't finished the packet, whether you were here or gone, you need to do so. It's due tomorrow, Feb. 27. Vocab work (Unit 8) is due on Wednesday.

Today in class:
Essays turned in; don't forget to post to turnitin.com before midnight tonight, and if you forgot your All Quiet book today, please try to bring it tomorrow.

Homework: Two tasks, described below
We worked on a hand-out for rhythm and rhyme; do the last two items on the back of that sheet that we didn't get to in class. Also, read carefully the hand-out "Cracking A Poem." We didnt' "go over it"--but the first four items are fairly self-explanatory. Apply the first four steps to Shakespeare's sonnet "Shall I Compare Thee to a Summer's Day" from the hand-out on which you did your first box journal.

We took the vocab quiz for Unit 7 today; then students counted vocab stamps and turned in the books. If you forgot your book today, be sure to remember it tomorrow!

For tomorrow:
Be sure that you have finished Chapter 8 of All Quiet on the Western Front.
Remaining reading:
Chapter 9 by Friday (may or may not be a reading check quiz on Ch. 8/9
Chapter 10--some class time on Friday
Rest of 10 and Chapters 11 and 12 (12 is VERY short): by Monday

We will take some time tomorrow to talk about the final, which is on Thursday, Feb. 1.

Tomorrow--Vocabulary Quiz, Unit 7. Bring your vocab books so we can count stamps.

By Thursday, you should have read Chapters 8-9 of All Quiet; the book should be finished by Monday.

Today, as you know, we had time for only a couple of groups to present after the quiz. We will definitely finish up tomorrow, and make good headway into Chapters 4 and 5. Friday there will be a quiz over Chapters 6 and 7.

Unit 7 vocabulary work is due on Monday, Jan. 22; the quiz will be Wed., Jan. 24.

Simply incredible. Seven days gone from one semester . . .

OK, so last Thursday, we were to have had a reading-check quiz over chapters 4-6 and finished up the World War I reports. We will proceed with the quiz first thing tomorrow, and I hope we have time to finish the reports since it will be (alas) a Wednesday schedule. Remember that I returned them to everyone; be sure that you have your copy with you in class if you are in the groups that didn't present last week.

Vocabulary work for Unit 7 is due on Monday, Jan. 22, and the quiz will be Wednesday, Jan. 24.

You will receive an updated reading schedule for the rest of the novel tomorrow.

TUESDAY
Today in Class
Some group time for WWI reports. I collected them; you will get them back before your presentation. A bit of Chapter 2 "philosophical" discussion.

Wednesday in Class:
Group reports

For Thursday: You should be finished with Ch. 4-6. This stands even if we have a weather day on Wednesday.

THURSDAY

For today, you were to have read the first three chapters of All Quiet on the Western Front. We had a sample "reading check" quiz today, and discussed various aspects of the first couple of chapters (though we didn't quite cover all of the quiz answers). We will continue that discussion for tomorrow.

Homework:
You will need to pace yourself according to your schedule and your reading strength/skills. Chapters 4-6 must be read by next Wednesday, Jan. 10. Most of you cannot wait until Tuesday night to read 82 pages. So please get it underway soon.