Welcome!

Trimester 3


August 28, 2013
Today in Language Arts we:
1. We discussed Chapter 6 questions in small groups.
2. Assigned 1984 final essay.
Homeowork
  • finish the novel
  • start the essay

IB Work During the Break:
The following is due the first day we return to school:
11th Grade Vacation Assignment:

  1. 1. Read your assigned novel. (Options include: Beloved by Toni Morrison; Their Eyes Were Watching God by Zora Neale Hurston; The God of Small Things by Arundhati Roy)

  1. 2. Read through the IB documents IN DETAIL that explain the requirements, process, expectations and assignments for Written Tasks 1 & 2. (See pages 38-40 and 48-54 in the IB guide.)

  1. 3. Choose to focus on either Written Task 1 or 2.

  1. 4. Choose your topic to write about in relation to the novel.

  1. 5. Choose how you will explore this topic in an imaginative way (use the IB guide and explanation to help you).

  1. 6. The Written task must be 800-1,000 words in length.

  1. 7. You must also write a Rationale for your Written task which is separate from your Written task and is 300 word in length.

  1. 8. E-mail Miss Kerry if you have any questions: misskerry@lapazschool.org

(The pages of this IB document that explain the Written Tasks are pages 38-40 and 48-54.)


July 8, 2013
Today in Language Arts we:
1. Completed our in class essays on The Great Gatsby (if you were absent today, you will be making up this essay during class on Wednesday).
Homework:
  • finish portfolios

July 5, 2013
Today in Language Arts we:
1. Engaged in a Fishbowl discussion analyzing the 1974 Gatbsy film.
Homework:
  • work on your English portfolios (see T3 activities list below to aide in the process)

A List of Trimester 3 Activities to Help with your Portfolio:
10th grade
  • mini-thesis dissertations based on Trimester 2 Research Paper projects
  • Of Mice and Men –
- research on Steinbeck
- Of Mice and Men Anticipation Guide and responses on wiki
- Steinbeck copy cat writing; jigsaw on Migrant Workers article
- Denver Post photo analysis of migrant workers and the time period
- Vocabulary from the novel
- Character chart
- Passage analyses
- Chapter analysis questions
- Sticky notes with reactions to the text
- Creating discussion questions from a chapter
- End discussion – Are George’s actions justified at the end? Why/why not?
- Irony/Symbolism sheet
- Of Mice and Men Fishbowl
- Of Mice and Men Movie and essay critical response
  • IB Individual Oral Commentary that we recorded and analyzed
  • The Great Gatsby –
- Dissect passage in the first chapter
- Gatsby 1920s primary source activity with photos, advertisements, articles, etc. from the time period
- Stations from chapters 1& 2
- Book descriptions of party and of Gatsby (individually and then in groups)
- Annotating chapter 4 analysis
- Surging Creativity Visual, Literary and Performing Arts article – analysis, presentation and note-taking
- Symbols, motifs, and themes
- Chalk Talk reaction to ending
- 1920s cultural examples in each chapter
- 1920s Cultural Connections Art project and written piece
- watched the movie
- Fishbowl discussion on the movie versus the book
- In-class essay on Gatsby

July 3, 2013
Today in Language Arts we:
1. Watched the 1974 version of The Great Gatsby while filling out the Fishbowl question sheet.
Homework:
  • Gatsby Film Analysis Fishbowl Discussion on Friday

July 1, 2013
Today in Language Arts we:
1. Presented our 1920s Cultural Connection Projects
Homework:
  • finalize the projects to be presented in the Night of the Arts tomorrow night

June 28, 2013
Today in Language Arts we:
1. Worked on our 1920s Cultural Connection Performing Arts Project.
Homework:
* the project will be due on Monday at the beginning of English class (9:10am). Be prepared to present and share your project with the rest of the class and turn in your written piece, which must be typed.

June 26, 2013
Today in Language Arts we:
1. Worked on our 1920s Cultural Connection Performing Arts Project.
Homework:
* the project will be due on Monday at the beginning of English class (9:10am)

http://www.mccord-museum.qc.ca/en/keys/games/game_0_1920s/

June 24, 2013
Today in Language Arts we:
1. Filled out our 1920s cultural connection charts using our peers as a reference.
2. Discussed the project sheet and rubric for the 1920s Cultural Connection Performing Arts Project.
3. Worked on our projects.
Homework:
  • performance/presentation run-through of the projects on June 28th and July 1st

June 21, 2013
Today in Language Arts we:
1. Had a "chalk talk" discussion based on ending concepts in the novel - Gatsby's death/funeral; Nick's ending realizations/reflections.
2. In pairs or individually, we found 1920s cultural examples and references (language, art, activities, economics, politics, etc.) from that specific chapter.
Homework:

June 19, 2013
Today in Language Arts we:
1. Acted out our Gatsby themes, motifs and symbols using movement and sounds.
2. Read chapter 8 aloud.
Homework:
  • finish the novel

June 17, 2013
Today in Language Arts we:
1. Discussed our Chapter 6 questions.
2. Discussed the contents of Chapter 7.
3. Filled out the symbols/motifs sheet based on chapters 1-7.
4. Read chapter 8 aloud.
Homework:
  • finish reading chapter 8 and filling out the symbols/motifs sheet.

June 10, 2013
Today in Language Arts we:
1. Answered questions in our journals from chapter 5 (and discussed):
Chapter 5
  1. What does Gatsby do to help prepare Nick's house for Daisy's visit?
  2. Describe Gatsby' mood as he waits for Daisy to arrive.
  3. What's going on with the weather in this chapter and how is it affecting the scene/situation?
  4. Why do Gatsby and Daisy want Nick around while they are hanging out?
  5. Why does Gatsby show Daisy all of his shirts and why does she start crying when he shows them to her?
2. Jigsawed the following article:
http://www.highbeam.com/topics/surging-creativity-the-literary-visual-and-performing-arts-of-the-1920s-t11217.
Read our section (in small groups), took notes, created a visual, and presented a synopsis.
3. Read chapter 6 together.
4. Answered the following questions from chapter 6 together in our journals:
Chapter 6
  1. In Chapter 6, Nick and the reader, find out the true story of Gatsby and his wealth. What do Nick and the reader find out?
  2. Tom and Daisy go to a party at Gatsby's for the first time. Do they enjoy the party? Why or why not?
  3. What is Gatsby upset about at the end of this chapter?
Homework due next Monday:
  • finish reading Chapter 6
  • complete the Chapter 6 questions in your journals
  • read Chapter 7

June 7, 2013
Today in Language Arts we:
1. Shared our chapter 3 inference quotes.
2. Analyzed chapter 4 by annotating this document (underlining/highlighting important information; making notes in the margins; circling any words we don't know), and finding a quote from chapter 4 to correspond with each section.
Homework:
  • read chapter 5

June 5, 2013
Today in Language Arts we:
1. Discussed chapters 1 & 2 using our discussion questions.
2. Filled out a character chart on the board with quotes from the book to describe each character.
3. Found quotes from chapter 3 that infer party details and information about the mysterious Gatsby; created a visual.
Homework:
  • read chapter 4

May 31, 2013
Today in Language Arts we:
1. Finished reading chapter 2.
2. Engaged in 5 stations and wrote them in our journals:
  • one station where we wrote 5 discussion questions from chapter 1
  • one station where we wrote 5 discussion questions from chapter 2
  • one station where we wrote 10 vocabulary words from chapters 1 & 2 and look up/write down the definitions
  • one station where we wrote a descriptive passage and drew it
  • one station where we created a character chart of everyone we have met thus far and used quotes from the book to describe each of them
Homework:
  • all of the above work is due Wednesday
  • read chapter 3 for Wednesday as well

May 27, 2013
Today in Language Arts we:
1. Talked about the differences between Primary Sources and Secondary Sources.
2. Filled out analytical sheets on Primary Sources from the 1920s which relate to Great Gatsby:
http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/procedure.html

Homework:
  • WE WILL NOT HAVE CLASS ON WEDNESDAY BECAUSE OF OUR FIELD TRIP, SO READ CHAPTER 2 FOR FRIDAY AND BRING 1500 COLONES FOR THE FIELD TRIP PLEASE!

May 24, 2013
Today in Language Arts we:
1. Discussed our Gatsby introduction question answers in partners.
2. Read the passage from chapter 1 that the questions are based on.
3. Answered the questions again according to Fitzgerald.
4. Started reading the novel, discussing the text as we read.
Homework:
  • finish reading Chapter 1

May 22, 2013
Today in Language Arts we:
1. Discussed the film and the essays we wrote using a Socratic Seminar discussion format.
2. Answered Gatsby introduction questions in our journal based on Fitzgerald's writing style.
Homework:
  • Finish Gatsby intro questions

May 20, 2013
Today in Language Arts we:
2. Watched the film Of Mice and Men.
Homework:
  • Film Analysis Essay due Wednesday (we have class at 9:10am); typed, double spaced, printed out

May 17, 2013
Today in Language Arts we:
1. Participated in our second IOC using new texts and questions.
Homework:
  • IOC Reflection (typed or hand written)
- What went well?
- What do I need to work on?
- What strategies did I use?
- What was different this time? How did it compare to the first IOC?

May 15, 2013
Today in Language Arts we:
1. Debriefed the IOC (Individual Oral Commentary) using our reflections.
2. Listened to and critiqued our peers' IOCs.
Homework:
  • be prepared for another IOC on Friday

May 13, 2013
Today in Language Arts we:
  1. 1. Participated in the IB Individual Oral Commentary activity (see explanation on pages 59-61 of this document) using extracts from the Of Mice and Men novela.
2. Recorded ourselves and attempted to give the IOCs for 10 minutes.
Homework:
  • reflection on the IOC:
- What went well? Why?
- What did not go well? Why?
- Questions that you have? Strategies that you have or that you need?
- What can you do differently next time?

May 10, 2013
Today in Language Arts we:
1. Had our Fishbowl Discussion!
Homework:
  • if you missed the Fishbowl, please choose one of the fishbowl questions (see handout under the May 8th agenda) to answer in an essay format and e-mail the essay to misskerry@lapazschool.org

May 8, 2013
Today in Language Arts we:
1. Filled out the "after" column in the anticipation guide.
2. Posted a response on the wiki about one of the statements on the anticipation guide where our opinion changed since the beginning of the novella.
3. Replied to others' responses on the wiki.
4. Discussed the Fishbowl activity for Friday. (Positives: use textual evidence and quotes with page numbers; use new vocabulary; actively listen; use the hot seat; let people speak in the hot seat; ask new questions and bring up new ideas; encourage others. Negatives: interrupting; giving yes/no answers; spending too much time in the hot seat; straying off topic.).
Homework:
  • turn in character chart
  • turn in irony, symbolism, parallels/contrasts sheet
  • Fishbowl

May 6, 2013
Today in Language Arts we:
1. Think, pair, share discussion on Chapter 5 contents.
2. Collected journals and character charts.
3. Read chapter 6 together (finished novel).
4. Journaled, discussed, and debated the question: "Do you believe George's actions at the end o the novel are justified? Why/why not?"
5. In bilingual pairs, completed a handout on literary devices.
(Just completed the irony, symbolism and parallels/contrasts sections.)
Homework:
  • finish handout
  • finish character chart

May 3, 2013
Today in Language Arts we:
1. Checked our character chart progress.
2. Mini-lesson on how to write a solid discussion question.
3. Wrote 5 discussion questions from chapter 4 and shared one on the board.
4. Picked 5 discussion questions from the board to answer in our journals.
Homework:
  • finish answering the discussion questions
  • Read chapter 5

April 29, 2013
Today in Language Arts we:
1. In small groups, put together and presented our Top 10 Lists of Chapter 3 events.
2. Worked on our character charts.
Homework for Friday:
  • read chapter 4
  • finish character chart (as much as possible)

April 26, 2013
Today in Language Arts we:
1. Presented our passage analyses from chapter 2
2. Read chapter 3 using sticky notes. As we read chapter 3, we found the top 10 most important events in the chapter and labeled each one on a sticky note.
3. With extra time, continued working on our character charts
Homework
  • finish reading chapter 3 with the top 10 sticky notes

April 24, 2013
Today in Language Arts we:
1. Started filling out our character charts.
2. Discussed questions and comments from chapter 2.
3. Engaged in passage analyses in small groups based on chapter 2.
Homework:
  • finish your passage analysis and be ready to present as a group on Friday
  • start reading chapter 3

April 22, 2013
Today in Language Arts we:
1. Focused on Of Mice and Men vocabulary sentence writing
2. Read chapter 1 aloud together
3. Engaged in Steinbeck copycat writing with the first paragraph of the book (describing our own home or a place that is special to us), and then shared our writing
4. Discussed chapter 1 and George and Lennie's relationship
5. Handed out the character chart for Of Mice and Men
6. Started filling out the chart and reading chapter 2
Homework:
  • read chapter 2

April 19, 2013
Today in Language Arts we:
1. Each shared a descriptive paragraph of the 1930s photographs we studied.
2. Went over a handout with slang words and vocabulary in Of Mice and Men.
3. Miss Kerry read the first section of Of Mice and Men aloud to the students; the students drew sketches of the descriptive scene.
Homework:
  • complete the vocabulary activities on the handout
  • read chapter 1 (optional since we will read it together in class on Monday)

April 17, 2013
Today in Language Arts we:
1. Debriefed our wiki posts from last night's homework.
2. In small groups, read non-fiction articles on migrant workers written by John Steinbeck.
http://newdeal.feri.org/nchs/docs02.htm
3. Pick three photographs and write a descriptive, analytical paragraph to describe the specific contents of that photograph (consider image, body language, facial expressions, clothing, weather, contents of the photo, setting/environment, etc.).
http://extras.denverpost.com/archive/captured.asp
Homework:
  • 3 paragraphs typed

April 15, 2013
Today in Language Arts we:
1. Finished our mini-thesis dissertations
2. Filled out the Of Mice and Men Anticipation Guide and posted a response on the wiki.
Homework:
  • finish wiki post
  • respond to others' wiki posts (optional)

April 12, 2013
Today in Language Arts we:
1. Finished our mini-thesis dissertations
Homework:
  • background research on John Steinbeck and Of Mice and Men

April 10, 2013
Today in Language Arts we:
1. Self-assessed our Research Papers using the 6+1 rubrics.
2. Verbally presented our mini-thesis dissertations based on our Research Papers including an introduction, thesis, points/evidence, and conclusion (3-5 minutes total).

Homework:
  • continue with our mini-thesis dissertations on Friday


Trimester 2

March 18, 2013
Today in Language Arts we:
1. Engaged in our Weight of Memory projects.
Homework:
  • finish reading The Things They Carried
  • finish portfolio for English (and all classes!)

March 13, 2013
Today in Language Arts we:
1. Finished our Vietnam War through Music presentations.
Homework:
  • send final draft of your Research Paper to Miss Kerry by Friday
  • for Monday, read all the vignettes up to Nightlife (specifically, the next three, which should be Good Form, Field Trip, and Ghost Soldiers)

March 11, 2013
Today in Language Arts we:
1. Peer-edited.
2. Continued with our Vietnam through Music presentations.
Homework:
  • send drafts to Miss Kerry's e-mail (misskerry@lapazschool.org) to be edited
Monday by 7pm - Bianca, Jose, Omar, Roo, Camila
Tuesday by 6pm - Jackson, Zach, Nils, Andrea, Marcony, Koral
Wednesday by 5pm - Dominic, Liam, Matthew, Selene, Vianney, Kalima
  • read Notes and In the Field

March 8, 2013
Today in Language Arts we:
1. Self edited our essays using the Self and Peer Editing Guide
2. Vietnam through Music Presentations.

Homework:
  • next draft of essay
  • read Ambush and Speaking of Courage

March 6, 2013
Homework
  • FIRST DRAFT DUE!!!

March 4, 2013
Today in Language Arts we:
1. Check our homework questions, discussed and shared.
2. Workshopped our these and points for our Research Papers.
Homework:
  • thesis and points due Wednesday (Miss Kerry will check with everyone individually)
  • read Stockings, Church, The Man I Killed

March 1, 2013
Today in Language Arts we:
1. Journaled: According to O'Brien, how do you tell a true war story? What is the difference between telling a war story that is true versus one that is fictitious? Use quotes from this vignette to support your answer?
2. Discussed journal entry.
3. Assigned Vietnam through Music presentation (for Monday).
Homework
  • read next two vignettes ("Dentist" and "Sweetheart") and answer the following questions in your journals:
- What happens to Curt Lemon in The Dentist? What is he afraid of? Why does he go back to the dentist for treatment? What is he trying to prove to himself and the others through these actions? Explain...
- What happens to Mary Anne in The Sweetheart of the Song Tra Bong? Where does she go? Why does she go there? What series of events has lead her to this point? Explain...
* be sure to bring all of your Research Paper documents on Monday because we will be writing our theses and main points!

February 27, 2013
Today in Language Arts we:
1. Engaged in two Socratic Seminars to discuss On the Rainy River and the Frost poem.
2. Miss Kerry read "Enemies" and "Friends" and discussed juxtaposition.
3. In pairs, we dissected various songs about the Vietnam War and filled out a Song Analysis sheet.
Homework:
  • finish filling out the Vietnam War through Music sheet
  • read "How to Tell a True War Story"

February 25, 2013
Today in Language Arts we:
1. Went over MLA format for essay style/format; in-text citations; works cited page. Did some practice citations as well.
2. Discussed "The Things They Carried" questions.
3. Miss Kerry read Love and Spin aloud.
Homework:

February 22, 2013
Today in Language Arts we:
1. Presented our sections on O'Brien's speech.
2. Miss Kerry checked the notecards for our Research Paper.
3. Started reading The Things They Carried (the first vignette entitled "The Things They Carried") while answering the following questions.
Homework:
  • finish reading The Things They Carried first vignette
  • finish answering the accompanying questions
  • recheck of 5 notecards/sources on Monday - Nils, Marcony, Matthew

February 20, 2013
Today in Language Arts we:
1. Heard River Projects presentations from Omar and Matthew.
2. Answered the following question in our journals as a pre-reading activity to The Things They Carried: What do you "carry" with you? Consider what you carry physically, mentally and emotionally on a daily basis. Wrote and shared with a partner.
3. Looked at the TIME photo essay:
http://www.time.com/time/magazine/article/0,9171,1558328,00.html
4. In small groups, jigsawed the O'Brien speech found here:
http://www.stg.brown.edu/projects/WritingVietnam/obrien.html
Homework:
  • group presentations on the O'Brien speech
  • 5 final notecards for Research Paper

February 15, 2013
Today in Language Arts we:
1. Presented our River projects
No Homework: Enjoy the mid-trimester break!

February 11, 2013
Today in Language Arts we:
1. Started taking notes for our Research Paper (including annotating, taking notes on index cards, paraphrasing, etc.). Be sure to write down important information from your source. All index cards should have the following information: article/website name; URL; author/organization; date published; date you accessed it.
2. Work time!
Homework:
Please note, we will not have class on Wednesday so all of the following work is due on Friday:
  • finish reading Siddhartha
  • finish the River Project and present on Friday
  • half of your notes must be completed by Friday (Miss Kerry will check)

February 8, 2013
Today in Language Arts we:
1. Worked on our final Siddhartha assignment - The River Project.
2. Miss Kerry conferenced with each student to check 5 credible sources for the Research Paper.
3. Discussed our Research Paper content and sources in small, topic-related groups.
Homework:
  • River Project (due next Friday)
  • finish Siddhartha (by next Friday)

February 6, 2013
Today in Language Arts we:
1. Looked over the IB rubric for Paper 1 (the compare/contrast paper that we wrote on Monday). See pages 56-57 of this document for the rubric.
2. Graded the IB sample paper using the Paper 1 Rubric.
3. Peer graded our compare/contrast essays from Monday using the Paper 1 Rubric.
Homework:
  • read the next three chapters (By the River, The Ferryman, and The Son)
  • 5 sources by Friday (3 more)

Siddhartha reading schedule: CORRECTION
For this Friday, February 8th, read the next three chapters (By the River, The Ferryman, and The Son)
For next Friday, February 15th, read the final two chapters (Om and Govinda)

February 4
Today in Language Arts we:
1. Reading

2. Read example compare/contrast IB essay.
3. Write an essay using the following prompt:
Compare this article with the novel Siddhartha. Include comments on the similarities and differences between the texts, the significance of any possible contexts, audience and purpose, and the use of linguistic and literary devices. Consider connections or links including the theme, genre features, or narrative stance.

Analyze, compare and comment on the texts in light of your understanding related to audience and purpose. Analyze the structure, language and style, in addition to aspects such as text type, context, bias and/or ideological position.

This comparative analysis should be continuous and structured, include relevant examples from the texts and be balanced in its comments on the similarities and differences between the texts.
4. If you want, organize your thoughts on a Venn Diagram before writing.
5. Write your essay.

February 1, 2013
Today in Language Arts we:
1. Participated in 3 stations based on the reading homework (chapters 5-7).
2. Miss Kerry met with individual students to check 2 credible sources.
Homework:
  • finish work at stations
  • continue researching (5 sources by next Friday)
  • continue reading Siddhartha (next three chapters by next Friday)

January 30, 2013
Today in Language Arts we:
1. Checked our Stations homework.
2. Discussed the differences between a credible and non-credible source.
3. Started researching for our Research Paper.
4. Read Siddhartha aloud in bilingual pairs.
Homework:
  • 2 credible sources (by Friday)
  • read chapters 5-7 (by Friday)

January 28, 2013
Today in Language Arts we:
1. Went over and discussed the document on Credible Sources.
2. Participated in stations based on Chapters 1-4 in Siddhartha.
Homework:
  • Finish stations (for Wednesday)
  • 2 credible sources (by Friday)
  • read chapters 5-7 (by Friday)

January 25, 2013
Today in Language Arts we:
1. Answered the journal questions from Chapters 3 & 4:
Gotama - What do they hear Gotama speak about? What are his messages? What is Siddhartha's response? What is Govinda's response? How does Govinda feel about Siddhartha's response? What does Siddhartha tell Gotama? How does Gotama respond?
Awakening - Now Siddhartha is alone. What is he thinking? What is "the awakening"? What does he realize?
2. Discussed our answers with a partner.
3. Fine tuned our Research Paper Essential Questions and presented them.
Homework:
  • read chapters 5 & 6 for next Friday

January 23, 2013
Today in Language Arts we:
1. Narrowed our research paper topic focus on small groups.
2. Gathered in a circle and shared our specific research paper topics, and gave each other feedback when necessary.
3. Read in bilingual pairs.
Homework
  • read chapters 3 & 4 (Gotama and Awakening)
  • write down your research paper essential question

January 21, 2013
Today in Language Arts we:
1. Made a T-chart on the board to discuss the differences between a Samana of days past and a Samana today.
2. Koral presented her Wheel of Life section.
3. Read through the symposium on the following website: https://www.asian-studies.org/eaa/Siddhartha.htm individually, discussed in small groups, and then presented to the class.
4. Started our Trimester 2 Research Project.
Homework
  • continue reading Chapters 3 & 4 of Siddhartha
  • continue choosing a topic for your research project, and narrow your topic to a more specific focus

January 18, 2013
Today in Language Arts we:
1. Checked over the translation homework.
2. Marcony presenting Diamond Sutra
3. Journal entry - what would it be like to be a Samana today?
4. Evan's mini-lesson on Siddhartha and meditation in Buddhism and Hinduism
Homework
  • Read the next two chapters by next Friday

January 16, 2013
Today in Language Arts we:
1. Finished our Introduction to Buddhism presentations (Koral and Marcony will present on Friday)
2. Started reading the first two chapters.
Homework:
  • Read the first two chapters
  • Translate your passage into your own words

January 14, 2013
Today in Language Arts we:
1. Further dissected and discussed the Anticipation Guide (as a whole group and then in pairs).
2. Presented our Introduction to Buddhism research.
Homework:
  • Start reading Siddhartha
  • Those who did not today will present their Buddhism research on Wednesday


January 11, 2013
Today in Language Arts we:
1. Look at the attached image: write an academic description depicting what is happening in the text. Be sure to 01461084.jpg include an explanation for all components of the image; comment on the separate parts of the image, such as the nature, the humans, and the colors, and also be sure to comment on the image as a whole such as the colors, the mood, the purpose, the audience, etc.
2. Fill out the attached Anticipation Guide. Do not fill out the final column.

Homework:
Research your section on the following website: webspace.ship.edu/cgboer/buddhaintro.html
**The Ten Oxherding Pictures** - Dominic
**The Diamond Sutra** - Marcony
Put together a mini-presentation on your section to present to the class on Monday.

January 9, 2013
Today in Language Arts we:
1. Stations – at each station, come up with a group description or shared answer for each of the statements/questions. The scribe will rotate.
Define the relationship between humans and nature:
What does it mean to be enlightened and what does it look like:
What purpose does self-denial serve? What about self-indulgence?
What is the difference between wisdom and knowledge? Which is more important? How do you acquire wisdom/knowledge?
(If you missed class, please do this on your own in your journals.)

2. Posted and read each group's answers.



Trimester 1

November 30, 2012
Today in Language Arts we:
Same as November 28th...see below.

November 28, 2012
Today in Language Arts we:
1. Practiced our lines with gestures, movements, emotions, facial expressions, inflection and projection.
2. Compiled a list of props and costumes (and music?).
3. Figure out the set and the blocking.
4. Write your scene analysis.
Homework:
  • Scene presentation and scene analysis all due Monday
  • Continue working on your English Portfolio which is due Tuesday at 8am

November 26, 2012
Today in Language Arts we:
1. Completed our Act 4 reflections (Why did the authorities not stand their ground against the girls? Why is Hale trying to get Danforth to pardon all the accused? Why won't Danforth pardon them? Describe the Protcors' situation and its outcome.)
2. Discussed Act 4 reflections.
3. Got in to groups for our final Scene Presentations.
4. Discussed the activities from English for this trimester to put in our portfolio.
Homework:
  • Essay due Wednesday
  • Scene Study due next Monday

November 23, 2012
Today in Language Arts we:
1. Completed an exit card from our guest speaker.
2. Completed an Act III reflection and shared.
3. Read Act IV in small groups.
4. Talked about Salem witch/McCarthyism/Current Events essay.
Homework:
  • finish reading Act IV
  • Salem Witch/McCarthyism/Current Event compare and contrast essay due Wednesday.

November 21, 2012
Today in Language Arts we:
1. Miss Kerry checked the Salem Witch/McCarthyism/Current Event compare and contrast project.
2. Read more of Act III.
3. Guest speaker on Rebecca Nurse/Salem.
Homework:
  • Fix up the Salem Witch/McCarthyism/Current Event compare and contrast project sheet (essay will be assigned on Friday).
  • Finish reading Act III.

November 19, 2012
Today in Language Arts we:
1. Shared Act I and Act II reflections.
2. Made a character chart in partners.
3. Read the first half of Act III.
4. Worked on the Salem Witch/McCarthyism/Current Event compare and contrast project.
Homework:
  • Salem Witch/McCarthyism/Current Event chart due Wednesday (complete everything except the essay).

November 16, 2012
Today in Language Arts we:
1. Finished reading Act II.
2. Reflected on Act II - Go back over Act II...what is all the compiled evidence against the Proctors in order to condemn Elizabeth?
3. Started filling out our chart on our Salem Witch/McCarthyism/Current Event compare and contrast project.
Homework for Monday:
  • Finish reading Act II
  • Finish Act I and Act II reflections
  • Start filling out chart and doing research for the chart

November 14, 2012
Today in Language Arts we:
1. Finished presenting our scenes from the end of Act I and beginning of Act II.
2. Discussed along the way.
3. Reflected on Act I - What are your opinions on the chaotic series of events thus far? What do you believe to be true? What do you believe to be fabricated? Why?
Homework:
  • finish reflection
  • finish reading Act II

November 12, 2012
Today in Language Arts we:
1. Divided up the rest of Act I and beginning of Act II.
2. In groups, prepared a scene presentation.
Homework:
  • Optional essay rewrite due Wednesday.
  • Scene presentations on Wednesday

November 9, 2012
Today in Language Arts we:
1. Read Act I together and discussed.
Homework:
  • Optional 1984 essay rewrite due Wednesday

November 7, 2012
1. Finished our Historical Research Dramatic presentations.
2. Went over our 1984 essays with Miss Kerry's feedback.
Homework:
  • Optional essay rewrite due next Wednesday
  • read pgs. 3-8 in Act I

November 5, 2012
Today in Language Arts we:
1. Researched historical figures in The Crucible and presented the information.
Homework:
  • Read Crucible Introduction

November 2, 2012
1. Listened to and took notes on a Crucible/McCarthyism Power Point.
2. Shared our double think essays via "speed dating".
Homework:
  • Read Crucible Introduction

October 31, 2012
Today in Language Arts we:
1. Finished our Fishbowl.
2. Turned in our 1984 novels and final journal entries.

October 29, 2012
Today in Language Arts we:
1. Engaged in our Fishbowl! We will continue with our Fishbowl on Wednesday.

October 26, 2012
Today in Language Arts we:
1. Went over the ending of the book.
2. Discussed Journal #6.
3. Talked about a Fishbowl Discussion.
4. Worked on finishing the novel, fixing up journal entries, and fishbowl questions.
Homework:
  • If you haven't already, finish the novel for Monday.
  • Graded oral assessment Fishbowl Discussion this Monday (the questions are attached here).
  • Fix up the Journal Entries and I will collect them on Monday

October 19, 2012
Enjoy the long weekend, Roca Loca!
Unless we change the schedule around, we will not have English class until next Friday, OCtober 26th. Between now and then, please finish reading 1984 and please complete the Doublespeak writing assignment that I gave to you on Wednesday. Thanks! See you soon!

October 12, 2012
Today in Language Arts we:
1. Discussed proper MLA format citations.
2. Peer edited each other's essays using the Peer-Editing Checklist.
Homework:
  • Journal #5
  • next draft of the essay
  • Read up to Chapter 3

October 10, 2012
Today in Language Arts we:
1. Checked over our outlines with our partner and with Miss Kerry.
2. Read Goldstein's book aloud.
Homework:
  • first draft of essay due Friday
  • read up to section X

October 8, 2012
Today in Language Arts we:
1. Had a mini-lesson on thesis and main point writing.
2. Wrote our theses and main points for our essay.
3. Worked on our essay outline. (See uploaded document.)
4. Discussed journal entries.
5. Read the next section of our novel.
Homework:
  • Read up to "Theory and Practice"
  • Outline typed or written out for Wednesday

October 5, 2012
Today in Language Arts we:
1. Checked our 5 notecards.
2. Each student reported out on the information he/she researched.
3. On sticky notes, we wrote questions (?) and a-has or wows (!) we may have from Chapter 2, Sections 1 & 2.
Homework:
  • Read Chapter 2; Sections 3 & 4
  • Finish sticky notes
  • Journal #4

October 3, 2012
Today in Language Arts we:
1. Checked our Journal Entries to make sure that each entry contains a quote from the novel that goes along with the theme, analyzes the quote, explains the theme and how it's represented in the quote and in the novel, and connects the theme and the journal entry contents to the one or both of the overarching essential questions.
2. Fixed our journal entries (if necessary).
3. Continued researching.
Homework:
  • 5 Notecards with paraphrased information due Friday - be ready to report out
  • Read Chapter 2; Sections 1 & 2

October 1, 2012
Today in Language Arts we:
1. Checked our questions from chapters 5-7 and discussed any confusions.
2. Discussed the process of "how to take notes on sources" (see attached document).
3. Researched our communist leader using EBSCOhost.
Homework:
1. Continue researching (5 notecards will be due at the beginning of class on Friday).
2. Finish reading Chapter 1.
3. Journal #3.

September 28, 2012
Today in Language Arts we:
1. Discussed our second journal entry.
2. Introduced Communist Research Project.
3. Answered questions from Chapter 1; Sections 5-7 in our journals as we read or listened to the audio version of the book.
Book One, Chapters 5-7
  1. What is the problem with obtaining razor blades?
  2. What is revealed about Inner Party philosophy in the discussion between Winston and Syme?
  3. Why does Winston feel that Syme will be vaporized?
  4. Parsons brags about his children for doing what?
  5. What is the significance of the telescreen announcement? (p. 51)
  6. What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?
  7. Winston predicts that certain people will be vaporized and that certain people will never be vaporized. Who? Why?
  8. What is the purpose of marriage in the state?
  9. What do Winston’s memories about visiting a prostitute reveal about his attitudes towards sex in Oceania?
  10. How does Winston view the proles?
  11. How are the proles controlled (prole control)?
  12. What lies/half-truths does the Party teach about history?
  13. Winston suspects that the Party lies about progress made since the war. What Party claims does he doubt?
  14. What is the story of Aaronson, Jones and Rutherford?
  15. Why is this story so meaningful for Winston?
  16. What is Winston’s unanswered question?
Homework:
1. Finish reading Sections 6-7.
2. Finish answering questions in journal.
3. Bring computers to start Communist Research for Monday.

September 26, 2012
Today in Language Arts we:
1. Found examples of language propaganda in 1984.
2. Reread and discussed the concept of doublethink.
3. Read through the Newspeak Appendix.
Homework:
1. Read Chapter I; Sections IV and V
2. Journal #2

September 24, 2012
Today in Language Arts we:
1. Discussed Chapter 1; Section 1 with "comments" and "questions".
2. Filled out Part I of the Anticipation Guide and discussed answers (Part II is homework and must then be posted on the wiki).
3. Discussed our first Journal Entries.
4. Re-read and journaled about the "Two Minutes Hate".
5. Drew Big Brother/Goldstein.
Homework:
1. Read Chapter 1; Sections II and III
2. Write Part II of the Anticipation Guide and post on the wiki

September 14, 2012
Today in Language Arts we:
1. Checked in regarding previous homework and upcoming homework.
2. Introduced Peace Flag project and engaged in preparation activities (reading through peace practices, pre-writing peace message in journals focusing on audience and purpose, eliminating cliche peace symbols from project, etc.)
3. Drawing/sketching practice and design
Homework:
1. Mini-Research Peace Ambassador Project (Due next Wednesday at 12pm)
2. Final Draft of Peace Flag Project (Due next Wednesday in class). Remember to reference the website and the Peace Flag Assignment Sheet for more information and details.

September 12, 2012
Today in Language Arts we:
1. Did a 6+1 Writing Traits activity in pairs and as an entire class.
2. Edited our own essays using the 6+1 traits.
Homework:
1. Edit your paper in whatever trait you scored the lowest (you can make more edits than this if you want) and send your next draft to misskerry@lapazschool.org. (Due Friday at 12pm)
2. Mini-Research Peace Ambassador Project (Due next Wednesday at 12pm)

September 10, 2012
Today in Language Arts we:
1. Heard excerpts from everyone's Costa Rican Namesake essay and we voted on our class name: ROCA LOCA!!!
2. Meditated on, journaled about, and discussed the question "What is a Peace Ambassador"?
Homework:
1. Bring a printed out copy of your Costa Rican Namesake essay to class on Wednesday.
2. Finish your Peace Ambassador journal entry with at least 10 specific examples of what a Peace Ambassador is/does.