5/7-8 Book reports were handed in.  We discussed and took notes on several poetic devices.  We discussed and unpacked "The Death of the Ball Turret Gunner" by Randall Jarrell.  B2 had a homework assignment.

 

WP2: Write a short paragraph explaining the lyrics to a song you know well.  Have you heard someone "misinterpreting" those lyrics?  If so, how?  How do you know you've interpreted those lyrics correctly?

 

Assignment: No assignment.  (See me if you are in B2.)

 

5/3-4 Rough drafts of the Gatsby paper were peer-reviewed and handed in.  We discussed the research project and the presentations.  See assignment below.

 

No writing prompt today.

 

Assignment: You must give a five-minute presentation of your research.  You should include your question, why your question is valid, your primary source and data, why the source and data are valid, your secondary sources, how your secondary data relates to your primary data, your conclusions, recommended course of action, and your further questions.  You should use good presentation techniques and demonstrate good control of body language, facial expression, and vocal expression.  You must be prepared to present on 5/15 for A day and 5/16 for B day.

 

4/23-5/2 CRT reviews and testing.  Please make sure you have taken all three sections of the test.

 

 

4/19-20 We discussed the paper assignment for The Great Gatsby (See below).  We then discussed and took notes on the process of inquiry or research.  If you were absent, you will need to get those notes from someone who was here.  You may want to come see me during flex as well.

 

WP1: Respond to the following quote from F. Scott Fitzgerald in the context of the novel:

 

 

4/17-18 Writing prompts were handed in.  We read and discussed the last chapter of the novel.  Check with a classmate about the discussion.

 

WP5: Pick one of the following quotes from F. Scott Fitzgerald and relate it to the novel:

 

 

 

Assignment: No assignment today.

 

 

 

4/2-3 We read, discussed, and annotated the rest of chapter 5 and all of chapter 6.

 

No writing prompt today.

 

Assignment: No assignment today.

 

3/29-30 We read, discussed, and annotated chapter 4 and most of chapter 5.

 

No writing prompt today.

 

Assignment: No assignment today.

 

 

No writing prompt today.

 

Assignment: No assignment today.

 

 

 

3/15-16 We practiced vocabulary aquisition techniques.  There was an in-class assignment that was added to the homework from last time and handed in.  See me if you were absent.

 

WP3: Write a short academic paragraph using at least seven "impressive" words correctly in context.  At least one of those words should contain a root from the list.

 

Assignment: In-class vocabulary assignment.  See me for details.

 

3/13-14 We discussed and practiced vocabulary-building skills.  There were some important notes you should get from a classmate.  Also, there was an assignment (due next time) based on those notes.  See me after you get the notes from a classmate.

 

WP2: Create a list of five of the most "impressive" words from your usable vocabulary.  Write a sentence for each one which illustrates its meaning in context.

 

Assignment: An assignment to create words based on Latin and Greek roots.  This assignment is due in class next time.  See me if you were absent.

 

3/9-12 We discussed the homework from last time.  We then discussed punctuation and took a short assessment.  We also began discussing vocabulary and how it is built.

 

WP1: Explain why, in your opinion, people have difficulty with correct punctuation in English (especially commas).

 

Assignment: No assignment.

 

 

3/7-8 Book reports and writing prompts were handed in.  We worked on a sentence-structure review and had an in-class assignment.

 

WP5: Diagram the following: The quick red fox jumps over the lazy brown dog.

 

Assignment: In-class sentence structure assignment (see me or a classmate if you were absent)

 

 

3/1-2 We discussed themes in Act 4.  We read some supplemental readings and had an in-class write with a peer evaluation.  If you were absent, see me.

 

No writing prompt today.

 

Assignment: In-class writing assignment.

 

2/28-29 We discussed Act 3 and read Act 4.

 

WP4: Diagram and answer the following question: What does the author, Arthur Miller, claim to be the root cause of John Proctor's downfall in Act 3 of The Crucible?

 

Assignment: No assignment today.

 

2/24-27 We read Act 3 in The Crucible.

 

No writing prompt today.

 

Assignment: No assignment, but be working on your book report.

 

2/22-23 The counselors took the class period to register students for the upcoming ACT.  If you were absent, you should talk to your counselor about registering ASAP.  There were no writing prompts nor assignments.

 

 

2/9-10 We began reading The Crucible.  You will need to talk to someone who was here.

 

WP3: Diagram the following question and then write an answer and an explanation: Do you find some laws in our society overly oppressive or too strict?

 

Assignment: No assignment.  Be working on your book report, though.

 

2/7-8 We discussed guilt as a cause of superstion and cruelty in preparation for The Crucible.  We read "Miss Temptation" from the literature book and discussed modern ties to the puritain belief system.

 

WP2: What superstitions do you have? Do you feel ashamed or guilty for them?  Can guilt prompt cruelty?  How?

 

Assignment: No assignment today.

 

2/3-6 We discussed fear as a cause of superstition and cruelty in preparation for our reading of The Crucible.  We read "The Examination of Sarah Goode" from the literature book and discussed the Puritains' beliefs about witches.

 

WP1: Argue for or against the following quote in an active, academic paragraph using imagery: "Fear is the main source of superstition and one of the main sources of cruelty.  To conquer fear is the beginning of wisdom." -- Bertrand Russell

 

Assignment: No assignment today.

 

THIRD TERM BOOK REPORT REQUIREMENTS ARE UP.  THE DUE DATE IS MARCH 7th (A DAY) and MARCH 8th (B DAY).  SEE THE LINK AT RIGHT. 

 

2/1-2 Writing prompts were handed in.  We discussed the Puritains and their history and belief system in preparation for The Crucible.  We read "Sinners in the Hands of an Angry God" from the literature book.  There was an in-class assignment associated with the reading.

 

WP5: Write a short summary of anything you know about the Puritains, their belief system, and their lifestyle.

 

Assingment: In-class assignment.  See me for details.

 

1/30-31 We discussed the use of imagery to support an argument.  There was an in-class assignment to practice the concept.  See me for details.

 

No writing prompt, yet again.

 

Assingment: In-class assignment.  See above.

 

1/26-27 We practiced metacognition and skills transfer.  There was an in-class assingment to 1) pick a topic you care about, 2) write an introductory paragraph to that argument, 3) write metacognitive annotations for that paragraph, 4) create a bullet list of your writing technique from those annotations, 5) write an introductory paragraph on whether or not modern literature (post-1900) is of better quality than classic literature (pre-1900) using the same techniques from your bullet list, and 6) complete the second paper with body and conclusion.

 

No writing prompt today.

 

Assingment: In-class assignment.  See above.

 

1/24-25 We discussed and practiced the concept of metacognition in writing.  There was an in-class assingment to write with metacognitive annotations (see me for details).

 

WP4: Write a thoughtful explanation and response to the following quote: "Since we cannot change reality, let us change the eyes with which we see reality."  -- Nikos Kazantzaki

 

Assingment: In-class assignment.  See above.

 

1/20-23 We discussed and evaluated the timed writes from last time.  Part of the timed write was revised and they were handed in again for scoring.

 

No writing prompt today.

 

Assignment: No assignment; but you should be selecting and starting your book for the third term book report.  Requirements for the report should be up in the next week or so.

 

1/18-19 We had an in-class timed write to practice the principles we discussed in class last time.  If you were absent, see me for details.

 

No writing prompt today.

 

Assignment: In-class timed write.

 

1/13-17 We continued our discussion of extending writing beyond the formula.  We read and discussed an example nonfiction piece from the literature anthology, "How It Feels To Be a Colored Me" by Zora Hurston.  There was an in class assignment.  Homework from last time was handed in.

 

No writing prompt today.

 

Assignment: In-class assignment due today.  See me for details.

 

1/11-12 We discussed elevating writing past the restrictions of the formula.  We discussed how to pull theme from text.  We watched a short film, "Paths of Hate," and had an in-class assingment on determining theme.  The in-class assignment was followed by a homework assignment.

 

WP3: Write an explanation of the argument about writing made in the following quote: "Most books require no thought from those who read them and for a simple reason: they made no such demands upon those who wrote them." -- Charles Caleb Colton

 

Assingment: In-class portion: write down the elements from the film that you think might be important to creating the theme of the text, and write some initial impressions of what the overall argument or theme of the work might be.  Homework portion: Type a one sentence summary of the theme of the film.  Type a paragraph exhibiting and explaining the textual evidence of that theme.  These are due next time in class.

 

1/9-10 We continued the oral portions of the book reports.

 

No writing prompt today.

 

Assignment: No assignment.

 

 

1/5-6 We began the oral portions of the book reports.  We will finish next time.

 

No writing prompt today.

 

Assingment: No assignment.

 

1/3-4 We discussed writing philosophy and there was an in-class assignment to write a personal philosophy of the purpose of writing and writing instruction.

 

WP2: Write an excellent academic paragraph responding to the following quote: "The purpose of writing is to inflate weak ideas, obscure pure reasoning, and inhibit clarity.  With a little practice, writing can be an intimidating and impenetrable fog." -- Bill Watterson

 

Assignment: See above.  Also, the deadline for extra-credit and late work is 2:30 on 1/6.

 

12/15-16 Book reports were collected.  After 2:30PM on the 16th, they are worth nothing.  The students wrote evaluations of the class and the teacher so far.

 

No writing prompt today.

 

Assignment: No assignment today.

 

12/13-14 We took a formative evaluation on sentence structure.

 

WP1: Get this writing prompt from a classmate.

 

Assignment: Book reports are due next time.

 

12/9-12  Wrting prompts were handed in.  We discussed and took notes on the AP-style rubric for writing prompts.  We discussed the timed writes from two periods ago.  Those timed writes were redistributed to the class and peer-assessed according to the AP-style rubric.

 

WP5: Diagram the following sentence, select the correct form of the pronouns, and correct the structure:

 

Assignment: Book reports are due on the 15th for A day and the 16th for B day.  They will NOT be accepted late.  Be sure you're working on yours.

 

 

12/7-8 We read and analyzed the short story, "The Man Who Was Almost a Man," from the literature book.  There was an in-class assignment.

 

WP4: Write an excellent academic paragraph explaining what is the most difficult part of writing an excellent academic paragraph.

 

Assingment: In-class assignment.

 

12/5-6 We had a prompted, timed write.  If you were absent, you will need to see me to schedule a make up time.

 

No writing prompt.

 

Assignment: In-class timed write.

 

12/1-2 The last set of annotations were handed in.  We discussed the end of the novel and possible overall meanings of the work.  We discussed what a theme is.  We discussed AP-style writing and the importance of writing practice.  Next time there will be a prompted, timed write.

 

WP3: Write at least three sentences explaining your general impressions of the novel.  Each sentence should contain at least one dependant clause.  At least one sentence should contain a participial phrase.  At least one sentence should contain more than one independent clause and an infinitive.

 

Assignment: No assignment today.

 

11/29-30 Annotations through Chapter 18 were handed in.  We discussed that section of the novel in detail and read a portion of Chapter 19.  The next reading assignment was given.

 

WP2: Diagram and explain the significance of the following quote: "They seemed to be staring at the dark, but their eyes were watching God."

 

Assignment: Finish the novel.  Specifically annotate for racial commentary in the trial, the foreshadowing of Tea Cake's death, and whether or not Janie is a reliable narrator.

 

11/22-28 Assignments from last time were handed in.  We discussed chapters 9-14.  We talked and took notes on the qualities of the romance genre and how they may compare with Hurston's novel.  There was an in class assignment to write an archetypal character for the perfect man or woman (see me for details).  The next reading selection was assigned.

 

No writing prompt.

 

Assignment: There was an assignment due in class (see above).  The reading for next time is through Chapter 18.  See me for the annotation assignment.

 

11/18-21 Annotations were handed in from chapters 5-8.  We discussed that section at length.  The next reading selection was assigned.

 

WP1: Diagram the following sentences from the novel: Gradually, she pressed her teeth together and learned to hush.  The spirit of the marriage left the bedroom and took to living in the parlor.

 

Assignment: The reading assignment is chapters 9-14.  The written portion was different for each class.  See me for details.

 

11/16-17 Writing prompts were handed in.  We discussed chapters 2-4 from the novel and annotations were handed in.  The next reading selection was assigned.

 

WP5: Diagram the followingsentence: I know my boss, the woman in the red power suit, emailed me the schedule and directions on how to get over to the meeting, and I know that I didn't check my email for two days; but, sitting here in the unemployment office, I can't help thinking that it's all her fault.

 

Assignment: Read and annotate chapters 5-8 by next time.  Make note of gender commentary, racial commentary, Janie's character building, and symbolism/subtext.

 

 

11/14-15 We read and annotated chapters 2-4 in the novel.  Annotations on gender, race, and character commentary are due in class next time.

 

No writing prompt.

 

Assignment: Annotations (see above) are due next time.

 

11/10-11 We read and discussed the first chapter of Their Eyes Were Watching God.

 

WP4: Diagram and correct the following sentence: Haunted by the memories of her former beauty and popularity Gertrude dropped onto her smelly sofa with curlers in her hair a box of bon-bons and a trashy romance novel while she waited for the frozen pizza to thaw.

 

Assignment: No assignment today.

 

10/8-9 The counselors took this class period for the Utah Futures program.

 

11/4-7 Reading records were handed in.  We read and discussed "Self in 1958" by Anne Sexton and "Mirror" by Sylvia Plath in comparison with the pieces we read last time.  We discussed protests and gender.  There was an in-class assignment to write a protest on a gender issue.

 

WP3: Diagram and correct the following sentence: There is no sense in going to the protest with Gerald, Sally, and I until you've made an angry sign from cardboard and purchased a gas mask.

 

Assingment: Written protest was due in class.

 

11/2-3 We read and discussed "The Story of an Hour" by Kate Chopin and "The Yellow Wallpaper" by Charlotte Perkins Gilman in the context of American female protest literature.  We discussed the gender themes and the probable intended audiences.  There was a homework assignment.

 

WP2: Diagram and correct the following sentence: To get from Lehi to Orem on our construction-impeded highways without killing yourself or some other driver requires a high-level skill set, quick reaction times, and a nimble finger to do it.

 

Assignment: Complete a reading record for "The Yellow Wallpaper" paying particular attention to the themes section.  Bring the reading record to class next time.

 

10/31-11/1 Second drafts of the OMATS papers were handed in.  We discussed the DWMs in the English literary canon.  We discussed gender in literature and the female perspective.  We then discussed protest literature.  Get the notes if you were absent.

 

WP1: Diagram and correct the following sentence: Here's the two-thousand dollars but where's the incriminating original photographs of me with a copy of Twilight in one hand and a kleenex in the other.

 

Assignment: No assignment today.

 

10/27-28 We discussed the origins and effects of American horror literature.  We listened to and analyzed a few ghost stories.

 

No writing prompt.

 

Assignment: Second drafts of the paper are due next time.  They should be accompanied by the first drafts and the peer and self evaluations.

 

10/25-26 We self and peer reviewed the first drafts of the paper.

 

No writing prompt.

 

Assingment: The original draft, the evaluation, and the revised second draft is due on 10/31 for A day and 11/1 for B day.

 

 

10/19-24 We discussed sentence structure and identification of structural elements.  There was an in-class practice.  If you were absent, you should get the notes from someone.  See me if you have questions.  Drafts of the paper were handed in.

 

No writing prompt.

 

Assignment: No assignment.

 

 

10/17-18 We took notes on sentencs structure.  Make sure you get the notes from someone who was here.  Writing prompts were handed in.

 

WP5: Write a response to the following quote: "Approach the act of writing with nervousness, excitement, hopefulness, or even despair . . . You can come to the act with your fists clenched and your eyes narrowed, ready to kick [butt] and take down names.  You can come to it because you want a girl to marry you or because you want to change the world.  Come to it any way but lightly.  Let me say it again: you must not come lightly to the blank page."  -- Stephen King

 

 

10/13-14 We took a pre-assessment on grammar and usage.  Book reports were turned in.

 

No writing prompt today.  Next time will be the final writing prompt for this set, and we will turn them in.

 

Assingment: Be working on your draft.

 

10/11-12 We took the quiz on Hemingway's biography.  We then discussed the book report and the deadline for extra credit and late work.  We discussed the paper on the novel and worked through an example of how to start (including MLA formatting).

 

No writing prompt today.

 

Assignments: Finish the book report (due next time).  Write an initial draft of your paper on the novel.  Make an argument about the subtext (or the lack of it) in the book as a whole.  Make sure you have an introduction with a solid thesis, body paragraphs with topic sentences and more commentary than concrete detail, and a conclusion.  This draft is due on 10/19 for A day and 10/24 for B day.

 

10/5-6 We discussed the third section of The Old Man and the Sea up to page 99 in depth.

 

No writing prompt today.

 

Assignment: Finish the novel and write/explain the golden passages.

 

10/3-4 We discussed the second section of the book (up to page 46) and the golden passages from the homework.  We read slightly further into the book.

 

WP4: Explain the subtext of the following quote: "You expected to be sad in the fall.  Part of you died each year when the leaves fell from the trees and their branches were bare against the cold wintery light.  But you knew there would always be a spring, as you knew the river would flow again after it was frozen.  When the cold rains kept on and killed the spring, it was as though a young person had died for no reason." -- Ernest Hemingway A Moveable Feast

 

Assignment: Transcribe and explain any golden passages from the novel up to the bottom of page 99 by next time.

 

9/29-30 We discussed the first section of the book along with the golden passages and subtext from last time's homework.  We read a little further into the book and discussed the subtext of the sea and the boy.  There was an in-class assignment added to the homework which was turned in at the end of class.  There was also homework.

 

WP3: Expain the following quote: "Eschew the monumental.  Shun the epic.  All the guys who can paint great big pictures can paint great small ones." --Ernest Hemingway

 

Assignments: Adding to the homework from last time, write a topic sentence and body paragraph arguing the subtext of the first section of the novel.  Use the golden passages as concrete detail.  Also, as homework, read the next section of the book up until the middle of page 46.  Again, write and explain any golden passages from this section by next time.

 

9/27-28 We discussed "scaffolding" as a reading strategy.  Together, we went through a scaffolding process for our upcoming novel looking at a great deal of background information and research about Cuba, the Gulf Stream, and ocean life.  We distributed copies of the novel, The Old Man and the Sea and began reading/discussing.

 

WP2: Write a short argument in response to the following quote: " . . . and how much better to die in all the happy period of undisillusioned youth, to go out in a blaze of light, than to have your body worn out and old and all your illusions shattered." --Ernest Hemingway

 

Assignment: Read up to the end of the first full paragraph on page 28.  Write down any "golden passages" you find as well as a brief explanation of each passage.  This is due in class next time.

 

9/23-26 We peer and self reviewed the writing assignment from last time.

 

WP1: Write an excellent academic paragraph forming an argument in response to the following quote: "There is nothing noble in being superior to your fellow man; true nobility is being superior to your former self." --Ernest Hemingway

 

Assignment: No assignment (be working on your book report).

 

9/21-22 Writing prompts 1-5 were turned in.  We reviewed Hemingway's writing style, and then read and discussed his short story, "The End of Something," from the literature book.  We discussed Hemingway's use of the "iceberg principle" and symbolism.  We then had a silent discussion on the theme(s) present in the story.  Each student was then asked to write a thesis statement about the text and pull concrete detail from the story to back it up.  There was a homework assignment (see below).

 

WP5: Write an excellent academic paragraph in active voice making an argument about Ernest Hemingway's rise and downfall.

 

Assignments: Writing prompts were due today, and there was a silent discussion about the story due in class.  Also, write an introductory paragraph containing a thesis statement and a supporting body paragraph with concrete detail and commentary about the story, "The End of Something."  This assignment should be typed and in active academic voice.  It should be proofread.  It is due next time in class (you will be using it in class, so make sure you bring it). 

 

9/19-20 We finished watching and taking notes on Ernest Hemingway's biography.  We discussed some of those notes with an emphasis on Hemingway's first wife, his last three novels, his narcissism, and his loss of physical and mental ability.  We then took a quiz on the origins and style of American modernism.

 

No wrting prompt today.

 

Assignment: Quiz on modernism.  If you were absent, see me to schedule a make-up time.

 

9/15-16 We began watching and taking notes on Ernest Hemingway's biography.  Notes should center on his writing style, major biographical events (especially relationships), and his philosophy of life.  There will be a test on this information as well as the traits and background of American modernism.

 

No writing prompt today.

 

Assignment: Take good notes on the video.

 

 

9/13-14 We discussed subtext and the "iceberg principle" in the context of our next author.  We discussed the subtext of a poem by Margaret Atwood.  There was an in-class assignment.

 

No writing prompt today.

 

Assingment: In-class assignment to write the subtext of Atwood's poem, write a few "six-word stories" in the style of Ernest Hemingway, and write out the subtext of a peer's six-word story.

 

9/9-12 We reviewed and critiqued the thesis statements from last time.  We discussed the use of ironic or dark humor in modernism.  We read and discussed "Here We Are" by Dorothy Parker.

 

WP4:  Explain the disadvantages of being shy or self-conscious.  Explain the advantages of sharing or publishing your writing.

 

Assignment: Complete a reading record (see form at right) for "The Life You Save May Be Your Own" and one for "Here We Are."  Make sure they are complete.  These are due next time in class.

 

 

9/7-8 We discussed "motif" as a thematic characteristic.  We discussed the principle motifs of modernism in some depth.  If you were absent, you should get the notes from a classmate.  We then read Flannery O'Connor's short story, "The Life You Save May Be Your Own," from the literature book.  We discussed what makes a good thesis statement.  There was an assignment.

 

WP3: What are, in your opinion, the worst traits of humanity?  What makes those traits bad: social prohibition, moral or ethical prohibition, natural consequence, or something else?  What do we do to overcome these traits?

 

Assignment: Write a quality thesis statement and a body paragraph in support of that statement about the themes or motifs of O'Connor's story.  It should be typed, and it is due next time in class.

 

 

9/2-6 We read and discussed "Teenage Wasteland" from the literature book looking for the themes of modernism (specifically the "alienation of the individual").

 

No writing prompt today.

 

Assignment: Write a short academic piece discussing the alienation theme of the story.  It should be turned in at the end of class.

 

8/31-9/1 We discussed Edgar Allan Poe's biography and his contribution to American Modernism.  We read and discussed "The Raven" looking for theme.  We discussed processes by which theme can be extracted from text.  We read and discussed "The Masque ot the Red Death" looking for the origins of modernism's big three themes.

 

WP2: How do you extract theme from a text?  What is the process you follow, and what do you look for textually, subtextually, intertextually, and extratextually?  (If you don't know what those words mean, ask.)

 

Assignment: Write a list of textual evidence from the story to support what you believe is the theme.  This assignment is due next time.

 

8/29-30 We self-assessed the writing assignment from last time.  We began our writing prompts which will begin most class periods.  The first one is listed below.  We discussed the early roots of American Modernism.  There was an in-class "silent discussion" that was due at the end of the period.

 

WP1: What does it mean to be alone in a crowd?  What are some reasons for that feeling?  What does it feel like?

 

Assignment:  In-class silent discussion was due at the end of class.

 

8/25-26  We read and discussed the disclosure document and this web page.  We used the English general writing rubric to score the writing assessments from last time.  The class discussed the disadvantages of being nice especially as it pertains to peer review.  A second writing assessment was assigned.

 

Assignments:  Print the last page of the disclosure document and return it with signatures by 8/31 for A day and 9/1 for B day.  Also, write a short academic paragraph (keeping the rubric in mind) discussing the disadvantages of being nice beyond what we discussed in class.  This paragraph is due in class next time.