Homework

Friday, March 27
Classes A&B briefly worked with adjectives, then watched the second interview Ted Koppel did with Morrie Schwartz. Classes C&D completed the Fishbowl activity and then had a full class  discussion. There is no homework this weekend.

Thursday, March 26
Today there is an early dismissal because of parent-teacher conferences. Students in classes A&B completed the Fishbowl activity today. Classes C&D will finish tomorrow.
There is no other homework tonight.

Wednesday, March 25
Mrs. Hartenstein collected the guided reading worksheet that was the homework due. Today was the first day of the Fishbowl activity for Tuesdays with Morrie. Students were chosen randomly to take part in the graded discussion. This activity will continue tomorrow and likely into Friday. Homework is to be prepared for the Fishbowl.

Tuesday, March 24
Students read in Tuesdays with Morrie to page 89 and answered questions on a guided reading worksheet. This can be found under "Handouts" and should be finished for homework. Mrs. Hartenstein made copies of most of the pages to be read for students who did not finish and needed to bring them home. Students also needed to prepare in class for the Fishbowl activity beginning tomorrow (covering pages 53-89). Students received handouts with the rubric and with strategies for taking part in the Fishbowl. These are also found under "Handouts."

Monday, March 23
Today, students separated into their smaller groups to read Tuesdays with Morrie (listen to audiobook today), and stopped at assigned places to discuss guided questions provided by Mrs. H. Classes read pages 60-72. Students also kept notes of points and questions to make during the Fishbowl activity, which will begin on Wednesday. There is no homework.

Friday, March 20
Mrs. H. checked for completion of the double-entry notes worksheet on pages 53-59. Students in class A watched the first interview that Ted Koppel did with Morrie. Students in classes B, C, and D completed the small group discussion points/questions up to page 54, then practiced Fishbowl strategies while sharing their double-entry notes with each other in their groups. There will be a Fishbowl activity beginning on Wednesday. There is no homework this weekend.

Thursday, March 19
All classes took the vocabulary quiz today. After this, students read to the end of page 59 and worked to complete a double entry notes worksheet on Tuesdays with Morrie. Students were provided with copies of pages from the book if they did not finish reading. Homework due tomorrow is the double entry notes assignment for pages 53-59.  (found under "Handouts").

Wednesday, March 18
We reviewed a few more vocabulary words today, writing sentences using the words correctly. There will be a short section on the quiz that requires this. Students broke into smaller reading groups to read in Tuesdays with Morrie and discuss answers to guided reading questions, with support from Mrs. H. Most classes read to about page 50. Homework is to finish preparing for tomorrow's vocabulary quiz (this quiz was announced a week ago).

Tuesday, March 17
Students spent some time reviewing vocabulary in preparation for the quiz on 3/19. Classes read in Tuesdays with Morrie p. 32-(approximately) p. 40, taking part in guided discussion of key points in the text. Homework is to study for Thursday's vocabulary quiz by writing the words correctly in original sentences.

Monday, March 16
All English classes were in the computer lab to register for high school courses. Students must have this preliminary schedule signed by a parent and returned to Mrs. Hartenstein tomorrow. Study for Thursday's vocab quiz on Tuesdays with Morrie packet.

Friday, March 13
Students received back their Tuesdays with Morrie vocabulary packets and reviewed the answers. Class A read in the book to page 32. All other classes watched the first of three interviews that Morrie did with Ted Koppel over the course of his illness. On Monday, all students will be in the computer lab to create their high school schedules. Homework is to study for the vocabulary quiz on Thursday, March 19.

Thursday, March 12
Classes were 20 minutes each because of the early dismissal for Professional Development. Students turned in the vocabulary packet due today. All classes continued reading in Tuesdays with Morrie to page 32, except class A, who finished on page 17.  The vocab quiz on the Tuesdays packet in next Thursday, March 19.

Wednesday, March 11
We read in Tuesdays with Morrie, examining the meaning of unfamiliar words and phrases (figures of speech) and modeling strategies aloud to walk each other through the thinking process of understanding them. Some classes listened to the audiobook, and some read together in small groups. (see pages below). Homework is to complete the Tuesdays vocab packet for tomorrow. The Tuesdays vocab quiz on these words will be in class next Thursday, 3/19.
Class A - p. 12
Class B- p.15
Class C- p.17
Class D- p.25

Tuesday, March 10
Homework due today was collected.
Class A-finished notes on Tuesdays with Morrie, examined photo of Morrie and Table of Contents, did not yet start reading the book
Class B- examined photo of Morrie and Table of Contents; Mrs. Hartenstein read aloud to page 6
Class C- examined photo of Morrie and Table of Contents; students read aloud to at least the end of page 8
Class D- examined photo of Morrie and Table of Contents; Mrs. Hartenstein read aloud to end of page 10
Homework for all students is to complete the vocabulary packet for Tuesdays with Morrie, due in class Thursday 3/12. Packet handed out in class and found posted under "Handouts."

Monday, March 9
Classes A, B, and C completed watching the Elie Wiesel interview and then finished the viewing worksheet. Classes B, C, and D began taking notes on Tuesdays with Morrie, and A  class will take these notes tomorrow. All students should clean out any remaining work from Holocaust literature and store it in order to study for finals. Homework is to complete the ALS worksheet (posted under "Handouts"), and to get the parent conference form signed to hand in to homeroom teacher.

Friday, March 6
Students watched the rest of the Oprah interview (or almost the rest of it - some need to finish next class), and completed the viewing guide. There is no homework this weekend.

Thursday, March 5
Snow day - no school.

Wednesday, March 4
Mrs. Hartenstein is back for the rest of the year. Students did a brief written response and discussion about the end of Night. We began watching the Oprah interview of Elie Wiesel at Auschwitz; we will finish next class, as well as complete the brief viewing guide. There is no homework tonight.

Tuesday, March 3
Classes were shortened to 20 minutes due to the revised schedule for the science CMTs. All classes continued reading in Night, stopping occasionally to discuss. Homework tonight is to finish reading the novel for tomorrow. 

Monday, March 2
Due to the 2- hour delay, classes were shortened to 27 minutes. All classes had their homework checked, and continued to read in Night as a whole class. Homework tonight is to continue reading in Night up to pages (A-90, B-91, C-104, D-94) for class tomorrow. 

Friday, February 27
Classes were shortened today to 20 minutes due to the Morgan Guidance meeting. Homework was checked, extra credit and test remediation was collected, and all classes continued to read Night for the remainder of the class. Homework tonight is to read in Night  up to pages (A-72, B-84, C- 90,  D- 76) and to identify a possible theme for the novel.

Thursday, February 26
In class today, students immediately split off into their respective groups to continue their studies of Night. Students took turns reading aloud in their groups and stopped for discussion at various points throughout the reading. Double entry notes homework (3 entries) was checked and tonight's homework was distributed. Homework tonight is to complete 4 double entry notes for tomorrow based on the pages that they read in class. Students who did not complete reading up to a certain page must continue reading that for homework. Extra credit assignments and test remediation are both due in class tomorrow!
A: page 67
B: page 79
C: page 84
D: page 72

Wednesday, February 25
At the beginning of class, students were given back their corrected Holocaust vocabulary test. Students who received below a 62% on this test were given the directions for possible test remediation due Friday, 2/27. Classes split up into their cooperative small groups to continue reading in Night. Double entry notes homework was checked and groups were instructed to discuss the text as they read. For homework, students must complete 3 double entry notes based on quotations found in the reading done in class. Extra credit assignments and test remediation are both due Friday, 2/27.

Tuesday, February 24
Today, each student received their copy of Night to use for the duration of our studies with the novel. Classes continued to read in Night and stop often to discuss and respond. Together, groups completed one double entry, by recording a passage from the text and responding thoughtfully and collaboratively. Homework tonight is to complete two more entries on their double entry notes handout and to continue working on their extra credit.

Monday, February 23
All classes took their Holocaust vocabulary tests today. With the remaining time, students continued reading in Night and taking notes for their extra credit projects. There is no new homework tonight. Extra credit projects are due Friday.

Friday, February 20
Today, classes continued their work with symbolism and motif in the novel Night. Students worked in their cooperative groups to complete their posters. When they finished, students displayed their posters around the classroom. Homework this weekend is to study for their Holocaust vocabulary test on Monday, 2/27.

Thursday, February 19
Students were provided a list of 21 of the Holocaust vocabulary words used in the context of the novel Night to assist in their studying. Classes A, B, and C reviewed the answers for the Vocabulary IV packets. All classes used their motif and symbolism handouts from yesterday to begin creating posters to represent an example of symbolism or a motif in Night. Classes will continue working on these posters tomorrow. Homework tonight is to study for the vocabulary test on Monday.

Wednesday, February 18
Today's opener required students to copy down the definitions for the motif and symbolism into their opener notebooks while vocabulary packets #4 were checked. D period reviewed the answers for their packets; A, B, and C periods will do this tomorrow. Ms. Hile distributed the guidelines and scoring rubric for the optional Extra Credit assignment due February 27. After discussing the difference between motif and symbolism, students worked in pairs or small groups to identify examples of motifs or symbolism within the text of the novel Night. Homework tonight is to study for the vocabulary test on Monday, February 23.

Tuesday, February 17
No school -- February Recess.

Monday, February 16
No school -- February Recess.

Friday, February 13
No school -- February Recess.

Thursday, February 12
Due to the early dismissal for PD, C and D periods were shortened to 20 minutes. All classes had their vocabulary packets #3 checked in class, and were given Holocaust vocabulary packet 4 due on Wednesday, 2/18. Students used the remaining class time to look over their midterm exams and ask any questions. Students were also told about an upcoming vocabulary test and an optional Extra Credit assignment. Homework is to complete vocab packet 4 and to begin reviewing for their vocabulary test.

Wednesday, February 11
Classes spent the first fifteen minutes of class reviewing/correcting their vocabulary #2 packets. Still working cooperatively in small groups, all classes continued to read in Night and discuss. Homework is to continue working on Holocaust vocab. packet #3 for tomorrow. Holocaust vocabulary packet #4 will be homework for the February recess. It will be due Wednesday, 2/18. 

Tuesday, February 10
Ms. Hile checked students' Double Entry Notes homework. All classes continued reading Night and worked in collaborative groups to discuss their homework and address any interesting questions or thoughts about their reading. Before leaving class, they were asked to complete a "Discussion Groups" reflection handout. Homework tonight is Holocaust vocabulary packet #3 due Thursday, 2/12/15 and to bring vocabulary packets #2 to class for Wednesday.

Monday, February 9
No school -- snow day!

Friday, February 6
Classes continued their studies of Night by discussing their Double Entry Notes homework. Students thoughtfully shared their responses to each of the text passages. We continued reading Night (A to the middle of page 11, B to the bottom of page 17, C and D to the top of page 15) and paused frequently to elaborate and discuss various moments and text elements. Homework this weekend is to complete the Double Entry Notes worksheet by identifying and responding to passages from the text.

Thursday, February 5
Students began reading in the novel Night. They were introduced to the concept of Double Entry Notes. Homework tonight is to complete the Double Entry Notes handout, responding to the three-four text passages provided. 

Wednesday, February 4
Students began class by taking the winter universal screen cloze assessment today. After completion of the assessment, classes continued the introduction to the novel Night by reading and discussing the preface by Elie Wiesel and the foreword written by Francois Mauriac. Tomorrow we will begin reading the novel. There is no written homework tonight. 

Tuesday, February 3
Due to the 2 hour delay this morning, class periods were shortened. Ms. Hile checked vocabulary packets and explained the protocol for reading the novel Night in class. Students began reading the preface written by Elie Wiesel in the Night books. There is no homework tonight.

Monday, February 2
No school -- snow day!

Friday, January 30
All classes today examined and discussed the use of propaganda in the Holocaust. Students worked in small groups to evaluate the use of color, slogans, and images in order to prove the propaganda effective or not. The homework for this weekend is to complete the Holocaust vocabulary packet (#2) for Monday.

Thursday, January 29
Classes finished watching The Boy in the Striped Pajamas today. Completed Viewing Guide packets were collected. After viewing the film, students were able to discuss and ask any remaining questions regarding the outcome of the film. C period compared and contrasted the various perspectives within The Diary of Anne Frank and The Boy in the Striped Pajamas. Homework tonight is to complete the movie response questions due tomorrow. Holocaust vocabulary packet (part 2) is due on Monday.

Wednesday, January 28
No school -- snow day!

Tuesday, January 27
No school -- snow day!

Monday, January 26
Due to the impending storm, classes were shortened. All English classes continued watching The Boy in the Striped Pajamas and working on the Viewing Guide packet. Homework tonight is to finish answering questions in their packets. Completed packets will be checked next class. (Packets and movie poster documents are uploaded and can be found in the Handouts/Worksheets link to the left.)

Friday, January 23
Today students took their English midterms. As a result of the revised schedule for midterms, all classes had shortened class periods where they continued to watch The Boy in the Striped Pajamas. There is no homework this weekend!

Thursday, January 22
Only A and C period classes met for English class today as a result of the revised midterm schedule. Classes reviewed for midterm exams by answering basic questions regarding Greek and Latin root words, irony, propaganda, analogies, and concluding sentences. Homework is to continue studying for their midterm exam on Friday. 

Wednesday, January 21
Due to the revised midterm schedule, only B and D period classes met. Classes briefly reviewed for midterm exams by answering basic questions regarding Greek and Latin root words, irony, propaganda, analogies and concluding sentences. Students were instructed to review any concepts that they were still unclear about. B period's plot diagram homework from Tuesday was checked. D period will be checked on Friday. Homework is to continue studying for their midterm exam on Friday. A and C period's plot diagrams will be checked tomorrow.

Tuesday, January 20
Today classes reviewed for midterm exams by brainstorming, constructing, and responding to short answer essay questions pertaining to the literature read thus far. Homework is to complete a plot diagram with text support for any two of the five pieces of literature. Homework will be checked in class on Wednesday for B and D classes, and on Thursday for A and C classes.

Monday, January 19
Martin Luther King Jr. Day -- No school.

Friday, January 16
Students were returned their corrected Anne Frank Unit Tests at the beginning of class. Ms. Hile briefly discussed common mistakes or troublesome questions with each section. Classes continued watching The Boy in the Striped Pajamas and addressing setting and characters in their Viewing Guide packets. Homework is to continue reviewing for midterms and to bring any revised short answer questions for review on Tuesday.

Thursday, January 15
Classes were shortened due to the early dismissal for professional development. Ms. Hile collected final drafts of the Anne Frank Play Reviews. Classes began watching the film for The Boy in the Striped Pajamas and working on the Film Viewing Guide packets to take notes on setting and character development. Homework is to review for midterm exams.

Wednesday, January 14
Each class began with a brief discussion regarding midterm studying strategies. Students were assessed on their comprehension of The Diary of Anne Frank play by completing a Unit Test. The homework for tonight is to have a clean, printed final draft of their Play Review due tomorrow and to continue reviewing for midterms.

Tuesday, January 13
Classes did a "Jeopardy"-like review game to prepare for the Anne Frank Unit Tests on Wednesday. Homework for tonight is to review for the Unit Test through the use of the Holocaust Timeline Packets, Holocaust Vocab. #1, and the Anne Frank Guided Reading Packets. Final Drafts of the Play Review essay are due on Thursday 1/15. Students are also told to continue studying for midterms by gathering and organizing their English binders (searching specifically for past tests, quizzes, vocabulary packets, and homework assignments) and revising/redrafting any essay responses.

Monday, January 12
Using a provided worksheet, students did a peer editing and revising exercise with their Diary of Anne Frank Play Review papers. Homework for tomorrow is to continue working on the final draft of the Play Review, and to prepare for the Anne Frank Unit Test. A test review will be done in class on Tuesday. Students are also reminded to continue studying for midterms -- specifically the three types of irony and examples of each.

Friday, January 9
B, C, and D classes were in the computer lab working on their Play Reviews. Students in A period were tasked with the opportunity to respond to the ending of the play. Students were asked to evaluate the effectiveness of the ending of The Diary of Anne Frank. Students were also given the opportunity to write down any remaining questions they may have regarding the Holocaust or Anne Frank. "The Boy in the Striped Pajamas" was introduced and packets were distributed. Homework for all classes is to finish their rough drafts, due Monday 1/12 and to study for The Diary of Anne  Frank Unit Test on Wednesday 1/14.

Thursday, January 8
A period students were in the computer lab working on their Play Reviews. Students in B, C, and D periods were given the option to finish their Anne Frank packets (if not already completed). Packets will be checked for completion on Friday, 1/9. They were tasked with the opportunity to respond to the ending of the play. Students were asked to evaluate the effectiveness of the ending of The Diary of Anne Frank. Students were also given the opportunity to write down any remaining questions they may have regarding the Holocaust or Anne Frank. "The Boy in the Striped Pajamas" was introduced and packets were distributed. Homework for all classes is to work on their rough drafts, and to begin studying for midterms (reviewing vocabulary from "The Monkey's Paw").

Wednesday, January 7
Play Review Planning Sheets were checked at the beginning of class. All classes finished reading The Diary of Anne Frank, Act 2. Most sections completed the questions in the Anne Frank packets as well. Homework is to begin studying for midterms (reviewing vocabulary from "Flowers for Algernon") and to begin writing the Rough Draft of the Play Review assignment. This draft is due Monday, January 12 for peer editing. 

Tuesday, January 6
All classes continued reading in Act 2 of Anne Frank. They discussed possible themes, literary devices, and changes in characters.  Homework tonight is to finish the Play Review Planning Sheet to be checked on Wednesday. The Diary of Anne Frank Unit Test is assigned for Wednesday, January 14.

Monday, January 5
Classes began reading Act 2 in The Diary of Anne Frank. Ms. Hile assigned the Play Review (due January 15) and distributed the assignment guidelines. Homework is to complete the "Play Review Planning Sheet" due Wednesday 1/7. 

Monday, December 22
All English classes finished reading Act 1 of The Diary of Anne Frank. Students also answered the questions in their packets. There is no homework tonight.

Thursday, December 18
Classes continued to read The Diary of Anne Frank as a class. A/B periods were shortened due to the Holiday Concert. No homework was assigned.

Wednesday, December 17
Students continued to read the play, The Diary of Anne Frank aloud and complete the questions. There is no homework assigned.

Tuesday, December 16
Students continue reading Anne Frank and completed the questions for Act 1 in their packets. There is no homework.

Monday, December 15
Ms. Hile is subbing for Mrs. Hartenstein. Students in all classes finished filling in the blanks on their "timeline" packets. Classes assigned parts and began reading The Diary of Anne Frank. There is no homework.

Tuesday, November 18
Students worked on their short stories on the laptops. The printed final draft is due in class on Wednesday 11/19.

Monday, November 17
Students did the second round of peer revision. Tomorrow we will have the laptops for putting finishing touches on the short stories. The final printed draft is due in class Wednesday 11/19.

Friday, November 14
Students showed completion of first draft and completed peer editing worksheets anonymously on other students' stories. Homework is to use these worksheets as feedback on your writing and make revisions. Due Monday is the next printed, clean draft for a second round of peer editing.

Thursday, November 13
Students worked on their essay. Due tomorrow is typed, clean draft of narrative (already printed) for peer editing.

Wednesday, November 12
Mrs. Hartenstein checked the rest of the graphic organizers while students did an opener about different ways to begin a narrative story. The handout for this is found under "Handouts." Students spent the rest of the time working on the drafts of their short stories. All short story drafts should have at least 2 alternative beginnings included in the clean, printed draft due in class this Friday, 11/14.

Tuesday, November 11
Students had the Veteran's Day Assembly today. In class, students received an alternative graphic organizer. Students also receive printed copies of  the assignment and due dates (can be found under "Handouts").  In class, students worked on graphic organizers, which must be completed by class tomorrow and shown to Mrs. H for her initials. Then students will work on their drafts on the laptops. The first typed, clean draft is due on Friday, 11/14.

Monday, November 10
Students did an opener about the different types of narrative voice. They read "There Will Come Soft Rains" (found under Ray Bradbury sources on the menu to your left). Students were introduced to the writing assignment. Students will receive a written copy of the assignment and due dates tomorrow (can be found under "Handouts"). Students received a graphic organizer that needs to be completed and initialed by Mrs. H by Wednesday, 11/12.

Friday, November 7
Students continued with the fishbowl activity, and then completed a self-assessment collected by Mrs. Hartenstein. There is no homework this weekend.

Thursday, November 6
Mrs. Hartenstein collected the homework due today. Students did an opener identifying their own strengths and weaknesses in group discussions. Students received instructions on how we will run "Fishbowl" discussions in our class. Students received a Fishbowl Rubric and Fishbowl Strategies to help throughout the year whenever we do this activity. Fishbowl grades count as small quizzes. Today and tomorrow we are doing a Fishbowl on "The Veldt" by Ray Bradbury.

Wednesday, November 5
Today's opener was to introduce students to more potentially unfamiliar vocabulary in "The Veldt." Students finished reading "The Veldt," a short story by Ray Bradbury. They wrote a question, an observation, or a prediction every page or so while reading. Students turned in these notes for review by Mrs. Hartenstein. Homework is to complete the questions on "The Veldt" (found posted under "Handouts"). You must do thorough, quality work or this assignment will be returned to be completed again before credit is given.

Tuesday, November 4
Our opener covered some of the vocabulary that students will encounter while reading "The Veldt."Students shared their "perfect parent" assignments before turning them in. Students began reading "The Veldt," a short story by Ray Bradbury. They wrote a question, an observation, or a prediction every page or so while reading. Students will finish reading and writing these notes tomorrow, in preparation for an activity we will be doing Thursday. There is no homework tonight.

Monday, November 3
For the opener, students wrote a response about what they feel is a parent's role, including his or her responsibilities and why. We discussed this as the role of a parent (one who raises a child), not necessarily a biological mother or father. Students were then shown a model of the assignment they began in class and must finish for homework. The planning sheet for creating a "perfect parent" is found under "Handouts." The final copy is due tomorrow - a labeled drawing of the "Perfect parent" along with a written description attached to the front. Please type the description if possible.

Friday, October 31
Students took the vocab test on "The Monkey's Paw" and "The Tell-Tale Heart." Some classes who had extra time worked on a Halloween analogy activity and/or listened to an additional story while using the iPoe app. There is no homework this weekend!

Thursday, October 30
Mrs. Hartenstein collected the homework due today. Today's opener practiced eliminating run-on sentences. Classes then read "The Tell-Tale Heart" in our literature book, while listening to the audio book and viewing the iPoe App on the Smartboard.  Classes briefly discussed the story and the author's craft. Homework is to study for the test on "The Monkey's Paw" and "The Tell-Tale Heart" vocabulary tomorrow.

Wednesday, October 29
Students did an opener editing and revising sentences that were about Edgar Allan Poe and "The Tell-Tale Heart." Groups did a "jigsaw" activity, where the group members were given different sources about Poe (4-6 sources in all), and  read them, taking notes. Then each group member shared what he or she learned that isn't found in the article from the literature book. Students were not allowed to take these sources home - they must rely on their notes. The homework assignment is a piece of writing found posted under "Handouts." Use the notes to complete the assignment.

Tuesday, October 28
The opener was about possessive use of the apostrophe and making items plural. Students finished group work from yesterday. Homework is to read the article about Edgar Allan Poe in the literature book, pages 242-246, and continue preparing for the test on "The Monkey's Paw" and "The Tell-Tale Heart" vocabulary on Friday 10/31. The best way to study is to use the words in a variety of original sentences. Mrs. Hartenstein will look at these if you would like.

Monday, October 27
Our opener was practicing fixing run-on sentences. Students then worked in groups to check over the answers to their 'Tell-Tale Heart" vocab packets. They used a handout of sentences from the story using each vocabulary word, in order to determine by the context whether the definition that they chose to fill in was correct (this sheet found under "Handouts"), then checked www.m-w.com to verify the definition and synonyms for the word.. Class D completed this assignment, while A, B, and C still need to finish a few more words within their groups. Homework for everyone is to continue preparing for the test on "The Monkey's Paw" and "The Tell-Tale Heart" vocabulary on Friday 10/31.

Friday, October 24
Classes did an opener practicing the vocabulary in preparation for the test next Friday. Students turned in "The Tell-Tale Heart" vocabulary due today. Classes completed going over the group work on diction, tone and mood. Homework is to be preparing for the vocab test on "The Monkey's Paw" and "The Tell-Tale Heart" vocab on Friday, October 31 - Mrs. Hartenstein will give back "The Tell-Tale Heart" packets on Monday. 

Thursday, October 23
Classes were changed because of the half day for professional development. Students completed the group work on diction, tone, and mood from yesterday. We began reviewing examples, and the rest of the class tried to identify the mood, based upon the passage and the tone named. We will continue these tomorrow. Students received back their "The Monkey's Paw" paraphrase worksheet along with an answer key on the back. Homework tonight is to complete "The Tell-Tale Heart" vocab packet (found under "Handouts"), and to be preparing for the vocab test on "The Monkey's Paw" and "The Tell-Tale Heart" vocab on Friday, October 31.
 
Wednesday, October 22
Students did another opener about tone and mood using a model literature passage. Then, groups were assigned different sections of the story "The Monkey's Paw," and were shown how to complete the "Diction, Tone, Mood" worksheet together (found under "Handouts"). We will finish and go over this tomorrow. Homework is to complete "The Tell-Tale Heart" vocab packet (due Friday), and to be preparing for the vocab test on "The Monkey's Paw" and "The Tell-Tale Heart" vocab on Friday, October 31.

Tuesday, October 21
Students did another opener about tone and mood. Groups brainstormed about some words that specifically describe tone, and some words that specifically describe mood. Students watched a 5 minute video showing examples of tone creating a mood, then students tried to change the tone of some writing by replacing words, in order to create a mood. Students received word banks for tone and mood words (found under "Handouts"). Homework is to complete "The Tell-Tale Heart vocabulary packet, due Friday (found under "Handouts"). Try working on 5-6 words per night.There is a vocabulary test on the words from "The Monkey's Paw" and "The Tell-Tale Heart" next Friday, October 31st.

Monday, October 20
Students did an opener about tone and mood, then we spent the rest of class reviewing our vocabulary packets and adding another synonym for each word. There is no homework tonight.

Friday, October 17
Twenty minute classes today because of the Walkathon. Students turned in the paraphrase worksheet due today. Classes (who needed to) finished reading "The Monkey's Paw," and discussed. There is no homework.

Thursday, October 16
Students turned in "The Monkey's Paw vocabulary packet due today. Students practiced a "paraphrase" activity that modeled how to do tonight's homework. Classes listened to and discussed "The Monkey's Paw" in small groups. Classes B&C finished the story - Classes A&D will finish tomorrow. Homework tonight is to complete the "Monkey's Paw" paraphrase worksheet passed out in (and found under "Handouts").

Wednesday, October 15
Today was the DRP screen in homeroom, so we had an adjusted schedule and no enrichment. In English class, students practiced identifying connotation of words. Then, we began our study of "The Monkey's Paw," by listening to the textbook and stopping to discuss and check for understanding.  Classes B&C read in the literature book pages 249-255, while A&D read pages 249-252. Homework is to complete the vocabulary packet on "The Monkey's Paw" for tomorrow.

Tuesday, October 14
Students turned in the final draft of the Compare and Contrast essay due today. Students took notes on denotation, connotation, tone and mood, and practiced using connotation. Homework is the vocabulary packet  on "The Monkey's Paw" (found under "Handouts") due Thursday 10/16.

Monday, October 13
Columbus Day - No school

Friday, October 10
Students showed completion of a revised draft and classes did another, different peer editing exercise (found under "Handouts") to assist in final revisions. Students are reminded that they should use their own best judgment, but the suggestions from their peers are helpful is drawing attention to potential problems in the essay. The final, typed draft with the rubric stapled to it is due in class on Tuesday, October 14th.

Thursday, October 9
Students used the peer editing worksheet from yesterday to work on revisions to their essays in the computer lab. Homework is to have a completed, clean, printed next draft in class tomorrow.

Wednesday, October 8
Students did a peer editing and revising exercise using the sheet found under "Handouts." Be prepared to continue revising your essay in class tomorrow in the computer lab.

Tuesday, October 7
All classes met in the computer lab/library to complete the first draft of the compare and contrast "Flowers" essay. All students must have a completed, printed first draft in class tomorrow - no technology excuses will be accepted. This is a homework grade.

Monday, October 6
All classes met in the computer lab. Students showed Mrs. Hartenstein completion of the graphic organizer in order to begin writing the rough draft of the compare/contrast essay. Students received the rubric for this essay assignment (found under "Handouts"). Homework is to continue working on the rough draft. We will be in the computer lab again tomorrow during class.

Friday, October 3
Today students answered some questions intended to guide them toward stating a theme for the plot of "Flowers for Algernon." We discussed that for this type of assignment, a theme is a message from the author revealing a belief he/she would like to communicate about life, the world, or human nature. Students received the Compare and Contrast essay assignment, including due dates for each part, and a graphic organizer (all found under "Handouts"). Homework is to complete the graphic organizer.

Thursday, October 2
Classes completed watching the movie "Flowers for Algernon" (can also be viewed on YouTube in 11 parts) and filling in the movie guide. Students received back their corrected plot diagrams. No homework tonight - tomorrow students will be given the compare and contrast essay assignment.

Wednesday, October 1
Students continued watching the movie of "Flowers for Algernon" and working on filling in the movie guide worksheet (found under "Handouts"). This movie can also be found on YouTube in 11 parts. Today we watched to the following movie times:
A- 34:30    B-41:15    C-41:15    D-54:00.   No homework tonight.

Tuesday, September 30
Students began watching the film of "Flowers for Algernon" (modern version starring Matthew Modine and Kelli Williams) and working on a viewing guide in preparation for a compare and contrast essay. There is no homework tonight.

Monday, September 29
Mrs. Hartenstein was out- Mr. Cuomo substituted. Students took the "Flowers" test. The plot diagram homework that was due today will be handed in tomorrow.

Friday, September 26
As an opener, we reviewed what a plot diagram looks like and its five parts. Students copied down what the characteristics are of each part. The rest of class was spent filling in a "flowers" plot diagram worksheet using the book. Homework is to complete the plot diagram worksheet (found under "Handouts"), and to study for the test Monday. Study strategies are:   Practice writing sentences using the vocabulary words, practice writing clear answers to the discussion questions we used in class ("Think, Pair, Share"), practice writing an explanation for an allusion used in the text, and practice explaining different examples of irony used in the story.

Thursday, September 25
All classes finished reading "Flowers for Algernon" in the literature book. Homework is to prepare for the test on "Flowers for Algernon" on Monday 9/29 by studying notes, homework, vocabulary, and irony. Practice writing sentences using the vocabulary words, practice writing clear answers to the discussion questions we used in class ("Think, Pair, Share"), practice writing an explanation for an allusion used in the text, and practice explaining different examples of irony used in the story.

Wednesday, September 24
Students did an opener on comma usage. Classes took notes/reviewed the Adam and Eve story from the Bible in order to examine the use of the allusion in "Flowers for Algernon" on page 697. Classes listened to "Flowers" :
A- to bottom of page 705            B- middle of page 706 at June 19th entry        C- page 707 at July 7th entry        D- page 706 at June 19th entry
Homework is to begin preparing for the test on "Flowers for Algernon" on Monday 9/29 by studying notes, homework, vocabulary, and irony.

Tuesday, September 23
Students turned in the homework due today. Our opener was about pronouns and antecedents. We finished going over the "Think, Share, Pair" questions from Friday and took notes on the answers. Only class B discussed the allusion on page 697. There is no homework tonight.

Monday, September 22
Students did an opener correcting spelling, grammar and punctuation. During class, we began tackling the "Think, Pair, Share" questions passed out on Friday. We took notes on student answers. We will finish this activity tomorrow. Homework is to complete the "Before and After" worksheet handed out in class (found under "Handouts"). You must use your book, providing examples and page numbers.

Friday, September 19
Mrs. Hartenstein is out - Mrs. Blake substituted. Students worked in groups to read "Flowers for Algernon" pages 695-703 and to discuss "Think, Pair, Share" questions. Students will be called upon randomly on Monday to answer these questions, but they should not have written out answers.

Thursday, September 18
After the opener on proofreading, students corrected their own homework. In class we read and discussed in the literature book the story "Flowers for Algernon" pages 691-695. There is no homework tonight, but students who haven't turned in the classwork from English writing this week need to do so by Monday 9/22.

Wednesday, September 17
The opener was to articulate Charlie's expectations for changes in his life after the surgery, then compare them to our expectations for changes in his life. Mrs. H. collected homework due today. We read and discussed in the literature book "Flowers" pages 683-686 (end of Part I). Homework is the "Flowers" punctuation worksheet (found under "Handouts").

Tuesday, September 16
Students did the opener to read and understand a very basic summary of the story of Robinson Crusoe. Students took brief notes and viewed a PowerPoint about the term "allusion," and specifically learned about literary allusions. We read in "Flowers for Algernon" (literature book) pages 680-683 and discussed the literary allusion at the bottom of page 683. Homework is to complete the worksheet on Robinson Crusoe allusion (found under "Handouts").

Monday, September 15
Students reviewed identifying nouns. Classes continued reading and discussing "Flowers for Algernon" pages 673-680. We focused on identifying the changes we see in Charlie's character after the operation, and on recognizing the author's use of irony. There is no homework tonight.

Friday, September 12
Students were in the computer lab today to complete the lesson on our school's Acceptable Use Policy for technology. There is no homework this weekend.

Thursday, September 11
Students took the quiz on the "Flowers for Algernon" vocabulary packet and three types of irony. The homework tonight is to prepare for the book chat tomorrow morning.

Wednesday, September 10
Today's opener dealt with understanding phonetic spelling. "Flowers for Algernon" has some portions that are written phonetically. Students also showed completion of last night's homework and checked their answers against samples of appropriately developed responses. Classes read and listened to the audio of "Flowers for Algernon" pages 672-675 in the literature book. Homework is to finish preparing for the quiz on the "Flowers" vocab and on the three types of irony.

Tuesday, September 9
The opener again practiced identifying adjectives and the words being modified. We reviewed the three types of irony and their meanings. We viewed a PowerPoint to practice identifying each type of irony. Homework is to complete worksheet #1 on irony (found under "Handouts"), and to study for Thursday's quiz on "Flowers" vocab and irony.

Monday, September 8
Our opener reviewed the use of adjectives, as well as  the difference between adjectives and adverbs. Using the Merriam Webster online dictionary, we reviewed the answers to the "Flowers for Algernon" vocab packet.  Students were able to see a sample o f a vocabulary quiz for this English class, to understand how these quizzes are structured. We also completed taking notes on the three types of irony. This Thursday, there is a quiz on the "Flowers" vocab and on the three types of irony.

Friday, September 5
We discussed and wrote about whether or not "ignorance is bliss." We continued taking notes on key terms for "Flowers for Algernon." HW is to prepare for the book chat next Friday.

Thursday, September 4
Students completed the ungraded pre-test showing prior knowledge. Mrs. H. collected the vocabulary packet due today. Students wrote about a change they would make in themselves, in preparation for the short story we will begin studying ("Flowers for Algernon"). Students took some notes on key terms for the story, which we will continue tomorrow. Homework is to be sure to hand in the Summer Reading assignment to homeroom teachers by tomorrow - this will be the first test grade in English class. The Book Chat will be next Friday, September 12th.

Wednesday, September 3
Students turned in the signed expectations slip. Students took a short quiz on the expectations. Students then took an ungraded pre-test to show prior knowledge. Homework is the vocabulary packet on "Flowers for Algernon" (packet found under "Handouts").

Tuesday, September 2
Students received the class expectations sheet from Mrs. Hartenstein, and learned about the routine in room 25. Homework is to have a parent sign this sheet, and turn it in tomorrow. There will also be a brief quiz tomorrow on the class expectations.