More persuasion & Antithesis

Today we went to the computer lab. We typed up our papers there and got a half-sheet with instructions about what to revise. We left there at 2:55. We came back sat in our assigned seats and took a small quiz. Then we got into our groops and talked about the book, like what happened and such. Then we reviewed some more literary techniques, including antithesis, interrogative, exclamatory, declarative and imperitive sentences.

Allison

Prince of Wales discussions & persuasive writing

Our Bellwork for today was to turn in the progress reports and to put up the remaining literary term posters on the wall. Then, we were to gather in our journaling groups and discuss chapters 16-18 with the other group members, making sure to discuss the literary techniques.

Next, Mrs. Gilbert handed out a rubric for how to journal well and went over the guidelines with the class while using examples of other classmate’s journals from last night. This was followed with a ten-minute review of the literary techniques that are on the wall.

Then, Mrs. Gilbert discussed with us a fill in the blank worksheet that was on persuasive speeches. Then we had a while to start working on our rough drafts of the persuasive speech/essay. This rough draft is due tomorrow at the beginning of class.

Laura

The END of the RESEARCH PAPERS

Today we turned in our final draft to our research paper unless you got your tape yesterday then its do Thursday. You should've come to class with everything in order and then we wrote the reflection. Then we shared our favorite part. Pick a group to journal each chapter with.

Breanna

Catching up from the snowday

Bellwork: Work on lit. poster for 15 minutes then hang on the wall it wont be late until after Wednesday

15 minutes to talk about the book & then took quiz

Got a research paper check list, went over it. Bring research folder (final & process) all finished according to checklist tomorrow. You’ll have 30 minutes to do reflection, and then discussion on novel if we have time.

Maddie

Diction

Bellwork: Have journals out and silently listen to announcements. Make a group poster of verbs that come to mind when given a word assigned by Mrs. Gilbert.

Classwork: Take ten minutes to look over your paper and add more diction (both specific and creative) to your paper. Discuss chapters five through nine within group and then present any questions that you might have had to the class. Turn in all journals as well as any extra credit. Take notes on new literacy techniques, shifting adjectives and appositives, which can help to spice up your paper. Take the last fifteen minutes of class to do chapter ten journals or work on paper. Those who papers are due today, turn them in to Mrs. Gilbert.

Naudia

Thesis & Parallelism - from 12/7

Worked on our thesis
Looked for or added parallelism
Worked on what makes a good conclusion

Kellie

Shifting adjectives, appositives & diction

Bellwork: Have journals out and silently listen to announcements. Make a group poster of words that come to mind when given a word assigned by Mrs. Gilbert.

Classwork: Take ten minutes to look over your paper and add more diction to your paper.

Discuss chapters five through nine within group and then present any questions that you might have had to the class. Turn in all journals as well as any extra credit.

Take notes on new literacy techniques, shifting adjectives and appositives, which can help to spice up your paper. Take the last fifteen minutes of class to do chapter ten journals or work on paper.

Those who papers are due today, turn them in to Mrs. Gilbert.

Naudia

Absolutes and participles

We learned the literacy techniques absolutes and participles. Had handout to go with them. And you should probably get the notes from a classmate.

Got the rubric for out research paper and a new timeline for the next couple weeks.

We revised our 2nd rough drafts and added new literacy techniques to them also added other necessary literacy techniques to paper.

Some people had to turn in their 2nd rough draft with tape, others got theirs back.

HOMEWORK: Read and journal Chapter 11 from The Power of One

By Cristi

After the bell today we worked on finishing up finding errors in citing from yesterday and discussed how to format our works cited page. Then we learned about passive words (is, are, were, was, been). We found all of the passive words in our 2nd drafts and worked on changing it to an active voice. Journals are due either today (for chap. 1-7) or Monday (for chap. 1-9). For the last few minutes of class, papers were passed back and Mrs. Gilbert told us what to expect the rest of the semester.
Have a good weekend * Nicky *

Time to talk about characters.

Today we took a quiz on “The Power of One” chapters 1-6. We also made a poster on characters in the book, found quotes that described them, and identified literary techniques in the quotes. Also we practiced citation. Homework: Have rough draft #2 done by tomorrow (12/2/05) and bring your audio tape.

--JJ

Revision, revision

We began with revisions on an example paper and reviewed how we should apply them to our own papers. Then we went over when you have to turn in a rough draft for a tape.

Mrs. Gilbert passed out progress reports and then had make-up time for the rest of the hour.

Tomorrow will have a quiz on the Power of One.

Kirstin

Revising RD #1

Today we got our rough drafts checked by Mrs. Gilbert and then we went over various things to make our paper better In those things we completed a fill in the blank that will aid us in making our final paper better. (Be sure to pick up the handout and copy notes from a classmate).

Tomorrow you need to show Mrs. Gilbert that you have improved your RD and Friday your RD #2 is due.

You still have to read chapter 5 tonight, but you may skip journaling if need be.

Mike C.

Wrap-up TFA / Begin Power discussions

November 28, 2005

Bellwork
Answer questions regarding Things Fall Apart (get them from Mrs. Gilbert)
Group Discussion
Class Discussion
Assignment
Answer questions about The Power of One (get them from Mrs. Gilbert)
Group Discussion
Class Discussion

Gave us our homework: Read and Journal Chapter 4 and Rough Draft of Research paper and work cited page. (DUE TOMORROW)
Last 25 minutes of class
Work independently and silently on reading/journaling on Chapter 4.

By: Dorothea P.

Plagiarism, credibility and research standards

Today we assembled research folders -- see Mrs. Gilbert for all the handouts.

We also corrected the Plagiarism or Not! Worksheet, turned it in, and discussed how to avoid plagiarism. We discussed how to do in-text citations and rough draft bibliographies.

Then we went to the computer lab and learned how to evaluate the credibility of sources. We turned in the first page of the Searching the Web worksheet (available at our class website under the reserach section).

Tomorrow we'll start putting it all into action as we do research on our topics.

Homework: Keep journaling/reading -- Chapters 14-15.

cjg

Beginning Research reports...

Today in class we had a bell assignment that was to come up with a list of topics that you would read a magazine article about. The bell assignment led into us getting our research paper assignment, along with the rubric for our letter which is due on Monday, and also our timeline that says when everything has to be turned in. (These handouts are available on www.cjgilbert.net under ASE on the Research-Citation page.

We also presented some of our Igbo people books.

Homework: Read/journal on chapters 9-11 (if you do better on these, Mrs. G will raise your previous journal grade) and write your research proposal letter.

--Martha

The ill-fated Ikemefuna & literary journaling

Today in class, after reviewing proverbs, Mrs. Gilbert assigned everyone in the class to a group. In the groups everyone had to find a literary technique from the book Things Fall Apart but each literary term could not be used more than once. (See the instructions handout for more details) After each group finished their poster, they had to put them up on the wall under the assigned chapter. We also got a handout explaining how to add literary journaling to our nightly work.

Mrs. Gilbert then read chapter seven of Things Fall Apart aloud to the whole class and we all followed along or read ahead silently. The rest of the groups presented their literary technique posters to the class. The literary techniques presented were discussed in the class and we turned in the journals on chapters 5-6.

Tonight we have to read chapters seven and eight from Things Fall Apart and journal on them and have them ready for tomorrow.

Kwanterryia

Wrapping up the webquests

Today in class we started out in the computer lab until 2:00, this was so that our groups could finish our power-point presentations and do our self-evaluations. Self-evals, stapled with the notes, personal knowledge prompts and slide printouts are due by Friday.

We got back to class and the “literary people” did a couple more presentations. Our first group discussion happened after that over our book “Things Fall Apart”. Turn in the notes you took on that last night. Tonight’s homework is to read over the next chapters on your reading list and continue journaling.

Literary cheatsheets are due by Tuesday

Ronda

Beginning African lit

Bellwork: We turned in our “If I was going to write a paper on the Shrew” outlines and any other Nicenet work due.

During class: The next book we are reading, Things Fall Apart, takes place in Igbo culture. We will be writing a storybook as table groups comparing Igbo culture to modern culture tomorrow in the library computer lab. Mrs. Gilbert showed us an example storybook she created. We were given the process description and rubric for our task. Then we divided the group topics into individual assignments. The Things Fall Apart books were signed out and we took notes for reading the novel.

Homework: Answer your topic’s question for modern culture and read Chapter 1 in Things Fall Apart.

BY: Maggie D

Petruchio tames Kate!

Today we finished performing all of Act 4 and scene 1 from Act 5. We also got handouts on what we're doing tomorrow and over the weekend (those instructions are available online at www.cjgilbert.net under the "Taming of the Shrew" unit in ASE).

Homework: Read Act 5

Act 4 Taming of the Shrew

We watched the second half of the “wooing scene” in the classic movie version of Taming of the Shrew. Those who wanted to continue acting were assigned a role by Mrs. Gilbert (in Act 4, Scenes 1, 2, and 3 and Act 5 Scene 1). Those who wanted to have an alternative assignment picked a literary technique with a partner and prepared a presentation on where that technique is used in Act 4. Act 3 Scene 2 performed. Groups were then given 30 minutes to prepare their presentation (either acting or literary technique). All presentations need to be ready by tomorrow.

By Becca

More Shrew

In the beginning of class we found our new assigned seats. Then we had 30 minutes- the people who acted today rehearsed and the other people worked on the literary techniques packet and discussed notes from Shakespeare Alive. Then we watched acts two and three (at least scene one). At the end of class we watched some scenes from the Taming of the Shrew. Also we signed up for acting or literary terms as work for tomorrow.

Homework: Read act four of the Taming of the Shrew and if you signed up for acting tomorrow, write down some ideas you would have for adding physical humor. If you signed up for literary techniques, write down page numbers where you notice literary techniques. -Angel

HAPPY HOLLOWEEN

GET OUT YOUR PARAGRAPH ON ACT 2 AND BE READY TO WATCH A PLAY DONE BY STUDENTS
DISCUSS IN YOUR GROUPS ABOUT YOUR PARAGRAPH ON ACT 2 OF TAMING OF THE SHREW AND THE CHAPTER YOU WERE ASSIGNED FROM SHAKESPEARE ALIVE! EITHER ABOUT THE WOMEN OR ABOUT THE FAMILY
IN YOUR GROUPS FOR YOUR PLAY ALSO YOU RECEIVED YOUR CHEAT SHEET BACK GRADED AND GET HELP IN GROUP IF NEEDED BUT OTHER WISE
GET A SEAT AND WATCH THE FIRST ACT PERFORM

DAVID K.

Background on Shrew

We received a new sheet of paper telling us a story of either old English families or Women in the Renaissance. You have to take notes and right a paragraph comparing it to Act 1, which you also have to read over the weekend due on Monday. There is also a literary sheet where you test yourself and will correct on Monday with your cheat sheets. Then for the rest of the hour we got to work on all of that and get the most we could get done. Blake

Rehearsal time

Today we had to take a white piece of paper for the bell work and put who you we wanted to sit by and don’t want to sit by and any other special needs. We also signed up for scribe for 2nd quarter. After that Mrs. Gilbert collected them and we went over on how to edit are screenplays so they make more sense (get notes from a classmate). Also Mrs. Gilbert showed a scene from Kiss Me Kate to see how levels and how we need props to show what’s going on in are play. Then for the rest of the hour we got in are groups and practiced our presentations for the play

Blake
(sp.)

Starting to Tame the Shrew!

Today is the last day of the semester. Today in class we received the Taming of the Shrew and received papers that dealt with the play and the characters and also how to write an Actor's Notebook. We also went over how to perform and discuss the characters to decide on which of them that we liked. After that we went over the roles that we choose for the play. Then everyone left and that is it.

Homework is to begin filling out the Actor's Notebook.

Gavin

Exam Part 2

Today we took down our 13th Olympian posters and did the 2nd part of our final exam. We also put up our posters for our story/poem.

Homework: From a magazine, newspaper or internet, get a picture of people and lable the use of negative space, levels and leading center.

--Jack

Reflections

Hey everyone quess what we did today. Sorry u cant u werent there but to tell you we turned in are papers today and we had to write a reflection for it (see the handout Mrs. Gilbert gave out). Also we got the requirements for the style poster which is due Tuesday. Then for the rest of the class we finished the movie.

Blake

Ramping up for Shrew

Today we just did bell work, which was practicing putting commas in the right places in complex and compound sentences. After that we watched the movie “Ten Things I Hate About You.” The homework for tonight is to turn in our final draft of the comparison/contrast, along with the other work.

--Martha

Complex sentences

Bell work- each of us in our group made sentences to make a really short story.

Made 3 compound sentences from the story that we wrote

Did 3 sentences each for pattern 3 and 4 (aka complex sentences) from the punctuation pattern sheet. Switched with group member and edited their paper for proper punctuation.


Proofread rough draft # 3 for compare and contrast paper.

Final draft due Friday!

You can turn in your books anytime.

--Cristi

Final Exam Part 1.

Today in class we first talked at our tables about who we thought the tragic hero was until 1:20
40 minitues to complete you Final Exam Part 1 Essay. In your essay the Prince Of Egypt , Atigone and another Myth had be included in it.
20 minutes quiet time which was for:
redo mini essays on Atigone
Revise C/C paper

Tomorrow bring Third Rough Draft

David K

In class today we finished watching "The Prince of Egypt" that we started watching on Friday. Try to take notes, you will need them for tomorrow's Final-Part 1.
Ronda

Working on literary terms cheatsheet

We defined words from anthology books in our cheatsheet and for some of them we needed to find examples from Antigone. Look for the list of words posted in class.

We worked on introductions make sure to have: an attention getting intro with a thesis (point).

Quiz over the Antigone story tomorrow and R.D. #1 due

Erin

End of Antigone, Creon and Haimon!

Today (10-11-05) we just read and took notes on scenes 4-Exodos on the Antigone story pages 330-340. Also we talk about our compare and contrast paper. We talked about having a message/point in your paper. Another thing we talked about was the body paragraphs. The first sentence deals with the main connecting points. The middle sentences descriptively shares info for both stories and make connections between the two stories. And the last sentence deals with making connections between the two stories. Homework: Write 3 body paragraphs that are due tomorrow (10-12-05).

JJ

The plot thickens: Antigone

Bellwork:
Turn in you c/c chart
Make a list of key quotes made by Antigone and Ismene in the Prologue of Antigone

After our bellwork, we discussed how to properly read our lines in Antigone. You need to open your mouth and speak clearly and loudly. Make sure you are sitting up straight with both feet on the floor or stand. Next, we read Scenes 1-3 in Antigone. We had a worksheet of questions to discuss on Scenes 1 and 2. We wrote down key quotes of Creon and the Sentry in Scene 1.

Homework: Write down key quotes from the characters in Scenes 2 and 3.

E.C.: Read Scene 4 and write a paragraph summary for 10-11-05.

Maggie

Beginning Antigone and C/C paper

We went around reading everyone’s final drafts, and putting down comments about we thought about it. Turn in the final.
We voted between Julius Caesar and Taming of the Shrew (Shrew won)
We received another packet of poems (save for next week)

David and Ronda played out the first scene of the play of Antigone.
We all were assigned a part to the play to read over the weekend.

AND, we were assigned to do the pre-work chart for a compare/ contrast paper. Instructions for the paper can be found online at www.cjgilbert.net under Mythology under C/C paper.

--Written by Ashley, typed by Blake

C/C Bible/Other myths

Today we started with a review worksheet on compound sentences; we corrected it as practice and we will have a quiz over it in the near future.

Then we spent time in groups discussing the Bible stories we read on Tuesday. Then we got in smaller groups (3-4) to make a compare/contrast (c/c) chart between one Bible myth and another myth. Each person had to translate one part of the chart into a body paragraph for a "group" essay. These were taped to construction paper and turned in.

Finally, we signed out Platinum edition anthologies and everyone has to read pages 308-309 for tomorrow to prepare for our next story: Antigone.

REMINDER: Final draft of Olympian is due tomorrow. Don't forget to organize your papers according to the handout you received in class today.

Compound Sentences

Today we did a quick review of parts-of-speech via some more mad libs. Then we got Punctuation Pattern sheets and discussed the differences between simple and compound sentences, and between compound subjects/predicates and compound sentences. Then we wrote 9 sentences on lined paper: 1 simple with a compound subject, 1 simple with a compound predicate, 7 compound sentences using each of the main coordination conjunctions once (and, or, for, so, yet, but). We turned them in for credit.

The we took notes on how to do a better job of proofreading our Olympian projects. Everyone is supposed to proofread their 3rd rough draft at least 3 times before writing their final for Friday.

Then we shared some allusions.

Schoolhouse Rock & Bible-as-Literature

Today we made up stories about random subjects where we had to fill in the blanks with the grammatically correct word. We had to get in group of 2 and then make the story (Mad Libs) then get together with another group and have them fill in our story with random words in the blanks.

We also started to talk about famous Bible stories and some of were assigned as leaders for reading these stories. After that we made posters in different groups about certain stories that we were assigned to. Then we all took notes on the other stories that we learned about from the other groups.


Homework was to bring 3 high level questions about Bible stories and other stories we read and bring in 3rd rough draft on Olympian story.

--Rod

Poetry & Discussion

-Write letter to someone about his or her poem and tell him or her 3-5 things that you liked.
-Revise Olympian story to include dialogue, description, and figurative language.
-Write high level 3 questions connecting Greek/Norse/World Mythology.
-Discuss The questions in groups and write down good points.
-3rd rough draft due Wednesday for Olympian story.-Everything about Olympian due Friday.

--Josh P.

Wrapping up loose ends

Today we turned our poems in Make sure you turn in all the rough drafts as well as the fill-in-the-blank worksheet. Also, on a sheet on lined paper describe how your poem changed between drafts to become better and how you feel about your poem and why .

Then we watched scenes from Lord of the Rings to see Norse mythology.

We also got our mythology tests back and mock-meap multiple choice. Extra credit options are available after school if you see Mrs. Gilbert

HOMEWORK: Rough drafts #2 of 13th Olympian due on Monday (be sure to double-space it) and Final draft (with visual) will be due on Wednesday.

-Angel

More myths - here and around the world

Peer Revision:
Read your Olympian story to your group and get feedback. Fill out the sheet that was handed out on Wednesday.

Drafting Time:
Time to apply feedback to Olympian story.

Story Packet: Read packet of stories from other countries and apply them to Greek mythology stories. Make a compare and contrast chart with a partner. Turn it in.

Reminder: Final draft of poem due tomorrow! With rough drafts and scoring rubric!

By: Naudia

Line Breaks & Norse Mythology

We discussed the new way Mrs. Gilbert wanted us to do our compare and contrast charts. We got in groups and practiced these charts by comparing Norse myths to Greek myths . We also went over the process of formatting poems (such as line breaks, indentations, creative grammar etc.)

We also got our assignments for tomorrow since Mrs. Gilbert will be gone. We'll need our rough draft of our Olympian story to work on in class and our final draft of our poem is due on Friday (along with the rough drafts and the grading sheets)

By Kwanterria

Day 2 of Mock-MEAP

Today we did the writing part of the mock MEAP test and we have have home work to read pages 443-444, 447-463. You have to know these people, places, and things

Gods Odin, Loki, Thor, Freya, and Balden
Mortals: Signy and sigmond
Brynhaid, sigold, and gummer
Places:Asgard, Valualla, the well of wisdom
Things/other Runes, Valkyries
Creation mythes(esp Giants)

Please also bring a clean draft of your poem tomorrow for us to work on.

By Breanna

End of Mythology test

Turn in take-home essay with grading rubric stapled on top.
Finished test and watching Hercules.
EC opportunity- ask for paper
HW: Make up 13 Olympian -- who are their parents, what life events, symbols, etc. -- due Monday

RD #3 Poem DUE tomorrow along with audiocassette tape

Kylie C

Myth Test - Day 1

Today we took a test and don’t forget to turn in your take-home essays tomorrow.
-Ryan

Myth review & disc

Bell work : pick up and read worksheet about take-home essay assignment due on Thursday. Also went over the worksheet.

Bring rough draft to #2 to class, feedback #2 in groups practice more feedback over Ms. Gilberts revise poem.

Went over more mythology with picture guessing what they are & allusions on Monsters Inc.

Test tomorrow over allusions using notes past test etc.

Went to library to talk about the high level questions we wrote on tape recorder for points.

--Maddie

Mythology & Poetry Review

*“Helpful Feedback” worksheet
*Notes on “Good Critics”
*Class discussion on worksheet and notes
*Broke into groups and read poems aloud and finished filling the back side of the “Helpful Feedback” which is called “Author Response to Feedback”.
*Whole class played jeopardy for mythology review.

HOMEWORK: Write 5 high-level discussion questions for tomorrow. Have the Olympians memorized. Write RD #2 of your poem.

By: Dorothea P

House of Blood & Poem Assignment

We watched the House of Atreus' presentation and turned in a matching worksheet. We also compared violence from back then to today in discussion.

The we made a list (and everyone has a copy on their poetry-definition handout) of what we should "require" for these poems. We then compared this list to the scoring guide which Mrs. Gilbert handed out.

We then had sharing time.

Homework:

• In 6.1 read the stories of Midas and Glaucus/Scylla. In 6.2 read the stories of Amazons, Arachne, Chiron, and Sisyphus.
• Write a rough draft of a poem that you would like to work with on Monday. Keep all rough drafts of that poem and any aborted poems to count as credit towards your effort grade.

Bell work

-Write three sentences using three characters from the Trojan War and Fall of Troy chapters.
-Include a simile, metaphor and alliteration in the three sentences.
- Write an imaginative paragraph using imagery on what happened to women and children after the demise of troy or the Trojan War.

Mythology

Trojan War
- Jeopardy.
- Group Quiz

The Fall of Troy
- Interpretive play-doh sculpting and discussion with whole class
- Group discussion on which side you would choose in the Trojan War; the Greeks or the Trojans
- Individually write your views on the side you chose and turn it in.

Poetry
- Review I want fireworks
- Add the definitions of details, diction and parallelism to your cheat sheet.

--Laura

Hercules & Literary Terms

Today we took a little quiz over the heroes and then we played jeopardy and learned about Hercules. And went over the poems “Resume” and “I Went to the Movies Hoping Just Once the Monster Got the Girl” in the packet and took notes on our cheatsheet about imagery, metaphor, simile, and alliteration. -- Josh W.

Perseus & Theseus

Today the groups of Theseus and Perseus went. The team Perseus made us do skits on that chapter and discuss whether someone can avoid their fate (you will need to turn this in in writing if you were absent). It was ok.

Then Theseus’ group played a question game, and you had to answer various questions from that group. You have to turn in a paragraph on different subjects (see the Theseus group for the prompt.)

For Bell work we had to write down in our journals the different things that we dislike and what we like in poetry -- get the notes from someone else about the class-combined list.

Kirsten

True Love vs. True Betrayal

Bell work- poem packet. Star 4-5 poems you’d like to read. Underline/star lines you like. Write questions or reactions in the margins. We will use these poems tomorrow along with the literary cheatsheet.

Edith Hamiltons’s Vocab -- write'em down if you don't know them.
Hussy- 1. A woman considered brazen or immoral. 2. A saucy or impudent girl.
Lamentable- 1. Inspiring or deserving of lament or regret; deplorable or pitiable.
Usurper- 1. One who seizes another’s place, authority, or possessions wrongfully.
Ornament- 1. Something that decorates or adorns; an embellishment.

We rearranged the tables to make them into the groups of our stories.

Discussion about message boards. If you have a joke, mark it as so. No all CAPS.

Cupid & Psyche
Broke into 3 groups, each group got a different discussion question (graded).
- In what ways do you think Cupid & Psyche’s relationship would have progressed if Venus would not have interfered?
- Describe a time that you were in a situation like Psyche’s (not necessarily in love) and the things you did to get what you wanted.
- Compare the love life of Cupid & Psyche to the stories of those today.
Cupid & Psyche Jeopardy

Jason and the Golden Fleece
Jeopardy
Higher order thinking question(graded) : Expand on the idea of Jason loving Medea

Reading (& notes) for tomorrow: 3.1 & 3.2

by Loren

Online discussion boards & group prep.

After some journal time, we finished reading partner interviews and shared some journals aloud. Next week we'll be getting into some poetry, so brace yourselves.

Groups then had 15 minutes to finish writing their lesson plans for their group presentations next week. They had to be turned in to the box before we left for the computer lab.

In the computer lab, we went to www.cjgilbert.net and clicked on the "ASE" then "Mythology" and then "Communicating with Email & Discussion Boards"

We SKIPPED the first three steps because Mrs. Gilbert found out we could no longer use that website. We started directly at step #4, and as a result, everyone has to make sure to respond to the "REQUIRED" topic to make up for skipping steps #1-3.

Homework: Minimum: Read and take notes on Psyche & Cupid AND The Quest for the Golden Fleece. IDEALLY: Read ahead so that next week will be easier on you!

Michael B.: I'm going to give you the class key in a "coded" message so that strangers can not log in to our message board. The number is 5*26#80A*6 BUT replace both of the astericks * with the first letter in the name of the guy who overthrew Cronus and freed his brothers/sisters, AND replace the # with the first digit of your house address. If you can't figure it out, email me.

Prepping for Myth Teaching Groups

Bell assignment was Helpful/ Unhelpful worksheet

Test on the story we signed up for

Went over Mythology Teaching Groups rubric

Talked in groups about out topic and turned in lesson plans.

Homework: Bring username & password to class, as well as handouts/questions for next week, and 2 creative lies and 1 interesting truth about yourself.

Michael C

Greek Soap Operas

Today in class we first signed our name on the board for groups for the book. All the groups goes up in front of class and acts out their stories.

Then we got this packet with words that we had to fill out only the definitions we knew and we as a class will go over the rest.

After a while we put our names on the board for another group presentation that is due a next week and the group you picked is the chapter you need to read tonight.

Quiz tomorrow!


David K.

Playdough mythology

by Becca F.

Bellwork
10 Minute Journal Writing
Optional Prompts: “Nothing ever happens in my neighborhood except…” OR “I don’t remember when…”
Mrs. Gilbert talked about adding Sensory Details (sight, taste, touch, hearing, smell) to your writing
4 minutes to revise a past journal entry, adding more detail
2 minutes to share with a partner
Don’t Forget: Weekend Journal writing (thirty minutes), Journals will be collected at the end of this week or beginning of next

Read 8 Interviews/Introductions

Reviewed Stories from Weekend’s Reading with Play Dough symbols and Partners,
Then as a Class

Make or Revise a Story for Mythology with a Partner
Teach a lesson or Explain why something is (Why is this flower here? Children, obey your parents.)
Write it on a paper
Play Dough symbol for your story
Homework: Don’t forget to take notes on 2.2 and 3.4 and wear comfy clothes.

Thursday -- Journaling, Open-mic, & Quiz

Today we spent time journaling and then sharing some of those journals aloud (and some people made us cry). Then we took a quiz over class procedures, policies, rules and some of mythology so far. We corrected some of it as a class and Mrs. Gilbert will do the rest. We held off on the names part of the quiz because we hadn't finished reading the interviews.

Tuesday we will be talking about 1.4 and 2.4. Be sure to take notes on what you read!
Also: Please journal for 30 minutes over the weekend.

Happy Labor Day!

Debriefing the drill, defining respect & high-level thinking

Today we spent the first 25 minutes of class debriefing from the mock disaster drill.

Then we spend time reviewing class expectations for respectful behavior.

Finally, we spent the last 40 minutes of class taking notes on what qualifies as high-level thinking, writing high-level discussion questions, and then writing answers to the high-level questions.

The reading schedule has been modified: 1.4 is still assigned, but we won't be discussing it until Tues. 9/6 when we also discuss 2.4

Tomorrow: Quiz on names, procedures, policies, rules and chapters 1.1, 1.2, and 1.3

Potatos & Creation Myths

Today we used potatos as a metaphor for writing and spend about 15 minutes writing in our journals. We will write in them regularly in class and sometimes out of class. Mrs. Gilbert will collect them occasionally for credit.

We also did a timeline & family tree for creation myths. This will be collected at the time of our next quiz (e.g. Thursday). Then we spent time discussing some of the issues involved in creation myths.

We also heard from Mr. Barney over the PA and got a letter to take home to our parents.

The reading for tonight is 1.2 and everyone should come prepared to talk about Dionysus, Demeter and Persephone.

Olympians, classmates and drills

Today we showed our Olympian Graphic Organizers to Mrs. Gilbert for points and we took a quiz over our reading (but we could use our notes on it).

We also read more partner interviews and discussed how to reconcile the different likes/dislikes of people in class (e.g. talking vs. quiet, group work vs. alone, etc.)

Mr. Barney also spoke to us (via P.A.) about the need to be calm and cooperative during disaster drills -- because sometime this week we will have a disaster drill complete with emergency personnel and everything.

The reading for tonight is 1.3. Students should plans on making a timeline and/or family tree as notes, but they'll also have 10-15 minutes in class to work on it as well tomorrow.

Introduction to Mythology

Today we started by reviewing any questions about procedures -- we'll do more with them next week. After a severe weather drill, we started getting into Mythology. We also did an "Instant Expert" activity to just start to get to know the characters. Then we signed out books, got the study guide and reading schedule, and also got our first assignment -- to read 1.1 and make a graphic organizer on the 12 Olympians by Monday. All the handouts (including the graphic organizer rubric) are available on www.cjgilbert.net under the Mythology Unit in ASE.

Be sure to come prepared Monday with your book, graphic organizer and your notebook for writing.

Respect, Procedures & Drills

Today we self-evaluated our peer interviews and then turned them in after reading some aloud. We also brainstormed ways to show respect during different situations (group work, whole-class discussion, etc.) Then, while the Math/Science Center students went to a meeting, we reviewed class procedures (everyone, including M/SC, is to read the handout as homework) and reviewed where we are to meet in case of fire drill.

Popping Balloons & Interviewing Partners

Today we burst at the seams as we added several new students, but we persisted in learning more about the class and the expectations.

We wrote about using balloons and bamboo skewers as metaphors for trying new things (like starting a challenging class).

We also began partner interviews in order to get to know each other-- everyone should write the final draft of their partner interview as homework and be prepared to read it aloud to class tomorrow.

Additionally, everyone should bring back the parent signature slip for their syllabus and be familiar with the contents of the syllabus.

Students who were absent yesterday received a folder of make-up work that should be returned tomorrow.

Welcome to a new school year!

Today we met for 30 minutes and completed the "First Day Folder." As homework, students should bring their syllabus home to share with their parents and get it signed.

Math/Science Center students will need to complete this folder as homework tomorrow.

You should have been here today!

Today was HOT!!!!!!
We took the 2nd part of the Final Exam (tip:write out your lit terms before hand.)
We cleaned all of unnecessary junk out of the folders(tip:read the directions.)
We also began watching Sarafina.

Tommorrow:
The Third part of the Final Exam is over Citation

• What has to be cited
• What is plagurism & whats the penalty
• How to format= parenthical cites & work cited pages

(Tip you may bring any handouts or notes to use on the Exam P.3.)

robert mcfletcher extracredit please!

Final Exam Part 1

Today on the seventh of june in A.S.E. we wrote a part of our final. It was about being an individual, there is a paper with the criteria and grading sheet. That took most of the time with a half hour and then Mrs. Gilbert talked about what we were going to do with tomorrow and the rest of the final. Get your pre-work ready tonight so tomarrow your paper will be easier to write, but dont write the paper tonight.

Towards the end of class we talked about The Power Of One, the book, and The Power Of One, the movie. Some people shared very good ideas and we turned in our notes OR wrote a paragraph explaining which version of the "power of one" we thought was more important.

Big Jake

Power of One vs. Power of One

Today we proofread each others' papers for about 20 minutes. Mrs. Kay came in a talked more about the summer book club at Willard encouraging us to do it. The rest of the class time was spent watching the movie. Final drafts of Lit. Analysis paper are due tomorrow, unless you have a homework pass. The part of the final exam tomorrow is a 30 minute essay connecting our lives to both TWA and Power of One. Given tomorrow night's homework: finding lit techniques in our paper.

Katherine G.

Continue revising rough drafts -- make sure you have lead-ins to your quotes and to explain them after.
Continued to watch The Power of One
Books are due on monday along with Rough Draft #2


-Michael M

June 2, 2005
We went over the papers and peer edited them for twenty minutes. We started the movie "The Power of One" and took notes. Add diction, figurative language and active voice to your papers.
Brandon R666

End of Power of One

Today we took a quiz over “The Power Of One”, chapters 16-end of the book. After the 30 minutes we got for that we took some time to discuss the book with our NEW groups. Then we asked questions that we couldn’t get resolved by ourselves. After a while of discussion time we got about 20 minutes to work on our literary analysis paper.
That’s it.
pz eZ lemon squeeZy
:-P

Full rough draft of the lit. analysis paper is due tomorrow.

More on lit. analysis

You need to turn in your outline for credit. If you do not have an outline by Wednesday, June 1, Ms. Gilbert will be calling home. We took notes on how to do the body paragraphs for the lit. analysis paper, read some examples, and had 10 minutes to write our first one.

You also should be finished with the book by Wednesday, June . Have all your journals with you because there will be a quiz.

Homework: Finish the last chapter and write at least one body paragraph.
Toi

Twisting brains

Today in class we began our Lit Analysis paper outline, we chose the topics and started on our outline. We also learned about the third type of brushstrokes, appositives, and we learned how to use them in our sentences. On Tuesday, no school on Monday, we have to have read up to chapter 23 and we have to have our outline done so Mrs. Gilbert can check them in class. We have to make sure that we write down page numbers with our quotes for our outline. We received a worksheet on what Mrs. Gilbert wants in our outline. Today is the seniors last day of school, Congratulations! You guys earned it.

Katherine S May 27, 2005

Themes in Power

May 26, 2005
Advanced Sophomore English
q Read The Power of One for the first 25 min.
q Discussed the book in groups for about 10 min.
q Brainstormed various lessons learned in the book get notes from somebody because we are writing a paper on it
q Went over second brushstroke: adjectives out of order
q Prepare for bellwork for tomorrow: describe a character in three sentences
o One sentence must have a participle
o One must have a adjective out of order
o One must have a simile or metaphor

Hannah B.

Finishing up the persuasive papers

Today we were in C-13 again for the first part of class, to work on our papers. We made some last minute revisions and printed them out. Make sure you get a copy of the rubric. For the second half of class we read someone elses paper and wrote them a letter responding as if we were the editor of a magazine. Tomorrow you need to turn in your final paper with all of the process work. The left side of the class turned in journals 12-18. Tomorrow the other half needs to turn them in.

Read through Chap. 19 tonight.

Ashley J

Today in class we went up to the computer lab for about 45 minutes of class and did our 3rd rough draft for our persuasive paper. Then we went back to class and got back our research papers, and did a punctuation worksheet. We also corrected the front side of the punctuation sheet. Reading tonight is chapter 18 on The Power of One – and we’ll have a journal check. Our final draft is due tomorrow…so make sure it’s done.

By: Erica L :-) haha just kidding

Quiz & Talk Time

Today in class, for the bell work we took a quiz over chapters 10-14. The quiz lasted for around 40 minutes long. We then had a little discussion time with our groups, then as a class. The homework for the weekend is read chapters 15 and 16 only.
By: Tyrice

Quiz & Talk

Today in class, for the bell work we took a quiz over chapters 10-14. The quiz lasted for around 40 minutes long. We then had a little discussion time with our groups, then as a class. The homework for the weekend is read chapters 15 and 16 only.
By: Tyrice

More syntax

Find examples of simple, compound, and complex sentences in the book and discuss why they are effective.

We went over what a participle phrase is and looked at how to use them.

Spent time adding participle sentences and other figurative language in or persuasive papers

Last half an hour was spent reading and journaling

Mario

Time to revise RD #2

1. Read your paper aloud to your group. Write down any suggestions on the paper Mrs. Gilbert passed out on 5-17-05. Tomorrow.

2. Silently revise your paper according to worksheet distributed.

3. Read your revisions to a classmate.

4. Read and journal, and/ or revise your paper

Gabby

Punctuation Patterns

At the beginning of the hour Mrs. Gilbert checked to see if we had some form of our rant essay. We received the Punctuation Pattern Sheet, which is very helpful for our essay. We did a Practice With Sentence Combining worksheet then we went over it together. Then we had about 15 minutes of group discussion time on the book. We received a class schedule for tomorrow with a sentence “tune-up” sheet attached to it.
- Luke Re.

Revising our rants

First, we took out our rants. Then we got in pairs and read each other’s rants. We looked for ways to add diction and imagery mainly. But we also looked for ways to make our rants more effective. (See the handout from Mrs. Gilbert) Rough draft #1 is due on Wednesday

Then at the end of class, we took 20 minutes to read and journal on chapter 11. -- Jeremy

Rants

Today we made a list of things that annoy us and make us angry, we did that for about five minutes. Then we picked one that we could persuade someone to do (or not do) and for the next twenty minutes we “ranted” about that one thing that bugs us the most. We also talked about The Power of One for a while. Over that weekend read chapter nine and ten, and if you didn’t like what you ranted about write another rant for twenty minutes – this will become your “prework” for the persuasive paper.

Hannah P.

Wrapping up loose ends from before research...

First we grabbed the posters we did on Tuesday, and discussed them. Next we chose another group's poster to write about it. Then we got into groups according to which poster we chose, and discused it in our group.
We also shared our masks from TFA and finally we read for the last 10 minutes.

Homework: Read & journal on chapter 8

Colton

The END of the Research Reports!

What we did for 5/11/2005(aka. Doomsday!!)
*did self evaluation
*shared papers
*turned them in
* Middle tables turned in journals
Homework: Read & journal on chapter 7
brittney

Today we talked about our paper that is due tommorow.

She has an outline for how you should turn in your paper and all your prework.

We took an exceptional amount of time working on our works cited pages. Well needed I must say.
We took a quiz over chapters 1-6 of T.P.O.O
AND YOU GET TO BRING FOOD TOMMOROW
We also talked about how to go past recognizing literary techniques and start analyzing them -- we worked in groups to do sample analysis and absent people should copy the notes from one of the posters and turn it in for credit.
Robert

Monday, May 9th

First we got new seats, then we went over research paper conclusions and what the last sentence of the paper should be(there are four typical types of ending sentences, see someone for notes). We then proofread eachother's papers. Homework is to proofread paper backwards one sentence at a time, and read and journal chapter 6. Also bring your works cited page to class tomorrow with corrections made so we can help eachother make sure that it's right. Tomorrow choir people are turning in their journals, and a few other tables according to the new seating chart. Expect a quiz on the book tomorrow too.
Amalia

more diction

q We discussed at the end of class on what we thought about the book so far.
q We took notes on verbs and how to use them in our papers
q We also added diction and new verbs to our paper (get notes from classmate)
q Reading schedule still in effect tonight
q Tell Mrs. Gilbert seating chart requests for tomorrow

Alexa

Transitions & More reading

Get the worksheet from Ms Gilbert and correct the sheet as much as you can, changing words and sentences to make it better (see a classmate for their notes on it)
Discuss the book with group members so far
Homework: read chapter two and journal on it
RD #2 Due tomorrow!
Colton

Beginning the Power of One

Bellwork pick up handout on how to revise paper and add active voice (and cut passive voice)

Started Power of One novel -- Read chp.1 in class, finish the rest for homework, get notes from a classmate

TFA Test & Peer Revision

Today in class our bell work was to find techniques in our paper and underline them in different colors -- see the handout. We took a test over Things Fall Apart. When we turned it in we turned in our journals over chapters 9-24. Then we had a classmate look over our paper and do an evaluation over it -- be sure to turn in the worksheet.

~Veronica

End of TFA

Group discussions about the end of the book.
Wrote and turned in detailed summary of what our masks represented.
Notes on quotes and how to use them AND notes on how to add detail/description to rough drafts due on Monday.
Get progress reports signed. Have a completed (rough draft) of research paper on Monday.

Luke Ro.

Making masks for TFA

Today we got progress reports which we need to get signed and bring in on Friday. We took a quiz over all of the stuff we read out of TFA so far, and spent the rest of the class making masks that represent our favorite character from TFA and not tell anyone about it.

-- Derrick

Work day

Today, we clarified the idea of parallelism as opposed to repetition. We then had a long period of work time to be used for drafting our research papers or reading and journaling on Things Fall Apart. We got journals back for Chapters 5-15. Bring in your draft of the research paper with a few body paragraphs done tomorrow. Remember that the test on the whole book is Monday and all other journals are due at that time. Also, the first rough draft of the research paper is due Monday, double-spaced.

-- Judith

Back in B-13 now

4-26-05 Today we learned how to write several different introductions for our research papers. Get notes from someone. We also had drafting time to work on our papers. Study for the quiz tomorrow on chapters 1-19. Journals are going to be collected tomorrow. Get notes on foreshadowing, flashbacks and anecdotes.

Scribe for 4-25-2005
T’auna C.
4th block

Turn in Outline for research paper
Research/draft on topic
Group discussion on chapters 13-15
Turn in Rough draft works cited pageComplete half sheet of paper w/ questions on it.

Today we spent the first 45 mins of class finishing up our research and then Mrs. Gilbert came around and made sure that everyone was doing their note cards right. Then we came down to the media center and Mrs. Gilbert explained how to do outlines and we got a worksheet on it. We discussed the book for 15 mins each and then whatever group wasn’t discussing, we looked up research/outline information. All in all it was a good day. On Monday Mrs. Gilbert is checking note cards for the last time and we should have about 40 or more…wow. This weekend we have to complete our outline, read chapters 13 and 14 and journal on those, and then we have the cards. So have fun you ASE students with all this fun homework! YAY!

Have a good weekend! -Allye-G (formally known as Allegra J!)

More research

We got on the Computers, and went downstairs and went on the computers.
We also got the quiz on the book back and other assignments. Just researching
Our topics. And turn in half sheet on the Research that we did today
Jason 4/21/05

More research

We researched.
We took a quiz on TFA.
We discussed TFA.
We turned in journals on chapters 5-8, the "Searching the Web" Worksheet from yesterday, and a little 1/2 sheet research update for Mrs. Gilbert.

Tomorrow we start in the lab and end up in the library.

Scribing 4/19/05

1. We went to the computer lab and worked on a worksheet under "T:/Gilbert/Searching the Web Worksheet.doc" (In the T drive under the Gilbert folder named "Searching the Web Worksheet").
2. After working on the worksheet, we looked up information for our topics if time was left.
3. Chapter 5-8 journals are due on 4/20/05, if they are done correctly according to Mrs. Gilbert, your first journals grade will be raised.
4. Read most of chapter 7 in the book.

-scribed by Desmond

Literary journaling

Today we learned about proverbs and aphorisms (get notes from a classmate) and then we combed through chapters 1-4 to find examples of proverbs, diction and other literary techniques. We also got a handout about how to journal on literary techniques including diction and we are expected to include such stuff in our journals from now on.

We also got a letter from the junior honors English teacher about a required summer reading assignment -- you can see Mrs. Helmbolt for the book.

Then we spent some time discussing Things Fall Apart and the homework for tonight is to read chapters 5-6 and journal on it.

We also got a research schedule and a checklist of what to do with the research paper. Make sure you pick those up from the handout crate.

Tomorrow we will be in the computer lab tomorrow to start our research.

Beginning TFA

Today we tried to smoosh together all the Powerpoints to make up for the lost time yesterday -- we will try to look at the Powerpoints on Monday. We wrote self-evaluations on our Powerpoints and turned them in.

We also signed out our Things Fall Apart novels, picked up a reading schedule, and reviewed the requirements for the literature-journaling. Students have some reading every night and some journaling on that reading every night. We read chapter 1 aloud and began our journal on it by doing a family tree for Okonkwo -- you probably want to copy that from someone.

We turned in our research proposal letters. If, for some reason, you didn't turn it in to Mrs. Gilbert, you should email it to her ASAP. Visit "About Me" at the website at www.cjgilbert.net to get her email address (posting it on the blog is just asking for spammers to pick it up).

More preparation for Africa novel

Today we (mostly) finished the TFA Webquest -- since a severe weather drill interrupted class, the self-evaluation became homework (if you want EC) or can be done in class tomorrow for regular credit.

Back in class, we talked more about the requirements for the research report, including some basic structure requirements:

• minimum 5 typed pages (doublespaced, 12 pt font)
• minimum 10 sources (at least 3 different types of sources within that 10 as well -- like magazines, books, internet, interviews, etc.)

The homework for tomorrow is to write a research proposal letter to Mrs. Gilbert. In that letter, be sure to explain

1. What topic you want to research and why you are personally interested in it

2. Who will be your audience and what will they get out of it? (e.g. What's your purpose in writing this?)

3. What questions do you think your audience will have on this topic?

4. What types of soures will you use?

5. Do you have any questions about the research process or requirements?

Tomorrow we will be getting our novels and reading schedules.

Starting the TFA Webquest

Wednesday, April 13, 2005
We turned in the citation worksheet at the start of class. Today we spent the first half of the class in the computer lab, starting a PowerPoint presentation of the Ibo people in assigned groups. It’s due tomorrow. We then practiced citations back in the classroom – we read an excerpt from a book and wrote a paragraph that had one quote and one paraphrase in it. And then we did the works cited entry underneath.

Amalia M.

Avoiding plagiarism

Complete the Plagiarism or Not? worksheet (available online at
http://homepages.wmich.edu/~c3gilber/ASE/Research/Plagiarism-or-Not.doc

Get the handout with sample paragraphs and works cited pages from the crate and then get class notes from a classmate.

Homework: Read the first two pages of the MLA Cheatsheet and complete the Citation Worksheet (both are in the crate in class)

Note: Tomorrow and Thursday we will be meeting in the computer lab to practice citation by learning about Igbo culture (and the next novel we'll be reading will be set in Igboland so this will help understanding it too!)

Thinking about research

We journaled for 15 minutes (optional topic: What I didn't do on Spring Break)

We brainstormed all the ways that people use research and brainstormed potential topics for our own research. By the end of the week we will need to choose a research topic for a BIG paper (300 points).

Everyone wrote down the main goal of the research paper:
My research report will be based on the synthesis of multiple, varied sources (all properly cited) and will be for an audience and purpose that interests or excites me.

We picked up a handout (which you can also read online at: http://webster.commnet.edu/mla/plagiarism.shtml)
and the homework is to read it carefully and understand it (or come prepared with questions about anything we don't understand.

We also all signed up for 10-minute conferences with Mrs. Gilbert to discuss our writing. This is a required 15 point assignment.

Tomorrow we will meet in the computer lab to do a worksheet that will test our understanding of what is and is not plagiarism.

The END of the QUARTER! Alleluiah!

Turned in Reflection Letter

Sent e-mail to Mrs. Gilbert (2 lies/1 interesting truth)
Go to nicenet and follow instructions according to the worksheet

Took Literary Techniques Quiz (last part of final exam)

Turned in folders with all our papers.

Adriene

Final exam!

We worked on the final exam part 1 and got our take home writer evaluation essay. The take home essay is due on March 30th. We got the file folders back (our manila folders). And we had a great time! Yay!Have a good night parents-Allegra Ona Hulsey

End of Caesar

Finished book commercials
Reviewed answers to act four
Watched short vesion of act five with Mrs. Gilbert
Reviewed on whats on exam
Julius Caesar quiz
Brittney w

End of Caesar

Finished book commercials
Reviewed answers to act four
Watched short vesion of act five with Mrs. Gilbert
Reviewed on whats on exam
Julius Caesar quiz
Brittney weed

Et tu, Brute?

Read act 3, scenes 1 and 2 in Julius Caesar & take notes (copy them from a responsible classmate if you were absent)

Book presenters did commercials. Make sure to turn in journal and poster on Monday if you haven’t yet.

Do Worksheet on Act 4 handed out as Homework

Papers and grade reports handed back
Deadline for late work is Monday

By Michael

Omens for Caesar

Today we filled out a worksheet on Julius Caesar for bell work and turned in our homework. Then people did some of their commercials. Once they were done we acted out Ceaser act 2.Be sure to pick up the half sheet of paper explaining how to do the journals.

Ashley

Beware the Ides of March

1) Turned in bell work (Write down what your character is thinking/feeling in Julius Caesar and what body language/negative space/levels could go with it)
2) Took notes on Julius Caesar & the Great Chain of Being (copy from a neighbor)
3) Performed act one of Julius Caesar
4) Homework- read 2.1.1-34, write a summary in 3-5 sentences of what Brutus says in this soliloquy and describe al least 2 literary techniques used in his speech.
Luke R

Acting 101

Today we acted, Ask a friend about what the following terms mean: Negative space, different levels, and leading centers of the body. Please sign up for your book commercial and what lines you’re going to act out in the Julius Caesar play! Ask Mrs. Gilbert if you have any questions, Thank You!

By: Leah

Quiz & end of MEAP!!!!

- Handed in the c/c final draft, along with all the rests of our drafts, our self evaluation, and the grading sheet for our compare and contrast paper.
- Took a test overAntigone and handed in our notes on Antigone
- Read good vs. bad examples for our compare/contrast timed essay for Antigone/Prince of Egypt that is due Monday March 21, 2005.

The end of Prince

Pick up post-it note from front of class, on it
a. Your name
b. Any seating [request be specific]
c. Whether you want me to write on your final draft or not.

Pick up the letter from Mrs. Gilbert and read it over carefully.

Take notes on Prince of Egypt.

C/C paper due tomorrow March 18, 2005.

Tyrice F.

More prince...

Today we watched more of the Prince of Egypt. Mrs. Gilbert gave us the grading sheet for the timed-essay part of the Antigone/Prince quiz.

You have to revise your c/c paper by reading all the sentences backwards (from the last sentence to the first sentence.) The final draft is due Friday. The final draft stapled by itself, the self evaluate sheet and the grading sheet filled out but left separate, not stapled. The process sheets (the three rough drafts) are stapled together in order.

More Prince of Egypt & Metphor review

We came in and did a warm-up to review what metaphor is because only two people did it right. Then we watched Prince of Egypt and took notes. 3rd rough draft is due tomorrow and final draft is due Thursday for the compare/ contrast papers.
We also got progress reports that need to be signed and brought back.
Love always,jb

Prince of Egypt

Listen to tape and review -- revise paper. Rough draft 3 due Wednesday

Start watching Prince of Egypt
Get notes from classmate on Ramses and Moses Family tree AND on writing format requirements.

Expect a quiz on Antigone and Prince of Egypt on Friday.

The end of Antigone (and Creon)

Today we finished reading Antigone (and we continued taking notes on significant quotes from the text).

We turned in our rough draft #2 for our compare/contrast paper along with a cassette tape.

Homework: Continue reading your independant novel and journaling on it.
Find examples in the play Antigone of a simile, a metaphor, some imagery, some repetition, some alliteration, and (significant) diction -- and put the example on your chart. If you don't remember a term, remember that there is a glossary in the blue/green pages in the back of your anthology.

Antigone heats up...

Read pages 323 to 330 in the book, which are scenes two and three. Then take notes on the quotes from the book about Antigone, Creon, and Haimon.

Homework: Second draft of the compare/contrast paper, add figurative language (metaphors / similes) and more diction. Bring audiocassette tape with your name on it (and rewound) with the draft. EC opportunity = read scene 4 and write a paragraph summarizing it.

Colton

Talk about diction, denotation and connotation. Give examples of them (get notes from a classmate) Work on rough drafts to make them better. Pick up the sheet that explains how to add detail and improve intros. Read scene 1 of Antigone.

Homework: Revise intros and body paragraphs.

by Brandon R.

C/C in Antigone & our own papers

1.We read the ANTIGONE Prologue in the Blue Book (Write down significant quotes from Antigone and Ismene. Then write a paragraph on what women are capable of OR on what people should do when faced by an unjust law and use the quotes for support.)

2.We took notes on the difference between block organization and point-by-point organization. We should fix our C/C charts to have point-by point organization and write the first four paragraphs (intro + 3 body paragraphs) for class tomorrow.

3. We got the bookmarks and final scoring guide for our independent novel.
T’auna & Mrs. G

What's your POINT?

• Compare overhead to bible stories, and review the points of the allusions.
• Share your compare and contrast charts (from the computer lab) with those at your table and find a lesson learned in your compare and contrast charts (of you can’t find one on your own you can get help from Mrs. Gilbert or a classmate)
• You need to turn in your paper compare/contrast chart or outline today, or at the latest, tomorrow. Make sure you have a POINT to your paper.
• Copy the family tree of Oedipus and Haimon & copy what/who is Choragoes, Sentry, Tiersias
• Sign out the anthology book and prepare for your assigned reading.

Keep reading your independant novel.

• Gabrielle

Wrapping up the old... leading into the new

Today we had
* journal time
* open mic sharing
* role-played the conflict-resolution scenarios (we learned that it is always good to listen to others, be sympathetic about their lives, and be honest about what is happening in our lives)
* shared Greek/Norse/Biblical allusions
* wrote a note to Mrs. Gilbert with the title of our book, the author, and if we had any questions/concerns to share with her at this time.

Homework:
* After you have started your novel, write for 10 minutes in your journal about your reactions/thoughts to the beginning of the novel and whether you think the author did a good job of getting you "hooked" at the start.
* Bring a c/c chart or outline of something you'd like to compare/contrast for our next paper. Make sure its on a topic that you care about.

To parents: Mrs. Gilbert anticipates having progress reports available on Monday.

A bunch of little stuff...

We started class by writing in our journals about whatever we wanted for about 25 minutes, we also answered the questions on the back of the sub plans (we were supposed to have a sub today but Mrs. Gilbert decided to bless us with her presence). We read pages 308-309 in the Prentice Hall Platinum Anthology book about a man named Oedipus and we learned about how the Greek Theatre worked and we took notes on everything that we read. We did a conflict and resolution scenario with a group of people to resolve an issue that we read about. For this project we started out by ourselves, than we worked with another person and compared notes, than finally we worked with our whole group and compared notes. We also got our district writing assessments back and for Choir people we did not write about our reactions to our grade. We will be doing that tomorrow. Extra Credit movie poster is due tomorrow.

Katherine S.

C/C Myth & Sharing our own myths

We went to the computer lab in the media center and looked up a non-western myth. We then prepared a compare and contrast chart comparing that myth to ones from Greek or Norse mythology. Next, we silently read each other’s final draft of the mythology essay and wrote positive comments about it. Finally, we had time to choose a fantasy or science fiction novel to read on our own time to be brought to class tomorrow. A handout was given in case Mrs. Gilbert is gone tomorrow.

Wrapping up Norse/Checking out the OT

We spent some time reviewing the scores for group presentations and the mythology test. We learned that 1) its important to keep up on the reading, 2) taking notes on the reading helps, 3) extra credit really does make a difference, and 4) be sure to read the instructions.

We share our transparencies about Norse myths compared with Greek myths, and then watched about 5 minutes of clips from Return of the King to see examples of Norse-type culture.

We then divided into groups of 2-3 to read and make a poster about a significant Bible story. We will share the posters tomorrow to talk about the similarities to Greek mythology and/or Norse mythology.

Tomorrow we will meet in the library computer lab to research some non-Western myths and to talk more chosing our independant novel reading (either science-fiction or fantasy).

DUE TOMORROW: Final draft of myth project (including visual) as well as all the process work (stapled together in chronological order), the grading sheet, and the self-evaluation (all filled out)

Norse/Greek c/c

Today in class we took notes on Norse mythology. Then we learned how to create a c/c chart for similarities in gods or goddesses. We had to read an assigned part and then create a c/c/ chart between a Greek myth and Norse myth. We also went over our rough drafts and read them to a partner, and we had to get feedback.

Homework:
~ Final draft of myth due WEDS (expect other work tomorrow)
~ Start thinking of a novel (fantasy or sci-fi) that you'd like to read independently (more on that tomorrow)

EC Posters due Friday!
Veronica

Wrapping up the myths...

Today at the beginning of the hour we talked about peer revising and wrote down a few points on it (copy the notes from someone). Then, we got into groups of twos and revised each other's myth/story. We also wrote an essay on Myth allusions (see Mrs. Gilbert to make it up).

For homework we need to make a clean, as good as you can get draft of your myth story AND do your take-home test essay.

For extra credit
* Read section 7 in the book on Norse mythology and write 5 high-level discussion questions
OR
* Get a movie poster assignment on mythology which is due next Friday.

cya-Luke Reed

Myth test

See Mrs. Gilbert to make up the test!

myth review

February 23, 2005

Review for the mythology test
Slideshow with the different gods/goddess being identified
Review jeopardy
Mythology paper not due Friday pushed backSTUDY for Test

4th block AP English

Today we had a warm up (i guess you would call it) on dialogue & quotation marks
*Mrs. Gilbert has the overhead for it
Worked on dialog for the "15th" olympian
*have someone edit it for you and give suggestions
Then the last group for the mythology book presented today
*Get the worksheet and questions from the group that presented
Passed back poems

4th block AP English

Today we had a warm up (i guess you would call it) on dialogue & quotation marks
*Mrs. Gilbert has the overhead for it
Worked on dialog for the "15th" olympian
*have someone edit it for you and give suggestions
Then the last group for the mythology book presented today
*Get the worksheet and questions from the group that presented
Passed back poems

The Trojan War

Today the Trojan War presented and had a wordsearch. Also, the Fall of Troy presented and we acted out the horsey thing. We watched a couple movie clips of comparisons from Mrs. Gilbert. Homework is to read a lot (House of Atreus, and from Unit 6, sections on Arachne, Midas, Chiron, Scylla, Sphinx, Orion, Sisyphus, Amazons). Yeah i know it's a lot of reading. Also make sure your rough draft of your myth has all the stuff that we went over yesterday (dialogue, figurative language, imagery, etc) Ok thats about it.

Hercules & Revision of myths

We had 15 minutes to either journal or work on our papers. Then the Hercules group did their presentation (write for 5 minutes on how we admire heros like Hercules today -- strong but dumb). Mrs. Gilbert handed out the grading sheet for our Myth Narratives and then she went over some tips for revising our rough draft. We were given 5 minutes to get with a partner and help edit each other's papers.
Homework: given a study guide for the Mythology and supposed to skim over the Trojan War and the Fall of Troy.
-Katherine G

Heroes & Myths

We saw the Perseus & Theseus group presentations (please see members of those groups to make up some short writing assignments)

We got two worksheets explaining what we need to do tomorrow while Mrs. Gilbert is out grading District Writing Assessments -- in a nutshell, we will be creating our own myth, adaptation, etc. Because we have 90 minutes to work on it tomorrow, a rough draft will be due on Thursday.

There is no reading tonight (to give us time to catch up/review) but Thursday is the chapter on Hercules (which is on the longer side).

There probably won't be a blog tomorrow since Mrs. G will be out, but since we got the assignments today in class, you shouldn't need it!

Stories of Love and Anti-Love

Today we watched two groups present their... presentatons. Cupid and Psyche and Jason and the Golden Fleece. See a member of that group to get the make-up work. After each group, we filled out an evaluation of that group. Then we worked on our group presentations outlines.
The homework was to read chapter 3.1 and 3.2, then brainstorm a list of new gods/stories
-- By Jeremy

Lesson plans & a quiz

2-11-05 (Derrick E.)
Today in class we took the quiz“Myth #2, which includes the chapter that were teaching the class about. Then we worked on our presentation to the class for the most of the day, and turned in lesson plans for our presentation. At the tail end of class we shared examples that relate to mythology.

For homework we have to journal for fifteen minutes as well as read Cupid & Psyche, and the Quest for the Golden Fleece.

Mythology Soap Operas & Poem Appreciation

Today we did mythology soap operas -- we performed the stories from last night's reading in over-the-top 90 second skits. Absent students should make up this assignmend by writing a 90-second radio commercial for one of the stories from last night's reading.

We also passed out the packets of the poems and read each other's poems and appreciated them. Tomorrow we'll be writing responses to each other's poems.

We also signed up for teaching groups. The homework for tomorrow is to read the chapter that your group will eventually be teaching. (Hannah B. -- you will be with Ashley and Katherine in doing 5.1 "The House of Atreus" and Luke R. -- you will be with Michale, Big Jake and Jason in doing 4.1 "The Trojan War" )

Expect a quiz tomorrow over all the reading to date.

• Complete poem reflection worksheet.
  (We talked about making sure you use enough description on #4 & #5)
• Turn in all drafts of poems stapled with the poem grading sheet on top, the final draft not stapled, but turned in aside it
• Do the “why” activity, -- either rewrite a Greek myths to be funnier or more modern or have a twist OR pick a modern "why" question and make a silly answer to it sound serious (similar to Hamilton's tone) -- be sure to include a visual aid.
  We shared our “why” stories
• Go over homework (read assigned excerpts from 2.2 , 2.4, 3.4, and journal critically over the connections/similarities you see between the stories.
• Discuss allusions in media to Greek mythology
• Receive progress reports (to be signed and returned)

By Desmond (mostly)

Discussing myths

4th block
We where split into three groups, the first group had a free period, the second discussed the chapter we read the previous night, and the third group observed the second groups discussion. Positions where changed every 15-20 minutes. Read chapters 1.4 and takes notes on it for homework. Final draft of poem due the next day.

By colton

What we did?

We have to read 1.2 and write 4 high level ques. for homework.
We took a quiz on what we read.
We also explored by taking notes on blooms taxonemy.
We wrote five high level questions on 1.1 or 1.3.
We looked at each other's poems and gave suggestions.
love ya robert

What we did?

we wrote five questions on what we read at home( the introduction and the cahpter1 & 3)
out of the classes question we picked the eight best questions.
then we took a quiz over what we read. (u can use notes).
Then we talked about our poems in a small group and asked for group advice.
HAVE FUN!

Revising our poetry

Today we practiced revising our poetry. First we all helped Gabby revise her poem on the overhead and then we broke into small groups (or worked alone if necessary) to revise our poems.

DUE on MONDAY: A make a clean draft of your revised poem, paying special attention to how it looks on the page (line breaks, etc.) BRING 3 extra copies for classmates so that they can give you feedback (if you can't make copies at home, put the clean copy -in ink- in the class crate before 3rd block and Mrs. Gilbert will photocopy it)

We also discussed Chapter 3 from Mythology and went over which key names/places to watch for in 1.1 over the weekend.

DUE on MONDAY: Have read the Introduction and 1.1 -- and bring your graphic organizer on chapter 3 and on the Olympians.

We finished class with a survey on our revising habits and thoughts on audience.

Mrs. Gilbert apologizes for the heavy homework load this weekend and promises it won't be quite this bad in the future (especially since we won't be having any more field trips to the CATC that wreck the week's schedule!)

• Went over chapter 3, from mythology book.
• Mentioned chapter3 open note, closed book quiz questions…quiz will be on Monday. (Get quiz questions)
• Talked about how to do graphical organizer, on taking notes on events and characters in book (get graphical scoring sheet and mythology reading schedule and study sheet
• Graphic organizer on chapter 3 due tomorrow
• Started chapter 1 reading and notes, all due MondayWent over poem styles and rubric (get rubric sheet)

-Alexa

End of the Pracice MEAP; looking at poetry

Finish the district writing assessment- one final essay that you have 45 minutes to do- you must make this up Talked about poem on the first page of poem packet.
Anyone who didn't get their journal graded today must turn it in to Mrs. Gilbert tomorrow.
Hw: Read chapter 3 in the Mythology book -- you need to check it out and journal on it. Expect open note/journal quiz on the basic facts/ideas and your opinion of Hamilton's style
by Amalia

Practice-MEAP -- Day 2

If you were absent, make up the Mock-MEAP test.

Mario says: eat ham

Sophomore Advance English 1-31-04

Get a poem packet from Mrs. Gilbert
Read all poems
Respond to the first poem, plus four others of your choose in your journal. Respond to one personally, one based on style, one critically about the world, etc.
Create 3-4 rough poems of your own (also in your journal) on a variety of topics/forms.
Begin rough draft of writing assignment (schedule time ASAP with Mrs. G. to make it up)

By: Mario B.

Freaky Friday -- open mic time, quiz

Today we took a little time to write in our journals (free choice on topic; optional prompt: "This is what I want you to see...") and then we had some "open mic" time where students could read pieces of writing from the week for feedback or just applause.

We finished the block with the quiz over procedures, policies, rules and names.

Homework:
Read for 15 minutes some poetry, fiction or non-fiction and then write for 10 minutes about the reading you completed
AND
Write for 20 minutes where you either describe something happening a.k.a. narrative writting (You can write fiction, non-fiction, or poetry)

Metaphors & Procedures, Children's Lit. & Journals

Today we reviewed class procedures and policies by comparing them to objects we brought from home. There will be a quiz on procedures and policies and the names of other students in class tomorrow.

We also read a variety of children's literature and practiced writing about the literature in different ways in our journals: personal reactions, stylistic analysis (using the definitions we put in our journals yesterday), and critical comparison to real life.

Homework: Choose a story, book of poetry, etc. to read for fifteen minutes tonight. Then journal about it for ten minutes. Refer back to the scoring guide passed out in class today.

Potatoes, tasty language, and metaphors

Today we wrote for approximately 30 minutes (in short 10-minute bursts) in our journal. We started with potatos as our inspiration, but could ultimately write about whatever we want. This is one of the first purposes of our journal: to serve as a writer's notebook where we can experiment with the topics, forms, techniques of our choice.

After writing, we shared the examples of "tasty" language that we brought in today (and Mrs. Gilbert checked them off for points). We then compiled a list of what makes a piece of language "tasty" -- You should copy these notes from a classmate because we will be using them in the future. They include the definitions of imagery, figurative language, metaphor, simile, personification, repetition, and diction (as well as some other stuff).

We also read some more interviews.

Finally, the homework has two parts: First, find an object to bring to class that can metaphorically represent one of the class procedures (students were each assigned a particular procedure). Second, try writing 10-15 similes or metaphors in your journal -- they can be silly or serious but don't be boring or cliched.

Rules, respect & "tasty" language

Today we read many of our interviews and began learning each other's names. We also discussed the results of the class survey and, in groups, listed the respectful behaviors we would like to see from one another during class time (and which behaviors we don't want to see!). We also discussed a variety of class-related issues about grading, procedures, books to be read, papers to be written, etc.

We turned in our partner interviews, the grading sheet (with reflection questions) and the syllabus-parent-signature sheet.

As homework, each student should find a variety of examples of "tasty" language -- memorable excerpts from songs, poems, books, movies, etc. that showcase words or phrases that are vivid, that create some sparks when rubbed against one another. A "variety" of examples should be somewhere between 5-20 examples.

Welcome to Advanced Sophomore English!

This blog is where we'll be posting the record of each day's activities and assignments. You'll learn more about being "blogger-for-a-day" later this week.

Don't forget to read the syllabus over with your parents tonight and get their signature on it. Also don't forget to do a final draft of your fascinating, compelling, exciting partner interview.