English 11 Honors
Welcome to class!
TERM 4
REMEMBER: We will be meeting online (Wednesday, March 18th+) through canvas. If you have any problems logging on, or are having problems with assignments, etc., please do not hesitate to contact me. My email is [email protected].
Best wishes,
Fisher
REMEMBER: We will be meeting online (Wednesday, March 18th+) through canvas. If you have any problems logging on, or are having problems with assignments, etc., please do not hesitate to contact me. My email is [email protected].
Best wishes,
Fisher
Resources
Book Project: Extra Credit:
Writing:
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Lesson Log3/18-27/2020-We will be using canvas.
TERM 4 3/12/2020-Today was the last day of Term 3. We did our group presentations from last time, and continued reading TEWWG. 3/10/2020-Today we worked on our cultural anthropology assignment. The details are below. Within your groups, I want you to discuss what you know and have observed about Timpanogos’ school culture. This includes students, teachers, staff (education, facilities, etc.), administration, and community. Your job will be to develop a product that explains the power structure of our school. The product must include a minimum of 10 groupings of people and needs to define how these groups have or lack, social capital. Things to consider include gender, race, age/class, socio-economic status, celebrity/popularity, and any other distinguishing factor that may influence how people perceive or are perceived within the school’s power structure. Be as honest as possible. Individually analyze your findings and provide a mini-report ( min. 1 paragraph, max. 3 paragraphs) proposal on what the school should do to address any power disparity. If you believe no change is needed, provide a paragraph justification why. 3/5/2020-We did our QBP#3 today. I need a minimum of 2 pages handwritten (4 if you double-space). The prompt is as follows: Explore how "power" (authority, rights, privileges, etc) is explored within your text and compare it with its use in a text we have read in class. Who has power? What significance might that have on the overall meaning in the stories? Are the authors being critical of society? How so? We finished reading chapter 6 of TEWWG. 3/3/2020-We read from Chapter 6 and discussed chapter 5. 3/2/2020-We read chapter 5. 2/27/2020-Today we reviewed chapters 3-4 and started chapter 5. Remember that the qbp is next week. 2/25/2020-Students read, annotated, and discussed chapters 3-4 of TEWWG. They then wrote an analysis of the book thus far. 2/21/2020-We took care of some housekeeping (ACT forms) and worked on a set of AP multi-choice questions form TEWWG. 2/19/2020-We started class by discussing annotation tips and text interpretation tools. We continued by reading, and discussing briefly, chapters 1-2 in Their Eyes.... We will start class next time with a review of the first two chapters. 2/14/2020-We wrote on women and minorities from 1885-1945. We discussed what life might be like and then we read the first page (with group unpacking the meaning) of Their Eyes Were Watching God. 2/12/2020-Today we finished the film of "The Glass Menagerie" and answered, with our groups, 10 questions about the play. 2/10/2020-We wrote on the concept of inspiration. What inspires us. We finished reading the play. 2/6/2020-We continued with "The Glass Menagerie" and had a writing prompt (needs to be turned in) on: "How does the play use fantasy and reality to explore life?" 2/4/2020-We read and watched from "The Glass Menagerie." 1/31/2020-We discussed our understandings and feelings regarding the play. 1/29/2020-We watched the play "Every Brilliant Thing." 1/27/2020-We tried to connect to the internet to submit our short stories. Short stories need to be submitted by next class. They should be 2-5 pages in length and have 5 different types of figurative devices used within. The devices should be underlined and identified as well. 1/23/2020-Students continued working on their short stories. We did a quick peer assessment and students continued with revisions. Students will have 10 minutes at the start of next class to finish and submit. If you will need more time, I encourage you to come in during consultation time or complete it as homework. 1/21/2020-We discussed writing short stories and figurative devices. Students started writing a short story (2-5 pages double-spaced, incorporating 5 different figurative devices, clear setting and characterization). 1/16/2020-We took a pre-assessment on figurative devices and then collaboratively corrected them (we took notes on the devices and were introduced to literarydevices.net--a website with definitions and examples of numerous literary devices). We started discussing a creative short story that will incorporate at least 5 figurative devices in a story that will be 2-5 pages in length. 1/14-15/2020-Students spent time with the counselors to prepare for their future. 1/10/2020-Class further unpacked the short stories (particularly "The Public Hating") and did a self-assessment of their collaboration. 1/8/2020-Today we looked at what effective collaboration is, as well as how to be an effective collaborator. We then collaborated on a list of questions examining meaning in the two short stories from last class. 1/6/2020-Welcome back to term 3. Today we read and discussed the short story "Miss Temptation" by Kurt Vonnegut. Students then were tasked with reading "The Public Hating," by Steve Allen, and identify and write about a theme from the text (I will give some time at the beginning of next class to write about a theme from "The Public Hating"). TERM 3 12/17/2019-WE finished reading ACT 4. Classes chose their writing prompts. A2 chose to rewrite the ending of the play. A4 chose to examine who was guiltiest for J.P.'s death. 12/13/2019-We finished watching Act 4 and started reading and discussing it. 12/11/2019-Today we worked on the QBP2-on mindset. If you missed, come see me for the prompt. 12/9/2019-Today we worked on interpreting the climax of "The Crucible." If you missed, you need to make this up by Friday. The prompt is: Identify the climax of the play and create an argument in support of your choice. Examine the effect of the climax on the meaning of the play, and create an inferential argument as to how the play would be altered in meaning, theme, or tone if the climax were altered. Describe your proposed change and its effects in detail. Your answer should take the form of two+ well-developed paragraphs. 12/5/2019-Today we read and discussed chapter 3. We focused on mindset. 12/3/2019-We did a writing prompt on honesty and deception, followed by a conversation on the topic. We reading started Act 3. 11/26/2019-We watched act 2-3 and discussed it. 11/22/2019-We finished reading Act 2 and started the assessment. 11/20/2019-We finished watching Act 1 of "The Crucible" and discussed "How to start a movement." We started reading Act 2. 11/18/2019-We finished our inciting incident exploration and started watching ACT 1. 11/14/2019-We continued reading act 1. We started an assignment on the understanding the protagonist-John Proctor. 11/12/2019-We read from Act 1 of "The Crucible" after talking about plot and character types. 11/8/2019-We learned about the history and context of Puritanism as well as witches and "The Crucible." 11/6/2019-We took notes on a few more figurative devices. After, we looked at soldier and scout mindset. 11/4/2019-We unpacked "Young Goodman Brown" and discussed the literary terms foreshadowing, characterization, climax, allusion, irony, and inference/implication. 10/31/2019-We read "Young Goodman Brown" and looked at how figurative devices are used to produce meaning in literature. Please make up the pre-assessment if you were gone. 10/29/2019-We finished OMAM today by writing a paragraph using our annotations. 10/25/2019-Today we read through chapter 4. We will be finishing the text next class. 10/23/2019-We read and discussed OMAM. We are halfway through chapter 3. TERM 2 10/16/2019-Today we checked out our book for our second quarterly book project. Please have your book read by Dec. 12th. We also were given a day to catch up on missing work or earn extra-credit for next term. 10/14/2019-We started reading and discussing Of Mice and Men. 10/10/2019-Today we worked on our quarterly book project. Students were asked to find a theme or element within their text and compare it to how it (the same theme/element/etc.) is employed by a text we have studied in this class (I will also allow you to compare it with a text from tenth grade). Following this, we started our work with Of Mice and Men. 10/8/2019-We peer assessed using rubrics and revised our TOMATS essay. We then started Of Mice and Men. 10/4/2019-Today we wrote an argumentative essay, (we will peer review and revise it). We discussed some of the meanings associated with TOMATS. 10/2/2019-WE finished reading TOMATS and students uncovered meaning and symbolism in small groups. 9/30/2019-We read, annotated, and analyzed to 88 (A2) and 81 (A4) in TOMATS. 9/26/2019-After reviewing The Old Man and the Sea through 55, we continued reading to 71. Students wrote an academic/active voice paragraph exploring the deeper meaning of the text. 9/24/2019-Today we read through page 55 and looked for symbolism. We talked about figurative language. We then started to dissect terms "gender" and "poverty." 9/20/2019-Today we worked on finding symbols and symbolism within The Old Man and the Sea. Students were required to find 10 symbols and discuss their meanings. A2 read through page 40. A4 read through page 50. 9/18/2019-Today we reviewed academic language and structure, and active voice. We responded to two Hemingway quotes in a synthesis paragraph, and peer reviewed them. RESPOND TO THE FOLLOWING QUOTES IN AN ACADEMIC PARAGRAPH. REMEMBER TO USE FORMAL DICTION WITH ACTIVE VOICE. “HAPPINESS IN INTELLIGENT PEOPLE IS THE RAREST THING I KNOW.” “EVERY MAN'S LIFE ENDS THE SAME WAY. IT IS ONLY THE DETAILS OF HOW HE LIVED AND HOW HE DIED THAT DISTINGUISH ONE MAN FROM ANOTHER.” 9/16/2019-A2 Finished their cd/cm and started reading The Old Man and the Sea. A4 will continue with "TOMATS" 9/12/2019-Books for the quarterly book project need to be read by Oct. 10th. A2 needs 5 minutes to finish their concrete detail and commentary chunks based on "Hills like White Elephants." A4 read and discussed some of The Old Man and the Sea. 9/10/2019-A2 Finished the thesis statement exercise. A2-4 Worked on concrete detail/commentary chunks extracting meaning from "Hills Like White Elephants" 9/6/2019-A2 worked on thesis statements and will review next class. A4 finished the thesis exercise and took notes on American Modernism and started the short story "A Rose for Emily." 9/4/2019-Students had some time to finish revisions for their "Paths of Hate" analysis. We then finished reading "The Masque of the Red Death" and did some analysis of it. Students will have to write 5 thesis statements on the short story, have those peer reviewed, and choose two to revise and improve. 8/30/2019-A2 worked on their revisions on "Paths of Hate" and started reading "Masque" after looking at the Iceberg Principle. A4 looked at the Iceberg principle and read "Masque of the Red Death" 8/28/2019-We went over the rubrics for academic writing. See me to get a copy. Peer review next time-(A2). (Optional: self-evaluate and revise.) A4's revision due on Wed., Sept. 4. Please focus on removing summary and evaluative statements from your analysis and work on thesis and subtext extraction/inferencing. 8/26/2019-We finished discussing the disclosure document. If you have any questions, please ask. We watched "Paths of Hate" and students had 30 minutes to write an analysis essay on it. We went over analysis as a class, and will review the essays next time. 8/22/2019-Class finished the discussion on being nice and we read the Harvard Business Review article "Candor, Criticism, and Teamwork" discussing its merits and how to create a positive learning environment (culture) in our class. We received the course disclosure as well. 8/20/2019-We started class with a review of academic language. We also answered and discussed the questions: "What does it mean to be nice? or What are the disadvantages of being nice?" |