In Class
We discussed the way authors create tone in the poem, through word choice, subject and imagery. We analyzed "I Hear America Singing" by Walt Whitman and "I, too, Sing America" by Langston Hughes.
Homework
Read "I Too Sing America" by Julia Alvarez for tone, form and subject. Notice the details she includes. Then, write your own copy poem in which you give voice to someone (or thing!) whose voice is not often heard in America. You must complete at least the first stanza, but if you are inspired, please keep going. (You'll have to finish it eventually.)
12/22/09
12/21/09
Monday
In Class
We learned how poets use a variety of literary devices to create imagery, and examine imagery in three poems. We discussed how authors convey mood and tone with imagery. Sometimes the emotion is implicit, sometimes it is explicit.
Homework
Create a poem about the snow this weekend, concentrating on imagery. Use simile, metaphor, personification, alliteration, and the five senses. Consider using alliteration, assonance, rhyme, and repetition. Start with the imagery, and end with the "punch in the gut," the main purpose or emotion of the poem. Refer, specifically, to Tropics in New York and Filling Station. You can use any structure you like.
**Reminder**
Tomorrow (Tuesday) we will have Regents Test Prep at 2:20 and will practice the listening section. This is the LAST time we will practice the listening section after school, so if you want practice I highly suggest you come. Please arrive on time so you don't miss any part of the reading.
12/18/09
Friday
In Class
We had 30 minutes to finish our Controlling Idea essay. We then signed out a book we had previously read (or hadn't, but which we really wanted to read) for our winter break homework.
Homework
In order to best prepare for the Critical Lens essay (and also because reading is fun) you are picking a book which you have read before in a high school class. You are rereading it analytically. Now that you know the plot, you can concentrate on the writing style and analyze how the author develops the themes, characters, setting and conflict. You will read for 30 minutes each day (Yes, you can skip the holidays if you so choose!) and record what you noticed while reading on the sheet. When you've finished, fill out the back of the sheet. This sheet is due on Monday for ALL students.
Note: We'll have single periods from now on AT LEAST until the Regents exam.
We had 30 minutes to finish our Controlling Idea essay. We then signed out a book we had previously read (or hadn't, but which we really wanted to read) for our winter break homework.
Homework
In order to best prepare for the Critical Lens essay (and also because reading is fun) you are picking a book which you have read before in a high school class. You are rereading it analytically. Now that you know the plot, you can concentrate on the writing style and analyze how the author develops the themes, characters, setting and conflict. You will read for 30 minutes each day (Yes, you can skip the holidays if you so choose!) and record what you noticed while reading on the sheet. When you've finished, fill out the back of the sheet. This sheet is due on Monday for ALL students.
Note: We'll have single periods from now on AT LEAST until the Regents exam.
12/16/09
Wednesday/Thursday
In Class
We discussed tips for writing a Controlling Idea essay and started working on one. We had one hour to work on this in class; we handed it in and we have 30 minutes to continue working on it on Friday in class.
Homework
For crying out loud, get some SLEEP! Go to bed before 10 and eat breakfast in the morning.
We discussed tips for writing a Controlling Idea essay and started working on one. We had one hour to work on this in class; we handed it in and we have 30 minutes to continue working on it on Friday in class.
Homework
For crying out loud, get some SLEEP! Go to bed before 10 and eat breakfast in the morning.
12/14/09
Monday/Tuesday
In Class
We discussed how to analyze works of art, and looked at four paintings by Jacob Lawrence, analyzing each for color, form, shape, symbolism, meaning and mood.
Homework:
Using Migration 57 (the women by herself) and Migration 58 (the one with the three girls writing) , write a one page paper TYPED answering the following question:
What is Lawrence revealing in these pieces?
You should look at the pieces both together and separately. Write an intro, with the answer to the question as your thesis. Then, write one body paragraph for each piece. Use your worksheet notes from class to help you. Discuss the paintings colors, subjects, symbols, shapes, mood and finally meaning. Remember, there is no wrong answer. You just need to explain what you think to be the main idea of the painting by supporting that main idea with evidence.
12/9/09
Regents Prep
...will begin at 2:20 on Thursday in Ms. Bryant's room. We will be practicing the listening section.
Wednesday/Thursday
In Class
We discussed chapter 11, and worked in groups to determine the book's themes. We then examined a variety of Critical Lens prompts, and analyzed them to see if we could use Frederick Douglass in our responses.
Homework
Pick one of the Critical Lens quotes and write a Critical Lens Essay (The prompt is below). One novel will be Frederick Douglass, the other is whichever novel you have read in high school which best fits the quote. Remember, this should be six paragraphs: an intro; two body paragraphs about text one; two body paragraphs about text two; and a conclusion paragraph. Follow the directions below carefully. For your intro, feel free to use the quote itself as your hook. BE SURE to refer to specific literary elements throughout.
You will have Friday in class to work on this, plus the entire weekend. This is due on Monday/Tuesday.
We discussed chapter 11, and worked in groups to determine the book's themes. We then examined a variety of Critical Lens prompts, and analyzed them to see if we could use Frederick Douglass in our responses.
Homework
Pick one of the Critical Lens quotes and write a Critical Lens Essay (The prompt is below). One novel will be Frederick Douglass, the other is whichever novel you have read in high school which best fits the quote. Remember, this should be six paragraphs: an intro; two body paragraphs about text one; two body paragraphs about text two; and a conclusion paragraph. Follow the directions below carefully. For your intro, feel free to use the quote itself as your hook. BE SURE to refer to specific literary elements throughout.
You will have Friday in class to work on this, plus the entire weekend. This is due on Monday/Tuesday.
Your Task:
Critical Lens:
Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works.
Critical Lens:
Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works.
Guidelines:
Be sure to
• Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
• Indicate whether you agree or disagree with the statement as you have interpreted it
• Choose two works you have read that you believe best support your opinion
• Use the criteria suggested by the critical lens to analyze the works you have chosen
• Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis
• Organize your ideas in a unified and coherent manner
• Specify the titles and authors of the literature you choose
• Follow the conventions of standard written English
Be sure to
• Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
• Indicate whether you agree or disagree with the statement as you have interpreted it
• Choose two works you have read that you believe best support your opinion
• Use the criteria suggested by the critical lens to analyze the works you have chosen
• Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis
• Organize your ideas in a unified and coherent manner
• Specify the titles and authors of the literature you choose
• Follow the conventions of standard written English
12/8/09
A Reminder about Academic Dishonesty
When you use a cheat sheet on a test, clearly that is cheating. When you use the web to find an analysis of a poem and use that analysis as your own, that is also cheating. It doesn't matter if the paper in question is a homework assignment or a take-home final, it's cheating. Students found plagiarizing will receive a zero on their homework, and will be subject to a disciplinary meeting with Ms. Kreisman, regardless of the amount (even just a PHRASE) of work that was plagiarized. By now, I know how each of you writes. It is clear when you steal lines.
12/7/09
Monday/Tuesday
In Class
We discussed chapter 10; read and annotated, and wrote a response.
Homework
Finish the Narrative, keeping in mind whether or not you think this is an effective book and why you feel that way.
We discussed chapter 10; read and annotated, and wrote a response.
Homework
Finish the Narrative, keeping in mind whether or not you think this is an effective book and why you feel that way.
12/4/09
Friday
In Class
We worked on taking notes during a discussion of chapters 7, 8, and 9. We also had a pop quiz. If you were absent, you may take the quiz ONLY if you come to me during lunch on Monday. Otherwise, it will be a zero.
Homework
Periods 2, 7: Read up to page 76. (Finish the first paragraph on that page.) and annotate.
Period 3: Read all of chapter 10. Be sure to annotate and title the chapter.
Keep in Mind!!!! Chapter 10 is long, and introduces us to quite a few new people. I highly suggest you keep track of the new people in your notebook to help you keep track of your reading.
We worked on taking notes during a discussion of chapters 7, 8, and 9. We also had a pop quiz. If you were absent, you may take the quiz ONLY if you come to me during lunch on Monday. Otherwise, it will be a zero.
Homework
Periods 2, 7: Read up to page 76. (Finish the first paragraph on that page.) and annotate.
Period 3: Read all of chapter 10. Be sure to annotate and title the chapter.
Keep in Mind!!!! Chapter 10 is long, and introduces us to quite a few new people. I highly suggest you keep track of the new people in your notebook to help you keep track of your reading.
12/3/09
Wednesday and Thursday
In Class
We charted the people in The Narrative and then discussed how Douglass creates the theme of dehumanization of slavery in chapters 4-6.
Homework
Read, annotate and title chapters for chapters 7-9
NEWS! NEWS!
The school newspaper is now online! It's only in the beginning, but check it out!
We charted the people in The Narrative and then discussed how Douglass creates the theme of dehumanization of slavery in chapters 4-6.
Homework
Read, annotate and title chapters for chapters 7-9
NEWS! NEWS!
The school newspaper is now online! It's only in the beginning, but check it out!
11/30/09
Monday/Tuesday
In Class
We learned about rhetoric, and Aristotle's three rhetorical appeals: ethos, pathos and logos. (If you were absent, be sure to get notes to see what you missed!) We analyzed the way Douglass used rhetoric focusing on specific passages.
Homework
Periods 2 and 7
Read chapters 4, 5 and 6, annotating as you go along. Pay close attention especially to rhetorical elements. Continue in your notebook to give each title a chapter and explain in a paragraph why you chose that title.
Period 3: Do the above, plus the Critical Lens response (unless you convince me otherwise in class)
We learned about rhetoric, and Aristotle's three rhetorical appeals: ethos, pathos and logos. (If you were absent, be sure to get notes to see what you missed!) We analyzed the way Douglass used rhetoric focusing on specific passages.
Homework
Periods 2 and 7
Read chapters 4, 5 and 6, annotating as you go along. Pay close attention especially to rhetorical elements. Continue in your notebook to give each title a chapter and explain in a paragraph why you chose that title.
Period 3: Do the above, plus the Critical Lens response (unless you convince me otherwise in class)
11/29/09
Weekend Homework
In The Narrative of the Life of Frederick Douglass, An American Slave, please read the timeline of his life and also chapters 1 (which starts on page 17), 2 and 3. Please annotate with post-its.
In your notebook, please give each chapter a title, and write 4-5 sentences explaining why your title is the best for that chapter.
Regents Prep will begin on Tuesday, December 8th. Prep will be each Tuesday and Thursday until the Regents exam.
Hope you've had a restful weekend!
In your notebook, please give each chapter a title, and write 4-5 sentences explaining why your title is the best for that chapter.
Regents Prep will begin on Tuesday, December 8th. Prep will be each Tuesday and Thursday until the Regents exam.
Hope you've had a restful weekend!
11/23/09
A note as I'm correcting your essays
Please do not write, "The poems talks about...." or "The author talks about...." or "It talks about..."
INSTEAD of "talks about" (because. after all, no one is "talking" in a novel, poem or short story) please use one of the following:
- demonstrates
- reveals
- shows
- illustrates
- displays
- elucidates
Happy Writing!!!!
Monday and Tuesday
In Class
We used two different methods - acting and close reading - to analyze the poetry of Walt Whitman.
Homework
Chose one of the four Whitman poems (When I Heard the Learned Astronomer; America; The Noiseless Patient Spider; or To a Stranger) and fill in the poetry analysis chart. Then, using the information in your chart, write a 200-250 word analysis of the poem. (Your thesis statement is what you wrote in the Main Idea part of the chart.)
Also, you have a vocabulary quiz on Wednesday! (We'll have singles of each period.) While it will mostly focus on the words you've learned since the last quiz, any word we've learned this year could be on the quiz. Also, don't forget to study your word roots!!!!!!!!!
We used two different methods - acting and close reading - to analyze the poetry of Walt Whitman.
Homework
Chose one of the four Whitman poems (When I Heard the Learned Astronomer; America; The Noiseless Patient Spider; or To a Stranger) and fill in the poetry analysis chart. Then, using the information in your chart, write a 200-250 word analysis of the poem. (Your thesis statement is what you wrote in the Main Idea part of the chart.)
Also, you have a vocabulary quiz on Wednesday! (We'll have singles of each period.) While it will mostly focus on the words you've learned since the last quiz, any word we've learned this year could be on the quiz. Also, don't forget to study your word roots!!!!!!!!!
11/19/09
Wed and Thursday
In Class
We analyzed the poem "Spelling" by Margaret Atwood to compare her message with that of Gilman in The Yellow Wallpaper.
Homework
Write your controlling idea essay (six paragraphs). The prompt is below. Period 2 and 7 will get your papers back from Ms. Harris on Friday; Period 3, you can pick up your papers on Monday. Use the comments from your last essay and the controlling idea rubric to help you with this essay.
Also, don't forget to study for your vocabulary quiz - It's on Wednesday. Any word or root we've studied this year is fair game!!!!
Your Task: (Controlling Idea)
After you have read the passages , write a unified essay about women as revealed in the passages. In your essay, use ideas from both passages to establish a controlling idea about women. Using evidence from each passage, develop your controlling idea and show how the author uses specific literary elements or techniques to convey that idea.
Guidelines:Be sure to
We analyzed the poem "Spelling" by Margaret Atwood to compare her message with that of Gilman in The Yellow Wallpaper.
Homework
Write your controlling idea essay (six paragraphs). The prompt is below. Period 2 and 7 will get your papers back from Ms. Harris on Friday; Period 3, you can pick up your papers on Monday. Use the comments from your last essay and the controlling idea rubric to help you with this essay.
Also, don't forget to study for your vocabulary quiz - It's on Wednesday. Any word or root we've studied this year is fair game!!!!
Your Task: (Controlling Idea)
After you have read the passages , write a unified essay about women as revealed in the passages. In your essay, use ideas from both passages to establish a controlling idea about women. Using evidence from each passage, develop your controlling idea and show how the author uses specific literary elements or techniques to convey that idea.
Guidelines:Be sure to
- Use ideas from both passages to establish a controlling idea about man’s control of nature
- Use specific and relevant evidence from each passage to develop your controlling idea
- Show how each author uses specific literary elements (for example: theme, characterization, structure, point of view) or techniques (for example: symbolism, irony, figurative language) to convey the controlling idea
- Organize your ideas in a logical and coherent manner
- Use language that communicates ideas effectively
11/17/09
Monday and Tuesday
In Class
We reread The Yellow Wallpaper, considering the story as an allegory for the women's rights movement of the late 19th century, and analyzed the symbolism.
Homework
None! Enjoy! BUT, if you want to start writing your essay, go ahead! You'll be writing a controlling idea about the topic of "women" once we read a poem on the subject on Wed/Thursday.
We reread The Yellow Wallpaper, considering the story as an allegory for the women's rights movement of the late 19th century, and analyzed the symbolism.
Homework
None! Enjoy! BUT, if you want to start writing your essay, go ahead! You'll be writing a controlling idea about the topic of "women" once we read a poem on the subject on Wed/Thursday.
11/13/09
Weekend Homework
Read The Yellow Wallpaper. You do not have to annotate like you did for Emerson and Thoreau, but you should notate the following:
literary elements; literary devices; and text to self/text/world connections
Then, write a one page response answering the following:
Is the narrator unreliable? Was she mentally unstable throughout the whole story or did she turn that way in the end? What do you think caused her madness. Be sure to answer this with MULTIPLE references to the story and to literary elements/devices.
literary elements; literary devices; and text to self/text/world connections
Then, write a one page response answering the following:
Is the narrator unreliable? Was she mentally unstable throughout the whole story or did she turn that way in the end? What do you think caused her madness. Be sure to answer this with MULTIPLE references to the story and to literary elements/devices.
11/9/09
Monday/Tuesday
In Class
We reviewed The Birthmark and a poem by Ralph Waldo Emerson. We then discussed controlling idea essays.
Homework
You will write a controlling idea essay based on the prompt below using both Hawthorne's short story and Emerson's poem. If you need some additional help on controlling idea essays, see this link for an explanation. You need to write the introduction and two body paragraphs for EACH piece. You do not need to write a conclusion paragraph for this homework assignment. Each body paragraph should analyze the literary elements and techniques the author uses to convey his controlling idea.
Your Task: (Controlling Idea)
After you have read the passages , write a unified essay about man’s control of nature as revealed in the passages. In your essay, use ideas from both passages to establish a controlling idea about man’s control of nature. Using evidence from each passage, develop your controlling idea and show how the author uses specific literary elements or techniques to convey that idea.
Guidelines:
Be sure to
• Use ideas from both passages to establish a controlling idea about man’s control of nature
• Use specific and relevant evidence from each passage to develop your controlling idea
• Show how each author uses specific literary elements (for example: theme, characterization, structure, point of view) or techniques (for example: symbolism, irony, figurative language) to convey the controlling idea
• Organize your ideas in a logical and coherent manner
• Use language that communicates ideas effectively
• Follow the conventions of standard written English
We reviewed The Birthmark and a poem by Ralph Waldo Emerson. We then discussed controlling idea essays.
Homework
You will write a controlling idea essay based on the prompt below using both Hawthorne's short story and Emerson's poem. If you need some additional help on controlling idea essays, see this link for an explanation. You need to write the introduction and two body paragraphs for EACH piece. You do not need to write a conclusion paragraph for this homework assignment. Each body paragraph should analyze the literary elements and techniques the author uses to convey his controlling idea.
Your Task: (Controlling Idea)
After you have read the passages , write a unified essay about man’s control of nature as revealed in the passages. In your essay, use ideas from both passages to establish a controlling idea about man’s control of nature. Using evidence from each passage, develop your controlling idea and show how the author uses specific literary elements or techniques to convey that idea.
Guidelines:
Be sure to
• Use ideas from both passages to establish a controlling idea about man’s control of nature
• Use specific and relevant evidence from each passage to develop your controlling idea
• Show how each author uses specific literary elements (for example: theme, characterization, structure, point of view) or techniques (for example: symbolism, irony, figurative language) to convey the controlling idea
• Organize your ideas in a logical and coherent manner
• Use language that communicates ideas effectively
• Follow the conventions of standard written English
11/6/09
The Weekend Homework
Thursday and Friday we had the Transcendentalist Exam in class. Grading will be finished by Monday afternoon.
Over the weekend, please read The Birthmark. As you read, fill in the plot chart on the last page. After you read, answer the questions. One question has a typo, but it's asking you about the room she is in while she is waiting.
Enjoy your weekend!
Over the weekend, please read The Birthmark. As you read, fill in the plot chart on the last page. After you read, answer the questions. One question has a typo, but it's asking you about the room she is in while she is waiting.
Enjoy your weekend!
11/4/09
Exam!
Thursday/Friday
Transcendentalist Exam
This test will MOSTLY test your reading comprehension. You will be given passage which you have read previously and will be asked multiple choice questions. In addition, you will be given quotes by Emerson, Fuller and Thoreau and will need to use your knowledge of their essays to identify the speaker. Lastly, you will have a few short answer questions that test your knowledge of Transcendentalism in general. Be sure you understand their key principles. Look over your notes.
Transcendentalist Exam
This test will MOSTLY test your reading comprehension. You will be given passage which you have read previously and will be asked multiple choice questions. In addition, you will be given quotes by Emerson, Fuller and Thoreau and will need to use your knowledge of their essays to identify the speaker. Lastly, you will have a few short answer questions that test your knowledge of Transcendentalism in general. Be sure you understand their key principles. Look over your notes.
10/29/09
Wednesday/Thursday
In Class
We discussed Civil Disobedience, read an Op/Ed from the New York Times, and then wrote a controlling idea mini essay comparing the two. We were introduced to our storybook project and began planning it.
Homework
1. Your storybook! Due Monday (per 2, 7); Wednesday (per 3) PERIOD 2 and 3: We will have some time to work on the storybooks in class tomorrow (Friday) so please do bring in your materials!
2. Read and annotate Margaret Fuller's Women in the 19th Century. Due Monday/Wednesday.
Camping!
Those of you who put down deposits MUST bring in the full amount by Monday. Those of you who have yet to pay but are interested must at LEAST have a deposit down by Friday.
We discussed Civil Disobedience, read an Op/Ed from the New York Times, and then wrote a controlling idea mini essay comparing the two. We were introduced to our storybook project and began planning it.
Homework
1. Your storybook! Due Monday (per 2, 7); Wednesday (per 3) PERIOD 2 and 3: We will have some time to work on the storybooks in class tomorrow (Friday) so please do bring in your materials!
2. Read and annotate Margaret Fuller's Women in the 19th Century. Due Monday/Wednesday.
Camping!
Those of you who put down deposits MUST bring in the full amount by Monday. Those of you who have yet to pay but are interested must at LEAST have a deposit down by Friday.
10/26/09
Monday/Tuesday
In Class
We reviewed the questions from Walden and began Civil Disobedience
Homework
Read Civil Dis parts 1 and 2 (honors, also do part 3), annotate, and answer the questions for part 1 (on the worksheet)
We reviewed the questions from Walden and began Civil Disobedience
Homework
Read Civil Dis parts 1 and 2 (honors, also do part 3), annotate, and answer the questions for part 1 (on the worksheet)
10/23/09
Honors Assignment
For those of you who have the assignment, you are reading the first chapter of Walden, called "Economy." This outlines Thoreau's argument against a capitalistic society. Your job is to read and annotate it, and then present your findings to the class on Monday/Tuesday. You must have at LEAST through page 21 and annotated it; the next section outlines how much he spent and what he spent it on. You can skim that section for the main details. Make sure you are taking notes on the main ideas and the details you find important to his overall purpose.
You will have time in class to meet with each other to prepare your presentation, but should read with that in mind.
You will have time in class to meet with each other to prepare your presentation, but should read with that in mind.
Friday
In Class
We continued to work on Walden
Homework
Period 2: Finish Answering Questions and Assignment Below
Period 6: Answer questions on a separate sheet of paper and do the assignment below
Period 3: See yesterday's post
Assignment: Experiment in Living Deliberately
Over the weekend, on at least six different occasions, see if you are "awake." Note the percentage and write a paragraph about your living in the past few hours since your last entry. Are you living life to the fullest? Are you concerned with the trivialities that are "not life"?
You should end up with at least six paragraphs.
We continued to work on Walden
Homework
Period 2: Finish Answering Questions and Assignment Below
Period 6: Answer questions on a separate sheet of paper and do the assignment below
Period 3: See yesterday's post
Assignment: Experiment in Living Deliberately
Over the weekend, on at least six different occasions, see if you are "awake." Note the percentage and write a paragraph about your living in the past few hours since your last entry. Are you living life to the fullest? Are you concerned with the trivialities that are "not life"?
You should end up with at least six paragraphs.
10/21/09
Wednesday/Thursday
In Class - varies from class to class, but basically we were introduced to Thoreau's Walden
Homework:
Period 2: Observe for 20 minutes and write one page noting both what you observed and what you felt. Read pages 1, 2 and the first paragraph on page 3. Annotate. Due Friday.
Period 3: Finish annotating and reading. Answer the questions. Due Tuesday. Also, pick a place outside and observe for 20 minutes. One page response.
Period 6/7: Read and annotate ALL of the reading. Also observe for 20 minutes, and write one page of notes about what you saw and felt. Due Friday.
Homework:
Period 2: Observe for 20 minutes and write one page noting both what you observed and what you felt. Read pages 1, 2 and the first paragraph on page 3. Annotate. Due Friday.
Period 3: Finish annotating and reading. Answer the questions. Due Tuesday. Also, pick a place outside and observe for 20 minutes. One page response.
Period 6/7: Read and annotate ALL of the reading. Also observe for 20 minutes, and write one page of notes about what you saw and felt. Due Friday.
10/19/09
Monday/Tuesday
In Class
We reviewed Emerson's philosophies as listed in the charts you created. We then decided whether we loved, liked, or wanted to 'break up' with Emerson. We planned out our letters informing him of our decision
Homework
Love Letter! Be sure you include at least THREE reasons (philosophies) for your decision, and for each philosophy, include a quote from Emerson and the explanation of why you agree or disagree. Use connections to your own life to help you formulate your argument.
This is due Wednesday/Thursday
My Gradebook Note!
All grades I put in this weekend (period 2, this includes your papers) were erased because of a problem on the website. Please make sure you see me with your papers so I can reenter them!
We reviewed Emerson's philosophies as listed in the charts you created. We then decided whether we loved, liked, or wanted to 'break up' with Emerson. We planned out our letters informing him of our decision
Homework
Love Letter! Be sure you include at least THREE reasons (philosophies) for your decision, and for each philosophy, include a quote from Emerson and the explanation of why you agree or disagree. Use connections to your own life to help you formulate your argument.
This is due Wednesday/Thursday
My Gradebook Note!
All grades I put in this weekend (period 2, this includes your papers) were erased because of a problem on the website. Please make sure you see me with your papers so I can reenter them!
10/15/09
Thursday/Friday
In Class
Today we reviewed Self Reliance and worked in groups to use Emerson's ideas to help solve problems.
Homework
Today we reviewed Self Reliance and worked in groups to use Emerson's ideas to help solve problems.
Homework
- Finish reading, annotating carefully! You may skip the paragraphs discussed in class.
- Also, fill in your notebook chart based the topics we discussed in class.
- Also, finish your Dear Emerson sheet.
10/9/09
Friday
In Class
We took a vocabulary quiz and wrote Emerson postcards
Homework
Due Thursday (periods 2, 7); Friday (period 3): Read pages 1-9 of Self Reliance (that means you also read all of page nine), annotating as you go along. Remember to: summarize each paragraph; include your opinions; make connections to modern day; and highlight Emerson's 'instructions.'
You'll have single periods of English and history on Tuesday.
We took a vocabulary quiz and wrote Emerson postcards
Homework
Due Thursday (periods 2, 7); Friday (period 3): Read pages 1-9 of Self Reliance (that means you also read all of page nine), annotating as you go along. Remember to: summarize each paragraph; include your opinions; make connections to modern day; and highlight Emerson's 'instructions.'
You'll have single periods of English and history on Tuesday.
10/7/09
Wednesday/Thursday
In Class
We discussed our own philosophies about a variety of topics, and then began to read Self Reliance by Ralph Waldo Emerson to analyze his philosophies. We read pages one and two and carefully annotated as we read.
Homework
Study for vocabulary! If you want to get ahead in Self Reliance, feel free to. You will have the bulk of the text due next week.
We discussed our own philosophies about a variety of topics, and then began to read Self Reliance by Ralph Waldo Emerson to analyze his philosophies. We read pages one and two and carefully annotated as we read.
Homework
Study for vocabulary! If you want to get ahead in Self Reliance, feel free to. You will have the bulk of the text due next week.
10/6/09
Monday/Tuesday
In Class
We discussed the creation of utopias, and created our own in groups. We then took notes on a group, the Transcendentalists, who tried to create their own Utopia. We began to read Self Reliance by Ralph Waldo Emerson, the father of Transcendentalism.
Homework
You are working on your papers and studying for the vocabulary quiz on Friday. Beware: I will be assigning you h/w Wednesday and Thursday nights, so I hope you are studying in advance.
Note about Absences
Today, period 3, six students were absent on a day your papers were due. You MUST email me your paper today to prove that you, in fact, had it done on time. I must have a hard copy in my hands tomorrow. Failure to do this results in a late paper, and each day the paper is late 10 points are taken off as a penalty. Don't let this happen to you!!!!
We discussed the creation of utopias, and created our own in groups. We then took notes on a group, the Transcendentalists, who tried to create their own Utopia. We began to read Self Reliance by Ralph Waldo Emerson, the father of Transcendentalism.
Homework
You are working on your papers and studying for the vocabulary quiz on Friday. Beware: I will be assigning you h/w Wednesday and Thursday nights, so I hope you are studying in advance.
Note about Absences
Today, period 3, six students were absent on a day your papers were due. You MUST email me your paper today to prove that you, in fact, had it done on time. I must have a hard copy in my hands tomorrow. Failure to do this results in a late paper, and each day the paper is late 10 points are taken off as a penalty. Don't let this happen to you!!!!
10/1/09
Thursday/Friday
In Class
We discussed the significance of reading The Crucible today, comparing the major themes to situations in our own time, by analyzing Miller's "Why I Wrote The Crucible". We also read and analyzed a poem called "Half Hanged Mary," by another author who used the Salem Witch Trials to make a statement about society.
Homework
Work on your papers! Remember, you must turn in an outline (any format is fine, I just want to see evidence of your planning); a draft that has been edited by yourself, your peer, a teacher or someone else; a final, revised copy. The paper is 100 points and counts as your final grade for The Crucible!!!! (Due Tuesday for period 3; Wednesday for periods 2 and 7)
Also, study! You have a vocabulary quiz on all the words of the day, plus any words that contain our newly learned Latin roots, on Friday October 9th.
Reminder
Gradebook is mostly updated. Because you do not have that many grades so far, do not panic if your grades aren't exactly where you want them to be. If your grade, however, is below a 70 at this point, you should be very concerned. Progress reports will go out in two weeks. The good news, though, is that you still have time to bring the grades up. Start now.
We discussed the significance of reading The Crucible today, comparing the major themes to situations in our own time, by analyzing Miller's "Why I Wrote The Crucible". We also read and analyzed a poem called "Half Hanged Mary," by another author who used the Salem Witch Trials to make a statement about society.
Homework
Work on your papers! Remember, you must turn in an outline (any format is fine, I just want to see evidence of your planning); a draft that has been edited by yourself, your peer, a teacher or someone else; a final, revised copy. The paper is 100 points and counts as your final grade for The Crucible!!!! (Due Tuesday for period 3; Wednesday for periods 2 and 7)
Also, study! You have a vocabulary quiz on all the words of the day, plus any words that contain our newly learned Latin roots, on Friday October 9th.
Reminder
Gradebook is mostly updated. Because you do not have that many grades so far, do not panic if your grades aren't exactly where you want them to be. If your grade, however, is below a 70 at this point, you should be very concerned. Progress reports will go out in two weeks. The good news, though, is that you still have time to bring the grades up. Start now.
9/30/09
Why I wrote the Crucible Missing Page!
I realized I gave some of you TWO copies of page 5, and none of page 4. Page four is below. Sorry.
minds in Europe and America; and even lawyers of the highest eminence, like Sir Edward Coke, a veritable hero of liberty for defending the common law against the king's arbitrary power, believed that witches had to be prosecuted mercilessly. Of course, there were no Communists in 1692, but it was literally worth your life to deny witches or their powers, given the exhortation in the Bible, "Thou shalt not suffer a witch to live." There had to be witches in the world or the Bible lied. Indeed, the very structure of evil depended on Lucifer's plotting against God. (And the irony is that klatches of Luciferians exist all over the country today, there may even be more of them now than there are Communists.)
As with most humans, panic sleeps in one unlighted corner of my soul. When I walked at night along the empty, wet streets of Salem in the week that I spent there, I could easily work myself into imagining my terror before a gaggle of young girls flying down the road screaming that somebody's "familiar spirit" was chasing them. This anxiety-laden leap backward over nearly three centuries may have been helped along by a particular Upham footnote. At a certain point, the high court of the province made the fatal decision to admit, for the first time, the use of "spectral evidence" as proof of guilt. Spectral evidence, so aptly named, meant that if I swore that you had sent out your "familiar spirit" to choke, tickle, poison me or my cattle, or to control thoughts and actions, I could get you hanged unless you confessed to having had contact with the Devil. After all, only the Devil could lend such powers of visible transport to confederates, in his everlasting plot to bring down Christianity.
Naturally, the best proof of the sincerity of your confession was your naming others whom you had seen in the Devil company--an invitation to private vengeance, but made of official by the seal of the theocratic state. It was as though the court had grown tired of thinking and had invited in the instincts: spectral evidence--that poisoned cloud of paranoid fantasy--made a kind of lunatic sense to them, as it did in plot-ridden 1952, when so often the question was not the acts of an accused but the thoughts and intentions in his alienated mind.
The breathtaking circularity of the process had a kind of poetic tightness. Not everybody was accused, after all, so there must be some reason why you were. By denying that there is any reason whatsoever for you to be accused, you are implying, by virtue of a surprisingly small logical leap, that mere chance picked you out, which in turn implies that the Devil might not really be at work in the village or, God forbid, even exist. Therefore, the investigation itself is either mistaken or a fraud. You would have to be a crypto-Luciferian to say that--not a great idea if l u wanted to go back to your farm.The more I read into the Salem panic, the more it touched off corresponding ages of common experiences in the fifties: the old friend of a blacklisted person crossing the street to avoid being seen talking to him; the overnight conversions of former leftists into born-again patriots; and so on. Apparently, certain processes are universal. When Gentiles in Hitler's Germany, for example, saw their Jewish neighbors being trucked of, or rs in Soviet Ukraine saw the Kulaks sing before their eyes, the common reaction, even among those unsympathetic to Nazism or Communism, was quite naturally to turn away in fear of being identified with the condemned. As I learned from non-Jewish refugees, however there was often a despairing pity mixed with "Well, they must have done something." Few of us can easily surrender our belief that society must somehow
minds in Europe and America; and even lawyers of the highest eminence, like Sir Edward Coke, a veritable hero of liberty for defending the common law against the king's arbitrary power, believed that witches had to be prosecuted mercilessly. Of course, there were no Communists in 1692, but it was literally worth your life to deny witches or their powers, given the exhortation in the Bible, "Thou shalt not suffer a witch to live." There had to be witches in the world or the Bible lied. Indeed, the very structure of evil depended on Lucifer's plotting against God. (And the irony is that klatches of Luciferians exist all over the country today, there may even be more of them now than there are Communists.)
As with most humans, panic sleeps in one unlighted corner of my soul. When I walked at night along the empty, wet streets of Salem in the week that I spent there, I could easily work myself into imagining my terror before a gaggle of young girls flying down the road screaming that somebody's "familiar spirit" was chasing them. This anxiety-laden leap backward over nearly three centuries may have been helped along by a particular Upham footnote. At a certain point, the high court of the province made the fatal decision to admit, for the first time, the use of "spectral evidence" as proof of guilt. Spectral evidence, so aptly named, meant that if I swore that you had sent out your "familiar spirit" to choke, tickle, poison me or my cattle, or to control thoughts and actions, I could get you hanged unless you confessed to having had contact with the Devil. After all, only the Devil could lend such powers of visible transport to confederates, in his everlasting plot to bring down Christianity.
Naturally, the best proof of the sincerity of your confession was your naming others whom you had seen in the Devil company--an invitation to private vengeance, but made of official by the seal of the theocratic state. It was as though the court had grown tired of thinking and had invited in the instincts: spectral evidence--that poisoned cloud of paranoid fantasy--made a kind of lunatic sense to them, as it did in plot-ridden 1952, when so often the question was not the acts of an accused but the thoughts and intentions in his alienated mind.
The breathtaking circularity of the process had a kind of poetic tightness. Not everybody was accused, after all, so there must be some reason why you were. By denying that there is any reason whatsoever for you to be accused, you are implying, by virtue of a surprisingly small logical leap, that mere chance picked you out, which in turn implies that the Devil might not really be at work in the village or, God forbid, even exist. Therefore, the investigation itself is either mistaken or a fraud. You would have to be a crypto-Luciferian to say that--not a great idea if l u wanted to go back to your farm.The more I read into the Salem panic, the more it touched off corresponding ages of common experiences in the fifties: the old friend of a blacklisted person crossing the street to avoid being seen talking to him; the overnight conversions of former leftists into born-again patriots; and so on. Apparently, certain processes are universal. When Gentiles in Hitler's Germany, for example, saw their Jewish neighbors being trucked of, or rs in Soviet Ukraine saw the Kulaks sing before their eyes, the common reaction, even among those unsympathetic to Nazism or Communism, was quite naturally to turn away in fear of being identified with the condemned. As I learned from non-Jewish refugees, however there was often a despairing pity mixed with "Well, they must have done something." Few of us can easily surrender our belief that society must somehow
9/29/09
Tuesday/Wednesday
In Class
We took a quiz, discussed the major events of Act IV, and worked in discussion groups to analyze the play as a whole.
Homework
Due Next Class: Read and annotate "Why I Wrote the Crucible" by Arthur Miller. Take a minimum of five quotes that are appealing to you and do a double sided journal entry: Write the quote on one side of the paper and write your extended reaction on the other.
Due Next Week:
Your Crucible Paper!
Period 3 (due Tuesday); Period 2, 7 (due Wednesday)
This is your choice of the discussion topics given in class. See a classmate to get the notes for the paper requirements. Remember, DUE is the outline, rough draft with comments, and your final copy. I will not accept papers that do not have all three components.
We took a quiz, discussed the major events of Act IV, and worked in discussion groups to analyze the play as a whole.
Homework
Due Next Class: Read and annotate "Why I Wrote the Crucible" by Arthur Miller. Take a minimum of five quotes that are appealing to you and do a double sided journal entry: Write the quote on one side of the paper and write your extended reaction on the other.
Due Next Week:
Your Crucible Paper!
Period 3 (due Tuesday); Period 2, 7 (due Wednesday)
This is your choice of the discussion topics given in class. See a classmate to get the notes for the paper requirements. Remember, DUE is the outline, rough draft with comments, and your final copy. I will not accept papers that do not have all three components.
9/23/09
Heads Up
1. Honors applications are due TUESDAY September 29th
2. Your first vocabulary quiz (50 points) will be on Friday October 9th, and will be on every word up to that date.
2. Your first vocabulary quiz (50 points) will be on Friday October 9th, and will be on every word up to that date.
Wednesday/Thursday
In Class
We acted out the end of Act III and analyzed it to determine which techniques Miller used to create tension, and to explain why this scene can be considered the turning point. We then discussed characterization further, and used our character charts to write a character analysis that we turned in.
Homework
1. Finish The Crucible!!!
2. Write a typed, one page response to the following question: Why were the atrocities of the Salem witchcraft allowed to happen?
This is due next Tuesday for period 3; next Wednesday (the 30th) for periods 2 and 7
We acted out the end of Act III and analyzed it to determine which techniques Miller used to create tension, and to explain why this scene can be considered the turning point. We then discussed characterization further, and used our character charts to write a character analysis that we turned in.
Homework
1. Finish The Crucible!!!
2. Write a typed, one page response to the following question: Why were the atrocities of the Salem witchcraft allowed to happen?
This is due next Tuesday for period 3; next Wednesday (the 30th) for periods 2 and 7
9/21/09
Monday/Tuesday
In Class
We reviewed the key parts of Act II and discussed Miller's characterization. We worked in pairs to analyze his characterization, and then began to act out Act III.
Homework
Finish the characterization charts - including for Hawthorne and Danforth (whom you will both meet in Act III)
Finish Act III - it is long, but you can handle it. Break it down over two nights.
We reviewed the key parts of Act II and discussed Miller's characterization. We worked in pairs to analyze his characterization, and then began to act out Act III.
Homework
Finish the characterization charts - including for Hawthorne and Danforth (whom you will both meet in Act III)
Finish Act III - it is long, but you can handle it. Break it down over two nights.
9/19/09
Friday
In Class
We discussed the importance of and practiced using context clues to help us read lines with the correct emotion.
Homework
Read all of Act II and answer questions on the sheet.
ACT II Pages 49 -72
1. Why does John Proctor say he is reluctant to give the court information about Abigail? What is Elizabeth’s opinion? What is your own?
2. Elizabeth says that Mary Warren is a ‘mouse no more.’ Categorize Mary Warren’s action in this Act. Look carefully at her actions, then consider her motivations. Use evidence.
3. Sarah Osborn was accused of being a witch because she was Putnam’s midwife. Why do you think Sarah Good was accused? Why will she not hang? What is your opinion of her?
4. What ‘proof’ are they using in court to condemn the accused?
5. What does Elizabeth want Proctor to do? Why?
6. Why is Hale questioning Elizabeth? Why does he think the Proctors might not be entirely holy?
7. What commandment does Proctor forget? Why is this significant?
8. Why does Hale doubt Proctor’s revelation of Abigail’s lies?
9. When they find out that Rebecca Nurse is accused, Proctor and Hale reach different conclusions. What are they?
10. Thus far, what do you make of the accusations?
We discussed the importance of and practiced using context clues to help us read lines with the correct emotion.
Homework
Read all of Act II and answer questions on the sheet.
ACT II Pages 49 -72
1. Why does John Proctor say he is reluctant to give the court information about Abigail? What is Elizabeth’s opinion? What is your own?
2. Elizabeth says that Mary Warren is a ‘mouse no more.’ Categorize Mary Warren’s action in this Act. Look carefully at her actions, then consider her motivations. Use evidence.
3. Sarah Osborn was accused of being a witch because she was Putnam’s midwife. Why do you think Sarah Good was accused? Why will she not hang? What is your opinion of her?
4. What ‘proof’ are they using in court to condemn the accused?
5. What does Elizabeth want Proctor to do? Why?
6. Why is Hale questioning Elizabeth? Why does he think the Proctors might not be entirely holy?
7. What commandment does Proctor forget? Why is this significant?
8. Why does Hale doubt Proctor’s revelation of Abigail’s lies?
9. When they find out that Rebecca Nurse is accused, Proctor and Hale reach different conclusions. What are they?
10. Thus far, what do you make of the accusations?
9/17/09
Wednesday/Thursday
In Class
We worked in groups to review the characterization of the characters we've met so far, and acted out part of Act I.
Homework
Finish Act I and answer questions on the handout
We worked in groups to review the characterization of the characters we've met so far, and acted out part of Act I.
Homework
Finish Act I and answer questions on the handout
9/14/09
Monday/Tuesday September 14 and 15th
In Class: We worked in groups to further analyze the setting in the Bradstreet piece. This helped us prepare for reading The Crucible, of which we started the introduction.
Homework: Finish reading the intro section and answer the questions. Then, start reading the play! Read pages 8-20, and answer the questions (you can use bulleted answers) on the sheet. Also, it will help you tremendously if you keep a character chart in your notebook to note not only who each character is, but how they are all related to one another.
Homework: Finish reading the intro section and answer the questions. Then, start reading the play! Read pages 8-20, and answer the questions (you can use bulleted answers) on the sheet. Also, it will help you tremendously if you keep a character chart in your notebook to note not only who each character is, but how they are all related to one another.
9/11/09
Friday 9/11/09
In Class
We defined setting as the time, place and cultural norms of that place, and that setting can help create the mood; influence the characters and support the novel's theme(s). We learned some sentences to help us when we write an analysis of setting, and practiced analyzing the setting of a novel of our choice.
Homework
Read the first chapter of the biography of Anne Bradstreet, America's first poet. This chapter describes what it was like when she first arrived with the other Puritans to Massachusetts. As you read, highlight clues that let you know what the beliefs and cultural norms are of the people on the boat. Then, write a paragraph about the beliefs of the Puritans based on your reading.
Period 7: In addition to the above, finish your in-class paragraph on the notecard.
Reminder:
Periods 2 and 7, starting on Monday you have double English Mondays and Wednesdays
Period 3, you have double English Tuesdays and Thursdays
We defined setting as the time, place and cultural norms of that place, and that setting can help create the mood; influence the characters and support the novel's theme(s). We learned some sentences to help us when we write an analysis of setting, and practiced analyzing the setting of a novel of our choice.
Homework
Read the first chapter of the biography of Anne Bradstreet, America's first poet. This chapter describes what it was like when she first arrived with the other Puritans to Massachusetts. As you read, highlight clues that let you know what the beliefs and cultural norms are of the people on the boat. Then, write a paragraph about the beliefs of the Puritans based on your reading.
Period 7: In addition to the above, finish your in-class paragraph on the notecard.
Reminder:
Periods 2 and 7, starting on Monday you have double English Mondays and Wednesdays
Period 3, you have double English Tuesdays and Thursdays
9/10/09
Thursday 9/10/09
In Class
We took a diagnostic quiz on literary elements and subject/verb agreement. We then met in groups to discuss summer reading.
Homework
Rewrite your homework from last night. You will turn in BOTH drafts in your portfolio, and will be graded not only on content, but on how well you revised your drafts. Look especially for the following:
We took a diagnostic quiz on literary elements and subject/verb agreement. We then met in groups to discuss summer reading.
Homework
Rewrite your homework from last night. You will turn in BOTH drafts in your portfolio, and will be graded not only on content, but on how well you revised your drafts. Look especially for the following:
- Words on the banned word list: Change those to more specific words
- Plot summary: Instead explain which element the author uses to prove your thesis (characterization, theme, etc)
- Fragment or run-on sentences: Make sure all sentences have a noun and a verb
9/7/09
Wednesday
In Class
Today we read the syllabus and reviewed class requirements. We learned how to do a quote response, and wrote our first one. We also briefly discussed the summer reading.
Quote Response (this is your first entry in your working portfolio)
Homework
Writing Response (this will be your second entry in your working portfolio)
Today we read the syllabus and reviewed class requirements. We learned how to do a quote response, and wrote our first one. We also briefly discussed the summer reading.
Quote Response (this is your first entry in your working portfolio)
Homework
Writing Response (this will be your second entry in your working portfolio)
"Have something to say, and say it as clearly as you can. That is the only secret." Matthew Arnold.
Authors write for many reasons but, simply put, they write because they have something to say. Native Son and The Namesake are two very different novels, but both give a strong voice to their authors. Put yourself in the place of the authors. What do you think they each wanted Americans to know? What were their contributions to the national discussion? Essentially, if you sat down with these authors, and asked them each why they wrote the book, what would they say? Why do you think that? Your response should be about a page long typed and should focus on each book individually.
Assignment (This is what will on your heading): What are the authors of the Namesake and Native Son saying with their respective works?
Assignment (This is what will on your heading): What are the authors of the Namesake and Native Son saying with their respective works?
9/3/09
How To Succeed in English 11
Check the Blog Often to:
See the homework assignments
See what classwork you missed if you were absent
Find helpful links to other Websites that will help you with class
Post questions you have about homework or classwork
Do All of the Homework
Most homework assignments are 10 points each. You cannot make up homework worth 10 points or fewer; those assignments with point values above 10 points will receive ½ credit (no more than 5 points) if they are turned in one day late. Homework may NOT be made up after two days.
Do All Writing Assignments, and Seek Help!
Writing assignments are worth 20 -100 points.
Assignments are often done in drafts
You should always seek extra help either during lunch (Monday, Tuesday and Friday) or afterschool (Tuesday, Wednesday and Thursday)
Be Accountable for Your Work!
If you are not in class, you are still responsible for turning in papers (via email) on the date it is due. As paper due dates are announced well in advance, any late paper (regardless of absences) will result in a point reduction on the grade. You must turn in a hard copy when you return or you will receive no points. Printing in class will not be tolerated. Print your work before class.
Read ACTIVELY
Always read with a writing utensil! Use post-its if the book does not belong to you.
Take notes on anything surprising; anything that reveals characterization, conflict, setting, symbolism; anything about which you have a question; predictions; vocabulary words to define; and evidence of theme.
Prepare for the SAT and Life: Study Your Vocabulary
Study the words of the day (from Princeton’s Hit Parade of top-tested SAT words)
Study the literary vocabulary
Play on freerice.com for a ½ hour every day
Use online flashcards at http://www.quizlet.com/. You can search for the Princeton Hit Parade words.
Read Independently
Read the New York Times, and nytimes.com. Not only will you be up-to-date on current events, but you will gain writing and vocabulary skills – simply by reading!
Read an independent book! Go to the library; borrow a book from Ms. Bryant. Read, read, read!
Write ORIGINAL Work
As pressure mounts during the year, students may be tempted to use the internet to help them with papers, or borrow ideas from their classmates’ papers. Turning in ANY work which is not completely your own is academic dishonesty, and will result in serious consequences. And while we’re on the subject, Wikipedia has no place in your academic studies. Don’t use it.
Prepare for the New York State English Regents Exam
You will take the English Regents exam in January, which tests the knowledge and skills you’ve gained throughout your three years in English classes at MHSHS. In addition to in-class preparation, I will hold afterschool study sessions starting in late November. You are strongly encouraged to attend them. Additionally, previous Regents exams are available at http://www.nysedregents.org/. You can download them and practice the four parts of the exam.
Keep Up with Your Grades
Check http://www.mygradebook.com/ often to ensure that you are maintaining at least an 80 average, and to ensure you did not miss any work. Should your grade dip below an 80, you need to make plans to attend SOS and Lunch and Learn to receive tutoring to improve your grade!
See the homework assignments
See what classwork you missed if you were absent
Find helpful links to other Websites that will help you with class
Post questions you have about homework or classwork
Do All of the Homework
Most homework assignments are 10 points each. You cannot make up homework worth 10 points or fewer; those assignments with point values above 10 points will receive ½ credit (no more than 5 points) if they are turned in one day late. Homework may NOT be made up after two days.
Do All Writing Assignments, and Seek Help!
Writing assignments are worth 20 -100 points.
Assignments are often done in drafts
You should always seek extra help either during lunch (Monday, Tuesday and Friday) or afterschool (Tuesday, Wednesday and Thursday)
Be Accountable for Your Work!
If you are not in class, you are still responsible for turning in papers (via email) on the date it is due. As paper due dates are announced well in advance, any late paper (regardless of absences) will result in a point reduction on the grade. You must turn in a hard copy when you return or you will receive no points. Printing in class will not be tolerated. Print your work before class.
Read ACTIVELY
Always read with a writing utensil! Use post-its if the book does not belong to you.
Take notes on anything surprising; anything that reveals characterization, conflict, setting, symbolism; anything about which you have a question; predictions; vocabulary words to define; and evidence of theme.
Prepare for the SAT and Life: Study Your Vocabulary
Study the words of the day (from Princeton’s Hit Parade of top-tested SAT words)
Study the literary vocabulary
Play on freerice.com for a ½ hour every day
Use online flashcards at http://www.quizlet.com/. You can search for the Princeton Hit Parade words.
Read Independently
Read the New York Times, and nytimes.com. Not only will you be up-to-date on current events, but you will gain writing and vocabulary skills – simply by reading!
Read an independent book! Go to the library; borrow a book from Ms. Bryant. Read, read, read!
Write ORIGINAL Work
As pressure mounts during the year, students may be tempted to use the internet to help them with papers, or borrow ideas from their classmates’ papers. Turning in ANY work which is not completely your own is academic dishonesty, and will result in serious consequences. And while we’re on the subject, Wikipedia has no place in your academic studies. Don’t use it.
Prepare for the New York State English Regents Exam
You will take the English Regents exam in January, which tests the knowledge and skills you’ve gained throughout your three years in English classes at MHSHS. In addition to in-class preparation, I will hold afterschool study sessions starting in late November. You are strongly encouraged to attend them. Additionally, previous Regents exams are available at http://www.nysedregents.org/. You can download them and practice the four parts of the exam.
Keep Up with Your Grades
Check http://www.mygradebook.com/ often to ensure that you are maintaining at least an 80 average, and to ensure you did not miss any work. Should your grade dip below an 80, you need to make plans to attend SOS and Lunch and Learn to receive tutoring to improve your grade!
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