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Office hours occur on M-Th. If you wish to see me during lunch, you must sign up. There are 2 time slots: 12:15-12:30 and 12:30-12:45. You must post before 11:00 a.m. for a same day visit. 

First post, first served. If you happen to sign up for a day and time that someone had previously reserved, you may still come in but will not be guaranteed face time. Sign up by commenting on this post. Make sure to leave your name, date and time you wish to come. Additional information as to the nature of the visit will help me prepare materials for you. Format your comment like this:

William Shakespeare – August 18, 12:30-12:45 – Need help with sentence length in my essay.

9/17: 12:15-12:30 KT

 

 

APLC: Identify elements of narrative essay and evaluate essay. Students wrote a rhetorical analysis introduction (p 26 of AP Calendar) for their narrative essay. Students underlined/highlighted/circled qualities in their introduction and did the same for corresponding parts in their essay. Here are the board instructions: AP Oct 1, 2014, 9.05 AM. Students then exchanged papers with another student and evaluated the paper based on the rubric. Each student evaluated 2 papers by marking areas on the GHS CC Narrative Writing Rubric. Students also explained the grade they gave. Board notes for this activity can be found at the bottom of: AP Oct 1, 2014, 9.05 AM.1

Students were also guided through the culminating activity for chapter 2. Students are to analyze the 3 pieces that appear from 69-77 in the LoC book. Students will create an outline (based on page 261 of Compare/Contrast packet) for an essay about the 3 pieces: Board notes for the outline can be found on the left side of AP Oct 1, 2014, 9.05 AM.

HW: Outline for culminating activity. Vocabulary for Chapter 2.

11th: Support analysis with evidence. Students first identified areas of their paragraph. Here are board notes that explain the identifications: 11th Oct 1, 2014, 9.38 AM. Students then finished reading act 2 of The Crucible and answered questions with their groups. Answer to the questions can be used on the Act 2 quiz.

HW: Finish Crucible Act 2 ?s

September 30, 2014

APLC: Analyze style and purpose. Students read “Fatso” and answered the following questions Meaning (1), Purpose (1), Method (1-3) and Language (1-3). Students submitted their answers to these questions at the end of the period.

HW: Finish final draft of narrative essay. Submit to turnitin.com and bring a hard copy to class. Vocabulary for Chapter 2 is due on Thursday.

11th: Compose paragraph with evidence and commentary. Students wrote a paragraph in response to this question: Who is more to blame for the tension between Elizabeth and John Proctor? Students wrote the paragraph in class and submitted their work at the end of the period.

September 29, 2014

APLC: Compare and contrast through socratic seminar. Students read “China Doll” and participated in a socratic seminar answering questions #1 & 2 for Purpose/Audience and Method/Structure and Language.

Students who were absent must answer the previous 6 questions on their own, write an intro for the essay and complete Socratic Seminar Make Up.

HW: Write intro for the essay and evaluate your participation in the seminar.

11th: Cite evidence to support analysis. Students read act 2 of The Crucible up to when Elizabeth says “She wants me dead” (196 in anthology). Students worked in groups to answer corresponding questions Crucible Act 2 ?s.

September 26, 2014

APLC: Analyze purpose and style. Students took a MC quiz on Emerson’s Education. Students then took time to meet with groups to discuss articles. Students submitted the responses to questions from articles they had been reading over the past few weeks. The size of the submission depended on the groups reading plan.

HW: Read compare and contrast packet.

11th: Integrate evidence into analysis. Students were given back their Edwards/Bradstreet essay along with Bradstreet and Edwards Persuasive Essay Comments. Teacher went over areas of strength and growth for the paper. Students then worked in groups to answer questions 2-5 on page 190. This will be due on Monday. Before students submit they must

2. Circle reasons and highlight integrated evidence.
3. Circle character traits and highlight integrated evidence.
4. Circle reasons and highlight integrated evidence.

HW: Finish questions.

September 25, 2014

APLC: Analyze purpose and style. Students reviewed Emerson questions 1, 5, and 11. Then in groups, students applied Response Journals for Non Fiction to the Emerson text. Students are encouraged to look at Discussion question #3 and Rhetoric/Style question # 1, 3 in preparation for tomorrow’s quiz.

HW: Prep for group research. ?s are due tomorrow. Final draft of narrative essay is due on Wednesday. Vocabulary is due next Thursday.

11th: Cite evidence to support analysis. Students started sharing their responses for the 3rd page of (Crucible ?s 167-189). Then we finished reading act 1. In groups, students answered the rest of the questions found in Crucible ?s 167-189. Students then took a quiz on the act.

September 24, 2014

APLC: Evaluate essay. Students wrote an rhetorical analysis introduction for their narrative essay. Students then underlined the adjective describing the event, highlighted the purpose and circled the tone in the rhetorical analysis introduction. Students then applied this to their narrative first draft. They underlined a couple areas wherein they developed the adjective describing the event. They circled rhetorical devices that developed tone. They highlighted a couple areas wherein they developed their purpose. Here is a photos illustrating the exercise: AP Sep 24, 2014.

Students then exchanged papers (narrative essay and introduction) and evaluated a peer’s paper based on the GHS CC Narrative Writing Rubric. Students wrote a statement of praise, posed a question, offered polishing advice and scored the paper. All students evaluated 2 papers.

Students submitted the introduction along with peer evaluations for credit. The final draft for this essay will be due Oct 1. Students will need to submit a hard copy to class and a soft copy to turnitin.com.

HW: Read pages 189-195 in LoC. Answer Discussion ? #1 and Rhetoric and Style Questions #5 & 11. There will be a MC Quiz on this essay on Friday. Make sure to bring your book.

11th: Cite evidence to support analysis. Students started out by sharing their responses to questions for pages 167-178 (Crucible ?s 167-189). Then students took a quiz for the section. The class then read up to page 183 in the anthology. Students answered questions on the 3rd page found in (Crucible ?s 167-189).

HW: Finish questions

September 23, 2014

APLC: Evaluate essay. Students circled rhetorical devices/strategies and highlighted purpose/meaning in their essays. Students reviewed the rubric for rhetorical analysis and read 2 essays. Students provided a praise – question – polish comment for each paper. Then they scored the paper based on the rubric.

HW: Finish 1st draft of narrative essay. Work on vocabulary list.

11th: Cite evidence to support analysis. Students finished reading The Crucible portion in the Interactive Reader and completed pause and reflect questions. Students were given Crucible ?s 167-189. Students were assigned ?s for 167-178. Changes to page numbers need to be made to reflect Interactive Reader locations Here are the changes:  167-172 (#9: 28-30) 172-178 (#6: 40, #8-9: 43-44)

HW: Finish assigned questions. Integrate quotes.

September 22, 2014

APLC: Analyze style and purpose. Students read a sample paper analyzing Groucho Marx’s letter to Warner Brothers. Students identified rhetorical devices/strategies and highlighted the effect/purpose of these elements. Students then read “Laziness” found on page 64-65 in the LoC book. Students annotated the article and wrote a thesis statement. In groups they shared their thesis and identified rhetorical devices/strategies to analyze.

HW: Write rhetorical analysis of “On Laziness”. Refer to page 26-28 in AP Calendar for guidelines.

11th: Compose paragraph with evidence and commentary. Students spent the first 25 minutes of class writing a paragraph in response to this question: Explain why the Puritans had to be _____ & ______. Students had to fill in the traits based on their reading of the overture of The Crucible. Students then identified the following on their paragraph:

1. Highlight integrated evidence
2. Number the sentences of commentary
3. Circle transitions
4. Star Wisdom gained
5. Circle traits examined.

Then students started reading The Crucible and need to finish through page 34 in The Interactive Reader.

HW: Finish reading through page 34 and complete all pause and reflect questions.

September 19, 2014

APLC: Analyze style and purpose. Students worked in groups to discuss style and purpose of topic articles. Students were responsible for 3 questions of each article. The work done for the articles will be collected next Friday. Students were also encouraged to look for a non-fiction book for their research paper. This book need not be unanimous and students may have individual choice.

If your group has ideas for your book, please leave them as a comment to this post. It will help me create the assignment for the non-fiction title.

11th: Cite evidence to support analysis. Students read pages 21-24 in the Interactive Reader and completed “Pause and Reflect” questions. Students also pulled evidence to answer the question “How does Miller depict Puritans in the overture?” Groups first found 3 traits together and the evidence to support their analysis.

HW: Finish reading through 27, complete pause and reflect questions and determine 3 more traits for the Puritans with evidence to support. The traits and support need to be written on page 24.

September 18, 2014

APLC: Ask questions. Analyze style and purpose. Students identified purpose and tone in the introduction for a rhetorical analysis for Virginia Woolf’s Death of a Moth. We then read Groucho Marx’s letter to Warner Brothers. Students wrote 4 questions regarding author choice about the piece.

HW: Write introductory paragraph for Groucho Marx’s letter. Read for group research.

11th: Develop symbols for vocabulary. Students developed a vocabulary study guide for The Crucible. They formatted their work according to Vocab GO Basic. Vocabulary study guides will be due next Wednesday.

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