English 10B

Class info

We will analyze three themes through World Literature — Individual vs. Society, Prejudice and Equality, Choices and Consequences — while you explore and begin to answer: Where do you fit in the world today?

While exploring these themes, will follow Colorado’s Oral Expression and Listening, Reading for All Purposes, Writing and Composition, and Research and Reasoning standards.

End of the semester

Students finished their Monster videos (can be found here), and wrapped up the semester with Power Paragraphs.

Monday, 5/2

Today was the final day for shooting your Monster videos. Students also began previewing their footage in iMovie and beginning the editing process.

Thursday, 4/28

Today was day 2 of shooting for the Monster video project. Monday will be the final day we have cameras available, and groups should begin previewing the clips they’ve shot and starting to edit their video that day as well.

Tuesday, 4/26

Today was the first shooting day for the Monster Video Project, though most groups still needed to finish up screenplays and storyboards. We will shoot more on Thursday.

Friday, 4/21

Today we reviewed screenplays and storyboarding and students had the bulk of class to work on both. These documents are due at the start of class on Tuesday. Only groups with a complete screenplay and storyboard will be given cameras to start shooting.

Wednesday, 4/20

Today was the first day working on the Monster Video Project (and working with the school’s new MacBooks). I passed out a handout that details the assignment and rubric, and we worked our way through this slide deck to go over the assignment, talk about some pitfalls, take the MacBooks for a spin, and then split students into groups and start working on brainstorming and beginning the screenplays. I also introduced everyone to the Flip Cam and iMovie tutorial site, which will hopefully be a good resource throughout the project. Please note, the calendar on the bottom of page 1 of the handout was intentionally left blank as I asked students to fill it in on their own to try and make this information stick. The dates can be found in the slide deck.

Monday, 4/18

Today was mostly spent trying to finish Monster. Many students did, but some were not able to. Over the next couple weeks while we work on the video project, those students will need to make time to finish the book. Students who did finish journaled on the end of the book — whether the jury made the right decision or not, the nature of Steve’s (non-)crime, whether he was actually in the drugstore or not. We discussed these parts of the end of the book and a few details of the video project that everyone will start on Wednesday.

4/11 - 4/15

I was in Michigan all week for my grandmother’s funeral. On Tuesday, students read Monster and discussed evidence in Steve’s case and choices he’s made thus far in the book.

On Thursday, students continued reading Monster, and had similar discussions about evidence as well as Steve’s guilt or innocence.

Friday, 4/8

After some additional reading time in Monster, we journaled and discussed minor characters, the upcoming video project, and the format of a screenplay. Students also practiced writing in screenplay format by relating something that had happened to them in the last 24 hours.

Wednesday, 4/6

I introduced our next book, Monster, today. We did some anticipation questions and journaling, and then students had the rest of class to continue reading the book.

Monday, 4/4

To prepare for our next text, Monster, which is written largely in screenplay format, we discussed some conventions of filmmaking and screenplays today using a short clip from Wall•E. Students also thought about and did some writing to anticipatory prompts for this new text.

Thursday, 3/24

We finished up the slide deck on organization in the Persepolis paper, working through some more introduce/explain/pertain stuff as well as talking about turning main ideas into topic sentences. I then led students through creating a new document for the actual draft of your essay and transferring relevant portions of the outline into it. The rest of the shortened class for the last day of CSAP testing was work time for the essay. Homework: your essay is due, in Google Docs, by the end of the day Monday, 3/28 — if the latest edit is after midnight on 3/29, it will be considered late.

Tuesday, 3/22

I slightly revised the deadline for this essay. Students now have until Monday, 3/28 to finish and submit it electronically — yes, this means the essay is due during Spring Break. Students who have been keeping up with the work in class, however, can likely finish the essay next class. Using this slide deck, we reviewed various aspects of organization and support of evidence (quotes) while students drafted their introductions and conclusions right on their outlines. Homework: work on introduce/explain/pertain of your quotes in the hopes of being able to finish your essay in class on Thursday and not having homework over Spring Break.

Friday, 3/18

Many students seem to be already behind on the Persepolis essay, so we reviewed the deadline and my expectations today. I also checked on students’ progress on Step 6. The main task during class was to work on and finish Step 7 — the collecting of quotes from your two novels. Homework: finish Step 7 if not yet done with it.

Wednesday, 3/16

We had a shortened class today due to CSAP testing this morning. Students continued working on their outlines for the Persepolis essay. Homework: finish Step 6 of the outline document.

Monday, 3/14

We spent a little time today having a pre-CSAP pep-talk. Next, students started using this template in Google Docs to begin crafting their thesis and outline for the Persepolis essay. Homework: you should have already finished your independent novel, but do so tonight if that’s still not the case.

Thursday, 3/10

Today was the last day to work on the Power Paragraph assignment. We reviewed the rubric (the same rubric that the CSAP graders will be using), I asked students to score themselves and their peers against this rubric, and then there were a few minutes to make final changes before submitting these paragraphs. Afterwards, we worked on brainstorming differences between “traditional” novels and novels such as Persepolis and the ones you chose for independent reading. Then there was time to start digging through Persepolis and independent novels to try and find some quotes for the upcoming paper. Homework: try to finish your independent novel for next class.

Tuesday, 3/8

The first half of class was spent talking about and further revising the Fight or Flight power paragraphs for sentence fluency — this time color-coding for dependent and independent marker words, using these OWL pages for help (Sentence Punctuation Patterns and Identifying Independent and Dependent Clauses). Afterwards, students had reading time to try and get farther along in their Independent Novels. Homework: read another 30 pages in your Independent Novel.

Thursday, 3/3

We started class by posting our last Persepolis journal to the blog. (Students who had not yet finished Persepolis read and must write and post this journal for homework.) We then all discussed the end of the novel, including these questions:

  • What was surprising about the book?
  • What are we supposed to take away from it?
  • How does it connect back to our universal theme of Prejudice and Equality?

Then, using this page at the Purdue OWL site, we started identifying simple and compound sentences in the Fight or Flight journal entries students have been working on for the past week. Homework: read the next 40 pages in your Independent Novel, and post your Persepolis journal if you were unable to do so in class.

Tuesday, 3/1

The first part of class was spent typing the revised, expanded journal entries that students outline and drafted last class. After that, students were to try and finish Persepolis, and if they did so, to read more in their Independent Novels. Homework: read another 30 pages in your Independent Novel, and finish today’s typed draft of the Fight or Flight paragraph if you did not get it done in class.

Friday, 2/25

After reviewing the parts of a Power Paragraph as well as Introduce, Explain, Pertain, from last semester, students used printed outline handouts to turn the journal entry from last class into a longer, more developed, more detailed paragraph. I also checked to see who had their independent novels and those students with their novels had time to start reading them. Homework: if you somehow did not finish the Power Paragraph outline and rough draft, do so; everyone also needs to read at least 30 pages in their independent novels.

Wednesday, 2/23

The political conditions in the Middle East continue to deteriorate rapidly — we watched videos and discussed protests and attacks on protestors in Bahrain and Lybia. Students then wrote a journal entry on trying to connect the experiences of people in the novel as well as to current events in the Middle East. We will do more with this journal entry in the future. We then discussed Persepolis and continued reading. Homework: You must have your Independent Novel with you in class on Friday; this is for a grade!

Friday, 2/18

We spent about half of today’s class in the library hearing about and perusing possible books for the Independent Reading we’re starting next week. Students were not able to check out books during class, but the library was open after school today and will be open before school Tuesday for first-come-first-served checkout of these books. You must have your book checked out an with you in class next Friday. After this, we worked more on subject/verb identification. Homework: it would be a good idea to secure your book over this long weekend.

Wednesday, 2/16

The first half of class today was reading time to get through and complete graphic summaries of “The Trip,” “The F-14s,” “The Jewels,” and “The Key.” We also continued working on identifying clauses and I briefly introduced the independent reading assignment that we will discuss more on Friday. Homework: finish the graphic summaries if you did not complete them in class.

Monday, 2/14

Students wrote another Persepolis journal to start class, one about Marji growing up and what she had to face. We talked about how the revolution is starting to turn sour (from her perspective) and some of the ongoing parallels with the current situation in Egypt. We then started to review some grammar stuff — how to identify clauses in order to avoid punctuation errors in writing compound and complex sentences.

Thursday, 2/10

I checked today to see who had brought notebooks to leave in class for our journal writing. Those who had them got full credit; those who didn’t will have the opportunity to bring one in on Monday for partial credit. After this, students received a copy of the chapter “Moscow” all cut apart. Following a very brief review of literary elements, students in groups had to attempt to re-assemble the chapter and explain the decisions they made. Then, students read the actual text of “Moscow” along with “The Sheep” and “The Trip.” Homework: bring your notebook for journal entries next class for partial credit if you failed to bring it today.

Tuesday, 2/8

After (re)reading “The Party” and “The Heros” in Persepolis, students typed up responses to today’s journal prompt. We then posted these responses to the class blog (A3A4) and briefly discussed them. Homework: bring a notebook to class Thursday that you can leave in my room — this notebook will be for future journal writing when we don’t have access to computers.

Friday, 2/4

3rd Period caught up on the Galileo test the other section took on Monday. Both classes used this graphic summary handout to summarize “The Letter” and “The Party.” It was due at the end of class.

Monday, 1/31

After discussing the film Offside a bit more, students re-read the chapter “Persepolis” and read “The Letter” and “The Party,” which we also discussed. 4th Period also took a Galileo test.

Thursday, 1/27

Today we finished the film Offside, and students completed this handout.

Tuesday, 1/25

We practiced close-reading of the text Persepolis today to make sure students were not missing details, particularly in the drawings. We also reviewed my expectations for students in recording their small and medium questions while they read — to that end, I shared possible small/medium questions I came up with for the second chapter, “The Bicycle.” Students then checked (and some re-did) their questions for “The Water Cell” and also read/wrote questions for the chapter “Persepolis.” After discussing “The Water Cell” we began our viewing of the Iranian film Offside.

Friday, 1/21

The first half of class was spent responding to this journal prompt from the beginning of Persepolis. Students then read the next two chapters — “The Bicycle” and “Water Cell.” We then discussed the first couple of chapters, which we will continue next class.

Wednesday, 1/19

After some last-minute prep time at the start of class, each group presented their Iran research presentations. Students then filled out an evaluation of their group members. I gave some really quick, additional background of Iran and the theocracy that was established with the 1979 Revolution. Students then began reading Persepolis — they read the first chapter, “The Veil,” and came up with small and medium questions that they had while reading.

Friday, 1/14

I quickly went over using Google Presentations today at the start of class. We then reviewed the rubric for the research presentation assignment. The rest of class was work time for groups to do their research and complete the presentation. Homework: presentations are due next class!

Wednesday, 1/12

I showed a short video today to introduce some background on Iran before we began the Persepolis Webquest research project. Afterwards, students dove into the research in their groups, keeping notes in Google Docs and beginning to put together their presentations there too. We will continue this research next class.

Monday, 1/10

We reviewed the Ladder of Prejudice from last class and applied it to the first chapter of The Help for some additional practice. Students then put themselves into groups for the Iran research project starting next class, and we created and shared some documents in Google docs to try and streamline things next class.

Thursday, 1/6

Today we started our Prejudice and Equality-themed unit with a journal prompt (see slide deck below, or here). We then talked about the Ladder of Prejudice as a way to set up the theme we’ll be studying. We talked about the format of a graphic novel and read a few pages from Maus as an example (questions below, or here, as well). Ms. Steele also visited both classes to distribute results of the PLAN test and discuss the results with the class — if you were absent, please see her to get your scores.

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