English 10B


We will analyze two themes through World Literature — Individual vs. Society and 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.

Monday, 5/21

Students who completed their Hole In My Life essays on time (by the start of class today) participated in peer review and had time to work on revisions — any changes made during class were for full credit. On the other hand, students who had not finished the essay on time lost a full letter grade for it being late and had class time to work towards finishing the essay. On the finals day (Wednesday for A1 and A2, Thursday for A4), students will take a test on the book.

Thursday, 5/17

We worked more on intros and conclusions at the start of class, and then students continued typing their Hole In My Life essays. These essays are due, complete in Google Docs, at the start of class on Monday. Homework: if aren’t finished with your essay, finish it over the weekend.

Tuesday, 5/15

We returned the body paragraph rough drafts today to students who turned them in, and they began typing their essays in Google Docs. Everyone else wrote their body paragraphs in class. At the end of class, we worked a little bit on introductions and conclusions. Homework: if you haven’t yet typed at least one of your body paragraphs, spend some time getting caught up before next class.

Friday, 5/11

Ms. George and I were both out today. With the sub, students were supposed to write rough drafts of their body paragraphs for the Hole In My Life essay. These were collected at the end of class for a grade.

Wednesday, 5/9

After a quiz over Part 3 of Hole In My Life, we talked about the rubric and the outline for the essay. Students figured out their main ideas, wrote a thesis using frames we provided, and outlined each body paragraph using the quotes from their quotes & notes packets. Homework: finish all body paragraph outlines for next class.

Monday, 5/7

Most of the class period today was eaten up by Galileo training, but we did do some journal writing at the end of class to start thinking about how to approach the Hole In My Life essays that we’ll be starting on Wednesday. Homework: finish the novel for Wednesday; there will be a quiz

Thursday, 5/3

Our last day of HIML presentations. Students read through ch. 4 in part 3. Homework: read ch. 5-6 and complete the questions section of your packet, which we will collect and grade on Monday.

Tuesday, 5/1

More presentations, HIML reading in part 3, and discussion of the packet questions today. Homework: read p. 123-154 for next class.

Friday, 4/27

We are skipping presentations again today so everyone can get finished with Part 2 of the book. We read for a good long time at the start of class, then went over quotes/notes, and finally we ended with a quiz over Part 2.

Wednesday, 4/25

Presentations, questions, and reading of chapters 2 and 3 in Hole In My Life formed the bulk of our work today. We also went over quotes and notes a little bit. Homework: finish ch. 2 and 3 if you didn’t get them done in class.

Monday, 4/23

After starting off with a quiz over Part 1 of Hole In My Life, we again went over questions and allusions presentations. Then we read portions of Part 2, Chapter 1 together, and students read more of it on their own. Homework: finish Part 2, Chapter 1; don’t forget related questions and quotes & notes.

Thursday, 4/19

Today we got mostly caught up on allusions presentations, went over questions and quotes & notes, and continued our reading of Hole In My Life. Homework: finish reading, questions, and notes for Part 1; there will likely be a quiz on Monday.

Tuesday, 4/17

After a journal prompt, students read ch. 3 of Hole In My Life, completed packet questions, and started collecting quotes for the eventual essay on the book. Homework: read through p. 45, complete relevant questions, and record at least one of your two quotes from ch. 4.

Friday, 4/13

The first four allusions were presented today; students not presenting took notes in their reading packets. Then the class read and discussed the first 20 pages of Hole In My Life, and also answered the first reading questions in the packet. Homework: finish the reading if you didn’t get it done in class.

Wednesday, 4/11

Students researched their authors/allusions for Hole in My Life, finding information online about their authors and completing the research guide sheets along the way. Students will be presenting this research over the coming days as we read the novel together and come to the various allusions in the text.

Monday, 4/9

We started a new unit today, and started class by discussing allusion. Students also signed up for topics (authors) for their research presentations during this unit, and we went over the packets everyone will use for research and reading notes. We also went over some background on Jack Gantos, the author of our next text, Hole in My Life, and answered example questions on first page of packet.

Thursday, 4/5

Today students finished their outlines from the story “Through the Woods” and then wrote two of the three body paragraphs from that outline.

Tuesday, 4/3

After returning the Stranger than Fiction outlines students completed right before break, we handed out the iPads and students read a short story — “Through the Woods” on them. While reading, students took notes on a  T-chart, correlating choices made in the story and quotes from the text that illustrate aspects of these choices (or their consequences). After everyone read, students answered a few journal prompts and discussed their answers. First and second block began on outlines similar to those we did for Stranger than Fiction.

Friday, 3/23

Using the iPads, students first checked their Stranger Than Fiction quotes for accuracy (and maybe found a few new ones) using IMDB and Wikiquote. Then everyone transferred their pre-writing notes to a skeleton outline for a 5-paragraph essay. We instructed students to fill out the body paragraph portions before trying to do the introduction or conclusion (which it turned out we didn’t have time to do today anyway). Students then chose just one of their three body paragraphs to write out on the back of the handout, and then most of them typed a final draft of this paragraph into a Google form. A few students finished early and were able to complete this iPad survey for the administration.

Wednesday, 3/21

After finishing Stranger Than Fiction at the start of class, we had a good discussion of the film, particularly choices made by some of the main characters. The last part of class was spent choosing an essay prompt, thinking about choices that could answer the prompt, and connecting those choices to quotes from the film.

Monday, 3/19

After reviewing what we’d watched last class and talking some more about recording lines from the characters, we continued our viewing of Stranger Than Fiction today. We will finish the very end of the film on Wednesday.

Tuesday, 3/13 & Thursday, 3/15

Students watched the first half of the film Stranger Than Fiction today. While watching, they watched for examples of choices made by the characters and the consequences of those choices. They wrote down representative quotes from the characters for these examples of choices and consequences in preparation for a writing assignment next week.

Friday, 3/9

Students completed some activities and exercises intended to prepare them for TCAP testing next week.

Wednesday, 3/7

With a shortened block today due to late start, we checked out the new iPad cart in class today by completing a technology Survey and also answering a few questions about the end of Monster. We also talked a little bit about TCAP (formerly CSAP) testing coming up next week.

Monday, 3/5

Today was the film festival for the Monster videos. Students watched and scored their classmates’ films and also finished reading the novel together.

Wednesday, 2/29

Course registration happened in the library today and took up most of class. We also read Monster together, nearly finishing the novel, and students completed a handout scoring their group partners and themselves on the video project.

Monday, 2/27

The final day with MacBooks. All editing had to be finished today and final cuts of films exported and turned in. Students also worked on submitting their course requests for next year into Infinite Campus.

Thursday, 2/23

Most groups started class with a complete or near-complete rough cut of their film. Their goal today was to work on cleaning up cuts, adding transitions and titles, and working on music and sound effects. We also spent some time discussing course options for next year and going through registration paperwork.

Tuesday, 2/21

A few groups filmed last-minute shots, but most groups started the editing process today, again going back to the tutorial site for help. Today’s goal was a completed rough cut of the film.

Thursday, 2/16

Groups attempted to wrap filming today, our last day with all of the cameras.

Tuesday, 2/14

Groups continued filming their films using their screenplays and storyboards.

Friday, 2/10

Groups began filming as they finished up their storyboards and screenplays. I also introduced the tutorial site for the cameras and software we’ll be using. We used this today to make sure everyone imported their video correctly, and everyone can look ahead for the latter stages of editing and publishing.

Wednesday, 2/8

After going over intermediate project dates and talking about storyboards, students continued to work on screenplays and begin storyboards. A few groups finished these steps today and began filming. Everyone else should wrap up all planning activities and begin filming next class.

Monday, 2/6

Today was a big day for work on the screenplays. After discussing some formatting details for screenplays, students worked in groups on drafting the story of their film’s main character.

Thursday, 2/2

We introduced the Monster film project today. We talked about the project details and rubric and then walked through the various steps in making a film as well as some other details. At the end of class, students were put into groups, created Google docs for screenwriting, and began their screenplays using this handout. Homework: finish your scene pre-writing for next class.

Tuesday, 1/31

Our last big reading day for Monster, everyone read to p. 200 together while thinking and talking about minor characters in preparation for the video project. At the end of class, students completed a handout identifying two interesting minor characters, a quote for each that helped to tell who the character is, and then some prediction/speculation on who this character is beyond what is described in the novel.

Friday, 1/27

Class stared with a review of the small questions students submitted about Monster at the end of last class. The class then read together, and after a while switched to reading independently. Students had to read through p. 127 and then complete a graphic summary, much like the ones we did previously with graphic novels. These summaries are also a preparation for the storyboarding that will follow the Monster scripts students will write in groups starting next week. Homework: finish those graphic summaries for Tuesday.

Wednesday, 1/25

We started class by giving everyone a copy of a handout listing some legal vocabulary and other information as well as the film terms from last class and a subset of characters. Students used this handout while we read about 50 pages of Monster out loud, stopping periodically to clarify, discuss, and make notes on the handout. Students who volunteered to read in class received extra credit participation points. A list of small questions (or a brief summary of today’s reading) was the exit ticket today.

Monday, 1/23

Power Paragraphs over Yummy large questions were due at the start of class today. After collecting them, we jumped into Monster. Students wrote a journal entry, then watched the beginning of a film as an example of different shots and camera angles, and finally started reading the novel itself.

Thursday, 1/19

Having finished Yummy, students wrote, re-framed, and shared large questions about the graphic novel. We selected some of the best large questions and put them on the screen — students picked one of these, re-framed it, filled out a power paragraph outline, and then began writing the power paragraph answering their large question. The last 15 minutes of class were spent beginning our next text, Monster. Homework: complete the power paragraph on Yummy if you didn’t get it finished in class.

Tuesday, 1/17

Students finished reading Yummy in two segments today. In between, we reframed and discussed medium questions; at the end, students began preparing large questions for a power paragraph next class.

Thursday, 1/12

Students began reading the graphic novel Yummy today in class. Everyone read to at least p. 20, and then students completed graphic summaries of what they’d read. Afterwards, we practiced re-framing questions.

Tuesday, 1/10

We talked more about context clues today as one way to try and answer small questions with only the text. We used the small questions from the Time article students read last week. Students also developed medium and large questions from that text. A few students started reading the graphic novel Yummy in class. Everyone else will start this next time.

Friday, 1/6

Today we continued with “Lamb to the Slaughter,” with students trying to answer their own small questions from last class. We also started talking about medium questions in an effort to discuss the story. Students then received copies of a Time magazine cover story to read and write small questions about. We are going to connect this story to a short graphic novel we will begin reading next week. 

Wednesday, 1/4

After staring class with a journal prompt, something we are going to try to do more regularly this semester, we reviewed levels of questioning. We then practiced asking small questions with a Roald Dahl story, “Lamb to the Slaughter.” We collected students questions at the end of class for a grade.

Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.