Friday, December 18
Students were reminded of the outside reading assignment due January 15, which is the only assignment for the break. The assignment sheet is posted on the Documents page of the class website for students who may have misplaced their copy. Some students checked out outside reading books.
Students received their grade sheets for the culture box asignment and some students retrieved their boxes.
Thursday, December 17, 2009
Thursday, December 17
Students took a brief open-book quiz over the excerpts from Benjamin Franklin's Autobiography, and we graded it together. The religious "disputations" which were a factor in the teenage Franklin being forced to leave Boston were explained more fully by a handout with further passages by Franklin explaining his heterodoxy. A second handout on the religious views of other leading figures of the Revolutionary period gave further background on the intellectual milieu of the time.
Students took a brief open-book quiz over the excerpts from Benjamin Franklin's Autobiography, and we graded it together. The religious "disputations" which were a factor in the teenage Franklin being forced to leave Boston were explained more fully by a handout with further passages by Franklin explaining his heterodoxy. A second handout on the religious views of other leading figures of the Revolutionary period gave further background on the intellectual milieu of the time.
Wednesday, December 16, 2009
Wednesday, December 16
We compared the religious outlook of Jonathan Edwards in "Sinners in the Hands of an Angry God" with the outlook of many of the founding fathers of the republic who consciously chose to forbid the establishment of religion by the government and to enshrine religious freedom in the First Amendment to the Constitution.
HW due Thursday:
Read the selection from Benjamin Franklin's Autobiography in Elements of Literature, pp. 86-94. I will have some questions for you.
We compared the religious outlook of Jonathan Edwards in "Sinners in the Hands of an Angry God" with the outlook of many of the founding fathers of the republic who consciously chose to forbid the establishment of religion by the government and to enshrine religious freedom in the First Amendment to the Constitution.
HW due Thursday:
Read the selection from Benjamin Franklin's Autobiography in Elements of Literature, pp. 86-94. I will have some questions for you.
Tuesday, December 15, 2009
Tuesday, December 15
Students, using their notes from Monday, took a brief quiz over resources of the King County Library System; we then graded the quizzes in class.
We then (re)turned our attention to "Sinners in the Hands of an Angry God," analyzing the metaphors and similes Jonathan Edwards uses to drive home his single, repeated theme: how we sinners are saved from hell, if at all, only by the freely given grace of God. All the central metaphors (fiery pit, flood, straining bow) all show God's hand as the only force holding back the destructive power of nature which impels us to eternal damnation. We compared Edwards's perspective on Man, Nature and God to T. Jefferson's in the Declaration of Independence (p. 116) where man is not saved from (his) nature by grace, but where nature (through the use of man's reason) is the vehicle for understanding God's handiwork, and therefore God himself.
Students, using their notes from Monday, took a brief quiz over resources of the King County Library System; we then graded the quizzes in class.
We then (re)turned our attention to "Sinners in the Hands of an Angry God," analyzing the metaphors and similes Jonathan Edwards uses to drive home his single, repeated theme: how we sinners are saved from hell, if at all, only by the freely given grace of God. All the central metaphors (fiery pit, flood, straining bow) all show God's hand as the only force holding back the destructive power of nature which impels us to eternal damnation. We compared Edwards's perspective on Man, Nature and God to T. Jefferson's in the Declaration of Independence (p. 116) where man is not saved from (his) nature by grace, but where nature (through the use of man's reason) is the vehicle for understanding God's handiwork, and therefore God himself.
Monday, December 14, 2009
Friday, December 11, 2009
Friday, December 12
Mr. P read Johnathan Edwards' famous sermon "Sinners in the Hands of an Angry God" aloud to the class.
HW due Monday:
Answer question 4 on page 83 concerning metaphors and similes in the sermon, and add to that question the following: What do all these metaphors and similes (at least four) have in common. Type your answer.
Mr. P read Johnathan Edwards' famous sermon "Sinners in the Hands of an Angry God" aloud to the class.
HW due Monday:
Answer question 4 on page 83 concerning metaphors and similes in the sermon, and add to that question the following: What do all these metaphors and similes (at least four) have in common. Type your answer.
Thursday, December 10, 2009
Thursday, December 10
"Write it up! Write it down!"
Students completed an in-class exercise in levels of diction. As yesterday's lesson established language use is less a matter of right and wrong than of appropriate and inappropriate to purpose, audience, and context.
Today's worksheet (see Documents page) required students to rewrite four passages in contemporary Standard English. In two cases this meant rephrasing them less formally and more simply; in the other two it meant rephrasing them more formally.
"Write it up! Write it down!"
Students completed an in-class exercise in levels of diction. As yesterday's lesson established language use is less a matter of right and wrong than of appropriate and inappropriate to purpose, audience, and context.
Today's worksheet (see Documents page) required students to rewrite four passages in contemporary Standard English. In two cases this meant rephrasing them less formally and more simply; in the other two it meant rephrasing them more formally.
Wednesday, December 9, 2009
Wednesday, December 9
Taking off from Tuesday's homework assignment concerning American English in the Revolutionary period and the disdainful attitude of English language purists, we examined certain processes of linguistic change and the demands of linguistic conservatism. Language isn't so simple as right and wrong usage -- usage has always changed and always will -- but it is nonetheless vital to develop an awareness of Standard English practice and be able to use appropriate language in any given context.
Taking off from Tuesday's homework assignment concerning American English in the Revolutionary period and the disdainful attitude of English language purists, we examined certain processes of linguistic change and the demands of linguistic conservatism. Language isn't so simple as right and wrong usage -- usage has always changed and always will -- but it is nonetheless vital to develop an awareness of Standard English practice and be able to use appropriate language in any given context.
Tuesday, December 8, 2009
Tuesday, December 8
We compared our own ethnic and national heritages, as evidenced by the culture box presentations, with data from the 2000 U.S. Census.
We then moved on to the homework assignment, and began to talk about the processes of linguistic change and particularities of American English. Students tuened in the homework.
Mr. P acknowledged that the questions in the textbook may have been confusing and indicated that all serious efforts would receive full credit. Today's homework will also be accepted on Wednesday.
We compared our own ethnic and national heritages, as evidenced by the culture box presentations, with data from the 2000 U.S. Census.
We then moved on to the homework assignment, and began to talk about the processes of linguistic change and particularities of American English. Students tuened in the homework.
Mr. P acknowledged that the questions in the textbook may have been confusing and indicated that all serious efforts would receive full credit. Today's homework will also be accepted on Wednesday.
Monday, December 7, 2009
Friday, December 4, 2009
Monday, November 30, 2009
Monday, November 30
Mr. P further explained the expectations for culture boxes and presentations, and students asked questions about the asignment.
Students received a handout presenting similarities and differences between everyday conversation and public speaking and about how to deal with nervousness. We reviewed the handout together.
Tomorrow: "Grabbag" public speaking exercise.
Mr. P further explained the expectations for culture boxes and presentations, and students asked questions about the asignment.
Students received a handout presenting similarities and differences between everyday conversation and public speaking and about how to deal with nervousness. We reviewed the handout together.
Tomorrow: "Grabbag" public speaking exercise.
Tuesday, November 24, 2009
Tuesday, November 24
(1st period)
We watched the end of A Class Divided, and then discussed the lessons to be derived from it.
Students received the assignment sheet for the Culture Box project (see Documents page), which requires students to (1) create a three-dimensional representation of their cultural heritage and (2) to present their box to the class. We went over the sheet, asked and answered questions about the asignment, and looked at sample boxes from years past.
HW due Wednesday, Dec. 2:
Culture Box due; presentations begin.
(1st period)
We watched the end of A Class Divided, and then discussed the lessons to be derived from it.
Students received the assignment sheet for the Culture Box project (see Documents page), which requires students to (1) create a three-dimensional representation of their cultural heritage and (2) to present their box to the class. We went over the sheet, asked and answered questions about the asignment, and looked at sample boxes from years past.
HW due Wednesday, Dec. 2:
Culture Box due; presentations begin.
Monday, November 23, 2009
Monday, November 23
(Periods 4, 5, and 6)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
(Periods 4, 5, and 6)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
Friday, November 20, 2009
Friday, November 20
(Period 1)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
(Period 1)
We watched most of A Class Divided, a documentary film from PBS about a famous educational experiment in which elementary school students were divided into groups of the brown-eyed and the blue-eyed, and what came of that experiment.
Some students checked out outside reading texts, and all students were advised to be doing their outside reading.
Thursday, November 19, 2009
Thursday, November 19
We returned to Jourdon Anderson's letter to his former master and expnded upon the concept of irony and of figurative (versus literal) uses of language in general.
Students were advised to get going with their outside reading books.
HW due today:
Submit essays to turnitin.com if you have not already done so.
We returned to Jourdon Anderson's letter to his former master and expnded upon the concept of irony and of figurative (versus literal) uses of language in general.
Students were advised to get going with their outside reading books.
HW due today:
Submit essays to turnitin.com if you have not already done so.
Wednesday, November 18, 2009
Wednesday, November 18
We read and compared two pieces in the back of the Frederick Douglass book: part of Douglass's famous 1852 speech, "What to the American Slave is the Fourth of July?," and Jourdon Anderson's letter to his former master.
Students responded in writing to four questions regarding the readings. At the end of the period they turned their papers in and returned the textbooks. Any textbooks still out need to be returned on Thursday.
HW due Thursday:
Deadline for submission of papers to turnitin.com.
We read and compared two pieces in the back of the Frederick Douglass book: part of Douglass's famous 1852 speech, "What to the American Slave is the Fourth of July?," and Jourdon Anderson's letter to his former master.
Students responded in writing to four questions regarding the readings. At the end of the period they turned their papers in and returned the textbooks. Any textbooks still out need to be returned on Thursday.
HW due Thursday:
Deadline for submission of papers to turnitin.com.
Tuesday, November 17, 2009
Tuesday, November 17
Students turned in their persuasive essays, along with all the preliminary assignments.
We did an exercise in etymology, using the classroom dictionaries. Students turned in their papers from the exercise.
HW due Thursday
Submit or resubmit essays to turnitin.com
Essays not submitted both on paper and in a digital file posted to turnitin.com will not be accepted.
Students turned in their persuasive essays, along with all the preliminary assignments.
We did an exercise in etymology, using the classroom dictionaries. Students turned in their papers from the exercise.
HW due Thursday
Submit or resubmit essays to turnitin.com
Essays not submitted both on paper and in a digital file posted to turnitin.com will not be accepted.
Monday, November 16, 2009
Monday, November 16
Students completed, but did not turn in, a worksheet with two sections: one on MLA citation and one on submitting papers to turnitin.com. Students received copies of the turnitin.com Student Quickstart Guide along with class ID numbers, class enrollment password, and instructions on naming submitted files. The worksheet is to be turned in Tuesday along with the final draft of the paper and all other component assignments. (See Tuesday, Nov. 10.) The deadline for turnitin.com submission is Thursday.
HW due Tuesday:
Final draft of the persuasive essay, and all other attendant documents (see Nov. 10).
HW due by Thursday:
Final draft submitted to turnitin.com. Papers not submitted both on paper and digitally will not be accepted.
Students completed, but did not turn in, a worksheet with two sections: one on MLA citation and one on submitting papers to turnitin.com. Students received copies of the turnitin.com Student Quickstart Guide along with class ID numbers, class enrollment password, and instructions on naming submitted files. The worksheet is to be turned in Tuesday along with the final draft of the paper and all other component assignments. (See Tuesday, Nov. 10.) The deadline for turnitin.com submission is Thursday.
HW due Tuesday:
Final draft of the persuasive essay, and all other attendant documents (see Nov. 10).
HW due by Thursday:
Final draft submitted to turnitin.com. Papers not submitted both on paper and digitally will not be accepted.
Friday, November 13, 2009
Thursday, November 12, 2009
Thursday, November 12
Students gave each other feedback on each other's rough drafts, using a peer-edit sheet.
Students who did not have a rough draft may still find someone to go through the editing process with them and submit the peer edit sheet on Tuesday with the rough draft.
Students with rough drafts received stamps which will earn them full credit when the draft is submitted on Tuesday with the final draft; rough drafts submitted with the a final draft demonstrating substantial revision between drafts will receive half credit.
HW due Tuesday:
Final draft of persuasive essay.
Students gave each other feedback on each other's rough drafts, using a peer-edit sheet.
Students who did not have a rough draft may still find someone to go through the editing process with them and submit the peer edit sheet on Tuesday with the rough draft.
Students with rough drafts received stamps which will earn them full credit when the draft is submitted on Tuesday with the final draft; rough drafts submitted with the a final draft demonstrating substantial revision between drafts will receive half credit.
HW due Tuesday:
Final draft of persuasive essay.
Tuesday, November 10, 2009
Tuesday, November 10
We reviewed
(1) The documents which must be turned in NEXT Tuesday:
a. Websearch worksheet
b. Character description
c. Outline
d. First draft
e. Peer edit sheet
f. Final draft
We also went over all the sources students have in hnd to mine for supporting facts, arguments and quotations for their papers, including Douglass's Narrative and several handouts. We then reviewed one of those handouts, "Slavery a Positive Good," a speech to the U.S. Senate in 1837, in which Calhoun warns of civil war more than twenty years before one broke out.
HW due Thursday:
Complete typed first draft.
We reviewed
(1) The documents which must be turned in NEXT Tuesday:
a. Websearch worksheet
b. Character description
c. Outline
d. First draft
e. Peer edit sheet
f. Final draft
We also went over all the sources students have in hnd to mine for supporting facts, arguments and quotations for their papers, including Douglass's Narrative and several handouts. We then reviewed one of those handouts, "Slavery a Positive Good," a speech to the U.S. Senate in 1837, in which Calhoun warns of civil war more than twenty years before one broke out.
HW due Thursday:
Complete typed first draft.
Monday, November 9, 2009
Monday, November 9
Mr. P regretfully announced yet another postponement of deadines: the first draft of the persuasive paper is now due not Tuesday but Thursday. The final draft is now due next Tuesday (11/17). There will be no further extensions.
We divided the class on either side of the Mason-Dixon Line and conducted The Great Debate.
HW due Thursday:
Typed, complete first draft of the persuasive essay.
Mr. P regretfully announced yet another postponement of deadines: the first draft of the persuasive paper is now due not Tuesday but Thursday. The final draft is now due next Tuesday (11/17). There will be no further extensions.
We divided the class on either side of the Mason-Dixon Line and conducted The Great Debate.
HW due Thursday:
Typed, complete first draft of the persuasive essay.
Friday, November 6, 2009
Friday, November 6
Students turned in their outlines (and received them back).
Students worked in small groups to prepare for Monday's debate, producing papers detailing four arguments in support of their positions along with rebuttals they expect from their opponents.
HW due Tuesday:
Typed first draft of the persuasive essay.
Students turned in their outlines (and received them back).
Students worked in small groups to prepare for Monday's debate, producing papers detailing four arguments in support of their positions along with rebuttals they expect from their opponents.
HW due Tuesday:
Typed first draft of the persuasive essay.
Thursday, November 5, 2009
Wednesday, November 4, 2009
Wednesday, November 4
Students received a pink two-sided handout on outlining, which they are to read carefully by tomorrow.
Students turned in their thesis statements and we put several under the document camera and critiqued them, emphasizing the importance of creating a single unified thesis as the basis for a unified, coherent essay.
HW due Thursday:
Study the handout on outlining
HW due Friday:
Preliminary alphanumeric outline of the persuasive essay.
Prepare for in-class debate between Abolitionists and Slaveowners.
Students received a pink two-sided handout on outlining, which they are to read carefully by tomorrow.
Students turned in their thesis statements and we put several under the document camera and critiqued them, emphasizing the importance of creating a single unified thesis as the basis for a unified, coherent essay.
HW due Thursday:
Study the handout on outlining
HW due Friday:
Preliminary alphanumeric outline of the persuasive essay.
Prepare for in-class debate between Abolitionists and Slaveowners.
Tuesday, November 3, 2009
Tuesday, November 3
We finished up with "Casey at the Bat" by watching a film of the over-the-top recitation of the poem by the man who made it famous, De Wolf Hopper.
Then we turned our attention to the thesis statements due tomorrow, describing what is required in the context of the larger question of how to structure the essay (the central idea of which the thesis statement will summarize). The goal is unity of statement in each case.
HW due Wednesday:
Typed thesis statement for the persuasive essay.
HW due Friday:
Formal topic outline of essay; in-class debate
We finished up with "Casey at the Bat" by watching a film of the over-the-top recitation of the poem by the man who made it famous, De Wolf Hopper.
Then we turned our attention to the thesis statements due tomorrow, describing what is required in the context of the larger question of how to structure the essay (the central idea of which the thesis statement will summarize). The goal is unity of statement in each case.
HW due Wednesday:
Typed thesis statement for the persuasive essay.
HW due Friday:
Formal topic outline of essay; in-class debate
Monday, November 2, 2009
Monday, November 2
Mr. P distributed a revised schedule of deadlines for the persuasive essay, the final draft of which is now due Friday, Nov. 13.
Students received two other handouts as well, a copy of "Casey at the Bat," which we read, and a yellow sheet of Poetic Terminology, which we used in analyzing the rhyme and meter of the poem.
HW due Wednesday:
Thesis statement of the persuasive essay. TYPED.
Mr. P distributed a revised schedule of deadlines for the persuasive essay, the final draft of which is now due Friday, Nov. 13.
Students received two other handouts as well, a copy of "Casey at the Bat," which we read, and a yellow sheet of Poetic Terminology, which we used in analyzing the rhyme and meter of the poem.
HW due Wednesday:
Thesis statement of the persuasive essay. TYPED.
Friday, October 30, 2009
Friday, October 30
Students took the second vocabulary quiz over words from Frederick Douglass's Narrative.
Students in two classes watched a film dramatization of Edgar Allan Poe's story "The Cask of Amontillado."
Mr. P distributed a handout of a speech by John C. Calhoun, "Slavery a Positive Good."
HW due Monday:
Read the handout.
Students took the second vocabulary quiz over words from Frederick Douglass's Narrative.
Students in two classes watched a film dramatization of Edgar Allan Poe's story "The Cask of Amontillado."
Mr. P distributed a handout of a speech by John C. Calhoun, "Slavery a Positive Good."
HW due Monday:
Read the handout.
Thursday, October 29, 2009
Thursday, October 29
Mr. P distributed two handouts, defenses of slavery by George Fitzhugh and James Henry Hammond, which should be of use in students' persuasive papers. We will go over them next week, but students should read them now.
The bulk of class was taken up with going over vocabulary words in preparation for Friday's quiz.
HW due Friday:
Vocabulary definitions and sentences.
Quiz thereover.
Mr. P distributed two handouts, defenses of slavery by George Fitzhugh and James Henry Hammond, which should be of use in students' persuasive papers. We will go over them next week, but students should read them now.
The bulk of class was taken up with going over vocabulary words in preparation for Friday's quiz.
HW due Friday:
Vocabulary definitions and sentences.
Quiz thereover.
Wednesday, October 28, 2009
Tuesday, October 27, 2009
Tuesday, October 27
We started with "The Battle Hymn of the Republic" and examined it as an abolitionist song treating the Union Army as God's warriors fighting to flee the slaves, in stark contrast to the arguments of slavery's religious defenders. We then discussed Frederick Douglass's harsh attack on the slaveholders' Christianity in his Narrative, and began to discuss his own relation to Christianity.
HW due Thursday:
Typed double-spaced character description for the persuasive paper. Short but sublime.
HW due Friday:
Vocab booklet and quiz.
We started with "The Battle Hymn of the Republic" and examined it as an abolitionist song treating the Union Army as God's warriors fighting to flee the slaves, in stark contrast to the arguments of slavery's religious defenders. We then discussed Frederick Douglass's harsh attack on the slaveholders' Christianity in his Narrative, and began to discuss his own relation to Christianity.
HW due Thursday:
Typed double-spaced character description for the persuasive paper. Short but sublime.
HW due Friday:
Vocab booklet and quiz.
Monday, October 26, 2009
Monday, October 26
Students took a brief multiple-choice quiz over Chapters VII-X of Frederick Douglass's Narrative.
Mr. Potratz announced another postponement of the second vocabulary quiz. It will be on Friday, at which time the definitions and sentences are also due.
Students received copies of the assignment sheet for the persuasive paper on slavery, which is due Tuesday, Nov. 11.
HW due Friday:
Vocabulary worksheets and quiz.
Students took a brief multiple-choice quiz over Chapters VII-X of Frederick Douglass's Narrative.
Mr. Potratz announced another postponement of the second vocabulary quiz. It will be on Friday, at which time the definitions and sentences are also due.
Students received copies of the assignment sheet for the persuasive paper on slavery, which is due Tuesday, Nov. 11.
HW due Friday:
Vocabulary worksheets and quiz.
Friday, October 23, 2009
Thursday, October 22, 2009
Thursday, October 22
We discussed the film which students watched Wednesday in Mr. Potratz's absence, Tales of the Deep North, about the DeWolfe family's coming to terms with their heritage as descendants of the leading slave traders of the early nineteenth century.
Then we shared information from the Arguments in Defense of Slavery worksheet, with students adding information to their worksheets with colored pens.
HW due Monday:
Second vocab quiz postponed to Wednesday.
Quiz over Chapters I-X instead.
We discussed the film which students watched Wednesday in Mr. Potratz's absence, Tales of the Deep North, about the DeWolfe family's coming to terms with their heritage as descendants of the leading slave traders of the early nineteenth century.
Then we shared information from the Arguments in Defense of Slavery worksheet, with students adding information to their worksheets with colored pens.
HW due Monday:
Second vocab quiz postponed to Wednesday.
Quiz over Chapters I-X instead.
Tuesday, October 20, 2009
Friday, October 16, 2009
Friday, October 16
We reviewed Chapters VI and VII of Douglass's Narrative, concentrating upon how and why he acquired his mastery of formal English. We looked, for instance, at his "bible," The Columbian Orator, and Mr. P showed the class a copy of that book, containing the dialogue between a slave and his master which made such a deep impression upon Douglass's young mind.
We reviewed Chapters VI and VII of Douglass's Narrative, concentrating upon how and why he acquired his mastery of formal English. We looked, for instance, at his "bible," The Columbian Orator, and Mr. P showed the class a copy of that book, containing the dialogue between a slave and his master which made such a deep impression upon Douglass's young mind.
Thursday, October 15, 2009
Thursday, October 15
A lesson in online research skills, specifically Googling, focusing on the use of certain Boolean operators and of the "Advanced Search" feature in Google and other online search engines as a beginner's way to use those operators.
Handout: "Implied Boolean and the Search for Wisdom."
The instruction in internet skills is in preparation for the online research students will use in the first essay, an argumentative paper supporting or opposing the abolition of slavery.
Remember: Use Advanced Search -- it's for beginners!
A lesson in online research skills, specifically Googling, focusing on the use of certain Boolean operators and of the "Advanced Search" feature in Google and other online search engines as a beginner's way to use those operators.
Handout: "Implied Boolean and the Search for Wisdom."
The instruction in internet skills is in preparation for the online research students will use in the first essay, an argumentative paper supporting or opposing the abolition of slavery.
Remember: Use Advanced Search -- it's for beginners!
Wednesday, October 14, 2009
Tuesday, October 13, 2009
Tuesday, October 13
Mr. P introduced some of the outside reading books available to be checked out and some students chose books.
Mr. P sang "Go Down, Moses," and we discussed its relevance to Frederick Douglass's Narrative.
Students were reminded about the PSAT tomorrow at 7:40 a.m. in the Commons.
HW due Thursday:
Reading and vocabulary, Chapters I-VI in Frederick Douglass.
Mr. P introduced some of the outside reading books available to be checked out and some students chose books.
Mr. P sang "Go Down, Moses," and we discussed its relevance to Frederick Douglass's Narrative.
Students were reminded about the PSAT tomorrow at 7:40 a.m. in the Commons.
HW due Thursday:
Reading and vocabulary, Chapters I-VI in Frederick Douglass.
Monday, October 12, 2009
Monday, October 12
Columbus day
We examined briefly the legacy of Christopher Columbus, and saw how he used Christianity to justify atrocities committed upon the native population and how other Christians, notably Father Batolome de las Casas, condemned Columbus's acts on the same religious grounds.
We then connected that religious conflict with Douglass's Narrative, and began to examine how the Christian religion was invoked both to justify and to condemn slavery in the U.S. in the 19th century.
Columbus day
We examined briefly the legacy of Christopher Columbus, and saw how he used Christianity to justify atrocities committed upon the native population and how other Christians, notably Father Batolome de las Casas, condemned Columbus's acts on the same religious grounds.
We then connected that religious conflict with Douglass's Narrative, and began to examine how the Christian religion was invoked both to justify and to condemn slavery in the U.S. in the 19th century.
Friday, October 9, 2009
Friday, October 9
Students took a brief multiple-choice quiz over chapters 1-4 of Frederick Douglass's Narrative, and we went over the answers.
We returned to the book and Douglass's discussion of mixed-race slaves, after which we looked at yesterday's news coverage of Michelle Obama's ancestry as illustrating what Douglass is speaking about.
Students took a brief multiple-choice quiz over chapters 1-4 of Frederick Douglass's Narrative, and we went over the answers.
We returned to the book and Douglass's discussion of mixed-race slaves, after which we looked at yesterday's news coverage of Michelle Obama's ancestry as illustrating what Douglass is speaking about.
Thursday, October 8, 2009
Thursday, October 8
Mr. P passed out two vocabulary documents:
(1) a tabloid-sized sheet with requirements for investigating assigned words and space to record the investigations (to be supplemented with inserts), and
(2) a list of vocabulary words by chapters in Frederick Douglass's Narrative.
The sheets for the words in Chapters one through eight will be due Monday, October 19, and there will be a quiz over them on that date.
The due date for thesheets for the rest of the words, and for the quiz over them, is Monday, October 26.
We finished up the Race Literacy Quiz in those periods where that was necessary, then began reading Douglass's Narrative aloud.
HW due Friday:
Read Chapters I through IV in Frederick Douglass. There will be a brief quiz over those chapters to begin the period.
Mr. P passed out two vocabulary documents:
(1) a tabloid-sized sheet with requirements for investigating assigned words and space to record the investigations (to be supplemented with inserts), and
(2) a list of vocabulary words by chapters in Frederick Douglass's Narrative.
The sheets for the words in Chapters one through eight will be due Monday, October 19, and there will be a quiz over them on that date.
The due date for thesheets for the rest of the words, and for the quiz over them, is Monday, October 26.
We finished up the Race Literacy Quiz in those periods where that was necessary, then began reading Douglass's Narrative aloud.
HW due Friday:
Read Chapters I through IV in Frederick Douglass. There will be a brief quiz over those chapters to begin the period.
Wednesday, October 7, 2009
Wednesday, October 7
Students were issued copies of the Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself.
We continued with our examination of racial ideology, focusing on the "Race Literacy Quiz" and "Ten Things Everyone Should Know About Race."
HW due Friday:
Read Chapters I through IV of Frederick Douglass's Narrative. There will be a brief quiz on those chapters to start Friday's class.
Students were issued copies of the Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself.
We continued with our examination of racial ideology, focusing on the "Race Literacy Quiz" and "Ten Things Everyone Should Know About Race."
HW due Friday:
Read Chapters I through IV of Frederick Douglass's Narrative. There will be a brief quiz on those chapters to start Friday's class.
Tuesday, October 6, 2009
Monday, October 5, 2009
Monday, October 5
Students worked in small groups with their homework questions (see Friday). Each student submitted one question to his or her small group, and each small group, aftera brief discussion, chose one question to submit to the class as a whole.
We then proceeded to discuss some of those questions in full class session.
Students worked in small groups with their homework questions (see Friday). Each student submitted one question to his or her small group, and each small group, aftera brief discussion, chose one question to submit to the class as a whole.
We then proceeded to discuss some of those questions in full class session.
Friday, October 2, 2009
Friday, October 2
Students watched the conclusion of Jefferson's Blood and continued taking notes on it. They held on to those notes to use in completing the homework assignment.
HW due Monday:
TYPE five questions of substance you are left with after watching the film. Or, name five important things you learned.
Students watched the conclusion of Jefferson's Blood and continued taking notes on it. They held on to those notes to use in completing the homework assignment.
HW due Monday:
TYPE five questions of substance you are left with after watching the film. Or, name five important things you learned.
Thursday, October 1, 2009
Wednesday, September 30, 2009
Wednesday, September 30
We started with a short grammar exercise in which students were asked to identify the simple subject and simple predicate of the first sentence of the Declaration of Independence. We then moved on to the substance of the DOI and discussed the deletions which the Second Continental Congress made from Jefferson's original draft, especially the passage condemning slavery as a "war on human nature itself" and a violation of the fundamental human rights of "life and liberty." We raised the question of how Jefferson could hold this view and yet own two hundred slaves until the day he died.
We started with a short grammar exercise in which students were asked to identify the simple subject and simple predicate of the first sentence of the Declaration of Independence. We then moved on to the substance of the DOI and discussed the deletions which the Second Continental Congress made from Jefferson's original draft, especially the passage condemning slavery as a "war on human nature itself" and a violation of the fundamental human rights of "life and liberty." We raised the question of how Jefferson could hold this view and yet own two hundred slaves until the day he died.
Tuesday, September 29, 2009
Tuesday, September 29
Students completed the worksheet on apostrophes which we began yesterday, and we graded it together.
Then students received the assignment sheet for the outside reading assignment (see the Documents page of this website), and we went over it; Mr. P answered questions about it.
HW due Wednesday:
Read the Declaration of Independence in the textbook (pp. 117-123) and answer the four Reading Check questions in the small shaded box on page 125.
Students completed the worksheet on apostrophes which we began yesterday, and we graded it together.
Then students received the assignment sheet for the outside reading assignment (see the Documents page of this website), and we went over it; Mr. P answered questions about it.
HW due Wednesday:
Read the Declaration of Independence in the textbook (pp. 117-123) and answer the four Reading Check questions in the small shaded box on page 125.
Monday, September 28, 2009
Monday, September 28
Apostrophes are not optional
or
my sisters friends clothes
The lesson reviewed the first third of the No Excuses Conventions list, namely, the use of apostrophes to form possessives (including plural possessives) and contractions (but not plurals).
After this review we completed the first side of a worksheet and went over the correct answers, leaving the second side for Tuesday.
Apostrophes are not optional
or
my sisters friends clothes
The lesson reviewed the first third of the No Excuses Conventions list, namely, the use of apostrophes to form possessives (including plural possessives) and contractions (but not plurals).
After this review we completed the first side of a worksheet and went over the correct answers, leaving the second side for Tuesday.
Friday, September 25, 2009
Friday, September 25
Students were informed about the required Preliminary Scholastic Aptitude Test to be administered on Wednesday morning, October 14, and students who had already paid the $15 for the test were given booklets about the exam. Students should contact Ms. Easthope (formerly Cha) if they wish to opt out of the test or if they need financial aid.
We then looked at some entries in the L column of certain students' KWL Charts (i.e., what students said they learned about slavery from reading Olaudah Equiano), and we read a bit more in Equiano's account.
Students were informed about the required Preliminary Scholastic Aptitude Test to be administered on Wednesday morning, October 14, and students who had already paid the $15 for the test were given booklets about the exam. Students should contact Ms. Easthope (formerly Cha) if they wish to opt out of the test or if they need financial aid.
We then looked at some entries in the L column of certain students' KWL Charts (i.e., what students said they learned about slavery from reading Olaudah Equiano), and we read a bit more in Equiano's account.
Thursday, September 24, 2009
Wednesday, September 23, 2009
Wednesday, September 23
We were introduced to Olaudah Equiano and his Interesting Narrative. Students started the "KWL Chart" described on page 57 of our textbook by working individually and in pairs to record first what they already know about slavery (which we shared), then what they want or would like to know. In the first period we managed to read the very beginning of the selections from the narrative; other periods reached various earlier points in the process.
HW due Friday:
Finish and turn in the KWL chart. The third section, completed after reading the narrative, is to contain what you learned about slavery from the reading.
We were introduced to Olaudah Equiano and his Interesting Narrative. Students started the "KWL Chart" described on page 57 of our textbook by working individually and in pairs to record first what they already know about slavery (which we shared), then what they want or would like to know. In the first period we managed to read the very beginning of the selections from the narrative; other periods reached various earlier points in the process.
HW due Friday:
Finish and turn in the KWL chart. The third section, completed after reading the narrative, is to contain what you learned about slavery from the reading.
Tuesday, September 22, 2009
Tuesday, September 22
Language Lesson
Starting from the SAT Question of the Day, we used the dictionary to explore both word meanings and word origins (etymology). Why are there so many words with Latin roots in the English language? Mr. P. presented a brief historical explanation (including the importance of Latin in the English church and in European scholarship and the massive infusion of Latinate words at the the time of the Norman Conquest). We next explored the deeper history of both English and Latin by examining the chart of the Indo-European language family found in the back of the American Heritage Dictionary (our classroom dictionaries).
Language Lesson
Starting from the SAT Question of the Day, we used the dictionary to explore both word meanings and word origins (etymology). Why are there so many words with Latin roots in the English language? Mr. P. presented a brief historical explanation (including the importance of Latin in the English church and in European scholarship and the massive infusion of Latinate words at the the time of the Norman Conquest). We next explored the deeper history of both English and Latin by examining the chart of the Indo-European language family found in the back of the American Heritage Dictionary (our classroom dictionaries).
Monday, September 21, 2009
Monday, September 21
Students submitted their paragraphs concerning Mary Rowlandson's attitude toward her captors, and we discussed what students thought about the question. Most agreed that her attitudes did change over the course of her captivity. We examined the reasons and evidence for that change.
We also examined her allusion to Psalm 137. reading the entire psalm (p. 47) and discussing why it was meaningful to her in her situation. Then we compared her use of the psalm with a more recent instance, the Melodians' recording of "Rivers of Babylon."
Students submitted their paragraphs concerning Mary Rowlandson's attitude toward her captors, and we discussed what students thought about the question. Most agreed that her attitudes did change over the course of her captivity. We examined the reasons and evidence for that change.
We also examined her allusion to Psalm 137. reading the entire psalm (p. 47) and discussing why it was meaningful to her in her situation. Then we compared her use of the psalm with a more recent instance, the Melodians' recording of "Rivers of Babylon."
Friday, September 18, 2009
Friday, September 18
We learned a bit about King Phillip's (Metacomet's) War, then began reading the excerpts in our textbook from Mary Rowlandson's Narrative of the Captivity, giving special attention to her biblical allusions.
HW due Monday
Finish reading from the Narrative (pp. 40-45), then write a one-paragraph answer -- TYPED-- to question 2 on page 45.
We learned a bit about King Phillip's (Metacomet's) War, then began reading the excerpts in our textbook from Mary Rowlandson's Narrative of the Captivity, giving special attention to her biblical allusions.
HW due Monday
Finish reading from the Narrative (pp. 40-45), then write a one-paragraph answer -- TYPED-- to question 2 on page 45.
Thursday, September 17, 2009
Wednesday, September 16, 2009
Wednesday, September 16
Students wrote for ten minutes on whether the Puritans' treaty with the Wampanoags was fair to both parties and on what William Bradford seemed to think of the Indians in general, after which we discussed students answers to that question and Mr. P offered information about the story of the Pilgroms not included in the traditional account.
Students wrote for ten minutes on whether the Puritans' treaty with the Wampanoags was fair to both parties and on what William Bradford seemed to think of the Indians in general, after which we discussed students answers to that question and Mr. P offered information about the story of the Pilgroms not included in the traditional account.
Tuesday, September 15, 2009
Tuesday, September 15
We first discussed the story of the Pilgrims, familiar to all from grade school as our myth of American origins, then turned to our textbook for excerpts from William Bradford's history of the Plymouth colony Of Plymouth Plantation, reading as much as time allowed.
HW due Wednesday:
Students are to finish reading the Bradford excerpts on pages 28-33 of Elements of Literature.
They should be prepared to write briefly in class in answer to either question #2 or question number #3 on page 35.
Monday, September 14, 2009
Monday, September 14
Mr. Potratz announced that he did not have paragraphs to return, as he had promised. So as not to hold students to a higher standard than himself he agreed to give timelines submitted today a few points extra credit and to accept timelines submitted Tuesday at full credit.
Starting from today's SAT question, we examined the grammatical principle of pronoun-noun agreement. In this connection students were given handouts with the No Excuses Conventions and the sheet of editing marks which we will use all year. (The full use of that sheet will become clearer when paragraphs are returned on Wednesday.)
Near the end of class we turned to an examination of our textbook's front cover, with its photo montage accompanying John Winthrop's famous statement "We shall be as a city upon a hill . . .".
We took this quotation as an introduction to the Massacusetts Puritans and their literature.
HW due Tuesday:
Timelines still accepted.
Mr. Potratz announced that he did not have paragraphs to return, as he had promised. So as not to hold students to a higher standard than himself he agreed to give timelines submitted today a few points extra credit and to accept timelines submitted Tuesday at full credit.
Starting from today's SAT question, we examined the grammatical principle of pronoun-noun agreement. In this connection students were given handouts with the No Excuses Conventions and the sheet of editing marks which we will use all year. (The full use of that sheet will become clearer when paragraphs are returned on Wednesday.)
Near the end of class we turned to an examination of our textbook's front cover, with its photo montage accompanying John Winthrop's famous statement "We shall be as a city upon a hill . . .".
We took this quotation as an introduction to the Massacusetts Puritans and their literature.
HW due Tuesday:
Timelines still accepted.
Friday, September 11, 2009
Thursday, September 10, 2009
Thursday, September 10
Students received timelines of American history to which they are to add information about American authors, and Mr. Potratz explained the assignment and answered questions about it.
After the SAT question of the day (and some background information on its subject, Diego Rivera), we began to examine student paragraphs on "The Sun Still Rises in the Same Sky." Those paragraphs will be returned on Monday.
HW due Monday:
Completed timeline.
Students received timelines of American history to which they are to add information about American authors, and Mr. Potratz explained the assignment and answered questions about it.
After the SAT question of the day (and some background information on its subject, Diego Rivera), we began to examine student paragraphs on "The Sun Still Rises in the Same Sky." Those paragraphs will be returned on Monday.
HW due Monday:
Completed timeline.
Wednesday, September 9, 2009
Wednesday, September 9
Starting from student responses (including laughter) to Vi Hilbert's Lushoot rendering of Frog and Owl, we examined some differences between languages, including the fact the many languages contain sounds -- more precisely phonemes, sounds which carry meaning -- not found in English.
We moved on to ranking five Native American stories according to how closely they matched our expectations, and discussed the reasons for those rankings.
Starting from student responses (including laughter) to Vi Hilbert's Lushoot rendering of Frog and Owl, we examined some differences between languages, including the fact the many languages contain sounds -- more precisely phonemes, sounds which carry meaning -- not found in English.
We moved on to ranking five Native American stories according to how closely they matched our expectations, and discussed the reasons for those rankings.
Tuesday, September 8, 2009
Tuesday, September 8
Students turned in the paragraphs assigned on Friday answering thw question, "What does Joseph Bruchac mean by "The Sun Still Rises in the Same Sky"?
We used the SAT question of the day (which dealt with the grammar of personal pronouns) to launch an examination of what we mean by grammar and of the relation of Standard English (spoken and written) to other forms of our language.
We then turned to the stories in last week's packet -- but we didn't get very far.
To be continued.
Students turned in the paragraphs assigned on Friday answering thw question, "What does Joseph Bruchac mean by "The Sun Still Rises in the Same Sky"?
We used the SAT question of the day (which dealt with the grammar of personal pronouns) to launch an examination of what we mean by grammar and of the relation of Standard English (spoken and written) to other forms of our language.
We then turned to the stories in last week's packet -- but we didn't get very far.
To be continued.
Friday, September 4, 2009
Thursday, September 3, 2009
Thursday, September 3
We examined the cultural collision between European-Americans and Native Americans in the Pacific Northwest, focusing on the poster on the classroom's rear wall depicting the totem pole in front of the Pioneer Bldg. in Pioneer Square, Seattle. We discussed the cultural style and history of both totem pole and building, then learned about the how the pole (or more accurately its predecessor) came to be where it is.
HW due Friday:
All sections have now received a slim packet of Native American stories, which are to be read by tomorrow.
Wednesday, September 2, 2009
Wednesday, September 2
Students turned in extra credit assignments and took an "open book" quiz over the class syllabus. We reviewed the syllabus by way of answering the quiz questions together, and examined the extra-credit image of Pocahontas, with Mr. Potratz filling in information about the early history of the Jamestown colony. In periods 4,5, and 6 students were asked to print out the Extra Credit page of the website and bring it in tomorrow to show that they had accessed the page, and in periods 4 and 5 students received a handout of Native American stories which are to be read by Friday.
Students turned in extra credit assignments and took an "open book" quiz over the class syllabus. We reviewed the syllabus by way of answering the quiz questions together, and examined the extra-credit image of Pocahontas, with Mr. Potratz filling in information about the early history of the Jamestown colony. In periods 4,5, and 6 students were asked to print out the Extra Credit page of the website and bring it in tomorrow to show that they had accessed the page, and in periods 4 and 5 students received a handout of Native American stories which are to be read by Friday.
Wednesday, June 17, 2009
Tuesday, June 16, 2009
Tuesday, June 16
We returned to the motif of careless driving in Chapter 3 of Gatsby, examining the conversation between Nick and Jordan which initiates their love affair, then began Chapter 4, with its many revelations about Gatsby and Daisy.
HW due tomorrow:
First stamping of the motif booklet.
HW due Friday:
Final stamping of vocabulary exercises.
We returned to the motif of careless driving in Chapter 3 of Gatsby, examining the conversation between Nick and Jordan which initiates their love affair, then began Chapter 4, with its many revelations about Gatsby and Daisy.
HW due tomorrow:
First stamping of the motif booklet.
HW due Friday:
Final stamping of vocabulary exercises.
Monday, June 15, 2009
Friday, June 12, 2009
Thursday, June 11, 2009
Monday, June 8, 2009
Monday, June 8
Mr. Potratz stamped students' vocab assignments, giving two stamps for exercises completed through Chapter 4. One stamp will be given tomorrow for the same. Next installment is postponed to Thursday: read, do vocab words and collect motifs through Chapter 5.
We continued reading in Chapter 1.
Mr. Potratz stamped students' vocab assignments, giving two stamps for exercises completed through Chapter 4. One stamp will be given tomorrow for the same. Next installment is postponed to Thursday: read, do vocab words and collect motifs through Chapter 5.
We continued reading in Chapter 1.
Friday, June 5, 2009
Thursday, June 4, 2009
Tuesday, June 2, 2009
Monday, June 1, 2009
Monday, June 1
Students received a new handout, a list of vocabulary words for Gatsby with a schedule of readings and instructions for what to do with the words in question. Students will read the first five chapters of the novel on their own this week (as they write an essay in class), and will be filling up their worksheets with motifs at the same time they are working on vocabulary.
We read several more pages of Chapter 1 in class, pausing to note passages to record on the worksheet of motifs.
Students received a new handout, a list of vocabulary words for Gatsby with a schedule of readings and instructions for what to do with the words in question. Students will read the first five chapters of the novel on their own this week (as they write an essay in class), and will be filling up their worksheets with motifs at the same time they are working on vocabulary.
We read several more pages of Chapter 1 in class, pausing to note passages to record on the worksheet of motifs.
Friday, May 29, 2009
Thursday, May 28, 2009
Thursday, May 28
Students received copies of (1) The Great Gatsby and (2) a worksheet to be used tracing the intricate patterns of imagery for which the book is noted.
Mr. Potratz read aloud several of the students' HW paragraphs on "the American Dream," and we discussed the implications and contradictions of that concept, which is so often seen -- with good reason -- as central to Fitzgerald's novel.
Students received copies of (1) The Great Gatsby and (2) a worksheet to be used tracing the intricate patterns of imagery for which the book is noted.
Mr. Potratz read aloud several of the students' HW paragraphs on "the American Dream," and we discussed the implications and contradictions of that concept, which is so often seen -- with good reason -- as central to Fitzgerald's novel.
Wednesday, May 27, 2009
Wednesday, May 27
We speculated about what Miller would have said to HUAC, then read portions of his testimony (June 21, 1956) aloud.
We discussed what might be the relevance of The Crucible today, then looked at what several recent directors have had to say about why they chose to stage the play. Is the play about anti -terrorist hysteria? About terrorist fanaticism? Both?
HW due Thursday:
One brief typed paragraph on "What do we mean bythe American Dream"?
We speculated about what Miller would have said to HUAC, then read portions of his testimony (June 21, 1956) aloud.
We discussed what might be the relevance of The Crucible today, then looked at what several recent directors have had to say about why they chose to stage the play. Is the play about anti -terrorist hysteria? About terrorist fanaticism? Both?
HW due Thursday:
One brief typed paragraph on "What do we mean bythe American Dream"?
Tuesday, May 26, 2009
Friday, May 22, 2009
Wednesday, May 20, 2009
Tuesday, May 19, 2009
Tuesday, May 19
Students received stamps on completed pages of their character notebooklets while we finished reading and listening to The Crucible. For the rest of the week in class we will watch the 1996 film of the play starring Daniel Day Lewis as John Proctor, Winona Ryder as Abigail Williams, Joan Allen as Elizabeth Proctor, and Paul Scofield as Deputy Governor Danforth.
HW due Friday:
Last chance for stamps on the character booklets.
HW due Monday:
Character booklets due.
Test over the play.
Students received stamps on completed pages of their character notebooklets while we finished reading and listening to The Crucible. For the rest of the week in class we will watch the 1996 film of the play starring Daniel Day Lewis as John Proctor, Winona Ryder as Abigail Williams, Joan Allen as Elizabeth Proctor, and Paul Scofield as Deputy Governor Danforth.
HW due Friday:
Last chance for stamps on the character booklets.
HW due Monday:
Character booklets due.
Test over the play.
Monday, May 18, 2009
Friday, May 15, 2009
Thursday, May 14, 2009
Wednesday, May 13, 2009
Wednesday, May 13
The class performed a dramatic reading of the beginning of Act II of The Crucible, with volunteers reading the parts of John and Elizabeth Proctor, Mary Warren, Rev. Hale, Giles Corey, Francis Nurse, and Ezekiel Cheever.
Extra Credit opportunity:
Up to 10 pts. extra credit for attending and writing a one-page review of the school play, The Importance of Being Earnest. Please turn in your ticket along with the review.
HW due Friday:
Final Draft of the Huckleberry Finn essay.
The class performed a dramatic reading of the beginning of Act II of The Crucible, with volunteers reading the parts of John and Elizabeth Proctor, Mary Warren, Rev. Hale, Giles Corey, Francis Nurse, and Ezekiel Cheever.
Extra Credit opportunity:
Up to 10 pts. extra credit for attending and writing a one-page review of the school play, The Importance of Being Earnest. Please turn in your ticket along with the review.
HW due Friday:
Final Draft of the Huckleberry Finn essay.
Tuesday, May 12, 2009
Tuesday, May 12
We continued reading and listening to The Crucible through the end of Act I, and discussed the act and its connection with the documentary film (None Without Sin) about Miller, Kazan, and the blacklist.
Students took parts for Act II to read in class tomorrow and were advised to practice reading their parts.
Final draft of the Huck Finn paper is due Friday.
We continued reading and listening to The Crucible through the end of Act I, and discussed the act and its connection with the documentary film (None Without Sin) about Miller, Kazan, and the blacklist.
Students took parts for Act II to read in class tomorrow and were advised to practice reading their parts.
Final draft of the Huck Finn paper is due Friday.
Monday, May 11, 2009
Friday, May 8, 2009
Friday, May 8
Mr. Potratz returned the second drafts of the Huckleberry Finn essay to students, and we examined sample papers using the document camera. The primary focus was the need for a unified thesis.
HW due Friday, May 15:
Final drafts of the Huck Finn essay are due next Friday. Please see Mr. Potratz before or (preferably) after school, or during first or second lunch next week for help with your essays.
Mr. Potratz returned the second drafts of the Huckleberry Finn essay to students, and we examined sample papers using the document camera. The primary focus was the need for a unified thesis.
HW due Friday, May 15:
Final drafts of the Huck Finn essay are due next Friday. Please see Mr. Potratz before or (preferably) after school, or during first or second lunch next week for help with your essays.
Thursday, May 7, 2009
Tuesday, May 5, 2009
Friday, May 1, 2009
Friday, May 1
We examined briefly the origins of Mayday as International Workers' Day in the American labor movement of the 1880's, specifically the Haymarket Riot of 1886.
We then read aloud the first two scenes of Waiting for Lefty, with students reading different roles.
HW due Monday:
Review the play and select and practice a role you would like to enact.
We examined briefly the origins of Mayday as International Workers' Day in the American labor movement of the 1880's, specifically the Haymarket Riot of 1886.
We then read aloud the first two scenes of Waiting for Lefty, with students reading different roles.
HW due Monday:
Review the play and select and practice a role you would like to enact.
Thursday, April 30, 2009
Thursday, April 30
We finished reading the ending of Chapter 9 of The Jungle. Students then received two handouts related to unionist and socialist Eugene V. Debs: an excerpt from 42nd Parallel, the first part of the USA trilogy by John Dos Passos (entitled "Lover of Mankind" it is a poetically-written biography of Debs), and excerpts from Debs's Canton Speech, for which he was sentenced to ten years in a federal penitentiary, where he ran for President, receiving nearly a million votes.
HW due Friday:
Read Waiting for Lefty and prepare to answer questions about it.
We finished reading the ending of Chapter 9 of The Jungle. Students then received two handouts related to unionist and socialist Eugene V. Debs: an excerpt from 42nd Parallel, the first part of the USA trilogy by John Dos Passos (entitled "Lover of Mankind" it is a poetically-written biography of Debs), and excerpts from Debs's Canton Speech, for which he was sentenced to ten years in a federal penitentiary, where he ran for President, receiving nearly a million votes.
HW due Friday:
Read Waiting for Lefty and prepare to answer questions about it.
Wednesday, April 29, 2009
Wednesday, April 29
Students took a 5-question quizlet over the handout on child labor, and we graded it. Then we returned to The Jungle and read more selections, primarily from Chapter 9.
HW due Friday:
Read Waiting for Lefty (handout) and prepare to answer questions. Be thinking what scene or scenes you might want the class to read aloud and what role or roles you might like to take.
Students took a 5-question quizlet over the handout on child labor, and we graded it. Then we returned to The Jungle and read more selections, primarily from Chapter 9.
HW due Friday:
Read Waiting for Lefty (handout) and prepare to answer questions. Be thinking what scene or scenes you might want the class to read aloud and what role or roles you might like to take.
Tuesday, April 28, 2009
Tuesday, April 28
We watched, and students took notes on, a short film about the industrial revolution in late 19th-century America, focusing on the Chicago stockyards. We compared one image of Packingtown from the film (a luminous, inspiring image) with verbal images from Chapter 2 of Upton Sinclair's The Jungle, which students read Monday in Mr. Potratz's absence.
HW due Wednesday:
Second crack at the handout distributed Monday about the crusade against child labor. Be prepared to answer questions about it.
We watched, and students took notes on, a short film about the industrial revolution in late 19th-century America, focusing on the Chicago stockyards. We compared one image of Packingtown from the film (a luminous, inspiring image) with verbal images from Chapter 2 of Upton Sinclair's The Jungle, which students read Monday in Mr. Potratz's absence.
HW due Wednesday:
Second crack at the handout distributed Monday about the crusade against child labor. Be prepared to answer questions about it.
Friday, April 24, 2009
Wednesday, April 22, 2009
Wednesday, April 22
Mr. Potratz read aloud several student paragraphs with different interpretations of Collins's motives in "A Mystery of Heroism" by Stephen Crane. Students then divided a sheet of paper into three columns for three proposed motives (simple thirst, concern for his comrades, peer pressure) and assembled quotations from the story (CD's) supporting each possible motive. After this, students shared some of their quotations and we discussed them.
Mr. Potratz read aloud several student paragraphs with different interpretations of Collins's motives in "A Mystery of Heroism" by Stephen Crane. Students then divided a sheet of paper into three columns for three proposed motives (simple thirst, concern for his comrades, peer pressure) and assembled quotations from the story (CD's) supporting each possible motive. After this, students shared some of their quotations and we discussed them.
Tuesday, April 21, 2009
Monday, April 20, 2009
Monday, April 20
Students worked in small groups with Stephen Crane's book of poetry The Black Riders and Other Lines. Students in each group read two pages of a twelve-page handout, then as a group chose a single poem and presented it to the class as a whole. One member read the poem aloud, one explained why they had chosen the poem, and one summarized what the poem said to them.
HW due Tuesday:
Read pages 484-92 in Elements of Lit (the bio of Stephen Crane and his story "A Mystery of Heroism"), then write -- and type -- a solid two-chunk paragraph in response to Question 6 on page 493.
Anyone with an excused absence for last Friday may make up the SAT practice essay by Tuesday after school. The possible times to do so are first and second lunch periods and after school. The exercise takes 25 minutes.
Students worked in small groups with Stephen Crane's book of poetry The Black Riders and Other Lines. Students in each group read two pages of a twelve-page handout, then as a group chose a single poem and presented it to the class as a whole. One member read the poem aloud, one explained why they had chosen the poem, and one summarized what the poem said to them.
HW due Tuesday:
Read pages 484-92 in Elements of Lit (the bio of Stephen Crane and his story "A Mystery of Heroism"), then write -- and type -- a solid two-chunk paragraph in response to Question 6 on page 493.
Anyone with an excused absence for last Friday may make up the SAT practice essay by Tuesday after school. The possible times to do so are first and second lunch periods and after school. The exercise takes 25 minutes.
Friday, April 17, 2009
Thursday, April 16, 2009
Thursday, April 16
We read Walt Whitman's Ms. poem "Live Oak, With Moss," abridged to fit our time constraints. Mr. Potratz read the poem aloud, after which students counted off into five groups, each of which was asked to answer "What sort of love is depicted in the poem?" and to provide CD's from the poem explaining why the group thought what they thought. A presenter from each group presented the group's CM's and CD's to the class as a whole.
We read Walt Whitman's Ms. poem "Live Oak, With Moss," abridged to fit our time constraints. Mr. Potratz read the poem aloud, after which students counted off into five groups, each of which was asked to answer "What sort of love is depicted in the poem?" and to provide CD's from the poem explaining why the group thought what they thought. A presenter from each group presented the group's CM's and CD's to the class as a whole.
Wednesday, April 15, 2009
Wednesday, April 15
Students took a short open-book quiz over last nights reading on the Realist period of American Literature, and we went over the answers, after which we compared the Realistivc and Romantic outlooks via a contrast between Stephen Crane's dialogue of man with the Universe and Emerson's account of his oneness with the Universal Being.
Finally, we posed, and addressed the question "Is Huckleberry Finn a Romantic or a Realistic novel?"
Students took a short open-book quiz over last nights reading on the Realist period of American Literature, and we went over the answers, after which we compared the Realistivc and Romantic outlooks via a contrast between Stephen Crane's dialogue of man with the Universe and Emerson's account of his oneness with the Universal Being.
Finally, we posed, and addressed the question "Is Huckleberry Finn a Romantic or a Realistic novel?"
Tuesday, April 14, 2009
Tuesday, April 14
We watched the part of the PBS Mark Twain documentary which deals with Huckleberry Finn while students took notes, then shared observations from people's notes.
HW due Wednesday:
Read pp. 408-422 in the textbook ("The Rise of Realism") and prepare to answer questions about what you read.
We watched the part of the PBS Mark Twain documentary which deals with Huckleberry Finn while students took notes, then shared observations from people's notes.
HW due Wednesday:
Read pp. 408-422 in the textbook ("The Rise of Realism") and prepare to answer questions about what you read.
Monday, April 13, 2009
Monday, April 13
We discussed the literary use of irony in its various forms and how it is manifested in Huckleberry Finn, and Mr. Potratz had observations and suggestions about the second drafts of students' Huck Finn essays.
HW due Wednesday:
Read pp. 408-422 n the textbook ("The Rise of Realism") and prepare to answer questions about what you read.
We discussed the literary use of irony in its various forms and how it is manifested in Huckleberry Finn, and Mr. Potratz had observations and suggestions about the second drafts of students' Huck Finn essays.
HW due Wednesday:
Read pp. 408-422 n the textbook ("The Rise of Realism") and prepare to answer questions about what you read.
Saturday, April 4, 2009
Friday, April 3
We finished, and summarized the point of, Mark Twain's curious re-translation of the "Jumping Frog" from French back into English: that its humor cannot be separated from its language, and that humor like poetry is often lost in the translation. The words we use matter, not just what those words mean. From that we passed to talking about levels of diction and about the distinction between denotation and connotation. We put a word on the white board, then generated other words with the same denotation but different connotations and levels of diction.
HW:
Students should continue working on their Huck Finn essays, whether or not they have finished their second drafts. (Second drafts turned in Monday after the break (April 13) will receive 80% credit.)
Students who feel they have done as much work on their essays as they can at this point may choose to read a classic of American literature, borrowed from Mr. Potratz or the school library, for extra credit. This will require students to come after school or during their lunch period to answer questions orally about their book. Up to 20 pts. extra credit, depending on the book and the answers. (Students who did not take a book but wish to read one should email Mr. Potratz for a brief list of approved choices.)
We finished, and summarized the point of, Mark Twain's curious re-translation of the "Jumping Frog" from French back into English: that its humor cannot be separated from its language, and that humor like poetry is often lost in the translation. The words we use matter, not just what those words mean. From that we passed to talking about levels of diction and about the distinction between denotation and connotation. We put a word on the white board, then generated other words with the same denotation but different connotations and levels of diction.
HW:
Students should continue working on their Huck Finn essays, whether or not they have finished their second drafts. (Second drafts turned in Monday after the break (April 13) will receive 80% credit.)
Students who feel they have done as much work on their essays as they can at this point may choose to read a classic of American literature, borrowed from Mr. Potratz or the school library, for extra credit. This will require students to come after school or during their lunch period to answer questions orally about their book. Up to 20 pts. extra credit, depending on the book and the answers. (Students who did not take a book but wish to read one should email Mr. Potratz for a brief list of approved choices.)
Thursday, April 2, 2009
Thursday, April 2
Students submitted their second drafts of the Huck Finn essay. Mr. Potratz announced that he would accept such drafts on Friday for 90% credit and on the Monday following the break for 80% credit, after that not at all without prior negotiation.
We finished our review of minimal MLA citation requirements, then listened to Mr. Potratz read the story which made Mark Twain famous: "The Celebrated Jumping Frog of Calaveras County."
Students submitted their second drafts of the Huck Finn essay. Mr. Potratz announced that he would accept such drafts on Friday for 90% credit and on the Monday following the break for 80% credit, after that not at all without prior negotiation.
We finished our review of minimal MLA citation requirements, then listened to Mr. Potratz read the story which made Mark Twain famous: "The Celebrated Jumping Frog of Calaveras County."
Wednesday, April 1, 2009
Wednesday, April 1
Language lessons:
1. Spell checking
a. The spell check poem
b. Handout & discussion
Conclusion: Use spell checking, but use it warily and not as a substitute for your brain!
2. MLA citation
Students wrote a Works Cited listing for their edition of Huckleberry Finn.
Mr. Potratz stamped Quotation/Commentary worksheets.
HW due tomorrow: Second draft (typed, completed) of the Huckleberry Finn essay
Language lessons:
1. Spell checking
a. The spell check poem
b. Handout & discussion
Conclusion: Use spell checking, but use it warily and not as a substitute for your brain!
2. MLA citation
Students wrote a Works Cited listing for their edition of Huckleberry Finn.
Mr. Potratz stamped Quotation/Commentary worksheets.
HW due tomorrow: Second draft (typed, completed) of the Huckleberry Finn essay
Tuesday, March 31, 2009
Tuesday, March 31
Mr. Potratz announced that the draft of the essay due Thursday would be the second draft, not the final draft. He will read and add corrections and comments which students will respond to in preparing their final drafts sometime after spring break.
Peer Editing
Students worked in pairs to read each other's first drafts, comment on them, and respond to the comments.
Mr. Potratz announced that the draft of the essay due Thursday would be the second draft, not the final draft. He will read and add corrections and comments which students will respond to in preparing their final drafts sometime after spring break.
Peer Editing
Students worked in pairs to read each other's first drafts, comment on them, and respond to the comments.
Monday, March 30, 2009
Friday, March 27, 2009
Friday, March 27
Students worked on their thesis statements while Mr. Potratz checked and stamped Quotation & Commentary sheets.
We reviewed expectations for the essay, and we discussed our views on what Huck learns and/or watched part of the Mark Twain documentary.
HW due Monday:
Typed thesis statement and sentence outline.
Students worked on their thesis statements while Mr. Potratz checked and stamped Quotation & Commentary sheets.
We reviewed expectations for the essay, and we discussed our views on what Huck learns and/or watched part of the Mark Twain documentary.
HW due Monday:
Typed thesis statement and sentence outline.
Thursday, March 26, 2009
Thursday, March 26
We discussed the ending of Huckleberry Finn, especially the revelations about Huck's father and about Jim's having been freed, and what these revelations say about Jim and Tom respectively.
Mr. Potratz announced, and students recorded, the following due dates:
Friday (3/27): Three additional Quote & Comment sheets
Monday (3/30): Thesis statement and sentence outline
Tuesday (4/1): First draft
Thursday (4/3): Final draft
The essay is to include a total of at least eight (8, VIII) chunks.
The prompt:
What does Huck learn, during the course of the novel, about human nature, human society, and about himself?
Wednesday, March 25
Mr. Potratz was absent. Students took the 3rd Huck Finn quiz, then watched more of the Mark Twain documentary. Or not.
We discussed the ending of Huckleberry Finn, especially the revelations about Huck's father and about Jim's having been freed, and what these revelations say about Jim and Tom respectively.
Mr. Potratz announced, and students recorded, the following due dates:
Friday (3/27): Three additional Quote & Comment sheets
Monday (3/30): Thesis statement and sentence outline
Tuesday (4/1): First draft
Thursday (4/3): Final draft
The essay is to include a total of at least eight (8, VIII) chunks.
The prompt:
What does Huck learn, during the course of the novel, about human nature, human society, and about himself?
Wednesday, March 25
Mr. Potratz was absent. Students took the 3rd Huck Finn quiz, then watched more of the Mark Twain documentary. Or not.
Tuesday, March 24, 2009
Tuesday, March 24
We read an excerpt from Life on the Mississippi in which Mark Twain harshly attacks the influence on Southern U.S. culture of the writings of Sir Walter Scott, and briefly discussed how Twain's satire on the romantic medievalism of the antebellum South is represented in Huckleberry Finn, especially in the depiction of Tom Sawyer.
Quiz #3 tomorrow over all of Huckleberry Finn.
We read an excerpt from Life on the Mississippi in which Mark Twain harshly attacks the influence on Southern U.S. culture of the writings of Sir Walter Scott, and briefly discussed how Twain's satire on the romantic medievalism of the antebellum South is represented in Huckleberry Finn, especially in the depiction of Tom Sawyer.
Quiz #3 tomorrow over all of Huckleberry Finn.
Monday, March 23, 2009
Friday, March 20, 2009
Friday, March 20
Mr. Potratz stamped students' Question/Commentary worksheets
Then,
in periods 1 & 6 we wrote commentaries together, while
in periods 2 & 5 we continued the Character Spotlight.
HW due Monday:
Read Chapters 36-39 of Huckleberry Finn.
HW due next Friday, March 27:
Complete three more Question/Commentary sheets.
Mr. Potratz stamped students' Question/Commentary worksheets
Then,
in periods 1 & 6 we wrote commentaries together, while
in periods 2 & 5 we continued the Character Spotlight.
HW due Monday:
Read Chapters 36-39 of Huckleberry Finn.
HW due next Friday, March 27:
Complete three more Question/Commentary sheets.
Thursday, March 19, 2009
Thursday, March 19
Class was divided into two halves:
(1) We reviewed Chapters 29 & 30 of Huckleberry Finn (today's assigned reading), and Mr. Potratz read Chapter 31 aloud.
(2) We conducted the Character Spotlight, with students answering questions about the characters they volunteered to impersonate, for extra credit.
HW due Friday: Read Chapters 32-35. Bring to class at least three completed Quotations/Commentary worksheets.
Class was divided into two halves:
(1) We reviewed Chapters 29 & 30 of Huckleberry Finn (today's assigned reading), and Mr. Potratz read Chapter 31 aloud.
(2) We conducted the Character Spotlight, with students answering questions about the characters they volunteered to impersonate, for extra credit.
HW due Friday: Read Chapters 32-35. Bring to class at least three completed Quotations/Commentary worksheets.
Wednesday, March 18, 2009
Wednesday, March 18
Class was divided in two halves:
(1) We reviewed Chapters 29 & 30 of Huckleberry Finn (today's assigned reading), and Mr. Potratz read Chapter 31 aloud.
(2) We conducted the Character Spotlight, with students answering questions about the characters they volunteered to impersonate, for extra credit.
HW due Friday:
Read Chapters 32-35.
Bring to class at least three completed Quotations/Commentary worksheets.
Class was divided in two halves:
(1) We reviewed Chapters 29 & 30 of Huckleberry Finn (today's assigned reading), and Mr. Potratz read Chapter 31 aloud.
(2) We conducted the Character Spotlight, with students answering questions about the characters they volunteered to impersonate, for extra credit.
HW due Friday:
Read Chapters 32-35.
Bring to class at least three completed Quotations/Commentary worksheets.
Tuesday, March 17, 2009
Tuesday, March 17
St. Patrick's Day
We reviewed the extra-credit "Tolo" assignment and drew lessons from it for how to and how not to conduct internet searches for information.
Students produced concrete details from Chapters 26-28 of Huck Finn.
Mr. Potratz announced, explained, and with students' help modelled the Character Spotlight which we will undertake on Thursday. Volunteers signed up to earn up to 15 points extra credit by impersonating Huck, Jim, the Duke, the Dauphin, and Mary Jane Wilks and answer questions about themselves.
Mr. Potratz announced that on Friday he will check and stamp Quotation/Commentary Sheets and that students need to have completed at least three of the seven sheets (not necessarily the first three) to receive full credit. All seven sheets are now available on the back table.
Students worked individually on their quotations and commentary.
Monday, March 16, 2009
Monday, March 16
We reviewed the extra-credit "Tolo" assignment and drew lessons from it for how to and how not to conduct internet searches for information.
Students produced concrete details from Chapters 26-28 of Huck Finn.
Mr. Potratz announced, explained, and with students' help modelled the Character Spotlight which we will undertake on Wednesday. Volunteers signed up to earn up to 15 points extra credit by impersonating Huck, Jim, the Duke, the Dauphin, and Mary Jane Wilks and answer questions about themselves.
Mr. Potratz announced that on Friday he will check and stamp Quotation/Commentary Sheets and that students need to have completed at least three of the seven sheets (not necessarily the first three) to receive full credit. All seven sheets are now available on the back table.
Students worked individually on their quotations and commentary.
We reviewed the extra-credit "Tolo" assignment and drew lessons from it for how to and how not to conduct internet searches for information.
Students produced concrete details from Chapters 26-28 of Huck Finn.
Mr. Potratz announced, explained, and with students' help modelled the Character Spotlight which we will undertake on Wednesday. Volunteers signed up to earn up to 15 points extra credit by impersonating Huck, Jim, the Duke, the Dauphin, and Mary Jane Wilks and answer questions about themselves.
Mr. Potratz announced that on Friday he will check and stamp Quotation/Commentary Sheets and that students need to have completed at least three of the seven sheets (not necessarily the first three) to receive full credit. All seven sheets are now available on the back table.
Students worked individually on their quotations and commentary.
Friday, March 13, 2009
Friday, March 13
Students took the second Huck Finn quiz and we graded it in class.
Afterwards, Mr. Potratz gave the entire class one extra point on the quiz for each mistake they could catch in his recitation of the original text (not the Duke's version) of Hamlet's "To be, or not to be" soliloquy.
Finally, students received a handout (see Documents page) with a revised schedule for the rest of the Huck Finn unit. Most notably, the due date for the essay is Thursday, April 2, not Friday, April 3, and the readings for next week are slowed down in light of the WASL.
HW due Monday/Tuesday:
Read Chapters 26-28. Compile quotations and commentary. Use your mornings Mon-Thurs to do so.
Thursday, March 12
Mr. Potratz was absent. Students watched the first 45 minutes of a PBS documentary on Mark Twain's life and took notes on it.
Students took the second Huck Finn quiz and we graded it in class.
Afterwards, Mr. Potratz gave the entire class one extra point on the quiz for each mistake they could catch in his recitation of the original text (not the Duke's version) of Hamlet's "To be, or not to be" soliloquy.
Finally, students received a handout (see Documents page) with a revised schedule for the rest of the Huck Finn unit. Most notably, the due date for the essay is Thursday, April 2, not Friday, April 3, and the readings for next week are slowed down in light of the WASL.
HW due Monday/Tuesday:
Read Chapters 26-28. Compile quotations and commentary. Use your mornings Mon-Thurs to do so.
Thursday, March 12
Mr. Potratz was absent. Students watched the first 45 minutes of a PBS documentary on Mark Twain's life and took notes on it.
Wednesday, March 11, 2009
Wednesday, March 11
Students supplied CD's from their reading, and then we read the idyll from the beginning of Chapter 19, the long prose poem about life on a raft. After that, we read together the introduction of the two scoundrels whom we come to know as the Duke and the King.
Reminder:
The quiz on Friday (covering Chapters 17-25) will require identification of passages from the novel.
Students supplied CD's from their reading, and then we read the idyll from the beginning of Chapter 19, the long prose poem about life on a raft. After that, we read together the introduction of the two scoundrels whom we come to know as the Duke and the King.
Reminder:
The quiz on Friday (covering Chapters 17-25) will require identification of passages from the novel.
Tuesday, March 10, 2009
Monday, March 9, 2009
Monday, March 9
Students supplied CDs from Chapters 18 & 19, and Mr. Potratz announced that due to today's shortened periods the schedule for the week would be pushed back one day, with the quiz on Friday rather than Thursday, Tuesday's assignment due Wednesday, etc. CD's Tuesday will be from Chapter 17 (XVII).
We began reading and discussing Chapter 17, and evaluating Huck's evaluation of the Grangerfords' house and culture.
Students supplied CDs from Chapters 18 & 19, and Mr. Potratz announced that due to today's shortened periods the schedule for the week would be pushed back one day, with the quiz on Friday rather than Thursday, Tuesday's assignment due Wednesday, etc. CD's Tuesday will be from Chapter 17 (XVII).
We began reading and discussing Chapter 17, and evaluating Huck's evaluation of the Grangerfords' house and culture.
Friday, March 6, 2009
Friday, March 6
The students received quotations/comments sheet #3, and were directed to the layout of essay handouts on the back table.
We examined Chapters 15 & 16 as a turning point in the novel on at least two levels.
(1)Huck & Jim's discovering that they have passed Cairo means that the original path of their journey has been diverted, and they are headed not to freedom for Jim but deeper into slave territory. This presented Twain with a dilemma, and he suspended work on the book for a considerable time.
(2) Huck's apology to Jim marks a transformation of their relationship which thrusts Huck into a dilemma of his own -- whether to do the right thing and turn Jim in, or to submit to the pull of friendship.
Extra Credit Opportunity:
Up to 10 pts. extra credit for answering the following questions about Tolo.
(1) What does the word mean?
(2) What language is it from?
(3) When and where was the first Tolo dance?
HW due Monday:
Read Chapters 17-19 and be working on quotations and commentary.
Class Monday will begin with CD's from the assigned chapters.
The students received quotations/comments sheet #3, and were directed to the layout of essay handouts on the back table.
We examined Chapters 15 & 16 as a turning point in the novel on at least two levels.
(1)Huck & Jim's discovering that they have passed Cairo means that the original path of their journey has been diverted, and they are headed not to freedom for Jim but deeper into slave territory. This presented Twain with a dilemma, and he suspended work on the book for a considerable time.
(2) Huck's apology to Jim marks a transformation of their relationship which thrusts Huck into a dilemma of his own -- whether to do the right thing and turn Jim in, or to submit to the pull of friendship.
Extra Credit Opportunity:
Up to 10 pts. extra credit for answering the following questions about Tolo.
(1) What does the word mean?
(2) What language is it from?
(3) When and where was the first Tolo dance?
HW due Monday:
Read Chapters 17-19 and be working on quotations and commentary.
Class Monday will begin with CD's from the assigned chapters.
Thursday, March 5, 2009
Thursday, March 5
Students took the first Huck Finn quiz (over Chapters 1-16), and we graded it together. We then discussed Chapters 14 & 15 (King Solomon & Huck fools Jim).
HW due Friday:
No specific assignment, but you should either be looking back and producing quotations and commentary or reading ahead.
Students took the first Huck Finn quiz (over Chapters 1-16), and we graded it together. We then discussed Chapters 14 & 15 (King Solomon & Huck fools Jim).
HW due Friday:
No specific assignment, but you should either be looking back and producing quotations and commentary or reading ahead.
Wednesday, March 4, 2009
Wednesday, March 4
Students recorded concrete details from Chapter XIII, Honest Loot From the Walter Scott, and we discussed the end of Chapter XII as well, comparing Huck's rationalizations of stealing watermelons with the scoundrels' rationalization of murder, and contrasting those rationalizations with Huck's attempt to save the murderers in Chapter XIII.
Next, students received handouts for the first step of the Huck Finn essay, including a sheet outlining the assignment and two notesheets for quotations and commentary from the first two stages of Huck's journey (Chapters 1-7 and Chapters 8-16). There were questions about the assignment, after which students began work on their quotations and commentary.
Quiz tomorrow over Chapters 1-16.
Students will be required to identify the context of selected quotations from the novel.
Students recorded concrete details from Chapter XIII, Honest Loot From the Walter Scott, and we discussed the end of Chapter XII as well, comparing Huck's rationalizations of stealing watermelons with the scoundrels' rationalization of murder, and contrasting those rationalizations with Huck's attempt to save the murderers in Chapter XIII.
Next, students received handouts for the first step of the Huck Finn essay, including a sheet outlining the assignment and two notesheets for quotations and commentary from the first two stages of Huck's journey (Chapters 1-7 and Chapters 8-16). There were questions about the assignment, after which students began work on their quotations and commentary.
Quiz tomorrow over Chapters 1-16.
Students will be required to identify the context of selected quotations from the novel.
Subscribe to:
Posts (Atom)