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.
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.
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