I would like you to have a separate notebook for this
class. I recommend that it be the type
that has multiple sections. I would also
like you to have a folder for English. You
will receive many handouts through the course of the year. You will want an easy method of filing and
locating these.
Thursday
(1/03/08)
I presented an overview of the semester
to students as to the content and direction of this course. I presented two pages of notes about the
development of drama.
Assignment: Read the preface to Antigone (p. 1018)
and develop a family tree for Antigone.
Friday
(1/04/08)
The family tree for Oedipus was
presented on the board. Students are
responsible to have this in their notes.
I presented the entire story of the events that occurred prior to the
opening scene of Antigone.
Assignment: From your class notes you are to write into
your English notebook the entire story of the events leading up to the opening
scene of Antigone.
Monday
(1/07/08)
I checked student summaries from
Friday’s lecture material. I presented a
Power Point slideshow about Antigone and Greek drama. Students may make copies of these notes if
they wish. I presented the five basic
themes that will be addressed in the drama.
Students were given a worksheet, which is due this Friday, on which they
will record quotations that identify the character traits of each character.
Assignment: Review your notes. Quiz tomorrow on the characters in Antigone
and the terms used in Greek drama.
Tuesday
(1/08/08)
Students listened to a professional
reading of Antigone. During this
time, each identified phrases that show character traits of the various
characters.
Assignment: Begin filling out your worksheet using those
phrases identified during the reading.
Study for the terms and who’s who quiz, postponed until Thursday.
Wednesday
(1/09/08)
Students completed a quiz covering
the terms used in Greek theatre and drama.
I paired students into study groups.
Each pair worked on a worksheet which sequenced the events of the first
part of Antigone.
Assignment: If you did not complete your worksheet during
class, complete it.
Thursday (1/10/08)
Students used their worksheets to
review the events of the first half of Antigone. These were graded and turned in. Students then listened to the professional
recording of the second half of Antigone. During this time each was marking phrases
that identified the character traits of the characters. This helped students understand the
importance and meaning of key lines in Antigone. We identified how of
much the thought that may be seen in this play applies to today.
Assignment: Complete your worksheet for the six major
characters listed on it as to the phrases you have found that demonstrate the
character traits of each.
Friday
(1/11/08)
Students reviewed, corrected and
turned in the quotations sheets which identify the character traits of each
character. Students completed a short
quiz on the characters in Antigone.
Assignment: Reread the second half of Antigone.
Monday
(1/14/08)
Students worked in pairs on a study
sheet for the second half of Antigone.
Assignment: Complete the worksheet.
Tuesday
(1/15/08)
Papers and worksheets were
returned. Part 2 worksheet was
corrected. Students reviewed the play
for themes and application to today’s society.
Assignment: Test tomorrow on Antigone.
Wednesday
(1/16/08)
Students completed a short multiple choice
and essay test on the contents and ideas in Antigone. No assignment this evening. Students are encouraged to use this time to
complete make-up work.
Thursday
(1/17/08)
Students read the Russian farce
drama by Chekov. Emphasis was placed on
identifying those elements that enable or promote the farce.
Assignment: Read pages 287 – 300. Write complete answers to questions 6, 7, and
9 on page 300.
Friday
(11/18/08)
Students discussed the storyline,
contents and applications of farce as demonstrated in The Bear. Students began work on a worksheet for The
Bear.
Assignment: Complete the worksheet. Review the story. There will be a quiz on the story and its
vocabulary either Tuesday or Wednesday.
Tuesday (1/22/08)
Students
reviewed The Bear. Students turned in
weekend homework. Students completed a
short quiz on The Bear and its vocabulary.
We discussed a few ideas for research and the upcoming paper.
Assignment: Determine a topic for your research.
Wednesday (1/23/08)
I
presented students with a three-page handout containing 118 possible topics for
the research paper. We discussed several
of these in class. Students identified
many topics that they felt strongly about and which side of the issue they
support.
Assignment: Select a topic that you and your partner
mutually agree to debate.
Thursday (1/24/08)
I
reviewed with students many idiomatic expressions and the intended
meaning.
Assignment: Read and study all idiomatic expressions (672
– 677). Preview the mixed pairs sections.
Friday (1/25/08)
Students
signed up with a partner for a research topic of their choice. We began the unit on mixed pairs. I explained various methods of remembering
problematic pairs.
Assignment: Study pages 678 – 685 and complete exercises
1 – 4.
Monday (1/28/08)
I
presented material to students on the proper use of who
vs. whom and lie vs. lay. I presented
notes on adjective and adverb clause recognition. We reviewed the correct answers for exercises
1 – 4.
Assignment: Students are to complete exercises 5 and 6 in
their usage packets.
Tuesday (1/22/08)
I
gave students three exercises for extended practice with clause identification,
who vs. whom, and lie vs. lay. We worked
the first five examples in each practice.
We corrected and reviewed the usage exercise 5 and 6. I presented notes on the rest of the usage
material in the packet.
Assignment: Exercises 7, 8, 9, and 10 in the packet.
Wednesday (1/30/08)
Periods
1 and 3 researched topics in the lab focusing on school databases. Other periods worked on usage and mixed
pairs. Friday will be a research day
after the usage test.
Assignment: Work on narrowing the topic and complete
exercises 7, 8, 9, and 10.
Thursday
(1/321/08)
Students reviewed the use of who and
whom, also lie and lay. We reviewed
clause identification and extended this into comma application and
labeling. I presented additional usage
notes about the following groups:
adverse/averse, canvas/canvass, disinterested/uninterested,
eminent/imminent, feint/feign/faint, and lose/loose. I distributed a practice pretest for student
practice and review.
Assignment: Study for the usage test. It will be either Friday or Monday.
Friday
(2/01/08)
I introduced students to a website
for guidance in several areas f or the research and writing of their
papers. Students worked in the lab
investigating this site and researching EBSCO, SIRS, and LRS for information in
their individual areas.
Assignment: Research these databases for an hour or more
and read articles. Prepare for the test
on usage and terms, which will be Monday.
Monday
(2/04/08)
No school – weather.
Tuesday
(2/05/08)
Students completed a test on
confusing words, their meanings and use.
I distributed a research paper overview for the first two sections of
the paper. Students worked in the lab
for the remainder of the class reviewing the writing of numbers and the
necessary elements for effective documentation of electronic documents.
Assignment: Study page 658 in your grammar packet and
complete the exercise to the right of this.
Wednesday
(2/06/08)
Students worked in the computer lab
researching articles for their position papers.
Students worked with electronic documentation and electronic note
taking.
Assignment: Bring to class 3 – 5 articles for use in your
paper. More than this will be helpful.
Thursday
(2/07/08)
I presented to students seven
methods to overcome writer’s block. I
distributed a handout with ideas to consider as to the problem and present
situation issues of this position paper.
Students read researched material and began writing the rough draft of
the position paper.
Assignment: Rough out your outline and complete writing
the rough draft of your position paper.
Friday
(2/08/08)
To see a sample research paper with
citation notes click on the following: http://www.dianahacker.com/resdoc/p04_c08_s5.html and then click on sample papers. To see samples of how to correctly document
any particular type of source whether electronic or hardcopy, click on the
following: http://www.dianahacker.com/resdoc/p04_c08_s2.html
Today, students worked in the
computer lab researching, reading, and writing.
The completed, rough draft is due Monday.
Assignment: Complete the handwritten rough draft of the position
paper, the outline and the works cited page.
Monday
(2/11/08)
Students worked in the lab typing
the position paper from the rough draft.
Assignment: Position paper in final form with the works
cited page and the outline.
Tuesday
(2/12/08)
Students placed all preliminary
writing and writing materials in their writing folders. Contents should include overview page,
outline, rough draft, typed rough draft including showing improvements, and
works cited page. Students proofread
each other’s papers.
Assignment: Revise and turn in your paper by 4:00
today. No assignment overnight. Bring your usage packet to class tomorrow.
Wednesday
(2/13/08)
Students reviewed the writing of
numbers. Students were divided into
groups. Students read, discussed and
highlighted material in the writing packet #590 – 597. In addition, students studied the use of
brackets (#644) and completed the accompanying exercise.
Assignment: Create 10 – 20 multiple choice questions for
the material studied. Do one or more for
#658, #644, #590, #591, #592, #593, #594, #595, #596, and #597. These questions are to be typed.
Thursday
(2/14/08)
Students worked in groups, as
assigned, reviewing comma rules # 608, #610, #612,
#614, and #616. Upon completion of the review
of each set of rules and examples, students completed exercises #609, #611,
#613, #615, and #617.
Assignment: Write one or two multiple choice questions
for each rule bank (608, 610, 612, 614, and 616).
Friday
(2/15/08)
No school – snow.
Monday
(2/18/08)
No school – snow.
Tuesday
(2/19/08)
Students worked on semicolon and
colon rules. Students completed
exercises #619 and # 621. Students
worked in small groups developing m/c questions reviewing these rules. I returned
papers and discussed improvements with students.
Assignment: Complete your questions.
Wednesday
(2/20/08)
Students turned in revised
papers. Students will have a test this
Friday on punctuation (commas, colons, semicolons, brackets) and numbers. Students worked in the lab on completing
their 17 – 34 questions over punctuation and writing techniques.
Assignment: Bring to class one copy of your
questions. Be certain you know the
correct answers and can prove you are right.
Finish all exercises in the packet that have been assigned. Bring a copy of your position paper to class
to give to your partner.
Thursday
(2/21/08)
We corrected comma exercises and
reviewed all rules in class. We did the
same for semicolons, colons, brackets, and the use of numbers in writing. Students exchanged practice questions and
completed these. Students gave a copy of
their position paper to their partner.
Assignment: Test tomorrow. Study.
Friday
(2/22/08)
Students completed a test on commas, colons, brackets, numbers, and
semicolons. Students worked in the computer lab researching material for
their rebuttal papers.
Tuesday
(2/26/08)
I presented to students seven areas
to address in the upcoming paper which develops the ideas of the previous
paper. These are: 1) challenge assumptions, 2) challenge claims, 3) question evidence, 4) address areas of disagreement, 5) present new arguments, 6) extend on old arguments, and 7) present new evidence, facts,
quotations, statistics. The new due date
for this paper is next Wednesday.
Students worked in the lab researching articles.
Assignment: Continue your research at home.
Wednesday
(2/27/08)
Students received a study guide for questions
to consider for the refutation of their opponent’s arguments. Students are to attach to this paper the
complete works cited page. Students
worked in the lab analyzing the opponent’s paper for weaknesses and arguments
to attack. Students researched
additional information to enlarge and enhance the arguments of that support the
argument in their paper.
Assignment: Bring to class articles to either read or
work with in the writing of the draft of this paper.
Thursday
(2/28/08)
Students used today to read articles
found during yesterday’s research. I
advised students to first reread their position papers, then reread their
opponent’s paper, then follow this with a reread of articles they used in the
first paper to see whether or not additional information is therein to expand
and support their arguments, and finally, to read those articles found
yesterday, or not yet read, for additional support and arguments for the final
paper.
Assignment: Complete all reading of all research
materials. Make a rough, preliminary
outline of the intended content of the final paper.
Friday
(2/29/08)
Students registered for next year’s
classes. If you are absent today, you
must register in the office upon your return.
We discussed the following in class concerning the rough draft of this
paper. What should this paper
accomplish? First, it should answer all
arguments logically and with evidence.
Second, it should extend on your position and your justification for
it. Third, your documentation should now
be of multiple sources for support. This
shows you use of research. Fourth, the paper should arrive at a logical
conclusion. If you want to include a
chart, cartoon, graph, be certain to look at the sample paper as reference on
how to do this and how to document it correctly. This handwritten, rough draft is due next
Tuesday. You may find that writing this
paper in first or second person will make the job easier. We will convert to third person for the final
typed paper.
Assignment: Write as much of your rough draft as you can
get done.
Monday
(3/03/08)
Today was a shortened day because of
ITED testing.
We covered the 20% rule for quoted material in a research paper. I read
Assignment: Bring to class tomorrow the completed,
handwritten rough draft of the second paper.
Tuesday
(3/04/08)
Students presented their handwritten
rough drafts of the second paper to me for confirmation and approval. Students then proceeded to the lab to revise
and type the rough draft. Points to keep
in mind as you revise are objectivity of tone (third person rather than first
or second), proper citation of evidence to support any claim or rebuttal
argument, complete a works cited page which includes all sources cited in both
papers to this point, use transition words and phrases to connect your ideas,
and arrive at a logical conclusion.
Assignment: Type your paper. We will peer edit, revise and retype
tomorrow. The paper is due by 3:30
tomorrow.
Wednesday
(3/05/08)
Students typed, peer-edited, and proofread
papers in preparation of turning them in for evaluation.
Thursday
(3/06/08)
Students read and discussed the
rules in their packets for apostrophes, quotations, italics, and
parentheses. This covers #629 – 639.
Assignment: Complete the practice exercises in your
packet for apostrophes, quotations, italics, and parentheses.
Friday
(3/07/08)
We reviewed the more complex
application of the apostrophe and of commas with quotations. We corrected the accompanying exercise for each punctuation set.
No homework for the weekend.
Monday
(3/10/08)
I returned essays and visited with
individual students about their paper.
Students read “The Californian’s Tale” (pp.303 – 314) in class and
completed the following analysis:
A.
Characters involved with brief description
B.
Setting and plot
C.
Rising action and climax
D.
Point of view and its significance
E.
Conflict and theme
F.
Other identifiable elements such as foreshadowing, flashback, allusion, connotation, humor, or irony.
Assignment: Read “Brigid” (pp. 316 – 369) and complete
the above analysis notes.
Tuesday
(3/11/08)
I discussed writing issues with
individual students as I returned papers.
Students read “Lalla” (pp. 329 – 345) in class
and completed the a – f analysis points. These are on the board in my room and listed
above with yesterday’s comments.
Assignment: Read “From Love and Marriage” (pp.357 – 363)
and complete the a – f analysis points.
Wednesday
(3/12/08)
We reviewed the first four readings
as to theme and application to today’s society.
I checked student’s notes on “Lalla” and “Love
and Marriage.” I previewed “The Pit and
the Pendulum.” Students had class time
to read and take notes.
Assignment: Complete reading “The Pit and the Pendulum.” Complete a list of words used in this story
that you do not know. Complete the a – f analysis of the story.
Thursday
(3/13/08)
I distributed to students a review
worksheet for the stories read in this unit.
During class we reviewed each story touching on the elements of the
review sheet and more.
Assignment: Test tomorrow on these readings and their
vocabulary.
Monday
(3/24/08)
I presented preliminary notes on Wm.
Shakespeare. Each student was given a
copy of Hamlet and other related stories.
Students viewed part of a video on Shakespeare’s life and times.
Assignment: Review your notes. Read the critical essay by David Bevington which begins on page 297.
Tuesday
(3/25/08)
I presented definitions for words
used in the essay by Bevington. This initiated some discussion of the essay.
Students viewed the remaining segment of the video on Shakespeare’s life and
times. Students were to take notes while
viewing. I began a review of key notes
from the video.
Assignment: Begin reading Act I. Familiarize yourself with the characters.
Wednesday
(3/26/08)
I presented three pages of notes on
Shakespeare’s life, the Globe, and the Elizabethan times. Students began signing up for characters that
they will represent during the reading and viewing of the play. Each student is to bring to class at least
one prop to represent his or her character.
Assignment: Finish reading Act I. Take notes.
Thursday
(3/27/08)
I distributed a four page handout of
important quotations to students with directions. This is not due until next Tuesday, April
1. Students signed up for character
parts for the play. Each is to have a
name tag and a prop for tomorrow. We
discussed setting, exposition, and costuming as presented by different
dramatists. We read scene 1 and part of scene 2.
Assignment: Finish reading Act I if not yet
finished. Take notes. Begin working on your packet.
Friday
(3/28/08)
Students will view Act I of the
Kenneth Branagh enactment of Hamlet.
Notes on the board are to be copied into notebooks.
Assignment: Students are to complete the packet of
quotations for Act I.
Monday
(3/31/08)
Students worked in pairs to
conference and complete the language and quotation worksheet for Act I of Hamlet.
Assignment: Students will complete the Act I quotation
packet assigned on Thursday.
Tuesday
(4/01/08)
I presented notes outlining the
relationships in Hamlet. I
reviewed the events of Act I. I
presented the accurate interpretations of the quotations in the packet for Act
I. Students took notes and were
requested to ask questions any time my explanation was not clear or they wanted
more clarification.
Assignment: Quiz over Act I tomorrow.
Wednesday
(4/02/08)
We reviewed all of Act I. We identified and translated to today’s
language many more of the key quotations in Act I. Students completed a practice quiz in
class. We reviewed characters, their
relationships, and the sequence of events in Act I.
Assignment: Read Act II.
Study for the test on Act I which will be Friday.
Thursday
(4/03/08)
I distributed two worksheets for Act
II. The first covers the six major
points of the act. The second requires
reflection upon the ideas and comments within the act. We read scene 1 and part of scene 2 in class.
Assignment: Complete reading Act II if you did not get
this accomplished last night. Complete
the six-question worksheet. Study for
your test on Act I. Act I test tomorrow.
Friday
(4/04/08)
Students completed the test on Act
I. Three extra credit projects are
available: design a quilt, build a
Globe, or memorize “To be or not to be...”
Assignment: Work on your extra credit project and your
quotations for Act II.
Monday
(4/7/08)
I presented notes and explanation
for Act II.
Assignment: Complete the quotation worksheet for Act II.
Tuesday
(4/08/08)
I distributed materials to cover Act
III to band members and others missing the rest of the week. I previewed the reflective questions for Act
II. We had a short question and answer
period over the material presented in Act II.
Students viewed part of the video covering Act II.
Assignment: Work on the reflective questions for Act II.
Wednesday
(4/09/08)
Students viewed the remaining
segment of Act II. Students worked in pairs to complete the remaining
reflective questions on the handout for Act II.
We discussed answers and conclusions for these questions. I distributed
a review worksheet for Act II.
Assignment: Complete the review worksheet. Study for the Act II test which is tomorrow.
Friday
(4/11/08)
We read parts of scenes 1, 2, and 3
of Act III. I presented notes and
explanations along with emphasizing major elements of the material.
Assignment: Finish reading Act III. Complete the packet for Act III.
Monday
(4/14/08)
I completed notes on all of Act
III. We addressed themes, plot, and
character development, along with important lines.
Assignment: Complete the quotation exercise in the Act
III packet.
Tuesday
(4/15/08)
Students viewed the first segment of
the Act III video for Hamlet. I
presented three more extra credit projects in conjunction with Hamlet.
Assignment: Complete the quotations in the Act III
packet.
Wednesday
(4/16/08)
Students viewed the last segment of
the Act III video. Students worked in
groups of two’s and three’s to identify examples of assigned themes. Each group reported to the class with its
findings. I worked with students to
rephrase any quotations from Act III from their packets that they found
confusing. I emphasized to students that
tomorrow’s test will contain questions from Acts I, II, and III.
Assignment: Study for your test.
Thursday
(4/16/08)
Students completed a test on Act III
of Hamlet. We read together scenes `1,
2, and 3 of Act IV.
Assignment: Work on your extra credit project. No other assignment tonight. I have discussed six possible extra credit
projects with students. The first is the memorization and subsequent
recitation of Hamlet’s “To be or not to be” speech. The second is the
building of a scale model of the Globe. A little research on the Internet
will yield specifics as to size, shape, and design. Students may use any
material to as building material. The third is the designing of a quilt
with 36 squares. Each block must contain a picture, description and
dialogue or quotation. Students again may use any material. The
quilt may be of any material. The size is generally 6” X 6’. This
is a general guideline rather than a specific measurement. Often students
use squares of construction paper. All blocks must be tied together to
produce a quilt effect for a wall hanging. The fourth is to create a
comic book version of Hamlet. Students may create a scene, act, or multiple
acts. A great deal of creativity is involved in this. The fifth
project is to modernize and video record a scene or act of Hamlet. In
this project students modernize the language along with the setting.
Knowledge of technical editing is valuable. The last project appeals
to those with musical talent. This project is to set Hamlet to music, set
a soliloquy to music, or to write a song that would apply to a character.
Each of these projects is different to hopefully appeal to students of
different talents. They are all extra credit. Each applies to our
curriculum. Each will enhance the knowledge of the student in the area of
study. Each is for extra credit and not required. Students may do
more than one project as long as one project is completed and presented before
another is attempted. No extra credit is accepted after students take the
Act V test. No definite date is set for this test. I project May 1st
for this test.
Friday (4/17/08)
We
read the remainder of Act IV. Students
volunteered to read as characters. We
discussed some of the interpretation. I
offered one more extra credit project.
This is to create a game for the play.
Maybe it could be titled: Last
Man Standing. Develop the rules to the
game. Identify the goal or what will
specify a player as the winner. This
could be an electronic game or a board game.
Determine the size of the game, its shape (maybe a castle or a country),
the pitfalls, tricks, or penalties. You
could develop cards that are drawn upon chance or penalty. How many players will you allow? Will there be multiple levels or multiple
locations to advance to? Must players have to be able to answer questions to
advance extra spaces? Have fun. Make it complex. Up to 50 points for this
project.
Assignment: Reread Act IV. Pay special attention to the explanatory
notes on the left. There will be an
in-class worksheet on Monday.
Monday
(4/21/08)
Students worked on a 54 question
worksheet which reviewed the contents of Act IV. This was during class with notes taken while
reading and the book.
No assignment.
Tuesday
(4/22/08)
I returned the corrected worksheets to students with identified errors. While viewing the video of Act IV students attempted to identify the correct answer to any errors from yesterday or blank answers. Worksheets were turned in at the end of the period for cor