Assignment: Eng10 Comp: Read Poems Date:Fri, Nov 17, 2006
English11 American LitReview learner blogs: you should have posted a 1 paragraph response to the first chapter of A Separate Peace on your blog.
Go to computer lab.
1. Check your school email.
2. Log onto your blog, copy the url, then email me the url [mumphrey@polson.k12.mt.us] so I can subscribe to the RSS feed from it. This will put your posts automatically on the student wiki.
3. Go to Mosaic. Read all your classmate’s poems. Comment on at least three of them. Be specific. Tell 2 things that you think “work” well and 2 things that don’t work. Try to hear the poem in your mind as you read it so you can comment on the music of the language. Does the sound echo the sense? Does the rhythm fit the mood? Are things clear and evocative?
Assignment: Eng11: Responding to Longfellow Date:Thu, Nov 16, 2006
English10 CompositionIn class: Do this writing assignment by the end of the period.
Tomorrow you will be asked to write from memory “A Psalm about Life.”
Assignment: Eng10 Comp: “Where I’m From” Date:Thu, Nov 16, 2006
English 10 Speech & Media“Where I’m From” poems due at beginning of the period, posted on Mosaic.
Hand out three of them and have students read them.
Hand in Composition: Models and Exercises books
Hand out A Separate Peace. Read p. 1-13 for Friday. Post a one-paragraph response to the chapter on your new blog.
Here are directions for creating a blog.
Assignment: Eng10 Media: Reflecting on Casablanca Date:Thu, Nov 16, 2006
English11 American LitUsing the notes you took during the movie, use the same outline form we used for persuasive speeches to outline an argument about one of the symbols, themes or motifs in the film.
First, state your main idea: “the spotlight in the film represents the totalitarian intrusion of Nazism into all aspects of the character’s life.”
Then, give three illustrations that support your idea:
1. The first time we see Rick’s casino, a spotlight sweeps across it, suggesting that even this oasis of warmth cannot really offer any escape from the police state that is closing in on Casablanca.
2. Right after the scenes of Rick and Ilsa in Paris, the camera cuts to a shot of the tower where the spotlight is housed, forcefully reminding us that we are no longer in a world where love is safe.
3. When Ilsa leave Rick’s apartment after they “make up,” she sits outside his casino. Rick has the waiter give her a ride home. The spotlight sweeps over her as she sits, reinforcing how dangerous the city has become and how vulnerable she is.
Then, offer a conclusion: Each time the plot makes a major advance forward, we are shown a scene where the spotlight sweeps over everything, reminding us that the characters’ fates are under the influence of an impersonal and hostile enemy that seems far more powerful than any of them are.
Assignment: Eng11: Work on Longfellow Reports Date:Wed, Nov 15, 2006
English 10 Speech & MediaGroup work on Longfellow Reports:
1. Read the poem aloud
2. Paraphrase the poem
3. Offer an interpretation. A thesis and three supporting reasons you think your thesis is true. What does it mean? What is good? What is weak? How are sounds used? Why is the imagery chosen and how effective is it? You might refer to one of the three themes we are focusing on in Longfellow: traditional form, orthodox belief, or patriotism.
4. Read the poem aloud again.You will have one class period to prepare this report. It should be 5 minutes long (not counting the time it takes to read the poem twice). Everyone on your team should be given a speaking role in the presentation.
Assignment: Eng10 Media: Casablanca, Act III Date:Wed, Nov 15, 2006
English 10 Speech & MediaWatch the conclusion of the film Casablanca
Assignment: Eng10 Media: Casablanca, Act II Date:Tue, Nov 14, 2006
English11 American LitWatch Act II of Casablanca.
Consider these questions.If you were absent during the viewing of Act I, read the first 40 pages of the script.
Assignment: Eng11: Reports on Longfellow Date:Tue, Nov 14, 2006
English11 American Lit1. Visit blogs online. Get passwords.
2. Get in groups, based on poems you want to interpret.Work in groups. Each group should do a presentation of one poem. First, agree on a paraphrase of the poem. Don’t make it so brief everything important is left out. Next, work on an interpretation. Decide on what you want to say about the poem, focusing on one aspect of technique or meaning. Give your thesis and three supporting reasons. Quote from the poem to illustrate your point.
Report on poem:
1. Read the poem aloud. Read it repeatedly until you are confident you can paraphrase it accurately.
2. List questions that you have about the poem. Figure out an answer to your questions. Develop a thesis and three supporting reasons you think your thesis is true. These are the sorts of questions you may have: What does it mean? What is good? What is weak? How are sounds used? Why is the imagery chosen and how effective is it? You might refer to one of the three themes we are focusing on in Longfellow: traditional form, orthodox belief, or patriotism. Print out and read Poetry Interpretation for Dummies.
3. Turn your reading of the poem into a powerpoint.
4. Present your powerpoint to the class: read the poem aloud, do the powerpoint, read the poem aloud again.
5. We will convert the powerpoints to flash slideshows and post them on the class wiki.You will have one class period to prepare this report. It should be 5 minutes long (not counting the time it takes to read the poem twice). Everyone on your team should be given a speaking role in the presentation.
You may choose one these poems:
“The Children’s Hour,” “The Day is Done,” “The Village Blacksmith,” “Nature,” “A Psalm of Life,” “The Tide Rises, the Tide Falls,” or “The Witnesses.”If you miss class during the preparation or the presentation, you can make up the grade by turning in a 500 word, 5-paragraph essay interpreting the poem your group chose. This is due the day after you return or the day your group presents, whichever comes latest. The grade will be lowered one letter grade for each day it is late.
Assignment: Eng11: Longfellow Date:Mon, Nov 13, 2006
English10 CompositionIn class: Poetry Interpretation for Dummies
Discuss Writing About Poetry. Working in groups, you will create a powerpoint interpreting one of Longfellow’s poems.
We will use Longfellow as representative of the literary period from the American Revolution to the transcendentalists (circa 1840).
Read “A Psalm of Life” and discuss it in terms of (a) traditional form (b) religious orthodoxy and (c) patriotic mythmaking.
We will use these 15 poems. This is a printer-friendly copy of the poem.
To read the poems with notes online, you can also go here for a list of links to individual poems.
Introduce Poetry_meters.pdf" title="Poetry Meters">Poetry Meters
Assignment: Eng10 Comp: Intro to Career Planning Date:Mon, Nov 13, 2006
English 10 Speech & MediaMs. Jones will provide an introduction to the career planning process and SAILS at Polson High School.
Assignment: Eng10 Media: Casablanca, Act I Date:Mon, Nov 13, 2006
English11 American LitIntroduce basic concepts of filmmaking. Discuss key questions we will consider. As you watch, make notes to prepare for doing a final project teaching how one of these themes, symbols, or motifs is used in the film: the idea of neutrality, the experience of travel and exile, the inescapablity of the past, the role of luck in our lives, the dream of America, the spotlight or the piano. You may also suggest a different theme or symbol or motif.
During the film, take notes on motifs and symbols using this form.
Assignment: Eng11: Read Emerson Date:Fri, Nov 10, 2006
English11 American LitIn class: read aloud “from Nature” p. 219-222. In your notes, work on finding quotes that state the main idea, and paraphrasing quotes that seem confusing.
Homework: read “from Self Reliance” p. 224-227. Write a one-paragraph summary of his main idea.
Assignment: Eng11: Recite memorized poem Date:Thu, Nov 09, 2006
English11 American LitRecite a Longfellow poem from memory. You may memorize any of the 15 poems covered in class, or choose a different one if you give a copy to the teacher and get approval in advance.
Here are the 15 poems we will concentrate on.
Assignment: Eng11: Read Longfellow 3 Date:Wed, Nov 08, 2006
English11 American LitRead and discuss the poetry of Henry Wadsworth Longfellow
Here are the 15 poems we will concentrate on.
Assignment: Eng11: Read Longfellow 2 Date:Tue, Nov 07, 2006
English10 CompositionRead and discuss the poetry of Henry Wadsworth Longfellow
Here are the 15 poems we will concentrate on.
Assignment: Eng 10 Comp: Selecting Details Date:Tue, Nov 07, 2006
English10 CompositionRead pages 47-51. Do the assignment on page 51. Your paragraph should be at least 140 words long. Post it on Mosaic.
No email style writing. Use proper capitalization and punctuation, including apostrophes.
Papers one day late will have the grade lowered one letter grade. Papers two days or more late will not be accepted.
Assignment: Eng10 Comp: Description Date:Mon, Nov 06, 2006
English11 American LitRead pages 43-46. Do the assignment on page 46. Your paragraph should be at least 140 words long. Post it on Mosaic.
No email style writing. Use proper capitalization and punctuation, including apostrophes.
Papers one day late will have the grade lowered one letter grade. Papers two days or more late will not be accepted.
Assignment: Eng11: Intro to Longfellow Date:Mon, Nov 06, 2006
English 10 Speech & MediaEnglish10 CompositionEnglish11 American LitPoetry was an important literary form during the 19th Century. We will look in depth at the poetry of Henry Wadsworth Longfellow. The fact that he was vastly popular--probably the most popular poet in American history--means that we can learn much about people at that time if we can understand the appeal of his poems.
We will read each poem aloud in class. First reading: gather the sense and form questions. Second reading: analyze, examine. Third reading: put together and enjoy.
Here are the 15 poems we will concentrate on.
Critical thinking--The text p. 175) says this about Longfellow; “. . .his tendency to leave these values unexamined led to poetry that often offered easy comfort at the expense of illumination.” Can you find similar comments in the introduction to William Cullen Bryant? What do such comments tell you about the author(s) of the textbook?
Complete this e-sheet on Longfellow: Longfellow-e-sheet.doc
Assignment: Book Reports Due Date:Mon, Nov 06, 2006
English 10 Speech & MediaEnglish10 CompositionEnglish11 American LitForm for final book reports
Assignment: Finish Book Reports Date:Mon, Nov 06, 2006
English 10 Speech & MediaPeriod 1
Libby
Alec
Travis
Ky
Kennley
Colton
Alex
Recep
BryanPeriod 2
Johnnie
Period 4
Callie
Lindsey G
Bryan H
Jeff
Marissa
Emily
Alysia
James
LoganPeriod 5
Chris
Josef
Ellie
Cali
Steven
Elizabeth
Ashley
Assignment: Eng10 Speech: Present persuasive speeches Date:Mon, Nov 06, 2006
English 10 Speech & MediaPresent persuasive speeches in class. They will be evaulatued using this rubric.
Assignment: Eng10 Speech: Work on independent reading Date:Fri, Nov 03, 2006
English10 CompositionYou will have time to read your novels for book reports.
These people will present book reports:
Libby D Chance
Alec F Jessica
Travis H Marcela
Yvonne L Tina
Katie O
Shawn O
Ky S
Kennley V
Colton W
Alex W
Recep
Yazzie
Assignment: Eng10 Comp: Coherence Date:Thu, Nov 02, 2006
English11 American LitRead pages 36-40. Do the assignment on page 40. Your paragraph should be at least 140 words long.
No email style writing. Use proper capitalization and punctuation, including apostrophes.
Assignment: Eng11: Test over America in 1800 - 1860 Date:Thu, Nov 02, 2006
English 10 Speech & MediaIn class: This will be an open note test covering the text book introduction to Romanticism (pages 138 - 150) and the in-class presentations. If you miss the presentations, you can research the topics independently online.
Homework: Read the introduction to Henry Wadworth Longfellow, p. 175
Assignment: Eng10 Speech: Complete text of speech Date:Thu, Nov 02, 2006
Show me complete text of the speech today or tomorrow.