English 1

Today in class, students finished up with the peer teaching poems activity that we started last class. We then read and discussed three fantastic famous poems: "The Road Not Taken" by Robert Frost, "Harlem" by Langston Hughes, and "I Walked a Mile" by Robert Browning Hamilton. Students in 8th block turned in their novel of choice projects and gave book talks, and 5th block had a few extra minutes to work on their novel projects.

Homework

• Study your poetry terms
• Finish writing your imitation poem
• 8th block -- be ready for the final
• 5th block -- finish your novel of choice projects

English 1

Today in class, students spent the first 20 minutes reading their choice novels and working on their projects that are due this week (next class for 8th block, Friday for 5th block). Then, students took on the teacher role as they prepared group presentations of poems and then taught their poems to the rest of the class.

Homework

• Read your choice novel and work on your project

English 1

Today in class, students read their choice novels and then read three poems that all feature birds as symbols of hope and/or freedom: "'Hope' is the Thing with Feathers" by Emily Dickinson, "Sympathy" by Paul Lawrence Dunbar, and "I Know Why the Caged Bird Sings" by Maya Angelou. To end class, students answered questions about and discussed the poems, and they drew a picture of the images the poems evoked for them.

Homework

• Finish your bird drawings

English 1

Today in class, students read their choice novels for 20 minutes. Next we talked about Shakespeare's poetry, and read a few of his most famous: "Seven Ages of Man", "Sonnet 18", and "Sonnet 130". We discussed the conventions of a sonnet, and talked about the two "categories" that into which Shakespeare's sonnets can be divided. Sonnet 18 is a "fair youth" sonnet while Sonnet 130 is a "dark lady" sonnet. Students also worked on learning to annotate poems, and for homework, they are also challenged with creating their own sonnet, making sure to follow all of the conventions we talked about in class.

Homework

• Finish writing your sonnet. Remember that sonnets must:

- Be 14 lines long

-Have 10 syllables per line (following iambic pentameter)

-Follow the idea of 3 quatrains and an ending couplet

-Follow the rhyme scheme abab cdcd efef gg

-Be about love

English 1

Today in class, students received training on the 6-traits of writing using various scoring guides and and sample papers. Students learned how to recognize each of the 6 traits in others writing with peer grading, and they also learned how to improve traits individually in their own writing.

Homework

• Make changes to your narratives according to the suggestions from your peer graders

English 2

Today students started class by reading from their choice novels. Next, we went over the analysis of Cassius's persuasion in his speeches in Act One Scene 2 of Julius Caesar. To end class, students recapped Act One Scene 3 of the play and began reading Act Two.

Homework

• Bring your choice novels to class
• Keep up with your Quote Notes and Study Questions for Julius Caesar. You should be finished with Act One quotes and questions

English 1

Today in class, students went to the computer lab to begin typing their personal narratives. On the computers, they learned how to properly format their papers in MLA style, and they also learned how to correctly format dialogue in their narratives. Next they came back to class and students who needed to retake their parts of speech quiz got their second chance to do so before reading from their choice novels. To end class, students learned about the importance of powerful verbs in their writing through a demonstration by one of their classmates.

Homework

• Get rid of boring verbs and "be" verbs in your narratives, and replace them with powerful verbs
• Be good for your substitute on Friday!

English 2

Today in class, students read their choice novels for 20 minutes, and then continued to read Act One of Julius Caesar. In scene 2 we saw just how sneaky, manipulative, and persuasive Cassius can be. Next class, students will learn about persuasive appeals and fallacies and use the new information to analyze the quality of Cassius's persuasive speeches.

Homework

• Bring your novels to class

English 1

Today in class, students read for 20 minutes from their novels of choice. Afterward, we finished discussing the narrative poem we read last class, called "Autumnal Equinox", and we also read another catalog poem called "Daily". With both poems, we discussed the importance of imagery in writing, both in poetry and in the narratives the students are currently working on. To end class, students completed a dialogue activity for which they created a conversation between a horse and a bear who met on a deserted country road. Students learned two important rules for dialogue and practiced formatting it correctly in their writing.

Homework

• Add dialogue to your narrative

English 2

Today students read and journaled on their choice novels to start class. They were then introduced to the main characters of Julius Caesar using some silly props and costumes (ever seen Groucho Marx glasses and pom-poms in the same play?). After the introductions, we began reading Act One of the play aloud in class. Next class we will finish Act One and begin talking about persuasive.

Homework

• NONE

English 1

Today in class, students took their Parts of Speech Quiz and then learned that they will have to keep retaking it until they get an 80% or better since parts of speech are a very basic, very important part of grammar. Next, they began writing their first major writing assignment of the year, the personal narrative. After spending some time brainstorming and writing, students were also introduced to our Poetry Unit by reading a poem called "Autumnal Equinox". Students began discussing the similarities that the poem and To Kill a Mockingbird share, especially in the theme.

Homework

• Finish writing the rough draft of your personal narrative

English 2

Today in class, students read for their novels of choice for 20 minutes. Next they prepared to begin reading Julius Caesar by brushing up on their knowledge of Shakespeare, Elizabethan England, and the Roman Republic by reading a little, taking notes, and watching a couple short videos. To end class, students also pondered some important situations and questions that they will encounter while reading the play.

Homework

• Remember to bring your choice novels to class

English 1

Today in class, students learned about the Novel of Choice Project they will be working on for the rest of the semester, and they went to the library to choose their novel. To finish class, they reviewed their parts of speech by playing mad libs in groups. Next class, they will take their parts of speech quiz and begin their personal narratives.

Homework

• Study for Parts of Speech Quiz

English 2

Today in class, students finished presenting the last few digital stories. Next they learned about the Novel of Choice Unit they would be working on until the end of the semester. Classes went to the library to choose books, and read silently when they brought their books back to class. Next class, students will be beginning Julius Caesar.

Homework

• Remember to bring your choice novels to class!

English 2

Today in class, students presented their digital stories to their peers and me. Each student also engaged in an activity called PQP (praise, question, polish) in order to give the presenters constructive feedback on their work. Next class we will finish up the last few presentations, go to the library to check out books, and begin our personal choice book project that will last until the end of the semester.

Homework

• None, so long as your digital story has already been completed

English 1

Today in class, students finished filling out their character blocks for all main characters in To Kill a Mockingbird. After recording all these character traits, students played 2 rounds of Mockingbird Review Jeopardy to help prepare them for their test on Thursday.

Homework

• Study for your Mockingbird test on Thursday
• Finish typing/creating on the computer your newspaper pieces -- they are due Thursday

English 2

Today in class, students wrote about their best or worst birthday experience before reading "Eleven", a Sandra Cisneros story about the unfortunate birthday experience of a girl named Rachel. After reading the story, students took their end of unit "test" in the form of a creative writing piece connecting "Eleven" with other short stories we read in class and using vocabulary words that went with the stories. To end class, a few students presented their digital narratives to their classmates. Next class, we will continue with digital narrative presentations.

Homework

• Finish your letter or short story RAFT
• Make sure your digital narrative is perfect for class on Wednesday

English 1

Today students spent the class period in the library computer lab typing their Mockingbird newspaper pieces and compiling them into a Microsoft Publisher newsletter template. Because of problems we had with saving and transferring documents from one computer to another today, the newspapers will be due on Thursday next week (instead of Tuesday) so that students have 2 ANP periods to work with their groups. Students who were absent at all this week will just complete their four newspaper piece requirements on their own, and turn them in independent of a group.

Homework

• Remember to work in ANP on your newspapers!
• HAVE A SAFE AND FUN HALLOWEEN!

English 2

Today students spent the class period in the library computer lab finishing up their digital narratives. Many students were able to get their narration recorded using the microphones. Those who didn't get that far can get green computer passes from me for ANP tomorrow, or they can stay after school in the library tomorrow to use the microphones and record their voices. Either way, the digital stories are due Monday when we will hopefully have time to begin presenting them to the rest of the class.

Homework

• Finish digital stories

English 1

Today in class, after students took their quiz over chapters 27 & 28, our reading of To Kill a Mockingbird sadly came to a close as we finished the novel. Students finally got to meet Boo Radley along with Scout, and order has been restored once again to Maycomb. After finishing the book, students got into their Mockingbird Newspaper groups to revise and edit the two pieces each person completed for homework, and finalize plans for the last two newspaper pieces each person is creating tonight for homework. On Friday, students will spend the class period in the library computer lab compiling their efforts into their group issues of the Maycomb newspaper.

Homework

• Create your last 2 pieces for the newspaper for Friday

English 2

Yesterday in class, students went to the library computer lab to begin creating their digital narratives. Those students who had not yet completed their storyboards (slackers!) sat at the library tables to finish them while students who did their homework worked on formatting their stories in PowerPoint. Next class, we will be in the library again, this time to record narration and insert music files to complete the stories.

Homework

• Bring your music files and digital pictures if you didn't do so for last class -- save them on a flash drive, CD, or some other external storage device. Also, if you want to use www.blabberize.com, you need to do it at home and save your blabberize file to your external storage device and bring it to school (the IT department is refusing to unblock blabberize, of course).

English 1

Today in class, students took a reading check quiz over chapters 19, 20, and 21 of To Kill a Mockingbird. After the quiz, we viewed the second half of the trial scene of the TKAM film. Students discussed the differences between the book and the film and also discussed the themes and characterization that are presented throughout the trial. After discussing the trial, students read chapter 22 of the novel. To end class, students thought about whether or not Mayella Ewell should be considered a third mockingbird in the novel. They began outlining their argument for or against this idea on a persuasion map.

Homework

• Read chapters 23, 24, 25
• Finish writing paragraph on the back of persuasion map handout

English 2

Today in class, students finished watching Freedom Writers. After the film, students discussed the reasons why people write down their life experiences and the benefits of doing so. Students learned, after reading several personal narrative stories in our short stories unit and writing their own personal narratives, that writing can be used as a means of catharsis, that it can help people achieve validation in their lives, and it is a great tool for reflecting on the past. After the discussion, students read "The First Day" , a story by Edward P. Jones in which a woman recalls she and her mother's jouney and changing relationship on her first day of school. To end class, students began an activity that will help them add strong action verbs, verbal phrases, and figurative language to their writing in order to make it more descriptive and powerful. Fourth block, we will do this verbs and verbals activity next class since we ran out of time today.

Homework

• Finish verbs and verbals practice sheet after reading the handout from class.
• Add 2 verbal phrases & 1 simile or metaphor to your narrative. Change half of your "be" verbs to action verbs.

English 1

Today in class, students took a reading check quiz over chapters 15 and 16 of To Kill a Mockingbird. Next, we read chapters 17 and 18, which begin the all-important trial scene in the novel. After reading, students watched the first half of the trial scene of the TKAM film. In addition to the character blocks they completed for homework, students also created character blocks for Mayella and Bob Ewell, both of whom we get to know much better during the trial.

Homework

• Read chapters 19, 20, and 21

English 1

Today in class, students took a reading check quiz over chapters 9 and 10 of To Kill a Mockingbird.

After discussing the chapters they read for homework, we read together chapter 11, during which we encountered one of the most important ideas of the book: courage. Finishing chapter 11 brought us to the end of Part One of the novel. Part Two of the book promises to bring even more exciting events in Maycomb.

To finish class, 8th block began their nursery rhyme assignment, while 5th block, who is a little ahead of the game, presented the new nursery rhymes they created in the same parts of speech pattern as the original one they were assigned.

Homework

Read chapters 12 & 13 (no Thick and Thins this time)

8th block - finish nursery rhyme assignment

English 1

Today in class, students took their reading check quiz over chapters 2, 3, and 4 of To Kill a Mockingbird. They also turned in their thick and thin questions which we used as our discussion guide for the chapters they read. Next we read chapter 5 aloud in class. To end class students viewed a video on the parts of speech and completed a note sheet that they will use to make a parts of speech "cheat sheet" next class period.

Homework

• Read Chapters 6, 7, and 8 of To Kill a Mockingbird

English 1

Today in class, the students' week of work finally came to an end with the culmination of their scene performances. Overall, they did a great job paraphrasing Shakespeare's language into modern phrasing and presenting their interpretations to the class. Although I know my students will miss Romeo and Juliet, next week we will be starting To Kill a Mockingbird. I can't wait!

Homework

NONE

English 2

Today students spend half of the period constructing their board games about the story "It Can't Be Helped" which we read last class. After the games were finished, the groups traded their games and quizzed themselves on their knowledge of the short story and of the Japanese-American internment during World War II.

Homework

NONE

English 1

Today in class, students took an open-note test over all five acts of Romeo and Juliet. After finishing the quiz, students met in their scene performance groups to practice their paraphrased lines and plan blocking, costumes, and props for their performances next class.

Homework

• Bring costumes and props to next class
• Practice, practice, practice your lines
• Talk to your group members before or after school to practice more.
• Scene performances will take place next class (you will have the first 20 minutes to meet with groups)

English 2

Today in class, students turned in their research papers! Next, we began our short story unit with an excerpt from the novel Farewell to Manzanar by Jeanne Wakatsuki Houston. The short story, called "It Can't Be Helped" details Jeanne's family's trek from their comfortable home and lifestyle in Ocean Park, California to the Japanese internment camp Manzanar. After reading, taking a quiz, and discussing the story, students got into groups in order to make board games that depict the settings described and information transmitted in the story. Next class, students will get to play other groups' games.

Homework

• Bring game pieces for your board game
• Work on game if you took it home for the weekend

English 1

Today in class, we finally made it to the end of Romeo and Juliet. Unfortunately for the play's namesake, Act 5 signalled the end of the newlyweds as well. Students did a great job reading Act 5 to themselves and filling in the notesheet, then discussing their reading afterward...I was pretty impressed! To end class, students spent a little time with their scene performance groups, practicing the lines they paraphrased for class today and finalizing their modern settings.

Homework

• Test over the play next class (don't worry, it's open note -- you can use all your Act notesheets)
• Practice your lines for scene performance
• Bring props and costumes you plan to use to next class

English 2

Today in class, students had their last day of working on the research paper before the due date on Friday. First we circled-up and each told the 5 most important/interesting things we learned about our research topics. Classmates had a chance to ask their peers questions that could help them fill in holes in their research and improve the content of their papers. Next, students completed a ratiocination, which is a systematic editing exercise that helps whip writing into shape. To end class several students read their butterfly child biographies.

Homework

• Papers due next class

English 1

Today in class, students finished watching Act 3 of Romeo and Juliet and then moved on to Act 4. Students broke into 5 groups, each tackling a scene. They all did a great job reading, interpreting summarized, and answering questions on the notesheet. To end class they split into their scene performance groups to finish assigning parts, deciding on settings, and begin paraphrasing lines.

Homework

• Finish paraphrasing your lines for your scene performance. Remember that links to the full text of the play can be found on the class website: http://sites.google.com/site/mrskrysl/Home/resources

English 2

Today in class, students received training for the 6 traits writing program that we will use throughout the school year. They looked at 3 different writing rubrics/scoring guides that help show them was is expected of them for each of the 6 traits in order to write an "A" paper, a "B" paper, a "C" paper, and so on. They even read examples papers that fit each of these categories. After training, students scored each other's research paper rough drafts as a means of planning for needed revisions to their papers. These revisions will be made for next class when we will do the last bit of editing on the research papers and get ready to turn them in.

Homework

• Make revisions to your research paper based on the scoring guides/feedback from your peers.

English 1

Today in class, students began reading Act III of Romeo and Juliet. In scene 1, which is the turning point of the play, we read of 2 main characters losing their lives and of the newlywed Romeo being banished from Verona. Scene 2 shows up Juliet's reaction to the events of scene 1.
Next class we will be continuing with Act III of the play as things heat up and fall fast toward the deaths of Romeo and Juliet. To end class, students signed up for the scenes that they will perform in the weeks to come.

Homework

NONE

English 2

During this class period, students took their test over the Holocaust unit. After testing, they continued to work on their research papers, turning in their sourcecards to me and working toward completing their required 20 (minimum) notecards. I informed the students of the schedule of events for the next few class periods, leading up to the paper due date next Friday. To see the complete schedule, check out the calendar on the English 2 page of our class website http://sites.google.com/site/mrskrysl/


Homework

• Finish your 20 notecards -- Due next class
• Bring all research materials to class -- everything should be in your folder organizer. No more excuses will be accepted!

English 1

Today in class, students finished reading Act II of Romeo and Juliet which ended with the two young lovebirds getting married. Next class we will begin Act III and reach the turning point of the story. Today students also got to see Shakespeare's work in action as they watched Act II of the Romeo and Juliet movie. To end class, students had an opportunity to choose the scene they will paraphrase, modernize, and perform in class when we finish reading the play.

Homework

None!

English 2

During this class period, students began work on their research paper. Students learned how to make source cards and notecards that will help them with the organization of their papers. Students who brought their 3 required sources to class were able to create their source cards in class and begin perusing their research in order to make notecards and begin piecing their papers together. Students who did not have their sources with them in class (I have to say I was disappointed by the large number of students who did not) were luckily able to get into the computer lab to print sources from the internet. At the end of class, students were informed of what to study for their test next week, and we heard some Butterfly Biographies as well.

Homework

• Study for your test
• Bring your research paper folder to class, complete with all 3 sources, source cards, and notecards.

English 1

Today in class, students wrote about a time when someone made a decision for them in which they had no choice and their opinion did not matter. We have all had these situations in life in which we felt helpless and/or dissatisfied, just as Juliet feels in Romeo and Juliet when her parents want her to marry Paris. Next students read scenes 3 and 4 of Act 2 of the play, during which the Friar agrees to marry Romeo and Juliet, and the Nurse helps the two lovers make plans to meet for their wedding. To end class, students got a glimpse at the questions they will be answering for their second Verona Persona entry on our class wiki at www.mrskrysl.wetpaint.com

Homework

• Post your Verona Persona entry for Act 2 on the wiki. Remember, 5th block posts under Verona Persona, and 8th block posts under Verona Persona 2. Read all instructions and questions for the post.

English 2

During this class period, students completed their last discussion sheet over chapters 7-9 of Night. After discussion of the book was complete, students learned about Elie Weisel's life after his experiences in the Holocaust, including the fact that he won a Nobel Peace Prize in 1986. Next students read, discussed, and analyzed a poem written by survivor Sonia Schreiber Weitz called "My Black Messiah". To end class, students made folder organizers for their research papers, and we listened the biographies of a few of our "butterfly children".

Homework

• Come to class with 3 sources for your research paper topic.

English 1

Today in class, students turned in their Romeo and Juliet costume assignments. As always, I was impressed and entertained by many of the students' costume creations. Next students read Act Two Scene 2 -- the famous balcony scene where Romeo and Juliet agree to marry each other merely hours after they first meet. After reading the famous scene, students interpreted and wrote about the metaphors Romeo uses to compare Juliet's beauty to things in nature. Students worked on the very importatnt skill of using lead-ins and lead-outs to smoothly incorporate quotes into their literary analysis.

Participation Questions
1. What are two things in nature that Romeo associates with Juliet's beauty?

Homework

NONE! Enjoy your homework-free night!

English 2

Today in class, students in 1st and 2nd blocks completed an interactive, informational webquest on the Holocaust. After the webquest, they began gather sources for their Holocaust research papers. Many students were able to find lots of information on their topics by exploring the webquest site, so they already have one of their three required sources out of the way. Since 4th block did the webquest and research last class, today they watched and listened to Lolle Boettcher's holocaust presentation that I was able to record on my FlipCam on Wednesday. This presentation is also a great source of information for many students' research topics.

Homework

• Finish Night (chapters 7,8, and 9) -- we will complete the discussion sheet in class
• Come to next class with 3 sources for your research paper

English 1

Today in class, students turned in their Queen Mab depictions that they created for homework. Next, they located examples of various literary terms found in Act One of Romeo and Juliet. We then watched Act One of the 1968 film Romeo and Juliet. To end class, students started on their costume assignment and read the Prologue and Scene 1 of Act Two. Next class students begin with Act Two Scene 2 which contains the famous balcony scene.

Homework

• Complete the costume assignment by following these criteria:

1. Draw costumes for 4 characters -- 2 must be Romeo and Juliet, then draw 1 additional Montague and 1 additional Capulet.

2. Must use some distinguishing factor to tell members of the two families apart

3. Include a symbol for each character that resembles either their personality or their role in the play

4. Must be colored and neat -- remember the best ones will become magnets on display

English 2

Today in class, students turned in their Chapter 5 notesheet for Night. Students in 1st and 2nd block viewed a presentation about events leading to the holocaust by guest speaker Lolle Boettcher (4th block will view the presentation next class). Students in 4th block went to the computer lab to complete a webquest on the holocaust and begin finding information for their research papers (students in 1st and 2nd block will go to the computer lab next class).

Homework

• Read chapter 6 of Night (begins around page 84) and complete notesheet.

English 1

Today in class, students turned in their Perfect Mate: Parent Forms that their moms and/or dads completed for homework. We also checked out some Verona Persona posts on the class wiki so that we could decide what was a good (worth full points) post and what kind of post still needed some work (worth half points). Next, students began an assignment in which they create their own depiction/drawing of Queen Mab since Shakespeare paints such vivid pictures of her with his words in Act One Scene 4. To end class, students read Act One Scene 5, during which Romeo and Juliet meet for the first time and change the course of their lives forever.

Participation Questions (leave answers in the form of a comment)

1. Which character gave the Queen Mab speech?

2. Why are the events of Act One Scene 5 both good and bad for Romeo and Juliet?

(Hint: "My only love sprung from my only hate")

Homework

Finish your Queen Mab drawing

English 2

Today in class, students discussed both chapter 4 of Night and the film Into the Arms of Strangers which they viewed last week. In class students also began reading chapter 5 of Night during which we learn that critical selections at Buna threaten to drastically alter Elie's life (or what is left of it in the concentration camp). After reading, students received the assignment sheet and chose a topic for the research paper they will begin working on later in the week. In order to prepare for this project, students participated in a "paraphrasing practice" activity that will aid them in both the researching and the writing aspects of the upcoming task. We finished class by hearing a couple biographies of our "butterfly children". Thankfully, none of the stories we heard today ended in death.

Homework

• Finish reading chapter 5 and complete the notesheet

English 2

Today in class, students turned in their notesheets for chapters 2 and 3 of Night. After discussing the new developments in the book, including Elie Wiesel being separated from his mother and sister, and Elie and his father being sent from Auschwitz-Birkenau to Buna, students finished the second half of the film Into the Arms of Strangers. In this film, students learned about the Kindertransport that saved 10,000 children during the holocaust, but sadly left most of those kids orphans after the war. Next week, students will begin reading the biographies of their Butterfly Children. We also have a guest speaker coming next Wednesday to give a presentation on the holocaust.

Participation Question

1. Which countries participated in the Kindertransport?

Homework

• Read chapter 4 of Night and complete chapter 4 notesheet
• Finish the viewing guide for the film (if not turned in today)

English 1

Today in class, students read the Prologue and Act One Scene 1 of Romeo and Juliet. In this scene, students were introduced to Shakespeare's humor, complete with puns, oxymorons, and low humor of the lewd jokes that even Elizabethan peasants would have understood as they watched Shakespeare's plays from the floor of the Globe Theater in London. With a little work and a lot of explaining, students were able to understand Shakespeare's language and humor as well. Classes were also acquainted with some of the main characters in Romeo and Juliet, including Benvolio, Tybalt, Capulet, Montague, and Romeo himself. Next class period, students will meet Juliet in Act One Scene 2.

After reading, students began their Verona Persona assignment by creating their personas/characters based on a few characterizing questions. Students will introduce their characters and communicate with other verona personas online on our class wiki. Students are free to visit the site tonight and write their first posts, but next class they will also get a tutorial on how to use the wiki.

Participation Questions (leave your answers as a comment and receive participation points)
1. What is a pun? An oxymoron?
2. Why is Romeo so depressed in Act One Scene 1?

Homework

• Finish your Verona Persona questions if you did not get done in class
• Remind your parents about Open House tonight at 6:30PM

English 2

Today in class, students continued their journey through Elie Wiesel's memoir. Students turned in the chapter one notesheet they completed for homework, and read chapter 2 in class. After reading, students began watching Into the Arms of Strangers, an award-winning documentary telling the story of the Kindertransport. Parents, if you are curious about this child transport, ask your kids -- they should be able to explain it! Next class we will continue reading the novel and finish watching the documentary.

Homework

• Read chapter 3 of Night
• Complete the rest of the chapter 2 notesheet and all of the chapter 3 sheet

English 2

On Friday (8-21), our Holocaust unit was in full-swing as students began class by reading the poem "The Butterfly" by Pavel Friedman. Friedman's poem is featured in a collection of other childrens' poems and drawings that were found in the Terezin concentration camp after liberation. After reading and discussing the poem, each student made a butterfly to represent the child of the holocaust that they "adopted". For the next several weeks, students will read the biographies of the children featured on their butterflies in order to discover the individuals' experiences as either a victim or a survivor of the holocaust.

After the butterfly activity, students began reading Night by Elie Wiesel. Chapter 1 begins when Wiesel is a child living in Sighet, Transylvania.

Homework

• Finish decorating your butterfly (if not submitted in class)
• Finish reading chapter 1 of Night and fill in the chapter 1 notesheet

English 1

Today in class, students created their own Wordle-inspired "word clouds" to help everyone get to know them and to decorate the big bare wall in our classroom. They also learned how to create and set up their Twitter accounts. Parents who also want to sign up to receive homework reminders (or students who already forgot how from the demonstration today in class) can view the Twitter 101 video on yesterday's post.

Today we also got started on our Shakespeare unit by watching an A&E video detailing the life of the famous poet and playwright. We will be going over the video notesheet next week in class (this means a great chance to rack up participation points in class). If you want to get a head start on participation points, answer the following question in the form of a comment on this post: When is William Shakespeare's birthday (month and day)? What also happened to him on this same date?

Homework

• Finish your word cloud (if you didn't turn it in today)
• Have your parents email me at kryslt@mehlville.k12.mo.us

English 2

Today in class, students got themselves in the right frame of mind to begin our holocaust literature unit. They started class by answering some anticipation questions, first from their own points-of-view, and then from the point-of-view of a Jewish person during the holocaust. After answering the questions, students used the lists of "stuff" they wrote about themselves for homework to create their own "word clouds" similar to the ones seen on Wordle.net. Students also received a demonstration for how to set up Twitter accounts so that they can receive the text message homework reminders for class. If students don't remember all the steps, or if parents are also interested in joining to receive the reminders, here is a how-to video:

Homework

-Finish word clouds

-Have parents send me emails

WELCOME!

Hello everyone, and welcome to Mrs. Krysl's class blog! Today during each of the 34 minute-long class periods, students learned all about the rules, policies, and procedures for their English class. Students also introduced themselves to one another and to Mrs. K, and learned some of what they will be studying this school year. First up for freshmen (English 1) is Shakespeare's Romeo and Juliet, and first for sophomores (English 2) is a holocaust literature unit, including Night by Elie Wiesel and a research paper. I can't wait!

Remember that both parents and students can check here every day to find out what is going in class and what assignments are due for the next class period. Coming soon will also be participation questions for students who aren't too keen on being vocal in the classroom.

Homework

-List of "stuff" about yourself: your name, your hobbies, your interests, words that describe your physical appearance and your personality, etc.

-Parents send me an email so I have a quick, easy way to get in contact -- be sure to include students' names with the message.

-If no parent email available, bring back the class policy sheet signed by parent -- include the best contact phone number in place of the email address.

April 6/7th

English 1 -- Today in class, students read their reading choice/library books for the first 20 minutes of the period.  They then wrote letters to Mrs. Krysl telling her what they had read in their books so far.  After independent reading and writing, the class discussed chapter 2 of Of Mice and Men and began reading chapter 3.

English 1 Homework

Read chapter 3 of Of Mice and Men and complete the comprehension questions and paragraph

English 2 -- Today in class, students presented their projects over The Kite Runner.  They then broke into research groups to write a brief summary of how the 6 critical questions apply to their research topic.

English 2 Homework

Display boards for World View project need to be at school by next class

March 31/April 1

English 1 -- During this class period, students in 2nd block worked on writing their rough drafts and then began reading Of Mice and Men by Johm Steinbeck.  Students in 7th and 8th blocks completed peer review and editing activities for their analysis papers and also began reading Of Mice and Men.

English 1 Homework

• Finish writing rough draft of analysis paper
  
• Finish reading chapter 1 in Of Mice and Men and answer questions on back side of the chapter 1 notesheet
  

English 2 -- During this class period, students in 1st block watched The Kite Runner movie.  Students in 4th block examined the research they had already gathered for the World View Research Project and then went to the library computer lab to fill in holes in that research.

English 2 Homework 

Work on The Kite Runner project -- they are due Monday

March 25/26

English 1 -- Today in class, students broke their thesis statements for their literary analysis papers down into main points.  They then created graphic organizers into which they wrote a topic sentence for each body paragraph, a quote from the play to support each main point, and a reference to an action that occurred in the play that supported each main point.  Seventh and eighth block also learned how to write a funnel introduction for their papers (2nd block will do this next class).

English 1 Homework

Finish filling in organizer chart for main points

7th & 8th blocks -- write the funnel introduction for your paper

English 2 -- Today in class, students took their test over The Kite Runner.  Afterward, their finished making their kites by decorating them with words and symbols representing both main characters in the novel.  Students also chose the projects they would be completing in response to the book.

English 2 Homework

• Work on your Kite Runner project -- they are due next week
  
• Bring all research materials to class -- you will be perusing your research and working in the library again next class
  

March 23/24

English 1 -- Today in class, students examined and wrote about some great quotes that were "spoken" by Helen Keller (2nd block will do this next class since they finished up Blind Day this period).  Next we reviewed The Miracle Worker by going over the Act 3 notesheet that was completed before Spring break.  During the last part of class, students received an assignment sheet and an explanation of the analysis paper they will be writing during the next couple weeks.  Students wrote the thesis statements for their papers in class.

English 1 Homework

Make an informal list of supports for your thesis statement -- anything and everything that happened in the play that could help you prove your thesis.

English 2 -- Today in class, students completed critical thinking study questions in groups to help them review The Kite Runner and prepare for the test next class.

English 2 Homework

Study for the test

Bring all research materials for World View Research Project to class

March 12/13

English 1 -- Today in class, students finished reading The Miracle Worker and watched a film based on William Gibson's play.

English 1 Homework

Enjoy Spring Break!

English 2 -- Today in class, students took a reading check quiz over chapters 23 and 24 of The Kite Runner.  Students then finished reading the novel in class, and created paper kites, decorating them with words and symbols representing two main characters, Amir and Hassan.

English 2 Homework

Enjoy Spring Break!

March 4/9

English 1 -- Today in class, students finished Act Two of The Miracle Worker an began reading Act Three.  Next I shared with them a few Literary Journey stories that had been very well written by some of their classmates.  To end class, students used/practiced the finger spelling they learned last class while having silent "conversation" with their classmates.  This practice will help them on Blind Day next week.

English 1 Homework

Don't forget about The Miracle Worker performance for extra credit.  The show closes on Sunday.

English 2 -- Today in class, students took a reading check quiz over chapters 20 and 21 of The Kite Runner, which they read for homework.  Next they read chapter 22 of the novel, and afterward we discussed the surprises and meaning they had discovered with Amir.  To end class, students were introduced to the World View Research Project that they will begin working on next week.  Students got an overview of the assignment, and they also picked their groups and their world view topics.

English 2 Homework

Read chapter 23 of The Kite Runner.  

Those of you who have finished, don't forget that you can get a head start on your project

or check our a copy of Khaled Hosseini's second novel A Thousand Splendid Suns and read it for extra credit.

February 25/26

English 1 -- Today in class, students completed a collaborative activity called "character pyramids" which helped them analyze the main characters in The Miracle Worker.  Afterward, students began reading Act Two of the play.

English 1 Homework

Be sure to give your parents the letter regarding The Miracle Worker performance

Remember to bring your books to class

English 2 -- Today in class, students took a reading check quiz over chapters 8 and 9 of The Kite Runner which they read for homework.  Next they read chapter 10 of the novel either with a partner or silently to themselves, and then we read chapter 11 together as a class.  We discussed the events that have defined the life of the main characters, Amir, thus far, and we learned Amir and Baba's struggle to make it to their new home in America after saying a painful goodbye to their servants/friends, Hassan and Ali.

English 2 Homework

Read chapter 12 of The Kite Runner

February 23/24

English 1 -- Today in class, students finished reading Act One of The Miracle Worker.  They discussed the play as they read, and they also finished filling in the critical thinking and analysis questions on the Act One notesheet.  Next class, students will create character pyramids for each of the main characters that we meet in the first act.

English 1 Homework

Finish filling in the Act One notesheet if you didn't do so in class

Remember to bring your textbooks to class

English 2 -- Today in class, students turned in their Power of One analysis papers and took a reading check quiz over chapter 6 of The Kite Runner.  Next students listened to chapter 7 of the novel being read aloud.  While reading, students had a chance to taste pomegranate juice since pomegranates (and their trees) play an interesting role in the book.  After reading, students read three different poems and chose one to imitate based on their own lives.

English 2 Homework

Read chapters 8 & 9 of The Kite Runner

Finish writing the imitation poem if you haven't already done so

February 19/20

English 1 -- Today in class, students continued reading Act One of The Miracle Worker by William Gibson.  They saw how what Helen Keller's life was like before Annie Sullivan came into her life.  Next class, students will complete an activity that will help them analyze all the main characters in the play.

English 1 Homework

Remember to bring your textbooks to class!

English 2 -- Today in class, students began by taking a reading check quiz over chapters 3 and 4 of The Kite Runner.  After the quiz, I read chapter 5 of the novel aloud, and then students worked in groups to answer and discuss questions about the first five chapters.  Next students viewed a poem called We Real Cool by Gwendolyn Brooks, and began their Poetry Terms Journal with the term "internal rhyme".  To end class, students had a chance to conference with me over their literary analysis essay for Power of One.  The final copy of the essay is due next class (Monday).

English 2 Homework

Final Draft of Power of One essay due next class

Read chapter 6 of The Kite Runner

February 17/18

English 1 -- Today in class, students turned in their Literary Journey short stories, took their first parts of speech quiz, and began reading The Miracle Worker by William Gibson.  Students learned that even though the play tells the story of how Helen Keller began her education and influence on the world, Annie Sullivan is "the miracle worker" who made that education possible.  After reading a short biography of the rough beginning of Annie's life, students began reading Act One of the play.

English 2 Homework

Bring textbooks to class

English 2 -- Today in class, students finished their Afghanistan topics presentations and began reading The Kite Runner.  They also worked on the rough drafts of their Power of One essays, which are due next Monday.

English 2 Homework

Read chapters 3 & 4 of The Kite Runner

4th block -- rough draft of essay due next class

February 11/12

English 1 -- Today in class, students in 2nd and 8th blocks went to the computer lab to work on their short story projects that are due next time we meet.  Students could type their stories, create their maps, but together their appendix of literary elements, type their table of contents, and/or create their story cover pages.  Since last class 7th block got to see some College Composition students do Shakespeare performances, they will not have time in the computer lab before they turn in their stories.  However, students are still working on peer critiques in class, and they will also have time to make their maps and cover pages by hand.

English 1 Homework

Literary Journey projects are due next class 

Be sure to bring your textbooks to class -- we will be beginning The Miracle Worker

English 2 -- Today in class, students used the summaries of their Afghanistan-related articles to put together a poster and a group presenation about the various topics, such as Kite Flying, Sunni Muslims, Shi'a Muslims, Pashtun, Hazara, Taliban, etc.  Students took notes over their peers' presentations, and everyone will take a quiz over the topics after the presentations are over.  These presentations provide students will the background knowledge necessary for reading The Kite Runner, the novel we will begin next week.

English 2 Homework

Rough draft of The Power of One essay due next class

February 9/10

English 1 -- Today in class, students completed an activity that let them practice identifying pronouns in sentences.  Recognizing pronouns was a skill that this year's freshman class had major problems with on the MAP test they took last school year.  After this activity, students who had the rough draft of their short stories completed participated in a peer critque activity that helped them to identify revisions that they may need to make before turning in the stories next week.  Next class, students will be putting the finishing touches on all elements of the literary journey project, including the actual story, the appendix of literary terms in the story, the map of the journey, the table of contents, and the cover.

English 1 Homework

Finish your rough draft if you have not done so already.  Bring the story and your completed packet to class.

English 2 -- Today in class, students turned in their Antigone analysis papers.  They then finished the film The Power of One and discussed the themes presented in the movie.  Students will begin writing their last essay of the school year next class over a chosen theme from the film.  In class, students also worked on completing their summaries of their articles about various "Afghanistan" topics.  Next class, students will work with their groups to synthesize the information they found on their topic and present that information to the rest of the class.  This group project is being done to prepare for reading The Kite Runner which will begin next week.

English 2 Homework

Bring your completed summaries to class

February 5/6, 2009

English 1 -- Today in class, students speculated about how our society would change if there were no more competition, if everyone was equal in every way, and if we had the ability to read each other's minds.  Afterward, they read the story "Harrison Bergeron" where they learned of Kurt Vonnegut's satirical view of the world in the year 2081. Next students worked on adding to and revising the rough drafts of their Literary Journey short stories which will be due in just a few class periods.

English 1 Homework

Continue to work on your short stories -- making sure you meet the length requirement, your story includes dialogue, and includes all of the settings and required literary elements

English 2 -- Today in class, 1st block worked on writing and peer editing the rough drafts of their literary analyses of Antigone and then began watching the film The Power of One which taught them about the apartheid the plaugued South Africa for years.  Next class, students will turn in their literary analysis papers, finish watching the film, and work with their groups to craft a presentation on their Afghanistan topic.  Today the 4th block students went to the library to find articles about their chosen Afghanistan topics, worked on their Antigone papers, and watched a bit more of The Power of One.  Next class, 4th block will turn in their papers, finish the film, and write the summaries of the Afghanistan articles.

English 2 Homework

Antigone papers due next class

1st block -- Afghanistan project summaries also due next class

January 26/27(?)

English 1 -- Today in class, students worked on creating the protagonist in their Literary Journey stories by playing a "20 Questions" writing game.  Next, students learned a bit about conflict and characteristics for surviving a conflict before reading "The Most Dangerous Game" (pg. 13 in textbook).  Next class students will take a quiz over the story, and begin to write about the conflicts that their protagonists will face on their literary journies.

English 1 Homework

-- Finish reading "The Most Dangerous Game" and prepare for a quiz next class

-- Think about your protagonist's motivation for the journey, and the problems he/she could encounter along the way

English 2 -- Today in class, students read Dr. Martin Luther King Jr.'s Letter from a Birmingham Jail and talked about how MLK Jr.'s practice of civil disobedience is was similar/different from that of Antigone.  Next, students perfected their thesis statements for their literary analysis papers and began thinking of and constructing the main points of their argument/analysis of the play.  We also began watching a modernized film version of Antigone which we will continue to watch over the next couple class periods.

English 2 Homework

Bring a rough outline of the thesis and main points (topic sentences for body paragraphs) to next class.  We will be adding textual support to back up our claims.

January 22/23

English 1 -- Today in class, students discussed the differences in the story version and the film version of "The Birds".  Next, students learned about indirect and direct characterization, then identified examples of each kind of characterization found in the short story "Thank You, Ma'am" by Langston Hughes.  Students were then introduced to the Literary Journey short story project they will be working on for the next few weeks.

English 1 Homework

Come to class with your story's protagonist in mind

Remember your textbook for next class

English 2 -- Today in class, students read the Exodos of Antigone to finish the play.  Next, students read about and identified Aristotle's characteristics of a tragic hero, and also discussed people in history who have engaged in civil disobedience.  These two topics will help students formulate a thesis for the literary analysis paper they are writing over Antigone.  To end class, students got a mini-lesson on how to identify, label, and write independent and dependent clauses.

English 2 Homework

Finish independent/dependent clauses worksheet

Bring a written thesis statement for your literary analysis to class Monday 

January 20/21

English 1 -- Today in class, students watched the rest of The Birds film and continued taking notes over differences between the story and the movie.  Next class, students will discuss those differences, read another short story called "Thank You, Ma'am" by Langston Hughes, and receive an overview of the short story writing project on which they will be working over the next couple weeks.

English 1 Homework

Be sure to bring your textbooks to our next class!

English 2 -- Today in class, students in scene groups 4 & 5 performed and taught their classmates about their respective scenes.  Students also got a grammar mini-lesson over the difference between clauses and phrases.  Next class, students will read the Exodos of the play (which is the end) and begin working on a literary analysis paper over the play.

English 2 Homework

Be sure to bring your textbooks to our next class!

January 15/16

English 1 -- Today in class, students took a reading check quiz over the story "The Birds" which we began reading last class.  The quiz, which consisted of only one "question" took on the form of creative writing as the students wrote a summary of the story from the point of view of one of the attack-birds in the story.  After the quiz, students began watching the movie "The Birds".  Since the story and the movie are quite different, students kept a two column chart in which they recorded aspects of the movie that were added to the original plot of the story and aspects of the story that were subtracted from the movie.  We will finish up the movie and discuss the differences next class.

English 1 Homework

Remember to bring your textbooks to class so you don't have to spend your A Day lunch periods with me!

English 2 -- Today in class, the students in scene groups 2 & 3 performed and taught their scenes.  The collection of "Greek" masks displayed on the back wall of the classroom is growing larger and more interesting as we move quickly through the play of Antigone.  Next class, scene groups 4 & 5 will be performing and teaching the rest of the class.

English 2 Homework

Scene groups 4 & 5, make sure I have your discussion question worksheets by the end of the day Friday (1-16) so that I can make copies for you -- if you are unable to drop the sheet by my room or print it off, emailing the document to me is also an option.  Also, make sure you are familiar with your lines and prepared to teach your scene.  Your grade and your classmates' knowledge depends on you!

January 13/14th

English 1 -- Today in class, students shared the nursery rhymes that they created last class period.  After that, students began reading "The Birds" (pg. 51 in textbook) aloud with a few student playing the roles of "Vocabulary Master" and "Foreshadowing Bird."  Next class students will complete a creative writing assignment corresponding with the short story, and we will begin watching "The Birds" film.

English 1 Homework

Finish reading "The Birds" -- you will have a quiz over the story at the beginning of next class

English 2 -- Today in class, students in the groups for the Prologue and Scene 1 of Antigone performed and taught their scenes with the rest of the class.  Using their homemade "Greek" masks as costumes, the group members recited their lines for their classmates, who followed along in their books.  The performers then became teachers as their classmates discussed and answered critical thinking questions over the current scene.  Next class period, the groups for Scene 2 and Scene 3 will be the performers/teachers.

English 2 Homework

All groups have a typed copy of your discussion questions ready for me to copy for next class period

January 9/12

English 1 -- Today in class, students created a Parts of Speech Cheat Sheet from the video notesheet that was completed last class.  Students will be able to use this Cheat Sheet to help them with numerous activities throughout the semester.  Next, students used nursery rhymes to practice identifying the parts of speech in sentences, and they even created their own nursery rhymes modeled after the ones they dissected. 

English 1 Homework

Finish writing and illustrating your nursery rhymes

English 2 -- Today in class, students worked with their groups on the scenes they will perform and teach in upcoming class sessions.  Students finished learning their lines, creating masks for their characters, and coming up with discussion questions to help their classmates learn about their particular scene.  The groups who are assigned the Prologue and Scene 1 will present next class.

English 2 Homework

Have your group discussion questions typed for next class

January 7/8

English 1 -- Today in class, students read a short story called "The Interlopers" by Saki.  After reading, they completed a graphic organizer illustrating the changing relationship between the characters during the story.  Next students watched a video on Standard Edited American English and parts of speech, and they filled out a notesheet that they will use to help them complete a fun activity next class.

English 1 Homework

Finish the chart over "The Interlopers" if you did not already turn it in

English 2 -- Today students took a brief quiz over elements of Greek Drama that were learned last class.  They then finished reading a summary of the play Antigone and chose scenes to perform and teach in groups next week.  Students worked on reading and understanding their scenes, writing their lines on notecards, and making masks that will serve as costumes for their characters.  Students will have next class to work with their groups on their scenes, and performances/lessons will begin next Tuesday.

English 2 Homework

Finish transfering lines to notecards

January 5/6, 2009

Welcome back from break everybody!  I hope you are all as excited about this new semester as I am!  If you are not excited about once again having to get up at the crack of dawn every morning, you can always bear in mind that now the school year is half over, and summer is getting closer with every passing day.  Until then....here's what's going on in class:

English 1 -- Today in class, students wrote journal entries about their most prized possessions (many wrote about items they received over the holiday) in preparation for the short story we read, called "The Gift of the Magi" by O. Henry.  After reading this story about the love and generosity that should go into gift giving, students completed a "picture write" based on a painting that is featured in their textbook.  This creative writing activity is the first of many that students will be working on during this short fiction unit that will eventually lead to students writing short stories of their own.

English 1 Homework 

Finish your picture writing if you have not turned it in already

English 2 -- Today in class, students began a unit on Greek Drama.  After taking notes over important elements of Greek drama, students learned about the myth of Oedipus, which provided them with background knowledge for the play we will be reading.  While reading Antigone by Spohocles, students will make Greek masks for the characters, perform scenes in groups, and lead the class in a discussion of the the scenes.  Next class, students will finish reading a summary of Antigone and begin working in their groups on their scene performances.

English 2 Homework

Bring your text books to class