APELC Class Notes
Fourth period juniors and seniors, we did the same today as your peers yesterday. I enjoyed watching the perplexed looks on your faces as we discussed morality and relativism and belief and truth and right.
Have a safe Halloween. If you want to see some neat holiday text check out these jack-o-lanterns. Implied essential, existential questions?
See you next month, kids.
English 9 Class Notes
Today, periods 2 and 6, you did much the same as your first period peers did yesterday, and you did it very well. I was pleased to see you work well in groups and individually. Keep this up and you’ll finish out the semester well.
Those that needed until Monday to complete the paragraph templates over “The Rule of Names” and “Most Dangerous Game” need to be sure to do just that.
Have a safe Halloween, and if you wanna try carving a pumpkin to make a jack-o-lantern before slicing up the real thing try this online pumpkin simulator.
I’ll see you in November.
APELC Class Notes
Objectives: Students processed texts from multiple genres.
Period 3 juniors and seniors, you began processing the Didion text by determining and examining the essential, existential questions implicit in it, and then you turned your attention to the several questions post-text. We discussed your ideas.
We spent the last portion of the class examining former Senator Mike Gravel’s 2007 introductory campaign video to the current presidential race when he contended for the Democratic party nomination.
For those of you interested in verifying your interpretations you might check out Mr. gravel’s explanation.
Please check your class page for homework and remember to bring your permission forms Monday so we can enjoy processing the political humor of Bob Roberts as we enter a history changing week.
English 9 Class Notes
Objectives: Freshmen 1) completed drafting an expository paragraph about setting in a short story, and 2) began drafting an expository paragraph about plot in a short story.
Period 1, like another class recently many of you spent some time on the phone with your folks, but that requires no further explanation. After that you all buckled down to complete the paragraph template in which you explained elements of the fantasy setting in “The Rule of Names” and then you began the same with an explanation of plot and suspense about “Most Dangerous Game”.
We’ll have a visit from the counselors on Monday. See you then.
APELC Class Notes
Fourth juniors and seniors, in my absence you were to process the MSNBC and Lahiri pieces as your peers did yesterday. I trust all went well.
See you Friday.
English 9 Class Notes
Second and sixth freshmen, in my absence you were to continue to work on your paragraph for “The Rule of Names” as did your first period peers did yesterday. We’ll pick it up on Friday.
APELC Class Notes
Objectives: APELCers processed texts from multiple genres.
Third juniors and seniors, we began with something that I thought might be more controversial: “New Va. pharmacy won’t sell any contraceptives”. We still generated a little heat, but I think we had more fun when we attacked the Lahiri piece. Foo and food rituals is always good times.
Check your class page for homework details, and please return the movie-viewing permission form as soon as you can before Monday.
See you next class.
English 9 Class Notes
Objective: Freshmen began drafting an expository paragraph about setting in a short story.
Period 1, it was an ineresteing day. Many of you made unexpected phone calls home. After all that business, we got down to work, which a couple of you (Abra, Dustin) finally admitted isn’t that hard and is more useful than glitter and glue projects. You worked in groups to modify and create new chunks for the second half of the template. And plenty of you did a great job.
APELC Class Notes
Objectives: APELCers responded to peers’ description drafts.
Once again, periods 3 and 4, you impressed me with your dedication to your colleagues’ success. Recall that the second draft of your description isn’t due for another two weeks, as we’ll be taking time to examine political history and all of the rhetoric involved next week.
Check your class page for the timed-writing 4 due date and details.
English 9 Class Notes
Objective: Freshmen began drafting an expository paragraph about setting in a short story.
After taking one last assessment over your understanding of “The Necklace”, we began drafting a paragraph in which you identified and explained the fantasy elements of “The Rule of Names”. I asked you to copy model sentences in their correct order on your paragraph templates.
Check your class page for homework details. And those of you that borrowed templates from neighbors, be kind and replenish their supply.
See you all soon.
APELC Class Notes
Even with nine students out for various functions, the nine remaining students were able to make things happen in class. Again, stark differences between third and fourth period became apparent: you, the latter, were less sympathetic to Emily’s position and her argument, while your colleagues from the other class were more critical of her opponent yesterday. You took on Sarah Vowell and the existential questions implied in her piece.
Please check the class page for homework details (recall that I’ll be collecting a note set and review on Monday), and have a good weekend.
English 9 Class Notes
Period 2 and 6 freshmen, you did a great job completing the expository paragraph over “The Necklace” today. We’ll be doing more of the same next week to get you in writing condition. You and your first period peers gotta get this down and begin doin’ it on your own. Follow closely with your thinking caps on tight, and we’ll continue to practice marrying good evidence to your thoughts.
No homework except to print the documents for next class; have a great weekend.
APELC Class Notes
Objectives: Students processed texts from multiple genres.
Third juniors and seniors, we began today by highlighting two opinions from last year’s Palantir about second language learning requirements in high school and then proceeded to the Vowell text. I asked you again to determine the essential, existential questions implied in the latter and we discussed possible answers to several of the interpretive questions presented after the text. Plenty of good, thoughtful discussion today.
Recall the first drafts of your descriptive piece is due Monday, and you have a reading and essay due after that. Find details on your class page.
Also remember, I’ll be collecting a note set and review on Monday; be prepared to turn any note set (Manning and Vowell, Palantir Opinion, the Carter photograph and description practices) from this week I ask for, so please make sure you’ve reviewed each according to the protocol.
Best thoughts for success to the Academic Decathletes in both APELC periods who’re off to Texas to scrimmage this weekend.
See you all next week.
English 9 Class Notes
Objective: Freshmen drafted an expository paragraph about characters in a short story.
Today, period 1 freshmen, I led you on a highly structured drafting activity in which we explained differences in the characterization of Matilda Loisel and her husband in “The Necklace”. I introduced to you the PIE (point, information, explanation) paragraph, not very different from the paragraph format I introduced you to earlier in the year, but perhaps with a vocabulary that’ll work better for our purposes.
It was a grueling day, and we’re going to put a couple more of these in these few classes. So eat a lot of protein and get some good sleep.
Remember to bring the appropriate documents with you next class, and have a good weekend.
APELC Class Notes
Fourth APELCers, same as your peers yesterday in third. Different interpretations of the Manning piece, though. Some of you did argue that this piece was indeed gender and relationship specific to young men and their fathers, although most argued also that any child in a relationship with a parent might connect with the author and his situation at a different level.
Good job. See you next time.
English 9 Class Notes
Periods 2 and 6 freshmen, nothing different today from your peers yesterday. Please check their notes for objectives and details. Goood job all.
Remember that the due date for your most recent homework assignment has been extended to Friday. Do your best, and see me in tutoring if you need any help.
Peace.
APELC Class Notes
Objectives: APELCers 1) practiced writing a brief description, and 2) processed a descriptive-narrative text.
Third juniors and seniors, you began by writing objective and subjective descriptions of a person of your choosing which several of you shared before we began processing the Manning text. To enter the latter, I asked you, instead of answering the journal prompt at the end of the piece, to determine two or three of the essential, existential questions implied in the text, how the speaker attempts to answer them, and you might try to answer the same. You also answered several of the “Meaning”, “Strategy”, and “Language” questions in pairs. We used both of these efforts to enter discussion and analysis of the piece.
You finished the period highlighting your most recent timed-writing papers and preparing for conferences.
Check your class page for homework details, and I’ll see you Thursday.
English 9 Class Notes
Objectives: Freshmen identified and explained character, plot, irony, imagery, and point of view in a short story.
First freshmen, we completed “The Necklace” today, and I drilled you in identifying and explaining several of the literary concepts we’ve covered since the beginning of the year. You engaged some vocabulary practice, the procedure for which I’m changing up, and then you had time to read on your own. I also extended the due date for the most recent homework I assigned you. Check your page for the new date.
If you need to check out a new book for independent reading, do so before next class.
See you then.
APELC Class Notes
Objectives: Students 1) processed a photograph, and 2) practiced invention strategies to develop ideas for a description.
Juniors and seniors, we opened class processing Kevin Carter’s “A vulture watches a starving child in southern Sudan, March 1, 1993″. (Find out more about the piece and the photographer at NPR and TIME.)
You were asked to describe the piece in detail in writing, state your reactions, and discern the essential, existential questions implied in the text. We discussed the speaker’s calculations, his attempts to establish common ground with his audience, and how anticipated and manipulated his audience’s emotional reactions and needs. I challenged you to think about what to do with the ideas after our discussion.
Then you used the invention exercise from before to begin to develop ideas for your next extended paper, a description, which I’ll post details about tomorrow.
Check your class page for homework details, and remember to bring your prompt, “AP Rubric and Its Connection Bloom’s Cognitive Taxonomy”, “How to Prepare for a Revision Conference”, and highlighters next class.
See you then.
English 9 Class Notes
Objectives: Freshmen identified and explained character and setting in a short story.
Periods 1 and 2, after you turned in your homework I quizzed you over “The Necklace”. We began to listen to and read the story and I asked you to identify and explain portions of the text that spoke of Mme. Loisel’s character and the story setting.
Period 6 was a different story altogether. Those that missed class today can talk to me about what you missed. No need to write anymore about it.
All students please check your class page for homework details.