Class Agenda for October 22 - 26, 2012

Monday -

• Organize and update notebooks
• Review the nine-weeks exam

Tuesday -

• Review figurative language by preparing flash cards
• Attach these to the notebook

Wednesday -

• Review poetry structural elements by creating flashcards and attaching these to the notebook
• Prepare a foldable for sound devices on page 50 in the notebook

Thursday -

• Using "The Bells" introduce Poe's beliefs about poetry (lyrical)
• Read and analyze sound devices, figurative language, and structure of "The Bells"

Friday -

• Based on Thursday's conversation, begin analyzing the message of "The Bells"

Assignmnents for October 15 - 19, 2012

This is the last week of our 9-week term.  Make sure all work has been submitted to all of your teachers. 

Monday -

• Students will continue reading "Sweat" in class, focusing on Hurson's characterization
• Students will learn of the opportunity to re-earn up to 10 points on one of their earlier summative writings--the writing must be revised in class

Tuesday -

• Students will finish reading "Sweat" (any text not read in class will be read for homework by Thursday)
• Students will review the "Sweat" vocabulary

Wednesday -

• Morning classes will not meet; instead, students will participate in the PSAT or field day
• Afternoon classes will work on the paragraph revisions

Thursday -

• Students will complete the 9-weeks exam

Friday -

• Students will revise a summative writing to re-earn summative points

Assignments for October 8 - 12, 2012

I apologize for last week.  I was unable to get into the blog page to update the lesson.  Quick re-cap:  Monday--The class reviewed basic literary analysis paragraph format using student papers to show the do's and don'ts and we discussed the different types of sentence constructions; Tuesday--Students wrote a literary analysis paragraph for "Cask of Amontillado" and "The River" was introduced; Wednesday--Students were introduced to "The River" and our focus areas for the story and we discussed run-on sentences, comma splices, and fragments; Thursday--Students received copies of "The River" and spent the period reading the story (monitored by a substitute teacher); Friday--students took a quick reading comprehension quiz and we discussed the events of "The River."

For this week . . .
Monday -

• Students will discuss the differences between possessive form and plural form
• The class will analyze the basic literary elements of "The River"

Tuesday -

• Students will review the basic grammar discussed in class over the last week
• The class will finish its analysis of "The River" and prepare for tomorrow's exam

Wednesday -

• Students will complete a summative exam for "The River"

Thursday -

• Students will review common word usage problems (homophones)
• Students will be introduced to Zora Neale Hurston's "Sweat" and our focus areas for this story
• Students will be introduced to the characterization dialectical journal

Friday -

• The class will read and discuss "Sweat," keeping a characterization dialectical journal as we read
• Students will finish reading "Sweat" at home if we do not finish in class