June 5

AGENDA:

1. Vocab review game

June 4

AGENDA:

1. In class writing assignment

Respond to a prompt:

       - This movie, Babies, uses contrasting places to represent ideas that are central to the meaning of the work. Through a cultural lens, explain, not summarize, how their contrast contributes to the meaning of the work.

OR

        -  Babies joyfully captures the earliest stages of the journey of humanity that are at once unique and universal at the same time. Growing up is universal. But it is also vastly different depending on where one grows up. Understanding other cultures and cultural differences is important in today's world. What insight did the movie Babies give you to understand that everyone belongs to many different communities and/or groups defined by (among other things) geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. And yet, we are all human and share more than we think. 

OR


       - How does the role of mother differ throughout the world? Through belonging babies develop new understandings of themselves and the world around them. Our desire to belong is universal, but expresses itself in different ways. Evaluate this statement, referencing the movie, Babies, and our desire to belong and its universality. 

OR

       - In these troubled times with the world in search of its bearings, and wayward minds use the terms "culture" and "civilization" in an attempt to turn human beings against one another, there is an urgent need to remember how fundamental cultural diversity is to humanity itself. Explore the idea of culture and what it means. To help, think about this Buddhist chant:
    "In truth there is no East or West.
     Where then are South and North?
     Illusion imprisons the world,
     Reality frees it on every side."

June 3

AGENDA:

1. Complete Babies
2. In class writing assignment

Respond to a prompt:

       - This movie, Babies, uses contrasting places to represent ideas that are central to the meaning of the work. Through a cultural lens, explain, not summarize, how their contrast contributes to the meaning of the work.

OR

        -  Babies joyfully captures the earliest stages of the journey of humanity that are at once unique and universal at the same time. Growing up is universal. But it is also vastly different depending on where one grows up. Understanding other cultures and cultural differences is important in today's world. What insight did the movie Babies give you to understand that everyone belongs to many different communities and/or groups defined by (among other things) geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. And yet, we are all human and share more than we think. 

OR


       - How does the role of mother differ throughout the world? Through belonging babies develop new understandings of themselves and the world around them. Our desire to belong is universal, but expresses itself in different ways. Evaluate this statement, referencing the movie, Babies, and our desire to belong and its universality. 

OR

       - In these troubled times with the world in search of its bearings, and wayward minds use the terms "culture" and "civilization" in an attempt to turn human beings against one another, there is an urgent need to remember how fundamental cultural diversity is to humanity itself. Explore the idea of culture and what it means. To help, think about this Buddhist chant:
    "In truth there is no East or West.
     Where then are South and North?
     Illusion imprisons the world,
     Reality frees it on every side."

June 2

AGENDA:

1. Babies
2. List differences and similarities

June 1

AGENDA:

1. Introduction - Cross Culture Diversity and the study of Anthropology  - It's hard in general to summarize your culture when you live within it. Babies - a simple personal story interweaving the themes of race, identity, gender, and the essential human needs to create and to belong. 

2. Four column format for movie: Japan, US., Mongolia, Namibia - similarities/differences

3. Begin movie, Babies, a beautiful and reflective film. There are no words and no subtitles - just observing. It is like being an anthropologist watching the lives unfold on screen and comparing what's happening in your own experiences and culture.


HW: STUDY FOR FINAL!

May 29

AGENDA:

1. Vocabulary Review Quiz
2. Correct in Class and go over

May 28

AGENDA:

1. Computer Lab 622 0 testing

HW: Vocabulary Review quiz tomorrow with lit terms

May 27

AGENDA:

1. Vocabulary Review Game


HW: Vocab review quiz on Friday

May 26

AGENDA:

1. What makes a good analysis?
2. Practicing....


HW: Vocab review on Friday

May 21

AGENDA:

1. Review paragraphs in class
2. In class poem 


Enjoy the four day weekend!!

May 20

AGENDA:

1. Comparing two poems


HW: Review your notes from class today on the two poems. Incorporate these answers into your paragraph. Write a paragraph (4-6 lines) on how the author's differ in purpose of the two poems, "Mushroom" and what they were trying to say. Make every word count.

May 19

AGENDA: 

1. Complete and discuss Miniver Cheevy 
2. Turn in your papers!

HW: Vocab review on Friday

May 18

AGENDA:

1. Discuss papers
2. Poetry - Miniver Cheevy by Edward Arlington Robinson

HW: Papers due tomorrow in class - typed.

May 15

AGENDA:

1. Vocabulary Quiz
2. Editing

May 14

AGENDA:

1. Writing Workshop


HW: Vocab tomorrow

May 12

AGENDA:

1. Individual Presentations


HW: Vocab Friday

May 11

AGENDA:

1. Individual project presentations

HW: Vocab this week (last new one)

May 13

AGENDA:

1. Individual Presentations 



HW: Vocabulary on Friday (last one with new words)

May 8

AGENDA:

1. In Class - 45 minute writing assignment - thesis! Intro - no I's, no you's

ORGANIZE YOUR THOUGHTS / MAKE A PLAN

Choose one:

Gretel, Bruno's sister, is seen several times with her dolls and then one day Bruno finds the discarded dolls ominously piled into a dark corner of the cellar. What does this image tell the film's viewers about the changes the girl is experiencing? How does our perception change how we see things?

Write an essay showing Bruno's progress from complete innocence to an awakening of understanding about what is going on around him. What events and experiences lead Bruno to gradually give up some of his innocence and see things differently? 

May 7

AGENDA:

1. Complete Group Projects in Class
2. Volunteer Independent Project Presentations

May 6

AGENDA:

1. Group Presentations

May 5

AGENDA:

1. Finish movie
2. Group Presentations
3. Return books to library

May 4

AGENDA:

1. Boy in the Striped Pajamas


HW: Projects due tomorrow in class

May 1

AGENDA:

1. Turn in Literary Analysis today
2. Begin watching The Boy in the Striped Pajamas - you will be asked to write about it next week


HW: Group and individual projects due Tuesday

April 30

AGENDA:

1. Time to work on individual and group



HW: Lit Analysis due tomorrow in class or emailed; Group and individual projects due Tuesday in class

April 29

AGENDA:

1. Socratic Seminar  - a discussion, not a debate....

An unexamined life is not worth living - Socrates


HW: Projects due Tuesday; Lit Analysis due Friday

April 28

AGENDA:

1. Return papers and discuss
2. Skits on Human Rights Values
3. Big Questions????


HW: May 1 Literature analysis due; May 5 projects due in class; Finish Night tonight - graded socratic seminar tomorrow - bring 2 questions (Level 2 and 3)

April 27

AGENDA:

1. Holocaust PPT
2. Human Rights Values

HW: May 1 Literature analysis due; May 5 projects due in class; 
Read Chapter 6 in Night tonight

April 24

AGENDA:

1. Vocab review quiz
2. Quiz on Night

HW: May 1 Lit analysis due; Projects due May 5

April 23

AGENDA:

1. Meet in Career Center


HW: Vocab review on Friday; Read Chapter 5 and 6 by Monday

April 22

AGENDA:

1. Background on Wiesel
2. Project assignment


Individual Project:

Genocide and the Holocaust 50 points - Due May 5 

This project is meant to evaluate our society's knowledge, or lack of knowledge, of genocide and the Holocaust. You will work individually to create a question and answer that runs through the project. For example, Why does one group wish to obliterate another? How is genocide addressed in the media? Why is our society blind to genocide? How can we increase our awareness of atrocities such as genocide? What are we doing to help those who are victims of genocide?

- Do this through words and images
- Use at least 5 quotes from the book
- Essential question visible and answered by your project
- 3/4 Page self reflection
- Interview 5 people with your overarching question (2 must be adults)
- Map/ timeline
- Definition of Genocide
- Describe where and when the genocide happened (if applicable)
- Explain why 
- Identify victims and perpetrators
- Explain how the world reacted to the genocide
- Engage your audience and be creative.

Same rubric as group project







HW: Vocab review on Friday; Read Chapter 4 in Night by Friday

April 21

AGENDA:

1.  ESSAY:

Do we value only what we struggle for? Plan your response, and then write an essay/analysis to explain your views on this issue. Be sure to support your position with specific points and examples. (You may use personal examples or examples from your reading, observations, or, knowledge of subjects such as history, literature, science.)


YOU HAVE ALL PERIOD. This is a full essay - do your best work.


HW: Read Chapter 4 tonight; Vocab review on Friday

April 20

AGENDA:

1. What are Human Rights?
2. Who is Elie Wiesel?

Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky. Never shall I forget those flames which consumed my faith forever. Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live. Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God Himself. Never. 

This quote also appears in the Permanent Exhibition of the United States Holocaust Memorial Museum. 

Elie Wiesel was born in Sighet, Romania, on September 30, 1928. 

A Nobel Peace Prize winner and Boston University professor, Wiesel has worked on behalf of oppressed people for much of his adult life. His personal experience of the Holocaust has led him to use his talents as an author, teacher, and storyteller to defend human rights and peace throughout the world.

HW: Review vocab on Friday; Read through page 28 or the second chapter;
to read on line - http://www.scslschool.com/Documents/TeacherFiles/ElieWiesel-NightFULLTEXT_3_26_2014_3_23_04_PM.pdf

April 17

AGENDA:

1. Meet in Computer Lab


HW: Read pages 3-23 of Night this weekend; to read on line - (http://www.scslschool.com/Documents/TeacherFiles/ElieWiesel-NightFULLTEXT_3_26_2014_3_23_04_PM.pdf)

Literary Analysis due May 1

April 16

AGENDA:

1. Our Twisted Hero clips
2. Return your book and pick up Night at library



HW: Computer lab tomorrow - meet me there; Read Preface and Foreward tonight - if you don't have your book go to Gutenberg and type in name of book

April 15

AGENDA:

1. The end is intentionally ambiguous. Han tells us that he doesn't know what makes him cry at the end of the book, whether the tears "were for me or for him, whether from relief for the world, or from a new pessimism." What do you think? What themes can you extract from the ending?

You have the whole period to write this - make sure you have a thesis built into what you want to say. This will guide your entire paper.


HW: Literary Analysis Due May 1

April 14

AGENDA:

1. Socratic Seminar
    Level 1, 2, 3 questions - Zoe/James lead in Period 1; Josh/Megan leads in Period 5


HW: Literary Analysis due May 1

April 13

AGENDA:

1. Quick Write - What is the resolution of Our Twisted Hero? 
2. What motivated Om? What Motivated Han? Discuss


HW: Level 1, 2, 3 questions for Socratic Seminar tomorrow  -  Level 1 factual questions; Level 2 literary technique questions; Level 3 - deeper understanding (window/mirror) questions. Have three for class tomorrow

April 1

AGENDA:

1. Review last night's reading
2. Read a little more


HW: Complete Our Twisted Hero over break and be prepared to discuss, debate and write about it when we come back; Complete your literary analysis .....


HAPPY SPRING BREAK!

March 31

AGENDA:

1. Return and Review short answers from yesterday
2. Review last night's reading
3. Read and discuss

HW: Read through page 97

March 30

AGENDA:

1. Read to page 69
2. Short answer question on the reading so far of Our Twisted Hero

     "The only thing pain can wring from a soul that has abandoned resistance and from a mind that has lost its hate is sorrow." How does this quote fit Han.


HW: Read through page 78; Literary Analysis due May 1

March 27

AGENDA:

1. Vocabulary quiz 
2. Camp 14 video



HW: Read through page 61 this weekend

 

March 26

AGENDA:

1. Finish Fish Bowl
2. Review of last nights reading 
3. If time, read 

HW: Vocabulary tomorrow

March 25

AGENDA:

1. Fishbowl
2. Read through page 37


HW: Vocab on Friday; 

March 24

AGENDA:

1. Our Twisted Hero
2. Questions
3. Anticipation Guide 


HW: Vocabulary on Friday; Read pages 1-20 by tomorrow and answer questions

March 23

AGENDA:

1. Distribution of books
2. Introduction to "Our Twisted Hero"

HW: Vocabulary this week - Friday

March 20

AGENDA:

1. Complete stories
2. Books - Ten noted authors who "live" in my house
3. Details of Literature Analysis

HW: Literature Analysis - due May 1

March 19

AGENDA:

1. "The Hit Man" stories.....





HW: List 10 people that "live" in your house. Bring the list to class tomorrow. List 10 famous people that you would like to have "live" at your house. (Chances are there is a great book about each of them)

Literary Analysis

LITERATURE ANALYSIS QUESTIONS

Please answer the following questions about the book you selected.  Make sure to provide appropriate examples to support your ideas.

Title

1. What connection do you make with the title of the book and its content

Author

1. Biographical information about the author and how does it pertain to the book
2. Genre 
3. Historical information about the period of publication

Setting

1. Where/when does the story take place?
2. Does the author use one setting or more?  Why?
3. Over how long a period of time is the story told?
4. Could the story have been told in a different setting (such as the old west, a different planet, 200 years in the future, a tropical island)?  How would this change the story? 

Plot

1. What is the inciting incident?
2. Did the author use foreshadowing or introduce a plot twist that surprised you?
3. Could you imagine the story happening to someone you know?  Was it realistic?  Why/why not?

Characters

1. Describe the main characters and explain whether the author uses direct or indirect characterization.
2. Are these people you would like to know?  Why or why not?
3. Are the characters realistic?  Do they resemble people in real life?  How?  Why do you think the author wrote them in this particular way?

Style

1. Describe the author’s syntax and diction.
2. Does the author use lengthy descriptions of settings and characters, or does s/he focus on action?
3. What is the tone of the book?  Did it make you feel happy, curious, sad or another emotion?  Describe.
4. Is there a lot of dialogue?  Do the characters have to talk for you to know what they are thinking?
5. Was there irony? Symbolism?

Theme

1. Does the book have a central message?  Do you think there is a universal theme or moral of the story?  What is it?
2. Why do you think the author wrote the book?  What was his/her purpose?

Memorable Quotes and their significance:

1.

2.

3.

March 17/18

AGENDA:

1. "The Hit Man" continued....


HW: List 10 people that "live" in your house - list 10 books that are in your house. Bring the list to class tomorrow.

March 16

AGENDA:

1. More on "The Hit Man" and creating images and subtleties 
Using an unsympathetic character in the way that T. Coraghessan Boyle has written “The Hit Man.” Use a “The Dictator” or “The Senator.” Exaggeration is the key here.

 T. Coraghessan Boyle's short-short "The Hit Man" uses the approach of a scrapbook-type that catalogs a hit man's early years until his death. A very short work can contain a novel. The reader sees this four-page story as a coming-of-age, fictional biography, which tells about the hit man's trouble with teachers as a youngster, his life on the streets, the death of his parents (he "wastes" his father, but his mother dies naturally), first job, moods, first child, retirement, and death. Afterward the reader has experienced a character's life and times in under a half hour. 

March 13

AGENDA:

1. Papers are due today
2. Vocab Quiz
3. Finish movie and discuss
4. Library to return books

March 12

AGENDA:

1. Discuss the conflicts at Welton and Keating's lessons so far
2. Movie


HW: Vocab on Friday; Paper on Friday or Thursday night by midnight

March 11

AGENDA:

1. Movie - Dead's Poet Society

Question?
How did the poetry book make it into Neil's room? Did Keating put it there? And if so, why, after telling the boys that the present administration would not look favorably on it, would Keating do that?


HW: Essay due on Friday or Thursday night by midnight; Vocab on Friday

March 10

AGENDA:

1. Questions or thoughts on essays
2. End of book recap
3. Movie - Dead Poets Society


HW: Vocab on Friday; Essay on Friday or by midnight Thursday via email

March 9

AGENDA:

1. Go over essay again and possible theses'
2. Finish book - discuss


HW: Essay due Friday in class or Thursday night midnight; vocabulary Friday  - all NEW words

March 5

AGENDA:

1. Complete Chapter 12
2. Essay assignment


HW: Essay thesis and outline due Monday - final essay due Friday

March 4

AGENDA:

1. Share with the class your situation in which you could benefit by acting with courage. (Go around the room and share - each student)

2. Interview a classmate about a mistake or lack of judgment-type experience that had a strong influence on him or her. Record the results of your interview, and then have the same classmate interview you. Share with the rest of the class what both of you have learned from the interviews. In discussion, consider why different kinds of events influence people as strongly as they do. What emotional reactions do we have with these mistakes? How did Gene's mistake affect him? 

March 3

AGENDA:

1. "Courage is the feeling the fear and doing it anyway."
2. Group work on why we lie



HW: Respond this evening - 
    How is confidence related to trusting in oneself? How can you feel confident in yourself without proof? How do you build confidence? If you are faced with a situation in which you are tempted to lie: What kind of thoughts might be running through your head? What could you do to help yourself build self-confidence?

AND

Tomorrow - be prepared to share - either a movie, a book, people you know or your own personal experience, and write down how and where someone found the courage in a tough situation. And write 1-2 sentences about a situation in which you could benefit by acting with courage. Be prepared to share in class.

March 2

AGENDA:

1. Discuss Chapter 10
2. Art of WWII
3. Read Chapter 11 in class


HW: Vocab review this week

February 27

AGENDA:

1. Discussion on Chapter 8 and 9



HW: Read Chapter 10 by Monday

February 26

AGENDA:

1. POV - "A Very Short Story"
2. Other stories....
3. Journal Write
     Does this happen in our lives? When? What about gossip and rumors. Explain what happens when you overhear something in the hallway and how the spreading of a rumor can often be misinterpreted. When have you seen a situation differently than a friend did?


HW: Chapter 8 and 9 by tomorrow

February 25

AGENDA:

1. Discussion - 
          By understanding stories from different points of view, you can learn how to link the events in a story casually. You cannot truly understand a piece of literature until you can dissect it and know the point of view and why the author chose that style. Why is it important to be able to see other people's perspectives?

2. Your narratives..... sharing
3. Ernest Hemingway "A Very Short Story"- POV
4. "The House"



HW: Read Chapters 8-9 by Friday

February 24

AGENDA:

1. Quote
2.  "Two Cows"
3. Group work on perspective, Gene, Finny, Leper, Brinker
4. Someone else's shoes....


HW: Short narrative due tomorrow at beginning of class; Read Chapters 8 and 9 by Friday

Two Cows

February 23

AGENDA:

1. Quiz on Chapter 5-7 

February 20

AGENDA:

1. Vocabulary quiz
2. Character study of either Finny or Gene so far - you remember how to do a character analysis - I want a quote that supports every characteristic you write down in your character study. Sub will read Things to Consider and please consider and include them as you build a character study of one of the characters.


HW: Read Chapter 5-7 for Monday

February 19

AGENDA:

1. Remember back to a memorable or idyllic time in your life, a time that you can think back on and smile. A time that just felt good and right? What comes to mind? What specifics make it idyllic? How did you feel?

2. Examples - Forrest Gump
3. When an author writes a flashback into a piece of writing, ask yourself several questions:
      a. What does the audience need to know about the protagonist's or main character's past that cannot be shown in a present-time?
     b. Where does the flashback take place? Describe the geographic location.
     c. When does the flashback memory take place? Pinpoint the time period. Did the event take place in the character's childhood, several month ago, or many years ago?
    d. Who are the other characters in the flashback and why are they important? 
    e. How is the character's memory evoked as a flashback? This is known as the transition into the flashback. Does a place, sound, picture, or present event trigger a memory? How does the character return (transition) to the present from his memory, or flashback? Does someone call his name, telephone him, tap him on the shoulder? 

4. Discuss Gene 
5. Flashback Handout
6. Compare and contrast the young you and the present you? How did you see things then, how did you feel? How are you different and how does that affect your point of view? Are the  memories you noted in your journal 100% accurate or colored by your present self? 



HW: Flashback homework; Chapter 5-7 by Monday.... quiz; Vocab review only quiz on Friday

February 18

AGENDA:

1. Presentation (period 1 only)
2. Review Chapters 1-3
3. Listen to Chapter 4


HW: Chapter 5-7 by Monday - Quiz

February 17

AGENDA:

1. Chapters 1-3 questions


HW: Vocab review this week

February 13

AGENDA:

1. Vocabulary Quiz
2. Finish presentations
3. Read Chapters 1-3


HW: Read Chapters -1-3 by Monday 

February 12

AGENDA:

1. Presentations


HW: Vocabulary tomorrow; Read Chapters 1-3 by Monday

February 10

AGENDA:

1. Paris: Sunday, June 23, 1940 - Who is this man? Where was the picture taken? Why was the man here? What do you think people in Germany think of this picture? What might people in France think of this picture? How about the people in Britain? What do you understand by the term "propaganda"?

2. Propaganda
3. "Campus on the March"
4. Types of Propaganda 
5. How is it used today?


HW: Group presentations tomorrow; vocabulary on Friday

February 9

AGENDA:

1. Journal writes, essays, subs...... 
2. Go to library and take Tuesdays with Morrie and pick up A Separate Peace
3. Vocab this week - words on quiz let, blog and on the board
4. Handout project and discuss for A Separate Peace 
5. What's this book about?

HW: Vocab on Friday - extra credit possibilities; Projects.... present on Thursday



MLA Citations: http://www.citationmachine.net/mla/cite-a-book    go to this site, scroll down and select if you found information on a website, a book, a magazine, etc then type in the information as it asks, the website will generate the proper format to include with your presentations.
(EX.  Carter, John. "The War Effort." Www.nytimes.com. NY Times, 4 Feb. 2010. Web.)

Remember - wikipedia, about.com, etc.... are not reliable websites that we use when writing or citing.

February 6

AGENDA:

1. Turn in your papers
2. Return your books to the library
3. Tuesday with Morrie in class final write

HW: Turn in your Papers today by email or in class; ENJOY! Your weekend! See you Tuesday

February 5

AGENDA:

1. Read "Are You Living Your Eulogy or Your Resume?
2. What's a Eulogy? What's a resume?
3. Discuss in your groups
4. Journal Write -
       Morrie Schwartz said, "Learn how to live and you'll know how to die; learn how to die, and you'll know how to live." What do you think about this particular aphorism? What value do we, as a society, put on the human life and our relationships? What value do you put on your life and relationships? 

HW: Final papers due tomorrow

February 4

AGENDA:

1. Read "What is a Life Worth?" by Amanda Ripley of Time Magazine 
2. Discuss this article with each other in your groups - stay on task
3. Articles back in at end of class - tomorrow you will write about your thoughts


HW: Final papers due Friday

February 3

AGENDA:

1. Editing..... revisions in class - FINAL due Friday in class or by email


HW: Final Papers due Friday; Complete the book by Friday

February 2

AGENDA:

1. "I Am"


HW: Review Vocabulary again this week - Friday!; Final paper by Friday midnight emailed or in class on Friday; Book should be completed.......

January 30

AGENDA:

1. "I Am"


HW: Papers due Sunday night or Monday in class; Complete the book this weekend

January 29

AGENDA:

1. Tuesday with Morrie Quiz
2. Introductions and Thesis writing.....
3. Time in class to work on your introduction and theses'


HW: Read 124- 141; Essay due Monday at the beginning of class or emailed to me by Sunday night at midnight.

January 28

AGENDA:

1. Mitch Albom Video
2. Socratic Seminar 


HW: Read Tuesdays with Morrie - pages 109-123

January 27

AGENDA:

1. Understanding aphorisms
2. Write down two aphorisms within the videos and why you liked them (2 videos)
3. Essay writing.....


HW: Read 90-108; Select a prompt below. Begin an outline of where you might go with this essay. Begin with examples from the book - determine importance, meaning. Tomorrow prepare to turn in your outline and notes but first be prepared to discuss it within your group. This does not have to be anything formal. This is an idea generating assignment at this point. If we don't spend the time generating ideas - our papers will lack depth.


1) Morrie talked about the "tension of opposites" (p 40). Explore this as a metaphor for the book and for society.

2) Discuss the book in terms of structure, voice, and tone, paying attention to Mitch's use of flashbacks and other literary devices. How do his choices add to the meaning? 

January 26

AGENDA:

1. Journal Write: 
      "Life is a series of pulls, back and forth. You want to do one thing, but you are bound to do something else. Something hurts you, yet you know it shouldn't. You take certain things for granted, even when you know you should never take anything for granted." (page 40) How does this relate to relationships? What can be taken for granted in relationships? 

2. Discuss novel so far
3. Empathy/aging experiment

HW: Read pages 72-89 tonight

January 23

AGENDA:

1. Vocabulary Quiz / Novel quiz
2. Poem - "The Little Boy and the Old Man" by Shel Silverstein
3. Relationship Survey + group discussion


HW: Read pages 32-72 (The Classroom, Taking Attendance, The First Tuesday, The Second Tuesday, The Third Tuesday, The Audiovisual, Part Two)

January 22

AGENDA:

1. "The Seven Ages of Man" by William Shakespeare in the play As You Like It, the sad Jacques delivers these lines as a monologue in Act II, Scene vii.
2. What are the seven ages of man? Two literary tools used? What does Shakespeare mean?



HW: Vocabulary on Friday; Read pages 14-31 tonight (The Student, The Audiovisual, The Orientation)

January 21

AGENDA:

1. New books and assignment
2. Genre;  non-fiction vs. fiction
3. What does writing poetry analytically look like

HW: Vocabulary on Friday; Read pages 1-13 tonight