Class+Log+for+World+Literature

Class Log for WORLD LITERATURE

JUNE 8: Students can study for their final. - which will be series of essay questions about the kite runner- the students will have to write several responses during the test time. They will be given some choice in the questions they may answer. MAY 24- JUNE 7: Students are following the reading schedule for the novel The Kite Runner. MAY 21: Students read in class today. MAY 20: Students discussed chapters 5-7, ALL STUDENTS MUST TAKE A QUIZ (chaps 5-7) ON Quizstar by Midnight tonight. MAY 19: Students read chaps 5-7 for discussion tomorrow. MAY 18: Students partnered up and discussed 6 key quotations about the chapters 1-4, ALL STUDENTS MUST TAKE A QUIZ ON Quizstar by Midnight tonight. MAY 17: Students received book and began reading chaps. 1-4 of "Kite Runner." MAY 13: Students took final assessment for __Lord of the Flies__. MAY 12: Students discussed/ reviewed novel; an assessment will be given on Thursday, May 13 MAY 11: Students discussed chap 10, and were assigned chap 11,12, an assesment will be given on Thursday, May 13 MAY 10: Students discussed chaps 8,9, took quiz chps 7-9, and were assigned chap 10.

MAY 7: Students discussed chap 7 and were assigned chaps 8,9, quiz chaps 7-9 Monday, May 10. MAY 6: Students discussed chap 6, took quiz, and were assigned chap 7, quiz chaps 7-9 Monday, May 10. MAY 5: Students discussed chap 5, were assigned chap 6, quiz chaps 4-6 tomorrow. MAY 4: Students discussed chapters 1-3, drew pictures of the plot in chap 4 were assigned to read chapter 5 (questions 1,4,8). MAY 3: Students TOOK quiz and were assigned Chap 4 (questions 2, 9). APRIL 30: Students discussed chap 1 and were assigned to read chaps. 2, (questions 9, 10 ) and chapter 3 (questions 7, 8) take notes for quiz on Monday. APRIL 29: Students handed in essays and were assigned chapter 1, and questions 7, 10 of the novel __Lord of the Flies__. APRIL 28: Students were given instructions and allowed time to write their essays. APRIL 27: Students read about College essays and what makes them good. APRIL 26: Students learned about the Naviance program. APRIL 23: Students reviewed the realism and psychological realism in the story "One Soldier". APRIL 22: Students reviewed vocabulary, read a story called One Soldier" (469- 482) in our textbook. Do questions 3 and 4 in the "Analyzing Literary Technique" section. APRIL 21: Students took completed a pressure writing activity in class. APRIL 20: Students took quiz and discussed story. APRIL 19: Students read "A Drink in the Passage" and were to answer any 3 questions in the section labeled "Analyzing Literary Technique" APRIL 16: Students discussed yesterday's story. APRIL 15: Students discussed yesterday's story, and were assigned to read the short story "Crackling Day" APRIL 14: Students discussed yesterday's story, and were assigned to read the short story "Marriage is a Private Affair" and do exercise 2 under "Writing about Literature." APRIL 13: Students read the short story "A Sunrise on the Veld" and write a paragraph for Any two of the seven "Analyzing Literary Technique" questions. APRIL 12: Students read the short story "How Much Land does a Man Need?" and write a paragraph for Any three of the Five "Analyzing Literary Technique" questions. APRIL 1: Students took vocabulary test. NO homework just study for ACT test if it applies. MARCH 30: Students reviewed vocabulary and sentence structure and were assigned to study their vocabulary words and grammar rules for a test on Thursday, April 1. MARCH 29: Students reviewed vocabulary and sentence structure and were assigned Ex 3 page 142, Ex 4 pages 143-44, Exercises 2,3 pages 148-150. Students should prepare for a vocabulary and grammar test on Thursday. MARCH 26: Students discussed the compound and complex sentence patterns as they corrected the grammar exercises. Students were to create 5 compound sentences using all three patterns, and to write 5 complex sentences using the different patterns and 5 different subordinating conjunctions. MARCH 25: Students reviewed concepts and homework. Topics 27, 28 pp 129-138 and the exercises on those pages are due tomorrow (EXCEPT EXERCISE 1, PAGES 135-136). Students also were to make flashcards for the following vocabulary words. See the following lists MARCH 24: Students reviewed concepts and homework. Topics 25, 26 pp 117-128 and the exercises on those pages are due tomorrow. MARCH 23: Students reviewed concepts and homework. Topics 22, 23 pp 103-116 and the exercises on those pages are due tomorrow. MARCH 22: Students started a grammar review unit. Topics 20, 21 pp 91-102 and the exercises on those pages are due tomorrow. MARCH 12: Students handed in papers, __Candide__ books, and took diagnostic grammar test. No homework. MARCH 11: Students worked on papers, discussed the closing paragraphs and checked outlines if needed. ALL PAPERS ARE DUE TOMORROW. MARCH 10: Students took notes about introductory paragraphs, then worked on outlnes or typing in paper. MARCH 9: Students took notes about iinstalling quotations properly, received grading rubric, then worked on outlnes or typing in paper. MARCH 8: Students took notes about literary analysis, were assigned to make out an outline (finding quotations, and examples to use in their literary analysis) for tomorrow. MARCH 5: Students took test for __Candide__. No homework. MARCH 4: Students took vocabulary test, and were reminded to study and reread pp 73-84 about Eldorado for tomorrow's book test on __Candide__. MARCH 3: Students reviewed major concepts to the ending of the novel, reviewed vocabulary for test tomorrow. MARCH 2: IN GROUPS, discussed various satirical targets of Voltaire. reviewed the summary sheets and announced vocabulary test on Thrusday and final test of Candide on Friday. MARCH 1: IN GROUPS, discussed various satirical targets of Voltaire. in chapters 21-26. assigned pages 110-144 for Tuesday. FEBRUARY 26: Discussed The slave of Surinam and the character Martin. short essay Question given: Why would Voltaire put Martin into the story as Candide's traveling companion? assigned pages 110-128 for Monday. FEBRUARY 25: Took notes about Satire, the target, the satirical point, and the evidence of the support found in the text. Assigned reading up to page 109. FEBRUARY 24: Took notes about El Dorado, the perfect city and discussed its possibility of existing today. FEBRUARY 23: Took down new vocabulary, discussed chapter 13-16. Assigned up to 84 for tomorrow. Students may download or make flashcards out of these words. FEBRUARY 22: "Old Woman" story was discussed and students wrote about the treatment women endured during the Age of Englightenment. READING SCHEDULE: Assigned to read up to p 72 for Tuesday, read up to 84 for Wednesday. read up to 96 for Thursday. and up to 109 for Friday. FEBRUARY 19: discussed satire in __Candide__. vocabulary quiz on Friday.STUDENTS were to read up to p59. FEBRUARY 18: reviewed vocabulary. discussed satire in __Candide__. vocabulary quiz on Friday. FEBRUARY 17: reviewed vocabulary. discussed satire in __Candide__ (group work). vocabulary quiz on Friday. FEBRUARY 16: STUDENTS were given the book __Candide__, studyguides, and told to read chapters 1-5 for tomorrow. Vocabulary cards should be reviewed as well, There is a vocabulary quiz on all the words coming up in the future (Thursday, Friday) FEBRUARY 12: STUDENTS were to write out their vocabulary and finish their "Modest Proposal" for Tuesday. IMPORTANT Guidelines for the Satirical Writing: 500-600 words Double-spaced, it should be patterned after Swift's "Modest Proposal" meaning... have a similar opening statement "To Prevent ..... and to promote..." you may use the exact words of "It is a meloncholy object that...: to start explaining the problem You may borrow parts of Swift's words in select places, for example..." I humbly propose ...." "I grant that this solution will be somewhat dear, ..." Presenting the problem in a way that pokes fun at the situation, giving examples, expert testimony, is essential. Presenting a ridiculous solution, but in a humorous way showing how it solves the present problem is essential in the writing. Proper punctuation, usage, and grammar should be used at all times in the writing.

FEBRUARY 11: STUDENTS discussed with Mr. Kocon their writing plan and were to come up with a satirical solution that would have several advantages, while indeed, solving the problem. FEBRUARY 10: STUDENTS took quiz on The Modest Proposal", discussed group writing assignment: a satirical piece on a global, societal or school problem. Students were to come up with a problem and examples of exaggerating the problem. FEBRUARY 9: STUDENTS discussed Swift's satirical meaning in "The MODEST proposal". FEBRUARY 8: STUDENTS discussed the political background surrounding Swift's "Modest Proposal" and were supposed to finish reading it making sure they understood the mathematical calculations Swift was making in paragraph 6.

FEBRUARY 5: STUDENTS took the vocabulary quiz, and sentence pretest. No homework. FEBRUARY 4: STUDENTS discussed vocabulary cards (a quiz tomorrow on them), satire, took notes and were assigned to decipher the literary satire of the study guide. Students were to read the quotation and then write who or what is being satirized by the author. See Below

FEBRUARY 1-2-3: STUDENTS gave their oral presentations and handed in their works cited pages.

JANUARY 29: Discussion about Delivering a good speech continued. Students practiced opening of speech. Speeches start on Monday. If you lost your rubric download a new one. JANUARY 28: Discussion about Delivering a good speech. Students were to write out an opening technique and the bridge statement for their person (subject) of their speech. Then practice it, so they can give it to the class tomorrow.

JANUARY 27: Counselors showed students how to search for colleges using new software. JANUARY 26: Gathered research on topic in library, reviewed the student's works cited pages. Students were to retype their works cited pages if they had any mistakes in them. Those pages will be graded the day of their speech. Students are to working on their outline or notecards from which they will deliver their speech as well as their powerpoint slide show. Speeches will start on Friday, Jan 29.

JANUARY 25: Gathered research on topic in library. Works Cited page is due tomorrow.

JANUARY 22: Gathered research on topic for Enlightenment Speech. Students were to read as much as possible about their topic and become an expert on it. Mr. Kocon said that any one who simply does a biography on the life a a person will not score very high. Students should talk about interesting, noteworthy, factual, descriptive details about the person. Their speech may have some background information in it, but that is not to be the majority of the presentation. Please read over and follow closely the requirements as stipulated in the project sheet handed out on Thursday.

JANUARY 21: Corrected study guide, explain project, students will create a powerpoint presentation using the "googledocs" program. So students need to create an account with Google tonight. See PDF for instructions. For specific questions about the project/ speech download the instructions.

JANUARY 20: Students took quiz on policies, reviewed works cited page, and then was assigned to read the introduction to the Age of Enlightenment and fill in the blanks on the study guide. Students who wish to have a study guide for writing works cited pages may download the following

JANUARY 19: Students were told to read / download the on-line welcome letter from the wikispace and prepare for a quiz on its contents. Students took definitions on the Age of Rationalism and were to make 5 vocabulary cards for tomorrow.

JUNE 1 - 2: Review of the last chapters and discussion of the book's main themes and messages. Check Final schedule to see when test will be given. MAY 28: Reading day and students should finish the book by Monday. Students are required to write down their answers for chapter 12. MAY 27: Quiz taken and class discussed chapter 9, reading day tomorrow. MAY 26: Discussed chaps 7,8 assigned chapter 9 for quiz tomorrow. MAY 22: Chaps 7, 8 and the questions are due on Tuesday, May 26. MAY 21: Quiz taken for chaps 4-6, reading day tomorrow. MAY 20: Checked questions, discussed chap 4, and was assigned to read chapters 5 and 6 for tomorrow's quiz. MAY 19: Checked questions, took quiz, and was assigned to read chapter 4 and do the questions for tomorrow. MAY 18: Checked questions, and was assigned to read chapter 3 and do the questions for tomorrow. There will be a 15 pt quiz on chaps. 1-3 tomorrow, also. MAY 15: Checked questions, and was assigned to read chapter 2 and do the questions for Monday. Click here for a complete reading schedule for __Lord of the Flies__. MAY 14: Collected and passed out books. Assigned chapter 1 of __Lord of the Flies__, students were to answer the study guide questions in their notebooks. The "Identifying facts" questions can be simple answers. The "Interpreting Meanings" questions must have 2-3 sentence answers. All answers should be placed in the student's notebook to be used for a quiz or assist in class discussion. May 13: Discussed the plot, the hopeful or despairing tone in the story " A Drink in the Passage". MAY 12: Students took vocabulary quiz weeks 7-10, and worked in groups citing 5 examples that showed how the story "A Drink in the Passage" by Alan Paton is a despairing anecdote concerning the Apartheid in South Africa, and then they were to cite 5 examples that showed how the story is a hopeful anecdote concerning the Apartheid in South Africa. MAY 11: Students reviewed vocabulary weeks 7-10, possible quiz tomorrow, were assigned to read story "A Drink in the Passage" by Alan Paton pp 332-338. Students should be able tell whether the story is hopeful or despairing as it relates to the Apartheid movement of South Africa. MAY 7: Students took quiz- One Paragraph-"Chinua Achebe, in his story, "Marriage is a Private Affair" presents the message that ... We read the story " A Piece of String" and discussed its meaning and themes about human nature. MAY 6: Discussed story- "Marriage is a Private Affair" and talked about traditional values versus Modern ones, family relationships, cultural differences. no homework. MAY 5: Vocabulary quiz taken; college essay collected, new vocabulary given, and assigned story "Marriage is a Private Affair" pp 373-379. MAY 4: Vocabulary review for weeks 5,6,7,8. Using poor metaphors and what constitutes a good college essay were discussed. (clear voice, creative opening, clear focus on subject, and lastly the essay should make a point about the author, whether that is a change in attitude, behavior, due to the influence of the event, person, or object explored in the essay). Vocabulary test tomorrow and TYPED college essay due, also. MAY 1: College Essay assignment was discussed and handed out. The typed college essay will be due on Tuesday, May 5. APRIL 30:Handed in resumes and read 4 to 5 of the "best essays" of College Admissions and then wrote a two -three sentence summary of each one. APRIL 29: Resume samples were discussed, and the "personal description" at the top of the resume was shown. Students were asked to clean up and mistakes on their resumes and add a "personal description" to it for tomorrow. Resumes will be saved on the students' home computers. All resumes will be collected tomorrow for a graded assignment. The "College Essay" was introduced and discussed. APRIL 28: Ms. Rothenbacher discussed the importance of making a resume. Students were assigned to type out a resume of their schooling, co-curricular activities, community services, job experiences for tomorrow. APRIL 27: In computer lab, did college searches for future choices. APRIL 24: Took quiz in partners about "Crackling Day", discussion followed. APRIL 23: Reviewed vocabulary weeks 4,5,6,7,8, and discussed "Apartheid" in South Africa and assigned the story "Crackling Day" by Peter Abrahams to be read and questions 1 and 4 on page 499. APRIL 22: Discussed vocabulary and criteria for the War Response Paper, finished a vocabulary exercise. APRIL 21: got vocabulary for weeks 7 and 8 and worked on response paper. click for response paper assignment. APRIL 20: Took quiz on War stories. APRIL 17: Read the story "Silence" and discussed the significance of the "title" in connection with World War II. APRIL 16: Read a story "The Sniper" in class discussed its meaning. Questions 1 and 2 are homework for tomorrow. Each answer requires a paragraph response. APRIL 15: Took a quiz on "Where Have You Gone Charming Billy?" and discussed how the images make the fear and setting more real for the reader. No homework. APRIL 14: Students read "Where Have You Gone Charming Billy?" and are to answer questions 5,6,7 on page 217, and than wrote down three passages from the book where Tim O'Brien uses imagery in the story. Reread the section on IMAGE on page 217 if you have forgotten what images are. APRIL 9: Wrote a brief summary of "A Certain Night" and read "War" and discussed questions. NO homework for Easter break. APRIL 8: Discussed the meaning of certain quotations from the story "A Certain Night" and no homework was assigned. APRIL 7: Took reading quiz on "One Soldier" discussed how it is "anti-war" in its content, wrote summary in notebooks, and assigned "A Certain Night" pp 531- for tonight's homework. APRIL 6: Students were to read "One Soldier" pp 468-482. Take notes about story to help them recall the plot and do question 1 of Analyzing Literary Technique p483. APRIL 3: Students corrected, reviewed grammar rules and examples. APRIL 2: Students corrected grammar assignment and were assigned the practice test on pp 178-193. They did half of the test in class and were to complete the rest of it tonight under timed conditions. APRIL 1: Students corrected grammar assignment and were assigned Ex. 1,2,3, 4 pp.138-150. MARCH 31: Students corrected grammar assignment and were assigned Ex. 1,2,3 pp.129-132 and exercises ,2,3, pp. 133-137. MARCH 30: Students corrected grammar assignment and were assigned Ex. 1,2,3 pp.117-122 and exercises ,2,3, pp. 123-128. MARCH 27: Students corrected grammar exercises and were assigned Ex. 1,2,3 pp.109-112 and exercises 1,2,3, pp. 113-116. MARCH 26: took vocabulary quiz and reviewed grammar. assigned Exercises 1,2,3 on pp 91-93 and Exercises 1,2,3 on pp 97-102. MARCH 25: Reviewed vocabulary for weeks 3,4,5, 6 and corrected yesterday' exercises and were assigned Exercise 1 on page 67 and to study for vocabulary test tomorrow. MARCH 24:corrected yesterday' exercises and were assigned Exercise on page 54 and exercise on page 57. MARCH 23: Vocabulary review. Vocabulary test for weeks 3,4,5,6 on Thursday. Grammar exercises pp. 29-32 exercises, 1,2,3,5 and read pp 33-36 do ex. 1. for tomorrow. MARCH 13: Handed in papers, and reviewed vocabulary words - pictionary style. MARCH 12: Students took notes about title page, works cited page, picked up their scoring rubric for the literary analysis and discussed the "cardinal sins" to avoid when writing a literary analysis. MARCH 11: Students worked on writing their body paragraphs for their essays. An introductory paragraph was explained. MARCH 10: Students wrote down vocabulary words for units 5, 6. Students were to take their notes and formulate an outline for their essays in class. MARCH 9: Candide Essay is explained, notes about how to use quotations are given. Students were to gather notes about the essay question that they were to write about. MARCH 6: Students took Candide test. MARCH 5:Reviewed the book Candide, discussed the importance of the characters and the satirical issues that Voltaire targeted in his book. MARCH 4: Took vocabulary test (units 1-4) read the end of __Candide__. Students should have finished the book by Thursday. MARCH 3: In groups, students answered questions about chapters 19-25. click here if you were absent, so you can see and do them for tomorrow's class. Every student is to study vocabulary words for units 1,2,3,4 for tomorrow's quiz. Tomorrow will be a reading day, so bring your book to class. The book should be finished by Thursday, March 5. MARCH 2: Took pretest for vocabulary. Discussed some to the examples of human greed in chapters 19-22. Assigned reading up to chapters 25 for Tuesday. Test will be at the end of the week. FEBRUARY 27: Students discussed the city of El Dorado, and were assigned to read chapters 20,21,22,23 for Monday.Click here for a copy of the study guide for chapters 17 through the conclusion of the novel. FEBRUARY 26: Students discussed the treatment of women during Voltaire's time. Chapters 17-19 are due for Friday. FEBRUARY 25: Students took 6 question quiz. Discussed chapters, assigned chapters 11-16 for Thursday. Chapters 17-19 for Friday. FEBRUARY 24: Students took notes about who was satirized in each of the first five chapters, then they were assigned to outline who was satirized in the next five chapters and explain how or why they think so. HELPFUL HINT: If the chapter is about Cunegonde, the satire may not be about Cunegonde at all, it may be that Voltaire is satirizing the other characters who come into Cunegonde's life. So pay attention to the way other characters treat Cunegonde or Candide or how they treat other people in the novel, for that may be where the satire is found. FEBRUARY 23: small groups discussed some of the irony in the early chapters 1-5. Students are to read chapters 6-10 for tomorrow. students on retreat should read chapters 11,12 (XII) FOR WEDNESDAY.

FEBRUARY 20:Handed in assignment about the MODEST PROPOSAL, discussed chapter one in __Candide__, and were assigned to read through chapter 5 for Monday. FEBRUARY 19: Students took notes about vocabulary words and began reading Candide. Students were told they may use the ebook version if they wish to mark up their copy of Candide.The link follows::[|Candide -ebook] FEBRUARY 18: Students discussed course options for next year and worked in groups on their modest proposal. FEBRUARY 17: Students discussed how to use vocabulary and different conventions in their satirical "Modest Proposal" that they are writing. The assignment is due Friday, Feb 20. Formatting: doubled spaced, approximately 500-600 words (2 pages), it must start with an opening and end with a short disclaimer (students can look at Swift's original work to see his opening statement and disclaimer, and it is expected that they will model theirs after his). Students should bring index cards to tomorrow's class.

FEBRUARY 13: Students discussed "Modest Proposal" and began working on their personal proposals. FEBRUARY 12: Students discussed "Modest Proposal" and took down definitions and sentences for new vocabulary. FEBRUARY 11: Students took quiz on the "Modest Proposal" in partners. FEBRUARY 10: Students discussed the definition of satire, reviewed some of the history of Ireland prior to Swift's writing of the "Modest Proposal". Students were assigned to read the "Modest Proposal" and write down 5 new words they didn't know (and look them up as well). Also, students should know how Swift's proposal is a Win-Win proposition for the wealthy British landlords and the starving Irish Parents. Students will have a test on the reading tomorrow.

FEBRUARY 9: Students discussed video clips about satire, and the uses of literary satire. FEBRUARY 6: Students took quiz on Age of Rationalism, took notes on satire. FEBRUARY 5: Finished speeches and reviewed for test tomorrow on Age of Enlightenment and the vocabulary words. Students must bring in New index cards for vocabulary and any one who wished to revise their works cited page must hand the revised and old copy in by Friday.

FEBRUARY 2-4: Students deliver 2:30 speech with powerpoint presentation. 2 typed outlines, 1 works cited page must also be handed in the day of the presentation.

JANUARY 30: Students were given their scoring rubric for their Enlightenment presentation. All the presentations start on Monday, Feb 2, and students must hand in 2 copies of their typed outlines, 1 copy of their works cited in MLA style, and have a powerpoint presentation of at least 3 slides on a jumpdrive so it can be easily loaded into the computer for Monday's speeches. Homework: Practice, Practice, Practice. Click here for a copy of the speech rubric. . JANUARY 26-29:Work on computers getting material for speech. An outline of speech is to be ready for Friday. JANUARY 25: Students finished discussing the history of the Age of Rationalism. The rationalism speech was discussed, students chose topics and received instructions. Click here for details about the assignment.

JANUARY 23: Students discussed material about the history during the Age of Rationalism. Students were to complete the worksheet for Monday by finishing the reading pp 600-611.

JANUARY 22: Students took quiz on classroom policies, made vocabulary cards for unit 1, and started reading the introduction to the Age of Rationalism pp 600-611 and filling out the worksheet for Friday. Students must have items 1- 15 completed for class tomorrow. Any student absent today should click on the quiz and complete it for class tomorrow as well.

JANUARY 21: Students were told to read / download the on-line welcome letter from the wikispace and prepare for a quiz on its contents. Students took definitions on the Age of Rationalism and were to bring in 5 index cards to make vocabulary cards for tomorrow.