Class+Log.+ENGLISH+12+.+2009


 * CLASS LOG / ENGLISH 12 / 2010**

Vocabulary: Malleable- something that can pressed, hammered into various shapes without breaking. synonyms- changeable, trainable, fluctuating. examples: metals, gas, playdough, attitude, abilities, one's point of view, schedule.
 * September 7 -** Funeral and brunch for "I Can't".
 * September 8 -** Discussion about what expectations and requirements of the class will be. Students made personal goals for themselves.
 * Students took a learning styles inventory and were assigned to write a paragraph answering the question "Do you feel that the survey you took is accurate? Explain why you see yourself as favoring one of the learning styles over the other styles. **

Assignment: Print, read, and sign welcome letter from the wikispace. also write a one paragraph summary of the newspaper article. 1. Read the headline, and any captions under pictures, subheadings, boxed quotations if there are any. 2. Fabricate questions that you would like to know after reading #1. 3. Begin to read the article and highlight important items (items that answer the questions in #2). Highlight only the key words, phrases, or sentences in the piece of writing. 4. Jot down the main ideas about the article. (Who? What happened? Why or How did it happen? When? Where?) 5. Write down the important ideas in logical order. Avoid giving too many minor details because they can confuse the reader.
 * September 9 -** Reading strategy discussed and demonstrated with article "A forgotten hero revealed".
 * Reading Strategy to Gather Information from Non-fiction: **
 * IF YOU WERE TO WRITE THE SUMMARY OF THE ARTICLE, you would do step #5 also. **


 * September 10** - The class was assigned to complete writing a short summary 5 sentences for the article "A forgotten hero revealed."

All information should be accurate.(i.e. dates, statistics, facts about the story) Refer to the article's title in the opening sentence. Don't repeat phrases, clauses, sentences. Be concise: to the point. Be sure to include all the vital information about the article, and drop any unnecessary details.
 * September 13** - The class reviewed the reading strategy for nonfiction and then was assigned to complete writing a short summary(about 5 sentences) for the article "MIA brother's fate known" for homework.
 * September 14** - The class reviewed steps in writing a good summary of any article, did exercises evaluating samples of summaries. We assigned to write a concise, but accurate summary of the article "MIA brother's fate known".
 * Rules to remember in writing the summary. **
 * reminder that tomorrow we will be xeroxing articles from magazines in the library and need to bring nickels, dimes, quarters for the machine.***
 * September 15** - The class selected articles from magazines or online and then were assigned to critically read and summarize the article for tomorrow. Students should bring in the article and any notes they took to complete the assignment.
 * September 16** - The class took quiz on reading strategy and summary writing and notes about capitalization and underlining of titles of literary works. Students must bring in their article from Wednesday's class, their notes, and TYPED copy of their summary of the article for tomorrow's class.
 * September 17** - Students handed in their articles, notes and summaries, then in class they delivered a very short presentation about the article.

Students with missing assignments are to bring them in ASAP. due Thur, Sept 30 - IRP Worksheet, due Fri, Oct 1 - outline for paper, due Tues, Oct 5- IRP paper, due Fri,Oct 8-Outline for Speech. Students who wish to look at sample outlines or instructional outlines may download the following. Click here for a copy of the outline with corresponding notes about how to complete paper. Click here for sample outline Mr. Kocon made for his book called __Season of Life.__ Feel free to print this skeletal outline and fill it in to complete your outline.
 * September 20** - Students gave speeches about their article summaries, and then they took an inventory of their speech noting their weaknesses and strengths.
 * September 21** - Students selected novels to read for their independent reading project. They were told to have their book read by next Tuesday, Sept. 28.
 * September 22,23,24, 26** - Students read in class and took notes about their book, preparing for their written analysis of the novel.
 * September 27, 28** - Students should be working on gathering information and filling out the "Individual Reading Project" worksheet. This will be due on Thursday Sept 30.
 * September 29** - Students were given the following deadlines for the Independent Reading Project.
 * September 30** - Students discussed the IRP worksheet with teacher, saw samples of outline, were to compose and outline for tomorrow.
 * October 1** - Students starting working on their drafts which are due on Tuesday. Students were to check outlines with teacher.


 * October 4** - Students discussed how to write a good opening paragraph for their paper. See handout you lost your handout. The paper is to be typed out and handed in tomorrow.[[file:Book report opening.Eng 12.PDF]]
 * October 5** - Students handed in book paper, using critical thinking skills, students interpreted the messages in cartoons. No homework UNLESS YOU HAVE NOT HANDED IN YOUR PAPER.
 * October 7** - Students received papers back, those wishes to revise their paper for more points must have it turned in by Friday, October 15 and follow all the guidelines. Click on guidelines if you need a copy. Students discussed New Yorker cartoon. Students were then given a cartoon about "cellular phones of the future" for each part of the cartoon they were to write what were the positives and negatives of each new cell phone of the future.
 * October 8** - Students wrote paragraphs discussing the main idea presented by the Barry Blitt cartoon on "Cellular Phones of the Future". Students had no homework except to work on revising their Book paper.


 * October 11** - Students worked on writing good paragraphs. Students are assigned to hand in revisions by Friday, October 15.
 * October 12** - Students are to work on producing their outline for their Book Talks. Click here to see Book Talk Tips.
 * October 13** - Students orally practiced parts of their speech in front of class. TWO typed outlines are due the day of the speech. Speeches start on Friday. Revisions for papers are due on Friday, following the guidelines. (SEE OCTOBER 7 for link to guidelines).
 * October 14** - Students did the same as yesterday. Speeches and REvisions are due TOMORROW.


 * October 15,18, 19** - Students gave speeches (book talks) First half of class gave speeches of Friday. Everybody else should be ready to give his or her speech on Monday. There are just a few students who will finish giving speeches tomorrow.
 * October 20** - Students worked with sentence combining.
 * October 21** - Students reviewed the Reading strategy for nonfiction, then read and wrote a summary for a newspaper article "Helping Hands, Harrowing Exit."


 * October 25** - Students received vocabulary words, click here to see the words and definitions. [[file:Voc-the Lottery_PDF.pdf]] They read an article "Ethical Treatment For a Quarterback" and were to answer the questions: What is Phil Taylor's point of view regarding how Michael Vick should be treated? Explain what points Taylor brings up to reveal his point of view. Name at least 3.
 * October 26** - Students took reading quiz for Phil Taylor's article, reviewed vocabulary and were assigned to read the story "The Lottery".
 * October 27** - Students read and discussed the story "The Lottery".
 * October 28** - Students discussed the story "The Lottery" created 3 questions that the story makes the reader ponder.
 * October 29** - Students took pretest, group test on the lottery and discussed themes. Students should study their vocabulary words.


 * November 1** - Students took new vocabulary words down and started reading the story "A Sound of Thunder".
 * November 2** - Students finished reading story were to answer "Deep" question #1 in a paragraph.
 * November 3** - Students took quiz and discussed story's plots and themes.
 * November 4** - Students started their ICE paragraphs in class and were to complete them at home.
 * November 5** - Students placed another example in their ICE paragraphs before handing them in.


 * November 8** - Students starting reading the story "The Red Convertible."
 * November 9** - Students finished story, discussed with a partner, and wrote a theme and its origin in class.
 * November 10** - Students wrote a paragraph about the symbolism of the red convertible.
 * November 11** - Students read and discussed the story "A Man With No Eyes."


 * November 15** - Students read the story "The Lesson" and were to answer the "thin" and "thick" questions for homework.
 * November 16 -** Students discussed the story "The Lesson" and checked their homework.
 * November 17** - Students discussed the main themes and characters in the story, and were assigned to write a paragraph from the six main supports on the study guide.
 * November 18** - Students were to choose two more main supports from the study guide and write two more paragraphs citing passages and explaining their significance. These Paragraphs ARE TO BE TYPED ON MONDAY.


 * November 22** - Students were writing their opening paragraph for the literary analysis. The entire analysis is due on Wednesday.
 * November 23** - Students received grading rubric, discussed paper and reviewed vocabulary. Homework: finish the concluding paragraph and type out the whole paper. The PAPER is due tomorrow, Wednesday, November 24.
 * November 23** - Students read and discussed movie review and handed in papers. STUDENTS WHO have lost the study guide holding the SIX TOPICS that can be developed into the body paragraphs for their paper should look back to the link on NOVEMBER 17 called "Study guide."


 * November 29** - Students reviewed for the vocabulary and short story test that will be given tomorrow.
 * November 30** - Students took test, revisions are due on Friday. For revisions to be graded the following things must be done correctly: 1) all changes must be in bold type 2) the original draft must be handed in 3) the original scoresheet must be handed in 4) the items must all be handed in by FRIDAY, DECEMBER 3.
 * December 1** - Students brainstormed on days when they learned " a lesson the hard way." They visualized the scene, the characters, their feelings throughout the incident, writing down on the details they could remember.
 * December 2** - Students were given time to write their stories about the day they learned their lesson the hard way. Each student was to start off their story with this sentence. "I will never forget the day I learned my lesson the hard way. It was ..." REVISIONS ARE DUE TOMORROW IF STUDENTS WISH TO EARN MORE POINTS FOR THEIR LITERARY ANALYSIS. See the log for November 30 for specific details.
 * December 3-** Students were to prepare speeches for Monday.

**December 6-7-** Students were giving speeches**.**

**December 8-** Students were given 5 Shel Silverstein poems to write about. Each poem required answering two questions: 1) what happened in the poem? (literal meaning) 2) what was the poem about? or how does the poem relate to children or adults or relationships or what does it call to mind after I read it? If you didn't finish in class, it was homework.
 * December 9-** Students handed in assignments, discussed themes in poems and were assigned to bring in the lyrics of a song that they considered good "poetry".
 * December 10-** Students learned about lyrics in songs.


 * December 13-** Students learned about approximate and internal rhyme. Students were to go through the poem "Drive" and underline all the sensory images found in it.
 * December 14-** Students discussed sensory images and the meaning of ballads. Discussed the story poem "Big, Bad, John."
 * December 15-** Students were to write a descriptive paragraph about a childhood memory.
 * December 16-** Students were assigned to write write a poem from yesterday's paragraph by pulling out key phrases and placing them under each other. The final poem should have a minimum of 12 lines, be typed, have an original title on it, also the paragraph from Wednesday will be handed in, also. The poem is due tomorrow.
 * December 17-** Students worked on using personification in their poems. Typed poem about a "personified word" like bravery, honesty, or gossip is due on Monday.


 * December 20-** Students reviewed terms of poetry. Assignments were handed in. Late assignments should be handed in ASAP.
 * December 21-** Students reviewed poetry terms.

Students discussed the poem "Dulce et Decorum est".
 * January 3-** Students received a printout of their grades and were told that make up work must be handed in by **JANUARY 18.**
 * January 4-** Students took quiz and read/discussed "The Road Not Taken."
 * January 5-** Students took quiz and read/discussed "Stopping By Woods On a Snowy Evening."
 * January 6-** Students discussed the elements of rime, symbolism, and lyric in Frost's "Stopping By Woods On a Snowy Evening."
 * January 7 -** Students discussed the ballads of "Casey at Bat" and "The Ballad of Birmingham", quiz on Monday.


 * January 10-** Students took poetry quiz.
 * January 11-** Students read a short story "A Piece of String" and were assigned to write their answers to the questions handed out in class for tomorrow.
 * January 12-** Students took quiz on short story elements and discussed the story "A Piece of String".
 * January 13-** Students wrote a short essay about how the title for the short story " A Man Who Had No Eyes" is appropriate to the themes, characters, message in the story.
 * January 14-** Students got their directions for their final and began writing out their final speech in class. Alejandro, Alex, Ben, and Branden are scheduled to give their speeches on Tuesday and everyone else is scheduled on the day of the finals which is Wednesday.
 * January 18**- Students are to prepare their speeches for the day of the finals.

PLEASE DISREGARD THESE OLD ENTRIES AND ANYTHING ELSE BELOW THIS LINE_ Students should carefully practice their speech tonight several times. A. In one sentence name the purpose of the poem. B. Talk about how the poet achieves his purpose through the poem. Your answer must include at least two significant phrase/lines of the poem to justify your answer for letter "B". The topic sentence was the following: The story " A Man Who Had No Eyes" is entertaining because MacKinley Kantor fools the reader into thinking that Parsons is not blind before revealing the truth at the story's end. __The Paragraph should be typed out and double spaced for tomorrow.__ STUDENTS WILL BEGIN GIVING SPEECHES TOMORROW, so they must have prepared and practiced at home before coming to class tomorrow. All students must have completed the reading of their book by Monday, Oct. 12. No homework unless students did not do their outside reading.
 * January 12:** Students created openings for their final speech will be given on Wed. Jan 13 as their final project of the class.
 * January 11:** Students discussed Casey at Bat" and took poetry quiz.
 * January 8:** Students reviewed poetry terms and poems for a Poetry test on MONDAY, January 11.
 * January 7:** Students took notes about "Pied Beauty" and were assigned to read "The Road Not Taken" (p78) and "Dulce Et Decorum Est" ( p8) and answer the following questions for each poem.
 * January 6:** Students discussed Poems 170 and 171, were assigned to make revisions on their papers.
 * January 5:** Students reviewed "Good vs Bad" poetry.
 * January 4:** Students were given an assignment to write about an event that has "shaped' their thinking, attitude, or life. 500 words typed for tomorrow.
 * December 18-**Students discussed the elements in "Stopping by Woods on a Snowy Evening"
 * December 17-**Students poetry.
 * December 16-**Students discussed the differences between lyrics and ballads.
 * December 15-**Students discussed the ballad form of poetry. Answered questions.
 * December 14-** Students reviewed the lyric the Eagle.
 * December 11-** Papers handed in. Introduction to poetry- notes given. Students must memorize the poem "The Eagle" for Monday.
 * December 10 -** Final directions about "Common Mistakes" to avoid in the literary analysis, and individual conferences. Literary Analyses are due Friday.
 * December 9-** individual conferences with teacher, work on writing all the body paragraphs.
 * December 8 -** Students handed in their two body paragraphs and were to type up the third one for tomorrow's homework.
 * December 7 -** Students were to write t2 of the three body paragraphs using the ICE technique for each one. It was strongly encouraged that every body paragraph use the ICE technique twice before closing with a concluding sentence.
 * December 4-** worked on completing the outline for the literary analysis. Students need to have 2 quotations and 2 explanations of those quotations for EACH body paragraph for Monday.
 * December 3-** finished discussion. introduced literary analysis. Students were to select 3 arguments to use in analysis and begin looking for quotations from the story to support those arguments.
 * December 2-** discussed story and wrote answer to question: Did Sylvia learn the "lesson"? Explain and justify answer.
 * December 1-** Students took vocabulary quiz. Then assigned to read "The Lesson."
 * November 30** - Students finished the ICE technique for "A Sound of Thunder", reviewed vocabulary for quiz tomorrow. Vocabulary quiz will be taken tomorrow.
 * November 25** - Students reviewed the ICE technique by using it in a paragraph.
 * November 24** - In class, students rreviewed vocabulary and took a group quiz on the story. Students should review vocabulary words daily.
 * November 23** - In class, students received new vocabulary words and started reading the story "A Sound Of Thunder." Click on the PDF to get a copy of the vocabulary words for this story [[file:Voc-Sound of Thunder.pdf]]
 * November 19** - In class, students took a quiz on the "Lottery." and discussed it.
 * November 18** - In class, students discussed writing their paragraphs for "A Man Who Had No Eyes." The students needed to rewrite parts of the paragraph where their explanations were not showing how the quotation fooled the reader. Also, in class the students took a 5 pt quiz on the short story "The Lottery". Click on the PDF to get a copy of the vocabulary words for this story [[file:Voc-the Lottery_PDF.pdf]]
 * November 17** - In class, students discussed the homework, gathered notes for writing a critical paragraph using the ICE technique.
 * November 16**- The students discussed the parts of the short story "A Man Who Had No Eyes." They were assigned to write out paragraph responses to the three "deep" questions on the study guide that was handed out in class.
 * November 13**- The students gave their speeches.
 * November 12**- The students gave their speeches.
 * November 11**- The students reviewed their openings for the speech, practiced them, reviewed vocabulary.
 * November 10**- The students reviewed the concepts of a short story and discussed the terms as well as the vocabulary words for the upcoming story. Students must create their typed outline, or make their note cards for tomorrow.
 * November 9**- The students handed in revisions, talked about the speech forth coming, and took a grammar test on compound sentences.
 * November 5**- The students checked homework, and took quiz on compound sentence structure. Monday there will be another quiz on sentence structure and REVISING ARE DUE. FOR IMPORTANT INFORMATION about revisions see entry for October 30.
 * November 4**- The students reviewed about compound sentences and prepared for the quiz tomorrow.
 * November 3**- The class reviewed what kinds of information is necessary in their speech for their book. The speech will be given next week. Students learned about the patterns for compound sentences. They were assigned to finish the worksheet and study the rules of punctuation for compound sentences.
 * November 2**- Students reflected on their first quarter efforts and study routines for class. REMINDER: REVISIONS FOR THE PAPER ARE DUE NO LATER THAN MONDAY, NOVEMBER 9.
 * October 30**- Students discussed their papers, were told about the revising routine for their papers. For important information about Revising YOUR PAPER click here. No homework unless you wish on working on revising your paper.
 * October 29**- Students discussed the inference question about "What Opinion does the Selena Roberts have about Lance Armstrong?" Today's assignment was to read the article "A Walk in the Dark" and do the questions.
 * October 28**- Students discussed the reading exercise from Monday, "Lance's Mixed Message". The students were assigned to write a paragraph telling their audience what is Selena Roberts general opinion about Lance Armstrong. The students must quote sentences, or parts of sentences from the article to adequately support their point of view.
 * October 27**- Students discussed the topic sentences of the body paragraphs in their papers. Students were to revise their papers if they felt the topic sentence was poorly written, some of the body sentences were not needed, or there was not a sufficient amount of support in each of the body paragraphs. Final report is due tomorrow.
 * October 20**- Students discussed the topic sentences of the first two body paragraphs, the content for the final three body paragraphs, and were assigned to type up the following: all four body paragraphs and the concluding paragraph for tomorrow.
 * October 19**- Students discussed the basic outline of the paper and writing the paragraphs about the protagonist's personality and the conflicts the protagonist faces in the book. These two paragraphs were to be written and typed for tomorrow. Students may look or download these notes to help them write the paragraphs.[[file:IRP_Standard outline_paper.doc]]
 * October 15**- Students gave group speeches on vacation spots and were assigned to make changes on their Individual Reading Project handout. Wherever Mr. Kocon placed a blue checkmark, the student was instructed to revise that section and improve it for a better grade by Monday, October 19.
 * October 14 -** Students were assigned to write a paragraph for their group explaining why and how their particular aspect of their vacation spot is the best. The writing is persuasive in nature and must be filled with details about their specific location.
 * October 13 -** Students discussed the content of the Individual Reading Form and were assigned to complete it by tomorrow.
 * October 12 -** Students read and worked on completing the report sheet for their individual book. The report sheet is due on Wednesday, Oct 14. Download this file for a copy of the report sheet.[[file:Individual Reading Form.]]
 * October 5 -** **10** Students checked in with teacher about the amount of pages they have read and continued to read their books according to their own reading plan as they complete their books by Monday, Oct.12.
 * October 2 -** Students handed in their writing assignment about "sportsmanship", talked about recent reading assignments, and selected books to read and started their Individual Reading Project.
 * October 1-** no class.
 * September 30** - Students read article "The Way It Should Be" and responded to it in class. Click here for the writing assignment that is due on Friday.
 * September 29 -** Students completed the quiz on the newspaper article "Ethical Treatment of a Quarterback".
 * September 28 -** Students took quiz on vocabulary words and were assigned to use the reading strategy when reading tonight's assignment "Ethical Treatment for a Quarterback". A quiz will be given tomorrow. Students may use notes.
 * September 25 -** Students talked about what they read and handed in notes about reading, then the class reviewed the speech tape.
 * September 23 -** Students talked about what they read and handed in notes about reading, then the class reviewed the speech tape. Students were assigned to read 30 minutes outside of class and record the title and a brief descriptor in their notebook ( a couple of sentences summarizing the article or articles) of what they read. Assignment is due Friday.
 * September 23 -** Students performed speeches in class and viewed the tape from yesterday. Reading assignment due tomorrow. (see 9-22 for more details)
 * September 22 -** Students performed speeches in class and were assigned to read 30 minutes outside of class and record the title and a brief descriptor in their notebook ( a couple of sentences summarizing the article or articles) of what they read by Thursday.
 * September 21 -** Students were to prepare their speeches about their neighborhood story for tomorrow. They may use free form, manuscript or notes when delivering the speech. It will be graded according to eye contact, clarity, rate, elocution/ filler words, emphasis/motivated movements, and ideas and organizations.
 * September 18 -** Students talked about neighborhood experiences and were given time to work on Neighborhood stories that are due on Monday. Students should click here to see the writing Assignment that is due on Monday, Sept. 21.
 * September 17 -** Students watched and graded their vidoetaped speeches, discussed what they will do better the next time they speak in public, and wrote in notebook about "qualitites of good public speakers." Students who are on retreat this Friday, Sept. 18 should click here to see the writing Assignment that is due on Monday, Sept. 21.
 * September 16 -** Students watched and graded their vidoetaped speeches from yesterday.
 * September 15 -** Students gave speeches and were taped.
 * September 14 -** Students worked on creating notecards to speak from tomorrow in class.
 * September 11 -** Students handed in questions, magazine article, and summary of article. Students took reading strategy quiz.
 * September 10 -** Students found an article from a magazine, surveyed the article, fabricated questions, then read the article, and went home to type out a summary of the article about 250-400 words.
 * September 9 -** Reviewed what questions were asked prior to reading, talked about finding the correct information for a summary, handed in summary and took Learning Styles inventory. Assignment: bring in their favorite magazine.
 * September 8 -** Reviewed reading strategy, assigned a 150-word summary of the article MIA brother's fate known"
 * September 4-** Reading strategy reviewed, discussed yesterday's article's contents.
 * September 3-**