English+10H+Homework

Tuesday, 6.2.15

 * IN-CLASS**:
 * 1) TOTC Project Gallery!
 * 2) Wrapping up the final discussion of the novel.


 * HOMEWORK**:
 * 1) Final Lit Term due next class
 * 2) Vocab Final next class
 * 3) Final Exam Wednesday, June 10th. [[file:10H_semester2final_studyguide_14-15.pdf|Study Guide here]].
 * 4) Tomes due day of final

[|Friday, 5.29.15]

 * IN-CLASS**:
 * 1) Tome #40 ("Reflecting on the ending of TOTC")
 * 2) Discussing the ending & what it reveals re: Dickens' attitudes
 * 3) The Interminable Fire Drill!!! Lesson To Be Continued...


 * HOMEWORK**:
 * 1) Creative Project and Gallery Walk next Tuesday. Your piece must be accompanied by a 1-page, single-spaced, statement of purpose in which you explain your approach and include text references. [[file:10H_totc_creativeproject.doc|Refer to the assignment sheet here.]]
 * 2) Vocabulary Final next Thursday. Final Lit term due Thursday.
 * 3) Final Exam Wednesday, June 10th. [[file:10H_semester2final_studyguide_14-15.pdf|Study Guide here]].
 * 4) Tomes will be collected the day of the final.

Wednesday, 5.27.15

 * IN-CLASS**:
 * 1) Stamp dialectical journals
 * 2) Whole-class discussion

Upcoming: Creative Project Due Monday 6/2
 * HOMEWORK**:
 * 1) Finish the novel! No dialectical entries due for this last section.
 * 2) One final lit term due next week (for total of 40. Whoo hoo!)

Thursday, 5.21.15

 * IN-CLASS**:
 * 1) Quizzy over last reading section
 * 2) 3 Final motif slideshows
 * 3) Discussion using dialectical journals

Upcoming: Creative Project Due Monday 6/2
 * HOMEWORK**:
 * 1) Read 255-328 and complete two dialectical entries.
 * 2) One final lit term due next week (for total of 40. Whoo hoo!)

[|Tuesday, 5.19.15]

 * IN-CLASS**:
 * 1) Debrief of Dialectical journals
 * 2) Two additional Motif presentations
 * 3) Overview of two critical articles: Stoehr and Zambrano. The Cinematic and "Dickensian" nature of //TOTC// and written response (tome #39)
 * 4) Visual scene tableaux work

Upcoming: Creative Project Due Monday 6/2
 * HOMEWORK**:
 * 1) Read 227-252 and complete two dialectical entries.
 * 2) One lit term due this week (for total of 39).

Friday, 5.15.15

 * IN-CLASS**:
 * 1) Debrief of Dialectical journals
 * 2) Motif slideshow work
 * 3) Present one  motif slideshow

Upcoming: Creative Project Due Monday 6/2
 * HOMEWORK**:
 * 1) Read 195 - 227 over the weekend and complete two dialectical entries.
 * 2) Finish Motif Slideshow & Prepare to present.
 * 3) One lit term due next week (for total of 39).

Wednesday, 5.13.15

 * IN-CLASS**:
 * 1) Finish and share character portraits


 * HOMEWORK**:
 * 1) Read through Book 2, Chapter 16 by Friday
 * 2) Do two dialectical journals
 * 3) 1 Lit term for total of 38

Monday, 5.11.15

 * IN-CLASS**:
 * 1) //TOTC// quiz, through page 135
 * 2) Group Tome Discussion
 * 3) Begin Character Portrait Activity


 * HOMEWORK**:
 * 1) Read through Book the Second, Chapter 16 by Friday
 * 2) 1 Lit term this week, for total of 38

Thursday, 5.7.15

 * IN-CLASS**:
 * 1) Vocab quiz #16. Last one!
 * 2) Reading time!


 * HOMEWORK**:
 * 1) One lit term due next  week (for a total of 8))
 * 2) Read Book the Second, chapters 1-9, by next Monday (pages 57-135). complete/work on Active Reading handout.

Tuesday, 5.5.15

 * IN-CLASS**:
 * 1) Tome #34: Favorite Line and Why
 * 2) ID Game in pairs
 * 3) Discussing the Wine Cask scene as foreshadowing
 * 4) Discussing start of chapter 3 and notion of isolation


 * HOMEWORK**:
 * 1) Vocabulary quiz #16 next class
 * 2) Two lit terms due this week (for a total of 37)
 * 3) Read Book the Second, chapters 1-9, by next Monday (pages 57-135). complete/work on Active Reading handout.

Friday, 5.1.15

 * IN-CLASS**:
 * 1) Collect drafts, complete reflection
 * 2) Reading Time!


 * HOMEWORK**:
 * 1) Read "Book the First" and complete study guide
 * 2) Have a super weekend

Wednesday, 4.29.15

 * IN-CLASS**:
 * 1) conversations about papers
 * 2) Discussion of Background reading/French Revolution
 * 3) Book the First
 * 4) Today's "Best of Times, Worst of Times" (Tome #33 )


 * HOMEWORK**:
 * 1) Finish //Macbeth// essay and submit to turnitin.com
 * 2) Vocab sentences #16

Monday, 4.27.15

 * IN-CLASS**:
 * 1) Vocab quiz #15
 * 2) Draft Peer edit
 * 3) Pick up //A Tale of Two Cities//
 * 4) Student ratings and advice
 * 5) Beginning the novel


 * HOMEWORK**:
 * 1) Final draft due Friday
 * 2) Vocab sentences #16
 * 3) Read "Outline of the Revolution" and annotate - Be prepared to discuss next class
 * 4) Read Book 1, Chapter 1 ("The Period") and answer the questions

Thursday, 4.23.15

 * IN-CLASS**:
 * 1) Submit outlines
 * 2) Creative project gallery and sharing
 * 3) //Macbeth// graded discussion


 * HOMEWORK**:
 * 1) Rough draft
 * 2) Vocab quiz #15 next class
 * 3) Review the timeline: (as always, subject to change)
 * Monday 4/27: Draft #1 of Macbeth essay due. Begin //TOTC//.
 * Wednesday 4/29: Final draft of Macbeth essay

[|Tuesday, 4.21.15]

 * IN-CLASS**:
 * 1) Submit Creative Projects
 * 2) Independent Reading written response
 * 3) Thesis discussion
 * 4) "Tomorrow, and tomorrow, and tomorrow" activity


 * HOMEWORK**:
 * 1) Bring a hard copy of your Macbeth outline. Please include an intro, your topic sentences, quotes, and bullet-pointed analysis. :)
 * 2) Final discussion next class. Consider [[file:10_Macbeth_Act5_questions.pdf|these]] and [[file:Macbeth Final Discussion Questions.pdf|these questions]]  in preparation.
 * 3) Vocab quiz #16 next class
 * 4) Review the timeline: (as always, subject to change)
 * Thursday 4/23: Outline of Macbeth essay due. Vocab quiz #15. Macbeth final graded discussion. [[file:gradeddiscussionguidelines.pdf|Rubric and guidelines here]].
 * Monday 4/27: Draft #1 of Macbeth essay due. Begin //TOTC//.
 * Wednesday 4/29: Final draft of Macbeth essay

[|Friday, 4.17.15]

 * IN-CLASS**:
 * 1) Tome #32 : "Out, Damned spot" response and discussion
 * 2) [|Viewing three versions]  of the sleepwalking scene
 * 3) "Tomorrow, and tomorrow, and tomorrow" activity


 * HOMEWORK**:
 * 1) Novel Project and Written response due next class
 * 2) Bring a hard copy of your Macbeth thesis
 * 3) Final discussion next class. Consider [[file:10_Macbeth_Act5_questions.pdf|these]] and [[file:Macbeth Final Discussion Questions.pdf|these questions]]  in preparation.
 * 4) Vocab quiz #16 MOVED TO THURSDAY
 * 5) Review the timeline: (as always, subject to change)
 * Tuesday 4/21: Ind. Novel Creative Project and written response. Macbeth thesis work time and final discussion. Sharing of motif slideshows.
 * Thursday 4/23: Outline of Macbeth essay due. Begin TOTC. Vocab quiz #15
 * Monday 4/27: Draft #1 of Macbeth essay due
 * Wednesday 4/29: Final draft of Macbeth essay

Wednesday, 4.15.15
Happy Tax Day! AP Entrance Exam
 * IN-CLASS**:


 * HOMEWORK**:
 * 1) 1 lit term this week.
 * 2) read act V for Friday.
 * 3) Review the timeline: (as always, subject to change)
 * Today 4/13: act IV discussion
 * Wednesday 4/15: junior AP entrance exam
 * Friday 4/17: Act V discussion/activity
 * Tuesday 4/21: Ind. Novel Creative Project and written response. Macbeth thesis work time and final discussion. Sharing of motif slideshows.
 * Thursday 4/23: outline of Macbeth essay due. Begin TOTC.
 * Monday 4/27: draft #1 of Macbeth essay due
 * Wednesday 4/29: final draft of Macbeth essay

Monday, 4.13.15

 * IN-CLASS**:
 * 1) Act IV Silent Discussion and Tome #31


 * HOMEWORK:**
 * 1) bring letter and optional writing sample if you’re taking the AP entrance exam. make sure I have your yellow and green sheets.bring something to work on quietly if you’re not testing.
 * 2) 1 lit term this week.
 * 3) read act V for Friday.
 * 4) Review the timeline: (as always, subject to change)
 * Today 4/13: act IV discussion
 * Wednesday 4/15: junior AP entrance exam
 * Friday 4/17: Act V discussion/activity
 * Tuesday 4/21: Ind. Novel Creative Project and written response. Macbeth thesis work time and final discussion. Sharing of motif slideshows.
 * Thursday 4/23: outline of Macbeth essay due. Begin TOTC.
 * Monday 4/27: draft #1 of Macbeth essay due
 * Wednesday 4/29: final draft of Macbeth essay

[|Thursday, 4.9.15]
[|Act III, Scene iv, lines 88-end]
 * IN-CLASS**:
 * 1) Collect Vocab sentences #15
 * 2) Motif Groups work time
 * 3) Discussion of "I am in blood/stepped in so far that should I wade no more/Returning were as tedious as go o'er" as a rich, fabulous metaphor.
 * 4) Discussion of 3.5 & 3.6 (see slideshow, linked above, for discussion topics)
 * 5) Starting 4.1 in class
 * 6) Act 3 final presentation. Link to slideshow is below:


 * HOMEWORK:**
 * 1) Finish Act IV actively. sticky-note, annotate, etc. Graded discussion Monday.
 * 2) [[file:10H_macbeth_finalessay.doc.docx|Essay Prompts here]] ; do some pre-thinking.
 * 3) Extra credit poem option?
 * 4) Novel projects due 4/17!

Tuesday, 4.7.15
[|Act III, Scene i, lines 1-77] [|Act III, Scene i, Lines 78-162] [|Act III, Scene ii]
 * IN-CLASS**:
 * 1) Vocab quiz #14
 * 2) Return tomes
 * 3) Act 3 presentations. Links to slideshows are below:


 * HOMEWORK:**
 * 1) 2 lit terms due this week, for a total of 12 for the semester. (You should be finished with #32 by end of week.)
 * 2) Vocab sentences #15.
 * 3) Read your independent novels. Great progress so far!

[|Thursday, 4.2.15]

 * IN-CLASS**:
 * 1) Finish Living History sharing
 * 2) Discussing end of Act 2
 * 3) Assign Act 3 groups adn work time


 * HOMEWORK:**
 * 1) 2 lit terms due by tomorrow at 3pm.
 * 2) Create google slide show for Act 3 groups & share with each other AND Ms. Wray
 * 3) Vocab quiz #14 next class.
 * 4) Read your independent novels. Great progress so far!

Tuesday, 3.31.15

 * IN-CLASS**:
 * 1) Living History reflection and Sharing


 * HOMEWORK:**
 * 1) PLEASE share your project with me on google drive and submit to turnitin.com
 * 2) 2 lit terms due this week (you may email them through Friday at 3 - this week only)
 * 3) PLEASE update your progress on goodreads. Let me know how far you are in the novel and give a reaction so far.

Wednesday, 3.18.15

 * IN-CLASS**:
 * 1) submit vocabulary sentences #14
 * 2) 2.2 modern version
 * 3) response to "will all great Neptune's oceans wash this blood..." and discussion in pairs
 * 4) viewing through end of Act II


 * HOMEWORK:**
 * 1) finish living history papers. please confirm that you're following [|MLA paper formatting guidelines]  and that you've attributed all facts in your attribution of research. Please share your final version with me on google drive and submit to turnitin.com.
 * 2) answer the Act II discussion questions on the discussion page
 * 3) read act III and be prepared for graded discussion in class on Thursday. Tuesday will be our Living History Project sharing day. Please bring a hard copy of your paper to class
 * 4) Have an amazing break!

Monday, 3.16.15

 * IN-CLASS**:
 * 1) Vocab quiz #13
 * 2) Notes on tragedy (Tome #30 )
 * 3) working through Act II
 * Banquo vs. Macbeth
 * The dagger soliloquy
 * 2.2 in groups


 * HOMEWORK:**
 * 1) Vocab sentences #14
 * 2) Read to the end of Act II!
 * 3) Feedback is on the Google Drive, unless you've not yet shared your living history draft with me. Optional submission this Wednesday; otherwise, submit Tuesday 3/31 after the break.
 * 4) New Independent Novel Project Due Date: Friday, 4/17

[|Thursday, 3.12.15]

 * IN-CLASS**:
 * 1) Paper update: not yet finished. share with me on google drive so I can provide feedback directly in your paper
 * 2) Great chain of being and four humors discussion
 * 3) Discussing tome #27
 * 4) Acting out 1.7 - Lady Macbeth and Macbeth
 * 5) Tome #28 : Which of Lady Macbeth's lines is most persuasive and why?


 * HOMEWORK:**
 * 1) Comma assignment on No Red Ink
 * 2) Read act 2 scene 1 and complete the “is this a dagger” soliloquy response. (Tome #29 ) you don’t need to do complete sentences. just jot responses in the margin to prepare to perform next class
 * 3) Look for my comments on your paper and revise. Final drafts due next Wednesday. [|MLA guidelines here] . [[file:HF Final.doc|Sample attribution of research here]].
 * 4) Vocab quiz #13 next class
 * 5) Are you reading your independent novels? don't forget them...
 * 6) No lit terms next week :)

Tuesday, 3.10.15

 * IN-CLASS**:
 * 1) Collecting drafts
 * 2) Introducing Lady Macbeth
 * 3) Tome #26  "Unpacking a Metaphor & Lady Macbeth's Soliloquy"
 * 4) Appearance vs. Reality


 * HOMEWORK**:
 * 1) Read “The Great Chain of Being” handout
 * 2) Track your motif through Act I.
 * 3) Go to noredink.com and register. Your class code is 4fh88c9a. Do the “fragment/complete sentences” assignment.
 * 4) One lit term due this week (for a total of 8 for the semester)
 * 5) Watch [|this to 2:07]  and [|this]  and answer the following:
 * Which version of this famous soliloquy do you prefer, and why? Be specific please.
 * Look back to the speech (1.7.1-30). What are Macbeth's objections to killing Duncan? Go through the soliloquy and find his reasons, then restate each in your own words.
 * Identify at least five euphemisms Macbeth uses in this speech rather than naming the act he is contemplating? What is the effect of this less brutal language?

[|Friday, 3.6.15]

 * IN-CLASS**:
 * 1) Discussing tome #25
 * 2) Soliloquy vs aside vs monologue
 * 3) Physicalizing the "two truths are told" aside
 * 4) Reading 1.4
 * 5) The various faces of Macbeth


 * HOMEWORK**:
 * 1) Revised Draft (#2) due next class
 * 2) 1 lit term next week
 * 3) Read to end of Act I. Motif assignments will be given next class.

[|Wednesday, 3.4.15]

 * IN-CLASS**:
 * 1) Paper exchange and peer revision discussion
 * 2) Discussing 1.1 staging options
 * 3) Reading 1.2 and 1.3


 * HOMEWORK**:
 * 1) Finish 1.3
 * 2) Complete exercises for 1.2 and 1.3 (Tome #25 )
 * 3) Begin paper revisions - Draft #2 due next Tuesday
 * 4) 2 lit terms due this week

[|Monday, 3.2.15]

 * IN-CLASS**:
 * 1) Finish pre-reading activity
 * 2) Tome #23: predictions and[| comparing 3 film versions]
 * 3) Background info


 * HOMEWORK**:
 * 1) Staging 1.1 worksheet (Tome #24 )
 * 2) Peer revision work

[|Thursday, 2.26.15]

 * IN-CLASS**:
 * 1) Pick up //Macbeth// in the library
 * 2) Vocabulary Quiz #12
 * 3) Q & A re: drafting process
 * 4) Macbeth intro activities: "What's up with the Crime Scene" and "Tossing Lines." We ran out of time for this but will finish next class!


 * HOMEWORK**:
 * 1) Draft #1 due! Don't wait until Sunday night, and don't worry too much about inclusion of facts at this point, especially if it impedes your creative process.
 * 2) Vocabulary sentences #13

[|Thursday, 2.26.15]

 * IN-CLASS**:
 * 1) Pick up //Macbeth// in the library
 * 2) Vocabulary Quiz #12
 * 3) Q & A re: drafting process
 * 4) Macbeth intro activities: "What's up with the Crime Scene" and "Tossing Lines." We ran out of time for this but will finish next class!


 * HOMEWORK**:
 * 1) Draft #1 due! Don't wait until Sunday night, and don't worry too much about inclusion of facts at this point, especially if it impedes your creative process.
 * 2) Vocabulary sentences #13

**[|Tuesday, 2.24.15] **

 * IN-CLASS**:
 * 1) scene revision workshop, #2
 * 2) discussing the Psychology of Evil


 * HOMEWORK:**
 * 1) Complete rough draft due Monday 3/2
 * 2) Vocabulary quiz #12 next class
 * 3) 2 lit terms due this week

**[|Friday, 2.20.15] **

 * IN-CLASS**:
 * 1) collect vocab sentences #12
 * 2) Scene revision workshop (see slideshow link, above)
 * 3) Discussing Flashbacks...


 * HOMEWORK:**
 * 1) Craft your second scene. Just to clarify, these scenes are going in your story. :-)
 * 2) As you craft this second scene, [[file:WritingFictionParagraphs.docx|consider these depictions of war]]  and how each uniquely conveys character, tension, attitudes, etc., amidst distinct portrayals of setting.
 * 3) 2 lit terms next week (for a total of 6)
 * 4) Watch [|this TED Talk]  and [[file:ted_zimbardo.doc.pdf|complete this Tome.]]
 * 5) Enjoy your weekend, beautiful people!

**Wednesday, 2.18.15**

 * IN-CLASS**:
 * 1) Vocab quiz #11
 * 2) Punctuation around quotation marks discussion
 * 3) Collect Story Planning Sheets
 * 4) Lab time


 * HOMEWORK:**
 * 1) Vocabulary sentences #12
 * 2) 1 lit term for the week by next class
 * 3) Write a scene. Consider choosing a scene from the middle of your event, from close to the climax.
 * 4) Scene writing tips and examples are here.

**Friday, 2.13.15**

 * IN-CLASS**:
 * 1) Good Reads update. Please register and select your book
 * 2) Brief narrator discussion in groups
 * 3) Plotting and telling your narrative: using exposition, summary, and scenes effectively
 * 4) Lab time


 * HOMEWORK:**
 * 1) vocabulary quiz #11 next class (Wednesday)
 * 2) 6 sources and 40 note cards due by end of next class (final class)
 * 3) story planning sheet due. See the [|Living History Page]  for resources, examples, and guidelines.
 * 4) Join the GoodReads group and indicate what book you're reading for the Independent Novel Project by adding it to your "Currently Reading" list. [|(Link to Goodreads invite)]

**Wednesday, 2.11.15**

 * IN-CLASS**:
 * 1) Discussing narrator options
 * 2) Addressing research challenges
 * 3) Lab time


 * HOMEWORK:**
 * 1) 1 lit term due by end of this week (for 3 total)
 * 2) [[file:narrator_worksheet.doc|narrator worksheet]]  due next class
 * 3) vocabulary quiz #11 next Wednesday
 * 4) 5 sources and 30 note cards due by end of next class
 * 5) Join the GoodReads group and indicate what book you're reading for the Independent Novel Project by adding it to your "Currently Reading" list. [|(Link to Goodreads invite)]

https://www.goodreads.com/group/invite/157134-sophomores-not-sophomoric?invite_key=4498908ffabebab4acbb7d37959ec71a8f09d422&utm_medium=email&utm_source=copypastegroup

**Monday, 2.9.15**

 * IN-CLASS**:
 * 1) Collect vocab sentences #11
 * 2) Discussing novel ideas for [[file:Sophomore Honors EnglishIndependent Novel Project.doc|independent book project]]
 * 3) Clarification of research
 * 4) Lab time

Novel Choice: Friday, February 13th Written Response: Thursday, April 2nd Creative Project: Thursday, April 2nd
 * HOMEWORK:**
 * 1) 1 lit term due by end of this week (for 3 total)
 * 2) vocabulary quiz #11 on Friday
 * 3) 4 sources and 20 note cards due by next class
 * 4) bring your title for the independent novel next class. Please strive to have the novel in your possession (and bring it to class) by next Tuesday. Due Dates for the project are as follows:

**Thursday, 2.5.15**

 * IN-CLASS**:
 * 1) Vocab quiz #8
 * 2) Updated project guidelines, including dates. [[file:10_lhp_overview.doc.pdf|Document is here]].
 * 3) Note card reminders and requirements
 * limit notecards to manageable chunks of information: one distinct fact or main idea
 * fill in all 3 boxes on each note card (quotation/paraphrase/my ideas)
 * create works cited entries PRIOR to creating note cards. link all note cards to a source.
 * include URLs in works cited entries


 * HOMEWORK:**
 * 1) 1 lit term due by end of next week (for 3 total)
 * 2) vocabulary sentences #11 (we are skipping lists 9 and 10 and are finished with the semester 1 cumulative words)
 * 3) 2 sources and 15 note cards due by next class
 * 4) bring an idea or two for an independent novel. I will introduce the project next class and we will have some time for sharing of titles.

**Tuesday, 2.3.15**

 * IN-CLASS**:
 * 1) Collect Discovery Research sheets
 * 2) Handout and discussion: Writing Historical Fiction
 * 3) To lab for work time


 * HOMEWORK:**
 * 1) 2 Lit Terms due Thursday
 * 2) Vocab quiz #8 Thursday
 * 3) 1 Source and 7 Note cards by next class

**Thursday, 1.30.15**

 * IN-CLASS**:
 * 1) Collect vocab and topic proposals
 * 2) To lab for research overview

The chosen topics are as follows. If you'd prefer to not double up on a topic, please adjust accordingly (and email me if what's below isn't accurate). Students with the same topics will need to choose different POVs from which to tell of the event. ALSO, many of you brainstormed possible narrators that are actual historical figures. As indicated on the project sheet and on the Topic Proposal, you must //create// a fictionalized narrator. The narrator //can not// be someone who existed in actual history. Please prepare to propose a different narrator.
 * HOMEWORK:**
 * 1) Discovery Research Worksheet for your chosen topic.

Megan: Chernobyl Disaster Steve: Lawrence of Arabia's raids during the Great War in the East Sarah: Operation Protective Edge aka The Gaza War Anika: War of the Worlds radio broadcast Isabelle: Virginia Tech Shooting Max: Chinese Occupation of Vietnam Mark: "Roaring Twenties" Nora: Cuban Missile Crisis Sophie: Woodstock Quincy: Assassination of Osama bin Laden Nic: Soviet race to the moon Serena: Nanking Massacre Drew: Moon Landing conspiracy? Emi: sinking of the Titanic Kamala: Nebuchadnezzar II's building of Babylon Lauren: 1980's Miracle on Ice Jenny: Japanese Internment Camps Kaity O: Sinking of Titanic Tuesday: Heaven's Gate Cult Mass Suicide Katy H: Berlin Wall (construction of...) Rhys: Chernobyl Disaster Jinghui: Columbine Shooting Morgan: Battle of Poltava, Great Northern War Cami: San Francisco Earthquake of 1906 Kathryn: Jessica: eruption of Mt. Vesuvius

**Tuesday, 1.28.15**

 * IN-CLASS**:
 * 1) Return tomes
 * 2) Finish //Of Mice and Men// film
 * 3) Discussion?


 * HOMEWORK:**
 * 1) Vocab sentences #8
 * 2) [[file:10_lhp_overview.doc.pdf|Living History Project intro]], [[file:PotentialTopicsforResearchProject.pdf|potential topics]], and [[file:lh_topicproposal.doc.pdf|topic proposal]] . Please read the overview, topic list, and browse  some sample papers . Then complete the topic proposal. For your research paper you will research a historical event and write a fictional, first-person account of this event. Your narrator cannot be an actual person; rather, you will create a fictional character who somehow becomes part of or observes the event in some way.

**Monday, 1.26.15**

 * IN-CLASS**:
 * 1) Return work
 * 2) Begin //Of Mice and Men// film


 * HOMEWORK:**
 * 1) None!

**Monday, 1.12.15**

 * IN-CLASS**:
 * 1) Submit final drafts of //Kite Runner// essays
 * 2) Reader response on chapters 1-3 (Tome #20 )
 * 3) Discussion: Characterization via image and diction; nature of George and Lennie's friendship


 * HOMEWORK:**
 * 1) Finish the novel! (Read chapters 4-6)
 * 2) Vocab quiz #7 next class
 * 3) Review Tome entries; Tomes will be collected on the day of the final
 * 4) Final exam review [[file:10H_sem1final_2014-2015_review.docx|is posted here]].

**Thursday, 1.8.15**

 * IN-CLASS**:
 * 1) Essay revision workshop
 * 2) Pick up //Of Mice and Men// in the library
 * 3) Responding to "[|Migrant Mother] " by Dorothea Lange (Tome #19 )
 * 4) Character Meet-and-greet (Tome #19, continued)

Paper revision resources are here: [|summary vs analysis 1] [|summary vs analysis 2] [|excellent overview of structure and argument] [|tips for paragraphing and topic sentences] [|AQC – Assertion, Quotation, Commentary] [|MLA Guidelines]
 * HOMEWORK:**
 * 1) Read chapters 1-3. Please be prepared for a quiz on the reading next class
 * 2) Final draft of paper due Monday. Please see my comments on the google doc by Saturday a.m.
 * 3) Final exam review [[file:10H_sem1final_2014-2015_review.docx|is posted here]].

**Tuesday, 1.6.15**

 * IN-CLASS**:
 * 1) //Kite Runner// in-class essay.


 * HOMEWORK:**
 * 1) vocabulary sentences #7. If you didn't pick up a list in class, they are all available on the vocabulary page (link to left)

**Friday, 12.19.14**

 * IN-CLASS**:
 * 1) Collect Envelope threads
 * 2) Extend envelope projects with analysis and observations
 * 3) Discuss the process: thinking, analyzing, composing
 * 4) Kite Runner final discussion

//Sophomore Honors English Odyssey Essay Response Reflection//
 * HOMEWORK:**
 * 1) In-class essay next class. Bring your book!
 * 2) [|The PBS Frontline Documentary "The Dancing Boys of Afghanistan" is here] . We watched through the 31st minute.
 * 3) Go to turnitin.com to review my comments (written and verbal) and your grade. //A note about the rubric and the score (two different grades): I noted where you were at on the CCSS rubric, which ended up scoring all of you lower than I scored you. So you can look at the rubric for some feedback, but know that I didn't use the rubric to grade you. The rubric is the only one available on Turnitin.com, and it is far from perfect. It doesn't have elements I look for, and includes others that seem less significant. So take it for what it's worth... Your actual grade is the number at the top left.//
 * 4) Respond to the following prompt in letter form. It will be Tome #18.
 * Please log on to turnitin.com and access the grademark for your essay. Read each comment slowly and carefully, in the context of your paper. In other words, read the paper as you read the comments so the comments have significance and meaning.
 * After you’ve read the written comments, listen to my voice comments.
 * Finally, compare your actual final score to the rubric score and note where you are on the rubric.

Once you’re finished with all this, write a letter to me in which you answer the following:
 * What is your general reaction to my comments overall? Do you agree or disagree? In what sense?
 * How close to my assessment of your work was your perception of how you did? How can you account for any discrepancies?
 * How useful were the comments, both written and audio? What was helpful about them? What was less helpful about them?
 * What goals do you have for your next paper, based on both my comments and your feelings about your paper in general?

Please start your letter Dear Ms. Wray, and finish with a salutation (Sincerely, Thank you, etc.). This letter will be Tome # 18.

**Wednesday, 12.17.14**

 * IN-CLASS**:
 * 1) envelope activity: thesis, sub-claims, support


 * HOMEWORK:**
 * 1) none for next class :-) Test has been postponed

**Monday, 12.15.14**

 * IN-CLASS**:
 * 1) share and collect black-out poems
 * 2) reader response quiz
 * 3) brief discussion, then...
 * 4) watching PBS Frontline Documentary, "The Dancing Boys of Afghanistan"


 * HOMEWORK:**
 * 1) finish the novel
 * 2) Friday is the unit test. It will consist of (a) a **short** scantron section that will ask you to identify characters, plot elements, important quotes, etc, and (b) an in-class essay. You'll be able to use your book on the in-class essay but will not see the prompts ahead of time.

**Thursday, 12.11.14**

 * IN-CLASS**:
 * 1) vocabulary quiz #6
 * 2) envelope thread discussion groups and jigsaw


 * HOMEWORK:**
 * 1) read pages 214-310 in //The Kite Runner//
 * 2) compose a black-out poem for the //Kite Runner// and write a paragraph explanation of your poem. A black-out poem is a poem made from a piece of text (NOT from the //Kite Runner//; you'll use a random torn-out page from an old crusty book ;-). Ms. Wray has lots or you can just tear out a page from a book at home. Google blackout poems for visual ideas. Just to clarify: you are using //The Kite Runner// as inspiration for your black-out poem. You'll use the words on the page in a meaningful way to express some greater insight about the novel. Your paragraph will explain what you are working to show in the poem. Email me if you have questions.

**Tuesday, 12.9.14**

 * IN-CLASS**:
 * 1) The Appositive! (Grammar Tome #3)
 * 2) Lit term clarification, examples, and return
 * 3) Envelope thread passage analysis
 * 4) Discussion: How has setting changed the characters? How is the relationship between Baba and Amir different, and why? How typical is their experience, as an immigrant one?


 * HOMEWORK:**
 * 1) Read pages 166-213 in //The Kite Runner//
 * 2) Vocabulary Quiz #6 next class

**Friday, 12.5.14**

 * IN-CLASS**:
 * 1) Submit vocab sentences #6
 * 2) [|Introduction of]  //All the Light We Cannot See// optional reading project
 * 3) Afghanistan - Perceptions vs. Reality; [|Kite Flying in Afghanistan video]
 * 4) Written response to last night's reading (Tome #16 )
 * 5) Discussion


 * HOMEWORK:**
 * 1) Read pages 109-165- of //The Kite Runner//

**Wednesday, 12.3.14**

 * IN-CLASS**:
 * 1) Vocabulary Quiz #5
 * 2) Character observations (Tome #15 )
 * 3) Relationships and characters discussion


 * HOMEWORK:**
 * 1) Read pages 48-109 of //The Kite Runner//
 * 2) Vocab sentences #6

**Monday, 12.1.14**

 * IN-CLASS**:
 * 1) Pick up //The Kite Runner//
 * 2) Personal Odyssey Project silent gallery


 * HOMEWORK:**
 * 1) Vocab quiz #5
 * 2) Read pages 1-47 of //The Kite Runner//
 * 3) Keep up on envelope threads and bring envelopes every class.

**Monday, 11.24.14**

 * IN-CLASS**:
 * 1) In-class final essay on //The Odyssey//

Please print out copies of all the narratives, including the invocation (instructions below). These copies are separate for grading purposes; the copies //in// your project will not be used for grading.
 * HOMEWORK:**
 * 1) Personal Odyssey Projects due next class.

Please craft an invocation to the muse as an introductory piece to your project, in the style of Homer's invocation. Guidelines are as follows: Homer’s Invocation to the Muse covers approximately the first 24 lines of //The Odyssey//. In it, he summons the muses to tell the story of Odysseus through him, the storyteller. The invocation essentially lays out the entire plot of the story to follow, from the sacking of Troy all the way through Odysseus’ return home to Ithaca.
 * Invocation guidelines:

For your Personal Odyssey Project you will compose your own Invocation to the Muse, in which you summon her storytelling power in a way that connects and summarizes your five Personal Narratives. Look back to Homer’s invocation for guidance.

Your Invocation needs to include the following: • A minimum of 16 lines. Feel free to exceed this length. • The use of epic language. Think refined, noble diction and formal syntax. • A minimum of two epithets. • At least one Homeric simile.

**Thursday, 11.20.14**

 * IN-CLASS**:
 * 1) Presentations: books 21-24
 * 2) Discussing the in-class essay


 * HOMEWORK:**
 * 1) Personal Odyssey Project due date has been moved to 12/1
 * 2) In-Class essay next class. [[file:Odyssey exam--Tim Averill.doc|Prompts are here.]]  You may bring the following with you (handwritten on a piece of paper):
 * Thesis statement
 * Subpoints (written as topic sentences, if you'd like)
 * Quotes (indicated with page and line numbers)
 * Bring your books!

**Tuesday, 11.18.14**

 * IN-CLASS**:
 * 1) Presentations: books 17-20
 * 2) Work/Reading time


 * HOMEWORK:**
 * 1) Read to end of book (21-24)
 * 2) Personal Odyssey Project due date has been moved to 11/24
 * 3) Unit test is on 11/24 (in-class essay)

**Friday, 11.14.14**

 * IN-CLASS**:
 * 1) Presentations: books 13-16
 * 2) Work/Reading time


 * HOMEWORK:**
 * 1) Read to end of book (21-24)
 * 2) Personal Odyssey Project due date has been moved to 11/24
 * 3) Unit test is on 11/24 (in-class essay)

**Wednesday, 11.12.14**

 * IN-CLASS**:
 * 1) Personal Narrative #5 edit
 * 2) Work time for presentations/Reading


 * HOMEWORK:**
 * 1) Read books 17-20
 * 2) Presentations 13-16 next class

**Thursday, 11.6.14**

 * IN-CLASS**:
 * 1) Peer Edit on PN Draft #4
 * 2) Sharing of Personal Odyssey Project examples
 * 3) Finish Books 9-12 Timeline Activity and Discussion
 * 4) Introduce Group Presentation Project


 * HOMEWORK:**
 * 1) Lit Terms!
 * 2) Personal Narrative #5 (draft) due next class. [|Here's a link]  and [|Here's another]  to some starting points for personal narratives. You could adapt most of these to draft your next (and final!) Odyssey.
 * 3) Please add your name to this page to indicate which group you're in.
 * 4) Read books 13-16 of //The Odyssey//. Don't forget to use the fantastic resources I linked to below as you guide your reading. If you are so inspired, you can read beyond book 14, as the remaining sections will be presented in group presentations. You will still be required to keep up on the readings, and there will be at least one (unannounced) quiz in the coming days to verify that you're keeping up on the reading. See the presentation/reading timeline below:


 * Date** ||**Books completed by this day** ||**Work on this day** ||
 * 11/12 ||13-16 ||work time/reading time ||
 * 11/14 ||17-20 ||presentations for 13-16 ||
 * 11/18 ||21-24 ||presentations for 17-20 ||
 * 11/20 ||n/a ||presentations for 21-24 ||
 * 11/24 ||n/a ||unit test (in-class essay) ||

**Tuesday, 11.4.14**

 * IN-CLASS**:
 * 1) Peer Edit on PN Draft #3
 * 2) Books 9-12 Timeline Activity


 * HOMEWORK:**
 * 1) Tome #14  (Epic Simile Activity)
 * 2) Personal Narrative #4 (draft) due next class. [|Here's a link]  and [|Here's another]  to some starting points for personal narratives. You could adapt most of these to draft your next Odyssey.

**Friday, 10.31.14**

 * IN-CLASS**:
 * 1) Submit vocabulary sentences #5
 * 2) PN#2 Self Edit w/ emphasis on showing vs telling
 * 3) Tome #12 : T-Chart and Visual Response for book 5-8 discussion


 * HOMEWORK:**
 * 1) Read books 9-12 by next class; create a 4-squared visual response that includes a visual and a caption for each book Tome #13 ]
 * 2) Personal Narrative #3 (draft) due next class. [|Here's a link]  and [|Here's another]  to some starting points for personal narratives. You could adapt most of these to draft your next Odyssey.
 * 3) Finish T-Chart (tome #12) by completing the back.

**Wednesday, 10.29.14**

 * IN-CLASS**:
 * 1) Vocabulary quiz #4
 * 2) PN#1 Peer Edit
 * 3) Reading time


 * HOMEWORK:**
 * 1) Vocab sentences #5
 * 2) Read books 5-8 by next class; use sticky notes to annotate for characterization
 * 3) Personal Narrative #2 (draft) due next class

**Monday, 10.27.14**

 * IN-CLASS**:
 * 1) Tome #11 : Take A Stand brainstorm and freewrite
 * 2) Discussion on Narrative Writing
 * 3) Introduction to and explanation of Personal Odyssey Project
 * 4) Discussion of Xenia in Books 1-4 of //The Odyssey//


 * HOMEWORK:**
 * 1) Vocab quiz #4 next class
 * 2) Read books 5-8 by Friday
 * 3) Personal Narrative #1 (draft) due next class

**Thursday, 10.23.14**

 * IN-CLASS**:
 * 1) Grammar tome #2, continued
 * 2) Tome submit
 * 3) //The Odyssey// book 1-2 discussion


 * HOMEWORK:**
 * 1) Fill out participation rubric
 * 2) Read books 3-4, [[file:awesomeOdysseyStudyGuide.doc|using this study guide]] to guide your reading. You DO NOT need to answer any of the questions provided, but I guarantee using it to guide your reading will both aid your understanding and enrich your reading. PLEASE use it!
 * 3) Respond to the following prompt in a 1-page response:
 * As you recall, Xenia is an important guest-host relationship in Ancient Greece. Please discuss how you see Xenia displayed in the first 4 books of //The Odyssey// and draw a conclusion as to its significance in these early pages.

**Tuesday, 10.21.14**

 * IN-CLASS**:
 * 1) Grammar Tome #2
 * 2) Quiz on Greek Figures
 * 3) Essential Terms intro and demo
 * 4) Beginning the poem in class


 * HOMEWORK:**
 * 1) [[file:adjectivalclausepractice.docx|Adjectival Clause practice]]
 * 2) Read to end of book 2 of //The Odyssey// and answer the questions on [[file:odyssey_books1_2.doc|the study guide]] (typed, on separate paper, please). You DO NOT need to compose the invocation as instructed.
 * 3) Tomes are being collected next class! Please make sure yours is complete, organized, and up-to-date, and bring it to class ready to submit.

**Friday, 10.17.14**

 * IN-CLASS**:
 * 1) Thesis Statement Discussion and revision activity
 * 2) Organization in Literary Analyses
 * 3) Intro to //The Odyssey//


 * HOMEWORK:**
 * 1) Review slide presentations for a quiz next class. The quiz will consist primarily of matching and short answer. Nothing too complicated as long as you look at the slideshows.
 * 2) Revise your thesis statement, applying the [[file:I found this interesting_thesis.doc|directives I provided]] in class.
 * 3) Revise one of your paragraphs for stronger organization, using the [|guidelines presented in class] . Please start with a strong topic sentence, one which asserts a clear arguable subpoint.
 * 4) We will begin //The Odyssey// together in class on Tuesday. Cue the dramatic music: [|Watch this video] which introduces the story and speculates on possible historical foundations for Homer's epic. It ends abruptly and has a sufficient cheese factor, but it will get us prepared to start reading next class.
 * 5) Writing Conference sign-up

**Tuesday, 10.14.14**

 * IN-CLASS**:
 * 1) Favorite Word Poem activity
 * 2) Trojan War Timeline
 * 3) //East of Eden// Essay return


 * HOMEWORK:**
 * 1) 3-5 slide presentation on assigned topic; please share with Ms. Wray
 * 2) Read my notes on your essay, along with the Thesis Statement handout; bring essay back to class on Friday

**Thursday, 10.9.14**

 * IN-CLASS**:
 * 1) Vocab quiz #3
 * 2) Myth group discussions:
 * 3) Myth Jigsaws and discussion (This is tome #10 )


 * HOMEWORK:**
 * 1) Read pages 255-290 in Hamilton's //Mythology//
 * 2) Write sentences for vocabulary sentences #4. The list is on the 'vocabulary page' to the left
 * 3) Happy weekend!

**Tuesday, 10.7.14**

 * IN-CLASS**:
 * 1) Final Discussion of biblical heroes
 * 2) Adding to Grammar Tome #1
 * 3) Reading Wilfred Owen's "Parable of the Old Men and the Young"


 * HOMEWORK:**
 * 1) Vocab quiz #3 next class.
 * 2) Read your assigned Greek hero myth. Following the "Eight Steps of the Hero's Voyage" chart (ignore the circular image on the back), create a visual which illustrates how your myth corresponds to Leeming's Heroic Quest Archetype. This is Tome #9 . You could depict the correspondence in a chart, a circle, a timeline - whatever you choose. Please just include the steps clearly labeled ("Death and the Scapegoat," for example) and the corresponding elements from the story depicted visually, verbally, or both. See the myth assignments, below:
 * 3) Respond to the discussion prompt on this page and respond to at least one other posting.

myth assignments and corresponding page numbers in Hamilton's //Mythology//: Perseus (197-208): Emi, Lauren, Quincy, Jenny, Jinghui, Cami, Jessica, Sophie, Serena Theseus (209-223): Isabelle, Katherine, Nora, Tuesday, Max, Nic, Megan, Kamala Hercules (224-243): Steve, Katy H, Sarah, Morgan, Kaity O, Rhys, Anika, Mark, Drew

**Friday, 10.3.14**

 * IN-CLASS**:
 * 1) "The Role of the Hero" Response (Tome #7 ) and discussion, including discussing the article "Towards A New National Heroic Ideal"
 * 2) Group work with Biblical Heroes and the observation and question for each (Tome #8 )


 * HOMEWORK:**
 * 1) Finish Tome #8 by responding to the following:
 * How do these stories clarify the relationship between God and man?
 * Which of the heroes seems most typically 'heroic' according to your notion of heroism, and which seemed least heroic? Why?
 * What cultural values do these heroes seem to embody? What does this set of stories seem to say about the culture from which they arose? Is there still relevance in these heroes today? Why or why not?

**Wednesday, 10.1.14**

 * IN-CLASS**:
 * 1) Grammar Tome #1 continued
 * 2) Discussion of "End of Summer," "The Red Wagon," and "Eden is that Old-Fashioned House"


 * HOMEWORK:**
 * 1) Read "Abraham," (71-76); "Joseph," (92-106); and "David" (190-194). Bring an observation and a question for each.

**Monday, 9.29.14**

 * IN-CLASS**:
 * 1) Grammar Tome #1
 * 2) Discussion of Loss-Quest Archetype as depicted in Thomas Cole's "The Voyage of Life" series


 * HOMEWORK:**
 * 1) None! We'll work on the poems and Think Pieces next class

**Thursday, 9.25.14**
//Okay - a few words about the rapid disintegration of order at the end of class today. I am so sorry I sent you to the hall with a muddled understanding of the Loss-Quest Archetype. This framework is simply another way of seeing the monomythical aspects of the stories we tell. There are many ways we can apply the creation - loss - wandering - rebirth motifs presented in Biblical and other texts to help understand stories with an archetypal lens. Please read the explanation on the back of the handout which explains the pattern, then use the chart below that explanation to see examples of images and other elements that are used throughout literature to convey this cycle or pattern. To clarify - a story need not include the ENTIRE cycle to be an illustration of it. Rather, a poem or short story could focus specifically on the "trial and quest" to "death" stages of the cycle, or perhaps a film is concerned solely with the journey from youth to adulthood and includes some of the familiar imagery and motifs (pastoral settings, seasonal changes, feelings of safety giving way to alienation, for example.) I am sorry for not providing a clearer discussion of the archetype in class, and I hope your poetic responses will provide an interesting springboard for further exploration next class. If you have any questions, please don't hesitate to send them my way. You could also extend this through a clarifying discussion online, which may be useful. I'd love to add to any thoughts or observations you'd like to post as a discussion to this page. (see the comment tab, above.)// //Ms. Wray//


 * IN-CLASS**:
 * 1) Vocab Quiz #2
 * 2) Flood Myth discussion (Tome #6 )
 * 3) BRIEF gallery walk (sort of! more like an epic fail!)

To compose your think piece, consider the following guidelines: (1) Read the poem through once. (2) Read it through a second time, annotating for meaning. (3) Look back to the 'loss-quest archetype' and its use of symbol and image to convey the circular nature of the human cycle of birth - life - death- rebirth. Use the Cole images to clarify your understanding of this archetype. Email me if you have questions! (4) Take a break and eat a bagel. Mull over your ideas as you masticate said bagel. Ponder your reading of the poem. Consider lines or images that perplex or confound or amaze you. These are often great points for further analysis. (5) Craft a focus statement in which you assert your argument about how the poem conveys meaning and illustrates the loss-quest archetype (or some part of it). (6) Write your think piece, proving your focus statement in 250-300 words through the use of textual evidence and insightful analysis. (Double-spaced please, despite my earlier directive.) (7) Take a break. Stretch. Take a walk. Call a friend. No - don't text. Actually call. (8) Return to your draft. Refine, revise and polish it closely until you can say to yourself, "This is my best work. Ms. Wray will be amazed." (9) Hit Print and give yourself a high-five.
 * HOMEWORK:**
 * 1) Vocab sentences #3
 * 2) Think Piece on one of the following poems: "[|End of Summer] ," "[|The Red Wagon] ," "[|Janet Waking] ," "[|Eve Names the Animals] ," "[|Eden is that Old-Fashioned House] "

**Tuesday, 9.23.14**

 * IN-CLASS**:
 * 1) PSAT overview
 * 2) Vocab clarification
 * 3) Creation Myths!
 * 4) Begin discussion of Flood Myths (Tome #6 )


 * HOMEWORK:**
 * 1) Vocabulary quiz #2 next class
 * 2) THAT'S IT! We will continue our discussion of the Flood Myths next class, and you'll do the poem analysis as hw next time, after I have time to explain more clearly.

**Friday, 9.19.14**

 * IN-CLASS**:
 * 1) Grammar Income quiz; "Word Crimes" video
 * 2) Intro to notion of creation/destruction and Loss/Quest Archetype
 * 3) Creation Skit work time


 * HOMEWORK:**
 * 1) Skits next class! Bring props, costumes, etc., and have your statement of purpose ready to submit to Ms. Wray.
 * 2) Read the Flood Myth packet and create a visual representation of the elements present across myths. (Tome #5 )
 * 3) Preview the [|Thomas Cole "Voyage of Life" series of paintings] and prepare for a discussion next class.

**Wednesday, 9.17.14**

 * IN-CLASS**:
 * 1) Submit "Stories that Shape" poems
 * 2) Creation Myth discussion groups (Tome #5 )
 * 3) Introduce and begin skit activity


 * HOMEWORK:**
 * 1) Write your creation myth skit on the google drive; bring a draft next class.

**Monday, 9.15.14**

 * IN-CLASS**:
 * 1) Vocabulary quiz #1
 * 2) Continue "Stories that Shape" activity (Tome #2 ), including peer revision and poem editing checklist.
 * 3) Discussion re: Leeming Introduction "The Dimensions of Mythology"


 * HOMEWORK:**
 * 1) Vocabulary sentences #2
 * 2) "Stories that Shape," continued: use feedback from partner and revision checklist to refine and polish your final poem.
 * 3) Tome #4 : Create a Venn Diagram in which you compare and contrast three of the five Creation myths from your packet. Notice similarities and differences in detail, character, theme, setting, plot, etc.

**Thursday, 9.11.14**

 * IN-CLASS**:
 * 1) Continue "Stories that Shape" activity (Tome #2 ), including discussion of allusion, details, imagery, and thematic connection in Pat Mora's "Same Song." Go over "Pairing the details" sheet.
 * 2) //East of Eden// fishbowl, part II (Tome #3 )


 * HOMEWORK:**
 * 1) Read "Creation" packet of stories, prepare to discuss next class.
 * 2) Study for vocab quiz #1, next class. (Ms. Wray wants to bring you cookies!)
 * 3) "Stories that Shape," continued: use "pairing the details" sheet to guide work towards completing your first draft of your poem, due next class. Make sure to include:
 * allusion to your story
 * real-life details
 * concrete images
 * a shared theme

**Tuesday, 9.9.14**

 * IN-CLASS**:
 * 1) Pick up books in library.
 * 2) Return vocab and remind of paper heading. :-)
 * 3) Continue "Stories that Shape" activity (Tome #2 ), including discussion of role of storytelling in lives and brainstorming of images and details from the story we brought to class.
 * 4) //East of Eden// fishbowl, part I (Tracking sheet is Tome #3 ).


 * HOMEWORK:**
 * 1) Stories that Shape journaling: write for about 10 minutes about the intersection of your story and your life. Explore how themes in the story have emerged in your own life.
 * 2) Read "Introduction: The Dimensions of Myth" and come with 3 questions to discuss.

**Friday, 9.5.14**

 * IN-CLASS**:
 * 1) Submission of vocab and R & W Questionnaire.
 * 2) Overview of Lit Term project.
 * 3) Written responses to //HTRLLAP// (Tome #1 ).
 * 4) Discussion of Foster and //HTRLLAP//.
 * 5) Drawing our stories activity.


 * HOMEWORK:**
 * 1) Think of an important story you’ve grown up with that has made some kind of impact on the way you see things. Bring in a written copy - or notes you’ve jotted down - of this story. It could be a fairy tale, a children's book, a lullabye, or perhaps a story passed through generations orally, either as family or cultural tradition.
 * 2) Complete the fishbowl preparation sheet for the discussion on East of Eden on Tuesday. Refer to the levels of questioning handout and strive for higher-order questions.

**Wednesday, 9.3.14**

 * IN-CLASS**: Today we started our long journey of getting to know each other. Or at least of my getting to know you. Here's what happened:
 * 1) Submission of summer work.
 * 2) Guess who game.
 * 3) What will you bring to the class activity.
 * 4) Going over the syllabus and course expectations, introducing the wiki.
 * 5) Starting on the reading and writing questionnaire.

(losophs.wikispaces.com - code is 9CCRTRP)
 * HOMEWORK:**
 * 1) Register for the wiki and remind.
 * 1) Vocabulary sentences.
 * 2) Get materials.
 * 3) Finish Reading and Writing Questionnaire.
 * 4) Bring //HTRLLAP// and //East of Eden// next two classes for discussion.