EOC and Thinking about Choices

10

First and fifth periods began their narratives about choice. We began by looking at one decision Steve, the protagonist of Monster, made as a model for what we’ll be doing with our own decision.

Notes from first period

Notes from first period

Afterward, we brainstormed decisions we’d made in the past to find a decision we might write about.

Second and fourth periods had the End of Course exam today.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors:
    • continue working on the Lord of the Flies self-study project;
    • continue working on the Great Expectations annotated bibliography.
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

Annotated Bibliography and Choices

11

First and fifth periods finished up working on the choices of the Titanic crew that led to the sinking. We’ll begin our final project tomorrow.

Second and fourth periods continued working on the annotated bibliographies. Tomorrow we’ll be taking the End of Course exam.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: review literary terms for tomorrow's EOC exam.

Checking Drafts and Looking at Choices

12

First and fifth periods continued with the choice unit by looking at how some decisions are that appear insignificant life changing. We read a text on the tragedy of the Titanic, paying attention to points at which actors in the narrative made decisions. We’ll continue the work tomorrow once students have read the second part of the narrative.

Second and fourth periods continued working on the annotated bibliographies. We’ll work on them tomorrow in class, then Wednesday we have the End of Course exam.

Homework
  • English 8 Strategies:
    • read the second half of the Titanic text;
    • circle places in the text where individuals make decisions (there should be at least ten on the second page);
    • explain two of the decisions: list the options and make an argument about whether it is a good decision.
  • English 8 Studies:
    • read the second half of the Titanic text;
    • circle places in the text where individuals make decisions (there should be at least ten on the second page);
    • explain two of the decisions: list the options and make an argument about whether it is a good decision.
  • English I Honors:
    • continue turning notes into the annotated bibliography (due Thursday);
    • continue working on the Lord of the Flies online self-study.
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

Bibliographies and Debates

13

First and fifth periods completed W. D. Myers’ Monster with a debate today on whether or not the main character, Steve Harmon, actually received a just sentence. We’ll be turning Monday to your final project, a personal narrative about choice and choosing.

Second and fourth periods spent a bit of time looking ahead to coming projects. I’ve made the following changes regarding up-coming projects:

  • Annotated bibliography:
    • 5 sources
    • 1 article
    • 1 “not useful”
  • Great Expectations “paper”
    • Plan your
      • TS
      • CD
    • Write one paragraph
  • Lord of the Flies: finish by 31 May
  • One more book in-class (next week)
  • Final exam: letter to next year’s students

Instructions on how to create hanging indents in various word processors are here.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: write up your argument for Steve Harmon's guilt or innocence (implementing the Schaffer model)
  • English I Honors:
    • continue working on the Lord of the Flies self-study;
    • complete the first entry in the annotated bibliography for the Great Expectations project.

Finishing and Continuing

14

First and fifth periods finished Monster and began preparing for tomorrow’s debate about whether the main character, Steve Harmon, received a fair verdict or not.

Second and fourth periods worked on their annotated bibliographies for the Great Expectations writing project. I showed students a model annotated bibliography and went over some of the specifics of how to create one.

Homework
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

Case Closed and Research Continues

15

First and fifth periods concluded their dramatic in-class interpretative study of the legal proceedings lodged against James King and his alleged accomplice Steve Harmon in Walter Dean Myers’ quasi-bildungsroman Monster.

Second and fourth periods continued with their initial research. They’re examining available resources and using that to narrow their research questions.

Yes, that first paragraph seems awfully academic: it was the result of a challenge to update this site in a more academic style, filled with jargon.

Homework
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

Narrowing Research Question and Concluding Trial

16

First and fifth periods completed the testimony portion of Monster. Both the state and the defense have now rested, and we’ll be heading into closing arguments and the end of the book tomorrow.

Second and fourth periods began their final research project on Great Expectations. We worked today on developing and narrowing a research question with a preliminary overview of available resources. We began creating, in essence, an annotated bibliography.

Homework
  • First and fifth periods: none.
  • Second and fourth periods: continue working in Lord of the Flies self-study unit.
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

Character Web and More Evidence

17

First and fifth periods continued with Monster. We’re done with the state’s case and we’ll be finishing up the book on Wednesday.

Second and fourth periods did one more day of work on Great Expectations after another sentence type identification bell ringer.

Starter from second and fourth periods

Starter from second and fourth periods

We’ll be starting the final project tomorrow.

Homework

End of Great Expectations and Continuing Monsters

18

First and fifth periods continued with Monster. We’ll be finishing up the reading portion by the middle of next week and then move on to working on our last project of the year.

Second and fourth periods finished Great Expectations. We began with the standard ending, which was actually the second ending Dickens wrote for the book.

“Of late, very often. There was a long hard time when I kept far from me, the remembrance, of what I had thrown away when I was quite ignorant of its worth. But, since my duty has not been incompatible with the admission of that remembrance, I have given it a place in my heart.”

“You have always held your place in my heart,” I answered.

And we were silent again, until she spoke.

“I little thought,” said Estella, “that I should take leave of you in taking leave of this spot. I am very glad to do so.”

“Glad to part again, Estella? To me, parting is a painful thing. To me, the remembrance of our last parting has been ever mournful and painful.”

“But you said to me,” returned Estella, very earnestly, ‘God bless you, God forgive you!’ And if you could say that to me then, you will not hesitate to say that to me now – now, when suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but – I hope – into a better shape. Be as considerate and good to me as you were, and tell me we are friends.”

“We are friends,” said I, rising and bending over her, as she rose from the bench.

“And will continue friends apart,” said Estella.

I took her hand in mine, and we went out of the ruined place; and, as the morning mists had risen long ago when I first left the forge, so, the evening mists were rising now, and in all the broad expanse of tranquil light they showed to me, I saw no shadow of another parting from her.

After doing some group work to determine how we are to understand this ambiguous ending, we looked at Dickens’ original ending, paying close attention to the similarities of phrasing:

It was four years more, before I saw herself. I had heard of her as leading a most unhappy life, and as being separated from her husband who had used her with great cruelty, and who had become quite renowned as a compound of pride, brutality, and meanness.

I had heard of the death of her husband (from an accident consequent on ill-treating a horse), and of her being married again to a Shropshire doctor, who, against his interest, had once very manfully interposed, on an occasion when he was in professional attendance on Mr. Drummle, and had witnessed some outrageous treatment of her. I had heard that the Shropshire doctor was not rich, and that they lived on her own personal fortune.

I was in England again — in London, and walking along Piccadilly with little Pip — when a servant came running after me to ask would I step back to a lady in a carriage who wished to speak to me. It was a little pony carriage, which the lady was driving; and the lady and I looked sadly enough on one another.

“I am greatly changed, I know; but I thought you would like to shake hands with Estella, too, Pip. Lift up that pretty child and let me kiss it!” (She supposed the child, I think, to be my child.)

I was very glad afterwards to have had the interview; for, in her face and in her voice, and in her touch, she gave me the assurance, that suffering had been stronger than Miss Havisham’s teaching, and had given her a heart to understand what my heart used to be.

Finally, we watched the ending in the BBC from the late-1990′s. Each ending provides its own understandings of the the story and each has its strengths and weaknesses. Unfortunately, none of them really have the clear ending some students were breathlessly awaiting: a romantic declaration of mutual and eternal love between Pip and Estella.

Homework

PASS 2013, Day 3

19

Today all students took the science or social studies PASS test. Remaining classes did non-English, physically relaxing yet mind-stimulating work.

Homework
  • First and fifth periods: none.
  • Second and fourth periods: complete Great Expectations through chapter 58 by tomorrow.

End of Course Exam

The End of Course exam for English I Honors students (periods two and four) will be on Wednesday 22 May. The best way for students to prepare is to review the list of literary elements I supplied at the start of the year as part of the “How to Write About Literature” handout. If you have misplaced that, it’s available here.