Enjoy the break.

Get outside. Have fun.
Enjoy the break.

Get outside. Have fun.
A little homework for some students:
Enjoy the break!
First and seventh periods continued working on The Glory Field. We’ve finished the first part, set in 1864. We also went over some grades. I encouraged students to turn in late work for partial credit.
Second period went over The Giver and had a quick quiz. We finished up by reading in class as I talked to students about their grades.
Fourth period went over grammar. We covered simple and compound sentences. We’ll finish complex and compound-complex tomorrow.
First and seventh period wrapped up the first fifty pages of The Glory Field. We’ll have a vocab quiz on Friday.
Second period went over the chapter in The Giver in which Jonas learns that he is to be the new Receiver of Memory.
Fourth period took a break from Great Expectations and began applying previous information about clauses. We’ll continue it tomorrow during the second half of the hour.
My related arts class — creative writing — began today. We did some initial writing for me to get a baseline for future lessons.
First and seventh periods continued with The Glory Field. We’ll be having a vocabulary quiz on the first two units’ vocabulary on Friday.
Second period went over some notes about characterization.
Fourth period looked at episodes of potential foreshadowing in Great Expectations.
First and seventh periods continued working on The Glory Field. We began a chart to keep track of the characters. First period began looking at how predictions can help comprehension; seventh period will catch up tomorrow.
Second period completed a lesson on symbols and their use in literature.
Fourth period continued with Great Expectations.
First and seventh periods continued with The Glory Field. We’ll soon be switching from in-class reading to reading homework assignments. The in-class progress so far has been somewhat slow as we’ve been taking the time to set up the story, understand the setting, and the characters via a family tree. Thus far, we have covered the following:
Second period went over chapters two and three from The Giver. We began exploring the idea of a symbol in literature, with the apple being the first symbol discussed.
Fourth period finished up chapter ten of Great Expectations and had a relaxing day: we watched a little of a British made-for-TV version of the story and compared our expectations with the film’s vision.
Fourth period took some time really to examine the introduction of Miss Havisham:
In an arm-chair, with an elbow resting on the table and her head leaning on that hand, sat the strangest lady I have ever seen, or shall ever see.
She was dressed in rich materials — satins, and lace, and silks — all of white. Her shoes were white. And she had a long white veil dependent from her hair, and she had bridal flowers in her hair, but her hair was white. Some bright jewels sparkled on her neck and on her hands, and some other jewels lay sparkling on the table. Dresses, less splendid than the dress she wore, and half-packed trunks, were scattered about. She had not quite finished dressing, for she had but one shoe on — the other was on the table near her hand — her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a prayer-book, all confusedly heaped about the looking-glass.
It was not in the first few moments that I saw all these things, though I saw more of them in the first moments than might be supposed. But, I saw that everything within my view which ought to be white, had been white long ago, and had lost its lustre, and was faded and yellow. I saw that the bride within the bridal dress had withered like the dress, and like the flowers, and had no brightness left but the brightness of her sunken eyes. I saw that the dress had been put upon the rounded figure of a young woman, and that the figure upon which it now hung loose, had shrunk to skin and bone. Once, I had been taken to see some ghastly waxwork at the Fair, representing I know not what impossible personage lying in state. Once, I had been taken to one of our old marsh churches to see a skeleton in the ashes of a rich dress, that had been dug out of a vault under the church pavement. Now, waxwork and skeleton seemed to have dark eyes that moved and looked at me. I should have cried out, if I could. [...]
It was then I began to understand that everything in the room had stopped, like the watch and the clock, a long time ago. I noticed that Miss Havisham put down the jewel exactly on the spot from which she had taken it up. As Estella dealt the cards, I glanced at the dressing-table again, and saw that the shoe upon it, once white, now yellow, had never been worn. I glanced down at the foot from which the shoe was absent, and saw that the silk stocking on it, once white, now yellow, had been trodden ragged. Without this arrest of everything, this standing still of all the pale decayed objects, not even the withered bridal dress on the collapsed from could have looked so like grave-clothes, or the long veil so like a shroud.
So she sat, corpse-like, as we played at cards; the frillings and trimmings on her bridal dress, looking like earthy paper. I knew nothing then, of the discoveries that are occasionally made of bodies buried in ancient times, which fall to powder in the moment of being distinctly seen; but, I have often thought since, that she must have looked as if the admission of the natural light of day would have struck her to dust. (Great Expectations, chapter eight)
I also added two resources that students requested:
First and seventh periods worked on The Glory Fields. First period learned a little about how a reader’s journal works (which we will be using during the unit) while seventh period went over the first few pages of the book.
Second period continued working on The Giver. Students are really getting a sense of how different Jonas’s world is when compared to ours.
Homework
We spent first and second periods administering the second day of the PASS writing test.
Fourth period went over the chapters we’d completed yesterday. We did a bit of administrative house cleaning, as I pointed out the reading schedule (available here and at courses.ourenglishclass.net).
Seventh period began The Glory Field.
Due to PASS testing, first period did not have regular class today.
Second period met during seventh period’s slot and we began The Giver. We read the first two pages and looked at how the reader’s response journals will work.
Fourth period continued work on Great Expectations. We read chapter three in class and went over chapter four by skimming it.
We also looked at how we can determine significant amounts of information just from skimming. For instance, we inferred from the following passage that Uncle Pumblechook is wordy:
“But I don’t mean in that form, sir,” returned Mr. Pumblechook, who had an objection to being interrupted; “I mean, enjoying himself with his elders and betters, and improving himself with their conversation, and rolling in the lap of luxury. Would he have been doing that? No, he wouldn’t. And what would have been your destination?” turning on me again. “You would have been disposed of for so many shillings according to the market price of the article, and Dunstable the butcher would have come up to you as you lay in your straw, and he would have whipped you under his left arm, and with his right he would have tucked up his frock to get a penknife from out of his waistcoat-pocket, and he would have shed your blood and had your life. No bringing up by hand then. Not a bit of it!” (Great Expectations, chapter 4)
Seventh period didn’t meet today.
None. (Fourth period’s pre-assigned Shakespeare project is due tomorrow, though.)