Grammar and Grades

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.

Homework
  • Second period: read chapters 10 and 11.
  • Fourth period: none, but students will have to read through chapter 33 over the break, so it’s not a bad idea to get started.

Writing and Review

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.

Homework
  • First and seventh periods: study for vocab quiz.
  • Second period:
    • read chapters eight and nine;
    • reader’s journal: “Based on what we read in class about the Receiver of Memory, what do you anticipate this job being like?”
  • Fourth period:
    • read chapters nineteen and twenty;
    • use the forms on the “Courses” site to evaluate participation and starters.

Characterization, Foreshadowing, and Predicting

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.

Homework
  • First and seventh periods: read through page 51.
    (Note: Students will have time during Silent Sustained Reading in the morning to complete this work. Students who have problems with reading should, therefore, take the opportunity to read it twice.)
  • Second period:
  • Fourth period:

Symbols, Characters, Predictions, and Journeymen

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.

Homework
  • First and seventh periods: complete book through page 34 (homework or SSR Tuesday).
  • Second period:
    • complete “my symbol” project;
    • read chapters four and five;
    • reader’s journal.
  • Fourth period:
    • complete chapters 14-16;
    • reader’s journal.

Finally Friday

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:

  • First period: page 14 (“The young lambs must find the way”)
  • Seventh period: 16 (top)

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.

Homework
  • First, second, and seventh periods: journal.
  • Fourth period: read chapters 11-13 (inclusive).

Introducing Miss Havisham

Miss Havisham, in art by Harry Furniss

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
  • First and seventh periods: none.
  • Second period:
    • complete chapter one;
    • read chapters two and three.
  • Fourth period: read through (i.e., including) chapter ten.

Homework

Final PASS Writing and Novels

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.

Homework
  • First, second, and seventh periods: journals.
  • Fourth period: see “Courses” site.

PASS Testing, Skimming, and Readers’ Journals

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.

Homework

None. (Fourth period’s pre-assigned Shakespeare project is due tomorrow, though.)

Letters and Themes

First and seventh periods completed in-class work on a letter-writing project with schools across America. We used it as an opportunity to practice for tomorrow’s PASS test.

Second period finished up the anticipatory set for The Giver. We’ll begin after the coming two days of pass testing.

Fourth period began looking at the themes in Great Expectations that we will be examining throughout the unit. These are the themes we will also use to guide our research project at the end of the unit.

  • economics
  • family units
  • education
  • housing
  • penal system
  • law enforcement
  • social classes
  • gender roles

(More information will be on the Great Expectations notes page.)

Homework
  • All classes: journal.

Letters, Stories, and a Resolution

First and seventh periods had another informal practice PASS. We are participating in the Great American Mail race, and students wrote their first letters today. (First, seventh period finished up the work from yesterday regarding subject-verb agreement.)

Second period began a new unit by writing about the perfect world.

Fourth period began Great Expectations. We went through a short exercise in parsing to help students become comfortable with Dickens’ style. I’ve also uploaded a short glossary for students to use while reading Great Expectations.

Lastly, the Greenville County School District Board of Trustees passed the following resolution.

Whereas, South Carolina is experiencing a severe economic crisis that is significantly impacting state revenue and has resulted in General Fund budget cuts totaling $484 million to South Carolina’s K-12 public schools during the past two fiscal years including a cut of more than $42 million to Greenville County Schools General Fund budget; and

Whereas, These budget cuts have reduced the base student cost to $1,764 per student, reflecting 1996-1997 funding levels[. ...]

NOW, THEREFORE, BE IT RESOLVED THAT THE GREENVILLE COUNTY SCHOOL DISTRICT BOARD OF TRUSTEES, DOES HEREBY STRONGLY URGE the South Carolina General Assembly to support public schools during this economic crisis and prevent the loss of more teacher jobs by providing new revenue streams such as removing some of the more than $2.8 billion in State sales tax exemptions. [...]

The complete original is available at the GCS web site.

Homework
  • First period: turn in journals Monday, March 15.
  • Second period: none.
  • Fourth period:
    • read chapter two from Great Expectations;
    • complete number two from sentence parsing worksheet;
    • write reader’s response journal entry for chapters one and two (prompts are here); and
    • work on Shakespeare soundtrack project.

Subject-Verb Agreement and a New Journal

First, second, and seventh periods all finished up verbs (though seventh didn’t quite finish) by looking at subject-verb agreement.

Fourth period went over the material from homework video on Dickens’ life. (Stills below) 

Dickens' Childhood

It’s a great video for providing students with a brief biography of Dickens. 

Visiting his father in debtors' prison

The animation makes it just lighthearted enough that it doesn’t feel like a drudgery. 

At work as a law clerk

And students get to see just how prolific Dickens was. 

Books and family

Afterwards, we went over the concept of a reader’s response journal.

Homework
  • First, second, and seventh periods: journal.
  • Fourth period: reader’s response journal.

Finishing Up Grammar

First, second, and seventh periods finished up verbs. Now that we’ve covered nouns, pronouns, and verbs, we’ll be trying to cover subject-verb agreement quickly before the PASS test.

Fourth period almost completed work on clauses. We’ll be starting a new unit on Great Expectations, with a grammatical focus on phrases, clasuses, and sentence types, and we are almost prepared.

Homework

Grammar Day

First, second, and seventh periods went over linking verbs in a desperate attempt to get subject-verb and pronoun-antecedent agreement finished before the PASS writing test next week. We should finish up working on verbs tomorrow.

Fourth period went over clauses, both independent and dependant/subordinate. This is in preparation for Great Expectations, when one of the grammar focuses will be on sentence type.

Homework
  • All classes: journal.