If all things went according to plans, first and sixth periods continued working on Monster while second and fourth periods had another day of research for the Great Expectations project and seventh period returned to work on their illustrated word-connotation semantic meaning charts.
That is, if all things went according to plans: being in the hospital with my wife and newborn son, though, I can only hope that’s what happened.
We’re beginning to wrap up a number of units — convenient since we’re nearing the end of the year. First period worked on “Flowers for Algernon” after a PASS review (page 402) and a bus evacuation drill. It amounted to little more than explaining the homework as the drill had taken a fair chunk of our time.
Second and fourth periods worked on Great Expectations, which we’re finishing tomorrow. We began as we often do: analyzing sentences to determine sentence type:
The second of the two meetings referred to in the last chapter, occurred about a week after the first.
I had again left my boat at the wharf below Bridge; the time was an hour earlier in the afternoon; and, undecided where to dine, I had strolled up into Cheapside, and was strolling along it, surely the most unsettled person in all the busy concourse, when a large hand was laid upon my shoulder, by some one overtaking me.
It was Mr. Jaggers’s hand, and he passed it through my arm.
We made our own web of characters to look at the inter-related nature of the novel’s various story lines.
Fourth period completed the task with fewer variables and the results were clearer.
Sixth period went over potential essay questions as a summary of The Giver. Student-created notes are below:
Seventh period shifted from propaganda techniques to bias. We had a review of connotation and then began looking at how words can take on positive, negative, or neutral connotations. We ranked some near-synonyms to determine the range of different shades of meaning.
first period began covering one of the problems Charlie has with his writing: commas. We’ll continue with it briefly tomorrow. (Notes from today are here.) Second and fourth periods had a quiz then went over chapter thirty-nine. Sixth period worked on The Giver. Seventh period began a unit on bias and propaganda.
First period reviewed the notes from reading yesterday. Yesterday’s lesson was a two-fold lesson: first, they got information about bias; second, they worked on note-taking skills. Yet the second objective can foil the first, so we made sure everyone knew what innuendo, stereotype, proof surrogate, and other bias-related terms meant.
Second and sixth, after starters, applied their knowledge of persuasive devices to persuasive pieces. Looking at several articles, they identified the persuasive devices in action. We worked via Moodle in the computer lab.
Fourth period began the classic poetic form: the sonnet. We looked at Robert Frost’s “Once By the Pacific” to begin with. We quickly moved on to Shakespeare’s most famous sonnet, the eighteenth. We ended with one of my all-time favorite sonnets (though really almost a pseudo-sonnet), William Merideth’s “The Illiterate.” Tomorrow we’ll examine the poems closely in order to determine what exactly makes a sonnet a sonnet.