Diary of Anne Frank

14
school days left

Today was the final reward day of the year, so all classes were shorter.

English 8 students finished scene four, and a few managed to start scene five.

English I Honors students had a double reward day, taking a brief break for chess.

Homework
  • English 8 Studies: read act one scene five (as necessary).
  • English I Honors: continue reading through chapter 45 of Great Expectations.

18
school days left

English I Honors had the EOC field test today. We’ll be having a quiz on chapters 21-30 tomorrow, so students need to make sure they’re ready for that. The actual EOC is not until Friday 19 May.

English 8 students continued with their Anne Frank literature circles. Students should be working on act one scene three.

Homework
  • English 8 Strategies: none.
  • English I Honors: 
    • prepare for quiz tomorrow;
    • read chapters 31-45 for Monday. (We’ve been practicing our skimming skills on the book recently, but students needs to slow down and to actually read chapter 39 when they get there.)
Sentence Types and Lit Circles

20
school days left

After going over the extensive phrase homework, which has excited students so much that it is with the greatest regret that they realize we could have done sentence diagramming proper this year,

English I Honors classes got to the summit of the sentence quest: sentence types.

Afterward, we worked to identify the name and function of every part of given sentences:

English 8 students continued working on the lit circles for The Diary of Anne Frank. Today is the last day for students to work on act 1 scene 2. The due-date schedule is below:

Homework
  • English 8 Studies: complete all act 1 scene 2 work by tomorrow.
  • English I Honors: complete chapters 21-30 by Monday.

English I students continued working with sentence analysis in Great Expectations. English 8 students continued with the lit circles for The Diary of Anne Frank.

Homework
  • English 8 Studies: complete through page 104 (at least) of act one scene two of The Diary of Anne Frank.
  • English I Honors: 
    • continue reading chapters 21-30, using the new skimming technique;
    • complete the analysis of the third sentence.
Final Lit Circles and Skimming

English 8 students worked on The Diary of Anne Frank, evolving our reading into a lit circle format, which will take us through the end of the year.

English I Honors students heard positively sacrilegious words from Mr. Scott today — sacrilegious for an English teacher that is. “You don’t have to read every word on every page to say you’ve read a book.” In other words, we went over how to skim effectively, a skill students need more and more the further along they progress in their education.

We’ll be using this new skill for the remainder of the novel.

Homework
  • English 8 Studies: none.
  • English I Honors: 
    • complete the analysis for the next sentence (We were waiting, I supposed, for Mr. Pocket to come out to us; at any rate we waited there, and so I had an opportunity of observing the remarkable family phenomenon that whenever any of the children strayed near Mrs. Pocket in their play, they always tripped themselves up and tumbled over her—always very much to her momentary astonishment, and their own more enduring lamentation.)
    • read chapters 21-30 by Monday.
Sentence Analysis and Summarizing

English 8 students began a cross-curricular bit of work (working with Ms. George, the writing teacher) on creating objective summaries.

English I students continued with the phrase work we’ve been doing, applying it to passages from Great Expectations.

Homework
  • English 8 Studies: none.
  • English I Honors: complete today’s analysis.

English I Honors students learned what a motif is and used a simple graphic organizer to begin tracking nine motifs in Great Expectations.

English 8 students finished up act one, scene one of The Diary of Anne Frank.

Homework
  • English 8 Studies: none.
  • English I Honors: complete chapters 11-20 by Monday.
Phrases and a Play

English I finished up the overview of the five major types of phrases. We’ll be using these to analyze sentences from Great Expectations.

English 8 students continued with the first scene of The Diary of Anne Frank.

Homework
  • English 8 Studies: none.
  • English I Honors: complete the analysis of these sentences, finding and labeling all phrases:
    • Instead of falling on the soft ground, Shawn managed to hit right on the sidewalk.
    • The concrete, broken and crumbling, cut him in several places on his legs and elbows.
    • We heard his piercing wail all the way up at our house, and my mother and I rushed to see what had happened.
    • By the time we got to him, the cuts had already started bleeding, and he was struggling to get his skates off.
    • Bending down, Mom pulled off the skates and dabbed at the seeping red cuts and scrapes.
Starting Drama and Phrases

English I Honors students began working on phrases as part of the final push through Great Expectations. We’ll be using it our new knowledge to analyze sentences for meaning more effectively.

English 8 students began working on the play The Diary of Anne Frank. We began with a few thoughts about what stage instructions/directions do.

Afterward, we  began looking at the stage instructions at the beginning of the play.

Homework
  • English 8 Studies: none.
  • English I Honors: 
    • read chapters 11-20 of Great Expectations by next Monday;
    • find an example of a gerund phrase from the GE sentence analysis for chapters 1-10;
    • choose a sentence from the GE sentence analysis for chapters 1-10 and block out all the prepositional phrases.
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.

English I Honors had their last reading day today as students waited for the majority of the class to come back from the field trip. We’ll pick up Monday with normal programming.

English 8 students finished up the introductory work for the Anne Frank unit we will begin on Monday.

Homework
New Unit and Reading

English I Honors students had a reading day (and will have two more this week) as students’ absences for the Beta Club field trip to New York deplete the classes by at least 30% per class.

English 8 students worked on the article of the week a bit, looking at the first required annotation: debris.

Afterward, we began the new unit, asking what a definition of a hero might be.

Writing and More Writing

All classes were writing today. English I was working on their Romeo and Juliet projects while English 8 students worked on a short writing assignment designed to preview what they’ll be doing in their own writing class next week.writing photo

Homework
  • English 8 Strategies: continue working on the article of the week.
  • English 8 Studies: 
    • continue working on the article of the week;
    • read the final scene of Diary of Anne Frank (act 2 scene 5).
  • English I Honors: 
    • continue working on the article of the week;
    • continue working on R&J project.
Preparing and Transitioning

English I Honors students worked again transitions between paragraphs as well as their Romeo and Juliet projects. Remember: we have a quiz on Tuesday when we come back on acts four and five.

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English 8 students split up a little today: they did essentially the same thing, but scaled a bit to students’ experience. Strategies students began practicing a writing assignment that emulates what they will be doing soon in writing class, and Studies students did the same but added an organizational element — the Schaffer model — that they use also in their writing class.

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Journalism students will begin working on their first radio reportage project tomorrow.

Homework
  • English 8 Strategies: continue working on your article of the week.
  • English 8 Studies: continue working on your article of the week.
  • English I Honors: 
    • continue working on your article of the week;
    • continue working on your Romeo and Juliet project.
Planning and Comparing

English 8 students finished note taking about the differences between a film version of The Diary of Anne Frank and the play we read in class. We’ll be using the notes tomorrow to plan a short essay.

Journalism students began shifting to audio stories today. We’ll be learning how to create NPR-style stories during the third quarter.

English I Honors students had some practice planning a fairly complicated paragraph on a fairly complicated topic: How does Shakespeare use imagery of light and dark to highlight the role of fate in the play?

As an aside, there is now a repository of classroom instruction available at the Moodle site.

Homework
  • English 8 Strategies: continue working on the article of the week.
  • English 8 Studies: continue working on the article of the week.
  • English I Honors: 
    • complete today’s planning;
    • continue working on the article of the week.
  • Creative Writing: make sure you have listened to one of the sample audio stories by tomorrow.
Comparing and Analyzing

English 8 students worked on comparing a film version of The Diary of Anne Frank with the play we’ve read in class. We’ll finish tomorrow.

English I Honors students continued yesterday’s work by breaking into new groups that shared yesterday’s findings and began working to answer a rather tough question: How does Shakespeare use imagery of light and dark to develop the idea of fate in the play?

Homework
  • English 8 Strategies: 
    • continue working on the article of the week.
  • English 8 Studies: 
    • continue working on the article of the week.
  • English I Honors: 
    • complete today’s work;
    • continue working on the article of the week.