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