Friday Update

English I Honors students continued working on their very close reading and diagramming of the case against Tom Robinson.

English 8 students completed their normal Friday inference and article of the week work.

  • English 8 Studies: none.
  • English I Honors: 
    • complete the diagramming of Mayella Ewell’s testimony;
    • read chapter 19, Tom’s testimony.

English I Honors students began a short look at how to create voice in writing by examining the first few pages of To Kill a Mockingbird to look for various elements used to create voice.

English 8 students worked on Friday work (see lesson plan at right).

  • English 8 Studies: none.
  • English I Honors: 
    • read chapters one through four of Mockingbird;
    • complete the narrative as needed.
Finishing and Starting

English I Honors began the final stages of the Odyssey project.

English 8 students began their new unit, a STEAM unit with social studies and math.

  • English 8 Studies: continue with the poetry project.
  • English I Honors: read the final section of the Odyssey (to page 416 — not sure about the hundreds in that, but it is definitely x16).

English 8 students worked on their Friday inference work. English I Honors students finished up the opening of the Odyssey, seeing in the process that it is a prayer to the Muse for inspiration as well as a prologue.

  • English 8 Studies: none.
  • English I Honors: read the “Kalypso” excerpt.

English I students had their semester exam. English 8 students continued with poetry in their usual Friday inference work.


English 8 students did their usual Friday inference and article of the week work. Any student that didn’t complete inference practice four need to do so this week or over the weekend.

English I Honors students worked on their project by assessing students’ articles in the workshop on Moodle. We also debriefed our new and apparently popular form of test which uses confidence-based marking.

  • English 8 Studies: complete inference practice four as needed.
  • English I Honors: 
    • assess “Decoration Day” paragraphs on Moodle;
    • read 4.1, 4.2, and 4.3 from Romeo and Juliet.

English I Honors students finished act 1 from Romeo and Juliet with a test. We’ll begin act 2 Monday.

English 8 students worked on their normal Friday inference work.

English 8 students did their standard Friday inference work while English I students had an odd, uncommon split day. Third period students had a guest speaker for Red Ribbon Week, and so fourth period had a bit of make-up time to get caught up.


English I Honors students had a final opportunity to do some in-class writing about “The Cask of Amontillado,” which is due tonight (for those who didn’t finish in class) at midnight.

English 8 students continued with their Friday individual work regarding the article of the week and our inference work.

  • English 8 Studies: none.
  • English I Honors: 
    • turn in the “Amontillado” paragraph (if you haven’t already);
    • begin assessing the paragraph (due Monday).
Point of View

English I Honors students began working on the next analytic Schaffer paragraph, which will have to do with perspective and point of view. We began the segment by reading “In the Family,” which raises all sorts of questions about the narrator’s trustworthiness.

“What you see depends upon where you stand.”

English 8 students had their now-usual Friday: inferences work, article of the week completion, and today, a bit of time to make up missing work.

  • English 8 Studies: none.
  • English I Honors: 
    • come up with a TS and quotes for the CDs for a paragraph about “In the Family”
    • begin assessing the “character” analytic paragraph, which is located here at on the Moodle site. (If you have not turned this in, you have until about seven o’clock Friday evening to get it turned in.) This will need to be done by Monday evening.
Odyssey, Inferences, and Reading Groups

English 8 Strategies students worked on the second half of the inferences review work. We’ll finish up tomorrow before moving on to other review topic for the MAP test.

English 8 Studies students began their first cycle of lit circles for The Glory Field. We’ll have until next Friday to read the first section, minus one day for work on poetry.

English I Honors students began the Odyssey.

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  • English 8 Strategies: continue working on the article of the week.
  • English 8 Studies: 
    • continue working on the article of the week;
    • complete any reading your group decided upon for tomorrow. (Remember: all students are discussion leaders tomorrow.)
  • English I Honors: 
    • continue working on the article of the week;
    • look up any allusions from the opening lines of the Odyssey that you are not familiar with;
    • work on the Romeo and Juliet project, due next Friday.
Sentence Types and Inferring Word Meaning

First period learned about clauses. Students learned about the two types of clauses, independent and dependent, and then looked at some practice exercises from the writing textbook.

Today, fourth period began with a PASS review, and then began our study of the types of sentences. Today, we covered the first two types of sentences, simple sentences and compound sentences. Tomorrow, we will finish up with types of sentences, learning about the last two types of sentences, complex and compound complex. Towards the beginning of class, students were also informed of the themes database that they are to work on. The database covers the themes we discussed in class yesterday, and will help students with their final project on Great Expectations.

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Sentence from fourth period
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Sentence from fourth period

Today second and seventh made a short summary about the little article that they are reading in class and at home the article is called There are no Children Here.

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  • English 8 Strategies: Summarize all the chunks (groups of paragraphs) of There are no Children Here.
  • English I Honors: 
    • Finish reading through chapter 20 by Friday.
    • While you are reading, begin to fill in the database for Great Expectations on Moodle. Students are expected to have 10 by Friday.
Inferring Word Meaning and Motifs

Today in first, they discussed chapters 1-10 of Great Expectations. Included in this discussion, are different aspects of the book and how they will use these aspects to create the final project using three sources. Information from the Moodle site about the project summarizes the work clearly:

The unit will culminate in a research paper. This is something students can do (and are encouraged to do, and will probably be encouraged to do with graded milestone checks) during the reading of the whole novel.

Possible topics:

  1. Economics
  2. Family units
  3. Education
  4. Housing
  5. The penal system and law enforcement
  6. Social classes
  7. Gender roles

Students will be required to :

  1. Research the selected topic in the Victorian period (i.e., Victorian economics; the family in Victorian England; education in Victorian England; etc.);
  2. Illustrate how Dickens included this material in Great Expectations;
  3. Discuss how factually accurate Dickens’ depictions are.

In fourth, they watched a few scenes from Great Expectations (a BBC production). They also learned and practiced with two types of clauses, which are Independent and Dependent clauses.

Today second and seventh period finished there last discussions from yesterday and they also read a little of There Are No Children Here.

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We worked to infer the meaning of unknown words from context clues.

  • English 8 Strategies: Finish the bold, underline words from the text There are no children Here.
  • English I Honors: 
    • Finish assessments of chapter 11 workshop, due today at midnight
    • Read through chapter 20 by Friday