inference

English I students worked on voice and tone in the opening pages of To Kill a Mockingbird. We began examing the first pages to determine the presence of certain stylistic characteristics:

  1. Long sentences
  2. Diversions
  3. Dated language
  4. Folksy-sounding language
  5. Exaggeration/embellishment
  6. Understatement/deprecation

We also looked at several topical issues:

  1. Importance of family
  2. Sense of community
  3. Importance of religion
  4. Importance of time, place, and the past

English 8 students picked up their Friday work again, with this quarter’s minimum word count increasing to 150 words.

Homework

Soliloquy and Project Work

English I Honors students finished up Friar Laurence’s soliloquy in 2.3:

The grey-eyed morn smiles on the frowning night,
Chequering the eastern clouds with streaks of light,
And flecked darkness like a drunkard reels
From forth day’s path and Titan’s fiery wheels:
Now, ere the sun advance his burning eye,
The day to cheer and night’s dank dew to dry,
I must up-fill this osier cage of ours
With baleful weeds and precious-juiced flowers.
The earth that’s nature’s mother is her tomb;
What is her burying grave that is her womb,
And from her womb children of divers kind
We sucking on her natural bosom find,
Many for many virtues excellent,
None but for some and yet all different.
O, mickle is the powerful grace that lies
In herbs, plants, stones, and their true qualities:
For nought so vile that on the earth doth live
But to the earth some special good doth give,
Nor aught so good but strain’d from that fair use
Revolts from true birth, stumbling on abuse:
Virtue itself turns vice, being misapplied;
And vice sometimes by action dignified.
Within the infant rind of this small flower
Poison hath residence and medicine power:
For this, being smelt, with that part cheers each part;
Being tasted, slays all senses with the heart.
Two such opposed kings encamp them still
In man as well as herbs, grace and rude will;
And where the worser is predominant,
Full soon the canker death eats up that plant.

We divided into groups and worked through the whole, complicated passage in a single day:

English 8 students worked on the project after making sure they were caught up with their inference work.

And then the snow started…

100% Club

Fifth period
Sixth period

Homework

  • English 8 Studies: none.
  • English I Honors: read 2.4-2.6 in Romeo and Juliet.
Friday Work and Connotation

English I students finished up their work on connotations in “Those Winter Sundays.” We also did a little work on parts of speech in preparation for next week’s test. The kids will be having an essay question on their test, so we went over what exactly that might loo like.

The students in English 8 had their normal Friday inference work.

English 8 students worked on their Friday inference work and English I Honors students worked on their parts of speech review. It was a short day due to the reward day, so that was about all we had time for.

Homework

  • English 8 Studies: none.
  • English I Honors: complete assessments as necessary (on Moodle).
Planning, Inferences, Book Fair, and Chess

English I Honors students worked on their planning for their third Schaffer paragraph. We’ll be finishing up in class Monday, so make sure you are done with your regular planning and writing and just need to put the finishing touches and complete some editing. They also went to the book fair.

English 8 students worked on their regular Friday work and went to the book fair.

Journalism students took a break and played (or learned) chess.

Homework

  • English 8 Studies: none.
  • English I Honors: complete the first draft of your paragraph on “Thank You, Ma’am.”

English 8 students completed their normal Friday work on inferences. Since no article of the week was due today, they didn’t have the AOW video.

English I Honors students worked on their final draft of the point of view paragraph on “The Interlopers.”

Homework

English 8 students worked on their Friday inference work that we will be doing through at least the first semester.

English I Honors students worked on their newest Schaffer paragraph, which is on point of view in “The Interlopers.”

Homework

  • English 8 Studies: none.
  • English I Honors: 

English 8 students completed their normal Friday work (see lesson plan at right) while English I Honors students had the final day of writing for their Mockingbird writing project.

Homework

  • English 8 Studies: none.
  • English I Honors: complete Mockingbird by Monday.
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.

Homework

  • 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).

Homework

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

English I Honors students continued working on their narratives in our flipped-classroom experiment. English 8 students worked on their Friday inference work (see lesson plans at right).

Homework

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.

Homework

  • 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.

Homework

  • 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.

Homework

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.

Homework

  • 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.