days left

English 8 students, having the Chromebooks back after not having them yesterday for the EOC, returned to the final project of the year for The Glory Field. Students who completed the work and turned it in today will return to reading Monster. Students who did not complete the work will work in a different environment to complete the work tomorrow.

English I Honors students continued reading Monster. They will have an extra-credit opportunity connected to the book.

days left

English I Honors went over a few last loose ends before the EOC tomorrow.

English 8 students continued with their projects. Anyone in English 8 not done with their projects tomorrow will have to complete them during lunch or on their own time.

  • English 8 Strategies: complete project as needed.
  • English 8 Studies: complete project as needed.
  • English I Honors: none.

days left

I am out today. Most students should be continuing with what they’ve been working on the last few days.

days left

English I Honors students finished up working with bias while English 8 students continued working on their culminating project.

  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: complete the allusions work if you have not already.

days left

English I Honors has just about finished up work with the bias review we’ve been working on. English 8 continues working on their final STEAM project. The end of the year approaches…

  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: finish the work from class today.

English I Honors had time to complete a final check of their work for the Romeo and Juliet project before turning it in.

English 8 Studies had their final day of literature circles for the first part of The Glory Field.

English 8 Strategies had a practice test before the review test we’ll be having Monday.

And Operation Get Smart ended the day with us.

Project Work

Everyone today was working on projects in one form or another. English 8 students did some preparatory work for a project they will do in writing class later.





English I Honors students worked on their Romeo and Juliet projects for a final day. The rest of the work will need to be done at home.

English I Honors students went over the project for Romeo and Juliet. We will be working on transition paragraphs soon, and the project itself will be starting up shortly.

English 8 students reviewed the “Aha” moment in The Diary of Anne Frank (see notes below). We also started the newest reading signpost, the “Memory Moment,” which is also included in the notes below.

  • English 8 Strategies: 
    • complete today’s text about the Memory Moment, marking the final section of the handout for existing Memory Moments.
    • continue working on the article of the week.
  • English 8 Studies: 
    • complete today’s text about the Memory Moment, marking the final section of the handout for existing Memory Moments.
    • continue working on the article of the week.
  • English I Honors: 
    • make sure you can locate an electronic copy of your “Tell-Tale Heart” project from the first quarter;
    • make sure you’re caught up on the reading (you should have finished the play now);
    • continue working on the article of the week.
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 Strategies and Studies students worked to complete yesterday’s online discussion work. Students who were done with that had the rest of the period to work on any missing/make-up work.

English I Honors students worked on their social media projects and their “Decoration Day” writing projects.

  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: 
    • finish up the social media project by tomorrow;
    • work on “Decoration Day” as needed.

English I Honors students are approaching the end of the poetry unit by looking at villanelles today. They used inductive reasoning (specifics to general) to determine what a villanelle is. To get a headstart on the second quarter, students can finish the poem they began in class for a few points of extra credit on a major assignment in the second quarter.

English Strategies (fourth period) finished up the final project of the quarter, and English Studies (fifth period) conducted their debate — the first of the year, but not the last.

  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: optional (for extra credit): complete the villanelle you began in class.

English I Honors finished up with Collins’s “The Lanyard” and moved toward the end of our work on tonal shift and the lyric moment by looking at Elizabeth Bishop’s “One Art,” my personal favorite. We will finish with “One Art” tomorrow before moving on to a very special type of poem at the end of the lesson (and probably a little Monday).

English 8 Studies (fifth period) and English 8 Strategies (fourth period) both worked on culminating projects for Nightjohn.


English Studies completed the argument review in preparation for this week’s debate about the two presentations of Sarny we’ve now covered.

English Strategies continued viewing selected scenes from the film version of Nightjohn. We’ll be finishing the work up with a short project at the end of the week.

Connotation Completion, Project Completion, and a Facebook Page

English Strategies students (fourth period) worked on some culminating work for Nightjohn by creating Facebook pages for various characters in the novel. It was a fun activity that made sure all students had a firm grasp on the plot, characters, and setting of the story.

English Studies students (fifth period) had a final day to work on projects.

English I Honors students finished up “Those Winter Sundays1-Fullscreen capture 10142015 33516 PM

We’ll be turning to sound devices and tone next week.

English Studies (fifth period) began looking at the film version of Nightjohn to compare it to the book. We’ll be working on this all week.

English Strategies (fourth period) completed chapter five, with a few comprehension questions and some more theme work.

English I Honors began looking at the role connotation plays in poetry by looking at Lorna Dee Cervantes’ poem “Starfish.”

They were lovely in the quartz and jasper sand
As if they had created terrariums with their bodies
On purpose; adding sprigs of seaweed, seashells,
white feathers, eel bones, miniature
mussels, a fish jaw. Hundreds; no-
thousands of baby stars. We touched them,
surprised to find them soft, pliant, almost
living in their attitudes. We would dry them, arrange them,
Form seascapes, geodesics…We gathered what we could
In the approaching darkness. then we left hundreds of
thousands of flawless five-fingered specimens sprawled
Along he beach as far as we could see, all massed
Together: little martyrs, soldiers, artless suicides
In lifelong liberation from the sea. So many
Splayed hands, the tide shoveled in.

We focused on the words “martyrs” and “shoveled” (bold in the poem above).

  • English 8 Strategies: none.
  • English 8 Studies: complete the themes project by Wednesday.
  • English I Honors: complete the poetry forum question for “Starfish” and then respond to three others’ replies.

It’s Friday — homework only today.

  • English 8 Strategies: begin reading your student-choice book from today.
  • English 8 Studies: do the recording for the Nightjohn project if you haven’t already.
  • English I Honors: turn in your “Tell-Tale Heart” project by midnight on the Moodle site (most of you have already turned it in).