First and fourth periods began by going over the concrete details from Friday’s classwork. We began the process of learning how to incorporate quotes into the sentence. I gave a few examples based on Friday’s homework.

First Period’s Examples

• After the sniper had killed his enemy, “he felt a sudden curiosity as to [his] identity” and went to determine who exactly he was.
• The sniper, after the ordeal, found himself wondering about the identity of the enemy, thinking it possible that “he had been in his own company before the split in the army.”

Fourth Period’s Examples

• After having won the stand-off, the sniper returned to the street to check the identity of his enemy, and turning over the body, he “looked into the face of his brother.”
• That night, there was “nothing to be seen” and the sniper could just make out “dim outline of the house opposite.”

Afterward, we worked on applying the skills from Friday’s work with “The Sniper” to the homework story, “The Most Dangerous Game.”

Second and seventh periods continued the initial introductory unit on the Schaffer model. As I consulted individually with students, pairs worked on the next Schaffer paragraph with the topic of having a positive influence on the class.

Homework

• English I Honors: 
  • reread (or simply read the first time) “The Most Dangerous Game”;
  • prepare for tomorrow’s discussion by thinking about whether or not this story could take place in 2013.