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Welcome to English 9 Advanced!

This wiki space is for students and parents who want to have up-to-date information about English 9 Advanced. I will be posting homework on this page of the wiki, including links to useful documents for you to download. To the right, you will notice links to additional pages relevant to the course. I'll be using the wiki to disseminate materials that might normally be given to you on paper, but the wiki is also a space for discussion and posting questions for me and your classmates. Members of the wiki have the ability to edit any page, utilizing the same respectful norms that would be appropriate in a classroom. Please feel free to personalize your profile, to use the discussion tabs to address course issues, and to share your ideas for the wiki -- this is a class space!

HOMEWORK:
This page will be updated regularly to indicate the work that needs to be done on a given night. So, if the assignment is under "September 1," that means that is the day it was assigned, not the day it is due. Please notice that this page has a "Discussion" tab up above -- feel free to use that if you have any questions. I'll try to check that often, but if you see a question there from a classmate, go ahead and respond to it yourself. You may also always contact me at josietf@gorhamschools.org

http://www.surveymonkey.com/s/8QDG65R


 * Monday, June 10**


 * Prepare for your exam!**

__Study vocabulary.__ The vocab portion of the exam will include the midterm vocabulary as well as the Latin prefixes.

__CAREFULLY OUTLINE__ your //Romeo and Juliet// analytical essay, using the outline form and one of the prompts below. You must have your outline at the exam period -- it will count for 5 points on your exam grade.



Prompts:
 * 1) Choose EITHER the nurse OR Friar Lawrence to analyze. Is that character a good guardian or mentor? What does Shakespeare seem to use that character to tell us about how he thinks a guardian or mentor SHOULD behave?
 * 2) Is Romeo brave, or cowardly overall? What can we understand about Shakespeare's idea of bravery or cowardice through his portrayal of Romeo?
 * 3) How does Juliet's character evolve over the course of the play? What does that help you understand about the meaning of the play as a whole?
 * 4) Ultimately, who or what is most to blame for the tragedy at the end of //Romeo and Juliet//? (Answers could include individual characters, or a concept like passion or haste.) What does that answer help us to understand about the meaning of the play as a whole?
 * 5) What is the most important theme or lesson of this play? What does the author do to communicate him message?


 * Wednesday/Thursday, June 5/6**

__Final reading reflection:__

FIRST: List your q4 reading for the All you Can Read Buffet, along with page numbers -- then add up the total number of pages.

THEN: Dear Reader: Next, write a reflective letter labeled "Dear Ms. T-F." This should be between 500 and 1000 words long and should discuss what you have learned this year. Begin by going back into the writing you've done this year, and checing out what you've done. You can approach this reflection any way you would like, but here are some ideas to guide you:


 * How did things go for you during the fourth quarter's All You Can Read Buffet? Did you challenge yourself? Were your reading habits any different from normal? (If so, in what ways?) Any favorite books?
 * How would you describe yourself as a writer? How has that definition changed since September? (You can ADDITIONALLY reach back further than September if you’d like, but you do need to comment on your learning during this particular semester.) Refer to specifics from your work this year.
 * How would you describe yourself as a reader and thinker? How has that shifted since September? Refer to specific experiences.
 * What were your goals for the year? Did you accomplish them? Be specific.
 * What are you most proud of this year? Why?
 * How did your writing, reading or thinking habits deepen over the semester?
 * Where do you still need to grow as a writer? reader? researcher? What do you plan to do over the summer and next year to reach those goals?


 * Wednesday/Thursday, May 22/23**

In class we turned in your Romeo and Juliet SQA. Title it "Lastname.RJSQA," and be sure to attach the following rubric before you turn it in.




 * Monday, May 20**

Romeo and Juliet: Act I-II SQA: On the block day, you'll be turning in a one paragraph Statement Quotation Analysis (SQA) responding to one of the prompts below. For reminders about how to do this kind of writing, look at your own SQA's from the first half of the year, and visit the C. Rubrics, etc page of the wiki.

Use text evidence from Act I, or from the first two scenes of Act II. Visit the text at http://shakespeare.mit.edu/romeo_juliet/full.html.

__PROMPT options:__


 * Is Nurse a good guardian for Juliet?
 * Does Romeo really love Juliet?
 * What motivates Juliet's reaction to Romeo?
 * What's up with Mercutio? What motivates his behavior?

__DIRECTIONS:__
 * 1) Begin with a one sentence statement that tells your opinion about the prompt.
 * 2) Next, write down the short quote that BEST helps you to prove that your opinion is correct.
 * 3) Next, write the rest of the paragraph, which should explain how the quote shows that your opinion is justified.


 * Wednesday/Thursday, May 15/16**

[]


 * Monday, May 6**

Read! For the A, remember that you are trying for 150 pages per week, or just over 20 pages per day. Make sure that you have turned in all homework for the quarter so far -- progress reports are due soon.


 * Friday, May 3**

Hi all -- I've been getting some questions about the homework due on Monday, so first, some clarity: If you still have questions, send me an e-mail, and I'll see if I can help. :)
 * You do NOT need to read from the book to do the assignment -- this is a pre-reading activity, meant to get you to think about the play and to learn some interesting information about the author.
 * There are three sections to the document. Each one comes with directions. Read the directions, and type your work right on the document in the spaces provided.
 * The writing prompt in the beginning is for fun, may be worked on with a partner, and does not have a length requirement.
 * If you do all of the sections, you will do very well on this -- it's a homework grade. On the other hand, even if you don't understand it, IT IS DUE MONDAY, so figure out what is confusing you if you are confused, and how you might problem solve that.


 * __In class Friday: SAT style writing prompt!__**

Reminders: This is a 25 minute prompt. It counts both as a Q4 grade and as your SBR writing score.


 * PLAN: take 3-5 minutes and figure out your THESIS, or your one sentence answer to the question, and your supporting arguments. //Stay focused on the prompt.//
 * WRITE: Your essay needs:
 * 1) An introduction that includes a clear answer to the question. You can't argue both sides.
 * 2) 2-3 supporting reasons for why your answer is correct. These answers can be based in literature, history, the news, or your own experiences.
 * 3) A brief conclusion that rephrases your thesis statement.
 * RE-READ: leave a few minutes to read your essay at the end, so that you can make small edits.

Take some time before you write to read (or at least skim!) over some [|sample SAT essay responses] before you begin.

Good luck!


 * Wednesday/Thursday, May 1/2**

After silent reading time in class today, please download and begin the following guided exploration of Romeo and Juliet. Follow the directions for each section, and be prepared to turn in the completed document on Monday. The first section may be done with a partner, but the rest should be done individually; all writing should be in your own words. Drop me an e-mail if you have any questions, and I'll see if I can help you.




 * Tuesday, April 30**

Read!

Please download the new vocabulary list:


 * Wednesday/Thursday, April 24/25**

Slam poem! You'll share this with a small group, and turn in for a homework grade to me.
 * Due Friday:**


 * Due Monday:**


 * Poet-Tee! Please see the rubric. PLAN before you begin writing on your tee shirt, and remember the basics: cover with poems you love, including one by you, one by a friend, one by a "classic" poet, and one by a contemporary poet. (Plus a whole bunch of others of your choice.) In your tee shirt design, think about how the poems work together, what they mean, what they say about you... in other words, try to make your tee shirt mean something as a whole.


 * 4 paragraphs! For each of your four poems, please write a FULL paragraph in which you discuss items such as the following: //What does the poem mean? What kinds of specific moves did the writer make to communicate meaning? What interesting observations can you make about how the writer used elements like imagery, word choice, rhythm, and rhyme? What lines seem most effective/interesting/powerful, and what makes those lines so great? What did you do on your Tee shirt to present this poem in a way that helped it make sense to your viewer, and/or add to the overall meaning of your shirt?//


 * Tuesday, April 23**

Bring in your book for reading; ALSO please bring all of your collected poems, and your white Tee Shirt. We'll spend some time working on planning and beginning your Poet-Tee... though you'll need to do most of that work outside of class. If you have sharpies, etc, bring those too!

Begin drafting your slam poem -- due on Friday!


 * Monday, April 22**

Bring in a favorite Slam poem. To find slam poetry, go to Youtube, and seach "Slam Poetry." There will be plenty! Listen, and bring in the link to your favorite. Here's one I like a lot, called To This Day: http://www.poetryoutloud.org/poems-and-performance/find-poems

Continue collecting poems. You might like to revisit the [|Poetry Out Loud] website to browse.


 * Wednesday/Thursday, April 10/11**

Revise the poems you have written so far during this unit. You can refer to the words of wisdom found [|here] if you're at a loss about how to revise.

Read over vacation! Remember that the goal is to read 150 pages a week this quarter.

Have a great week! :)


 * Tuesday, April 9**

Finish the draft of a poem you started in class today, inspired by the postcard you picked out. If you were absent, select a piece of art to use. Take some time to think about how things like color and imagery contribute to the mood of the piece, and also some time to brainstorm what you think or feel in response to the art. Then, write a poem. You can write in free verse, or use a rhyme scheme.


 * Monday, April 8**

Today in class we looked at this [|painting]and read this poem: "Musee des Beaux Arts," by WH Auden:

Tonight, please take some time to view the super creepy details in [|this painting], and read AND ANNOTATE this poem: "Musee des Beaux Arts Revisited," by Billy Collins


 * Friday, April 5**

Rhythm and/or rhyme poem:

14-15 lines (ie, 1 sonnet, a set of 5 haikus, or some other poem that works with your own rhyme scheme or syllable rhythm.)

Check out poems and suggestions we worked with in class:


 * Wednesday/Thursday, April 3/4**

In class, we turned in the reflections on the Quarter 3 All You Can Read Buffet. If you were absent, please complete this assignment and paste into an e-mail to me by class on Friday.


 * __Written Reflection – 1 page (combined with my observations, grade weighted 1x):__**

// What did you read during this quarter? Just list, including partial books. Do the math -- how many pages do you think you read? //


 * //__ Reading Process: __//**// What did you like/dislike about the book or books you read during this unit? What were your reading habits like? How much did you challenge yourself – in other words, how hard did you try? Were your reading habits over the last quarter any different from normal? Why or why not? How did it go for you to have silent reading in class? What could you and I each do differently next time to improve your reading? //


 * //__ Insights and Analysis: __//**// Choose one book to write about in more depth. What was the main conflict of the book? What motivated a central character’s behavior? Did the main character change, and if so, in what way? If not, why not? What do you think were the main lessons or themes of the book you read? What do you think the author wanted you to think about as a result of reading this book? How can you tell? //

This is not a formal essay, but you should put some care into thinking through and developing your ideas, and to presenting your ideas clearly, with as few grammar and spelling errors as possible.


 * Tuesday, April 2**

Today in class we talked about the idea of imagery in poetry, and we read and discussed Seamus Heaney's "Blackberry Picking," which you can download here:

For tomorrow's class, please bring in song lyrics that you think make a good poem. Pick lyrics that contain at least some imagery.


 * Monday, April 1**

For tomorrow, bring in a draft of a poem about sacred places. Feel free to check out and even emulate this poem by Stephen Dunn: http://writersalmanac.publicradio.org/?date=2009/11/08 Your poem can be structured or free verse, long or short, but it has to be real, and it has to address the idea of a scared place.

Enjoy it.


 * Core Values Day:**

Don't forget, Thursday is Core Values Day! We'll begin with a special performance of the one act play, and then will go to assigned home groups for discussion and movie making. Film assignment below:




 * Wednesday, March 28**

p1: Read! p5: Draft "The Sacred" poem, as begun in class. Feel free to check out and even emulate this poem by Stephen Dunn: http://writersalmanac.publicradio.org/?date=2009/11/08 Your poem can be structured or free verse, long or short, but it has to be real, and it has to address the idea of a scared place.

Enjoy it.


 * Monday, March 26**

Study! Prefixes vocabulary quiz on Tuesday!

__Thank you e-mail:__
 * 1) Revise your I-Search, and save it as an Open Office document
 * 2) Write an e-mail to the person you interviewed. ATTACH the clean I-Search, and BCC me on the e-mail.
 * 3) In your e-mail, include: a polite greeting; an explanation of the product, especially if you are including your narrative reflection; and a big thank you for the person's time and energy.


 * Friday, March 15**

__Presentation preparation:__

Remember that your presentation needs to be clear, engaging, and informative. As a guideline, keynotes should include at least 6-10 informational slides with clear, easy to read bullets and plenty of visuals. You also need a works cited. If you choose to use iMovie or something else, you should plan on a comparable amount of info.



Read! Now that I-Search is over, you have more time to invest in the All You Can Read Buffet.


 * Wednesday/Thursday, March 13/14**

Prepare for your presentation! Your presentation date is posted on the discussion tab of this page.



Download the Latin Prefixes vocab list:




 * Tuesday, March 12**

Complete, polished papers due next class! (p1 and p5 dues Wednesday; p2 and p7 due Thursday)

Please invest some time in editing and revising your work before your due date -- this is the biggest single project of the course, and you want it to represent your best work.

//Note: remember to use command+option+"F" to check if you have correctly cited everything from your works cited.//

If you were absent today, please download and review the rubric:



Good luck!


 * Monday, March 11**


 * I-Search revisions!!**

1. Are both the reflection and the research components of your paper well developed enough? Successful reflections are AT LEAST 2 well developed pages; successful research papers are AT LEAST 5 well developed pages. 2. Do you have fully developed transitions between each sub topic? How is your intro and your conclusion? 3. Is your works cited perfect? 4. Is your document properly formatted, with a fresh heading to begin both the reflection and the research components?




 * Friday, March 8**

Narrative Reflection, Research Paper, and Works Cited should all be drafted on the same document, and in the best shape you can manage on Monday.

For help with your Works Cited, use your template, and visit http://owl.english.purdue.edu/owl/resource/747/05/. You can also download Ima's I-search on Greek Architecture to see how the final document should look. (She also had a great Works Cited, if you'd like an example.)



Don't forget to check how well your citations match your works cited by using Command+Option+"F".

We're almost there! You've done such a great job with a long process. We'll take the beginning of next week to polish grammar and citations, and then turn them in!

__Final Due Dates:__

P1&5: Wednesday, March 13 P2: Thursday, March 14


 * Wednesday/Thursday, March 6/7**

Begin your Narrative Reflection. This part of your project is a 2-3 page personal voice narrative that tells the "story" of your learning during the I-Search. You might use your journal entries to help with this; some people use them as reminders and inspirations, while others begin with them as the basis of a rough draft. Some reminders as you work:


 * **REFLECT!** Make sure that in addition to telling about what you did, you are __reflecting on what you learned while doing it__. Most of you did very impressive work with this unit. Now is the time to talk about what you thought of the content you were learning, and to boast a little about the progress you made as a researcher. This kind of commentary should be imbedded in this section, and it’s what makes your part 2 different from everyone else’s. It’s the story of your own learning process.
 * **CONCLUSION:** You need a paragraph at the end of part 2 to wrap it up! Concentrate here on summarizing what you learned, and goals for future research projects. What would you do differently? What did you do well? What was your biggest area of learning?

//It might help you to check out a few Ima reflections://




 * If you are caught up, the rough draft of your research paper is done by now. You should be working on developing your intro, your transitions, your voice, and your conclusion. Does it flow? Does it contain enough information? It should be about ready to spill onto the 6th page at a minimum. Also, time to make it grammatically as good as you can get it!**


 * Tuesday, March** 5

Full rough drafts due on the block day! That includes your introduction, conclusion, and transitions between subtopics. All research should be properly cited and well organized. The paper as a whole should be at a MINIMUM 5 full pages. Please note that just being on page 5 does not mean you have 5 pages**..**. and that many I-Searches will be much longer. Please refer to Ima's I-Searches if you have any questions.


 * Thursday/Friday, February 28/March 1**

Keep writing! by Monday, you should have written up all of your notecards. We'll talk then about developing your intro, conclusion, and transitions between subtopics.

Please download and read at least 1-2 Ima I-searches so that you have a sense of what you need to do. Ima's Ice Cream I-Search is under Tuesday; here are a few more:




 * Tuesday, February 26**

Bring your book for silent reading!

__Begin writing!__ Note your class' due dates below. Please feel free to check out Ima's paper on the history of Ice Cream, in case you need to see a reminder about how to cite sources. As we discussed in class, for tonight, don't worry about trying to write an intro. Start in on your first subtopic, and work on writing up AND CORRECTLY CITING your information.

//Please note: Ima has more pages and more sources than you are required to have. Don't panic over the length, just use this as a good example of organization and citation.//

Period 1: 250 words, due Wednesday Period 2: 300 words, due Thursday Period 5: 150 words due Wednesday; 300 words due Thursday


 * Monday, February 25**

//To be ready to write tomorrow, you need://


 * 1) Notecards from all print sources (5)
 * 2) Notecards from your interview
 * 3) Notes on all cards in your own words
 * 4) At least some cards that include a direct quotation
 * 5) All cards sorted into the order in which you plan to write about them


 * Over February Vacation**

Continue reading! By Monday, February 25, you should have all notecards on all sources, INCLUDING THE INTERVIEW. Monday is "ready to write" day, and we'll be shifting gears to the writing process.


 * Tuesday, February 12**

//By the block day://
 * You should have a SIGNIFICANT number of note cards -- notes on at least 3 sources, so something like 30-35 cards.
 * All sources should be entered on your works cited template.
 * Interview should be scheduled.


 * Monday, February 11**

Make your interview a high priority: scheduling and conducting! Check out the interview tips on the G. I-SEARCH page.

NOTECARD DECK DUE FRIDAY! (It's possible you might need to incorporate the interview over vacation...)


 * Wednesday/Thursday, February 6/7**

By Friday, locate and bring in __at least five__ non-interview sources (databases, reliable websites, possible books)

By Friday, send 2-3 e-mail requests to potential interview sources. Remember that a good request will include:
 * A polite greeting
 * A sentence or two about what you're up to (I'm a ninth grade student at Gorham High School and...)
 * A sentence explaining that you need an interview
 * A polite question about whether the person might be willing to schedule some time to talk with you.

Also: Continue taking notecards, and read!


 * Tuesday, February 5**

If you were absent Tuesday:

Graded check: yellow slip signed, 3 or more great sources located, and about 15 notecards taken

Begin a Pages document titled "I-Search Journal," and respond to the following prompt:

//Beginnings: How did topic selection and finding reliable websites go for you? What are you learning about your topic and about doing research? What have the rewards and challenges been for you so far? How have your work habits been? What do you need to do next?//


 * Monday, February 4**

Read!

Graded check tomorrow, to include:
 * At least 3 good sources (reliable websites and relevant database articles)
 * About 15 notecards -- full set of notes on at least one source
 * Signed yellow slip


 * Wednesday/Thursday, January 30/31**

Read! Remember that you're going for at least 100 pages a week for the A... weekends are a great time to get some reading in.

Signed I-Search parent information letters due. Also, you should have taken 10+ notecards, using either literal paper notecards or the note taking templates on the I-SEARCH page.


 * Monday, January 28**

Come to class tomorrow with your I-Search topic. If you needed to find better websites, find them before class! Remember that reliable websites score a 13 or more on the GHS reliability rubric:

Find your first book for the H. All You Can Read Buffet.


 * Exam day:**

Please attach the rubric to your paper before submitting at the end of class.



For next week: re-read your I-Search topic proposal -- it's time! :)


 * Wednesday/Thursday, January 16/17**

Come to class tomorrow with a detailed outline of your TKAM essay... in other words, the outline form should be completely filled out.


 * Tuesday, January 15**

Study vocabulary! Revise your thesis statement, select quotations, and draft topic sentences. Use your outline form.


 * Monday, January 14**

Study semester 1 vocabulary in preparation for your midterm

Check out the assignment details and deadlines for the To Kill a Mockingbird midterm essay on the F. link. For tomorrow, please have a topic selected and a thesis statement draft on your outline form.


 * Friday, January 11**

Choose one of the novel's "nearly silent" characters... for example, Boo Radley, Cal's son Zeebo, Lula, Helen Robinson or one of the Robinson kids, or Burris Ewell. Write a short (no more than 500 words!) narrative from that character's point of view about the events of the book. You could write (or re-write) a scene from the time period of the book, or you could write a letter or journal entry reflecting back on the time of the trial. Use your imagination to flesh out your character's personality and habits, but as much as you can, use what you know about TKAM to make those decisions. This is meant to be fun and thought provoking, not stressful -- you do want to proof read it before you turn it in, but this is a casual, creative piece, and you have a lot of room to make it what you want. Have fun with it, and drop me an e-mail if you have any questions!


 * Tuesday, January 8**

Read chapter 28


 * Monday, January 7**

Read chapters 26-27


 * Friday, January 4**

Read chapters 24-25 Remember that if you'd like to participate in the school wide POL competition, you can sign up by contacting me or Ms. Herlihy. :)


 * Wednesday/Thursday, January 2/3**

Read chapters 22-23


 * Friday, December 21**

Congratulations on fabulous Poetry Out Loud performances!

Remember that if you were absent on Friday, you will be performing your poem first thing when we come back. You'll be great.

Read through the end of the trial in TKAM -- that's through chapter 21.


 * Monday/Tuesday, December 17/18**

MEMORIZE your poem! You should have your lines down cold by Wednesday/Thursday. Don't forget to also work on tone and what to do with body language, etc. Performances on Friday! :)

Read chapter 17


 * Friday, December 14**

Memorize and practice your poem! POL recitations on or before Friday, December 21 Read chapters 15-16


 * Wednesday/Thursday, December 12/13**

Visit the [|Poetry Out Loud] website to select which poem you will be memorizing and reciting on Friday, December 21 in class. "Register" your poem by going to the discussion tab on this page, selecting your class, and posting the title and author of your poem. Begin memorizing your poem.

Read Chapter 14


 * Tuesday, December 11**

I'm sorry I'm not there today! Please visit the F. To Kill a Mockingbird page, and use class time to complete the online discussion that is hosted on the discussion tab of that page. Please feel free to add new questions to those that are already there! I've posted 5 to get you started.

If you finish and the class isn't over, please use the time for silent reading.

Homework: Read chapters 12-13


 * Monday, December 10**

Read chapter 11; this is a shorter assignment than usual, so it's a good chance to get caught up if you've fallen behind! :)


 * Friday, December 7**

Read chapter 9-10; update your Notice and Note Bookmark


 * Wednesday/Thursday, December 5/6**

Read chapters 7-8; remember that quizzes happen!


 * Tuesday, December 4**

Read chapters 5-6; remember that quizzes happen! Use your Notice and Note bookmark as you read.


 * Monday, December 3**

Read chapters 3-4; remember that quizzes happen!


 * Friday, November 30**

Please read the first two chapters of To Kill a Mockingbird. Use your Notice and Note bookmark to help you prepare for discussion on Monday.

If you were absent today when I passed out the book, or if you prefer to read on-screen, feel free to download the book:




 * Wednesday, November 28**

Why are you interested in this topic? When did you first get interested? Why does it matter to you? (No one will object to a little story here...) What do you already know about it? What do you want to know? Discuss two of the websites you have found so far. What score does each one get on the reliability rubric? What makes you think each one is trustworthy for a research paper?
 * __Topic Proposal Due Friday:__ (9A and 9S: About 1 typed, double spaced page)**

Keynote presentations explained on the F. To Kill a Mockingbird page also on Friday


 * Monday, November 26**


 * 1) Visit the I-SEARCH page of the wiki for an explanation of how we'll be doing some initial work with this project this week.
 * 2) Complete the journal prompt we began in class: //What kind of nerd are you? What are you passionate about, and how did you get into it? What would you want to learn about/do better with even if no one was "making" you?//
 * 3) Bookmark 2-3 websites about a topic that really interests you that you THINK might be good enough for academic research. We'll work more on how to know whether or not you can use it for school tomorrow.


 * Tuesday, November 20**

If you would like to revise your //House on Mango Street// essay for a new grade, those revisions are due on Monday, November 26.

Happy Thanksgiving! :)


 * Monday, November 19**

Final polished drafts of your vignette collections will be turned in tomorrow!

After your vocab quiz:
 * P1 only:** My apologies... I have another meeting for the NEASC process this morning, and will miss just this class.

Please visit the Firstclass Workspace and get your House on Mango Street essay. Spend some time reading comments and correcting grammar issues. We'll talk about the papers more tomorrow -- they were a challenge for a lot of people, and I'd like to give you the chance to revise for a NEW grade... but that will only be worth my time if you are willing to make significant revisions, as suggested by your comments. If you choose to revise, I will need to get your new draft on the Monday after Thanksgiving.


 * After correcting your essay: go to your vignette collection, and start a paragraph titled "reflection" at the bottom of the collection. Write about the following:** //What did you struggle with on your last essay? What grammar errors seem to be the hardest for you? What are your plans for improving your writing for this assignment?//

When you are finished, please turn to working on your vignette collection. Please keep the environment quiet, so that everyone can focus.

Thank you -- I'll be back in the building p2, so if you have any questions, come on by! :)


 * Friday, November 16**

Vocab Quiz Monday! Rough draft of all three vignettes due Monday. Final drafts will be submitted Tuesday.


 * Wednesday/Thursday, November 14/15**

Hi all --

Today you should do the following with your sub, Ms. Williams:

10 minute vocab review Lightning round -- someone please lend Ms. Williams your laptop! :) Writing workshop: this time should be quiet and focused on getting work done for your vignette project. You can listen to music on headphones if the volume is very low. You can also trade drafts if you'd like feedback from a classmate at the beginning of class.

Good luck today! Drop me an e-mail if you have any questions -- I'm not sure how often I'll get to check from the conference, but I'll try to respond if I can. :)

HW: Draft of vignettes 1-2 due Friday.


 * Until Thanksgiving -- Deadlines as follows:**

Download and study Vocabulary List 3, on the A. Vocabulary page. The quiz will be at the end of next week.


 * __ Vignette collection deadlines: __**

__ Friday, November 9: __ Collection concept due: Identify what theme or themes your collection will highlight, and at least three ideas of specific memories or “snapshots” that could illustrate that theme.

__ Tuesday, November 13: __ Rough draft of one vignette

__ Friday, November 16: __ Rough draft of second vignette

__ Monday, November 19: __ Full rough draft of collection due in class

// Note: If you will be absent that day, you need to turn in your project ahead of time or electronically on that day. //
 * __ Tuesday, November 20: Gorgeous Final Drafts due in class! __**


 * Monday, November 5**

Continue working on your essay draft; be prepared to turn in tomorrow! :)


 * Friday, November 2**

Outline your essay! This is a lot of work, so schedule in plenty of time over the weekend. Don't skip anything -- it will REALLY help you to write your essay.




 * Wednesday/Thursday, October 31/November 1**

__P1&2:__ Complete the online discussion assignment described on the E. The House on Mango Street page of the wiki. Then, choose the theme or motif you would like to focus on for your essay, and write a list of vignettes in which you find important evidence about that theme or motif.

__P5 Wednesday__: Finish the book! If you weren't prepared for today's note check, consider getting caught up for a late grade tomorrow. __P5 Thursday:__ Complete the online discussion assignment described on the E. The House on Mango Street page of the wiki. Then, choose the theme or motif you would like to focus on for your essay, and write a list of vignettes in which you find important evidence about that theme or motif.


 * Monday, October 29**

P1&2: Finish the book! If you weren't prepared for today's note check, consider getting caught up for a late grade tomorrow.


 * Wednesday/ Thursday, October 24/25**

Read to page 89 in //The House on Mango Street//

SQA:

__PROMPT:__ Develop a question that interests you about the book. You might adapt one of the signpost questions... ie, if you are interested in something that comes up again and again you might ask, "Why does Cisneros decide to being up X again and again?"

__DIRECTIONS:__ Begin with a one sentence statement that tells your opinion about your question. Don't forget to include the author's name and the book's title. Next, write down the short quote that BEST helps you to prove that your opinion is correct. Cite it correctly! Next, write the rest of the paragraph, which should explain how the quote shows that your opinion is justified.


 * Tuesday, October 23**

Read to page 66 in //The House on Mango Street//


 * Monday, October 22**

Read to page 45 in //The House on Mango Street//. Use your bookmark and sticky notes!


 * Friday, October 19**

Please read pages 3-20 of The House on Mango Street. Read each vignette more than once. Use your Notice and Note bookmark and your sticky notes to take notes on each vignette.

If you would like to access the document on your laptop, feel free to download the first 38 pages here:




 * Tuesday, October 16**

__P1 Only:__ Polished SQA due at the beginning of class tomorrow. Graded discussion tomorrow -- come prepared with a completed discussion question template ON PAPER. Feel free to download if you prefer to type.

__P5 Only:__ Rough drafts of SQA due for peer revision at the beginning of class tomorrow. Your graded discussion will be on Thursday.


 * Monday, October 15**

All classes: Book group novels and Notice and Note bookmarks should be complete for next class. Be prepared for in-class SQA.

P1: SQA on Tuesday; Graded discussion on Wednesday P2&4: SQA on Wednesday, Graded discussion on Thursday P5: SQA on Tuesday, Graded discussion on Thursday
 * Looking ahead:**


 * Friday, October 12**

Books due by Tuesday -- be prepared for quiz or writing prompt

Posters due by the beginning of class Monday, at the latest. **Please remember to have one group member send me an e-mail with the following components:** > -- 1-2 sentences explaining why you picked this quote -- what does it help you understand about the character, setting, or meaning of the book?
 * 1) 1-3 sentences explaining the meaning of your visual
 * 2) For EACH quote:
 * "Beginning of each quote" (##).


 * Tuesday, October 9**

__Periods 1 and 2 only__:

10 minutes: Study, using quizlet and/or a partner 10-15 minutes: Vocabulary quiz 2 Have book available, so that as you finish the quiz, you can begin silent reading. Remainder of class: Silent reading. We are unlikely to have another in class reading session this week. Please do not work on other assignments.

Homework: Continue with daily reading goal. You should be 2/3 of the way through your book by now.


 * Friday, October 5**

Continue with daily reading goal over the long weekend, using Notice and Note bookmark STUDY! Vocabulary quiz on Tuesday


 * Monday, October 1**

__Periods 1 and 2 only:__

25 minutes: Silent Reading of your lit circle book. Remember to use your Notice and Note bookmark as you read to note important passages. 20 minutes: "I am From" poem: We began this piece on Friday in your journal. Use the brainstorming work you did there to draft and revise a poem in which every line begins "I am from." You might have lines about specific places, people, moments, or even ideas.

I suggest that as you work, you go ahead and write way more lines than you need -- just write without censoring yourself, and then go back and pick the 10 lines you want to revise into your final draft. Poems due Tuesday.

Homework:
 * 1) Keep up with daily reading goal
 * 2) Full "I am From" poem due tomorrow. Final draft should have 10 lines.


 * Week of Monday, September 24**

READ! You should be keeping up with your group's daily reading goal, including on weekend nights. Most groups range between 15-20 pages per day. Remember that part of your grade will be based on how hard you pushed yourself -- if you are reading //Peak// especially, you should try to finish within 1-2 weeks, so we can match you up with a new book.

After each reading "session," take a minute to look back at what you read, and use your Notice and Note bookmark to make note of potentially important moments.


 * Friday, September 21**

Finish the SQA paragraph you began as a group using the story "Baker's Helper." If you need a reminder about the expectation for that kind of writing, visit the C. Rubrics, etc page.

You can download a scanned copy of the story here:




 * Wednesday/Thursday, September 19/20**

Study for vocabulary test on Friday!

**Friday, September 14**

Please download, read, AND TAKE NOTES on the document below. On Monday, we'll be talking about which method of note taking you used, and I'll want to see your notes or annotations:



If you missed this clip in class, I'd recommend watching it before you do the reading. Feel free to watch again or share!

media type="youtube" key="aUaInS6HIGo" height="251" width="448" align="center"


 * Wednesday/Thursday, September 12/13**

For homework, you'll be writing a paragraph analyzing the meaning of the story "Sonny's Blues." Different readers have different ideas about the main meaning of this story. For example, some would say the meaning is "hostile environment jeopardizes human happiness;” others would claim that the author means “you must understand one another before you can live in peace;” still others would say “Life is about finding ways to deal with suffering, and we need to have empathy for each other's struggle."

__PROMPT:__ What seems like the most significant meaning of the story to you? __DIRECTIONS:__ Begin with a one sentence statement that tells your opinion about the prompt. Next, write down the short quote that BEST helps you to prove that your opinion is correct. Next, write the rest of the paragraph, which should explain how the quote shows that your opinion is justified.

Type your paragraphs in a Pages document, and be prepared to turn them in on Friday. Ask me if you are stuck! :)


 * Tuesday, September 11**

Finish reading "Sonny's Blues." Re-read sections that confused you, and use the Notice and Note bookmark so that you will be ready for text based discussion on the block day.

If you were absent, download Vocab List 1 from the A. Vocabulary page.


 * Monday, September 10**

Read at least 10-15 pages of James Baldwin's short story, "Sonny's Blues." Finish by the block day. (p5 -- finish for Wednesday.) Use the Notice and Note bookmark to jot down page numbers of important quotes.


 * Friday, September 7**

Read the whole short story passed out in class -- "B.B." Use the Notice and Note bookmark to jot down page numbers of important quotes. ​


 * Wednesday, September 5**

Finish reading "Zebra." Use the Notice and Note bookmark as you read to "collect" important passages. Be prepared to write about the story when you come to class on Friday.


 * Wednesday, August 29 **

Please download and respond to the following writing prompt. Responses may be typed or hand written. Due Tuesday, September 4.


 * About Ms. Tierney-Fife: **

I began my teaching career at Gorham High School in 1997 as an ETEP intern, after receiving a Bachelor of Arts from McGill University. Since that time, I have earned a Master's in Education and a post-Master's Certificate of Advanced Study (CAS) in Literacy Education at USM. A Maine native, I currently live in Portland with my husband Peter, our three daughters, and our cat. I am excited to be starting my fifth year at Gorham High School; I love my work, and look forward to learning along with my students this year!