If you want to see a Frog and Toad series book, click here
Some of the packet on close reading has to do with that series of books. The packet that was covered in class can be seen by clicking below.
close reading packet, click here
The prompt for today is to write half a page about the following quote:
"But I don't give up; I forget why not."
We spent some time today doing choice reading. We only have seven classes left. Be reading on your own and use all of your time in class.
Tuesday, May 30, 2017
Thursday, May 25, 2017
Wednesday & Thursday; May 24 & May 25
We watched a video and then did group learning on how to deal with text:
Summarize,
Explain theme,
Explain author's use of tools
Connect it to one's own life or connect to other works or movies.
The video we watched:
Summarize,
Explain theme,
Explain author's use of tools
Connect it to one's own life or connect to other works or movies.
The video we watched:
monday & tuesday; may 22 & 23
We spent a major part of the period taking the test over "A Raisin in the Sun." Grades have been put on synergy. Papers over "Raisin in the Sun" were turned in on the same day as taking the test.
We discussed the reading requirements and students were asked to choose the book they will be reading. The information given out is on the document that is posted here:
American Lit. Choice Book—50 points+ 50 points Student name __________ period ___
Requirements:
1. Read at least one book written by an American author listed on the back of this sheet.
2. You may need more than one book. Maybe a second book by the same author?
3. It cannot be a book that you have read previously, or been assigned to have read before.
4. Have at least one classmate as a partner who is reading the same book.
5. Pick a book that potentially answers one of these questions:
• How is this a book about the American Dream?
• How is this a book about what it means to be an American?
• How does this book fit into the traditions of American Literature?
• How does this book compare in terms of characters, conflicts, or ideas to another book from this year?
6. Complete reading of your book by______________________.
Choice Reading project ideas
It is expected that you will be able to pass a test on any book you read. These would just be general comprehension questions
The grades for choice reading will be based on the number of pages + effort put on your project. Sample ideas:
Letter to the author- Teacher needs to see this before it is sent.
Pitch the book to your classmates. 10-15 minute sales pitch to convince your peers to read the book.
Artwork- Include some writing to explain or explore the artwork.
Movie trailer- design and act out in class, or film. Maybe upload to youtube.
Poster- This should not be just a bunch of pictures. Arrange and explain the reason for the arrangement in a paragraph or two.
True color essay- Pick three colors and three shapes to explain the character. Write a paper explaining each choice.
Contrast the movie, if there is one, with the book in essay format.
Write a poem, or a series of poems, dealing with the focus of the book.
Due date reading and project juniors: Friday, June 9, or Monday, June 12
You a senior? Monday, June 5th, or Tuesday June 6th.
+450 pages = possible 45-50 +350 pages = possible 40-45
+250 pages = possible 35-40 +150 pages = possible 30-35
FICTION TITLES AUTHOR Pages
1. Flight Alexie (200)
2. The Lone Ranger/Tonto Fistfight in Heaven Alexie (235)
3. How the Garcia Girls Lost Their Accents Alvarez (336)
4. Fahrenheit 451 Bradbury (175)
5. Tortilla Curtain Boyle (355)
6. A Yellow Raft in Blue Water Dorris (375)
7. The Girl Who Fell From the Sky Durrow (272)
8. All The Pretty Horses McCarthy (300)
9. A Lesson Before Dying*** Gaines (256)
10. Snow Falling on Cedars Guterson (460)
11. Their Eyes Were Watching God*** Hurston (200)
12. One Flew Over the Cuckoo’s Nest*** Kesey (320)
13. The Secret Life of Bees*** Kidd (300)
14. Shoeless Joe*** Kinsella (265)
15. A River Runs Through It plus other stories Maclean (100 or 215)
16. Locas Murray (250)
17. 1984 Orwell (250)
18. Fight Club Palahnuik (210)
19. The Catcher in the Rye*** Salinger (250)
20. The Laughing Sutra Salzman (272)
21. The Grapes of Wrath Steinbeck (464)
22. The Joy Luck Club*** Tan (410)
23. Pudd’nhead Wilson Twain (340)
24. Into the Beautiful North Urrea (340)
25. God Bless You, Mr. Rosewater Vonnegut (220)
26. The Color Purple*** Walker (260)
27. Native Son Wright (544)
DRAMA TITLES AUTHOR’S LAST NAME
28. You Can’t Take It With You Hart and Kaufman ( 72)
29. Death of a Salesman Miller (135)
30. Clybourne Park Norris ( 88)
NONFICTION TITLES AUTHOR’S LAST NAME
31. Into the Wild Krakauer (225)
32. Nickeled and Dimed Ehrenreich (225)
33. Fast Food Nation Schlosser (384)
34. Sacco and Vanzetti: The Men, the Murders... Watson (448)
35. The Devil’s Highway Urrea (272)
36. On the Road Kerouac (307)
BIOGRAPHY/ MEMOIR TITLES AUTHOR’S LAST NAME
37. Farewell to Manzanar Houston (175)
38. A Girl Named Zippy Kimmel (275)
39. ‘Tis McCourt (600)
40. The Other Wes Moore Moore (250)
41. Wise Guys Pileggi (400)
42. Lost in Place*** Salzman (225)
43. The Immortal Life of Henrietta Lacks Skloot (381)
44. This Boy’s Life*** Wolff (300)
We discussed the reading requirements and students were asked to choose the book they will be reading. The information given out is on the document that is posted here:
American Lit. Choice Book—50 points+ 50 points Student name __________ period ___
Requirements:
1. Read at least one book written by an American author listed on the back of this sheet.
2. You may need more than one book. Maybe a second book by the same author?
3. It cannot be a book that you have read previously, or been assigned to have read before.
4. Have at least one classmate as a partner who is reading the same book.
5. Pick a book that potentially answers one of these questions:
• How is this a book about the American Dream?
• How is this a book about what it means to be an American?
• How does this book fit into the traditions of American Literature?
• How does this book compare in terms of characters, conflicts, or ideas to another book from this year?
6. Complete reading of your book by______________________.
Choice Reading project ideas
It is expected that you will be able to pass a test on any book you read. These would just be general comprehension questions
The grades for choice reading will be based on the number of pages + effort put on your project. Sample ideas:
Letter to the author- Teacher needs to see this before it is sent.
Pitch the book to your classmates. 10-15 minute sales pitch to convince your peers to read the book.
Artwork- Include some writing to explain or explore the artwork.
Movie trailer- design and act out in class, or film. Maybe upload to youtube.
Poster- This should not be just a bunch of pictures. Arrange and explain the reason for the arrangement in a paragraph or two.
True color essay- Pick three colors and three shapes to explain the character. Write a paper explaining each choice.
Contrast the movie, if there is one, with the book in essay format.
Write a poem, or a series of poems, dealing with the focus of the book.
Due date reading and project juniors: Friday, June 9, or Monday, June 12
You a senior? Monday, June 5th, or Tuesday June 6th.
+450 pages = possible 45-50 +350 pages = possible 40-45
+250 pages = possible 35-40 +150 pages = possible 30-35
FICTION TITLES AUTHOR Pages
1. Flight Alexie (200)
2. The Lone Ranger/Tonto Fistfight in Heaven Alexie (235)
3. How the Garcia Girls Lost Their Accents Alvarez (336)
4. Fahrenheit 451 Bradbury (175)
5. Tortilla Curtain Boyle (355)
6. A Yellow Raft in Blue Water Dorris (375)
7. The Girl Who Fell From the Sky Durrow (272)
8. All The Pretty Horses McCarthy (300)
9. A Lesson Before Dying*** Gaines (256)
10. Snow Falling on Cedars Guterson (460)
11. Their Eyes Were Watching God*** Hurston (200)
12. One Flew Over the Cuckoo’s Nest*** Kesey (320)
13. The Secret Life of Bees*** Kidd (300)
14. Shoeless Joe*** Kinsella (265)
15. A River Runs Through It plus other stories Maclean (100 or 215)
16. Locas Murray (250)
17. 1984 Orwell (250)
18. Fight Club Palahnuik (210)
19. The Catcher in the Rye*** Salinger (250)
20. The Laughing Sutra Salzman (272)
21. The Grapes of Wrath Steinbeck (464)
22. The Joy Luck Club*** Tan (410)
23. Pudd’nhead Wilson Twain (340)
24. Into the Beautiful North Urrea (340)
25. God Bless You, Mr. Rosewater Vonnegut (220)
26. The Color Purple*** Walker (260)
27. Native Son Wright (544)
DRAMA TITLES AUTHOR’S LAST NAME
28. You Can’t Take It With You Hart and Kaufman ( 72)
29. Death of a Salesman Miller (135)
30. Clybourne Park Norris ( 88)
NONFICTION TITLES AUTHOR’S LAST NAME
31. Into the Wild Krakauer (225)
32. Nickeled and Dimed Ehrenreich (225)
33. Fast Food Nation Schlosser (384)
34. Sacco and Vanzetti: The Men, the Murders... Watson (448)
35. The Devil’s Highway Urrea (272)
36. On the Road Kerouac (307)
BIOGRAPHY/ MEMOIR TITLES AUTHOR’S LAST NAME
37. Farewell to Manzanar Houston (175)
38. A Girl Named Zippy Kimmel (275)
39. ‘Tis McCourt (600)
40. The Other Wes Moore Moore (250)
41. Wise Guys Pileggi (400)
42. Lost in Place*** Salzman (225)
43. The Immortal Life of Henrietta Lacks Skloot (381)
44. This Boy’s Life*** Wolff (300)
Monday, May 15, 2017
Friday and Monday; May 12 & May 15
We went to the computers and opened up a document to write our final paper over Raisin in the Sun.
The document should be on Google docs and it should be shared with Mr. O'Connor by sharing it with
spo@pdx.edu
We will work more on the paper next class, but you need to get the document shared with him today.
We also practiced the vocab from the drama by playing a game that earned extra credit for those involved.
No journal writing today.
Want to study about the characters for the test over the play? Click here for a Jeopardy Review.
Want to study with another set of questions over the book? Click here for plot review.
The document should be on Google docs and it should be shared with Mr. O'Connor by sharing it with
spo@pdx.edu
We will work more on the paper next class, but you need to get the document shared with him today.
We also practiced the vocab from the drama by playing a game that earned extra credit for those involved.
No journal writing today.
Want to study about the characters for the test over the play? Click here for a Jeopardy Review.
Want to study with another set of questions over the book? Click here for plot review.
Wednesday & Thursday; May 10 & May 11
We finished the play by reading Act 3.
The prompt was to write about the kind of pizza you like. Use three of the following in your description:
simile
metaphor
personification
irony
The prompt was to write about the kind of pizza you like. Use three of the following in your description:
simile
metaphor
personification
irony
Monday, May 8, 2017
May 8 & May 9; Monday &Tuesday
We checked the vocab and answers from 2.2 of Raisin in the Sun.
We read Raisin in the Sun 2.3. Tonight do the vocab and questions over this scene for next class.
We looked at two poems:
BY LANGSTON HUGHES
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
Langston Hughes, “Mother to Son” from Collected Poems. Copyright © 1994 by The Estate of Langston Hughes. Reprinted with the permission of Harold Ober Associates Incorporated.
What does this poem have to do with our time and place in life now? What does it have to do with this class? The second poem is below:
A Tribute to My Mother
David L. Weatherford
http://www.davidlweatherford.com/tribute.html
\
Your gentle guidance has immeasurably influenced
all that I have done,
all that I do,
and all that I will ever do.
Your sweet spirit is indelibly imprinted on
all that I have been,
all that I am,
and all that I will ever be.
Thus, you are a part of all that
I accomplish and all that I become.
And so it is that when I help my neighbor,
your helping hand is there also.
When I ease the pain of a friend,
they owe a debt to you.
When I show a child a better way,
either by word or by example,
you are the teacher once removed.
Because everything I do reflects values learned from you,
any wrong that I right,
any heart I may brighten,
any gift that I share,
or burden I may lighten,
is in its own small way a tribute to you.
Because you gave me life, and more importantly,
lessons in how to live, you are the wellspring from which flows
all good I may achieve in my time on earth.
For all that you are and for all that I am,
THANK YOU , MOM.
My sister Tonya wrote on the author's webpage and told about our mother and how this poem reminded us so much of her. The author David Weatherford responded to my sister:
Hi Tonya:
Thanks for signing my guestbook. I was particularly touched by your note because my own mother, for whom I wrote the poem, also has dementia. Ironically, I have since written another poem for her, and I have struggled with whether I should read it to her or not, as she has a limited attention span, and I have no idea how much of the message she would fully grasp. I got your note right before I went home for Mother's Day weekend; it made me decide to read the poem to her over that weekend, and I did. I honestly don't know what it meant to her to hear it, as she cannot speak, and does not demonstrate a lot of emotion.
But at least now, i will never ask myself if I should have read it to her when I had the chance.
Thanks!
sincerely,
David L. Weatherford
We read Raisin in the Sun 2.3. Tonight do the vocab and questions over this scene for next class.
We looked at two poems:
BY LANGSTON HUGHES
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
Langston Hughes, “Mother to Son” from Collected Poems. Copyright © 1994 by The Estate of Langston Hughes. Reprinted with the permission of Harold Ober Associates Incorporated.
What does this poem have to do with our time and place in life now? What does it have to do with this class? The second poem is below:
A Tribute to My Mother
David L. Weatherford
http://www.davidlweatherford.com/tribute.html
\
Your gentle guidance has immeasurably influenced
all that I have done,
all that I do,
and all that I will ever do.
Your sweet spirit is indelibly imprinted on
all that I have been,
all that I am,
and all that I will ever be.
Thus, you are a part of all that
I accomplish and all that I become.
And so it is that when I help my neighbor,
your helping hand is there also.
When I ease the pain of a friend,
they owe a debt to you.
When I show a child a better way,
either by word or by example,
you are the teacher once removed.
Because everything I do reflects values learned from you,
any wrong that I right,
any heart I may brighten,
any gift that I share,
or burden I may lighten,
is in its own small way a tribute to you.
Because you gave me life, and more importantly,
lessons in how to live, you are the wellspring from which flows
all good I may achieve in my time on earth.
For all that you are and for all that I am,
THANK YOU , MOM.
My sister Tonya wrote on the author's webpage and told about our mother and how this poem reminded us so much of her. The author David Weatherford responded to my sister:
Hi Tonya:
Thanks for signing my guestbook. I was particularly touched by your note because my own mother, for whom I wrote the poem, also has dementia. Ironically, I have since written another poem for her, and I have struggled with whether I should read it to her or not, as she has a limited attention span, and I have no idea how much of the message she would fully grasp. I got your note right before I went home for Mother's Day weekend; it made me decide to read the poem to her over that weekend, and I did. I honestly don't know what it meant to her to hear it, as she cannot speak, and does not demonstrate a lot of emotion.
But at least now, i will never ask myself if I should have read it to her when I had the chance.
Thanks!
sincerely,
David L. Weatherford
Thursday, May 4, 2017
May 4 & May 5; Thursday & Friday
We read Raisin in the Sun 2.1
We checked the packet work out of the previous lesson (1.2)
Prompt: What is the purpose of getting an education?
Is it a means to understanding and self-fulfillment?
Is it a means to getting a good job?
Is it something else?
Make sure you explain your thinking or use examples.
We checked the packet work out of the previous lesson (1.2)
Prompt: What is the purpose of getting an education?
Is it a means to understanding and self-fulfillment?
Is it a means to getting a good job?
Is it something else?
Make sure you explain your thinking or use examples.
Monday, May 1, 2017
Friday and Monday; April 28 and May 1
Because of the assembly schedule shortening classes on Friday, and the state math tests taking place on Monday, we did not move further into the play. Some periods we watched some video over Act one scene one in the movie from 1961 starring Sidney Poitier. We discussed the differences between the character we met when reading the play and the characters we see in this version of the movie.
Below is a sample from Act one scene one.
Below is a sample from Act one scene one.
Wednesday and Thursday; April 26 and 27
We checked the student work on Act 1 scene 1. On this day we read Act 1 scene 2.
Keep up on the reading. Use as many resources as you can. It is okay to use sparknotes, but only if you have done the reading.
See previous blog entry for links to English and Spanish texts.
We checked the student work on Act 1 scene 1. On this day we read Act 1 scene 2.
Keep up on the reading. Use as many resources as you can. It is okay to use sparknotes, but only if you have done the reading.
See previous blog entry for links to English and Spanish texts.
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