February break assignments

B-block (9)

HOMEWORK: Read up through pg. 84 in This Boy's Life (and if you didn't present before break, be prepared when we return)

C-block (9H)

HOMEWORK: Read up to p. 129 in Girl with a Pearl Earring; keep working on research; BRING MONEY ($15) FOR FIELD TRIP

D-block (9)

HOMEWORK: Read up through pg. 84 in This Boy's Life (and if you didn't present before break, be prepared when we return)

E-block (9H)

HOMEWORK: Read up to p. 129 in Girl with a Pearl Earring; keep working on research; BRING MONEY ($15) FOR FIELD TRIP

G-block (American Dream)

HOMEWORK: Finish reading Catcher in the Rye; creative portfolio assignment will be due about a week after we return

Class Notes: February 9, 2011

B-block (9)

HOMEWORK: 1. Read up to pg. 33 in This Boy's Life. 2. Complete reading questions. 3. Complete vocab worksheet. (Remember that your research powerpoints will be DUE next week.)

C-block (9H)

HOMEWORK: Work on beginning to explore your chosen artist and taking notecards when appropriate.

D-block (9)

HOMEWORK: This Boy's Life research project (This will be DUE before vacation so use your time wisely.)

E-block (9H)

HOMEWORK: Research and read to pg. 48

G-block (Writing Lab)

HOMEWORK: Complete creative assignment: Holden and texting (Be up through chapter 17 in reading.)

G-block wiki project assignments

Group 1: Historical Information: Julia, Georgia, Katie
Group 2: History of the novel: Chris, Pat, Sam, Matt L.
Group 3: What's bothering Holden?: Connor, John, Matt W., Brittany
Group 4: Character analysis: Grace, Marisa, Marissa
Group 5: Literary elements: Allison, Emi, Susanna
Group 6: Ryan, Jeremy

Girl with a Pearl Earring Potential Research Topics

Here is my list of suggestions. Please let me know when there is an artist you think you might want to research and I will sign up your name on this list. Only one student per artist please. First come, first serve. (I've also put the generally accepted style/period of these artists, though these are not hard and fast rules. They are also generally in order historically.)


Giotto: Gothic
Jan van Eyck: Late Gothic (Caroline Qin)
Hieronymus Bosch: Late Gothic
Sandro Botticelli: Early Renaissance (Allie Cole)
Leonardo da Vinci: Italian Renaissance (Matt Li; Meghan Belinsky)
Michelangelo: Italian Renaissance (Borui Li)
Peter Paul Rubens: Baroque
Titian: High Renaissance
Raphael: High Renaissance (Luckie Deka)
Rembrandt: Baroque
Johannes Vermeer: Baroque (Timmy Wong)
Caravaggio: Italian Baroque
Diego Velázquez: Spanish Baroque (Amelia Paine)
Francisco de Zurbarán: Spanish Baroque
Pieter Brueghel: Northern Renaissance
Albrecht Dürer: Northern Renaissance
El Greco: Mannerism
Parmigianino: Mannerism
Jacopo Tintoretto: Mannerism
Nicolas Poussin: French Baroque
Claude Lorraine: French Baroque
Canaletto: Italian Rococo (Mallory Kiley)
Thomas Gainsborough: British Rococo
Jacques-Louis David: French Neo-classical
John Singelton Copley: American Neo-classical
Francisco Goya: Spanish Romanticism
Eugène Delacroix: French Romanticism
John Constable: British Romanticism (Sean Tedesco)
J.M.W. Turner: British Romanticism
Caspar David Friedrich: German Romanticism (Jackie Paul)
Thomas Cole: American Romanticism (David Goodell)
Albert Bierstadt: American Romanticism
Edward Manet: French Impressionism (Hannah Almedom-de Waal)
Claude Monet: French Impressionism (Nick Bennett; Olivia Sutherland)
Auguste Renoir: French Impressionism (Angela Zheng)
Edward Degas: French Impressionism (Katie Creane; Zarina Patwa)
Mary Cassatt: American Impressionism
James Whistler: American Realism
Winslow Homer: American Realism (Alexis Miller)
Paul Cézanne: Post-Impressionism
Vincent Van Gogh: Post-Impressionism (Megan Fernandez; Nick Sutphin)
Paul Gauguin: Post-Impressionism
Edvard Munch: Symbolism (Melissa Desmond; Christina O'Neil)
Pablo Picasso: Cubism (amongst lots of other styles) (Daisy Hu; Danny Yang)
Dante Gabriel Rossetti: Pre-Raphaelite
Henri Matisse: Fauvism
Emil Nolde: German Expressionism
Oskar Kokoschka: German Expressionism (Zach Lowen)
Franz Marc: German Expressionism (Lindsay van Gelder)
Umberto Boccioni: Futurism
Marc Chagall: Fantasy (Modernism) (Ashley Morrison)
Aubrey Beardsley: Art Nouveau
Frieda Kahlo: Neil Shah
Piet Mondrian: Abstraction (Christina Wong)
Salvador Dali: Surrealism (Sara Blouin; Caleb G.)
René Magritte: Surrealism (Viet Tran; Erica Yuen)
Käthe Kollwitz: Expressionism (Caroline ver Planck)
John Singer Sargeant: American Realism & Portraiture (Harlem Renaissance)
Edward Hopper: Realism (Sharon Si; Andréa Yokum)
Georgia O'Keefe: Realism (Ally Daniels)
Jackson Pollock: Abstract Expressionism (Dan Holahan)
Alberto Giacometti: un-categorizable (though related to existentialism)
Wayne Thiebaud: pre-Pop (Claire Ferguson; Hannah Rebentisch)
Andy Warhol: Pop Art (Jenny Papisov)
Mark Rothko: Color Field Painting
Romare Bearden: African-American Modern Collage
Agnes Martin: Minimalism
Richard Estes: Photorealism (Ling-Ling MacLean)
Chuck Close: Photorealism
David Hockney: Yinian Tang
Banksy: Cole Gladstone


Remember that you may also want to consider which of these artists have works in the MFA that you would be able to look at firsthand. (You can search the MFA website to check: http://www.mfa.org/search/collections) This is something for all of you to consider as it will really help to be able to see at least one of your artist's artworks in person (to look at brushwork, color, technique, texture, size, etc.)

C and E blocks: Feb. 3, 2011

C-block (9H)
AND

E-block (9H)


AGENDA :
1. Discuss GWPE background research
2. Talk about looking at art
3. Watch some of "Stolen"

HOMEWORK:
1. Write a 1-2 page (typed and double-spaced) creative piece imagining what happened to the paintings stolen from the Isabella Stewart Gardner Museum in 1990. As I mentioned in class, you are free to write this piece from any perspective and in any style you want. You will want to acquaint yourself with the story of the heist first. In order to help you get started, here are some useful links. Don't consider this an exhaustive list.

Gardner Museum heist:

• Isabella Stewart Gardner museum website
• Boston Globe article 15 years later
• A variety of links from the Boston Herald
• CNN's take on the event
• Celebrate Boston's description of the event
• NPR interview with author of book about event and transript
• "Stolen" - film about the heist
  

January 12: SNOW DAY!!!!

Enjoy!!!!!!!!!!!!

Class Notes: January 11, 2011

B-block (9)

HOMEWORK: Letter of advice to Romeo (after he is exiled)... from a "friend"

C-block (9H)

HOMEWORK: Letter of advice to Romeo (after he is exiled)... from a "friend"

D-block (9)

HOMEWORK: Letter of advice to Romeo (after he is exiled)... from a "friend"

E-block (9H)

HOMEWORK: 1. Act II questions 2. Letter of advice to Romeo (after he is exiled)... from a "friend"

G-block (Writing Lab)

HOMEWORK: The Crucible essay: rough draft DUE Thursday, January 13; Final DUE Monday, January 17

Class Notes: January 6, 2011

B-block (9)

HOMEWORK: Work on Act II packet (DUE Monday)

C-block (9H)

HOMEWORK: Work on Act II packet (DUE Monday)

D-block (9)

HOMEWORK: Work on Act II packet (DUE Monday)

E-block (9H)

HOMEWORK: 1. Handout on Friar Lawrence's speech. 2. Working on Act II packet

G-block (Writing Lab)

HOMEWORK: The Crucible essay outline (DUE Friday)

Class Notes: December 10, 2010

B-block (9)

HOMEWORK: "Street Fighting in Verona" - You are a newspaper writer for The Verona Times. Write an article (era can be Elizabethean or modern) detailing the events of the fight that broke out in the play.

C-block (9H)

HOMEWORK: Paradox handout. Working on Act I Questions for Romeo and Juliet.

D-block (9)

HOMEWORK: "Street Fighting in Verona" (see above - B-block)

E-block (9H)

HOMEWORK: Connotation and word association handout - in connection with Act I, scene i of Romeo and Juliet

G-block (Writing Lab)

HOMEWORK: Finish Act I of The Crucible

Class Notes: November 30, 2010

B-block (9)

HOMEWORK: Bring in two articles - one on young love and the other on a long-standing feud.

C-block (9H)

HOMEWORK: 1. Read sonnets
2. Bring in two articles - one on young love and the other on a long-standing feud.

D-block (9)

HOMEWORK: Read and comment on sonnets.

E-block (9H)

HOMEWORK: Read and comments on Shakespeare's Sonnet 18, 116, and 130.

Class Notes: Nov. 22, 2010

C-block (9H)

HOMEWORK: Bring in a favorite poem OR favorite song lyrics

D-block (9)

HOMEWORK: Group essay and poster DUE WEDNESDAY, Nov. 24th

E-block (9H)

HOMEWORK: Group essay and poster DUE WEDNESDAY, NOV 24th

G-block (Writing Lab)

HOMEWORK: 1. Outline compare/contrast for middle/high school 2. Just FYI, over break, I'm asking you to read 3 more Vonnegut stories: "Welcome to the Monkey House," "EPICAC," and "Tomorrow and Tomorrow and Tomorrow"

Class Notes: Nov. 18, 2010

B-block (9)

HOMEWORK: Work on group poster. All groups MUST have thesis by tomorrow. You can email me at any time and I will get right back to you (i.e. before tomorrow.)

C-block (9H)

HOMEWORK: Final group essay DUE on Friday (must also turn in brainstorming AND T-sheets); Group poster DUE on Monday, Nov.22

D-block (9)

HOMEWORK: Work on group essay

E-block (9H)

HOMEWORK: Work on group essay. I have responded to all emails about theses and essay organization. I am happy to respond to more. I am sorry for being absent yesterday. I had a terrible allergic reaction.

G-block (Writing Lab)

HOMEWORK: 1. Brainstorm for compare/contrast between middle and high schools 2. Study for vocab quiz on Monday

Class Notes: Nov. 16, 2010

C-block (9H)
1. Work on group essays and posters

HOMEWORK: Same as yesterday

D-block (9)

HOMEWORK: Work on group essay and posters

E-block (9H)

HOMEWORK: Work on group essay and posters; Final essay AND poster DUE Wednesday, Nov.24

Class Notes: Nov. 15, 2010

B-block (9)

AGENDA :
1. In pairs, discuss and decide whether the following characters are good and bad. You MUST have at least 2 reasons to support your opinion: Atticus, Scout, Aunt Alexandra, Bob Ewell, Boo, Mayella, Heck Tate.
2. Discussion of characters, of "good" and "evil" in the novel, and of the end of the novel.
3. Group work

HOMEWORK: Groups work to develop a thesis.

C-block (9H)

AGENDA :
1. Work on group essay

HOMEWORK: Final group essay DUE on Friday (must also turn in brainstorming AND T-sheets); Group poster DUE on Monday, Nov.22

D-block (9)

AGENDA :
1. In pairs, discuss and decide whether the following characters are good and bad. You MUST have at least 2 reasons to support your opinion: Atticus, Scout, Aunt Alexandra, Bob Ewell, Boo, Mayella, Heck Tate.
2. Discussion of characters, of "good" and "evil" in the novel, and of the end of the novel.
3. Group work

HOMEWORK: Groups work to develop a thesis and work on their group posters.

G-block (Writing Lab)

AGENDA :
1. Work on group essays

HOMEWORK: Group theme essay DUE Wednesday; Vocab quiz on Units 3 & 4 = THURSDAY; ALSO, please read handout on commas (we will be doing an in-class exercise on Wednesday)

Class Notes: November 12, 2010

B-block (9)
C-block (9H)

HOMEWORK: Outline of your paragraph for group essay (for body paragraphs, use T-sheets; these MUST be handed in with your group's final essay)

D-block (9)

HOMEWORK: Finish To Kill a Mockingbird

E-block (9H)

HOMEWORK: Outline of your paragraph for group essay (for body paragraphs, use T-sheets; these MUST be handed in with your group's final essay)

G-block (Writing Lab)

HOMEWORK: 1. Rough draft of your paragraph for group essay 2. Vocab unit 4

B-block (9)

AGENDA :
1. Work on editorial in The Maycomb Tribune about the trial

HOMEWORK: 1. Read chs. 22 and 23 2. Complete editorial

TRIAL writing assignment: DUE Friday

C-block (9H)

AGENDA :
1. Students work in groups to develop thesis for group essay

HOMEWORK: 1. Complete projects 2. Group essay thesis

G-block (Writing Lab)

AGENDA :
1. Discussion of "The Yellow Wallpaper"
2. Clarification of other questions on various short stories
3. Modeling of brainstorming process
4. Groups work to develop a thesis for their story

HOMEWORK: Wednesday: Thesis and outline; Friday: rough draft; Monday: final essay DUE

Class Notes: Nov. 5, 2010

B-block (9)

AGENDA :
1. Quiz TKMB through ch.20
2. "Black and White"
3. Watch beginning of film version

HOMEWORK: 1. "Black and White" 2. Read ch. 21

D-block (9)

AGENDA :
1. Journal: Write about the best or worst music video or commercial you have seen recently. Explain why it was great or terrible.
2. Sharing of journal entries.
3. Watch trial part of film

HOMEWORK: 1. Read chapters 22 and 23
2. Trial writing assignment

E-block (9H)

AGENDA :
1. Journal re-write
2. Thesis practice

HOMEWORK: Write Black Boy theme statement and thesis

INJUSTICE PROJECT DUE = Tuesday, Nov.9

G-block (Writing Lab)

AGENDA :
1. Reading of 4 new stories and responding.
2. Discussion of "Harrison Bergeron" by Kurt Vonnegut

HOMEWORK: Complete reading of "The Yellow Wallpaper" and 4 stories in packet. Respond to the following questions: "Harrison Bergeron" = All fact questions; Ideas #3 , 5; "By the Waters of Babylon" = Ideas #2, 5, 7; "Peter Two" = Ideas # 1, 4

ALSO, check it out... some neat, related stuff:


Film version of "Harrison Bergeron"
One scene from the film
AND a new version (I'm going to try and get this so we can watch it)
A pretty good student project for "The Yellow Wallpaper"
Interesting musical and visual interpretation

Class Notes: November 3, 2010

B-block (9)

AGENDA :
1. Students work in pairs to complete “Life’s value” worksheet
2. Students respond to quotation in journal AFTER completing the worksheet.
3. Students complete as much as possible of “An Epidemic of Madness” worksheet. You will not know all the characters yet, so you will not be able to totally complete the worksheet.

HOMEWORK: Read chapter 20 and complete worksheets from class

C-block (9H)

AGENDA :
1. Students work on Injustice Project (LAST IN-CLASS work on project)

HOMEWORK: Written assignment: "What's next???"

D-block (9)

AGENDA :
1. Students work in pairs to complete “Life’s value” worksheet
2. Students respond to quotation in journal AFTER completing the worksheet.
3. Students complete as much as possible of “An Epidemic of Madness” worksheet. You will not know all the characters yet, so you will not be able to totally complete the worksheet.

HOMEWORK: Read chapter 21 and do as much as possible on "An Epidemic of Madness" worksheet

G-block (Writing Lab)

AGENDA :
1. Respond to questions on "The Yellow Wallpaper"
2. Work on vocab unit 4

HOMEWORK: 1. vocab unit 4 2. Read rest of stories in "Yellow Wallpaper" book

Class Notes: Monday, November 1, 2010

B-block (9)

AGENDA :
1. Journal: Why does it snow? Why do we have earthquakes? Why do leaves turn brown? Write a far-fetched, creative explanation of any natural phenomenon (like the ones above.) For example, you could explain how rain is the result of the sun sweating from its excessive heat.
2.Hand back various assignments.
3. Introduction to trial procedure. Discussion of 1st two witnesses in the trial: Heck Tate & Bob Ewell.
3. Fill out Trial Tracking worksheet.

HOMEWORK: Read chapters 18 & 19

E-block (9H)

AGENDA :
1. Thesis exercise (Part II)
2. Discussion of end of Part I of Black Boy: 1. Shorty 2. parallel of Richard's behavior in fight with Harrison 3. p. 233 connection to "Little Things are Big" 4. What is Richard's realization while reading Mencken? (words can be a weapon) 5. p. 250: What is Richard's "new hunger"? 5. What does Richard realize about lying? (it's necessary for him; it's protection/safety) 6. Richard not being able to have access to full human experience (of emotions, perspectives, etc.) This is the deepest injustice he feels he faces. Connected to need to lie because he needs protection since he is in a constant state of fear. Living in a constant state of fear means you cannot experience life fully.

HOMEWORK: 1. Written assignment: "What's next???" 2. Thesis exercise Part III

G-block (Writing Lab)

AGENDA :
1. Review song analysis related to theme - groups present their theme statements
2. Collect homework - choose a film and go through steps of theme analysis

HOMEWORK: 1. Vocab unit 3 AND units 1-3 review 2. Read "The Yellow Wallpaper"

Class Notes: October 28, 2010

B-block (9)

AGENDA :
1. Quiz
2. Silent reading
3. Character groupwork

HOMEWORK: Read chapter 17.

C-block (9H)

AGENDA :
1. Finish "The Devil's Miner."

HOMEWORK: Finish Part I of Black Boy

D-block (9)

AGENDA :
1. Journal: You know what an orfinbellydorper is. Most people don't. Explain to them what to do with one.
2. Discussion of chapter 17 and beginning of trial. Hand out Trial Tracking sheet.
3. Character work

HOMEWORK: Chapter 18

E-block (9H)

AGENDA :
1. Journal: You know what an orfinbellydorper is. Most people don't. Explain to them what to do with one.
2. Journal sharing
3. Explanation of and practice with theme statements.

HOMEWORK: 1. Injustice project work
2. Complete handout on "The Devil's Miner"