Wednesday, March 21, 2018 (A day)

March 21st, 2018

Today’s goals:

GRAMMAR GOAL: Understand correct usage/punctuation of “however”

LITERATURE GOAL: Identify significant themes in your novels and understand themes vs. theme statements

  1. I handed back the comparative essays on 1984 and The Calcutta Chromosome. In general, I was pleased with these essays; many students needed to include more concrete/specific details, but that was difficult to do within the time constraints, and other aspects, such as response to the question, structure, and analysis of “conventions of the genre” were generally strong.
  2. The most common punctuation error was comma splices when using “however.” Therefore, I gave a grammar minilesson. If you missed class, please read this: 
  3. We discussed themes vs. theme statements:…/Themes%20vs%20Statements.pptx
  4. In groups, students listed themes they have noticed in their novels and wrote hypothetical theme statements (your ideas about themes may change as you read the novels; the way a novel ends can sometimes be an interesting indicator of the work’s central ideas. These lists of themes and theme statements should be included in your response journals.

Please bring your response journals to class next time (I’ve been lax about stamping them but will do so next class).

Monday, March 19-Tuesday, March 20, 2018 (B and C days)

March 21st, 2018

The class period was devoted to reading group discussions and individual reading/writing time.

Reading group discussions focused on author’s style. To prepare for those discussions, students had 10 minutes  to identify and take notes on a passage that exemplifies the author’s style. Notes were prompted by these questions: What is notable about it? What kind of style elements (word choice, syntax, imagery, etc.) do you notice?

In groups, students read aloud their passages and discussed the author’s style, then moved on to other discussions based on where there are in their reading.

Students had the last 20 minutes of class for their own reading/response journal time.

Wednesday, March 14, 2018 (A day)

March 14th, 2018

38-minute class period today due to South’s finals schedule

Today’s goal: Develop understanding of characters/character development in your novels.

  1. Discussion groups: In your groups, list the characters you’ve met so far and discuss them. Make sure group members agree on essential facts about these characters. Then discuss your reactions to them, their roles in the story, how they are developed, etc.
  2. Personal reading/writing time: If you haven’t already written a response journal entry for today, do so now. Suggestions: Write a response to this question: Which character do you find most interesting (or most annoying, most mysterious, etc.), and why?

Homework: Continue reading your novel and writing in your response journal.

No classes Thursday or Friday due to end-of-term grading.

Monday, March 12, 2018 (B day)-Tuesday, March 13, 2018 (C day)

March 12th, 2018

Today’s goal: Establish background/contextual information for the novels you are reading.

  1. Announcements/Reminders: This is the last week of the term. The last possible minute for Term 2 makeup work for this class is end of school day Wednesday. 
  2. Students read background information on their own, then discussed in their reading groups. If you missed class, please read the handout for your author and take notes (these notes should be included in your response journal): 
  3. Students had time for reading and working on their response journals.

Homework: Continue reading your novel.

Friday, March 9, 2018 (A day)

March 9th, 2018

Today’s class focussed on developing your book group plan/schedule and delve into your new books!

I handed out this response journal assignment–if you missed class, please read it carefully: Novel Response Journal

Discussion groups got together and made a plan for their reading schedules. If you missed class, please check in with your discussion group members to find out about that plan.

Groups then talked about their initial reading of the novel and about the discussion questions they wrote for today.

Students had about half an hour for their own reading and writing time.

Homework: Continue reading/working on response journal.

Wednesday, March 7-Thursday, March 8, 2018 (B and C days)

March 8th, 2018

Today’s goal: Begin to develop independence as a reader and a thinker by reflecting on individual reading identities and by embarking on a student-led book study.

Students checked out new novels today. If you missed class, please stop by the AV room and check out Mrs. Dalloway, Sula, or Anil’s Ghost.

This PowerPoint shows the steps of our discussion in class today: novel choice day 1. If you missed class, please write the reflection that is described on the first screen–it will be the first entry in a response journal that you will keep as you read your chosen novel. Also, look at the other slides to see what we discussed, and do the homework described on the last slide.

Tuesday, March 6, 2018 (A day)

March 6th, 2018

Today students wrote an in-class essay on 1984 and The Calcutta Chromosome. If you missed class, please contact me to schedule a makeup time.

Please bring your school ID to class next time so you can check out your next book.

1984 and The Calcutta Chromosome are due back to the AV room Friday of this week (March 9). Fines will accrue after that date.

Friday, March 2-Monday, March 5, 2018 (B and C days)

March 5th, 2018

We continued preparations for the in-class essay on 1984 and The Calcutta Chromosome, which will be on Tuesday, March 6.

If you missed class, please review this PowerPoint as well as the handouts from last class: comp essay preview

Reminder: for the in-class essay, you may use only the note-taking sheets from last class and the chapter notes sheets from The Calcutta Chromosome– you may not use any other notes or books.

We also talked about the ending of The Calcutta Chromosome…I shared my theory…some people like it, some don’t!

Homework: Prepare for the in-class essay.

Copies of 1984 and The Calcutta Chromosome are due back to the AV room Friday, March 9–fines will accrue after that date.

Thursday, March 1, 2018 (A day)

March 1st, 2018

Today’s class focussed on preparing for the in-class comparative essay on 1984 and The Calcutta Chromosome

If you missed class, review this PowerPoint: 3-1-18   (pdf version of this PowerPoint: 3-1-18 )

AND read carefully through this handout: handout 3-1-18_001

Students also received two copies of this notetaking/review sheet, which you will be permitted to use during the in-class essay: novel review for comp essay

Homework: Begin preparing for the in-class essay by reviewing and taking notes on 1984 and The Calcutta Chromosome.

IB candidates–don’t forget to upload your IB WA to IBIS and to Turnitin by 10:00 tonight!

Tuesday, Feb. 27-Wednesday, Feb. 28, 2018 (B and C days)

February 27th, 2018

Today’s goal: Use textual evidence to develop reasonable, supported theories about The Calcutta Chromosome and its mysterious ending!

  1. I asked students to tell me which of the three novels they want to read for the next unit (Mrs. Dalloway, Sula, or Anil’s Ghost)If you missed class, please tell me your preference asap so I can sign up for book checkout.
  2. I gave a reading quiz on pages 202-311 of The Calcutta Chromosome. If you missed class, please do this makeup assignment to take the place of the reading quiz: calcutta quiz makeup
  3. We discussed the novel using these guiding questions: calcutta character wrap-up If you missed class, please peruse these questions and do the best you can to answer them–you don’t need to submit written makeup work, but you need to try to make sense of the novel!

Homework: For IB candidates (all taking the IB Literature exam, whether as diploma candidates or literature course candidates), the written assignment upload is due Thursday at 10:00 p.m. to IBIS and to Turnitin. Don’t forget to include the reflection and do the other steps on the sheet of upload guidelines I gave you!