2012-2013+IBS+English+12

=Daily Assignments for IBS English 12 2012-2013=
 * Writers ||= TJ ||= Devin ||= Nida ||= YouYoung ||= Gabby ||= Kai ||= Amy ||= Kyung Jae ||= Jonathan ||= Ricky || Alex ||
 * = Authors ||= Christine ||= Santino ||= Hunter ||= Reed ||= Argie ||= Kukbo ||= Andrea ||= Michelle ||= Thomas ||= Christian ||= Hikari ||

Quarter 3
1/14, Monday
 * In-class: We discussed direct and indirect characterization on Things Fall Apart. We also talked about foil characters. Students took a quiz on Chapters 1-3. Please look at the following wikispace created by the Class of 2010 for Things Fall Apart.
 * HW: Read chapters 4-6, pp. 26-51 and answer the question about Ibo life that has been highlighted on your handout. Please make sure to answer it with textual evidence!

1/10, Thursday
 * In-class: In groups, students answered prereading questions for //Things Fall Apart.// We discussed their answers in class. Students then looked up information about Nigeria.
 * HW: Read //Things Fall Apart// pp. 3-25 and answer both questions for a reading log for chapters 1-3. Answer each question in at least one typed paragraph with evidence from the text.

Quarter 2 11/29, Thursday
 * In-class: We went over how to approach an unseen passage using the SCASI method. A handout of the method was provided to the class. After we discussed how to use it, we practiced by completing an unseen passage annotation.
 * HW: Finalize plans for your motif presentation which will begin next week.

11/27, Tuesday
 * In-class: Students took the Hamlet test
 * HW: Finalize your motif presentations. Create a handout or interactive guide to your presentation. You will have some time to work on this as group on Thursday, but we will also be working on oral commentary preparations.

11/21, Wednesday
 * In-class: We went over the answers to the review sheets. We watched the rest of Act 5 and finished the Kenneth Branagh version of Hamlet. We listened to a portion of the "This American Life" radio show, "Act V" based on Act 5 of Hamlet.
 * HW: Please study for the test which will take place on Tuesday, 11/27. There will be objective questions, but there will also be a short essay question based on the radio broadcast of "Act V." Please listen to the show! Click on the link and launch the player to listen. You can also click on the section of the show to listen. It is well worth the listen!

11/19, Monday
 * In-class: Students worked with their motif groups to brainstorm ideas for a thesis for their motif presentations. These thesis statements were turned in. We watched through 5.1 of the movie.
 * HW: Students must complete the review sheets for the Hamlet test. Students must turn in a typed outline for their motif presentation. Test on Hamlet will be on Tuesday, 11/27.

11/13, Tuesday
 * In-class: We went over the Act 4 answers to the questions they answered. Students worked in their author/writer groups to create a presentation of "Hamlet's View of Man" and "Rosemary for Remembrance."
 * HW: Read 5.1 and 5.2. Be prepared for presentations on Thursday.

11/5, Monday
 * In-class: Draft for the Parental Advice paper due today. We discussed the questions for the three soliloquies in Act 3.3 and then we discussed the questions for 3.4.
 * HW: Answer one of the ICW prompts.

10/30, Tuesday
 * In-class: We went over the answers to the questions for Act 3.2. We performed a version of the "To be or not to be" soliloquy in class. We watched the Kenneth Branagh version of Hamlet through 3.1
 * HW: Read both 3.3 and 3.4

10/24, Wednesday
 * In-class: Students completed their presentations for Act 2. We watched the Kenneth Branagh version of Hamlet through Act 2. Students were assigned their motif groups.
 * HW: Read 3.1 and answer the three questions highlighted on your Act Three question sheet. An outline for the the comparative essay on the letter of advice must be turned in on Friday. Here is a list of some things you may want to discuss:
 * content
 * tone
 * figurative language (similes, metaphors, hyperbole, etc.)
 * parallelism
 * order of ideas
 * pattern
 * repetition
 * structure
 * diction

end of Quarter 1 4 October, Thursday
 * In-class: We discussed Claudius's speech to the court in 1.2. Students took notes on CLaudius's use of the royal "we", antithesis, choice of words, and order of ideas presented. Students then worked together to perform a physicalization of Hamlet's soliloquy in 1.2.133-164.
 * HW: Read 1.3 and complete the worksheet on family relationships. As you read, think about how this scene could be modernized. View the following interpretation:
 * media type="youtube" key="jjLmGklbFxo" height="315" width="420"

2 October, Tuesday
 * In-class: We watched the Kenneth Branagh Hamlet up to the end of 1.2. We discussed the questions students answered about 1.2.
 * HW: Reread Hamlet's soliloquy and paraphrase the text. Work on the episodic notes for the soliloquy.

28 September, Friday
 * In-class: We listened to a presentation for the Emily Dickinson oral commentary. Oral audios are due today! We watched the Standard Deviants DVD on Shakespeare and took guided notes. (Use these when you prepare for your oral commentaries on Hamlet). We listened to an audio reading of Hamlet (1.1).
 * HW: Read 1.2 and answer the questions---authors evens, writers odds. If you are having trouble with the reading, feel free to consult [|No Fear Shakespeare] that provides a side-by-side "translation" of the work in our modern English.

26 September, Wednesday > 24 September, Monday > 10 September, Monday >>
 * In-class: We watched the Standard Deviants video on Shakespeare. Students also took notes as they watched. We read Act 1.1.1-80. As we read through each line, students "translated" the text to modern-day English. We had just enough time to watch the opening scene of the BBS production of Hamlet.
 * HW: Work on your oral commentary ( 6-10 minutes in length) for Emily Dickinson. Oral commentary is due on Friday, 28 September.
 * In-class: We watched the short film form the National Endowment of the Arts: "Why Shakespeare?" Students worked in their acting companies to perform the "dumb show" from Hamlet. We discussed the elements needed in putting on a show for an audience.
 * HW: Work on your oral commentary ( 6-10 minutes in length) for Emily Dickinson. Oral commentary is due on Friday, 28 September.
 * In-class: Students worked on interpreting and analyzing the two versions of "Safe in their Alabaster Chambers". We also watched the end of the Sarah Kay presentation from her TED talk.
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 * In honor of those who lost their lives on September 11, 2001, we watched the three StoryCorps animated films.
 * media type="youtube" key="QgGQAr5hmRI" height="252" width="448"
 * media type="youtube" key="7k8HHfJe828" height="252" width="448"
 * media type="youtube" key="yfWa9gI-Bks" height="251" width="447"
 * HW: In a typed response, discuss how any of the videos we watched today can be related to what you have read of Dickinson's poetry.

4 September, Tuesday
 * In-class: Students worked on illustrations of their assigned poem in class.
 * HW: Mark your poem ("I measure every Grief" or "It was not Death") for poetic devices (rhyme, rhythm, sound, allusion, imagery, symbolism, metaphor, etc.) Groups will present their illustrations on Thursday.

30 August, Thursday
 * In-class: Students presented their papers about "After Great Pain". Writers were working on an analysis of "I measure every grief" and authors were working on "It was not Death."
 * HW: The draft for your "works in translation" paper is due on Tuesday, 4 September. Please print a copy of the paper before you come to class.

28 August, Tuesday
 * In-class: Students worked in groups to complete the activity sheet that helped them analyze the poem, "After great Pain." Students shared their analysis and answers with the rest of the class.
 * HW: Pairs commentary on "After great Pain" based on assigned topic. See the Google Document linked to you to find out what your topic is.

24 August, Friday
 * In-class: We discussed the requirements for the works in translation paper for IB. Students were given time in class to begin devising their plan of action for the final paper/assessment for art.
 * HW: Work on your works in translation paper. The first draft of 1250-1500 words is due on Tuesday, 4 September. Please turn it in as a hard copy!

22 August, Wednesday
 * In-class: Students presented their voicethreads and Google Presentations on their assigned poem to the class. Students worked in pairs/triads to listen to at least 3 audio segments of the Emily Dickinson Garden tour from the [|New York Botanical Garden] show. Find the link here: Emily DIckinson's Garden: The Poetry of Flowers
 * HW: Choose one of the poems mentioned in one of the THREE audio segments you listened to. Find a copy of the poem on line and print it out. Annotate and analyze the poem. On Friday, you must turn in the poem and the annotation as well as tell the class about the poem that you chose.

20 August, Monday
 * In-class: We discussed the poem, "I never saw a Moor" as well as the 1920s published version of the poem. In groups, students worked on annotating and analyzing their assigned poems.
 * HW: Writers must create a voicethread of their assigned poem. Authors will create a Google presentation of their assigned poem. Please make sure to share the Google presentation with me. Please send me a link to the voicethread so that I can embed it on our wikispace.

16 August, Thursday
 * In-class: We read the handout on Dickinson's poetry and the publication of Dickinson's poetry. We watched the video--"Voices and Visions: Emily Dickinson." Students had to take notes which they should use when writing the short essay for homework.
 * HW: Typed short essay- USing the handouts, information from the video, and Dickinson's poems, write about Emily Dickinson's views about poetry and/or being a poet.

14 August, Tuesday
 * In-class: Students worked in groups to present their assigned poems--- "I dwell in Possibility," "This is a Poet," and "They shut me up in Prose."
 * HW: Read and annotate the two versions of "I never saw a Moor."

10 August, Friday
 * In-class: We annotated the poem, "The Poets light but Lamps" in class, with the entire class sharing the information they noted on their sheets. We read a handout about Emily Dickinson's life. In groups, students annotate one of the following Dickinson poems, "This is a Poet," "I dwell in Possibility," and "They shut me up in Prose."
 * HW: Type a commentary on the poem you were assigned to annotate in class. The commentary should be about 1.5-2 pages in length.

8 August, Wednesday
 * In-class: We discussed the syllabus and the IB learner profile. In groups, students brainstormed ideas based on the following prompts---
 * Poetry is...
 * Poetry is about...
 * Poets are...
 * Poetry can...
 * We wish poetry...
 * Poems appear...
 * We also read "The Prize-winning poem". Students discussed how the poem reflects the ideas presented about poetry. Students worked in group son matching the lit terms with definitions.
 * HW: Read and annotate Dickinson's poem, "The Poets light but Lamps."