2013-2014+IBS+11

Daily Assignments for IBS English 11 (2013-2014)
Want to know when and where you need to be for your IB/AP exam? Click on the following link to the SJS IB/AP Exam Schedule.

4th Quarter
Interactive Orals for Chronicle of a Death Foretold

Machismo/Caballerismo by Thor and Vince Machismo by Kent, Lauren, Jeemyung, Haley Falconry by Andrew, Gen, Brian, Michael Falconry by Phillip and Jacob

media type="custom" key="25824968"by Rachel, Ariana

Marianismo by Gabi, Adriana, Kim, Margaux

28 April, Monday
 * In-class: Students worked on finishing up the symbolism posters. Some groups presented their posters and explained the significance of the symbolism.
 * HW: Write a 350-400 word typed response to the symbols presentations.

24 April, Thursday
 * In-class:We discussed the quotes students chose for their tribute slide to Gabriel Garcia-Marquez. Students also worked on a graphic for the symbols they were assigned. Here are the presentation links
 * Period 2's tribute
 * Period 3's tribute
 * HW: Write a response relating one of the quotes from the presentation slides to Chronicle of a Death Foretold. In writing your response, make sure

22 April, Tuesday
 * In-class: We discussed the answers to the discussion questions for chapters 4-5. We listened to the NPR news story about Gabriel Garcia-Marquez.
 * media type="custom" key="25689616"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Find another article, newscast, blog post, etc. about Gabriel Garcia-Marquez. Read it, listen to it, view it and then find a quote either about Garcia-Marquez or a quote stated by him. Place the quote on our shared Google Presentation. Make sure you place the URL on the bottom of the slide and add an appropriate picture to accompany the quote. On Thursday, each person will discuss the quote on his/her slide. Keep in mind your reading of //Chronicle of a Death Foretold//.

<span style="font-family: 'Times New Roman',Times,serif;">2 April, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: For period 2, Lauren presented her IOP on Maus. We discussed the meaning of the title Chronicle of a Death Foretold. Students were given time to start their homework.
 * [[image:IMG_20140402_104111.jpg width="800" height="600"]]
 * [[image:IMG_20140402_132005.jpg width="800" height="600"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 3-24 and answer the questions for chapter 1. Please make sure to write your answers in sentences and with relevant evidence. Write legibly!

<span style="font-family: 'Times New Roman',Times,serif;">3rd Quarter
<span style="color: #201bb0; font-family: 'Times New Roman',Times,serif;">Individual Oral Presentation Schedule <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Scotty <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Nick <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Adriana <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Jeemyung <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Margaux || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Brian <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Gabi <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Lauren <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Shusuke <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Kim <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Kent || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Andrew <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Gen <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Michael <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Anthony <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Sawako <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Tom || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Rachel <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Ariana <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Thor <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Toy <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">David || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Phillip <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Jacob <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Addy ||  ||
 * <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">period/Day || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Wednesday, March 12 || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Friday, March 14 || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Monday, March 17 ||
 * <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">period 2 || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Haley
 * <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">period 3 || <span style="color: #3620ae; font-family: 'Times New Roman',Times,serif;">Vince

<span style="font-family: 'Times New Roman',Times,serif;">12 March, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Thank you to all the period 2 presenters for being prepared! Jeemyung will present on Friday as we ran out of time. Thank you to all the people who asked questions---many of you asked the questions I, too, had in mind. Thank you also to period 3 presenters, Rachel, Ariana, and Toy. All others will present on Friday---please make sure that you are prepared---no excuses on Friday!!! Also, as an audience, you must ask questions.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Prepare for the IOP, presenters!!! For all those who already presented...rest easy!

<span style="font-family: 'Times New Roman',Times,serif;">10 March, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the criteria for the Individual Oral Presentation. Please look through the criteria carefully to ensure that you cover all the areas when you give your presentation. We then discussed the importance of questions. Students worked on a QUestion Focus activity in preparation for their reading of Gabriel Garcia-Marquez's //Chronicle of a Death Foretold//. Check out period 2's Question Focus questions and period 3's Question Focus questions. If you come up with other interesting questions related to the prompt, please feel free to add on to the list of questions you created on the presentation slides. We will revisit these questions once we start reading the book.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Prepare for the IOP!!!! Presentations begin on Wednesday!!!

<span style="font-family: 'Times New Roman',Times,serif;">6 March, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students continued to work on their IOPs.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Please continue to work on your Individual Oral Presentation. You should be researching, writing, creating, practicing. You will not be given time to work on your presentation on Monday. We will begin talking about the next work we will read. IOPs begin on Wednesday!

<span style="font-family: 'Times New Roman',Times,serif;">4 March, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students reviewed the comments on the IOP Proposal form and continued to refine their thesis statements.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Please continue to work on your Individual Oral Presentation. You should continue to research, look for evidence, and develop your presentation. Please come to class on Thursday with something to show me as evidence of work completed.

<span style="font-family: 'Times New Roman',Times,serif;">Interactive Orals for //Cyrano De Bergerac.// Check out the presentations created by the other IBS English class by clicking on the link.
 * <span style="color: #800080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 12px; text-align: center;">Wednesday || <span style="color: #800080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 12px; text-align: center;">Friday || <span style="color: #800080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 12px; text-align: center;">Tuesday || <span style="color: #800080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 12px; text-align: center;">Thursday ||
 * <span style="color: #610080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 10px; text-align: center;">February 5 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Haley, Sawako - 1640s France
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Lauren- Poetic forms
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Toy - 1640s France
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Ariana - real Cyrano || <span style="color: #610080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 10px; text-align: center;">February 7 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Scotty, Shusuke, Anthony - Beauty
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Jeemyung-, Kent - criticism, praise
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Vince - Duels
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Jacob - Poetic forms
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Phillip - criticism, praise || <span style="color: #610080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 10px; text-align: center;">February 11 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Michael, Brian, Gen - Duels
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Gabi, Adriana - siege of Arras
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Margaux - Edmond Rostand
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Rachel- Edmond Rostand
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Thor - Beauty || <span style="color: #610080; display: block; font-family: 'Times New Roman',Times,serif; font-size: 10px; text-align: center;">February 13 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Kim - 1890s France
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Andrew, Nick - real Cyrano
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">David O. - 1890s France
 * <span style="color: #610080; font-family: 'Times New Roman',Times,serif; font-size: 10.666666984558105px;">Addy - siege of Arras ||

<span style="font-family: 'Times New Roman',Times,serif;">5 February, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We went over the requirements for the Reflective Statements students must write after the Interactive Orals. If you lost your handout, please click on the link above. You will not, however, have the copies of the sample reflective statements I gave you. Haley and Sawako gave a presentation about 1640s France. Lauren gave a presentation on poetic forms used in the play. For period 3, Toy gave a presentation on France in the 1640s and Ariana gave a presentation on the real Cyrano de Bergerac. Students were given time to write their Reflective Statement.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Act 4 of Cyrano de Bergerac (pp. 149-200). If you have not already done so, please finish your reflective statement and turn it in on Friday.

<span style="font-family: 'Times New Roman',Times,serif;">3 February, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the events of Act 3 and then looked at the dramatic irony. What is the effect of dramatic irony on the development of plot? characterization? theme? humor? See the notes below:
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Full Cyrano Act 3 Dramatic Irony.jpg width="1032" height="774"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Detail 2 Cyrano Act 3 Dramatic irony.jpg width="384" height="1422"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Detail Cyrano Act 3 Dramatic irony.jpg width="772" height="579"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW:Work on interactive oral research and presentation preparations

<span style="font-family: 'Times New Roman',Times,serif;">30 January, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:In groups, students presented their assigned poems and discussed the themes as they apply to //Cyrano de Bergerac// and real life today.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate Act 3 of //Cyrano De Bergerac.// Complete worksheet on charting events and making predictions. Research IOC topics---presentations will begin on Wednesday, 5 February.

<span style="font-family: 'Times New Roman',Times,serif;">28 January, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Open-Book Quiz on Act2. Students used their books to answer three questions about Act 2 of //Cyrano de Bergerac//.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Research your Interactive Oral topic. Create Google document to note your research and citations. Share this document with me. Read your highlighted poem from the "Roses are Red" worksheet. Make sure to answer the questions in reference to your poem.

<span style="font-family: 'Times New Roman',Times,serif;">24 January, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the nose insults from Act 1 and examined the literary devices Rostand used. We watched a clip from "Roxanne" when C.D. (the Cyrano character) creates 20 nose insults while he is at a bar. Students create da "nose insult" ala Cyrano De Bergerac. Students should look at your notes and annotations of the catalog of insults Cyrano cleverly creates in Act 1. Draw an illustration of the insult (make sure to write the insult on the sheet as well). If this was not completed in class, please complete it for homework.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Act 2 and annotate (make connections, ask questions, note literary devices, make predictions, etc.). Begin researching your topic for the Interactive Orals. I will check to see your progress. It would be good for you to start a Google Document with your resources and research and share it with me.

<span style="font-family: 'Times New Roman',Times,serif;">22 January, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed questions students had about the play. We discussed allusions mentioned in Act 1 and we also looked at the indirect characterization in Act 1. Students started working on a chart listing the major actions/events Cyrano took participated in during Act 1. Complete the chart, making sure to write down page numbers so you can readily find quotes for your homework.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:character.jpg width="772" height="579" caption="The elements of INDIRECT CHARACTERIZATION."]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Typed log- Using the chart, write a short essay examining how Rostand uses indirect characterization to create the character of Cyrano. Explain who Cyrano is based on the characterization elements.

<span style="font-family: 'Times New Roman',Times,serif;">17 January, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the sample topics and questions for Cyrano de Bergerac. We discussed the Interactive Oral process. We started to read Act 1 (for period 2). Sign up for your Interactive Oral Topic/Presentations.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Act 1 of Cyrano De Bergerac (pp. 1-56) and write 5 questions based on the reading. Read the directions for writing the questions and post your questions on the Google Document: for period 2 Questions and for period 3 Questions.

<span style="font-family: 'Times New Roman',Times,serif;">15 January, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:We completed a translation exercise looking at translations of an excerpt from Jorge Luis Borges' //Funes//. Students looked for and noted differences in the translations and then wrote about the effects of the translations. We discussed these as a class. Students then worked in groups to examine different translations of an excerpt from One Day in the Life of Ivan Denisovich. Students turned in their written analysis of the differences in translation. We started to discuss the guidelines for the Interactive Orals. Please make sure to read through the guidelines and examples provided in the handout.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Period 2 should type in their suggestions for possible questions/topics to cover for the Interactive Oral on Cyrano De Bergerac. It was shared with you on a Google document. Click on the link above to get to the document or check your Google Drive. Period 3, please read the first three pages of the handout. We will work on this in class on Friday.

<span style="font-family: 'Times New Roman',Times,serif;">13 January, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the guidelines for the Individual Oral Presentation (IOP). Please make sure to read through all the material before trying to do your homework. In groups students completed a translation exercise. After they translated their assigned work, we examined the translations by comparing them with professional translations. We discussed the issues of translating a literary work. Students then wrote a paragraph reflection, making sure to include their answers to the following questions:
 * <span style="font-family: 'Times New Roman',Times,serif;">What were the difficulties you encountered in completing the exercise?
 * <span style="font-family: 'Times New Roman',Times,serif;">How did you overcome these difficulties?
 * <span style="font-family: 'Times New Roman',Times,serif;">What choices about translation did you have to make?
 * <span style="font-family: 'Times New Roman',Times,serif;">What insight did you gain as a result of completing the exercise?
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Please complete the IOP Proposal form. The form has two sides---choose which type of IOP you would like to present, and fill out the appropriate form. This is not set in stone, but at least you will be working towards a presentation. It can be revised or changed.

<span style="font-family: 'Times New Roman',Times,serif;">2nd Quarter
<span style="font-family: 'Times New Roman',Times,serif;">11 December, Wednesday

<span style="font-family: 'Times New Roman',Times,serif;">Presentations on the graphic elements of //MAUS// begin!
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">Period 2 || <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">Period 3 ||
 * <span style="font-family: 'Times New Roman',Times,serif;">1. Andrew - metaphor of cats and mice || <span style="font-family: 'Times New Roman',Times,serif;">1. Jacob, Philip - traumatic past resurfacing ||
 * <span style="font-family: 'Times New Roman',Times,serif;">2. Margaux, Haley - use of realistic detail || <span style="font-family: 'Times New Roman',Times,serif;">2. Rachel - types of text: diagrams ||
 * <span style="font-family: 'Times New Roman',Times,serif;">3. Anthony, Tom - symbols of human kindness || <span style="font-family: 'Times New Roman',Times,serif;">3. Toy - symbol of suffering ||
 * <span style="font-family: 'Times New Roman',Times,serif;">4. Kent, Jeemyung - facial expressions and tone || <span style="font-family: 'Times New Roman',Times,serif;">4. Ariana, Addy - metaphor of cats and mice ||
 * <span style="font-family: 'Times New Roman',Times,serif;">5. Sawako, Lauren - types of text: diagrams || <span style="font-family: 'Times New Roman',Times,serif;">5. Vince - types of text: maps ||
 * <span style="font-family: 'Times New Roman',Times,serif;">6. Brian, Michael, Gen - traumatic past resurfacing || <span style="font-family: 'Times New Roman',Times,serif;">6. Thor, David - combining comic with serious subject ||
 * <span style="font-family: 'Times New Roman',Times,serif;">7. Nick - image of power ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif;">8. Scotty, Shusuke - symbol of suffering ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif;">9. Kim - overlapping personal histories ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10. Gabi, Adriana - image of grotesque horror ||  ||

<span style="font-family: 'Times New Roman',Times,serif;">3 December, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed what was primarily responsible for Vladek's survival. Students discussed their presentations with their group mates. We watched "paperclips."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Thesis and outline for presentation on artistic aspects of MAUS.

<span style="font-family: 'Times New Roman',Times,serif;">13 November, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Andrew and Brian presented their report on the US Holocaust Memorial and Museum. Kent and Jeemyung presented their report on the Museum of Jewish Heritage. Jacob presented his report on the Milwaukee Holocaust Memorial and Rachel presented her report on the Memorial for Murdered Jews in Europe. We had a brief discussion of the last chapter of MAUS.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 1: "Mauschwitz" and write a response to a panel from that chapter.

<span style="font-family: 'Times New Roman',Times,serif;">8 November, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Kim presented her report on the Shoes on the Danube Memorial (period 2); Thor presented his report on the US Holocaust Museum and Memorial (period 3) and Phillip presented his report on the Los Angeles Holocaust Memorial (period 3). We discussed "Prisoner on the Hell Planet" and examined the "mouse holes" in the chapter.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 6: "Mouse Traps" and answer ONE of the following questions:
 * <span style="font-family: 'Times New Roman',Times,serif;">Is the author's use of real animals unusual? How does this add or detract from his sustained metaphor?
 * <span style="font-family: 'Times New Roman',Times,serif;">Vladek and Anja have escaped capture until this point. How are the "mice" finally trapped?
 * <span style="font-family: 'Times New Roman',Times,serif;">The author ends the book by calling his father a murderer. Why does he use such a loaded word? ( <span style="background-color: #ffffff; color: #666666; font-family: 'Times New Roman',Times,serif;">Loaded words elicit an emotional response—positive or negative—beyond their literal meaning and can significantly contribute to persuading others to adopt our point of view. //[|from readwritethink.org]//)

<span style="font-family: 'Times New Roman',Times,serif;">6 November, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Margaux presented her report on Memorial des Martyrs de la Deportation (period 2) and Ariana presented her report on the Memorial for Jewish Soldiers (period 3). Students shared their examples of contrasts and parallels in their reading of MAUS. We discussed more graphic elements presented in the graphic novel.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Chapter 5, "Mouse Holes" (pp. 95-127). Students were given three questions and instructed to answer ONE question for their response.
 * <span style="font-family: 'Times New Roman',Times,serif;">Why don't Art and his father get along? Find reasons in this chapter.
 * <span style="font-family: 'Times New Roman',Times,serif;">"Prisoner in the Hell Planet" uses people as characters rather than animals. Why does the author do this? Why is Art portrayed as a prisoner?
 * <span style="font-family: 'Times New Roman',Times,serif;">What are some of the "mouse holes" in this chapter? How does this device help to support the cat and mouse metaphor?

<span style="font-family: 'Times New Roman',Times,serif;">4 November, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Handouts given for Speigelman bio and glossary of terms as well as the Cat/Mouse metaphor worksheet for period 2. Period 3 received and discussed the handout from Scott McCloud's book. We discussed the power of images. Students shared the panels they discussed in their homework.
 * <span style="font-family: 'Times New Roman',Times,serif;">CATS and MICE METAPHORS
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Mice Metaphor 2.jpg width="384" height="1422"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:mice2.jpg width="644" height="1617"]][[image:mice2-2.jpg width="644" height="1617"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Cats Metaphor 2.jpg width="644" height="1617"]][[image:Cat nazis 2.jpg width="772" height="579"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Cat Metaphor 3.jpg width="771" height="578"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 4 (pp. 71-93). Panel response-looks for contrasts or parallels.

<span style="font-family: 'Times New Roman',Times,serif;">30 October, Wednesday > || <span style="font-family: 'Times New Roman',Times,serif;">6 November, Wednesday || <span style="font-family: 'Times New Roman',Times,serif;">Margaux || <span style="font-family: 'Times New Roman',Times,serif;">Ariana || > || <span style="font-family: 'Times New Roman',Times,serif;">8 November, Friday || <span style="font-family: 'Times New Roman',Times,serif;">Kim || <span style="font-family: 'Times New Roman',Times,serif;">Thor, Phillip || > || <span style="font-family: 'Times New Roman',Times,serif;">13 November, Wednesday || <span style="font-family: 'Times New Roman',Times,serif;">Kent & Jeemyung, Andrew & Brian || <span style="font-family: 'Times New Roman',Times,serif;">Jacob, Rachel || > || <span style="font-family: 'Times New Roman',Times,serif;">15 November, Friday || <span style="font-family: 'Times New Roman',Times,serif;">Gen & Michael, Lauren || <span style="font-family: 'Times New Roman',Times,serif;">Toy || > || <span style="font-family: 'Times New Roman',Times,serif;">19 November, Tuesday || <span style="font-family: 'Times New Roman',Times,serif;">Scotty & Shusuke, Nick || <span style="font-family: 'Times New Roman',Times,serif;">Vince || > || <span style="font-family: 'Times New Roman',Times,serif;">21 November, Thursday || <span style="font-family: 'Times New Roman',Times,serif;">Tom & Anthony, Gabi & Adriana || <span style="font-family: 'Times New Roman',Times,serif;">Addison, David ||
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:We discussed the characterization worksheet for chapters 1-2. Students had to write a paragraph about how Vladek is characterized in the opening chapters of the graphic novel. Students drew a pictorial symbol/icon. (Period 2 discussed the handout from Scott McCloud's Understanding Comics book. We discussed the due dates and presentation dates for the Holocaust Memorial presentations.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 43-73 and respond to a panel or a series of panels from the chapter.
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Please have your handouts ready to turn in on Monday, 4 November.
 * <span style="font-family: 'Times New Roman',Times,serif;">Schedule of Presentations

<span style="font-family: 'Times New Roman',Times,serif;">28 October, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students answered questions about Chapter 1 and we discussed the images they thought were particularly effective in portraying a main idea of the story. In period 3 we discussed the metaphor of the mice to depict the Jews.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Maus1.jpg width="800" height="600"]][[image:Maus2.jpg width="800" height="600"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 2 (pp. 25-40) and complete the characterization worksheet for chapters 1-2.

<span style="font-family: 'Times New Roman',Times,serif;">24 October, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the handout on the different types of panels and gutters in a graphic novel. We looked at how the comics drawn by other students exhibited the characteristics of panels seen in graphic novels. We examined how pictures tell a story as well as how the combination of words and pictures tell a story.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 5-23 and type a response---How does Spiegelman use images to tell the story?

<span style="font-family: 'Times New Roman',Times,serif;">22 October, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We finished watching "Life is Beautiful." Students discussed what the movie told us about the human spirit. Students then had to draw a comic depicting a portrayal of what they had learned about the human spirit.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:IMG_20131022_115511.jpg width="644" height="1617"]][[image:IMG_20131022_101603.jpg width="644" height="1617"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">We discussed the Holocaust Monument/Memorial research assignment. Students should refer to the Google Document "Holocaust Memorials Presentation" for instructions.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Finish your comic depiction of the human spirit. Work on your research for the Holocaust Memorial Presentations. Presentations begin on Wednesday, 30 October. Please turn in your handouts by Tuesday, 29 October.

<span style="font-family: 'Times New Roman',Times,serif;">1st Quarter

 * Period 2 Presentations || Period 3 Presentations ||
 * * Nazism: Kent, Jeemyung, Nick || * Discriminatory Laws: Rachel, Addy ||
 * * Swastika: Andrew, Kim || * Swastika: Philip, Vince ||
 * * Gestapo: Shusuke, Scotty || * Jewish Ghettos: Ariana, Toy, David ||
 * * Jewish Ghettos: Adriana, Gabi || * Auschwitz: Jacob, Thor ||
 * * EinsatzgruppenL Michael, Gen ||  ||
 * * Auschwitz: Tom, Brian, Anthony ||  ||
 * * Dr. Mengele: Margaux, Lauren ||  ||
 * * Crematoria: Haley, Sawako ||  ||

<span style="font-family: 'Times New Roman',Times,serif;">9 October, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:
 * <span style="font-family: 'Times New Roman',Times,serif;">HW:

<span style="font-family: 'Times New Roman',Times,serif;">7 October, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the idea of resistance and how the characters have displayed resistance. Students answered questions (randomly selected) about chapter 5. Period 2 - The Auschwitz group presented their project. Period 3- we started to work on the metaphor/simile worksheet.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 6 (pp. 85-97) and complete the metaphor/simile exercise for two examples of metaphor or simile. Find examples from chapter 6.

<span style="font-family: 'Times New Roman',Times,serif;">3October, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Presentations about the Holocaust and discussion of chapter 4. Students worked on an exercise on dehumanization.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 5 (pp. 67-84) and type a quote response.

<span style="font-family: 'Times New Roman',Times,serif;">1 October, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read excerpts from Man's Search for Meaning and type a response to any two questions on the "Theories of Survival" worksheet.

<span style="font-family: 'Times New Roman',Times,serif;">27 September, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Presentations on background info re: Nazism and the Swastika
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate chapter 4 (pp. 47-65) and type in a quote from chapter 4 that you believe to be significant. Type it into the Google Document at this link: Chapter 4 Quotes for Night.

<span style="font-family: 'Times New Roman',Times,serif;">23 September, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the interpretation and open-ended questions that students created during their reading of Chapter 2. Period 2 finished working on their characterization sheets. Period 3 was finished with their characterization sheets, so they wrote a response to the following prompt: How effectively does Wiesel employ direct and indirect characterization to portray a realistic character? In both classes we discussed the preparations for the ICW as well as preparations for the presentations which will begin this week.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read chapter 3 (pp. 29-46) and prepare for the in-class write (ICW). Please read the prompt given to you and prepare an outline and the evidence you will use for the ICW. Do not write the essay at home. You will be given an hour in class to write your essay.

<span style="font-family: 'Times New Roman',Times,serif;">19 September, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students took a quiz on Chapter 1. We discussed the responses to the prompts from the previous assignment. We discussed Wiesel's use of understatement. Students got together in groups to work on the characterization sheet for their assigned character.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read Chapter 2 (pp. 23-28) and complete the discussion sheet. Make sure that you have at least 6 questions---2 for each of the 3 different types.

<span style="font-family: 'Times New Roman',Times,serif;">17 September, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the answers to the "Historical Background" worksheet on the Holocaust. We read through propaganda techniques and examined the primary sources for examples of German propaganda.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 3-22 of Night. Respond to one of the following prompts (typed, 250 words):
 * <span style="font-family: 'Times New Roman',Times,serif;">Why do you think Elie Wiesel begins //Night// with the story of Moshe the Beadle?
 * <span style="font-family: 'Times New Roman',Times,serif;">What lessons does the narrator seem to learn from Moshe's experiences in telling his own story?
 * <span style="font-family: 'Times New Roman',Times,serif;">Why do you think Elie Wiesel tells his story in the first person perspective? If //Night// were written in the third person, would it be more or less believable?
 * <span style="font-family: 'Times New Roman',Times,serif;">Please bring your research materials (on your computer or hard copy) to class on Thursday. You will be given time in class to work on the presentation with your partner/s.

<span style="font-family: 'Times New Roman',Times,serif;">29 August, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students shared their evidence of the figurative language, imagery, repetition, etc. that they found in their assigned chapters. As a class, we made a list of the themes found in the novel. Period 3 started to work on their infographic of how the vignettes are interrelated through theme, plot, character, etc.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:IMG_20130829_102133.jpg width="772" height="579" caption="Period 2 Themes for The House on Mango Street"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Bradford 130.jpg width="764" height="573" caption="Period 3 Themes for The House on Mango Street"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Bradford 129.jpg width="764" height="573" caption="Period 3 Themes for House on Mango Street"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Creating your very own "Mango Street"---Create a title for a book of vignettes about your life. Think of 10 memorable, amusing, interesting, significant events in your life. Write 10 titles---one for each event. Write a 1-2 sentence summary of the 10 events.

<span style="font-family: 'Times New Roman',Times,serif;">27 August, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the questions they had about certain vignettes at the end of the novel. We looked at how write a quote response---making sure to include: who is the speaker? what is the context? what is the significance? what literary devices were used? to what effect? Students worked on writing a quote response to the quotes they chose from the book.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Complete the worksheet for the pages you were assigned. Be prepared to present tomorrow.

<span style="font-family: 'Times New Roman',Times,serif;">23 August, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed different types of questions from text questions to the questions that combine knowledge of the text, reader, and the world/other literature. Students worked alone or in pairs to create questions for a chosen vignette from last night's reading. Students shared their questions with the class. We discussed the vignettes.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 88-110 and find three quotes that are significant due to its relevance to theme, development of character, portrayal of conflict, etc. Please email your three important quotes to me.

<span style="font-family: 'Times New Roman',Times,serif;">21 August, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students listened to the NPR news story, "Six Words: Ask Who I am, Not What." We discussed the ideas of cultural and cultural identity. We also read the article, "The Disappeareds" from the Nation. We discussed the vignettes in the book and examined Esperanza's changing character.
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23646802" width="90" height="90"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 67-87. Note the plight of women as you read the vignettes.

<span style="font-family: 'Times New Roman',Times,serif;">19 August, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students shared their findings on gender roles on the House on Mango Street. Check out the document: Gender Roles and Perceptions in The House on Mango Street. We discussed their conclusions and evidence. We discussed the devices Cisneros uses to present these ideas. Students started brainstorming for the writing assignment given for homework.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 46-66. Typed response: What is culture? How does your cultural heritage define who you are? Consider your language, religion, value systems, etc. How do these factors in your life differ from those of your parents? grandparents?

<span style="font-family: 'Times New Roman',Times,serif;">15 August, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the rest of the vignettes that were not presented in class on Tuesday. We talked about what they wrote for homework in a discussion of the neighborhood of Mango Street. We also completed an analysis of the vignette, "Cathy Queen of Cats." We watched the following video of Cisneros talking about the inspiration for The House on Mango Street.
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23617472"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate pp. 26-45 of The House on Mango Street. Use the T-Notes to examine Cisneros's portrayal of gender roles in the novel.

<span style="font-family: 'Times New Roman',Times,serif;">13 August, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We listened to the audio reading of the vignette, "The House on Mango Street." As we listened we also worked on annotations by sharing notes we had taken on the margins of the book. We also listened to the following audio broadcast on NPR. As we listened, students thought about how one's house affected one's sense of self.
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23606046"
 * <span style="font-family: 'Times New Roman',Times,serif;">Students worked in groups to examine elements of literary style in the following vignettes: "Hairs," "Boys and Girls," "My Name". See the shared Google document for a copy of all the questions for each group.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 14-25. Typed response: Based on what you have read, what are your impressions of Mango Street?

<span style="font-family: 'Times New Roman',Times,serif;">9 August, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: IB Syllabus and booklist and rules. We looked at the IB learner profile---which of these qualities do you possess and which do you think you must acquire? Prereading write: How do the people around you affect your sense of self worth? Read "House on Mango Street" (pp. 3-5) and show how to annotate. Students draw connections between the prewriting and their annotations of the first vignette.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 6-13 and write about your name---In "My Name" Esperanza discusses her name and what it means to her. In a short essay (250-300 words), write about your name. What does it mean? What does your name mean to you? How was your name chosen? Does it have family significance? Would you change your name? What simils and metaphors can you use to describ your name? These questions do not need to be answered in order, but should give you an idea of what you could include in your essay. Please double-space and use the MLA format.
 * <span style="font-family: 'Times New Roman',Times,serif;">Please fill out the following form:
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23589784" width="60" height="60"