2013-2014+IBS+12

=Daily Assignments for IBS English 12 (2013-2014) =

Quarter 4
Want to know when and where to go for your IB/AP exam? Click on the following link or download the PDF for the SJS IB/AP exam Schedule for 2014.



3 April, Thursday
 * In-class: We discussed the prologue and the use of the Dick and Jane primer. We also discussed Claudia's narration in the prologue as setting up the conflicts and questions for the reader. Students completed a quiz on pp. 3-32.
 * HW: Read pp. 33-58. Type a response to the following prompt: How are the Breedloves characterized in these chapters? How does the characterization of the Breedloves develop theme or conflict?

1 April, Tuesday
 * In-class: Students worked on an analysis of women's magazines. Students examined the models in the ads and discussed ideas of beauty. We watched the short documentary video "A Girl Like Me."
 * media type="custom" key="25523068"
 * HW: Read pp. 3-35 and complete the worksheet, "Our House." Post 3 questions on the shared Google Doc for pp. 3-35 Questions. Please do not repeat any questions.

Quarter 3
Here is a link to the SJSIBSEnglish Wiki. You will be contributing information to the study guides in this wiki. Click here for the Individual Oral Commentary Schedule.

17 March, Monday
 * In-class: Students edited each other's drafts for the Gatsby paper. Students had to turn in (via Google Docs) a copy of the edited and revised draft. The Bluest Eye texts were handed out today---you have the option of reading it ahead of time. Once you return from Spring break, we will read it, but the reading assignments will be lengthy as we must work our way through it before the end of the month. I strongly suggest you read it during the break.
 * HW: Second draft due on Wednesday. Paper is due on Thursday. I need a hard copy--double spaced---in my hands by Thursday morning.

<span style="font-family: Georgia,serif;">13 March, Thursday
 * <span style="font-family: Georgia,serif;">In-class: We discussed the color symbolism for the characters and the prompts for the character paper. Students were given time in class to begin their work on the character essays.
 * <span style="font-family: Georgia,serif;">HW: Draft of Character Essay due (typed, 500 words)

<span style="font-family: Georgia,serif;">11 March, Tuesday
 * <span style="font-family: Georgia,serif;">In-class: Students took a quiz on chapters 8-9 of The Great Gatsby. We discussed the end of the novel and the answers to the chapters 8-9 questions.
 * <span style="font-family: Georgia,serif;">HW: Create a poster explanation of how the Fitzgerald uses color to develop characterization for your chosen character. Include details from the character profile.

<span style="font-family: Georgia,serif;">7 March, Friday
 * <span style="font-family: Georgia,serif;">In-class: Students worked on an in-class essay to be completed in pairs.
 * <span style="font-family: Georgia,serif;">HW: Students must write a typed response to the highlighted question on their prompt sheets for chapters 8-9.

<span style="font-family: Georgia,serif;">5 March, Wednesday
 * <span style="font-family: Georgia,serif;">In-class: Students took a quiz for chapter 7. Students listened to the first part of the audio guide for the NEA's Big Read resources for //The Great Gatsby//. Students read background material on Fitzgerald and the 20s and shared it with the class. Students made sure to draw connections between the information they gathered from the handouts and audio and the text.
 * <span style="font-family: Georgia,serif;">HW: Read chapters 8-9 (pp. 147-180). Continue to complete/add-on to the character profile as well as the color chart. Please write down quotes from the text to back up your claims.

<span style="font-family: Georgia,serif;">28 February, Friday
 * <span style="font-family: Georgia,serif;">In-class: Students took a quiz on chapters 5-6. Students wrote two quote responses for two quotes---1 each from chapters 5-6.
 * <span style="font-family: Georgia,serif;">HW: Read chapter 7 (pp. 113-145) and complete the character color/social register for your chosen character.
 * <span style="font-family: Georgia,serif;">Daisy: Misaki
 * <span style="font-family: Georgia,serif;">Jordan: Brian and Kevin
 * <span style="font-family: Georgia,serif;">Tom: Young Ho
 * <span style="font-family: Georgia,serif;">Nick: Alex and Shauna
 * <span style="font-family: Georgia,serif;">Myrtle: Raymond
 * <span style="font-family: Georgia,serif;">George: Dung
 * <span style="font-family: Georgia,serif;">Gatsby: Andrea, HaYoung and Medwin

<span style="font-family: Georgia,serif;">26 February, Wednesday
 * <span style="font-family: Georgia,serif;">In-class: Students took a quiz on chapters 3-4. We discussed the settings---the valley of the ashes and the mansions of East and West Eggs.
 * <span style="font-family: Georgia,serif;">HW: Read chapters 5-6 (pp. 81-111) and choose three significant quotes from each chapter (6 in total). Please type up the quotes with the page numbers on a Google Document.

<span style="font-family: Georgia,serif;">24 February, Monday
 * <span style="font-family: Georgia,serif;">In-class:
 * <span style="font-family: Georgia,serif;">HW: Read chapters 3-4 (pp. 39-80) and complete the worksheets for either "Ashes v. Elegance" and "Identifying Setting." We will share our answers with the rest of the class on Wednesday.

<span style="font-family: Georgia,serif;">20 February, Thursday
 * <span style="font-family: Georgia,serif;">In-class: Students completed their ICW for //Things Fall Apart//.
 * <span style="font-family: Georgia,serif;">HW: Read //The Great Gatsby// chapters 1-2 (pp. 1-38) and answer the questions for chapters 1-2. Click the link to see the questions. Copy and paste the questions onto a Google Document you create and then answer the questions. Please share the answers with me and follow the format for naming your document: 2014 Lastname FirstName - Gatsby 1&2.

<span style="font-family: Georgia,serif;">12 February, Wednesday
 * <span style="font-family: Georgia,serif;">In-class: We discussed the themes of Things Fall Apart. We shared answers for the obstacles and actions in Things Fall Apart.
 * <span style="font-family: Georgia,serif;">HW: Read "The Second Coming" and answer the questions that follow,

<span style="font-family: Georgia,serif;">10 February, Monday
 * <span style="font-family: Georgia,serif;">In-class: We discussed the end of the novel and the ironies present in Chapter 25. Students worked in groups to find examples of themes. Groups started to present. We will finish up on Wednesday.
 * [[image:TFA Irony.jpg width="800" height="600"]]
 * <span style="font-family: Georgia,serif;">HW: Complete the "Multicultural Connections" worksheets comparing Hamlet and Okonkwo. Complete only the section that is highlighted on your sheet. We will share answers in class on Wednesday. Please continue to work on your wikipages for your assigned TFA chapter.

<span style="font-family: Georgia,serif;">6 February, Thursday
 * <span style="font-family: Georgia,serif;">In-class: We discussed the Chief Hurao speech and how it related to the events of Things Fall Apart. Students began working on their wiki chapters for //Things Fall Apart//.
 * <span style="font-family: Georgia,serif;">HW: Read pp. 192-209 of //Things Fall Apart.// Work on your wiki chapters for //Things Fall Apart//.

<span style="font-family: Georgia,serif;">4 February, Tuesday
 * <span style="font-family: Georgia,serif;">In-class: We discussed questions students had about the two speeches. Students then worked on an in-class write comparing the two speeches in content and tone. Students could also write about what the two speeches tell us about the Ibo culture and the inevitable changes taking place in the clan.
 * <span style="font-family: Georgia,serif;">HW: Read pp. 171-191. Read and annotate Chief Hurao's speech of 1671. Fill in the chart for "In A Different Land."

<span style="font-family: Georgia,serif;">31 January, Friday
 * <span style="font-family: Georgia,serif;">In-class: We discussed TIPS for the IOC. Please make to reread the "tips" before your IOC. We discussed the conflict chart and took notes.
 * [[image:TFA Conflict.jpg width="800" height="600"]][[image:TFA Resolution.jpg width="800" height="600"]]
 * [[image:TFA Slef Conflict.jpg width="800" height="600"]]
 * <span style="font-family: Georgia,serif;">HW: Read the DIDLS sheet and examine the two major speeches in Part 2 using DIDLS. Complete the chart for the two speeches. Make sure to include textual evidence to p

<span style="font-family: Georgia,serif;">29 January, Wednesday
 * <span style="font-family: Georgia,serif;">In-class: We discussed their answers to the assignments prompts. Students took notes on the connection between Ekwefi's folktale about the turtle's shell and Okonkwo.
 * <span style="font-family: Georgia,serif;">[[image:TFA Folktale.jpg width="800" height="600"]]Students began working on the conflict chart.
 * <span style="font-family: Georgia,serif;">HW: Read and annotate Part 2 (pp. 129-167) and complete conflict chart.
 * <span style="font-family: Georgia,serif;">HW: Read and annotate Part 2 (pp. 129-167) and complete conflict chart.

<span style="font-family: Georgia,serif;">27 January, Monday
 * <span style="font-family: Georgia,serif;">In-class: Mrs. Petra was out on jury duty today, so this is what you SHOULD have done---Students should have completed an in-class write based on their reading of chapters 9-10. Students were asked to respond to the following prompt:
 * <span style="font-family: Georgia,serif;">What do the chapters you read (9-10) show about…
 * <span style="font-family: Georgia,serif;">the system of justice in this community?
 * <span style="font-family: Georgia,serif;">the roles of men and women?
 * <span style="font-family: Georgia,serif;">If students finished the ICW early, they started to work on the proverbs worksheet.
 * <span style="font-family: Georgia,serif;">HW: Read chapters 11-13 (pp. 95-125) and write a response to one of the following prompts
 * <span style="font-family: Georgia,serif;">Achebe devotes several pages to Ekwefi’s folktale. Why do you think he chose to include the tale?
 * <span style="font-family: Georgia,serif;">Do you think Okonkwo deserves his punishment? Why or why not?

<span style="font-family: Georgia,serif;">23 January, Thursday
 * <span style="font-family: Georgia,serif;">In-class: We discussed chapters 7-8 and Achebe's use of characterization, conflict, cultural values, etc.
 * <span style="font-family: Georgia,serif;">HW: Read chapters 9-10 (pp. 75-94) and finish writing your response to the passage on pp. 57-61. Follow the format given to you in the "responding to an extract" sheet.

<span style="font-family: Georgia,serif;">21 January, Tuesday
 * <span style="font-family: Georgia,serif;">In-class: Students were assigned chapters to discuss. In groups they answered questions based on their chapters. Students also worked on vocabulary for chapters 1-13.
 * <span style="font-family: Georgia,serif;">HW: Read chapters 7-8 (pp. 52-74) and respond to the following prompt in a typed log: Both Okonkwo and Obierika are successful heads of household. Which character do you think is a more positive representative of Ibo culture? Explain why, making sure to use textual evidence.

<span style="font-family: Georgia,serif;">16 January, Thursday
 * <span style="font-family: Georgia,serif;">In-class: Students took a quiz on chapter 1-2 of //Things Fall Apart//. We discussed foil characterization in the chapters read and also the answers to their questions for the chapters. I showed students the IBSEnglish12 wiki that they should access for information about Things Fall Apart.
 * <span style="color: #800080; font-family: Georgia,serif;">Notes from today's discussion:
 * <span style="font-family: Georgia,serif;">[[image:IMG_20140116_095957.jpg width="800" height="600" caption="What shapes Okonkwo's identity?"]]
 * <span style="color: #800080; font-family: Georgia,serif;">We also looked at the quote, "Among the Ibo...proverbs are the palm-oil with which words are eaten." As a class, we came up with the following analysis:
 * <span style="color: #800080; font-family: Georgia,serif;">Palm oil can be used as a preservative. Like palm oil, Ibo proverbs have been preserved over time because they are used in everyday conversation. These proverbs have withstood the test of time and are still relevant to the lives of the Ibo depicted in the novel. These words then, preserve the values and beliefs of the Ibo as they are expressed in the proverbs.
 * <span style="color: #800080; font-family: Georgia,serif;">Palm oil adds flavor to the food. The proverbs Okoye states adds to the conversation and prepares the way for his request to be paid the debt Unoka owes him. The request may be "bitter," but the proverbs stated by Okoye make the request more palatable.
 * <span style="color: #800080; font-family: Georgia,serif;">Palm oil is used in preparing a food. As stated above, the proverbs assist in the conversation as it prepares the way for a request or a statement. It may serve to create impact or to lessen the impact---depending upon the conversation.
 * <span style="color: #800080; font-family: Georgia,serif;">Palm oil prevents food from sticking to the cooking pan. Palm oil is slippery. Because proverbs are generally common beliefs or values people of a culture share, it can be used to gain consent or to persuade others. This makes the conversation easier to "swallow" or to "digest".
 * <span style="color: #800080; font-family: Georgia,serif;">Think of why Achebe uses proverbs in his telling of the story.
 * <span style="font-family: Georgia,serif;">HW: Please read chapters 3-6 (pp. 16-51). Please answer all the questions on the "Looking at Ibo Life" worksheet. Make sure your answers are clear, complete, based on textual evidence and written in sentences.

<span style="font-family: Georgia,serif;">14 January, Tuesday
 * <span style="font-family: Georgia,serif;">In-class: We discussed the IOC and the guidelines and procedures for completing a good IOC. Please read the packet! Students completed research to answer the questions about Nigeria. They wrote a reflection on the following topic: Think about the culture in which you live. How do you define yourself culturally? Describe how your culture has helped mold you.
 * <span style="font-family: Georgia,serif;">HW: Read chapters 1-2 (pp. 3-15) of Things Fall Apart. You must answer the highlighted question (#4) on your prompt sheet and then choose one other question to answer.

Here are some resources that may help you in our study of Shakespeare's Hamlet. Please keep in mind that this not a substitute for reading the actual text written by Shakespeare. NO FEAR SHAKESPEARE: HAMLET click on the image and you will be taken to the website which shows the original Shakespearean text on the left-hand side and the modern-day paraphrase on the right hand side.

Please remember to LOOK for the following MOTIFS when you are ANNOTATING your reading of HAMLET.
 * Disease and Body Blemishes: Alex and Andrea
 * Cosmetics: Shauna and Misaki
 * Poison: Brian and Kevin
 * War and Violence: Isaac and Medwin
 * Rotting Food: Dung and Raymond
 * Acting: Young Ho and HaYoung

<span style="font-family: 'Times New Roman',Times,serif;">Quarter 2
<span style="font-family: 'Times New Roman',Times,serif;">4 December, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students worked with their partners on their MOTIF presentations. We started viewing "Shakespeare Unvoered: Hamlet with David Tennant."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Work on MOTIF projects to begin on presenting on Friday.

<span style="font-family: 'Times New Roman',Times,serif;">22 November, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We watched the Branagh version of Act 5. We discussed the end of the play.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Listen to the following podcast episode of "This American Life". The episode is entitled "Act V". Once you are at the site, hit the "launch player" button. Please make sure to take notes on what you learned about Hamlet by listening to the podcast. Did you gain any new insight? Was there anything you disagreed with? Was there anything you found interesting or surprising? Make sure to bring your notes to class on Tuesday.

<span style="font-family: 'Times New Roman',Times,serif;">14 November, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed 4.4-7 and watched the video for 4.1-4.4.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Character committee questions should be answered. You will be sharing the answers with your group members on Monday.

<span style="font-family: 'Times New Roman',Times,serif;">7 November, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We watched all of Act 3 of the Branagh version of Hamlet. Students were given two prompts for a response to Act 3 so that they could pay attention to these elements as they watched the play. We discussed the interpretation of the "confession" of Claudius, Hamlet's encounter with his mother, and the death of Polonius.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Typed short essay based on ONE of the Act 3 prompts:
 * <span style="font-family: 'Times New Roman',Times,serif;">How is Act 3 the climax of the play? [climax: The moment of highest instensity and interest in drama. The climax is usually also the crisis or turning point of the fortunes of the protagonist, the peak of the rising action.]
 * <span style="font-family: 'Times New Roman',Times,serif;">Examine Hamlet's view of women as shown in his treatment of Ophelia and Gertrude in Act 3.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read 4.1-4.4 and be prepared to give a presentation on an element of Act 4.1-4.4.

<span style="font-family: 'Times New Roman',Times,serif;">5 November, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students worked in groups to present a physicalized speech for 3.2.419-432 (Witching time Hamlet Soliloquy), 3.3.40-76 (Claudius's soliloquy), 3.3.77-101 (Hamlet's "Now might I do it" soliloquy). Students presented to the class. We discussed the answers to the Act 3 questions.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: None

<span style="font-family: 'Times New Roman',Times,serif;">31 October, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the answers to the questions for 3.2. Students worked with partners to create an emulation of "To be or not to be."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read 3.3-3.4 and answer questions for 3.4 (all will answer #7; girls-evens, boys-odds). Please type your answer and make sure to cite textual evidence.

<span style="font-family: 'Times New Roman',Times,serif;">29 October, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We viewed the David Tennant version of the "To be or not to be" speech and examined the setting, tone, props, and visual elements. In examining the version, we discussed how the director was able to convey a particular idea about Hamlet and about his state of mind. In groups, students viewed other versions: Laurence Olivier, 1948; Franco Zefferelli, 1990; Michael Almereyda, 2000. They presented their findings to the class after we watched the versions together. We watched the Kenneth Branagh, 1996 version together and discussed the use of mirrors and reflections.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read 3.2 and answer the questions (girls will answer the odds, boys will answer the evens).

<span style="font-family: 'Times New Roman',Times,serif;">25 October, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class:Students paraphrased "To be or not to be." We recited the debate version as well as the choral version.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Answer the questions from the paraphrase sheet with regard to Hamlet's "To be or not to be" soliloquy.

<span style="font-family: 'Times New Roman',Times,serif;">21 October, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed double entendre and puns from 2.2. We watched the "rogue and peasant slave" soliloquy in the Branagh version as well as the Zefferelli version.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate the "rogue and peasant slave" soliloquy at the end of 2.2. Complete the worksheet for 2.2 by answering #7 and then choose any three questions to answer.

<span style="font-family: 'Times New Roman',Times,serif;">Quarter 1
<span style="font-family: 'Times New Roman',Times,serif;">10 October, Thursday <span style="font-family: 'Times New Roman',Times,serif;">8 October, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students completed an ICW based on their understanding of Hamlet's character as revealed in his interactions with particular characters in Act 1.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read 2.1-2.2.444 (pp. 73-109). You received a packet of questions---answer all of the ones on the first page (2.1; we will do the pantomime activity in class); answer the highlighted question on the second page; answer the highlighted question on the third page (2.2.1-444). Please answer these fully and accurately, making sure to cite textual information. Your answers will be shared with the rest of the class. Please be ready to share in class on Thursday, 17 October.
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed students' answers to the writing prompts for 1.4 and 1.5. We examined a diagram of the cosmic order as the Elizabethans saw it and we examined a chart of the world order. We watched the Branagh version of 1.3-1.5. Students also watched the ghost scene from the BBC version.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Complete the Act One worksheet about what is revealed about Hamlet in Act One. This will prepare you for the ICW on Thursday. You will only be able to use your notes (the worksheet) for the ICW.

<span style="font-family: 'Times New Roman',Times,serif;">4 October, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We went over the different pieces of advice exchanged among the members of Polonius's family.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:IMG_20131004_094750.jpg width="800" height="600"]][[image:IMG_20131004_095230.jpg width="800" height="600"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read 1.4 and 1.5 and choose one of the writing prompts on the question sheet handed out to you in class. Please type up your response to the question.

<span style="font-family: 'Times New Roman',Times,serif;">30 September, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We watched the National Endowment for the Arts video, "Why Shakespeare?" We discussed Claudius's speech from Act 1.2 and we looked at ways to annotate a quote.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Bradford 134.jpg width="818" height="614" caption="Annotation of a quote from 1.2 of Hamlet."]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Please read and carefully annotate Hamlet's soliloquy from 1.2

<span style="font-family: 'Times New Roman',Times,serif;">26 September, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the answers to the 1.1.1-80 questions. We discussed how the first scene establishes the conflicts in the play. We discussed questions that students had about the rest of 1.1. We listened to an audio recording and commentary for 1.2.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Finish reading 1.2 and answer 1.2 questions on Claudius's speech. (When examining the language in Claudius's speech, please take note of the following: use of the <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">royal "we" <span style="font-family: 'Times New Roman',Times,serif;"> which is normally used when the king represents the country and talks about public issues; <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">antithesis <span style="font-family: 'Times New Roman',Times,serif;"> is the balancing of two contrasting ideas, words, phrases, or sentences in parallel grammatical form.) Come up with some ideas for a physicalization of Hamlet's first soliloquy (1.2.133-164). On Monday, you will work in groups to physically perform the soliloquy.

<span style="font-family: 'Times New Roman',Times,serif;">24 September, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students performed "The Dumbshow." We discussed the different choices the groups made in their portrayal of the scene. We read Act 1.1.1-80 and students paraphrased the lines.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read 1.1 and answer the questions for 1.1

<span style="font-family: 'Times New Roman',Times,serif;">20 September, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We viewed the films from the students' interpretations of Emily Dickinson's poetry. We watched the Standard Deviants video on an Introduction to Shakespeare. Students took notes on the video which examined Shakespeare's life and work, Shakespeare's use of language, and the differences between Elizabethan Theater and Modern Theater. Students completed an opinionnaire based on ideas that will be presented in Hamlet.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Type a response defending your answer to one of the statements on the Hamlet opinionnaire. Please make sure to offer evidence from life to back up your claims.

<span style="font-family: 'Times New Roman',Times,serif;">18 September, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students spent the period filming their interpretations of Dickinson's poetry.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: none

<span style="font-family: 'Times New Roman',Times,serif;">16 September, Monday <span style="font-family: 'Times New Roman',Times,serif;">12 September, Thursday <span style="font-family: 'Times New Roman',Times,serif;">10 September, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We discussed the two versions of "This World is not Conclusion."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Commentary on "This World is not Conclusion"
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We read the handout about Emily Dickinson's poetry. Students wrote their ICW examining the relevance of Dickinson's descriptions of grief and pain to the grief and pain of the survivors of the 911 attacks as seen in the StoryCorps animated shorts.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate "This World is not Conclusion" and complete the activities listed on the back of the poem sheet.
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We finished our class annotation of "It was not Death, for I stood up." We also annotated and discussed "Safe in their Alabaster Chambers." We started to watch the StoryCorps videos about the four victims of the 911 attack on the World Trade Center.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:room406/Bradford 132.jpg width="818" height="614" caption=""It was not Death" class annotation---part 1"]]
 * [[image:Bradford 133.jpg width="818" height="614" caption=""It was not Death" class annotation---part2"]]
 * [[image:Bradford 131.jpg width="818" height="614" caption=""Safe in their Alabaster Chambers" class annotation"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Watch the following StoryCorps animated shorts about the victims of the 911 attack on the World Trade Center. As you watch, take notes on how the grief and pain described by the surviving friends and family of the victims compare to the grief and pain Dickinson describes in her poetry. You will be completing an in-class write on this topic in class on Thursday, 9/12.
 * media type="custom" key="23778306" media type="custom" key="23778318" media type="custom" key="23778334"

<span style="font-family: 'Times New Roman',Times,serif;">30 August, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Some more students presented their chosen poem. We tried to make connections to other poetry we had read by Dickinson. We went through the questions for "After Great Pain" and looked at Dickinson's word choices. We categorized the words and drew conclusions based on the groupings of words. Students offered their interpretations of the poem.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Typed commentary on an aspect of the poem, "After great Pain"---please include analysis of the poem and textual evidence as well as citations.

<span style="font-family: 'Times New Roman',Times,serif;">28 August, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students presented their chosen poems to the class. Each student offered an interpretation of the poem. Students worked on an annotation of "After great Pain a formal Feeling comes."
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Students had to read and annotate "After great pain a formal feeling comes." Students should go through the questions and work through the guide for annotation.

<span style="font-family: 'Times New Roman',Times,serif;">26 August, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students shared their voicethreads of the Emily Dickinson poems they annotated, interpreted and commented on. We went over both "I dreaded that first Robin so" and "A Bird came down the Walk." We listened to the NPR news article about the New York Botanical Garden show on Emily Dickinson.
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23673258" width="80" height="80"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: On the New York Botanical Garden site, there is an audio tour of the Emily Dickinson garden show. (When you go to the site, you will have to scroll down to find "Emily Dickinson's Garden: The Poetry of Flowers." )The tour is based on the poetry featured throughout the garden tour. There are 38 poems featured. Each of you will listen to three poems. Find a copy of the poem, print it, annotate it. Listen to the commentary of the literary critic featured on the audio tour. Write down notes based on what you heard on the audio tour (for all three poems). You will present one of the poems to the class on Wednesday.
 * <span style="font-family: 'Times New Roman',Times,serif;">Here's the list of the poem assignments:
 * Alex: 501 "Dear March---come in"; 502 "A light exists in srping"; 503 "She sped as petals of a rose"
 * Hayoung: 504 "It will be summer eventually"; 505 "A lady red amid the hill"; 506 "Dare you see a soul at the 'White Heat'"
 * Misaki: 507 "The Lilac is an ancient shrub"; 508 "To lose if one can find again";509 "A Science--so the savans say"
 * Brian: 510 "The skies can't keep their secret"; 511 "There is a flower that the bees prefer"; 512 "Whose are the little beds, I asked"
 * Andrea: 513 "I tend my flowers for thee"; 514 "Essential Oils are wrung"; 515 "I hide myself within my flower"
 * Kevin: 516 "A little Madness in the spring"; 517 "The soul selects her own society"; 518 "Four trees upon a solitary hill"
 * Isaac: 519 "She slept beneath a tree"; 520 "The dandelion's pallid tube"; 521 "Perhaps you'd like to buy a flower"
 * Shauna: 524 "So from the mould"; 525 "Fame is a fickle food"; 526 "I robbed the woods"
 * Young Ho: 527 "New feet within my garden go"; 528 "A sepal---petal---and a thorn"; 529 "They have a little odor that to me"
 * Dung: 530 "WHen I count the seeds"; 531 "Forever honored be the tree"; 532 "Forbidden Fruit a flavor"
 * Medwin: 533 "So bashful when I spied her"; 534 "The bee is not afraid of"; 535 "My river runs to thee"
 * Raymond: 536 "I pay in Satin cash"; 537 "Faith is a Fine Invention"; 538 "I think the hemlock likes to stand"

<span style="font-family: 'Times New Roman',Times,serif;">22 August, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We signed up all the students into their Voicethread accounts. We looked at how to add slides, how to comment, and how to share the Voicethread. Students worked in groups to share their annotations and their interpretations of the assigned poems. Students planned their voicethreads.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Voicethreads are due on Monday. Please email me if you are having trouble.

<span style="font-family: 'Times New Roman',Times,serif;">20 August, Tuesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We finished watching the "Voices and Visions" video about Emily Dickinson. Students worked in groups to annotate, analyze, and interpret the poem assigned to them. They should work on how they will present this on Voicethread. We went over what a voicethread was.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Have an outline ready for how you will present the poem on voicethread. Create a bank of pictures/images to use in your presentation. You will be able to upload these onto the voicethread.

<span style="font-family: 'Times New Roman',Times,serif;">16 August, Friday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We annotated "They shut me up in Prose" and "I never saw a Moor." We discussed the poetic devices and the themes of the poems.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Image2.jpg width="818" height="614" caption="Our annotation of "They shut me up on Prose.""]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Image4.jpg width="818" height="614"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:Image3.jpg width="818" height="614" caption="Revised version of Dickinson's "I never saw a Moor.""]]
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Typed short essay: According to Dickinson, what is the role of the poet? What is a poet? Cite at least two poems in your essay and use information from the handouts and the video to prove your point.

<span style="font-family: 'Times New Roman',Times,serif;">14 August, Wednesday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Students had some time to prepare for their presentation of their annotated poem. In groups, students shared their analysis and annotations of the following poems: "I reckon when I count," "I dwell in Possibility," and "This was a Poet---." Please make sure that your notes are complete. We began reading the introductory material about Emily Dickinson.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read and annotate "They Shut me up in Prose". Finish reading the handouts on Emily Dickinson's life and times.

<span style="font-family: 'Times New Roman',Times,serif;">12 August, Monday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: We talked about the different ways to approach poetry for analysis. Students worked on annotating and analyzing the poem "The Poets light but Lamps." See the notes we took below:
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:ThePoetsLight.jpg width="818" height="614"]]
 * <span style="font-family: 'Times New Roman',Times,serif;">Students in groups chose a poem they will annotate and present to the class on Wednesday.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Prepare for your presentation on Wednesday by reading and annotating the poem, as well as discussing the poem with the members of your group. The poem assignments are as follows: "I dwell in Possibility" (Medwin, Isaac, Young Ho, Dung); "This was a Poet" (Brian, Kevin, Andrea, Alex); "I reckon---when I count at all---" (Shauna, Ha Young, Misaki, Raymond)

<span style="font-family: 'Times New Roman',Times,serif;">8 August, Thursday
 * <span style="font-family: 'Times New Roman',Times,serif;">In-class: Fill in the following form
 * <span style="font-family: 'Times New Roman',Times,serif;">media type="custom" key="23583400" width="70" height="70"
 * <span style="font-family: 'Times New Roman',Times,serif;">Students worked in groups to portray the IB Learner profile. Students worked together on a word collage using the following prompts:Students then searched for a quote about poetry. We discussed what their responses. We read Fleur Adcock's "Prize Winning Poem" and compared it to the responses about poetry.
 * Poetry is...
 * Poetry is about...
 * Poets are..
 * Poetry can...
 * We wish poetry...
 * Poems appear...
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: On a shared Google Document, you will compile information you found about Emily Dickinson. Please cite the source where you found the information. Include pictures, quotes, video or anything else to add interest and value to the informational document. Avoid merely writing down the same information.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: On a shared Google Document, you will compile information you found about Emily Dickinson. Please cite the source where you found the information. Include pictures, quotes, video or anything else to add interest and value to the informational document. Avoid merely writing down the same information.