2011-2012+IBS+11

IBS English 2011-2012 Are you a writer or an author? Check here.
 * Writers ||= TJ ||= Devin ||= Nida ||= YouYoung ||= Gabby ||= Kai ||= Amy ||= Kyung Jae ||= Jonathan ||= Ricky || Alex ||
 * = Authors ||= Christine ||= Santino ||= Hunter ||= Reed ||= Argie ||= Kukbo ||= Andrea ||= Michelle ||= Thomas ||= Christian ||= Logan ||

Quarter 4
27 April, Friday
 * In class: IOP presentations
 * HW: Please respond to one of the voicethreads below:
 * media type="custom" key="15734918" width="120" height="120"

23 April, Monday
 * In class: Presentation for IOP; students worked in their groups for presentations on Wednesday. Students signed up for Voicethreads.
 * HW: The following students will present face-to-face on Wednesday: Kyung and Thomas ("Nothing in excess"), Amy, Kukbo, Christine ("Know thyself"), Argie, Jon, Logan ("Cosmic order and attitude toward the gods"), Hunter, Kai, You-Young ("Sef-realization and self-knowledge"). All others will present through [|voicethread]. Everyone (whether or not you are presenting via voicethread) must sign up for a voicethread account.

5 April, Thursday
 * In-class: We discussed the role of the chorus as it related to the odes. This exercise is part of the interactive oral.
 * HW: Please read pp. 235-251 (Exodos). You must write a reflective statement to the interactive oral from class today. Use your notes from the discussion to explore the following question--- How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?
 * ** AMY and REED please be ready to present your Individual Oral Presentation on Wednesday! **

3 April, Tuesday
 * In-class: We discussed the answers to the questions for "The Messenger From Corinth"
 * HW: Read pp. 225-234 (Scene IV, Ode IV) and research and prepare for the interactive oral on the role of the Greek chorus. You were given a sheet about the function of the chorus as well as a worksheet on the message of the chorus for each ode. Please research the role of the chorus in ancient Greek drama and be prepared to discuss this in class tomorrow.
 * IOP FORMS MUST BE TURNED IN ASAP!

30 March, Friday
 * In-class: We read and discussed Ode II and then talked about questions from Episode 2. Students took a quiz on Scene 2, Ode 2. Students wrote on a question from the reading. These were turned in at the end of class. We also discussed the devices---stichomythia and antilabe (see the following powerpoint slides for details)
 * [[file:Oedipus Rex.pptx]]
 * HW: Read pp. 211-224 (Scene 3, Ode 3) and type an essay (250-500 words) about Oedipus' character: How do you see Oedipus' character as causing his tragic fall, based on what you have read so far?

28 March, Wednesday
 * In-class: We discussed the reading and then students worked on the worksheet, "The Paradox of Blindness." Students wrote about a situation when it would be better to not reveal the truth.
 * HW: Please read Ode 1, Scene 2 (pp. 186-208) and annotate your book. Please complete the IOP topic proposal form and turn it in on Friday. IOPs will begin next week.

12 March, Monday
 * In-class: We discussed the distinct parts of a Greek tragedy. Please make sure you have the notes in your book. We also went over the answers to the questions for the Prologue.
 * HW: Read the Parados. (pp. 169-) and answer the questions; suthors complete the odd numbered questions, writers complete the evens.

6 March, Tuesday
 * In-class:Finish last presentation by the group working on Gender Criticism. We will go over the requirements for the Individual Oral Presentation (IOP) and students will brainstorm some ideas for an IOP. We will also go over the map of Greece that should have been completed for homework. I will present a lecture on the introduction to //Oedipus Rex//.
 * media type="custom" key="12830166" width="120" height="120"
 * HW: Read the background material for //Oedipus Rex// and answer the vocabulary questions//. Please check your email for the GoogleDoc listing the topics for everyone's IOP. //

6 February, Monday
 * In-class: We finished the presentations on the challenges of biography. We watched a portion of the video, "Darfur Now".
 * HW: Read pp. 409-437 and choose a quote and write a response to it.

2 February, Thursday
 * In-class: Some students presented their challenges to biography. The rest will present on Monday.
 * HW: Read pp. 267-408. You MUST be CAUGHT UP with the READING by MONDAY, 6 February!

31 January, Tuesday
 * In-class: We read through the essay, "An Introduction to Literary Criticism for Students." We discussed the implications of literary criticism for What is the What. We watched a portion of "Darfur Now."
 * HW: Read pp. 318-363. Check out the online game, [|Darfur is Dying]. See how long you can last in the camps.

26 January, Thursday
 * In-class: We discussed the reading. We discussed the worksheet on the challenges associated with writing an autobiography/biography. Students worked in pairs/triads to prepare an oral presentation discussing how well Dave Eggers met the challenges of writing a biography about Valentino Achak Deng.
 * HW: Read pp. 288-317. Presentations for the challenges of biography will begin on Tuesday.

13 January, Friday
 * HW: Read pp. 161-185. Look through the pictures on the following links from the US Holocaust Memorial Museum. Choose one of the photographs to examine for your photo worksheet. Think about how the scenes you see in the photographs could relate to what you are reading in What is the What.
 * [|Knowing Genocide: Photograhing Darfur in 2004]
 * [|In Darfur, My Camera Was Not Enough: Brian Steidle]
 * [|In Sudan, Staring Genocide in the Face]

Quarter 2
30 November, Wednesday
 * In-class: Students answered questions about the reading. They were given time to begin their reading assignment.
 * HW: Read pp. 77-109 and continue writing responses for each chapter (8-9) of tonight's reading. The same directions apply.

28 November, Monday
 * In-class: Students asked questions about the text. Students took a reading quiz for chapters 1-4. We went over the answers to the quiz questions. We also discussed the importance of the "telling story" aspect of the text. Think about ways in which story telling helps people. How has story telling been an important aspect of the other works we have read? We watched the video, [|"The Grim Reality"] about the crisis in Darfur. The short film is from the Council of Foreign Relations.
 * HW: Read pp. 47-76. Typed response---How does Eggers create tension? As you read, make sure to mark these vocabulary words:
 * proxy (18)
 * provenance(14)
 * innocuous (53)
 * portents (53)
 * laconic (54)
 * sharia (54)
 * perpetuated (56)
 * conspiratorially (58)
 * imperious (59)
 * insurrection (60)

22 November, Tuesday
 * In-class: Students turned in their papers. We discussed the conflict in the Darfur region of Sudan. We looked at a powerpoint slide presentation about the conflict in the Sudan.
 * HW: The following instructions can also be found on the Google Doc that was shared with you and the members of your group. Please make sure that the answers you type are relevant and thoughtful. You must read pp. 3-46 of the novel, What is the What. After reading each chapter, you must complete any three of the following types of responses. Each person in your group must do one of the following types of responses. Once everyone enters his/her response, there should be three different types of responses (9 responses all together).
 * 3 events--- Write about three things that happened in the chapter and explain why these events are important. What does the event reveal about character conflict? plot?
 * 3 quotes---Choose three quotes and place it in context and explain why you think these quotes are important.
 * 3 literary devices---Identify the use of three different devices or three examples of the same literary or stylistic device employed by the author. Type these examples and then state what is suggested by these examples.
 * 3 questions---These should be thought-provoking questions and not just be points about the plot. Think about questions that would lead to a meaningful discussion during class.
 * 3 characters---Introduce three new characters and state who they are. You should discuss actions and motivations.
 * 3 images or weblinks---Find an image or a website that is related to something you read about in this chapter. The site or image should be relevant as well as informative. Tell us about the image as well as the site---what the general information is, etc.

Please do not repeatedy complete the same kind of response. You may not use the same type of response for consecutive chapters. Have fun with this assignment and make your page look nice. This guide will help you keep a record of what you have read. It will be an invaluable resource when you prepare for the IB Oral Presentation.

7 November, Monday
 * In-class: Students finished up presentations on Persepolis. We started a discussion of the last chapters of the graphic novel.
 * HW: Read the [|lyrics to Kim Wilde's "Kids in America"] and annotate it, focusing on what you think this song means to Marjane. Be prepared to discuss your annotations with the class on Wednesday.

3 November, Thursday
 * In-class: We discussed questions students had about the reading assignment. In groups, students prepared to discuss the implications of war, humor, adulthood v. childhood, juxtaposed images, etc. Three groups presented; two more groups will present on Monday.
 * HW: Read pp. 118-153 of //Persepolis//. Typed response to the following---In what ways is //Persepolis// both telling a story and commenting on the importance of stories in our lives? What does the book suggest about how stories shape and give meaning to our experience? Discuss some of the stories in //Persepolis// and their significance.

1 November, Tuesday
 * In-class: We discussed the idea of a hero and listed the qualities of a hero. We discussed the ways in which Marjane's views of heroism change as she grows up and learns more about the world. Students turned in their essays on the imagery and metaphor.
 * HW: Read pp. 87-117.

28 October, Friday
 * In-class: One group presented---"The Shah of Iran". We discussed the reading.
 * HW: Read pp. 54-86 of Persepolis. Typed response---Examine and discuss Satrapi's use of imagery and metaphor.

26 October, Wednesday
 * In-class: Three groups presented---"Society in Pre-Islamic revolution Iran," "Society in Post-Islamic revolution Iran," and "Islam."
 * HW: Read pp. 26-53 of //Persepolis//. Typed response---How does Satrapi depict tension (in words and images) between social classes, past and present, or relationships?

24 October, Monday
 * In-class: Two groups presented---"Culture in Pre-Islamic Revolution Iran" and "Culture in Post-islamic Revolution Iran"
 * HW: Read up to p. 25 of //Persepolis//. Jot down questions based on the reading and be prepared to share your questions with the class.

19 October, Wednesday >>> http://www.iranchamber.com/society/articles/women_prepost_revolutionary_iran1.php >>> http://www.pbs.org/wgbh/globalconnections/mideast/questions/women/
 * In-class: Prepare for brief background presentations on Iran. In groups, students worked through their [|webquest links]. Students should go through the links on the sites provided in class, but they should look at other sources as well for more information. Each student should speak for at least 2 minutes, but no more than 4 minutes. Each student is responsible for 3 slides.
 * Shah of Iran: (3) Christine, Argie, Ricky
 * Islam: (4) Amy, Kukbo, Leena, Kyung Jae
 * Society in Iran (pre-Islamic Revolution): (4) Jonathan, Michelle, You Young
 * http://countrystudies.us/iran/53.htm
 * Society in Iran (post-Islamic Revolution): (4) Devin, Reed, Christian, TJ
 * Culture in Iran (pre-Islamic Revolution):(4) Tino, Gabby, Andrea, Nida
 * Culture in Iran (post-Islamic Revolution):(4) Hunter, Kai, Thomas, Alex
 * HW: Be prepared to present your power point slides on Monday!

17 October, Monday
 * In-class: We finally finished all the presentations on //Maus//!
 * HW: Enjoy a reprieve from preparing for a presentation! We start //Persepolis// on Wednesday!

13 October, Thursday
 * In-class: Presentations continued
 * HW: Presentations will end on Monday---be ready to go as soon as class begins. We want to finish all presentations on Monday.

11 October, Tuesday
 * In-class: Presentations on the artistic elements of MAUS begin. Students must ask at least one meaningful question during the course of the presentations.
 * HW: Presentations will continue on Thursday.

Quarter 1
3 October, Monday
 * In-class: Students had their draft detailed outlines. The teacher checked all the outlines and gave suggestions for improvement. Students worked on their presentations.
 * HW: Work on presentations. Handout for students must be turned in by the end of the period. The handout should fit on a sheet of paper (2-sided if needed).

29 September, Thursday
 * In-class: (40 minutes of class because of "Science of Magic" fieldtrip) We discussed the book jacket illustration of the author and the differences between the first edition of the book and the latest edition. We also discussed the other questions.
 * HW: Outline for your presentation on your chosen artistic element from //Maus//. See your handout for details.

27 September, Tuesday
 * In-class: Students presented on the graphics/images from chapters 1 and 2 of //Maus II//. We discussed the answers to their questions for chapters 3 and 4. Please make use of the shared google document by reading what your classmates wrote. We also viewed an interview with [|Art Spiegelman] on Charlie Rose.
 * HW: Read chapter 5 of //Maus II//: "Second Honeymoon". Answer one of the questions in a google document that you have created and will share with me ( my email is epetra@stjohnsguam.com ). MAke sure that your answers are organized, thoughtful, insightful, and include textual/graphic citations to help prove your point. Please use the following format to create a title for your document: Maus 2.5 Response from Last Name, First Name
 * Question 1: What does the author mean by "second honeymoon"?
 * Question 2: Why does Vladek call Art "Richieu" at the end of the second story? What does this suggest?
 * Question 3: Look at the picture of Art Spiegelman on the dust jacket of your book. What does the image of the mouse/author holding a rat/mouse with the Mickey Mouse image in the background suggest?

23 September, Friday
 * In-class: We listened to and took notes on presentations for the images/graphics in chapters 1 and 2 of //Maus II//.
 * HW: Read chapters 3 and 4 of //Maus II//. If you have not done so already, send me your gmail address so that I can share a google document with you. On the document are questions for chapters 1 and 2. Answer one of the questions, making sure to offer analysis, insight and evidence. Please do not mess with other students' answers as google docs allows me to see what edits each person has made to the document.

21 September, Wednesday
 * In-class: We went over the rubric for the Individual Oral Presentation (IOP) and students worked with their partners to prepare for their presentation of the visual/graphic elements of chapter 2 of MAUS II.
 * HW: Read chapter 3: "..and here my troubles began" and prepare for your presentation. All will present on Friday.

19 September, Monday
 * In-class: We discussed the common errors in the responses. Students had an opportunity to work on their rewrites for any two of the responses in class. One of the responses was turned in at the end of the period.
 * HW: Rewrite #2 is due on Wednesday, September 21.

15September, Thursday
 * In-class: We finished up the presentations on the topics for //Maus I//, chapter 5-6. We viewed a portion of the movie, "Schindler's List."
 * HW: Read //Maus II//, chapter 2: "Time Flies." Examine the images/graphic depictions you were assigned. You will discuss these with your partner in class on Monday. Please make sure that you have something to contribute to the discussion.

13 September, Tuesday
 * In-class: We discussed chapter 6. Students had some time to prepare their presentations of the topics listed from 9 September. Some groups presented their findings.
 * HW: Read Maus II, chapter 1.

9 September, Thursday
 * In-class: We discussed chapter 5 and watched a portion of "Schindler's List."
 * HW: Read chapter 6: "Mouse Trap" and complete the worksheet as you interpret the panels and text on the given pages.
 * Betrayal: 115, 117, 119, 157
 * Guilt: 98, 99
 * Kindness: 138-139, 155
 * Perseverance: 112-113, 121
 * Anxiety: 149-150, 151
 * Fear: 138, 145-146
 * Despair: 111-124
 * Cruelty: 82, 110
 * Anguish: 102-105, 129, 157, 160
 * Anger: 159

7 September, Wednesday
 * In-class: We discussed the choices that the Jews had to make in chapter 4. We also debated the primary element that contributed to one becoming a survivor---is it luck? adaptability? hard work? faith?
 * HW: Read chapter 5 and answer the following question---What are some of the "mouse holes" in this chapter? How does this device help to support the cat and mouse metaphor?

2 September, Friday
 * In-class: We discussed the answers to the questions for chapter 3. Students worked in groups to develop arguments for what contributes most to one becoming a survivor.
 * HW: Read chapter 4 and answer question #1---What are some choices made in this chapter? What would you decide in the same situation?

31 August, Wednesday
 * In-class: We discussed the characterization of Artie and Vladek through student presentations. We also examined the graphic elements of the novel and discussed how Spiegelman conveys conflict and tension in the story. We looked at the [|United States Holocaust Memorial Museum (USHMM]) site.
 * HW: Read chapter 3, "Prisoner of War" (pp. 43-71). Authors must answer the even questions and writers must answer the odds for the chapter 3 questions. Read the personal histories for the two Polish World War II survivors featured in the USHMM site: [|Aron Derman] and [|William Luksenburg]. As the third question you will answer, explain the connections between the personal histories and Spiegelman's //MAUS//.

29 August, Monday
 * In-class: We discussed the chapter 1 questions. Students worked in groups to analyze the characterization of Anja, Lucia, Artie, and Vladek. The groups focusing on Anja and Lucia presented their findings to the class.
 * HW: Read chapter 2, "The Honeymoon" (pp. 27-43). Authors must answer the odd questions, writers must answer the even questions for chapter 2.

25 August, Thursday
 * In-class: Students finished up their presentations on the Holocaust. Students received two handouts---the first one is on how to read the graphic novel and the other is a list of questions for each chapter of the novel. We went over the ideas presented in the first handout---gutters and panels.
 * HW: We will have a quiz on the presentations on Wednesday, 31 August. Please read chapter 1 (pp. 5-25) and answer the questions (typed) for chapter 1.

15 August, Monday
 * In-class: We worked on more research for the presentations that will begin on Wednesday, 17 August.
 * HW: Groups will start to present on Wednesday and all groups will turn in an outline and a bibliography on that day as well. Please use the MLA format when typing your bibliography. Look up the format on the [|Purdue OWL Site].

11 August, Thursday
 * In-class: We watched the Holocaust video and then students chose their groups for the research project. Students worked on the research with their partners.
 * HW: Groups will begin presenting on Wednesday, August 17

9 August, Tuesday
 * In-class: We went over the syllabus and the IB learner profile. Students identified which IB learner profile traits they possessed and which traits they needed to develop. Students began working on identifying the countries on the map of Africa. We had a short discussion on why someone would write or read a biographical work.
 * HW: Complete the map of Africa. Think about why someone (or you) would write or read a biographical work. What might be some of the challenges of writing a biographical work?