Week 6 Syllabus: November 27-December 1

WRITING IS A FORM OF THINKING. You simply must write while you read. It helps you formulate questions that you have about what you’ve read. It helps clarify confusion you might have about passages you don’t understand. It helps you make connections and see patters that you might otherwise miss. It helps you synthesize information, developing new ideas about what you’ve read. It also helps serves as a rough sketch for the writing assignments you’ll inevitably get from your teacher about what you’ve read. In short: annotations help you think. We will practice this important skill this week.

Tuesday, November 28

• Independent reading.

• We will practice our annotation technique, re-reading one (or both) of the following short stories: “Raymond’s Run” and/or “The Adventure of an Indian Princess.”

• Besides circling vocabulary and writing questions, students will look for examples of Campbell’s hero journey (or monomyth) in each work, adding to the annotations that are already there.

• HW: For those who didn’t do so, read chapters one and two. All others, read chapter two of Haroun.

Wednesday, November 15

• Period 6 will attend the preview of the freshmen/sophomore play, meeting in Cornog Auditorium.

• Period 8 will begin with:

  • Independent reading.

  • Watching the following documentary about Campbell, the hero journey, and the film The Wizard of Oz.

• HW: Watch the following documentary. Those who watched in class don’t have homework!

Friday, December 1

• Independent reading.

• Review of plot points in chapters one, two and three. What are the key passages that illustrate: a) the characters and their relationships, b) the setting of the story’s action, and c) the key conflicts happening between the characters?

• Reading chapter four aloud, together. Haroun and Iff cross the threshold into the Land of Stories, and the hero journey begins.

• HW: As you continue to read, pay attention to the trials that Haroun endures. Who are his helpers, and how to they help prepare the hero for the final battle? Where does Haroun encounter doubts or challenges to achieving his goal? Where does Haroun hear sage (wise) advice, and is he able to enact his/her/their recommendations?

• This weekend, finish reading chapter four and read chapter five on your own. There will likely be a reading quiz on Tuesday!

Week 5 Syllabus: November 21

WE HAVE FINISHED WATCHING THE FILM VERSION OF FRANK BAUM’S novel, The Wizard of Oz, the film that Rushdie based his book upon ( in structure, character, and theme). While watching, we took notes on Joseph Campbell’s monomyth (or hero journey). We will apply this concept to our annotations in the novel. This week, we take a break from this study to think about the literary tradition that helped establish Thanksgiving as an American, national holiday: correspondence.

Tuesday, November 21

• We will a) watch two clips from a documentary about the beginnings of and the establishment of Thanksgiving as an American, national holiday.

• We will also read Lincoln’s proclamation as well as Sarah Hale’s editorial about the holiday.

• HW: If you are behind in your reading in Haroun, catch up.

• EXTRA CREDIT: Write a poem, at least 20 lines, about “giving thanks.” The topic itself can be about anything you are thankful for, but do use some poetic devices (rhyme, rhythm, structure—not ALL devices, of course, just some).

Week 4 Syllabus: November 13-17

IF YOU HAVE NOT PURCHASED YOUR COPY OF HAROUN, do so. We are starting the novel this week. I know that the bookstore has been catch-as-catch-can, a phrase which here means “not open on a consistent basis.” Nonetheless, you need the book. You can purchase it via Alibris.com here We will also begin our study of Joseph Campbell’s hero journey, or “monomyth” as he calls it. In preparation for annotating the novel, we’ll study The Wizard of Oz, a film that Rushdie based his book upon ( in structure, character, and theme).

Tuesday, November 14

• Independent reading.

• 6th period will read pages 3 and 4 of the handout on Haroun.

• Lecture on the monomyth (keep notes in your book).

• Short TED talk on the monomyth, aka hero journey.

• Because many students didn’t have their book, we started the film analysis of Oz early.

• HW: For those who didn’t do so, read chapters one and two. All others, read chapter two of Haroun.

Wednesday, November 15

• Independent reading presentations for period 6.

• Independent reading for period 8.

• Period 6: Watching The Wizard of Oz, completing the hero journey example chart as we watch.
  Period 8: Modeling how to annotate the novel, using desk camera (chapter one).

• HW: Read (and annotate—circle vocabulary, keep notes of free-speech and the novel Haroun) chapters one and two…due Friday!

Friday, November 17

• After independent reading, we will continue or finish The Wizard of Oz.

• Continue to take notes on the monomyth as it appears in the film. Remember, there will be MULTIPLE examples of: crossing a threshold, mentors, helpers, trials.

• HW: Read chapter three in Haroun. Annotate for the monomyth (hero journey) in chapter three. Review what happens in chapters one and two, and add “departure” notes there, too.

Musical allusion in "Raymond's Run": "National Emblem"

Audio for “National Emblem”

Marches Madness: From Trash Can To Flagpole

March 25, 201310:47 AM ET by Tom Huizenga

It's Marches Madness! Throughout this month, we're posting some of our favorite marches — from the concert hall, opera stage and parade ground. Got one we should hear? Played any yourself? Let us know in the comments section.

I could sing a smidgen of Edwin Eugene Bagley's National Emblem before I even knew what a march was.

As a very young grade-schooler, I heard a little ditty — "Oh, the monkey wrapped his tail around the flagpole" — on the playground, but I was blissfully unaware of either the famous march it was attached to or the naughty lyrics that followed. It was just a fun line to warble now and again. (If you don't know it, the line corresponds to the short melismatic phrase first heard 44 seconds into this United States Air Force Heritage of America Band performance.)

Who can say how the words and the music became linked — surely not by Bagley himself, but you never know. In the 1860s, before he reached his teens, Bagley toured as a singer and comedian with a troupe called Leavitt's Bellringers. Later, he took up the cornet and trombone and eventually played with the Boston Symphony.

Bagley wrote many marches, but none that captured American pride like the National Emblem. With its bright beat and clever transformation of The Star Spangled Banner it became a favorite, still heard often on the Fourth of July.

But Bagley wasn't happy with his National Emblem at first. He wrote it on tour in 1902 on a train, the story goes. Dissatisfied with the ending, he threw it in the trash, but his band members rescued it and surprised him with a performance at their next concert. He sold the copyright for $25.

Week 3 Syllabus: November 6-10

FOR YOUR ORAL PRESENTATION ON your independent reading, the most important part of your presentation is sign-posting and voice. The three steps in your presentation—describe the book, describe the author, and read a passage—should fit with your physical movement from point A to B to C and then back to your starting point A. With voice, you should speak loudly, consistently, and clearly. Pitfalls to avoid include speaking too fast, at an inconsistent pace or volume, and skipping any of the three steps in the presentation. Also this week, we will begin our work on Haroun and the Sea of Stories.

Tuesday, November 7

• Independent reading.

• Review of parent-teacher conferences and the importance of seeing me outside of class for writing and annotation conferences.

• Overview and preparing for presentations.

• Details: the allusions that matter in the story, “Raymond’s Run,” spec.

• HW: Prepare for your presentation. Get your copy of Haroun. If you haven’t finished the character worksheet on Squeaky, please do that.

Wednesday, November 8

• Independent reading presentations.

• Last 10 minutes of class, we will return to the song “National Emblem” and discuss racism in the story, “Raymond’s Run” and microagressions, how Bambara hides serious, important messages behind a young girl’s monologue.

• HW: Read (and annotate—circle vocabulary, keep notes of free-speech and the novel Haroun) the article, “The Stabbing of Salman Rushdie Renews Free Speech Debates.” There is a short writing assignment at the end of the article.

Friday, November 10

• If any remain, reading presentations.

• Small group background reading on Haroun. You will use this to complete the writing assignment attached to the article about the attack on Salman Rushdie.

• HW: If you haven’t done so, finish the written response to the reading on Rushdie.

• Read chapter one in Haroun.

Week 2 Syllabus: October 30-November 1

THIS IS AN ABBREVIATED WEEK BECAUSE OF PARENT/teacher conferences, which run Wednesday afternoon through Thursday night. We will begin a close reading analysis of our final short story, “Raymond’s Run” in small groups, moving to a large group discussion. We will start Haroun and the Sea of Stories next week, on Tuesday. Purchase your copy this weekend. The ISBN # is: 9780140157376.

MONDAY, October 30

• Independent reading.

• Reading the short story, “Raymond’s Run” in class together. Annotate for the narrator’s relationship with her brother.

• Reviewing the rubric we will use to evaluate your presentation of your book review slide. These will happen in class on Wednesday.

• HW: Prepare for your presentation. These will happen in class on Wednesday.

Wednesday, November 1

• Independent reading.

• Book slide presentations.

• HW: Finish the worksheet Q&A on “Raymond’s Run”

First People Resources

Week 1 Syllabus: Start of Quarter 2

OUR LAST SHORT STORY IS CALLED “Raymond’s Run,” and is about a young black teen whose brother struggles with disabilities. Set in New York City during a May Day celebration, we see the main character give up her dreams in order to help her brother achieve a happy life. We will write one paragraph about “Indian Princess” and another one about “Raymond’s Run” next week. Finally, we will start Haroun and the Sea of Stories. Purchase your copy this weekend. The ISBN # is: 9780140157376.

TUESDAY, October 24

• Independent reading.

• Completing a “See-Think-Wonder” on the following image:

• There are two articles you should have read, one from the Chicago Tribune about the renaming of Indian Guides and a second from the Smithsonian on Pocahontas.

• Re-reading “Adventures of an Indian Princess.” Pay careful attention to the “micro-aggressions” and our main character endures at the hands of her foster-family. What is the difference between what the Rapier family THINKS it’s saying and doing, verses how Arletta EXPERIENCES their comments and actions?

• Watching several videos from the “First People Resources” blog post.

• HW: Revisit your annotations to the Pocahontas and Indian Guides articles. These should be done by class on Thursday.

Wednesday, October 25

• Independent reading.

• Review of creating a google slide book review.

• The link to your blank template is located here.

• HW: Begin working on your template.

Friday, October 27

• Independent reading.

• Collecting the homework, worksheet on “Adventures of an Indian Princess.”

• Examining the artwork of Wendy Red Star. The slide-deck is here.

• HW: Write your claim for the long-paragraph about “Adventures of an Indian Princess,” and draft the rough draft of that paragraph. Include a quote from the story, AND a quote from either the Pocahontas or the Indian Guides article. Also complete your book review slide for your independent reading.

• NEXT WEEK: Our final story will be “Raymond’s Run.” Read and annotate the story, paying attention and keeping notes on the main character’s relationship with her brother, Raymond. The story is here. And here’s the audio for the story:

Documentary on "Native-American" Stereotypes

A 2014 documentary about the ways in which North American first peoples perceive the label “indian.”

ASU Guide to Stereotypes on Campus

Week 9 Syllabus: End of Quarter 1

WE WILL SOON BEGIN OUR FIRST NOVEL, Salman Rushdie’s allegory on free speech, Haroun and the Sea of Stories. Written after a fatwa was issued by Iran’s holy leader, the Ayatollah Khomeini, for depicting Abraham in his novel The Satanic Verses, Rushdie was forced into hiding. Last year, decades after the fatwa was issued, Rushdie was attacked and nearly killed in upstate New York at a writer’s conference. The novel was written about the importance of free speech, and is a love letter (of sorts) to his son about storytelling. Before starting it, we will finish reading several short stories and continue practicing our annotation and paragraph writing techniques.

TUESDAY, October 10

• Reviewing the work from last week. Students should have completed:

  • The pre-writing questions on a google sheet;

  • Hand written a rough draft of a paragraph on “The Wrong Lunch Line”

  • Typed and submitted that paragraph into Canvas.

• Once all three of the above are finished, students can leave class to read their paragraph aloud. Why aloud? Why

• Re-reading “The Wrong Lunch Line.” While doing so, remember to annotate:

  • Circle vocabulary;

  • Write out the questions you have as a reader;

  • Take notes on passages that would help you answer this question: How are both Yvette and Mildred in conflict with their school and the adults in their world?

• Once finished, you will read your first draft aloud. Read it slowly. Read it loudly. Look for errors that you want to correct. If you received feedback from me on Canvas, you can use that to revise as well.

• Type and post your REVISED paragraph into the squarespace blog.

• If we get done early, students will begin reading ALL the paragraphs.

• HW: Try to have your paragraph posted NO LATER than 5 pm tonight. Your homework is to READ ALL of these paragraphs, and to select the THREE best ones (your own is excluded)

Friday, October 18

• Reading a new story, “The Adventures of an Indian Princess.”

• HW: Finish re-reading and annotating the story. Pay careful attention to the “micro-aggressions” and our main character endures at the hands of her foster-family.
  

Revision of "The Wrong Lunch Line" ¶

You have already submitted a draft of your paragraph on “The Wrong Lunch Line” into Canvas. Now, it is time to share a revision with the other students in my English 1 classes.

First, read your paragraph OUT LOUD, to yourself, in the hallway. To be effective, there must be volume. Just mouthing/lipping the words is not enough. Read it out loud. Doesn’t have to be super loud, but must be loud enough for others to hear. Besides, it’s good practice for oral presentations.

Second, when you read it, read is slowly. S-L-O-W-L-Y. At something like half-speed. This will help you find more mistakes.

Finally, once done, make corrections to your paragraph. It is likely that you will notice a word or two that’s missing. You might notice some punctuation or spelling mistakes. You may realize that you’ve left out your citation, or that you need more detail after-the-quote. Make whatever changes are necessary to improve your draft BEFORE posting it here.

And remember, when you post it here as a comment to this blog entry, use your first AND last name, along with your New Trier email address that begins and ends with 2027xxxx@student.nths.net. You can leave the URL line completely blank.

Nicholasa Mohr's "The Wrong Lunch Line" & Portrait

Smithsonian: Portrait of Nicholasa Mohr

Week 8 Syllabus: October 9-12

THE TRIDENT OF ENGLISH SKILLS WE’VE WORKED on include: a) reading—for academic study and for pleasure; b) annotation—how to take notes while you read, in order to become a better reader; and c) writing (argument) paragraphs—using a claim, reason(s), and evidence. These skills we will practice and hone all year. We’re moving out of our study of Curious Incident and Sherlock Holmes into our short story unit. For each story, we will practice these skills, annotating, discussing, and writing for each story. Our first is set in NYC post World War 2, and describes two young girls, one Jewish and one Catholic.

TUESDAY, October 10

• Starting with SSR. Post an update to our google sheet about your book, adding a second book if you have started one—and even if you haven’t.

• Re-reading “The Wrong Lunch Line.” While doing so, remember to annotate:

  • Circle vocabulary;

  • Write out the questions you have as a reader;

  • Take notes on passages that would help you answer this question: How are both Yvette and Mildred in conflict with their school and the adults in their world?

• Small group read-around: “East Harlem’s Nicholasa Mohr One of the First Puerto Rican Writers Published by a Commercial House,” by Harlem World.

• Time permitting, we will begin work on the google spread sheet.

• HW: Working on a google sheet to pre-write a claim for your paragraph on “The Wrong Lunch Line”—check your NT school email account for the link to the document. Complete parts A, B and C.

WEDNESDAY, anchor day

• Viewing clips for the new Burns documentary "America and the Holocaust," background for the Nicholasa Mohr's story about Jewish and Catholic girls who are friends in 1946 America:
  Introduction to Jews in America
  Later selection about Jewish immigration

• HW: Revisit your google sheet, adding to it background that you discovered about the story via today’s documentaries.

Thursday, October 12—”Back to School” Night

• No independent reading tonight!

• Quick introductions by myself and Ms. Tamvakis.

• Overview of the google-sheet, and then writing a paragraph on the short story using our “cheeseburger” structure. You will use the claim from the A-B-C google sheet for a topic sentence (adding Nicholasa Mohn, “The Wrong Lunch Line,” and short story).

• HW: Submit your paragraph to Canvas after finishing it. Then, read everyone’s paragraph, selecting the THREE best from all the students (6th and 8th period combined).
  

Week 7 Syllabus: October 2-6

THIS WEEK WE WILL CONTINUE TO PRACTICE some of the core skills introduced early in the quarter: annotating a short story, writing a paragraph, working in small groups to solve a set problem. Remember that your marginal notes should reflect the reader’s dialogue with the text, about meaning. What does the writer want you to understand? Remember that body paragraphs should use the cheeseburger organizational method—with evidence in the middle as the burger, surrounded by your ideas—the buns. Finally, when working in small groups, introduce yourself to the group, sharing something about yourself. You will work better with one another if you know the people with whom you’re working.

TUESDAY, October 2

• This week we will start each day with independent reading, including anchor days! 10 minutes of reading a) a printed book of your choice that b) you haven’t read before and c) is interesting to you. Come to class ready.

• We will pick up the documentary about Owen Suskind, “Life, Animated,” and we will also complete the following study guide questions.

• HW: We are completing the documentary tomorrow. Tonight review your annotations in the summer reading, skimming pages 1-74 of Curious Incident. I’m going to be looking for a) vocab circled, b) questions you wrote in the margins, and c) notes on Christopher, who he is and what he believes.

• HALF THE CLASS did not turn in the answers to the study guide questions on page 1-74 in CI. GET THAT DONE.

WEDNESDAY, anchor day

• Finishing the Jeremy Brett version of Sherlock Holmes in “The Speckled Band,” as well as watching selections from two modern versions of the tale, both of which are science-fiction: Dr. Who & Star Trek: The Next Generation.

• Results of the thinking puzzle: on which day and date did Dr. Grimsby Roylott die?

• Writing assignment: posted on Canvas, complete and post onto squarespace your paragraph analyzing Sherlock Holmes’s character.

• HW: Finish the aforementioned paragraph.

Friday, October 6

• Reading our independent books for twenty minutes: note: you will have better reading improvement if your are reading a longer, cohesive book of your own choosing, rather than reading episodically from shorter, different works.

• Reading aloud and discussing your Sherlock paragraphs.

• Last 10 minutes, re-vising your Sherlock paragraphs and re-posting it as a comment to your first draft on Squarespace.

• HW: Read and annotate the short story, “The Wrong Lunch Line.” While reading, a) circle vocabulary, b) write out the questions you have as a reader, and c) pay attention to how the two girls are similar AND dissimilar.
  

¶ on Sherlock: Why is he an effective detective?

Based upon your close reading of the story, why is Sherlock so good at what he does? Begin this assignment by brainstorming a list of characteristics. “He solved the crime,” isn’t a good answer to this question. What traits make him an effective detective? Rather than building a LIST of traits, choose ONE and write a paragraph on google docs using the cheeseburger structure we’ve studied.

Then, post your paragraph as a comment to this blog entry.

When you click on the comment bubble, Squarespace should launch a comment box, into which you can paste your paragraph. Once you click on “Submit,” you can comment as a guest. Type your first and last name, and your NEW TRIER email address. You should leave the URL box BLANK, and then hit “submit.”

Sherlock Holmes: "The Adventure of the Speckled Band"

Watch the great, late Jeremy Brett as Sherlock Holmes in “The Adventure of the Speckled Band” above.

You can also access the following resources here:

• A copy of the short story, should you lose your hard copy;

• A study guide to solving this particular mystery;

• An audio file of the short story being read.

• Homage to Sherlock via Star Trek TNG: Elementary, My Dear Data

Week 5 Syllabus: September 18-22

THIS WEEK IS CATCH UP WEEK FOR SUBMITTING WORK into Canvas. By the end of this week, you should have finished six assignments, including the signed course expectations, a practice annotation/discussion/paragraph we wrote about poem, a Q&A worksheet on the summer reading, annotations of CI, annotations of the “Voices of Autism,” and a paragraph comparing Christopher and Owen.

TUESDAY, September 19

• Shortened day because of late start.

• We will begin, as always, with independent reading. Remember, you are to bring that book with you. If you finish it, pick up a new book in the library during your free period or a lunch. You will NOT have time to do what during our reading time.

• Entering the author, title, and what page # you’re on in the book into a google sheet.

• Catch-up day: So far, there’s three assignments in the gradebook (signed course expectations, the “About Competition” annotation, discussion notes, and paragraph; and answers to CI studyguide questions. Today I will start entering grades for your CI annotations of the first few chapters, and I’ll start collecting the printed paragraphs comparing Christopher and Owen.

• HW: Catch up day. Make sure you’ve finished all FIVE of the aforementioned assignments, that the first three are graded, and that the last two are turned in.

WEDNESDAY, anchor day

• Taking the nationally-normed STAR reading assessment. These results will be shared with students. Taking the exam is counted in our “non-graded” category in Canvas.

• HERE’S THE LINK TO THE STAR reading assessment. You will take this online. Your user ID is your NT id number. Your password is your birthdate (8 digits, month/day/year).

• https://global-zone50.renaissance-go.com/welcomeportal/737639

• HW: If not done, turn in your answers to the thinking questions on Forster’s “The Machine Stops” into Canvas. You are uploading that as a pdf (answers must be typed). Due before class on Thursday.

Friday, September 15

• Independent reading.

• Discussion in Great Books format on the film, Life, Animated.

• We’re going to start reading one of Doyle’s Sherlock Holmes detective stories. There are occasionally long, complex sentences. Here’s the one that Christopher in Curious Incident focused upon:

  “Learn then from this story not to fear the fruits of the past, but rather to be circumspect in the future, that those foul passions whereby our family has suffered so grievously may not again be loosed to our undoing.”

• What is the importance of Sherlock Holmes? Where do we see detectives in our culture? What is the American fascination with crime and solving crimes?

• After in introduction to Holmes and how to read, “Sherlock Holmes and the Speckled Band,” we will start reading the story, getting through the first 5 pages or so.

• HW: Finish reading and annotating the short story for class on Tuesday. Please use the audio, and annotate by: a) circling vocabulary, b) writing out the questions your have, as a reader, and c) take particular note on how Holmes behaves, and how he solves the crime (clues).

Week 4 Syllabus: September 11 - 15

IF YOU ARE MISSING EITHER THE ANNOTATIONS on the selections from “Voices of Autism,” or you haven’t completed the study guide questions on pages 1-74 from Curious Incident, get that done ASAP. Like today! Ms. Tumvakis and I will be grading this week and updating the Canvas grades. So now is the time to get that complete. We will finish our work on the summer reading this week, and also begin a battery of reading assessments, one for NT and one of the entire class of 2027. Our next unit will be a series of short stories.

TUESDAY, September 12

• This week we will start each day with independent reading, including anchor days! 10 minutes of reading a) a printed book of your choice that b) you haven’t read before and c) is interesting to you. Come to class ready.

• We will pick up the documentary about Owen Suskind, “Life, Animated,” and we will also complete the following study guide questions.

• HW: We are completing the documentary tomorrow. Tonight review your annotations in the summer reading, skimming pages 1-74 of Curious Incident. I’m going to be looking for a) vocab circled, b) questions you wrote in the margins, and c) notes on Christopher, who he is and what he believes.

• HALF THE CLASS did not turn in the answers to the study guide questions on page 1-74 in CI. GET THAT DONE.

WEDNESDAY, anchor day

• Collecting and grading your copy of CI. Have your name written on the book-ends of yoru copy. You will get it back in class today, or on Friday.

• Finishing the documentary today. We will also review the study guide questions. Time permitting, we will start these in class, and you’ll finish them as homework.

• HW: Finish the thinking questions for Life, Animated.

Friday, September 15

• Taking the NT English Department reading assessment.

• Overview of body paragraph structure (for your comparison/contrast assignment).

• Beginning to write the first draft of that unit assessment (paragraph comparing Owen and Christopher). We start by practicing writing claims (When comparing these two, what is the MOST important, LEAST obvious similarity between them? Knowing this, what does one realize about them?)

• HW: Write your first, best draft of the paragraph comparing Owen and Christopher. Typed. Doublespaced. Printed onto paper. Proofread ALOUD. Changes made and re-printed for class on Tuesday.

• Also, research “Sherlock Holmes.” What can you find out about him? Why is Christopher obsessed with him? Why is Sherlock so popular, even today?

Week 3 Syllabus: September 4-8

OUR CLASS HAS PRACTICED ALL OF OUR IMPORTANT routines for the class—how we hold discussions, how to submit homework on Canvas using Scan Genius, how to complete a google survey, posting a paragraph to Squarspace, and after discussing style and content, posting a revision to your original comment to be graded. This week we will begin watching a documentary about a young American man with autism, featured in Disney’s Life, Animated. We will write a comparison/contrast paragraph about the main character in our summer novel and the subject of the film.

WEDNESDAY, September 6

• Meeting in the NF library to discuss how to investigate and locate possible books of interest, using: Goodreads, Novelist, NT library catalog, via keywords, subject headings, and reviews.

• Rules for your independent reading include:

  • Must be a book you have not read.

  • Must be of interest to you (either by author, genre, subject, style)

  • Bust be a printed book with words

• HW: Read and annotate this handout (on paper—print it out if you didn’t get a copy in class).

Friday, September 8

• Cleaning up assignments that might now have been turned in. You should have submitted:

  • Two drafts of a ¶ on the poem “About Competition” on Squarespace;

  • The first draft of that ¶, stapled to your class discussion notes and your annotations on the poem;

  • A survey via a google form (included a ¶ about favorite animal, and story about that animal);

  • Signed course expectations submitted to Canvas via Scan Genius

• Small group work on study guide questions for the first 74 pages of Curious Incident.

• We will spend the last 40 minutes of class to begin the documentary, Life, Animated.

• HW: Type your answers to the study guide questions.

Week 2 Syllabus: August 28-September 1

SO FAR YOU HAVE COMPLETED THREE assignments: a survey about yourself that includes a story about an animal, a paragraph about “About Competition” posted to our squarespace blog, and a signed course expectations sheet submitted to Canvas via Scan Genius. On top of that, you have annotated the poem, participated in a group discussion, and turned those in stapled to a printed copy of your paragraph on the competition poem. If ANY of these are incomplete, do those TODAY. This week we will practice re-annotating the first 75 pages of the summer reading, and write answers to a series of questions about those same pages. BRING YOUR COPY OF CURIOUS INCIDENT EACH DAY.

TUESDAY, August 29

• Review of syllabus and homework submitted.

• Cheating: a how-to guide compliments of NT Board of Education

• Selecting the three BEST paragraphs posted on squarespace blog.

• HW: Re-read an annotate pages 1-10 in Curious Incident: circle vocab words, write out your questions as a reader, and add notes on what type of person Christopher is.

Wednesday, August 30 (BSAD)

• We will use the audio from the novel (click here) to listen to while re-reading an practice annotations.

• HW: Re-read an annotate the NEXT ten pages from the novel (from where ever you get to in class). Your revision of the poem ¶ is due in class on Friday.

Friday, September 1

• Reposting your revised as a comment to your original post on squarespace. This is the draft I will grade in Canvas.

• Small group work on the student paragraphs selected Wednesday by the OTHER class. You will practice discussing writing using our two pronged method: What did the writer do well, and where do you see that? And what could the writer do better, and how?

• Crossword!

• HW: Finish re-reading The Curious Incident, up to page 74, for class on Wednesday