Summer Reading Assignment
AP English Language and Composition
DUE: The Second Day of School
(August 11, 2009)
Incoming Sophomores:
Welcome to AP Language! We are very eager to introduce you to the world of rhetoric, and we hope that you are equally enthusiastic about your future exploration of this unique perspective on the English language. AP English Language and Composition is not your typical English class, since it focuses primarily on nonfiction (although we will read a fair share of fiction as well).
The following summer assignments have been designed both to offer you an opportunity to familiarize yourself with this type of study AND to gauge the prior knowledge and skills that you will bring to our classes.
We are looking forward to a terrific year and you are a talented group. Thus, we can’t lose! Remember, this course offers rewards far beyond the ordinary class so please don't be daunted by the work. Have fun completing the summer readings and assignments! See you in August for the beginning of our great adventure!
Purpose: The AP examination in English Language and Composition requires extensive preparation and reading. Your summer reading is an important part of that preparation to help you grow as a reader and thinker. As AP scholars, you should consider that students who read more, score significantly higher on standardized tests such as AP Exams, ACTs, and SATs. In addition, reading helps to develop your vocabulary and your ability to connect ideas. Finally, reading will help to avoid the summer “mush” that our brains tend to become when we do not exercise them.
Assignment #1: Read and annotate The Elements of Style by William J. Strunk and E.B. White
Read this important little book that will help guide your understanding of what is good writing. Mark it up: highlight, underline, circle, doodle – I want to see that you have interacted with the book and made it your own reference guide. During the first week of class, you will be asked to make a list of at least 15 important stylistic principles you found personally valuable or important, but you will not be allowed to use the book! (Pay special attention to the first two chapters: “The Elementary Rules of Usage” and “The Elementary Principles of Composition”.)
TOTAL: 20 points
Assignment #2: Read, annotate, and write a response paragraph for each of the following 5 essays:
“Of Studies,” Francis Bacon; “Living Like Weasels,” Annie Dillard; “No Man Is an Island,” John Donne; “Arriving at Perfection,” Benjamin Franklin; “The Din in the Head,” by Cynthia Ozick
The essays include some modern and some classic essays, covering the same time-period of our focus in class (namely, from the 1600s to the present). All of these essayists are well-known and well-admired for their clarity, their depth of thought, and their skillful use of the language to convey their ideas.
Each of your response paragraphs should be on a separate sheet of paper. Do not be frightened by this assignment. Demonstrate simply that you have read the essay, and that you have tried to make sense of how it is organized, and that you have made some effort to notice particular words or phrases that contribute strongly to shaping the content or tone of each.
Of course I do want you to write as clearly as you can, but you are not expected to do this assignment flawlessly. Reading what you do write will help me to understand the skills you have as we begin the year together, so that we can set specific goals for improving your writing and reading.
TOTAL: 50 points
Assignment #3: Read and keep a Reader’s Journal for the autobiography, Narrative of the Life of Frederick Douglas by Frederick Douglas
This book is being assigned in correlation with AP US History, and deals with an important historical time-period. You will be quizzed on its content, as well as be asked to write in-class essays that demonstrate you have read the book carefully.
Your Reader’s Journal should be a record of your thoughts, opinions, and responses to what you read. Write an entry for every three chapters, plus one for the last two; this is a total of FOUR entries. Each entry should be at least 150 words long, and written on a separate sheet of paper.
TOTAL: 20 points
Do the math – and realize that this entire Summer Assignment makes up for 90 points of your first semester in AP English Language and Composition! Do not take this lightly.
Although this may seem like an overwhelming and daunting task, don’t forget you have the entire summer to spend working on this – and you’ll have plenty of time to relax as well. Just consider that you are at an important stage in your high school career, and there just may be a few more things more important than sleeping all day and playing video games all night! ☺
For extra credit, you are welcomed to join the Summer Reading Challenge, which means reading an additional 10 books (of high school level), for a total of 30 points. If you have any questions or comments, or if you need help finding the novel, or if you are stuck in writing a response, or if you just want to tell me about your summer, e-mail me at sistersalma@gmail.com.
Good Luck!
Sr. Salma
Friday, June 5, 2009
Thursday, May 14, 2009
Friday May 8, 2009
Agenda
1. SPelling Test #29
2. R&J: review III.5
--> point to ponder
HW: 1- review act 3 for quiz
2- type up point to ponder
We started off the class by taking our spelling test. AFter that, sister salma reviewed with us the study guide question of that act because our test is on Monday. Then we were assigned our homework, which was to do the Timed Writing on page 813.
1. SPelling Test #29
2. R&J: review III.5
--> point to ponder
HW: 1- review act 3 for quiz
2- type up point to ponder
We started off the class by taking our spelling test. AFter that, sister salma reviewed with us the study guide question of that act because our test is on Monday. Then we were assigned our homework, which was to do the Timed Writing on page 813.
Thursday May 7,2009
Agenda
1. Rome &Juliet
--> Dramatic Speeches
--> III 5
Hw: 1-finish vocab packet/study for sp. test
2. III.5 study guide questions
Here are the types of dramatic speeches
aside: when a character speaks to him/herself so 'only' the audience can hear him/her
solilloquy: only one character on stage delivering a long speech, expressing their true feelings
monologue: lengthy speech by one persone, w/ other characters on stage
allusions: reference to a well known historical event: fable, myth, famous person, etc.
after taking notes on dramatic speeches we began act III scene V but had to finish the rest for homework along with doing the study guide questions. we also have vocab and to study for the spelling test tomorrow
1. Rome &Juliet
--> Dramatic Speeches
--> III 5
Hw: 1-finish vocab packet/study for sp. test
2. III.5 study guide questions
Here are the types of dramatic speeches
aside: when a character speaks to him/herself so 'only' the audience can hear him/her
solilloquy: only one character on stage delivering a long speech, expressing their true feelings
monologue: lengthy speech by one persone, w/ other characters on stage
allusions: reference to a well known historical event: fable, myth, famous person, etc.
after taking notes on dramatic speeches we began act III scene V but had to finish the rest for homework along with doing the study guide questions. we also have vocab and to study for the spelling test tomorrow
Saturday, May 9, 2009
Fridat May 8th, 2009
AGENDA
1. Spelling Test #29
2. Romeo and JulietL review Act 3 scene 5
---> point to ponder
HW: 1- review act 3 for quiz on Monday
2- Type up your P-2-P
Today in Sr. Salma's English class, there was a spelling test for lesson 29. We took the test, and corrected it in class. Then, we went over all of Act 3's comprehension questions until the end of class. Regarding the point to ponder, we were not able to complete that in class, so instead it was homework. The prompt can be found in your Prentice Hall Literature book on page 813, under the subtitle "Timed Writing: Interpretation (connection)". That is what we did in Sr. Salma's class today.
~mona
1. Spelling Test #29
2. Romeo and JulietL review Act 3 scene 5
---> point to ponder
HW: 1- review act 3 for quiz on Monday
2- Type up your P-2-P
Today in Sr. Salma's English class, there was a spelling test for lesson 29. We took the test, and corrected it in class. Then, we went over all of Act 3's comprehension questions until the end of class. Regarding the point to ponder, we were not able to complete that in class, so instead it was homework. The prompt can be found in your Prentice Hall Literature book on page 813, under the subtitle "Timed Writing: Interpretation (connection)". That is what we did in Sr. Salma's class today.
~mona
Wednesday, May 6, 2009
5/5/09
Agenda:
1. Vocab Test:
--Lessons 27-28
--Begin Lesson 29
2. Romeo and Juliet:
--Act 3 Scene 2
HW: 1. Vocab Ex 2 and 3
2. Study Guide Questions for Scene 3 Act 2
Summary:
Today in Sister Salma's Engligh class, we took the vocab test for lessons 27 and 28 and we began lesson 29. Then we listened to Romeo and Juleit Act 3 Scene 3.
1. Vocab Test:
--Lessons 27-28
--Begin Lesson 29
2. Romeo and Juliet:
--Act 3 Scene 2
HW: 1. Vocab Ex 2 and 3
2. Study Guide Questions for Scene 3 Act 2
Summary:
Today in Sister Salma's Engligh class, we took the vocab test for lessons 27 and 28 and we began lesson 29. Then we listened to Romeo and Juleit Act 3 Scene 3.
Tuesday, May 5, 2009
4-20-09 AGENDA (monday)
1. Vocab Review: lessons 25-26
2. Grammar Warm Ups #2
HW: 1- review for vocab test tomorrow
2- finish final draft of character essay
Today in Sr. Salma's English class, we reviewed for the vocab test tomorrow by going over lessons 25 & 26. Then, we did Grammar Warm Ups # 2, and traded with our peers, then corrected. That is what we did in Sr. Salma's class today.
~mona s.
2. Grammar Warm Ups #2
HW: 1- review for vocab test tomorrow
2- finish final draft of character essay
Today in Sr. Salma's English class, we reviewed for the vocab test tomorrow by going over lessons 25 & 26. Then, we did Grammar Warm Ups # 2, and traded with our peers, then corrected. That is what we did in Sr. Salma's class today.
~mona s.
Monday, May 4, 2009
Monday, May 4 , 2009
Agenda
1.Romeo and Juliet: Act 2 quiz
---> Start Act III scene 1
hw:
1. Review for the vocab test tomorrow
2. Study guide questions for III. i
Today the first thing we did was, take the quiz and turned our act 2 study guide question answers. After that we listened to act 3 scene 1 on tape. For homework remember to study for vocab test and complete study guide questions.
1.Romeo and Juliet: Act 2 quiz
---> Start Act III scene 1
hw:
1. Review for the vocab test tomorrow
2. Study guide questions for III. i
Today the first thing we did was, take the quiz and turned our act 2 study guide question answers. After that we listened to act 3 scene 1 on tape. For homework remember to study for vocab test and complete study guide questions.
Saturday, May 2, 2009
Friday, 5/01
Friday, 5/1/09:
Agenda
1. Spelling test
2. Review study guide questions for R&J scenes 1 and 2, 3 and 4.
3. Begin R&J scenes 5 and 6.
HW:1. Answer R&J study guide questions for scenes 5 and 6.
2. Don't forget to sign the agenda!
Today, we went over R&J study guide answers for scenes 3 and 4, as well as 1 and 2 since Sister Salma was absent yesterday. we also took a spelling test.
Sara Mahmoud
Agenda
1. Spelling test
2. Review study guide questions for R&J scenes 1 and 2, 3 and 4.
3. Begin R&J scenes 5 and 6.
HW:1. Answer R&J study guide questions for scenes 5 and 6.
2. Don't forget to sign the agenda!
Today, we went over R&J study guide answers for scenes 3 and 4, as well as 1 and 2 since Sister Salma was absent yesterday. we also took a spelling test.
Sara Mahmoud
Thursday, April 30, 2009
Thursday, 4/30
Thursday, 4/30/09:
Agenda
1. Review Romeo and Juliet study guide packet ?s for scenes 1 & 2.
2. Begin Romeo and Juliet Act 2 scenes 3 & 4.
HW:1. Answer study guide ?s for both scenes 3 and 4.
2. Study for spelling test tomorrow.
3. Finish vocabulary packet + skills page.
Today,Sister Salma was absent, so we listened to scenes 3 and 4 as a class. since we had time left due to the short scenes, we had time to begin answering our study guide questions in groups.However, we did not go over our study guide questions for scenes 1 and 2.
Sara Mahmoud
Agenda
1. Review Romeo and Juliet study guide packet ?s for scenes 1 & 2.
2. Begin Romeo and Juliet Act 2 scenes 3 & 4.
HW:1. Answer study guide ?s for both scenes 3 and 4.
2. Study for spelling test tomorrow.
3. Finish vocabulary packet + skills page.
Today,Sister Salma was absent, so we listened to scenes 3 and 4 as a class. since we had time left due to the short scenes, we had time to begin answering our study guide questions in groups.However, we did not go over our study guide questions for scenes 1 and 2.
Sara Mahmoud
Wednesday, April 29, 2009
Wednesday, April 29
Wednesday, April 29
Agenda:
1. Romeo and Juliet
- Act 1 Quiz
2. The shakesperean Sonnet
- class discussion
3. Handout(group activity)
- Practice on Meter (stressed & unstressed)
HW:
1. Read Romeo and Juliet Act 2 scenes 1&2.
2. Answer Questions for both scenes 1&2.
3. Vocab Ex 4.
-- THE SHAKESPEREAN SONNET--
FORMATTING: usually no spaces between stanzas.
STANZAS: made up of three quatrains(4 lines) each expresses a different aspect or theme of poem.
ENDING: final couplet(2 lines) presents a concluding statement.
RHYME SCHEME: abab cdcd efef gg
METER: Iambic---> unstressed, stressed.
Pentameter---> five pairs.
Agenda:
1. Romeo and Juliet
- Act 1 Quiz
2. The shakesperean Sonnet
- class discussion
3. Handout(group activity)
- Practice on Meter (stressed & unstressed)
HW:
1. Read Romeo and Juliet Act 2 scenes 1&2.
2. Answer Questions for both scenes 1&2.
3. Vocab Ex 4.
-- THE SHAKESPEREAN SONNET--
FORMATTING: usually no spaces between stanzas.
STANZAS: made up of three quatrains(4 lines) each expresses a different aspect or theme of poem.
ENDING: final couplet(2 lines) presents a concluding statement.
RHYME SCHEME: abab cdcd efef gg
METER: Iambic---> unstressed, stressed.
Pentameter---> five pairs.
Tuesday, April 28, 2009
Tuesday, 4/28/09
Tuesday 4/28/09
Today in Sister Salma's English class, we went over two things;first we switched our paper's with a partner, and checked our
Romeo and Juliet study guide questions for both scenes three and four. Then we continued our discussion as a class about Literary Devices. These included:
1.Oxymoron: the pairing of two opposites.
2. Comic relief: including a humerous character/scene to lighted up the mood of the story/play.
3. Foreshadow: a clue "hint" to what may happen next in the play/story.
4. Metaphor: a comparison between two things without using like/as.
5. Aside: a character speaking to himself or to another character "on the side".
We didnt have the chance to begin scene 5,because the class was cut short due to the earlier assembly.
Agenda:
1. Continue discussion on literary devices.
2. Review Romeo and Juliet study guide questions.
3. Begin scene 5.
hw: 1. Continue reading scene 5 and answer Romeo and Juliet study guide questions.
2. Vocab ex 3.
Today in Sister Salma's English class, we went over two things;first we switched our paper's with a partner, and checked our
Romeo and Juliet study guide questions for both scenes three and four. Then we continued our discussion as a class about Literary Devices. These included:
1.Oxymoron: the pairing of two opposites.
2. Comic relief: including a humerous character/scene to lighted up the mood of the story/play.
3. Foreshadow: a clue "hint" to what may happen next in the play/story.
4. Metaphor: a comparison between two things without using like/as.
5. Aside: a character speaking to himself or to another character "on the side".
We didnt have the chance to begin scene 5,because the class was cut short due to the earlier assembly.
Agenda:
1. Continue discussion on literary devices.
2. Review Romeo and Juliet study guide questions.
3. Begin scene 5.
hw: 1. Continue reading scene 5 and answer Romeo and Juliet study guide questions.
2. Vocab ex 3.
Thursday, April 16, 2009
Agenda for Thursday: 4-16-09
1. Leila: essay exam
2. Character comparison essay
-----> step #3: peer review
HW: 1- finish vocab packet/study for sp. test
2- work on character comparison essay
-----> final draft due Monday.
Today, in Sr. Salma's English class we took the second part of the Leila or the Siege of Granada exam, which was the essay part of it.We were given a prompt and only 35 minutes to finish it. When done, students paired up and peer reviewd their character comparison essays.
~Mona Seddeek =)
2. Character comparison essay
-----> step #3: peer review
HW: 1- finish vocab packet/study for sp. test
2- work on character comparison essay
-----> final draft due Monday.
Today, in Sr. Salma's English class we took the second part of the Leila or the Siege of Granada exam, which was the essay part of it.We were given a prompt and only 35 minutes to finish it. When done, students paired up and peer reviewd their character comparison essays.
~Mona Seddeek =)
Monday, April 13, 2009
Scribe notes 4/13/09
Agenda:
1- Spelling pre-test #26
2- Leila: Chart Comparison
-> T-chart
Hwk: 1- Vocab Ex. 2
2- Finish T-chart
3- Leila: Final exam on Wed.
First in class, we took our spelling pre-test and did the vocab excersize one. After that, Sr.Salma gave us a "Character Comparison Essay" sheet, that gave us instructions to an essay that is due next week. In class, we did the first step which is to write a T-Chart comparing two characters. We get to choose the characters between Almamen and Torquemada, or King Boabdil and Ferdinand. After about 10 minutes of looking for information for our T-chart, the bell rang and we headed out to the next class.
1- Spelling pre-test #26
2- Leila: Chart Comparison
-> T-chart
Hwk: 1- Vocab Ex. 2
2- Finish T-chart
3- Leila: Final exam on Wed.
First in class, we took our spelling pre-test and did the vocab excersize one. After that, Sr.Salma gave us a "Character Comparison Essay" sheet, that gave us instructions to an essay that is due next week. In class, we did the first step which is to write a T-Chart comparing two characters. We get to choose the characters between Almamen and Torquemada, or King Boabdil and Ferdinand. After about 10 minutes of looking for information for our T-chart, the bell rang and we headed out to the next class.
Sunday, April 12, 2009
Friday April 3, 2009
Agenda
1-Spelling test # 25
2-Leila: Book 5 chapter 5
Hw:
1-Finish reading V.5-V.7 and complete entry for each
2- work on Invention project
Todat in class we took spelling test #25. We finished reading chapter five of Leila in class , so remember to complete an entry for it. For homework finish the rest of the book and complete an entry for each of the chapters. Work on your project for the Invention Convention.
1-Spelling test # 25
2-Leila: Book 5 chapter 5
Hw:
1-Finish reading V.5-V.7 and complete entry for each
2- work on Invention project
Todat in class we took spelling test #25. We finished reading chapter five of Leila in class , so remember to complete an entry for it. For homework finish the rest of the book and complete an entry for each of the chapters. Work on your project for the Invention Convention.
Wednesday, April 1, 2009
4-1-09 (wednesday)
1. Leila: lit circle discussion of V. 2
--> begin V. 3
HW: 1- vocab ex 4
2- finish V. 3; complete entry
Today in Sr. Salma's English class, students presented the last of the Character biograpies. Then, we got in our literature circle, and discussion V. 2. Then we read chapter three, and the rest was for homework!
~mona seddeek =)
--> begin V. 3
HW: 1- vocab ex 4
2- finish V. 3; complete entry
Today in Sr. Salma's English class, students presented the last of the Character biograpies. Then, we got in our literature circle, and discussion V. 2. Then we read chapter three, and the rest was for homework!
~mona seddeek =)
Tuesday, March 31, 2009
3-31-09 (Tuesday)
AGENDA
1. Vocabulary test: lessons 23&24
---> spelling pretest #25
2. Leila: lit circle discussion of V.1
---> begin V.2
HW: 1- vocab ex. 2-3
2-finish V.2 : complete sketchbook entry
Today in Sr. Salma's class, we took a vocab test on lessons 23 &24. After students finished their test they had to do Vocab Skills (if you didn't finish it, it was hw). Then we took a pretest for lesson 25, and then did the definitions and exercise one. We corrected exercise one.
After that, students met up with their lit circles to discuss V.1, which was for homework the previous night. When that was done, we started reading chapter 2 of Leila, but did not finish. The rest was homework.
~Mona Seddeek
1. Vocabulary test: lessons 23&24
---> spelling pretest #25
2. Leila: lit circle discussion of V.1
---> begin V.2
HW: 1- vocab ex. 2-3
2-finish V.2 : complete sketchbook entry
Today in Sr. Salma's class, we took a vocab test on lessons 23 &24. After students finished their test they had to do Vocab Skills (if you didn't finish it, it was hw). Then we took a pretest for lesson 25, and then did the definitions and exercise one. We corrected exercise one.
After that, students met up with their lit circles to discuss V.1, which was for homework the previous night. When that was done, we started reading chapter 2 of Leila, but did not finish. The rest was homework.
~Mona Seddeek
Tuesday, March 24, 2009
Wednesday, March 18, 2009
Wednesday 3/18 [Abdu]
Agenda:
-Book 2 Quiz Leila
Prediction chart
then begin reading next book
HW:
-Vocab
-Finish entry for reading
Summary of Class:
Follows agenda as put, prediction chart has to do with what you think the characters will end doing
-Book 2 Quiz Leila
Prediction chart
then begin reading next book
HW:
-Vocab
-Finish entry for reading
Summary of Class:
Follows agenda as put, prediction chart has to do with what you think the characters will end doing
Wednesday, March 11, 2009
Wednesday March 11, 2009
Today we did not have an agenda .Today Brother Talib came to our class to talk to us about Andulusia. He told us some basic history about it and showed us pictures.That is all we did.
*Remember* Read Leila II.2 and complete an entry for it because it is due tommorrow (Thursday March 12)
*Remember* Read Leila II.2 and complete an entry for it because it is due tommorrow (Thursday March 12)
Sunday, March 8, 2009
Monday ,February 25 ,2009
Agenda
1-Vocab Review : lessons 19-20
2-TMDG: Share
3-Situational Irony
HW:
1- Story using situational irony(1-2 pages)
Today Sr. Salma was not here so we did not do a vocab review page instead we listed the words from both lessons in alphabetical order. After that, we went to the computer lab and watched one of the TMDG films. Then we had the choice of writing an one to two page story dealing with situational irony, in class or at home.
1-Vocab Review : lessons 19-20
2-TMDG: Share
3-Situational Irony
HW:
1- Story using situational irony(1-2 pages)
Today Sr. Salma was not here so we did not do a vocab review page instead we listed the words from both lessons in alphabetical order. After that, we went to the computer lab and watched one of the TMDG films. Then we had the choice of writing an one to two page story dealing with situational irony, in class or at home.
Tuesday, February 17, 2009
Tuesday, February 17, 2009
Agenda:
1. Lit: "The Gift of the Magi "
--->situational irony chart
2. "TMDG" group work
Homework:
1- Vocab Ex. 3
2- Work on "TMDG" film
Today in class we read the story "The Gift of the Magi" then individually we worked on the irony chart. After we completed that we had time to go to the computer lab and work with our groups on "TMDG" video.
1. Lit: "The Gift of the Magi "
--->situational irony chart
2. "TMDG" group work
Homework:
1- Vocab Ex. 3
2- Work on "TMDG" film
Today in class we read the story "The Gift of the Magi" then individually we worked on the irony chart. After we completed that we had time to go to the computer lab and work with our groups on "TMDG" video.
Thursday, February 5, 2009
Thursday, Feburary 5th, 2009
1."The Most Dangerous Game"
--> reading test
2. Student Film Group Work
HW
1. finish vocabulary/ study for spelling test
2.work on film project
When we walked into the class, and after everyone had coppied the agenda, we started on the test which also had an essay portion on it. That took up most of the class time, then with the time we had left, we either wrote a journal entry or went and practiced our lines.
--> reading test
2. Student Film Group Work
HW
1. finish vocabulary/ study for spelling test
2.work on film project
When we walked into the class, and after everyone had coppied the agenda, we started on the test which also had an essay portion on it. That took up most of the class time, then with the time we had left, we either wrote a journal entry or went and practiced our lines.
Wednesday, Feburary 4th, 2009
1."The Most Dangerous Game"
--> group meet
-->finish student sample
2. Character Analysis: Zaroff or Rainsford
HW
1. vocab ex 4
2. character analysis essay
--> prepare for "TMDG" test tomorrow
Class started off with everyone going and meeting their groups to practice their scripts and possibly film it. After that we finished watched a student sample done by some student in 9th grade last year. When we finished watching that we talked about the essay we would have to write.
--> group meet
-->finish student sample
2. Character Analysis: Zaroff or Rainsford
HW
1. vocab ex 4
2. character analysis essay
--> prepare for "TMDG" test tomorrow
Class started off with everyone going and meeting their groups to practice their scripts and possibly film it. After that we finished watched a student sample done by some student in 9th grade last year. When we finished watching that we talked about the essay we would have to write.
Tuesday, February 3, 2009
Scribe notes for february 3, 2009
Agenda
1. "TMDG" student group meet
-view student film sample
-review reading questions
HW:1-vocab ex3
2-final draft of script (typed)
Today in class, we got into our groups four about 15 minutes to discuss some ideas for the script. Then we went into the computer lab to watch a video sample of last year's "TMDG" video. We only watched part one today but if you'd like to watch it, here's the link:
http://www.youtube.com/watch?v=N_iVdRLTilA&feature=channel
After watching the video, we continued reviewing the reading questions and finished filling out everything on the study guide until the bell rang.
For homework, we only had to do vocab ex 3 and finish typing the final draft of your script
1. "TMDG" student group meet
-view student film sample
-review reading questions
HW:1-vocab ex3
2-final draft of script (typed)
Today in class, we got into our groups four about 15 minutes to discuss some ideas for the script. Then we went into the computer lab to watch a video sample of last year's "TMDG" video. We only watched part one today but if you'd like to watch it, here's the link:
http://www.youtube.com/watch?v=N_iVdRLTilA&feature=channel
After watching the video, we continued reviewing the reading questions and finished filling out everything on the study guide until the bell rang.
For homework, we only had to do vocab ex 3 and finish typing the final draft of your script
Scribe notes for February 3, 2009
Agenda
1. "TMDG" student group meet
-view student film sample
-review reading questions
HW:1-vocab ex 2
2- final draft of script (typed)
Today in class, we met with our groups to discuss our plans for our scripts which will be due tomorrow. We met for about 15 minutes, until we went into the computer lab to watch video samples from last year of TMDG. We only watched the first part but if you'd like to watch it, here's the link:
http://www.youtube.com/watch?v=N_iVdRLTilA&feature=channel
1. "TMDG" student group meet
-view student film sample
-review reading questions
HW:1-vocab ex 2
2- final draft of script (typed)
Today in class, we met with our groups to discuss our plans for our scripts which will be due tomorrow. We met for about 15 minutes, until we went into the computer lab to watch video samples from last year of TMDG. We only watched the first part but if you'd like to watch it, here's the link:
http://www.youtube.com/watch?v=N_iVdRLTilA&feature=channel
Thursday, January 29, 2009
1/29/09 Thursday
1" The Most Dangerous Game"
--> story analysis
HW 1. finish vocabulary packet/ study for spelling test
2. work on "TMDG" script (Due Monday)
In class we finished reading the story and went over some of the details in the little spare time we had left. Sr.Salma then told us all about the director's journal project and everyone divided into groups of three.
Wednesday, January 28, 2009
Scribe notes 1/28/2009
1. The most dangerous game"
--> story analysis
HW 1. vocab ex 4
2. Complete reading questions for "TMDG" study sheet
--> story analysis
HW 1. vocab ex 4
2. Complete reading questions for "TMDG" study sheet
We started reading the story but we didn't get that far.
Tuesday, January 27, 2009
Tuesday 1/27 [Abdu]
Agenda:
-Vocab test: 15-16 lessons --> then pre-test
-Begin Lit. "The Most Dangerous Game"
HW:
-Vocab
-Study Sheet of TMDG - Vocab Section
Summary of class:
Follows agenda exactly
-Vocab test: 15-16 lessons --> then pre-test
-Begin Lit. "The Most Dangerous Game"
HW:
-Vocab
-Study Sheet of TMDG - Vocab Section
Summary of class:
Follows agenda exactly
Monday, January 26, 2009
Monday 1/26 [Abdu]
Agenda:
-Vocab Review: Lessons 15-16
-F451 film review: peer review
-Grammar Warmups
HW:
-Study for Vocab test
-Bring Lit. txt books to class
Summary of class:
Began with review of vocab, then quick peer review, then completed grammar warmups
-Vocab Review: Lessons 15-16
-F451 film review: peer review
-Grammar Warmups
HW:
-Study for Vocab test
-Bring Lit. txt books to class
Summary of class:
Began with review of vocab, then quick peer review, then completed grammar warmups
Sunday, January 18, 2009
Scribe Notes for Monday December 15, 2008
1. Vocab Test: Lessons 13-14
-start lesson 15
2. F451: Montag's Conflicts
HW:1-F451 vocab pages 11-12
3-Writeup up on future presentation plans (100-150 words)
Today in class, we took our vocab test on lessons 13-14. Then we took a pre-test on lesson 15, but didn't do excercise one because we wanted to start the next activity. It was to get into a group of at least 2 people and jot down Montag's Internal Conflicts, and his External Conflicts. Internal conflicts would be the conflicts that present difficult choices, and external conflicts present dealing with someone or something that goes against your desires. We didn't finish this activity, but we will continue it tomorrow. For homework we had to do vocab which is always due on friday, and start our writeup for our plans for the future presentation, which had to be 100-150 words. This is due tomorrow.
-start lesson 15
2. F451: Montag's Conflicts
HW:1-F451 vocab pages 11-12
3-Writeup up on future presentation plans (100-150 words)
Today in class, we took our vocab test on lessons 13-14. Then we took a pre-test on lesson 15, but didn't do excercise one because we wanted to start the next activity. It was to get into a group of at least 2 people and jot down Montag's Internal Conflicts, and his External Conflicts. Internal conflicts would be the conflicts that present difficult choices, and external conflicts present dealing with someone or something that goes against your desires. We didn't finish this activity, but we will continue it tomorrow. For homework we had to do vocab which is always due on friday, and start our writeup for our plans for the future presentation, which had to be 100-150 words. This is due tomorrow.
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