Deadlines for Biography Paper:
- Thursday, April 8: Bring outline and Works Cited page to class.
- No later than Friday, April 16: Email your first rough draft in either Google Docs or Microsoft Word.
- *If I request to see a second draft, share a second draft no later than Friday, April 23.
- Thursday, April 29: Print your final paper and bring to class.
I will grade your biography papers and return them to you next week, along with your semester grade. We’ll read some dialogue-only short stories in class and do a little game for extra credit.
NO HOMEWORK THIS WEEK! 🙂
Here are your last round of short stories! Please read them carefully 🙂
Finish making edits to your biography paper. If you have questions, please reach out. I will be out of town Sunday through Wednesday, but if you send me an email, I’ll be able to reply in the evening. Please PRINT out your paper and bring a beautiful, clean copy to me on Thursday, April 29.
Also, if you ordered a yearbook, you’ll get your yearbook next week in class. If you didn’t order a yearbook but want to purchase one, please bring a check for $40 made out to Thursday Connection. 🙂
Hopefully you have a better understanding of the short stories you’ve been reading. It’s easy to read a story and think it’s pointless, but often it’s helpful to go back through the details to discover that many stories are much deeper than you realized.
Only a few weeks to go!
Share your rough draft with me by midnight TOMORROW (Friday). I prefer Google Documents, but I can read Word documents too. Remember, your rough draft should be your best work without my direct help.
Now that you’ve gotten some feedback on your biography outlines, many of you are ready to start writing. Some of you still have some research to do, but most of you are in good shape. If you’re unclear about any of the advice I gave you today, please email me over the weekend or by the time you start writing. I’m ALWAYS happy to help you when you’re confused.
Remember, your rough draft is YOUR BEST EFFORT without my direct help. That means your rough draft shouldn’t have any misspelled words or blatant grammatical mistakes. Reading through your work out loud always helps find mistakes you tend to skip when you’re skimming. Have a parent or older sibling read your paper once you’re finished. Sometimes all you need is a pair of fresh eyes on it.
Finally, write your biography rough draft. If you need a refresher on the writing tips I gave you today, click here to listen to the lecture about them. It’s not unusual to encounter writer’s block at the exact moment you need your brain to engage and do its job!
Your rough draft is due via email no later than Friday, April 16. I prefer you share it in Google Docs, but Microsoft Word is fine too.
I really expected you all to have more questions about your biography paper, but perhaps you are all in such good shape and know exactly what you’re doing! Keep that checklist handy as you finish researching this week and craft your outline. Remember – your outline should look exactly like what I handed out in class.
Complete your research this week, draft your outline and Works Cited page, and bring these things – including your research notes – to class next week.
Take note of the deadlines posted above. Y’all have two weeks to research, take notes, and draft an outline (which we’ll go over next week). If you run into problems, please be in touch.
Like I said in class, you’ll read short stories and take reading quizzes WHILE ALSO working on your biography paper.
Start your research too! 🙂
You are officially on spring break from English! The only homework you *have* to do for me is to come back to class on March 25 ready to tell me who you’re writing about for your biography paper. Remember – it needs to be someone we’ve talked about this year (or other folks that showed up in Code Girls).
If you intend to get started on research over spring break, please check in with me before you get started. You need to get approval for your topic. 🙂
Today we talked about the different themes in Lion: A Long Way Home and how those themes are represented specifically in Saroo’s story. As you finish the book this week, continue adding to the list we started in class and look for ways his story reflects family, identity, poverty, survival, and technology.
Finish reading Lion: A Long Way Home and take the reading quiz. As I mentioned in class, your midterm is next Thursday. The test is open notes, so make sure your notes are in good shape.
Today we wrapped up talking about Code Girls. I know this book wasn’t everyone’s favorite, but I hope you gleaned something worthwhile from it. I also introduced our final book of the year, Lion: A Long Way Home (Young Reader’s Edition). As you start reading it this week, pay attention to how the major themes are spotlighted – family, identity, poverty, survival, and technology.
The first half of the memoir focuses on Saroo’s early childhood in India and being placed for adoption to Sue and John Brierley in Australia. The second half follows Saroo’s journey to using Google Earth to locate the town where he was born with the hope of finding his birth mother.
If you need to listen to the short lecture from today, click here.
Read the Foreword, Prologue, and Ch. 1-7 in Lion. Then take the reading quiz. Then, print out this exercise on Google Earth, complete it, and bring it to class next week ready to TALK about the places you discovered.
If you did not complete the exercise on passive and active voice from last week, please do so.
Good morning! Everything you need for class today is posted here. Start by listening to the lecture. Then, watch the extra video I posted below about discerning the difference between Active and Passive Voice. I’ll keep spotlighting some writing techniques and elements as we inch closer to starting on the biography paper after spring break.
Also, be sure you get a copy of Lion: A Long Way Home (Young Reader’s Edition). We’ll start that next week.
Today we talked about the major themes in Code Girls and brainstormed topics you can cover in your upcoming Biography paper if you choose William Shakespeare or the female code breakers of WWII. It’s imperative you take this paper seriously since it will count for 20% of your semester grade. You aren’t required to start working on it yet, but the sooner you nail down a topic and start thinking about where to center your research, the easier it will be to get started.
If you need to listen to the lecture on themes, click here.
Read Ch. 12-22 in Code Girls and take the reading quiz. Some of you didn’t do so well on the first quiz, so please read slowly and carefully so you don’t miss details.
I am so excited to start Code Girls. When I read and researched this book last year, I quickly knew it was one I wanted to teach. Historical fiction is always a good way to engage with parts of history we’re unfamiliar with, but a well-written historical nonfiction book, which is what Code Girls is, brings us straight to pivotal moments in history and fleshes out what was really happening right here in our own country.
If you need to rewatch the videos I showed in class, I’ve linked them below.
Remember the couple of things I mentioned in class:
- If you think you might want to write your biography paper on the women codebreakers of WWII, then start making notes as you start reading the book this week. There are plenty of names to research individually, too, including the African American man from Knoxville. (I think he shows up in Ch. 10). Not only would Code Girls be a first source, but these videos I’ve shared might function as a second source. You’re already on your way to getting the three required sources for the paper.
- The quizzes will be longer and harder for this book, so do not skim the pages. Take the time to read and digest the content.
Read the Introduction plus Ch. 1-11 in Code Girls (Young Reader’s Edition). Then take the reading quiz by Wednesday night.
If you need to listen to the lecture, click here. Be sure to take notes on all the genre information I gave you.
Great job acting, everyone! We finished The Comedy of Errors today, which means Antipholus and Dromio found their long lost bothers, and Emilia and Egeon were reunited. All is well. (Here is a brief lecture that recaps Acts IV and V.)
Your only homework is to work on your 8.5×11 one-pager. Please resist the urge to take shortcuts with this assignment. It is 10% of your semester grade! If it looks like you spent ten minutes on it, your grade will reflect that.
Finish your one-pager. Reach out to me if you need help coming up with an idea. Email it to me as a PDF by Wednesday, February 3, OR bring it to me in person on Thursday, February 4.
Also, be sure to grab a copy of Code Girls (Young Reader’s Edition) by next week.
Great job, actors! I dearly enjoyed watching the first few scenes and seeing everyone having a good sense of humor about it. I’ll email roles again for next week so everyone knows who is playing whom.
If you need to listen to the summary I gave again (a short lecture), click here.
This week, please finish reading A Comedy of Errors. Then click here take the reading quiz.
Also, keep brainstorming and working on your one-pager! 🙂
Welcome back to class! I gave you a ton of information today about England in the middle ages and William Shakespeare. You will not need to remember all the details about King Henry VIII, but you will need to understand why England was ripe for a renaissance. You need to know why Queen Elizabeth’s reign was known as the Golden Age of England.
Shakespeare’s plays are hard to read, but that’s because they are meant to be SEEN and HEARD. It might be helpful to you to find The Comedy of Errors online so you can see what’s going on instead of just reading it. It will be good to see a few scenes acted out next week too. (I’ll email everyone who’s agreed to be an actor.)
Also, here is a character map in case you get confused:
This week, read Acts I, II, and III in The Comedy of Errors. Remember, this is a comedy about mistaken identities, so it’s meant to be goofy! (Click here for an audio version to stream through YouTube.)
When you’re finished, click here to take the reading quiz. Please take the quiz by Wednesday night.
Start brainstorming what you’re going to design/create on your Book Page. Be in touch with me if you have questions. Bring your books to class on Thursday!
Today we had a good discussion about the five major and minor themes found in The Breadwinner. I know it wasn’t the most uplifting book, but it’s important read about difficult things!
Click here to open and print the final test. You may use your notes, but please do not search for answers on the internet. Bring the completed test to me on Thursday.
Next week, we’ll play a quiz game for extra credit, as long as we’re able to meet in person. If we cannot meet in person, or if you’re going to be absent, just have a parent scan in your test and email it to me.
Good morning! I hope you’re all doing well and had a lovely Thanksgiving.
Today, if we’d met in person, I would’ve talked to you about Deborah Ellis and her short novel The Breadwinner, but instead I thought I’d link some videos for you to watch and give you a bit of information about Afghanistan, which is where our story takes place.
You’ll be reading the ENTIRE book this week and taking a reading quiz, but don’t be alarmed by that. The novel is short and it’s an easy read. Just tuck away in a comfy chair somewhere in your house and dig in. So long as you’re not distracted, you’ll get through it easily.
Watch the following videos about Deborah Ellis and The Breadwinner.
The Breadwinner was made into an animated film in 2017.
Afghanistan is a rugged region nestled in the Middle East with an incredibly diverse history. The Washington Post has an extensive and thorough page about the country, which you are welcome to read here.
It’s important you understand how diverse the history of Afghanistan is so that you don’t assume the Taliban has ruled for ages and eras. It had a short shelf life, but the group was incredibly destructive and oppressive while it was in power. Since our book takes place during the Taliban’s years of power, I want you to understand how terrible they were. Below is a brief video that talks about the rise and fall of the Taliban. If you are sensitive to images of war, you are welcome to skip it. There is nothing gruesome in it, but it shows a lot of gunfire.
Feel free to do more independent research on Afghanistan if you’re interested.
Now it’s time to read The Breadwinner. Read the entire book and take the reading quiz by next Wednesday, December 9.
Also, don’t forget about the Wants vs. Needs essay! If I haven’t read your rough draft, please send it to me. If you’ve already made corrections and are ready for me to grade the final version, email me and let me know.
Today was a work day in class as I reviewed a few Dos and Don’ts when writing papers. Here’s a quick recap:
Things You Should Do:
- Format: It’s not just about font and point size. Indent your paragraphs. Understand where quotation marks go, particularly when quoting dialogue.
- “‘You didn’t tell a story,’ Kip said softly. ‘You lied.’ Even in the light of the fire, his face looked pale” (277).
- Write a thesis statement: Your thesis statement should reflect your main ideas about wants versus needs, whatever those ideas are.
- Make sure your body paragraphs point back to the thesis statement: If what you write in your thesis statement isn’t supported by the things you write in your body paragraphs, then you’ve missed something. It all has to tie in.
- Conclude the paper with a restatement of your thesis using different words:
- For example, if your thesis statement is: Sometimes wants and needs can seem like they are the same thing, but often we overlook needs and replace them with wants.
- Then your conclusion might read something like: When we try to fulfill our needs with something we want, sometimes we’re left unsatisfied and wanting more.
Things You Shouldn’t Do:
- Make Announcements: “Now I’m going to talk about…” or “This paragraph will be about…” or “Now you should understand how wants are different from needs.” No need to talk directly to the reader. Just cut to the chase.
- Make Apologies: “I don’t know much about this” or “I’m sorry if I don’t fully understand…” Don’t apologize. If you don’t feel confident writing about a topic, do a little more research! Build your confidence 🙂
- Repeat Yourself: Be careful not to repeat yourself with the same words and phrases, starting sentences the same way or using the same descriptors, such as fun, interesting, unique, etc. Read through your work and look for sentences that are repetitive. It’s easy to get stuck in a groove and not realize you’re saying the same thing over and over again.
- Go On Tangents: This essay is about wants versus needs – a combination of lessons learned from the novel and your own perspective on the topic. Several of you started writing about symbolism, and while your remarks were correct, that was a tangent you didn’t need to follow. It’s too easy to start writing and trail off onto unrelated topics. Stay ON TOPIC.
We spent the rest of the class time doing MLA exercises. There is no homework over Thanksgiving specifically, but some of you still owe me a rough draft. Please try to get that to me prior to the holiday. If you’d like to rework your rough draft and let me have a second look prior to turning in the final, that works too. I’ll still be available by email through Tuesday of next week.
Happy Thanksgiving and stay well!
Today I wrapped up The Night Gardener and talked about some of the bigger symbols from the story. It’s important to understand what these symbols meant because it speaks to the larger lesson about wants versus needs and how greed becomes a lie we tell ourselves. Constance didn’t need all of those rings. What she really needed was to reconnect with her husband. Penny didn’t need all of those Princess Penny books. What she really needed was to reconnect with her mother. Molly didn’t really need those false letters from her parents. What she really needed was to reconcile her feelings about them being gone. The wishes granted by the tree weren’t fulfilling needs. They were patching a wound for much bigger issues our characters were wrestling with.
If you need to listen to the lecture, click here.
Now it’s time to take all of these ideas about wants and needs and draft them into an essay. As I said in class, this will likely be a tough paper to write because it requires a certain amount of introspection on your part. You are not writing a confessional, nor are you writing a summary of the book!
Instead, you’re writing an essay about the difference between wants and needs, how we (as humans) mistake our wants for needs, and we can often ignore what our true needs are. You’re required to pull examples from The Night Gardener, but this essay will be written in the first person because I expect you to share your personal thoughts on the topic of wants versus needs.
Here are the basic guidelines for the essay:
- Minimum 600 words
- MLA format (Times New Roman, 12 pt, double-spaced)
- Cited scenes or quotes from The Night Gardener in body paragraphs
- Works Cited page
- Written in the first person
- First Rough Draft due Tuesday, November 17 via email
- Final Essay due Tuesday, December 8 via email
To get you brainstorming, I listed the following questions in class:
- What is a true need? (physiological needs, emotional needs…)
- What is a want?
- When have I misunderstood a want and treated it as a need?
- When have I misunderstood a true need and fulfilled it with a want?
- How do I feel when I get what I want?
- How do I feel when I get what I need?
Use the free-writing exercises you have from the last two weeks, as well as your answers to the questions above, as source material to get you brainstorming. It’s okay to wrestle with this topic. It’s okay to not know where to begin. Just start writing/typing and see what flows. Think about the characters from The Night Gardener and how they used the tree *thinking* they were getting what they needed.
Email your rough draft to me no later than Tuesday, November 17. Be sure to bring your MLA Handbook next week. Be in touch if you need help!
I am sorry for missing class today! Hopefully recapping Part Two of The Night Gardener was helpful for you. By now, you understand that one of the primary themes of this book is the Negative Effects of Greed. The tree obviously gives people what they wish for, but those wishes come at a heavy price.
After today, you should have two pieces of free-writing from class – one about your perceived wants, and one about your perceived needs. You’ll need to bring back both of these writing prompts to class next week. Your writings will serve as source material for your next essay. 🙂
If you need to listen to the lecture, click here.
Finish The Night Gardener, then take the reading quiz.
Today I quickly recapped Part One of The Night Gardener and talked about all the elements of suspense – conflict, pacing, atmosphere, red herrings, and high stakes. Atmosphere is a big one with this book. The manor, the grounds, the vibe from the Windsor family… The mood is definitely suspenseful.
Students also participated in a free-writing exercise to answer the question, “What do I want?” There are no rules with free writing. No worries about punctuation or grammar or cohesion. Students won’t be turning in this exercise to me but they do need to hang onto it. It will come in handy later when they write their next paper.
If you need to listen to the lecture, click here.
Read Part Two in The Night Gardener. Then, take the reading quiz.
Be sure to bring your MLA Handbooks to class every week!
Today I briefly introduced The Night Gardener and explained that it’s the longest book we’ll read this year. It’s sectioned into three parts, and we’ll be reading the first part this week, which is 145 pages. Do not wait until Wednesday to start reading. Give yourself plenty of breathing space!
We spent the bulk of class talking about figurative language and literary elements, specifically simile, metaphor, allegory, personification, imagery, motif, dialect, and mood vs. tone. Be sure you have these things written in your notes. You’ll see them again.
We also talked about the difference between a mystery and a thriller, along with the Five Main Elements of Suspense (conflict, pacing, atmosphere, red herrings, and high stakes).
If you need to listen to the lecture, click here.
Read Part One of The Night Gardener. Then take the reading quiz by Wednesday evening.
Everyone worked so hard on the mid-semester test! I’m super proud.
If the test was harder than you expected and your notes weren’t thorough, now you know to up your game for the rest of the semester. If it was a breeze for you, I’m glad. Keep doing what you’re doing.
For now, kick up your feet because it’s FALL BREAK and there’s no homework. Be sure you get a copy of The Night Gardener by the time we resume class on October 22.
Today we reviewed key plot points in Ch. 16-31 in Holes. We also reviewed a bunch of literary elements and definitions that you will need to know for the test next week. If you have these things already written down in your notes, then you’ll have no trouble with the test since it’s an OPEN NOTES test. There will also be some plot-related questions about Holes.
If you need to listen to the lecture from today, click here.
Finish Holes and take the reading quiz online.
Then, make sure your notes are in order. Scroll through this class page and see what’s bolded. Those are likely things you’ll need to know. See you next week!
Today we covered the first 15 chapters of Holes and talked about symbolism. Be sure you also know the definition of protagonist and antagonist. You will have a mid-semester test in class on October 8. It’s open notes, so make sure you have your notes organized and ready. The test will consist mostly of literary elements and some plot/theme questions related to Holes.
Please download and print this document about Literary Elements. It will be handy to you in the future. 🙂
If you need to listen to the lecture, click here.
Read Ch. 16-32 of Holes and take the reading quiz. Also, make corrections (if needed) on your thematic essay and email me the final draft for a grade.
Today I briefly introduced Holes since that’s our next book. The rest of the class was spent talking about archetypes in literature, which are characters, settings, and plots that represent universal patterns of human nature. (The concept of archetypes was built upon the work of Carl Jung, a Swiss psychologist.) Once we started talking about various archetypes, students seemed to catch on quickly. I hope everyone took notes because these things will show up on the semester test.
Read Ch. 1-15 in Holes. Then, take the reading quiz by Wednesday afternoon (linked here).
I will spend the weekend reading your rough drafts. As I explained in class, my father passed away last week, so I’m behind on reading all of my students’ papers. You should get feedback from me before Monday.
*If you need to listen to the lecture, click here.
*I’m updating this page on Wednesday, Sept. 9 since I won’t be in class on Thursday, Sept. 10*
The substitute should’ve played the lecture for you in class. If you need to listen to it again, click here. Take notes if you need to. It will likely help you with your paper!
I hope you enjoyed Wonderstruck! Now it’s time to write your first academic paper for this class. Some of you are already experienced with this type of assignment, but others may struggle a little. No worries. I go over those details in the lecture, so listen carefully and email me questions if you have them!
Write the rough draft of your thematic essay and share it with me through Google Docs by next Tuesday, Sept. 15. Make sure you share the document in Google Docs so I can make comments on it. Aim for 600 words.
Today we reviewed Part Two of Wonderstruck and talked more about some other themes we’re seeing. In addition to Loneliness, Loss, and Longing and Challenges in Communication, we’re also seeing the Importance of Family Bonds and the search for one’s Identity. You may identify some other themes this week as you finish the book.
If you already know what theme you want to write about for your first paper, take notes as you read Part Three. It will be helpful to you to have page numbers already written down for scenes you’d like to quote.
Be sure you have juxtaposition written down in your notes. This is a literary device authors use to place important things, characters, and ideas next to each other in the text. It’s a deliberate way to draw the reader’s attention to something. We’ve been seeing this over and over again with Ben and Rose. Their stories are unfolding in parallel to one another (50 years apart), so many important discoveries are juxtaposed to one another.
You have a lot to accomplish this week AND you have an earlier deadline. Don’t drag your feet, friends! You have four things to do by Tuesday, if you can.
I realize Labor Day is Monday, so that might not be a school day for some of you. If you need to turn in your work Wednesday, just let me know. You won’t lose points or anything.
First, finish reading Wonderstruck. Then take the reading quiz (click here).
Then, use your notes to complete this MLA worksheet (click here).
Finally, draft your Outline in a Google Document and share it with me by Tuesday, Sept. 8 at 5 p.m. (Click here to view an example of what the outline should look like. Remember these are the BONES of your paper. You’ll flesh it all out next week when you write the rough draft.) When you share the document with me to my email address, make sure the option for editing is turned ON. This is how I’ll share my thoughts with you and offer ways to improve your essay. We won’t be exchanging physical papers in class this semester.
Please ask a parent or older sibling for help with Google Docs if you are unfamiliar!
Today we reviewed Part One of Wonderstruck, talked about the difference between theme and subject, and starting reviewing the basic details on how to draft a Works Cited page (click here to see an example). We will go over those details many times this semester, so if it was utterly confusing, don’t stress!
If you need to listen to everything again, click here for an audio file of the lecture.
Read/observe Part Two of Wonderstruck. Start looking for themes in both Ben’s and Rose’s story. Jot down some page numbers or make notes of scenes you want to remember. You will be SO GLAD LATER that you did this extra work now.
Then, take the reading quiz (click here).
I mentioned in class that you’d have another MLA worksheet to do, but I’ve decided to save it for next week. So, that means you just have the reading, some note-taking, and the quiz this week! 🙂
It was lovely to see all of your faces (mostly your eyeballs) in class. I dearly hope we get the whole year together.
For those of you who’ve been in my Middle School English class before, then the first day was a lot of repetition. Starting with Freytag’s Pyramid sets the stage for our conversations about story plots. It’s important to be able to identify literary elements and know what they mean.
I realize that talking about MLA format is both boring and confusing, but trust me when I say that the more time you spend flipping through the handbook, the better understanding you’ll have of what’s required. Please bring your MLA Handbook to class every week. We’ll try to spend a few minutes flipping through it together. As I said in class, I prefer the 7th Edition, but the 8th is also fine.
Read/observe Part One of Wonderstruck. Really pay attention to the illustrations. Resist the urge to flip through them quickly.
Once you’ve finished reading, click here to take the reading quiz. You’ll be required to input your email address, and you’ll only get to take the quiz one time.
Finally, use your MLA Handbook to complete this online worksheet. It feels like a quiz, but it’s not. It’s just to introduce you to the manual.
If you need to hear everything we talked about in class again, I will post a recording of my notes each week. Click here to listen.
I’m keeping my fingers crossed that we’ll be able to meet in person ALL YEAR. With that hope in mind, I’m looking forward to seeing all of you in August. If you’ve been my student before, we don’t need any introduction. If you’re new to my class and style of teaching, I hope we’re a good fit.
In my class, we respect one another’s opinions, take turns talking and listening, and work hard on assignments, even when they are challenging or boring. I choose novels and stories with care so students can be exposed to different writing styles, voices, and subjects.
We will spend a good chunk of the fall semester learning about MLA format, which is the academic standard for writing essays and papers. It’s VERY BORING, but the harder you work to understand and apply MLA format to your English papers, the easier paper writing will be in the long run. We will suffer together!
Students need an MLA Handbook (7th or 8th edition please), which they’ll need to bring to class.
Fall 2020 Reading
Wonderstruck by Brian Selznick
Holes by Louis Sachar
The Night Gardener by Jonathan Auxier
The Breadwinner by Deborah Ellis
Spring 2020 Reading
No Fear Shakespeare “Comedy of Errors”
Code Girls (Young Reader’s Edition) by Liz Mundy
Lion: A Long Way Home (Young Reader’s Edition) by Saroo Brierley
Short stories will be provided