English I- 9th Grade
Mr. Cruz

Room 4

"To feel most beautifully alive means to be reading something beautiful, ready always to apprehend in the flow of language the sudden flash of poetry."
~ Gaston Bachelard

12/10/10

Today scholars either created analogies or analyzed a picture for their do now.  The purpose of the do now was to create higher order thinking skills in the kids and allow them to engage with their ideas about the Odyssey in a more profound way.

For the rest of class we formed reading groups and worked our way through the packet, focusing on plot and themes/symbols present in the text. 

Assignments

Friday, 12/10/10

Finish Packet #2; Create marginal notes on important parts of the story and link themes and symbols to the remaining portion. 

12/09/10

Today scholars either created analogies or analyzed a picture for their do now.  The purpose of the do now was to create higher order thinking skills in the kids and allow them to engage with their ideas about the Odyssey in a more profound way.

For the rest of class we formed reading groups and worked our way through the packet, focusing on plot and themes/symbols present in the text. 

Assignments

Thursday, 12/09/10

1st Period: Read to page 922; create marginal notes and label themes and symbols

2nd Period: Read to page 919; create marginal notes and label themes and symbols

4th Period: None

5th Period: Read to page 922; create marginal notes and label themes and symbols

7th Period: Read to page 922; create marginal notes and label themes and symbols 

12/08/10

Scholars had to make up assignments from last night because most classes did not stay on task during my absence. 

Assignments

Wednesday, 12/08/10

Complete vocabulary and study guide questions

for vocabulary template: click here

for study guide questions, pgs. 911-915: click here

12/07/10

I was absent today due to a training session I was required to attend.

Scholars were required to complete their vocabulary sheets for section two over pages 915, 916, 919, and 920.

Additionally, scholars were asked to complete study guide questions for pages 911-915. 

Assignments

Tuesday, 12/07/10

Complete vocabulary and study guide questions

for vocabulary template: click here

for study guide questions, pgs. 911-915: click here

12/06/10

Today scholars reviewed Odysseus' first three travels and what transpired during each episode.

Afterward, we read pages 911-915 for the basic story and made marginal notes over the story.  My kids did a great job focusing and maintaining their discipline as we read today. 

Assignments

Monday, 12/03/10

Re-read pages 911-915 and create marginal notes (if not done during class).

12/03/10

Scholars took their test over the Cyclops Episode of The Odyssey.  Today's test was a 24 question assessment that had students demonstrate knowledge on vocabulary in the section, character identification, and analysis questions of a reading passage.

Students were then allowed to begin/continue working on their theme and symbol mini-projects.  This project is due on Monday!

Can't wait to see you all tomorrow at Saturday school!  Here comes the U!

Assignments

Friday, 12/03/10

for the Theme and Symbol Drawing Project: click here

12/02/10

Scholars did a comparison matrix over Odysseus and Polyphemus, considering whether or not these two adversaries were more alike or more different.  I received many thoughtful answers on these questions, and was deeply impressed by the thinking of our kids!

Afterward, we reviewed the difference between theme and symbol and took notes on the major themes and symbols experienced in The Odyssey.

Scholars were then given a theme and symbol drawing assignment.  The goal of the assignment is to have the kids identify one theme and one symbol inherent in the Cyclops episode.  This assignment will be due on Monday, 12/06/10.

Assignments

Thursday, 12/02/10

for the comparison matrix for Odysseus and Polyphemus: click here

for the Theme and Symbol Notes: click here

for the Theme and Symbol Drawing Project: click here

for the Theme and Symbol Powerpoint (notes to copy): click here

12/01/10

Today was a busy day for scholars as they reviewed their vocabulary and annotated their Odyssey packets for plot, literary devices, and themes. 

The annotated packet is in preparation for our quiz on Friday.  The following concepts will be on the quiz:

* Vocabulary from the packet

* Basic story information from the packet

* Analysis of a passage from the packet

The annotated packet is due on Friday and will also count as a quiz grade. 

Assignments

Wednesday, 12/01/10

for the annotation assignment: click here

11/29/10 and 11/30/10

On Monday we focused on vocabulary pertinent to understanding Homer's The Odyssey and read summaries to gain a working background knowledge of the first episodes of the epic. 

Tuesday found us reading The Cyclops Episode from Homer's The Odyssey.  Students were thoroughly engaged in the action, drama, and foolishness that surrounded our main character, Odysseus. 

Students were asked to look for flaws (weaknesses) in our hero and record four examples with proof on their T-Charts for Lifework. 

Assignments

Monday 11/29/10

Vocabulary Template: click here

Summary of Episodes 1-3: click here

Tuesday, 11/30/10

Odysseus T-Chart: click here