English 9--6/6/2014

Jump Off
--Take out your finalized, typed-in-MLA Dragonsong Unit Final Essay and your copy of the rubric.  If, for some bizarre reason, you have misplaced your rubric, pick up a clean copy from the front table.

S. the C.
--agenda/rationale/HW
--The following students need to see Mr. Martin before leaving class today:

• Bo-diddly-Jim-Scha...
• Cuddles
• Fidget
• Oranges
• Pikachu
• The Legit Dave Strider

Writing Workshop -- Dragonsong Unit Final Essay Improvement Session
--go through PowerPoint slides in order to check/improve MLA Format, parenthetical references, and the Works Cited page
--briefly review some of the conventions we worked to master this year--spend some time revising accordingly
*Mr. Martin checks writing pieces (HW score)*
--When finished, put your essay in a safe place.  Revise your essay prior to the beginning of next class (unless your essay is already in prime condition, in which case, place the essay in the black basket on the front table after making sure that there are no stray marks on the essay).

Transition
--Take out the following items as preparation for the next activity:

• "Drama Terms Notes" sheet
• "Drama Term Tracking Sheet"
• The Richard Parsons' version of Romeo and Juliet

Application Activity/Film (cont.) -- Franco Zeffirelli's Romeo and Juliet (Remainder of class)
--clarification of some of the terms on the "Drama Terms Notes" sheet
--examples of TRAGIC FLAW and PUN in the beginning of Act I (Block 1 only)
--refresher of directions:

• You cannot use the examples provided last class when completing the "Drama Term Tracking Sheet".
• You only need one example for each of the terms.

--continue purposefully viewing the film

HW

--Your finalized, typed-in-MLA Dragonsong Unit Final Essay is due at the beginning of class next time (Tuesday, 6/10/2014). Make sure to submit your best work, a true representation of your abilities, revised as per today's Writing Workshop block.
--Continue preparing for the English 9 Department Exam and the Regional Post-Assessment. Both exams will take place on Thursday of next week (6/12/2014). Mr. Martin hopes that you prepare diligently for these exams, as the results are meant to help him determine what you mastered throughout the year, where to focus instruction next school year for freshmen, etc. If the entire school year was a sports season, next week is Sectionals. ALL OF YOU HAVE THE POTENTIAL AND DESERVE TO NAIL THESE FINAL ASSESSMENTS, BUT IT'S IN YOUR HANDS! Your final exam score for the course consists of your performances on the following:

• Dragonsong Unit Final Essay
• English 9 Department Exam
• Regional Post-Assessment

English 10 Honors--6/5/2014

Jump Off
--Pick up both an index card and a small scrap of paper from the front table.
--On Monday and Wednesday of next week, refreshments, in Mr. Martin's humble opinion, are essential during presentations and film-viewing.  For the first few minutes of class, talk amongst yourselves in order to get some smorgasbords in order.  A sheet is located on the front table on which to write down everyone's refreshment-bringing intentions.
*WORK RETURNED*

S. the C.
--agenda/HW
--The following is the presentation order for End-of-Course Assignment--Mini-Presentations:

Monday, 6/9/2014--Block 2

• Olivia H.
• Molly S.
• Kyra M.
• Lucas A.
• Melissa M.
• Catherine F.
• Derek D.
• Ryan L.
• Sarah M.

Monday, 6/9/2014--Block 4

• Rebekah F.
• Justin M.
• Meghan L.
• McKayla C.
• Andrew C.
• Morgan L.
• Caroline V.
• Gabrielle R.
• Sebastian B.

Wednesday, 6/11/2014--Block 2

• Katy L.
• Lucy S.
• Courtney L.
• Morgan B.
• John W.
• Sarah L.
• Lucas R.
• Leslie H.
• Madelyn P.

Wednesday, 6/11/2014--Block 4

• Sarah N.
• Dean D.
• Amelia D.
• Richard A.
• Rachel K.
• Andrew S.
• Isabel T.
• Abigail K.

Activity -- Helmet O' Destiny/60-Second Club
--brainstorm topics for the helmet (directions given)--Mr. Martin approves and collects
--share protocol:

• card drawn
• topic drawn from helmet
• 30 seconds to prepare upon returning to desk
• podium approached when name called
• speech delivered and timed (5-second countdown given)
• 60-Second Club officially joined (or not :'( )
• repeat until all students have gone

--share 60-Second Club entrance requirements (see PowerPoint slide)
--Mr. Martin models--tips shared
--let's do it!
Miscellaneous
--lingering End-of-Course Assignment questions answered
--begin viewing the 1962 film version of To Kill a Mockingbird

HW
--If you have not already done so, finish purposefully/actively reading To Kill a Mockingbird. Before the end of the school year, I would like to have a final discussion together about the novel if time permits.
--The written portion of the End-of-Course Assignment is due at the beginning of class next Friday (6/13/2014--oooo...spooky! [date/Boo Radley joke]).
--The mini-presentation portion of the End-of-Course Assignment will take place on Monday and Wednesday of next week as per the pre-established order. Plan and prepare!  If you signed up to bring refreshments, don't forget to do so.

English 9--6/4/2014

Jump Off (10-12 minutes)
--Pick up the "Romeo and Juliet Unit--Prologue Explication" sheet from the front table.  Spend the first 10 minutes of class explicating the poem and making predictions quietly and independently.  Feel free to pick up a dictionary from the back of the classroom or use your Smartphone if you have one.  Good luck!

S. the C. (15-20 minutes)

--agenda/HW

--go through the prologue line-by-line together using explications in order to familiarize students with the plot of The Tragedy of Romeo and Juliet--jot down notes on the front board

Transition (2-3 minutes)
--Pick up the following documents from the front table:

• "The Tragedy of Romeo and Juliet Unit--Drama Terms Notes"
• "The Tragedy of Romeo and Juliet Unit--Drama Terms Examples for Completing Skeletal Notes" (This document will be returned later in class, so DO NOT write on it!)

--Form partnerships (or decide to work independently if you prefer).

Notetaking Activity -- Drama Terms Notes (30-35 minutes)

--Objective:

• Accurately/logically fill in the blanks on the "Drama Terms Notes" sheet

--Procedure:

• Tap prior knowledge--what blanks can you fill in based on what you already know?
• Read through the provided examples in the "Drama Terms Examples for Completing Skeletal Notes" and use logic
• For example, for the term ASIDE, based on the example provided that states that Romeo speaks "to just the audience," I can logically infer that the first blank on the notes page requires the word "audience."

--work time

--Transition--re-column desks and return "Drama Terms Examples for Completing Skeletal Notes"

--Closure

• Go through the notes page term-by-term in order to check/enhance student understanding

Transition (1-2 minutes)

--Pick up the "Drama Term Tracking Sheet" document from the front table.

Application Activity/Film -- Franco Zeffirelli's Romeo and Juliet (Remainder of class)
--oral reading of directions and example:

• You cannot use the examples provided earlier in class when completing the "Drama Term Tracking Sheet".
• You only need one example for each of the terms.

--begin purposefully viewing the film--see if you can find a character's TRAGIC FLAW demonstrated and/or a PUN
https://www.youtube.com/watch?v=xawp9co17Z4

HW

--Your finalized, typed-in-MLA Dragonsong Unit Final Essay is due at the beginning of class next time (Friday, 6/6/2014).  Make sure to submit your best work, a true representation of your abilities.
--Continue preparing for the English 9 Department Exam and the Regional Post-Assessment.  Both exams will take place on Thursday of next week (6/12/2014).  Mr. Martin hopes that you prepare diligently for these exams, as the results are meant to help him determine what you mastered throughout the year, where to focus instruction next school year for freshmen, etc.  If the entire school year was a sports season, next week is Sectionals.  ALL OF YOU HAVE THE POTENTIAL AND DESERVE TO NAIL THESE FINAL ASSESSMENTS, BUT IT'S IN YOUR HANDS!  Your final exam score for the course consists of your performances on the following:

• Dragonsong Unit Final Essay
• English 9 Department Exam
• Regional Post-Assessment

English 10 Honors--6/3/2014

Jump Off
--Pick up the halfsheet from the front table titled "End-of-Course Assignment--Mini-Presentation Information".  Purposefully read the halfsheet.
--Ricky Allen: See Mr. Martin during class today.

S. the C.
--agenda/HW
--briefly discuss the Jump Off
--The following is the presentation order for End-of-Course Assignment--Mini-Presentations:

Monday, 6/9/2014--Block 2

• Olivia H.
• Molly S.
• Kyra M.
• Lucas A.
• Melissa M.
• Catherine F.
• Derek D.
• Ryan L.
• Sarah M.

Monday, 6/9/2014--Block 4

• Rebekah F.
• Justin M.
• Meghan L.
• McKayla C.
• Andrew C.
• Morgan L.
• Caroline V.
• Gabrielle R.
• Sebastian B.

Wednesday, 6/11/2014--Block 2

• Katy L.
• Lucy S.
• Courtney L.
• Morgan B.
• John W.
• Sarah L.
• Lucas R.
• Leslie H.
• Madelyn P.

Wednesday, 6/11/2014--Block 4

• Sarah N.
• Dean D.
• Amelia D.
• Richard A.
• Rachel K.
• Andrew S.
• Isabel T.
• Abigail K.

Transition -- head down to the Computer Lab

Writing Workshop -- End-of-Course Assignment
--while you work today, Mr. Martin will conduct "mini-lessons" based on questions/topics posed as per the order established on the whiteboard

HW
--If you have not already done so, finish purposefully/actively reading To Kill a Mockingbird.  Before the end of the school year, I would like to have a final discussion together about the novel if time permits.
--The written portion of the End-of-Course Assignment is due at the beginning of class next time (Thursday, 6/5/2014).  Bring two printed copies.
--The mini-presentation portion of the End-of-Course Assignment will take place on Monday and Wednesday of next week as per the pre-established order.  Plan and prepare!

If you've been curious, here are some pictures!:

English 9--6/2/2014

Jump Off
--Pick up a copy of the Richard Parsons' version of Romeo and Juliet from the front of the classroom.  You will need to bring this book to class every day between next class and our last class together.

S. the C.
--The following students need to see Mr. Martin during class today:

• Carlos
• Fidget
• General Fishtail
• Hannah Montana
• Loki
• Mike
• Noble 6
• Oranges
• Pikachu
• That Guy
• The Legit Dave Strider
• The Popmaster

--good news/bad news
--information shared about next class with Mrs. Giuiliano
--Mr. Martin writes down book numbers
--agenda/HW

Transition -- head down to the Computer Lab

Writing Workshop -- Dragonsong Unit Final Essay
--while you work today, Mr. Martin will conduct "mini-lessons" based on questions/topics posed as per the order established on the whiteboard

HW
--Familiarize yourself with the information on the inside cover of the Richard Parson's version of Romeo and Juliet so that you have a little bit of background heading into Wednesday's class.
--Your finalized, typed-in-MLA Dragonsong Unit Final Essay is due at the beginning of class this Friday (6/6/2014).
--Continue preparing for the English 9 Department Exam and the Regional Post-Assessment.  Both exams will take place next week.  Mr. Martin hopes that you prepare diligently for these exams, as the results are meant to help him determine what you mastered throughout the year, where to focus instruction next school year for freshmen, etc.  If the entire school year was a sports season, next week is Sectionals.  ALL OF YOU HAVE THE POTENTIAL AND DESERVE TO NAIL THESE FINAL ASSESSMENTS, BUT IT'S IN YOUR HANDS!  Your final exam score for the course consists of your performances on the following:

• Dragonsong Unit Final Essay
• English 9 Department Exam
• Regional Post-Assessment

If you've been curious, here are some pictures!:

Class Block Notes--The Final Few Weeks

English 9

• perfect Dragonsong Unit Final Essays before submission
• purposefully view Zeffirelli's Romeo and Juliet (138 minutes)--leave English 9 with a general understanding of Shakespeare's classic and drama terms
• while viewing, look for examples of drama terms in action
• engage in close reading of a choice passage (or two or three) from William Shakespeare's The Tragedy of Romeo and Juliet--practice for regional assessment (inform students about said exam)
• take Livonia exam and regional assessment
• "GO BIG" finishing out the school year!

English 10 Honors

• final To Kill a Mockingbird discussion
• impromptu public speaking--pinpointing and practicing speaking skills
• mini-presentations
• view some of To Kill a Mockingbird (a classic!)

English 9--5/8/2014

Jump Off
--For the first few minutes of class, get into pairs and go over the questions for "The Lottery."  As you do so, consider the two categories on the board labeled "Umm......what?!" and "Literary elements/devices purposefully used" and attempt to come up with items to populate those categories on the front board.  (For example, when going over #1, I might realize that the title of the story is ironic, which helps readers come to conclusions about traditions.)
*WHEN TIME PERMITS DURING TODAY'S CLASS BLOCK, MR. MARTIN WILL MEET WITH STUDENTS ABOUT THE DRAGONSONG UNIT FINAL ESSAY*

S. the C.
--agenda/rationale/HW
--sample Dragonsong Unit Final Essay read aloud from a past student--here are your options:

• "The Hardest Decision" (97%)
• "The Beat That Keeps Me Going" (97%)
• "Don't Stop Believin'" (94%)

--go over the J.O. by discussing the questions, populating the categories on the front board, and making connections between "The Lottery" and Dragonsong

Transition
--Pick up the "poem packet" from the front table within which you will find the following poems:

• Maya Angelou's "Caged Bird"
• Paul Laurence Dunbar's "Sympathy"
• May Swenson's "Fable for When There's No Way Out"
• Mary Oliver's "The Journey"

Then, dig through your binder and see if you can find the following items:

• The document titled "Annotating Text--A Tried and True Method" (we first worked with this protocol in mid-October)
• Your explicated copy of Margaret Atwood's "Siren Song"

Instruction -- Poetry Explication--May Swenson's "Fable for When There's No Way Out"
--review annotation method and explication via past work
--read "Fable for When There's No Way Out" aloud once to get the gist
--project text on the front board--share initial thoughts/understandings from gist reading and begin marking up the poem
--read poem aloud a second time--explication modeling (emphasis on literal vs. figurative meaning and summarizing in the left margin)
--independent explication:

• Remember, too, that one of your purposes when reading additional unit material is taking notes and detail-hunting through the lens of your essay idea.

--share out

Transition
--Pick up the "'Fable for When There's No Way Out' Closure" sheet from the front table--this is today's exit ticket and needs to be completed quietly and independently before you leave.
--Pick up the "Dragonsong Unit--Potential Questions/Prompts for Final Essay" page.

HW Time (Application)

HW
--Pick another poem from the poem packet.  Explicate the poem, demonstrating your best skills.
--Based on Mr. Martin's feedback, improve your thesis statement and write the updated version on your "Dragonsong Unit--Final Essay Outlining Notes and Template"--this will get you started on your essay! 
For some of you:
--If you are still dissatisfied with your idea, consider looking through the "Dragonsong Unit--Potential Questions/Prompts for Final Essay"  sheet and crafting a thesis statement related to one of the questions/prompts.  Then, write the thesis statement on your "Dragonsong Unit--Final Essay Outlining Notes and Template".
Reminders:
--We are scheduled for full blocks in the Computer Lab on the following days: Thursday, 5/29/2014 and Monday, 6/2/2014. Plan accordingly!
--Your Dragonsong Unit Final Essay is due at the end of the day on Monday, 6/2/2014.
--Over the course of the next few weeks, we will continue dealing with additional unit material (e.g., Mulan and The Tale of Despereaux) that can be used as the second work in your essay. One of your purposes when viewing will be taking notes and detail-hunting through the lens of your essay idea.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 10 Honors--5/7/2014

Jump Off (5 mins.)
--Spend the first 5ish minutes of class reading through your “Reading Nonfiction Document” for Thomas C. Foster’s “Nice to Eat with You: Acts of Communion” and your annotations written on the reading itself.

Assessment -- Reading Nonfiction--“Nice to Eat with You: Acts of Communion” (10-15 mins.)
--complete the assessment quietly and independently as directed
--When you finish with the assessment, transition as directed.

Transition (5-10 mins.)
--Place your assessment in the black basket on the front table.
--Pick up the “Understanding Argument” sheet from the front table. Carefully read the directions. Then, purposefully read the information included within the charts. Finally, spend some time thinking of answers to the italicized question included within the directions. Jot down your thoughts on the back of the sheet, as we will spend some time discussing this question together.

S. the C. (15-20 mins.)
--briefly discuss the homework assignment--What is literary communion?  What are some typical authorial purposes behind literary communion?
--discuss the “Understanding Argument” sheet--What is argument? What does an argument require?
--agenda/HW

• Throughout today’s class, ask questions relating today’s lesson contents to your end-of-course assignment—advocate for your understanding!

Transition (2 mins.)

--Pick up the “Models of Argument" sheet from the front table.

 

Writing Workshop -- Models of Argument (15-20 mins.)

--engage in purposeful reading

--discuss commonalities, crafting a list of necessities for our research process

--Transition--pick up additional materials from the front table based on approach selections

--purposefully read:

 

• Underline and define key terms associated with your selected approach.
• Create a checklist that could be used for purposeful reading of sources in order to effectively execute your selected approach--If reading websites, articles, books, etc. "like a detective," what would you look for to highlight, underline, etc.?
• Write a three-sentence summary of your approach.

--add items to list from earlier in class (you should use this information when purposefully reading sources in the future!)

Transition (2 mins.)
--Pick up the “Nonfiction Analysis--Wilbert Rideau’s ‘Why Prisons Don’t Work’” document from the front table.  Read and attend to the information under the “Before Reading” heading.  When you have finished, look up.

HW Time (remainder of class)
--oral purposeful reading as per “During Reading” directions
--pair work--“After Reading”

HW
--Finish the "Nonfiction Analysis--Wilbert Rideau's 'Why Prisons Don't Work'" document.  Be prepared for an assessment and/or a discussion next class about your work with the reading.
Reminders:
--We are scheduled for full blocks in the Computer Lab on the following days: Wednesday, 5/28/2014; Friday, 5/30/2014; and Tuesday, 6/3/2014. Plan accordingly!
--The written portion of the End-of-Course Assignment is due at the beginning of class on Thursday, 6/5/2014, which will also be the first day of in-class presentations.

English 9--5/6/2014

Jump Off (5 mins.)
--Pick up the following documents from the front table:

• "Dragonsong Unit Final Essay--Grading Sheet"
• "Dragonsong Unit--Final Essay Outlining Notes and Template"

Spend the first five minutes of class purposefully reading through the grading sheet by underlining key requirements that, if skillfully attended to, will lead you to success on this assignment.
*MR. MARTIN RETURNS TICKET-OUT-THE-DOOR HALFSHEETS FROM LAST CLASS*

S. the C. (10-15 mins.)
--a few Ticket-Out-the-Door exemplars shared from last class ("sealing the deal" on "Trifles"):

Often, individuals who are stereotypical are ignorant and fail to see reality. Susan Glaspell, based on her ideas in "Trifles," agrees with this statement. She makes this clear when she portrays the men as ignorant men who lack intelligence and do not listen to the women, for the men assume that what the women say is not important and wrong. An example of this is when Mrs. Hale and Mrs. Peters tell the men that they found the dead canary, and in a sarcastic tone, the County Attorney replies with "[w]ell, that's interesting, I'm sure." The men believe that women aren't important. This belief stems from the time period, which is the late-1800s/early-1900s. During this time period, women were often viewed as little more than stay-at-home wives, which is how the men treat the women in this play. Throughout the play, Glaspell makes it clear that ignorant stereotypes need to be broken down through both irony and setting.

People who believe in stereotypes are usually ignorant and are led to wrong assumptions.  Susan Glaspell uses verbal irony to help her readers realize something about stereotypes.  An example of verbal irony is when the men are sarcastic toward the women talking about "trifles."  This is ironic because while the men mock the women thinking they are just talking and uncovering useless items, the women are actually solving the crime.  Glaspell's use of verbal irony shows that the men were so blinded by stereotypical ideas that they were not able to solve the crime even though the women were.

Susan Glaspell wants her readers to realize that ignorantly stereotyping can have dangerous consequences.  One symbol in "Trifles" is the the canary, which represents Mrs. Wright.  Mr. Wright kills the bird by strangling it, just like Mrs. Wright did to Mr. Wright.  The bird was also in a cage which has been broken open, which is similar to how Mrs. Wright was caged by the stereotypical thinking of her husband, who basically believed she should work quietly in the home while he is outside working the land.  If the men looking for clues realized that the bird was like Mrs. Wright, as the women did, they might have been able to piece together Mrs. Wright's motive.  Instead, like Mr. Wright, the men ignorantly stereotype the women, too.  Glaspell's symbolism helps readers realize that instead of being close-minded and stereotypical, people should be open-minded in order to reach their full potential.  If Mr. Wright wasn't stereotypical, Mrs. Wright would happily sing and not kill him, and if the men weren't stereotypical, Mrs. Wright would be convicted of the crime of killing Mr. Wright.

--agenda/rationale/HW

Mini-Lesson -- Dragonsong Unit Final Essay (40-45 mins.)
--link our Dragonsong Unit Final Essay work to the multitude of well-developed paragraphs that we have written this school year (answering questions, structure, etc.--"building out" from there):

• Chapter 1 paragraph exemplar shared again--keep in mind your Chapter 4 writing piece that was recently returned for the sake of comparison
• Potential essay idea "fleshed out" based on paragraph exemplar

--attention turned to the "Dragonsong Unit--Final Essay Outlining Notes and Template" document:

• Oral gist reading of the notes
• Mr. Martin models use of the template with the potential essay idea from earlier in class

--quiet/independent work time--developing a rough thesis statement for Dragonsong aspect of assignment for approval by Mr. Martin--MEETINGS WILL CONTINUE OCCURRING
--begin brainstorming, outlining, detail-hunting, etc.
--Closure

• On a scrap of paper, write down your rough thesis statement.
• Place your completed paper scrap in the black basket on the front table and pick up the "Dragonsong Unit--'The Lottery' Viewing and Discussion Questions" sheet from the front table, which we will purposefully read together momentarily.

Purposeful Film Viewing -- "The Lottery" (20 mins.)
--after reading through the questions, view "The Lottery" via the links below and respond to the questions--remember, too, that one of your purposes when viewing, reading, etc. additional unit materials is taking notes and detail-hunting through the lens of your essay idea

https://www.youtube.com/watch?v=pIm93Xuij7k

https://www.youtube.com/watch?v=PMhV3fwx5Sg



Closure -- Pair Work/Discussion (remainder of block)

HW
FYI:
--We are scheduled for full blocks in the Computer Lab on the following days: Thursday, 5/29/2014 and Monday, 6/2/2014.  Plan accordingly!
--Your Dragonsong Unit Final Essay is due at the end of the day on Monday, 6/2/2014.
--Over the course of the next few weeks, we will continue dealing with additional unit material (e.g., Mulan, poetry, etc.) that can be used as the second work in your essay. One of your purposes when viewing, reading, etc. will be taking notes and detail-hunting through the lens of your essay idea.
--Finish any "Purposeful Film Viewing" items that we do not get to in class (if necessary).

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 10 Honors--5/5/2014

Jump Off
--Pick up the reading titled "Lord of the Flies GROUP: The Flies' Twentieth Reunion!" from the front table.  This reading is a section from Sarah Schmelling's humor book titled Ophelia Joined the Group Maidens Who Don't Float: Classic Lit Signs on to Facebook.  We will read this piece together as a stress reliever/quick bit of review before today's assessment.

S. the C.
--agenda/HW
--oral reading of J.O. reading

Transition
--Return the J.O. reading and pick up the sheet for today's assessment ("Lord of the Flies--Novel Assessment 2014").  If you do not have your own lined paper handy, grab a few sheets while you are at the table.

Assessment -- Lord of the Flies
--Carefully read the directions and complete the exam.  Good luck!
--When you finish with the exam, pick up the following documents from the front table:

• Thomas C. Foster's "Nice to Eat with You: Acts of Communion"
• "Reading Nonfiction Document"

HW Time

HW

--Mindfully complete Step #1, Step #2, and Step #3 of the "Reading Nonfiction Document" for Thomas C. Foster's "Nice to Eat with You: Acts of Communion" before the beginning of next class.  This reading is intended to help you further understand and appreciate Harper Lee's To Kill a Mockingbird and has the potential to deepen your understanding of Lord of the Flies (if you make the connection!).  However, as the chapter is a piece of nonfiction, it presents us with a good opportunity to continue honing our analysis skills (hence the "Reading Nonfiction Document").  Be prepared for an assessment and/or a discussion next class about your work with the reading.

FYI:
--We are scheduled for full blocks in the Computer Lab on the following days: Wednesday, 5/28/2014; Friday, 5/30/2014; and Tuesday, 6/3/2014.  Plan accordingly!

--The written portion of the End-of-Course Assignment is due at the beginning of class on Thursday, 6/5/2014, which will also be the first day of in-class presentations.

Dragonsong Unit Final Essay Class Notes