Period 1 & 2--ELA B 30/AP 30 split
This is a tough assignment (you wouldn't think bragging about yourself would be--I guess it just goes to show how humble our kids are), so I gave them this class to work on them. They worked VERY well in class and I am looking forward to hearing their boasts tomorrow.
Reminder that Sylar is on the Blues News this coming up week.
Period 3--Pre-AP 10
We finished going through the power point with information about Of Mice and Men. We had some excellent conversations about this novel and the issues found within it. We looked at the symbolism surrounding the snake and the herron and had some interesting interpretations about that. The last thing we did with the novel was to look at the definition of juxtaposition. Once they determined the definition, and we looked at some examples of it in chapter 6 from the novel, we watched the last 4 minutes of the movie version where George kills Lennie. Within this little clip, we found many examples of visual and auditory juxtaposition. They broke the scene down and examined it much closer than they otherwise would when just watching for entertainment. Finally, we looked at Robert Burns' poem "To a Little Mouse" from which the novel gets its name and discussed the parallels between "the best laid schemes of mice and men" to the novel. Good class! We realized that we've done two major pieces of work in a fairly short period of time so far this semester, but I warned then that the pace will feel like it's picking up because we're taking shorter pieces of literature.
Period 4--History 10
The students continued to watch The Patriot in class. We should finish it up tomorrow and then the students will start in on their major assignment.
Period 5--History 30
We finshed discussing the Royal Proclamation and examined the issues that raised from it. Then, we moved into The Quebect Act and the intent behind the document and the resulting issues from it (ie. The American Revolution). Tomorrow, we will start in on making a comprehensive time line for the students to help them keep everything organized. They needed to choose 10 events (and dates if possible) to plot onto a class timeline. We'll continue this tomorrow and then move onto the American Revolution.
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