Mister Ambrose
489 Winthrop St.
Medford, MA 02155
ph: 781.393.2345
dambrose
Final Exam Review
Handback corrected papers
Students submit outstanding work
Review format of final exa
Downloadfinal exam review game here!
Homework:
Prepare for final exam.
Complete brief technology survey forour grant.
FinalExam Review
Get into small groups and review yourbinder to create a studyguide for next week's final exam.
Period 2: "Chicago" byCarl Sandberg
See yesterday's lesson plans
Period 5: Walt Whitman Poetry
Review anddiscuss brief biography of Whitman
Read and analyze Whitman's poetry
Write abrief poem in the style of Whitman orSandberg
Period 2: Junior Class Assembly
Period 5: "Chicago" by Carl Sandberg
Journal: Examine photos of industrial Chicago
Carl Sandbergbackground
Write your own version of "Chicago," modeled after Sandberg's piece (perhaps "Medford" or "Boston")
HW: Wrap up the final version of your "Chicago" poem
Be sure you have submitted your short story!
Snapshots
Discuss "Tearaway Burkus andTinplate Menorahs"
Peer Edit Short Stories
HW: Wrap up final short story.
Snapshots
Discuss "Revelation" (based on Blackboard discussion)
Download discusion questions for "Revelation" here.
Writer's Workshop: Slowing Down the Moment
Begin reading "Tearaway Burkas and Tinplate Menorahs" by Al Franken
HW: Polish the short story draft of your choice. Your story should be based on one of the following:
Your short story will be scored according to this rubric.
Finish reading "Tearaway Burkas"
Snapshots
Discuss "What Writing Is" (based on Blackboard)
Share writing ("A&P" and "P.O." model pieces)
A Little Background on Flannery O'Connor
Beginreading anddiscussing "Revelation"
HW: Finish reading "Revelation"
PosttoBlackboard online learning community
Snapshots
Discuss "Trying to SavePiggySneed" (see Blackboard)
FreeWrite: In the style of either Eudora Welty's "Why I Live at the P.O." or John Irving's "TryingtoSave PiggySneed," write your own crazy family story or why you are a writer story.
Share rough drafts of these stories with partners, in small groups, or with the large group.
Begin reading "What Writing Is" by Stephen King.
HW: Finish reading "Why Writing Is." Write a response to this piece on the Blackboard discussion group.
Work on your rough draft of your "P.O." or "Sneed" model piece.
'Why I Live at the P.O" Discussion
BeginReading "Trying to Save PiggySneed"
HW: Finish reading "Trying to Save Piggy Sneed."
Post to Blackboard online discussion group.
Write your own rough piece in the style of John Irving.
Share and submit "A & P" Vignettes
Discuss "Awaiting Orders"
Begin reading "Why I Live at the P.O."
HW: Finish reading "Why I Live at the P.O."
Write a letter from one of the characters to the narrator of the story.
SAT Preparation Activity with Substitute
HW: See Thursday, June 4
Share and submit "A&P" coming-of-age vignettes.
Download a copy of Mr. Ambrose's version of the homework assignment here!
Pair and share or large group: Discuss the elements of John Updike'swriting that you were attempting to mimic with this piece.
Discuss "A&P." (UseBlackboard discussion as a catalyst.)
Begin reading and discussing "Awaiting Orders" by Tobias Wolff. (This piece is from The New Yorker, one of the magazines that I would strongly encourage you to check out if you are looking to improve your SAT score.)
HW: Finish reading "Awaiting Orders." Write about what elements of the story you think "make it work." Respond on Blackboard discussion group.
Share and submit "Everyday Use" artifact stories.
Downloada copy of Mr. Ambrose'sversion "Everyday Use (for your Grandma'sBowling Balls)" here!
Read anddiscuss"A&P" by John Updike.
HW: Write your owncoming-of-age vignette a la "A&P."
Post to Blackboard discussion group.
"Everyday Use" Artifact Lesson
Download a copy of the lesson plan here.
HW: Write your own version of "Everyday Use" based on thestory of your artifact. (Remember to use the artifact as a "vehicle" to tell your story.)
Everyday Use:Mirrors and Windows Activity
Introduce Artifact Exchange Assignment
HW: Bring in a personal or family "heirloom."
Write a brief synopsis of the story associated with it.
On tap for tomorrow...artifact exchange.
Wrap up literature group presentations
"Girl" Discussion and Lesson
ShareMr. Ambrose's version "Boy" (as a model for HW)
Song Analysis: Jill Scott or Lauryn Hill
HW: Write your own version of "Girl"
Read and annotate "EverydayUse"
Respond to BlackboardDiscussion Forum
Literature Group Presentations
Share andsubmit HW(Formalize Writing Piece)
Homework:
Read"Girl" by Jamaica Kincaid.
Respond to Blackboarddiscussion group.
ACTReadingComprehension Practice Packet
HW: Formalize your in-class writing piece fromTuesday.
Don't forget to submit 3-5 page essays today!
Introduce Short Story Unit
Review Syllabus andReading List
Introductory PowerPoint and Writing Activities
HW: Formalize your in-class writing piece. (Due Thurs.)
Finalize your group project if you have not already done so.
Laptop work on Projects & Essays
Anthem Ch. 10-12 Discussion andActivities
HW: Work on projects and essays
Anthem
Chapters 7-9 Discussion and Activities
ReviewEssay Prompts and Begin Brainstorming
HW: Finish reading the book. Respond to Blackboard.
The Crucible
Literary Circle Discussion (based assigned roles)
ReviewEssay Prompts and Begin Brainstorming
HW:Finish discussion questions.
SAT Preparation
Review Sentence-Completion Strategies
The College Board:10 SATs, second edition
Review questions and answers
(Perhaps assign each student a number- or2 - and have themexplain why theychose the answer they did...provided of course that it is correct.)
Tonight'sHomework
Reading assignments from Thursday, May 14
Anthem
Share and discuss visual representations from yesterday
Chapter 5 and 6 Discussion Questions
HW: Read chapters 7-9. Post on Blackboard
The Crucible
Student-directed literature circle discussion on Act 3
HW: Read act 4. Complete assigned literature circle role sheet.
Hemingway
Student-directed literature circle discussion onIn OurTime stories
Journal (if time allows): Try mimicking the style of Hemingway's writing by telling a simple narrative of something that happened to you this week.
HW:Students will agree on four stories to read for next meeting. Each student will prepare a different story for discussion.
All the President's Men
Create a timeline of the events of the story so far.
Begin brainstorming potential topics for news story project.
HW: Read chapters 6 and 7. Take copious notes.
Anthem
Chapter 3 and4 Discussion Questions
Create a visual representation of the world of Anthemby clipping photos and text frommagazines
HW: Read chapters 5 and6. Post to Blackboard.
Anthem
Chapter 1 and2 Discussion and Activities
All the President's Men
Read and React:Washington PostWatergate article
Hemingway
Discussion
With Literature Circle Roles
The Crucible
Brainstorm Modern-Day Witch Hunts for our Own Allegory Project
Anthem
See plans for Thursday, May 7
HW: Read chapter 2. Post on Blackboard.
All the President's Men
See plans for Thursday, May 7
HW: Read chapter 3. Answer chapter 2 and 3 discussion questions on handout.
The Crucible
Act 1 Discussion
Analysis of the Work as an allegory
HW: Read Act 2. Write notes and discussion questions.
Hemingway
Traits of Hemingway's short stories
Elements of the short story
Discussion on "A Day's Wait" and "Old Man at the Bridge"
HW: Read "The Killers,""Hills like White Elephants," and "In Another Country." Write notes and discussion questions.
Period 2
Eastern Nazarene College- Cassie Ferragamo
Northeastern University- Patrice and Jasmyn
SAT 2 Subject Test: Literature
SAT 2 Subject Test: Literature Quizdom Review
Period 5
Penn State - Steve
SAT 2 Subject Test: Literature
Read aloud in book groups
Crucible: Finish Act 1
Hemingway: Read 3 more stories
Anthem: Read chapters 2 and 3
All the President's Men: Read chapter 3
For all, take copious notes and write analysis questions.
All the Presidents' Men Chapter 1
PowerPoint with Background Information
Discussion Questions: Chapter 1
Tonight's Homework:
Review chapter 2 (which you should have already read) and read chapter 3. Take copious notes, and post and respond to discussion questions online.
Anthem
Downloada copy of the lesson here.
No more names, just numbers
Discussion on Chapter 1
The Crucible
Download a copy of the lesson here.
Kelly Nguyen - WPI
Bethany Kong - William and Mary
Anna Owen - Framingham State
Kayla Haskard - Endicott
Sara Sada - WNEC
Period 2
Samantha Vaughan - Pace
Matt Silkes and Chelsea Hanson - St. Anselm
Nick Bates - UMass Lowell
Elliot Grunwald - Regis College/Lawrence Memorial
Period 2
Haylee Herman-Haase - Cazenovia
Kiley Callahan - Notre Dame
Maria Voci - Wellesley
Period 5
Jimmy Nguyen - Bowdoin
Jared Mello - Temple
Betsy Petrone - Bridgewater State
Erin Kelley - Hampshire
Period 2
Endicott, Mackenzie Flynn
Framingham State, Lindsey Mills
Duke, SteveMortell
Springfield, AudreyFarenga
Bridgewater State, Katlund Iandosca
UNH, Larry Bateman
Period 5
Brian Porreca, Chapman
Nima Jama, Suffolk
Max Romano,UNLV
Discussion
Breaking Silence the Silence aroundBullying
Get some rest for the SAT tomorrow.
Gatherany literary texts you might still have at home.
ReviewMr. Ambrose'sSAT Essays (Blackboard site)
Student CollegePresentations
Go to Blackboard discussion group and comment on at least three essays.
Complete multiple choice reading comprehension and writing packet.
College Presentations
Go to Blackboard discussion to comment on 3 SATessays.
Write an essay in response tothe prompt under SAT Essay 2.
Period 2: Assembly
Period 5: SAT Preparation
Be prepared to present your college project tomorrow.
In addition, sign onto the Blackboard discussion group (via www.medford.k12.ma.us) to access an SAT prompt for tonight. Post your response in the form of a discussion strand on Blackboard. (E-mail me at misterambrose@yahoo.com if you have anytechnological issues.)
SAT Essay Writing Lesson
SAT Sample Essays
Wrap up college presentation for Wednesday.
Wrap up Ethan Frome Marriage PPT
Introduce College Research Project
College Research on Laptops
Ethan Frome Essay
College Research Project
Ethan Frome Test
Work on Ethan Frome essay
Web links for today's historicalresearch:
An encylopedia article about the historyof marriage
A 19th-century American etiquette book
Marriage and Women from the 19th-century on
A Social History of American Family Life
BritishMarriage Laws Around the Turn of the Century
Marriage and Divorce inPost-Victorian America
Download web linksindocument format here.
Post-research discussion questions.
Prepare for Ethan Frometest for Thursday.
Go toBlackboard discussion group to provide feedback on today's lesson.
Work onEthan Frome essay (due Friday).
Download a copy of today's lesson here.
An Introduction to the Themes of Ethan Frome:
Read the prologue (pp. 1-17) of Ethan Frome.
Mark your text using multi-colored Post-its.
Post toBlackboard online discussion group.
And a reminder...your final draft of your personal narrative should be submitted to me by tomorrow.
For homework, work on your personal narrative. Final draft is due Wednesday.
Vocabulary Quiz (To Kill A Mockingbird)
Writer's Workshop: Peer Edit Personal Narratives
Study for Monday's quarterly exam.
Work on personal narrative, due late next week.
Period 2
Maria and Elliot's Wrap up of Their Presentation
Period5
Kerri's Group Presentation
Study for vocabulary quiz.
Bring in a second draft of your personal narrative.
Period 2
Haylee's Group Presentation
Period 5
Jenn's Group Presentation
Period 2
Cassandra's Group
Period5
Kate's Group
Read chapters 29-31 (Finish the book)
Post to online discussion board
Period 2
Olivia's GroupPresentation
Period 5
Jimmy's Group Presentation
Are you smarter than a fifth grader?
Read chapters 27 & 28
Post twice to the online discussion board
Period 2
Writing Workshop: Positive andNegative Graph
Period5
Group Presentation: Heidi's Group on ch. 23 & 24
Read chapters 25 & 26; post to discussionboard
Period 2
Group Presentation: Kiley's Groupon ch. 23 & 24
Period 5
SRS SAT PracticeSession
Writing Workshop: Positive and Negative Graph
Rough draft for personal narrative due tomorrow.
Introduce Creative Writing Assignment
In-Context Vocabulary ch. 19-20
Discussion: Chapters21 & 22
Meet with Reciprocal Teaching Groups
Read chapters 23 & 24
Post to discussion board online.
Looking ahead...
Thursday 3.19.2009: Reciprocal Teaching
Friday 3.20.2009: SAT Prep and Writer's Workshop
Monday 3.23 - Thursday 3.26: Reciprocal Teaching
Friday 3.27.2009: Mockingbird Objective Test
Monday 3.30.2009: Creative Writing pieces completed
PresentRAFT activity fromlast week
In-Context Vocabulary (ch.15 -18)
Last Word Discussion
Review Reciprocal Teaching Assignment
ReadToKill A Mockingbird, ch. 19 & 20
Post to discusison board
Around the Horn Discussion Game
ReadTo Kill A Mockingbird, ch. 17 & 18
Postto discussion board
Read To KilA Mockingbird, ch. 15 & 16
Post to discussion board
In-Context Vocabulary (ch. 9-12)
Discussion: Chapters 9-12
Read chapters 13 & 14
Post to discussion board
Study for Vocab Quiz
Read chapters 11 & 12 with subtitute teacher
Post on discussion board (re: ch. 11 & 12)
Read chapters 9 & 10 with substitute teacher
Post on discussion board (re:ch. 9 & 10)
Mirrors & Windows Activity
Discussion (based on last night's discussion posts)
Final draft of Hamlet essay due Monday
Read To Kill A Mockingbird, chapters 7 & 8
Post on discussion board
Download Mr. Ambrose's notes here.
Read chapters 5 and 6. Post at least twice to the Blackboard discussion board.
Hamlet essays due Friday.
Download Mr. Ambrose's notes here.
Read chapters 3 and 4 of To Kill a Mockingbird. Post at least twice to the Blackboard discussion group before 11:00 PM.
Essay on Hamlet due Friday.
Please e-mail me ASAP if you have difficulties accessing the discussion group.
Wrap upHamlet presentations
Review process for logginginto Blackboardonline learning community.
Distribute To Kill a Mockingbird novels
Read chapters 1 and 2 of To Kill a Mockingbird. Post at least twice to the Blackboard discussion group before 11:00 PM.
Essay on Hamlet due Friday.
Group presentations for ShakespeareFestival
Group preparation for Friday's Shakespare Festival
Final Wrap-up Discussion
Download Quizdom questions here!
Character Paper
Hamlet Festival Project
Hamlet"Poem Unlimited" Literary Analysis
Write 3 questions about the play in your log. These will be the basis for tomorrow's discussion. These questions should go beyond the who, what, when, and where of plot that can be answered by checking the text but should deal with the why of the play.
Read 5.2. Respond in your log.
Group presentations on characters assigned for Act 4:
These may vary. Each presentation should include a technological component, such as a video or PowerPoint.
Read 5.1. Respond in your log.
Based on the characters assigned for Act 4, students will meet in four groups.
Students will spend the day going over the responses to questions in their logs and decide on a way to present this information to the class.
Your presentation should involve some sort of technological component. We will have access to the laptop computers and digital camera during these days.
Wrap up your group's presentation for tomorrow.
The Closet Scene
Read Act 4. Complete a log entry based on the questions on the Character Committee handout.
"IWill Speak Daggers":
Physicalized Speech Presentations
ReviewHamlet 3.4.
"Miching Mallecho": Acting "The Mousetrap"
Split students into four groups:
Students present their versions of each section. Discuss.
Read 3.3. and 3.4. Respond in your logs.
"Get Thee to a Nunnery":
The Nunnery Scene in Film
Reread 3.2
"Ha, Ha, AreYou Honest?":The Nunnery Scene
Read 3.2. Write another log entry.
Reread3.1.Write another log entry.
Read Hamlet3.1. Write in your logs.
Reread Hamlet 2.2. In your journal,note 5-10 ways Hamlet employs literary devices in his speech in this scene.
SAT exercises withMr. Vaudo
Read Hamlet 2.2.No need to write in journals due to final exams.
"Gaming, MyLord": Spies and Informants
Read 2.2. No need to write in logs, as it isthe quarterly exam period.
Second Quarter Exam
Hamlet Log Check
Read 2.1 and 2.2. No need to write in your log because of exam period.
"ICould a Tale Unfold": The Ghost in Performance
Prepare for tomorrow'squarterly exam.
Be prepared towrite a short response (1 or 2 paragraphs) to the following questions: How does the work treat thenotion of the American Dream? Based on the work, how would say the author defines theAmericanDream? What sort of commentary does the author offer on the notion of the American Dream via the characters and plot of the story.
Also, be sure to know the name of the author and the approximate publication date of each work.
"The Effect of This Good Lesson Keep"
The Second Family - Meet Laertes, Ophelia, and Polonius
Read 1.4 and 1.5 and writein your logs.
"It Cannot Come to Good": Hamlet's Mental State
Read1.3 and respond in your logs.
For Tuesday's class,our assigned acting company students should be prepared to present 1.5.1-98.
Hamlet vs. Claudius, 1.2
Read Hamlet's soliloquy "O, thatthis too, too sullied flesh" (1.2.133-164) several times and paraphrase it in your log. Note signals in the language that give clues to Hamlet's innermost thoughts - for example, choice of words, construction of phrases, sequence of thought. Does he hide behindpuns as he does with Claudius? What does the antithesis reveal?
"The Whisper Goes So," Acting 1.1
Read 1.2 and respond in your logs.
"The Ratifier and Props of Every Word"
Read 1.1 and respond in your logs.
SAT Practice Test 2, section 3 (pp.132-136)
Complete final draft of MCAS essay.
Work on The Jungle essay.
Wrap-up Carousel Activity
FDA Presentations
Test Review
Peer Edits of Essay
Study for test
Carousel Activity
Prepare FDA presentation
Students present muck-raking projects to the class.
Begin Carousel Activity (originally slated for 12.18).
Tuesday: Wrap up Carousel Activity, and have student groups present on Carousel topics. Begin FDA presentations.
Wednesday: Wrap up FDA presentations, discuss Jurgis and Socialism and the impact of the text, peer editrough draft of essay.
Thursday:Jungle Test
Friday: SAT preparation
Finish FDAPowerPoint slides. Be prepared to present tomorrow.
Read chapters 27 and 28 with a particular focus on Jurgis's attending the Socialist meeting.
PresentRAFT writing from yesterday's class.
Journal and Discussion: Chapters 22-24
Sharejournals and large group discussion
Read chapters 25 and 26.
Continue to work on muck-raking article (due 12/23).
Work on FDA PowerPoint (due 12/19).
Power Vocab of the Day: felicitous, guileless, aggregate, ardor, jocular, ravenous,destitution, sordid
RAFT Activity:Students workin small groups onRAFT activity, and then present writing to the class.
Discussion: Discuss chapters 10-14.
Work on group muck-raking projects
Read chapters 15-17.
Work on muck-rakingarticles.
Student-facilitated PSATclass
Readchapters 13 and 14 inThe Jungle.
Work on muck-rakingarticles.
Prepare PSAT lesson to teach the class on Monday.
PSAT Preparation: Students teach the class two questions each from the 2008 PSAT.
Brainstorm ideas for your own muck-raking articles.
Donow! Share and submit HW. (Is it justifiable to misrepresent yourself or otherwise violate ethical codes of conduct in order to get a story that might serve the public's greater good?)
Break outgroups! Divide into groups to represent each of theseethical dilemmas in journalism. In your groups, discuss the ethical concerns of eachwriter, and whether he was entitled to do what he did to get the story.
Return from break-out groups and share your discussion with the class.
Wrap-up We are going to have an assignment in which you write your own expose article/story in thetradition ofSinclairand themuck-rakers.Your final articles will be published on a website that you design. To wrap up class, get with a partner or partners and begin tobrainstorm potential topics.
Tomorrow, being Friday, our focus is SAT.
Each of you will be giventwo questions from the October PSAT, one from section 5 and one from section 1. Your job is to teach the classabout your assigned question, explaining what all the vocabulary words mean and why the rightanswer is the right answer.
Also, now would be a good time to visit www.collegeboard.comto register for the January SAT. Don't forget to do the "student answer service" - I think it is worth the few extra dollars (and so does Dr. K, and he's really the one whoseopinion counts the most).
Donow!Jungle Vocabulary Quiz 1
Food Lion Discussion
Sick Time Discussion
Predatory Mortgage Lending Discussion
Overarching Question: When people don't succeed, is it always their own fault? How should governmental policies reflect this?
Outstanding As I Lay Dying group presentations
Do Now!Journal Entry
Small Groups: Read and Report on Contemporary Articles about Sick Time and Benefits
The Jungle Vocabulary List 1 Review (Finally!)
Read chapters 9 and 10. Preparefor avocabulary quiz tomorrow.
As I Lay Dying ProjectPresentations
PSAT review (section 5 of 2008 PSAT)
Warm-up: Review Jungle Vocabulary List 1
Discussion: Chapters 5 & 6 (Take five minutes to write your responses in your notebook, and then discuss as a class.)
Distribute the following articles to small groups:
Read articles and discuss the following:
Be prepared to present your As I Lay Dying projects.
Bring in your PSAT materials for review.
Due Monday: Read chapters 7 and 8 of The Jungle.
Warm-up: Vocabulary Review (1-10)
Read aloud scenes from chapter 3 in which the beef production process is described
Debate: Split class into two sides, and allow time for students to prepare their arguments. Select a moderator to facilitate debate on the following topic. Students should be encouraged to incorporate evidence from the text, as well as historical evidence and personal experience.
Read chapters 5 and 6.
Define vocabulary words 11-20 on vocabulary list 1.
Quick DYRT (Did you read this?) Quiz
Small Group Discussion: Chapters 1 and 2
Large Group Discussion: Chapters 1 and 2
Read Chapter 3 (through the description of the pork); answer discussion questions.
Distribute Vocabulary List 1
Finish reading chapter 3 and read chapter 4.
Define vocabulary words 1-10.
Don't forget - Friday, we will review PSAT section 1 and present our As I Lay Dying projects.
Introduction to Muck-Raking PowerPoint
Since Sinclair's intended focus involved the rights of immigrants, this is where we will begin...
In small groups, brainstorm the following:
Share small group findings.
Distribute The Jungle Vocabulary List 1.
Begin reading chapter 1 of The Jungle.
Read chapters 1 and 2 of The Jungle.
Define vocabulary list 1.
On Friday, we'll start to review the PSAT from October, focusing this week on section 1.
Make sure you get your PSAT scores from Guidance and take some time to review your responses to the questions from section 1.
We'll do section 3 on Friday, December 12, and section 5 on Friday, December 19.
Metacognitive on your As I Lay Dying Essay
Write a one-page "process piece" in your notebook that analyzes the process of writing your essay, from start to finish. Reflect particularly on your revisions, and how they helped to improve your piece; also, reflect on what you learned from the assignment.
Student Survey
Complete the student survey about what you have enjoyed and what you have learned from in the class so far.
Due Monday: As I Lay Dying project
Feel free to e-mail me questions or drafts over the break.
Journal: What has been your experience with peer editting in the past?
Read excerpt from Stephen King's On Writing
Review Common Proofreading Marks
Peer edits of As I Lay Dying Essays
Focus:
Laptops in the Classroom
Work on As I Lay Dying projects
Work on As I Lay Dying essays
Work on projects and essays
Bring in a draft of your essay for peer revision tomorrow.
Laptops in the Classroom
Work on As I Lay Dying projects
Work on As I Lay Dying essays
Work on projects and essays
Peer edit As I Lay Dying essays
Introduce As I Lay Dying projects
Work in groups on project or essay
Continue work on project and essay.
Please be sure to submit As I Lay Dying response paper.
As I Lay Dying Test
Brainstorm ideas for As I Lay Dying.
As I Lay Dying Rap Review
As I Lay Dying Jeopardy Review Game
Chiasmus: What is it, and how does it manifest itself in Faulkner's work?
Study for As I Lay Dying test (50 multiple choice, 1 point each; 5 short answer, 10 points each)
Final Discussion for As I Lay Dying
Don't forget to submit response papers.
Complete "Who Said It?" exercise
Tuesday: Review "Who Said It?," Jeopardy Review Game, Mr Ambrose raps!
Wednesday: As I Lay Dying test (50 multiple choice, 5 short answer)
Thursday: Peer edits of As I Lay Dying essay, As I Lay Dying projects or begin Upton Sinclair's The Jungle
Friday: College search on the laptop computers...if Mr. Ambrose doesn't break the lock again!!!
SAT Preparation
Sections 9 and 10 from Practice Test 1 from SAT Prep book, 2007 edition
Complete individually and review.
Finish reading As I Lay Dying.
Write a one-page response paper to the text.
Wrap up yesterday's discussion
Creating a thesis (magic theis statement)
Work on thesis and comparisons
Wrap-up Discussion Topics from Monday
Re-read Addie's Monologue as a Class
Introduce As I Lay Dying Essay
Read chapters 46-51.
Continue with bullet-point summaries.
Brainstorm potential topics for your essay.
In-context vocabulary for section 2 of As I Lay Dying
Student-led discussion on section 2 of As I Lay Dying
(This covers up to and including chapter 39.)
Download copies of Oprah's Book Club discussion questions here.
Read chapters 40-45 of As I Lay Dying
Complete bullet point summaries
Word of the Day:
glower: (adj.) to look or stare with sullen annoyance or anger
Wrap-up As I Lay Dying presentations from yesterday
College Forum:
SAT Preparation (25 min.)
Review SAT Packet
Read chapters 34-39 of As I Lay Dying
Write a bullet-point summary of each, focusing on what the chapter reveals about the narrator's character
Journal: How do you employ sublimation in your life?
Activity: Divide into 5 groups, each representing a chapter from 29-33. Your group's goal is to rewrite the chapter from the the perspective of another character in the novel. This will illustrate how truth is subjective in Faulkner's novel, and perception relies heavily upon the narrator. When your groups presents, you should be prepared to (1) discuss your shift in perspective and (2) pose 2 or 3 interesting discussion questions about your chapter.
Discussion: Wrap-up Discussion Topics
Read chapters 34-39.
Complete bullet point summaries.
Activity: Divide into 9 groups, each representing a chapter from 20-28. Your group's goal is to write and perform a monologue from the perspective of the narrator of your assigned chapter. The monologue should capture the essence of the narrator's voice (Darl would be cerebral and aware; Cash would be scientific and detached) and should retell the events of the chapter from the narrator's perspective. Groups will have 20 minutes to prepare their monologues, using the text and their homework notes as a reference; they will then present their monologues to the class.
Discussion: Some of Faulkner's characters exist purely in the mental world. Darl, for example, is very cerebral and is a character of thought rather than of action. Cash, on the other hand, exists most in the physical world, constantly focused on the coffin and little else. Which of Faulkner's characters inhabit the mental world? Which inhabit the physical world? Do any characters inhabit both? Who?
Journal or Discussion: Freud's theory of sublimation centers around the notion that we take negative energies/emotions and refocus them into something more positive and productive. How are Faulkner's characters employing sublimation? (Be particular.) How do you employ sublimation in your personal life?
Ticket out the Door: What is one way a character in the novel employs sublimation? What is one way you employ sublimation?
Read sections 29-33.
Continue with your bullet-point summaries in your notebook, focusing on an analysis of what the narration reveals about the narrator's character.
Warm-up: In-context Vocabulary. Complete individually and review as a group. (10 minutes)
Student-led Discussion: Split class into 6 groups, each with a discussion leader. Each leader facilitates discussion for 5 minutes on their assigned discussion question. Groups then circulate in a round-robin style. (30 minutes)
Wrap-up Discussion: Wrap-up ideas on discussion topics for section 1 (chapters 1-19) of As I Lay Dying. (10 minutes)
Read chapters 20-28 of As I Lay Dying.
Write a brief summary of each chapter, focusing on what the chapter reveals about its narrator and the other characters.
Review As I Lay Dying lectures 1 and 2
Small Group Discussion Questions
Large Group Wrap-up
Begin Reading Chapter 13
Read Chapters 13-19
Write a brief synopsis of each
Read and discuss As I Lay Dying lectures 1 and 2
Distribute Oprah's Book Club book mark
Small Group Discussion Questions
Large Group Wrap-up
Begin Reading Chapter 7
Read chapters 7-12
Write a brief synopsis of each
As I Lay Dying Introductory PowerPoint
Small Groups: Perspective Exercise
Begin reading As I Lay Dying aloud with the class
Read As I Lay Dying, chapters 1-6.
Write a brief commentary on each chapter, being sure to include what each chapter reveals about its narrator and the other characters.
Debunking SAT Essay Myths and Essay Prompt
Your Essay Writing Timetable
25-minute practice essay
Compare your essay to an essay that earned a 6.
Work on final Walden essay.
Deadline extended to Tuesday October 27!
I would be happy to look at a draft if you want to e-mail one to me.
University of Massachusetts Presentation
Q & A with Mr. Ambrose re: college life
Explore colleges that will be at tonight's college fair, using resources such as www.collegeboard.com and www.petersons.com.
Complete my plan for the college fair worksheet on your laptop computer. Before you leave, print out your copy on the laptop cart printer and bring it with you tonight!
At some point during class today, be sure to register for the SAT Question of the Day at www.collegeboard.com.
Go to the college fair. It starts at 6:30. Gather as much information as you can. Get excited! This is your future.
Student-facilitated round-robin discussion
Wrap-up: Large Group Discussion
Write at least 3 questions that you have about college for tomorrow's Q & A session for College Pride Day.
Bring in any college materials that you may have at home (i.e. brochures, pamphlets, college search books or magazines, list of schools that interest you, etc.)
Due Monday, 10/27: Final draft of Walden essay
Starting 10/27: As I Lay Dying by Wiliam Faulkner
"I could sometimes eat a fried rat with a good relish."
- Henry David Thoreau
Problems of Morality
Carousel Activity: Thoreau's Views vs. Yours
Read "Civil Disobedience" by Henry David Thoreau.
Complete analysis questions.
Wednesday - discussion on "Civil Disobedience"
Thursday - college day; bring your questions about college and a list of schools that interest you
Friday - SAT practice essay, review essay rubric, more college Q & A
Monday - begin William Faulkner's As I Lay Dying
"Everybody must believe in something. I'll believe I'll go canoeing."
- Henry David Throreau
Journal/Discussion
Thoreau Focus: Higher Laws
Thoreau Focus: Morality
Wrap-up
Read "Spring" and "Conclusion" in Walden.
Write a brief statement about your own personal views on the topics discussed by Thoreau.
Be prepared tomorrow to review all of Throreau's major points of views, and your opinions on them.
Civil Disobedience discussion on Wednesday.
Brainstorm questions about college for College Pride Day on Thursday.
Don't forget the College Fair on Thursday!
Walden project due Monday, October 27.
Review Mr. Ambrose's PSAT Tips
PSAT Practice Test (2008) Section 3 (Reading Comp.)
PSAT Practice Test (2008) Section 5 (Writing)
Read the following chapters from Thoreau's Walden:
Write a one-paragraph statement on each, declaring your own personal views in response to those of Thoreau.
Solitude
Visitors
The Bean Field
Complete section 1 from last week's PSAT packet (from The Princeton Review 11 Practice Tests for the SAT & PSAT, 2007 Edition).
Complete section 1 from the PSAT packet you received when you registered for the PSAT with Guidance.
Word of the Day:
bumptious: (adj.) noisily self-assertive
Kiss 108's morning DJ Matty in the Morning is rather bumptious, as he continuously reminds listeners who he is - oftentimes referring to himself in the third person.
Wrap up yesterday's discussion on Reading.
Sounds
Solitude
Read chapter 6 ("Visitors") and chapter 7 ("The Bean Field").
Write a journal which details your own thoughts on the subjects addressed in these chapters.
Complete and dicuss My Personal Economy activity
Complete and discuss Thoughts on Reading
Review Walden Journal Assignment
Read chapter 4 ("Sounds") and chapter 5 ("Solitude") from Walden.
Write your own account of your views on these topics.
Wrap up Walden quote activity from yesterday
Review answers and strategies for PSAT Drill 4
Begin PSAT Reading Comprehension packet
Read chapter 3 ("Reading") from Walden.
Write a brief response paper that articulates your own thoughts on reading.
Quote of the Day (Potential Journal Topic)
Big Paper: Quote Carousel
For tomorrow, complete Drill 4 from PSAT packet.
For Tuesday, draft a record of your personal "economy."
Read next two chapters of Walden.
Five Things You Didn't Know About Thoreau
Read "Economy" and "Where I Lived and What I Lived For" from Henry David Thoreau's Walden
Write a one-page response paper explaining your own thoughts on these topics.
Word of the Day: incandescent
View and discuss The Great Gatsby film (day 2 of 2)
Click here to download discussion questions.
Finish Gatsby essay (3-5 pages in length)
Word of the Day:
asperse: 1. to sprinkle, especially with holy water, 2. to attack with evil reports or false or injurious charges
"For those in my opponent's camp who dare to asperse me," said the candidate, "I think my record speaks for itself."
View and discuss The Great Gatsby film
Click here to download discussion questions.
Work on Great Gatsby essay (due Wednesday).
Word of the Day:
cognoscible: (adj.) capable of being heard or known
("cognoscere" = "to know")
Great Gatsby Test
Peer Edit Thesis Statements
Work on Great Gatsby essay (due Wednesday).
Student-facilitated Socratic Discussion on Gatsby
Revisit Peer Edits of Thesis Statements
Prepare for tomorrow's test on The Great Gatsby.
Format:
frugal: (adj.) 1. characterized by or reflecting economy in the use of resources
The Frugal Gourmet teaches us to cook great-tasting meals on a tight budget.
Around the Horn Discussion Game
Gatsby's General Resolves
Essays: Peer Edit Thesis Statements
Prepare for tomorrow's Socratic Discussion on Gatsby by creating two questions in each of the following categories:
Journal: What does Jay Gatsby feel for Daisy? What does Daisy feel for Gatbsy? Is it really love? Why or why not? How do you know?
When you are through with your journal, review your response paper and draw out themes/questions for class discussion.
Chapter 7 & 8 Large Circle Discussion
Introduce Essay Topics and Themes
Would you like to watch the movie adaptation?
Read chapter 9 (the final chapter) of The Great Gatsby
Complete chapter 9 vocabulary
Write a thesis and outline for your essay topic
Upcoming Classes:
Wednesday: "General Resolves," Edit thesis statements, and Around the Horn Discussion Game
Thursday: student-facilitated Socratic Discussion
Friday: Gatsby Test (5 Quotes, 10 points each and 25 Vocab, 2 points each)
Monday and Tuesday: Gatsby Movie
Word of the Day:
emissary: (noun) 1. one designated as the agent of another, 2. representative, 3. secret agent
Because I am a big nerd, I remember the meaning of this word because "The Emissary" is one of my all-time favorite Star Trek episodes. In it, an alien named K'Ehleyr boards the Starship Enterprise to ACT AS A REPRESENTATIVE for the Klingon race.
This is not to say we all need to be Trekkies, but consider this: many vocabulary words are all around us. In songs, movies, TV shows, we will hear SAT vocabulary. Be attentive to vocabulary all around you, and you'll build your vocabulary without even realizing it!
(Need some examples? How about the song "Vindicated" by Dashboard Confessional? Or the TV show Felicity? Or the movie Serendipity? Vindicated, felicity, and serendipity have all appeared on the SAT in recent years. Look them up!)
Wrap up PSAT Presentation from Friday
Student Presentations of Gatsby Facebook Project
Read Chapter 8 of Gatsby
Define Chapter 8 Vocabulary
Write a one-page response paper.
Word of the Day:
yaw: (verb) 1. to turn suddenly from a straight course; swerve, veer 2. to alternate
Review Sections 1 and 3 from PSAT Practice Test 2
Identifying Sentence Errors and Improving Sentences
Writing Drill 4: Practice Our Strategies
Read chapter 7 of The Great Gatsby.
Complete chapter 7 vocabulary.
E-mail me your Facebook project by Monday morning.
Word of the Day:
conurbation: (noun) an aggregation or continuous network of urban communities.
Divide class into six groups of four for the Final Word Discussion.
Final Word Discussion Questions, Chapters 5 and 6
Large Group Discussion
Gatsby Vocabulary Review
Complete sections 1 and 3 (Reading Comprehension) of PSAT Practice Test 2.
Hints: Use the tips we discussed in class on Wednesday as you do the sentence completion questions. Refer to the reading packet and other class handouts to see examples of strategies.
Word of the Day:
solon: (noun) 1. a wise and skillful lawgiver; 2. a member of a legislative body.
The bill in question will likely look quite different by the time the solons in Congress are through with it.
Ticket into class: 5 original questions about Gatsby (chapters 1-5) written on slips of paper and dropped into the fishbowl
PSAT: Tips for Sentence Completions
Gatsby: Last Word Discussion, Chapters 1-5
Word of the Day:
contumacious: stubbornly disobedient; rebellious
The teacher warned Leonard that he would be sent to the principal's office if he persisted with his contumacious behavior.
Student-directed discussion on The Great Gatsby
Read chapter 5 of The Great Gatsby.
Define chapter 5 vocabulary.
Ticket into class tomorrow: Three interesting discussion questions to be thrown into the fishbowl.
(Cut questions into individual slips of paper, and include a brief response with textual support.)
Word of the Day:
politesse: formal politeness
Presidential debates often begin as exercises in politesse, but quickly descend into mud-slinging matches.
Introduce Gatsby MySpace/Facebook Project
Pair & Share: Share homework from the weekend.
Big Paper: Gatsby Chapter 3 Discussion Questions
Read chapter 4 of Gatsby.
Complete chapter 4 vocabulary definitions.
Prepare to lead tomorrow's class discussion for 6-7 minutes with your Big Paper group. You should be prepared to do the following:
Meet with a small group and confer on your answers to Practice Test 1. When there is a disputed answer, discuss your individual rationales, and arrive at one common group answer.
Review Practice Test 1 (correct and explain)
Score Practice Test 1 Reading Comprehension Section
Sentence Completion Strategies
PSAT Practice Test 2, Section 1
Due Monday, September 22, 2008
Read chapter 3 of The Great Gatsby.
Define chapter 3 vocabulary words.
Rewrite one scene from the novel from the perspective of another character.
Due Friday, September 26, 2008
Complete sections 1 and 3 from PSAT Practice Test 2.
(Don't worry about section 5; we'll do that in class.)
Discussion on chapter 2 of The Great Gatsby.
Be sure to have completed sections 1 and 3 from the PSAT Practice Test 1, which we began in class last Friday (September 12, 2008).
If you need another copy, please see me by the end of the day on Thursday. Thanks!
Remember, the more effort you put into your preparation, the better your score will be!
Review Chapter One Vocabulary
Discussion on Chapter One of The Great Gatsby
Historical Context
Read chapter two of The Great Gatsby.
Write a one-page response paper which addresses topics which you would like to discuss in class on Thursday. If you're stuck on topics, consider the following:
Complete definitions for chapter two vocabulary in the vocabulary section of your notebook.
Teacher Professionional Development Day
Don't watch too many episodes of Jerry Springer!
voracity (noun): the quality or state of being of being ravenous or insatiable
Finish reviewing (and scoring) section 5 of PSAT Practice Test 1 (Friday's in-class activity).
F. Scott Fitzgerald's Biography
Journal on the epigraph of The Great Gatsby, while listening to some music from the Jazz Age (Kind of Blue, Miles Davis). Discuss.
Distribute The Great Gatsby, and begin reading.
Due Wednesday, September 17, 2008
No school Tuesday, September 16, 2008
Read chapter one of The Great Gatsby.
Write a one-page response paper to your reading that includes the following components:
Complete definitions for chapter one vocabulary in the vocabulary section of your notebook.
Word of the Day:
simpatico (adj.): agreeable
It means the same as it does in Spanish, and is derived from the Latin word for sympathetic.
Student-Facilitated Socratic Seminar on John Steinbeck's The Grapes of Wrath
Write a one-page reflection on the Socratic seminar. Be sure to include your thoughts on the following:
Word of the day: neologism (n.) 1. a new word, usage, or expression. "Chillaxing" is an example of a neologism, as it combines "chill" and "relax." "Blog" and "iPod" are two other examples.
Review format for Socratic seminar.
Review peer response sheet for Socratic seminar.
How do I properly introduce a question? How do I transition from one topic to the next?
Final small group preparation:
Add introductions/transitions to your line of questioning.
Listen to songs with direct allusions to The Grapes of Wrath. How do the themes of these songs reflect the themes of Steinbeck's work?
Final preparation for tomorrow's Socratic seminar. Be sure to have your questions, your notes, and a copy of your text. Review your material tonight to make sure you are ready to facilitate and participate in a truly academic discussion.
Word of the day: quintessence (n.) 1. the essence of a thing in its purest and most concentrated form, 2. the most typical example or representative.
Large Group: On the board, several students will post their Socratic seminar questions, generated yesterday during class. As a class, we will critique the quality of the questions, asking...
Small Groups: In small groups, students will share the responses to the questions they wrote last night for homework (while Mr. Ambrose checks the homework). Students will look to make sure their partners have provideded sufficient textual evidence in reponding to their questions. Students will then generate several more discussion questions. (Each group should have a total of 8-12, so we'll have more than enough for our discussion on Thursday.)
Large Group: Clarify any questions regarding substantiating answers with textual evidence. Practice posing questions and responding using notes. Brainstorm a list of topics/themes that might come up in class discussion (i.e. historical context, biblical symbolism, racial identity, etc.) Post on board and have students record in notebooks.
Write one-paragraph responses to 4 more of your group's questions. Use Post-it notes (or another means of organization) to mark parts of the text that address the themes/topics identified at the end of class.
Check out a great example of this homework assignment from Leah Farrell! Nice work, Leah!
Word of the day: furtive (adj.) 1. done by stealth, 2. obtained underhandedly, stolen
Introduce the basic format of a Socratic discussion.
Review types of Socratic questions.
In small groups, practice each type of question:
Staying in small groups, develop 2 original questions pertaining to The Grapes of Wrath for each category.
Return to large group to share examples of original questions, to further define what constitutes a question in each category.
Write a detailed response for 4 of your goup's Socratic questions. Be sure to use particular textual evidence in support of your assertions. Bonus points for relevant quotes!
This essay will be scored according to the in-class essay rubric (which is essentially the SAT essay rubric), and will constitute one test grade.
Download Mr. Ambrose's tips for success on the essay.
Bring in your notes on Steinbeck's The Grapes of Wrath. if you no longer have your copy (perhaps you returned it to the Medford Public Library already), let me know, so I can get you a copy from the English book room.
Students take turns going up to the blackboard and sharing their name histories, completed for homework last night.
After each student shares his/her name history, he/she has to answer one icebreaker question, selected at random from a hat. (He/she can pass once, but then must answer the next question.)
Prepare for tomorrow's in-class summer reading essay. This assignment will constitute one test grade. It will be graded according to the in-class essay rubric, which is essentially the SAT essay rubric.
Download Mr. Ambrose's tips for success on the essay.
Review course syllabus.
Complete student survey.
Set personal goals for the upcoming school year.
Introduce name history assignment.
Review the course syllabus with your family. Please have a parent or guardian complete the response form.
Write a one-page narrative on the history of your name. What does your name mean? Why was it chosen for you? Does it have any special historical significance for your family? If you could, would you change your name?
Saturday, 6.6.2009
Saturday, 6.6.2009
Saturday, 6.13.2009
Throughout the fourth quarter, we will complete the following units of study:
Mister Ambrose
489 Winthrop St.
Medford, MA 02155
ph: 781.393.2345
dambrose