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Saved by Karen Davis
on January 22, 2013 at 11:46:58 am
 

      

Welcome to Senior English!

 

 

 

"The Rime of the Ancient Mariner" by Samuel Taylor Coleridge

 

"Beefing up Commentary"

 

Link to Online Textbook (Regular Seniors)

 

Link to Collaborize Classroom Registration

 

PDF of the "Big Five" Power Point Notes

 

General Scoring Guide for Advanced Placement Essays and Timed Writings

 

    
 
 
 
Contacting Ms. Davis:    kdavis@fortsmithschools.org  
                              OR         shsdavisapes@gmail.com
 
Link to AP Score Requirements:
 
Current Class Activities & Assignments for English IV-A (Pds. 1, 2, & 3):

 

January 3, 2013:  Students entered class and the teacher gave a brief overview of the second semester content, objectives, and expectations.  Students began working in small groups to summarize and create a portion of the historical background of Unit Three: The Restoration and Eighteenth Century.  Students will finish their group work and present their information in class tomorrow.

 

January 4, 2013:  Students completed group work; each group then presented their information to fellow classmates.

 

January 7, 2013:  Students in two classes completed their presentation of the historical background information to start class.  The other class reviewed the entire background presentation.  Students then examined a Power Notes presentation about diary writing and Samuel Pepys.  Students began reading excerpts from The Diary of Samuel Pepys.

 

January 8, 2013:  Students completed their Pepys readings.  Due to abbreviated class periods because of advisory meetings, some classes did not move forward to read the Defoe excerpt of Robinson Crusoe, while others did.  

 

January 9, 2013:  Students completed a bell work journal writing assignment.  All classes completed their reading of the Robinson Crusoe excerpt, as well as the excerpts from Journal of the Plague Year.

 

January 10, 2013:  Students completed bell work--a quiz on vanity.  Students then read through satire information and began reading excerpts from Pope's The Rape of the Lock.

 

January 11, 2013:  Students completed their reading of Pope's mock epic, then watched a couple of satirical videos.

 

January 14, 2013:  Students completed bell work and began reading Swift's "A Modest Proposal."

 

January 15, 2013:  Students finished reading "A Modest Proposal" and began completion of satirical analysis questions.  That work will be due at the start of class tomorrow.

 

January 16, 2013:  Students turned in their satirical analysis work and viewed information about Jonathan Swift and Gulliver's Travels.

 

January 17, 2013:  Students read two excerpts from Gulliver's Travels, then watched a short video pertaining to a film adaptation.

 

January 18, 2013:  Students read and discussed a student sample persuasive essay, then began pre-writing and planning for a persuasive essay.  The pre-writing sheet is due at the start of class Tuesday.

 

January 22, 2013:  Students presented their pre-writing work for the teacher's review, then began drafting.  The first persuasive essay draft will be due at the start of class tomorrow.

 

 

Current Class Activities & Assignments for APE Lit. (Pds. 4, 6, & 7):

 

January 3, 2013:  Students entered class and the teacher gave a brief overview of the second semester content, objectives, and expectations.  Students began considering TONE in literature, and re-visited how to beef up commentary in discussing both prose and poetry.  As homework, students are to finish reading "A & P" (pages 462-466), and complete 2 rounds (one sheet) of "Beefing up Commentary" over 1-2 devices/elements of narration in the story.

 

January 4, 2013:  Students entered class, turned in "Beefing up Commentary" work, and completed multiple-choice practice.

 

January 7, 2013:  Students entered class and began considering how analysis of diction, imagery, and details can help a close reader derive the author's tone.

 

January 8, 2013:  Students completed their first bell work of the semester: Voice Lesson #1.  Students then continued investigating diction, imagery, details, language, and syntax as indicators of an author's tone.  As homework, students are to begin composing SPLOTTS notes over Byron's "She Walks in Beauty" (found on textbook pages 673-4).

 

January 9, 2013:  Students completed Voice Lesson #2 as bell work.  Students continued considering composition elements as indicators of tone, focusing on authors' use of detail.  Students will complete a timed essay in class tomorrow and are to continue SPLOTTS note taking as homework.

 

January 10, 2013:  Students completed a prose analysis timed essay.

 

January 11, 2013:  Students completed multiple-choice practice round #10, then reviewed the correct answers.  Students then reviewed the correct answers to questions on multiple-choice practice round #9.  As homework, students are to finish their SPLOTTS notes for the weekly poem, and consider how to answer the questions that follow the poem in their textbooks.

 

January 14, 2013:  Students completed Voice Lesson #3 as bell work.  Students began discussing prompt analysis and essay completion strategies, using the previous week's timed writing prompt and essay scoring guide.  Students are to complete their SPLOTTS notes and be ready to turn them in at the start of class tomorrow.

 

January 15, 2013:  Students completed a SPLOTTS quiz and continued discussing the timed writing prompt and scoring guide from the previous week.  Students received a new SPLOTTS note-taking assignment (Keats' "Bright Star..." on pages 30-31 in the text), and should begin completion of those notes as homework.

 

January 16, 2013:  Students scored sample student essays using the scoring guide, then evaluated their own timed writing performance from last week, including comments about what they would add, subtract, and change in their attempts.  As homework, students are to read "The Rime of the Ancient Mariner" and complete the worksheets provided in class.  They will be due at the start of class tomorrow.

 

January 17, 2013:  Students completed another timed prose analysis essay.

 

January 18, 2013:  Students completed multiple-choice practice and finished reviewing scoring information for the Trumbo essay from last week.  As homework, students are to read "Love in L.A." and answer the six questions following the story in their textbooks.  Students also need to be ready for another timed SPLOTTS writing task at the start of class Tuesday.

 

January 22, 2013:  Students turned in work and completed the SPLOTTS paragraphs, then briefly discussed the plan for the week.  Remaining class time consisted of reviewing multiple-choice practice answers from Friday, and elements of Romanticism.  As homework, students are to begin compiling SPLOTTS notes for "The World is Too Much With Us" by Wordsworth (page 498).

 

 

 

Archived Class Activities and Assignments (All Classes):

 

Weeks 1 & 2 (August 20-31, 2012)

 

Weeks 3 & 4 (September 4-14, 2012) 

 

Weeks 5 & 6 (September 17-28, 2012) 

 

Weeks 7 & 8 (October 1-12, 2012)

 

Weeks 9 & 10 (October 15-26, 2012

 

Weeks 11 & 12 (October 29-November 9, 2012)

 

Weeks 13 & 14 (November 12-20, 2012)

 

Weeks 15 & 16 (November 26-December 7, 2012)

 

Weeks 17 & 18 (December 10-20, 2012)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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