10
In class discussion connecting different career choices to Pedestrian and By the Waters of Babylon.  Diagnostic #2 on NRI.  Finish GC assignment

10H
Read Brian Doyle's "Barefooting" (link posted in previous post) and connect thematically to F451, Pedestrian, By the Waters.  F451 test Friday 9/4.

Barefooting

Pedestrian/By the Waters reading comparison- Barefooting

10
GC Response Journal.  By the Waters/Pedestrian discussion and comparison.  NRI quiz. GC assignment for Monday.

10H
GC Response Journal.  Class discussion of journal entries and the idea of a manipulated reality.  For Monday, read By the Waters of Babylon.  Complete 3 Dialectical Journals related to this concept and citing specific literary terms.  NRI quiz.

Wed/Thurs

10
Independent/Dependent Clause notes (Purdue OWL) and quick discussion.  NRI practice.  Vocabulary List #1: facetious, detriment, dexterous, discretion, gregarious, optimum, ostentatious, sensory, vicarious, scrupulous.  Close reading strategy using the "Reading With a Purpose" notes from the English 10 page.  Read "By the Waters of Babylon" and come up with 2 Basic and 2 Higher Level observations, thoughts, questions, connections, etc.  Try to use the sentence starters and the terminology from the RWAP handout.

10H
Vocabulary Test 1.  Fahrenheit/Pedestrian comparison discussion.

English 10
No Red Ink diagnostic. Discuss lit terms specific to The Pedestrian.

English 10H
No Red Ink diagnostic.  Overview of Dialectical/4S close reading strategy.  You will find this under the English 10H page.  Use the sample model of a dialectical journal on the handout, as well as our notes and discussion over The Pedestrian and Fahrenheit, to construct at least 3 dialectical journal entries in which you compare specific elements (you need the exact text) of The Pedestrian to elements of F451.  You do not need exact text from F451.  The example we used in class as a model is the comparison of the police car in Ped and the hound in F451 and how despite their differences, their overall purpose is the same.

Don't forget Vocabulary Test 1 is Wed/Thurs!

English 10
Now that all computers are out and everyone has ironed out the login glitches, we went through Teachanowski and Google Classroom.  Response Journal #1 needs to be completed and turned in through GC.  Some discussion of The Pedestrian and connections to the Journal Response as well as the lit term items from last week.

English 10H
Teachanowski overview, including writing resources and extra credit links.  Class discussion specific to the concept of obsolescence (Journal) and the parallels between Fahrenheit and The Pedestrian. Vocab Test #1 this Wed/Thurs.

Friday continued:

10: On Friday, The Pedestrian was read in class.  The class was divided in half and each half identified and briefly explained an example of either theme, tone, mood, imagery, symbolism or characterization, irony, syntax, diction, universal quality.  This will be discussed Monday 8/24.

10H: Response Journal #1 was posted/completed on Google Classroom.  Group work was completed for The Pedestrian with the following instructions: In groups of 4-5, come up with a best possible response for how at least two of the "concrete" literary terms contribute to Big Picture and Universal Aspect.  Next story on the agenda: By the Waters of Babylon.

For Friday

10
Answer these questions in your notebook after reading "The Pedestrian" in class on Friday.  You will have additional assignments in class.

1.Why do the police, and therefore the society, in the future consider Leonard Mead to be a threat?

2.Why does the police car say “no profession” when Leonard says that he is a writer?

3. Why does Bradbury include the description of Leonard’s house and what is symbolic about it?

4. This section of the textbook used to be called “Exiles, Castaways, and Strangers”. Does Leonard fit any of these titles? Which ones and how?

10H: Your instructions will be in class.

When we are on the regular schedule there will not be separate posts on Wednesday and Thursday.  All information posted on Wednesday for the odd block classes will also pertain to the corresponding class on Thursday.

English 10: Computer distribution and sign on.

English 10H:  Computer distribution and sign on.  Read "The Pedestrian" in class (pg. 10 in text) and find one example of each of the 11 lit terms.  Briefly identify and explain the significance of the term's use in the story.  Vocabulary List #1: facetious, detriment, dexterous, discretion, gregarious, optimum, ostentatious, sensory, vicarious, scrupulous.  Test will be on the block days next week.

Codes for Google Classroom and No Red Ink:

Hour 3: GC-26rl2m   NRI-7dfk7wee

Hour 5: GC-v889k8   NRI- 7xdmmaxv

Hour 7: GC- tt8sug    NRI- d7kmkw7e

Hour 2: GC - 1yjxm52   NRI- vdahd984

Hour 4: GC- wy48kp     NRI- 7k3m7fw3

Hour 6: GC- g5tauq       NRI- wammew8h

English 10: Lit terms.  Computer rollout discussion.  Writing sample examples and discussion.

English 10H: In-class computer use expectations.  Morally ambiguous character essay discussion.

English 10: Introductory Writing Sample. For tomorrow, identify each of the following in your writing sample: Definition of each, Importance of each, How each relates to real life through its function in the story.

English 10H: Go over extra credit options and requirements.  Discussion and notes over the 11 Core Literary Terms: theme, tone, mood, imagery, symbolism, characterization, allusion, syntax, diction, universal experience/aspect, big picture.  Connection of these to the best examples from previous year essays.  For tomorrow, add part 3 to your writing diagnostic essay:  Identify one content based and one technical/structure based change or addition that you would make to your original essay.

Friday's post:

English 10:  Book checkout.  Introductory survey.

English 10H: Book checkout.  In class writing diagnostic #1 (fancy way of saying writing sample): Choose a character from a work of fiction (literature, film, tv) who you view as morally ambiguous.  In an essay, explain both what makes the character morally ambiguous, and how it impacts the narrative.

Self Reflection Questions to be answered for Monday:
1.  Does my writing give a clear sense of how I define morality?  Is my writing based more on my own personal definition, or something more general?

2.  Does my writing address some aspect of how morality functions in society or how it functions in my own life, or both?

3.  Does my writing address the WHAT and the WHY?  WHAT makes the character morally ambiguous, and WHY it matters?

Thank you all for your patience and attention on day one. I know that listening to me talk is probably only second on your list of fun things to do, so I appreciate the effort.

Schedule changes are supposed to be made by this Friday, so if you are interested in being a lab in my class this year, please come see me as soon as possible.  Hours 2-7 are available.  Duties include light grading, running passes, delivering materials, wrestling alligators, etc.  Benefits include having the majority of your time to yourself, the privilege of sitting in a comfy chair that both spins and has wheels while your peers spend their hour at a cold hard desk, and getting to spend several extra hours a week with me.