12 IB Agendas and Assignments
Year-End IB Review and Reflection
As we have finished up with the Statue Project and Senior Reflections, as promised, I have completed my own for you. You can access my senior reflection by clicking on the button to the right:
|
Updates for the week of English IB Exams:
- IB Exams Reflection (In-Class on 5/20-21)
- Group proposals for Statue Projects are due 5/24, but I'm giving time in class to focus on this with the hope that I can begin looking them over midweek. Remember to let me know ASAP what classes you will be missing between now and the end of school.
- Senior reflections--These presentations begin next class session. You should have a hard copy of any letter, essay, or other written response, and bring any project-based product to class on 5/22-5/23. If you are testing, then your senior reflection is due the first day you are back in class. There is no need to drop it off.
Updates for the week of the English IB Exams:
- Don't forget extra credit opportunities to continue reviewing, discussing Pedro Paramo. You may continue to engage in this discussion through Thursday night. I will turn off comments on Friday morning.
- I will make myself available during 4th period for anyone with off-periods, or if you're in a "study hall" situation in your other classes and you have questions. I will also be available at lunch on Wednesday.
- I would encourage you to review your notes on the genres/styles of grotesque realism, magical realism, and speculative fiction.
- You will form small groups in class on Tuesday and Wednesday to further collaborate on the review charts. Ideally, you will be grouped with people who did NOT help you to initially work on your chart.
- Remember that Paper 1 is at noon on Thursday, and Paper 2 is at 8 am on Friday.
Monday, May 6th - Wednesday, May 15th (ALL STUDENTS):
In-Class Agendsa:
Final Pedro Paramo and Part 3 Review Assignments:
Final Senior Reflection Assignments and Extra Credit:
In-Class Agendsa:
- In-class collaboration and study for IB/AP Exams: For the days you are not testing, you are expected to be in class. Even if you are testing, remember that my doors are open and you're welcome to stop by before/after testing to ask questions or just to have a quiet place to study.
- Complete the chart for the review of the 3-Novels--This is collaborative in terms of discussion, but each student should complete his/her own chart.
- Extra Credit Opportunities:
- ALL students may complete up to 15 MEANINGFUL responses to the final two discussion posts for Pedro Paramo. These were associated with Assignments 4 & 5.
- Students will receive 1 point per each response if it employs scholarly tone and focus, promotes meaningful discussion, and does not merely function as a "verbal sticker." Posts will be closed on Thursday, May 15th at 5:00 pm.
- 2A/2B--You all have the option of completing a creative task for Pedro Paramo or The Handmaid's Tale. This must be brought to class no later than Monday, May 13th, and the same directions apply to your task as the projects created for A Fine Balance. This is worth 15 points.
- Please note that 2A/2B students may not complete both options for extra credit. Only one is allowed.
- ALL students may complete up to 15 MEANINGFUL responses to the final two discussion posts for Pedro Paramo. These were associated with Assignments 4 & 5.
Final Pedro Paramo and Part 3 Review Assignments:
- Part 3 Chart must be completed in Google Classroom prior to 5/16-17 for non-testers. I will not check students who are testing for IB until Monday, 5/20.
- Pedro Paramo Packet: Due 5/16-17 for non-testers and 1st day back in class after 5/17 for IB-testers. The following assignments will be checked for EFFORT and organization of notes.
- You may submit typed notes to Google Classroom (See Pedro Paramo Assignments), but you MUST clearly leave a note as to what assignments will be submitted by hand at the top of the first page. Do NOT submit pictures of handwritten materials.)
- Notes from Introductory Lecture on Magical Realism
- Written Responses for Assignments 1-4.
- Notes from Class Discussion/Annotations (If submitting your book, make sure your name is in it!)
- Notes from Supplementary Articles--Label Article Titles CLEARLY
- "Where Do Mexicans Come From" (Article posted along with Assignment 1)
- "The Ghosts of Comala" (Posted separately)
- You may submit typed notes to Google Classroom (See Pedro Paramo Assignments), but you MUST clearly leave a note as to what assignments will be submitted by hand at the top of the first page. Do NOT submit pictures of handwritten materials.)
Final Senior Reflection Assignments and Extra Credit:
- Statues with Attitudes group initial proposals due 5/24 at 11:59. See Google Classroom for the forms. Individual participation agreements will be due 5/29 by 11:59 pm. The activity will take place 5/31 at lunch for all students.
- Senior Reflections:
- A-Day Students: All students must be ready to begin presenting on 5/22. Please notify me ahead of time if you will be absent on 5/22, 24, or 29. (These start earlier than B-Day due to statue project and Memorial Day holiday.)
- B-Day Students All students must be ready to begin presenting on 5/23. Please notify me ahead of time if you will be absent on 5/23 or 30, or 6/3. (Please note: 5/28 is Senior PICNIC!!)
- Don't forget extra credit, and you may also submit your THT/AFB Paper 2 to average the score if your final Paper 2 was higher.
Paper 2 due date adjustment!! I have extended the submission of the final draft of Paper 2 until Saturday night, 5/4, at 11:59 pm. This 24-hour extension should not serve as an invitation to start the paper on Saturday, but it gives you some extra cushion given the busy season of preparing for AP/IB tests and celebrating important senior milestones. Please use your time wisely this week, and remember that there has been NO other out of class work required of you for IB English. This IS your review packet for IB English, so to speak!!
Tuesday, April 30th - Friday, May 3rd:Agenda:
- Literary Dinner Parties.
- On Thursday and Friday, the Senior Reflection assignment was given. If you were in 3B, we ran out of time to watch the video on gratitude that I want you to see in order to help motivate your perspective in reflecting on your K-12 educational experiences.
- Your final Paper 2 is due on Saturday night at 11:59 pm.
- Final Part 3 Review Assignment:
- Check Google Classroom for your final review assignment, which will be a chart reviewing the 3 works. I will also post updates on materials that will be available in class to review materials for Paper 1, as well. Remember that this is the paper that largely connects to 11th grade IB units.
- You MAY work collaboratively in or out of class to complete this assignment.
- This will be due the first day IB testers return to class after May 17th.
- This will be due on May 16th/17th for students NOT testing. We will have a final seminar on these books on that date.
- Check Google Classroom for your final review assignment, which will be a chart reviewing the 3 works. I will also post updates on materials that will be available in class to review materials for Paper 1, as well. Remember that this is the paper that largely connects to 11th grade IB units.
- Senior Reflection Assignments:
- Watch the gratitude video if you didn't get a chance to in class. It's 7 minutes long. Access the handout for the Senior Reflection in Google Classroom.
- Remember that the Statue project has been rescheduled to Friday, May 31st at lunch in order to avoid state testing for 11th graders.
Friday, April 26th (A-Day), and Monday, April 29th (B-Day):
Agenda:
Agenda:
- Students have this class period to complete their individual preparation/practice for the literary dinner party. Remember that it's important to answer in 1st person, trying to embrace the character's (or characters') perspective and voice.
- Statues with Attitudes proposals can be submitted via Google Forms beginning Monday, 4/29. You do have until May 17th to complete the initial submission of this proposal.
- Paper 2: These are due next Friday, May 3rd at 11:59 PM to turnitin.com All resources including the prompts are available in Google Classroom.
- Extra Credit opportunity--Check out assignments from 4/24-25 for more information. These can be submitted at any point from now through May 15th. They will not be accepted after this point, as these are meant to help students to continue preparing and share their learning in preparation of the IB exams/alternate seminar on 5/16-17.
Wednesday, April 24th (A-Day), and Thursday, April 25th (B-Day):
Agenda:
Agenda:
- Statues with Attitudes project is introduced and resources, including the proposal and participation forms, are posts in Google Classroom. This IB senior collaborative project will happen at lunch on Friday, May 24th.
- Proposals must be approved, and some revisions or supplemental explanation may be required. Students may begin submitting proposals at any point beginning Friday, April 26th for A-Day and Monday, April 29th for B-Day. INITIAL proposals must be submitted by Friday, May 17th in order to have them reviewed and revisions made prior to the final deadline of Wednesday, May 22nd.
- Students must submit the individual participation agreements prior to Wednesday, May 22nd, in order to be able to participate on Friday, May 24th.
- Introduction of the in-class collaborative review project: Literary Dinner Parties
- Students will have the remainder of the period to work on planning and developing responses for the upcoming dinner parties.
- Food--individual groups may bring food to share with their fellow dinner party guests, but remember that it's not polite to talk with your mouth full!
- Students will have the next class session to complete their preparation for the dinner parties which will occur next week, Tuesday-Friday.
- Paper 2 should be your primary focus outside of class. Review all resources and be sure to take an additional copy of the rubric to use as you prepare.
- Paper 2 is due Friday, May 3rd at 11:59 PM for ALL students regardless of section This must be typed using MLA formatting and submitted to turnitin.com for a plagiarism review.
- Students will be able to review their papers for plagiarism issues and will be able to resubmit up to the final deadline.
- Papers submitted even 1 minute late will be considered late, and a late penalty of 50% of the earned score will apply.
- Paper 2 is due Friday, May 3rd at 11:59 PM for ALL students regardless of section This must be typed using MLA formatting and submitted to turnitin.com for a plagiarism review.
- Extra Credit Opportunity (Last One):
- ALL students may complete up to 15 MEANINGFUL responses to the final two discussion posts for Pedro Paramo. These were associated with Assignments 4 & 5.
- Students will receive 1 point per each response if it employs scholarly tone and focus, promotes meaningful discussion, and does not merely function as a "verbal sticker." Posts will be closed on Thursday, May 15th at 5:00 pm.
- 2A/2B--You all have the option of completing a creative task for Pedro Paramo or The Handmaid's Tale. This must be brought to class no later than Monday, May 13th, and the same directions apply to your task as the projects created for A Fine Balance. This is worth 15 points.
- Please note that 2A/2B students may not complete both options for extra credit. Only one is allowed.
- ALL students may complete up to 15 MEANINGFUL responses to the final two discussion posts for Pedro Paramo. These were associated with Assignments 4 & 5.
Tuesday, April 23rd (B-Day):
Agenda:
Assignments:
Agenda:
- Read and annotate the final article, "Ghosts of Comala." This will be a part of the final Pedro Paramo packet.
- If you didn't do so over break, begin a read-through of Pedro Paramo. Just read it, and try not to get too bogged down in annotating. Reviewing this novel will help you to more successfully include it as one of the two texts you work with in your final paper. You may choose either AFB or THT for your second text.
Assignments:
- Paper 2 Prompts and Resources are now posted in Google Classroom.
- This must be written in MLA format and submitted to turnitin.com by 11:59 PM for ALL students in ALL sections.
- There is a resource with generalized (but extensive) feedback to help improve marks on the IB rubric that all students will want to review. Feedback was crafted from your work and that of your classmates this year.
- Remember that you have previous handouts with strategies to approach and break down prompts as well as to plan and organize a Paper 2. Use your resources!
- Students who are not testing are still encouraged to plan before writing, but should draft in whatever way is meaningful. Most of us use type drafts these days, including your teachers...so treat this how you would approach a paper in college.
- Students testing for IB are urged to set aside a 2-hour window for pacing and practice planning and writing without the use of the texts. This is a big deal. You can always use the text to check and add direct quotations for the final paper. This will also help you to review for the IB Paper 2.
- One final extra credit opportunity will be posted on 4/24-25, FYI.
Pedro Paramo
Friday, April 12th (A-Day):
Agenda:
Assignments:
Looking Ahead:
Agenda:
- A-Day: Take the Pedro Paramo Objective Test (about 15 minutes)
- Read and annotate the final article, "Ghosts of Comala."
- When you finish, begin a read-through of Pedro Paramo. I would plan to give yourself a couple of hours to do this, so yes perhaps reading a bit over break might be helpful. Just read it, and try not to get too bogged down in annotating.
- B-Day--You'll have the Tuesday after break to work on this, but consider what you can accomplish in 90 minutes and perhaps begin reading over break so you can finish up on the 23rd. If you finish over break, you'll have the 23rd to begin reviewing/working on Paper 2, which will be assigned after break.
Assignments:
- See previous comments about re-reading Pedro Paramo.
- Rest, relax, and come back ready to finish up your senior year!! I'm excited and sad all at once!!
Looking Ahead:
- Paper 2 will be assigned AFTER spring break and will be the focus of your out-of-class work in the two weeks leading up to testing.
- You will have IN-CLASS review activities during the two-weeks prior to the start of AP/IB testing.
- Once testing begins, class time will be dedicated to independent review/study for the IB exam or final seminar (given the day of the test), and the last two assignments: your senior reflection and the statue project.
Wednesday, April 10th (A-Day), and Thursday, April 11th (B-Day):
Agenda:
Agenda:
- Discuss conclusion of Pedro Paramo.
- I'll be returning THT portfolios for students over the next couple of days, getting clarification, as necessary.
- Remember that the objective test is tomorrow for B-Day and on Friday for A-Day. It's your responsibility to see me about a make up.
- Remember that there is an article on Google Classroom to be used in class on Friday, 4/12, or Tuesday, 4/23. This is NOT HOMEWORK OVER BREAK. Just print it out if you want to be able to annotate directly on the text.
- There will be no homework over break, though students who are beginning to prepare for IB exams should remember you have a portfolio of work for AFB and THT.
- You would also benefit from setting aside a couple of hours to re-read Pedro Paramo.
- Portfolios for Pedro Paramo won't be due until after break.
Monday, April 8th (A-Day), and Tuesday, April 9th (B-Day):
Agenda:
Assignment:
Looking ahead:
Agenda:
- Discussion of 61-96
- Picture analysis and allegory of the seven deadly sins.
Assignment:
- Prior to next class session read pages 96-124.
- Complete the final discussion board for Assignment 5. While this was originally assigned in conjunction with 61-96, you can incorporate later textual references, too.
- Pedro Paramo quiz will be on 4/11 (B-Day) and 4/12 (A-Day).
Looking ahead:
- Print or plan to read the article "The Ghosts of Comala" in class on Friday, 4/12 (A-Day) or Tuesday, 4/23 (B-Day). You can print out ahead of time if you wish to annotate directly on the text, or you can read online.
Thursday, April 4th (A-Day), and Friday, April 5th (B-Day):
Agenda:
Assignment: The following assignments cover the NEXT TWO class sessions!!!
Looking ahead:
Agenda:
- Discussion of 47-61.
- In both classes, we ran out of time to talk about the pictures students brought in. We will start class next time with this.
Assignment: The following assignments cover the NEXT TWO class sessions!!!
- PRIOR to class on Monday/Tuesday 4/8-9: Read 61-96. Take your own independent notes/annotations. This is not negotiable!
- PRIOR to class on Wednesday/Thursday 4/10-11: Read 96-124. Take your own independent notes/annotations. This is not negotiable!
- Complete the discussion board post for Assignment 5 prior to class on Wednesday/Thursday, 4/10-4/11. This discussion board is DIFFERENT from Assignment 4, so don't get confused. Assignment 5's discussion board relates to pages 61-96, but can be completed before or after class. It's up to you to "negotiate" when you have time to complete it as long as you post before class time on 4/10-11!
Looking ahead:
- A-Day: You have a late start day, which would really cut discussion short. I will move the quiz back to Friday, 4/12, right at the beginning of class. This is designed as a wrap-up, work day, ask question day, re-read the book day. The quiz will take some time from that, but it creates equity for the final discussion.
- B-Day: You will take the quiz before A-Day on Thursday, 4/11 to wrap this up and give yourself more of a break over break!
- B-Day: I will talk to you about how we will handle the Tuesday after spring break--giving you a chance to wrap up, review, read, get in gear for the Part 3 Review Activities that will occur after break.
- IB Part 3: Review activities will happen from 4/23-5/3. This will be a critical period of review for all students, whether testing or not!
Tuesday, April 2nd (A-Day), and Wednesday, April 3rd, (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- Discussion of pages 25-47 in Pedro Paramo.
- If you were absent, see me to get a copy of the "map" of characters from Pedro Paramo.
- Discussion centered around the three frame stories in this section--summarizing and analyzing the narratives of Father Renteria, Eduviges, and Don Fulgor.
Assignment:
- Assignment 4 CULMINATES with a discussion board--you only choose one of the questions, and post a 300-400 word response. You do not have to respond to other students' posts at this time, but you will be able to view their thoughts once you post your own, original response. You shouldn't have to be told to cite evidence from the text. AMIRIGHT?
- A Word for Those in Panic Mode: This is where it gets crazy!! You know I'm not going to give you a gotcha-quiz, so don't be a Shmoopy-Pants!! Bring your questions, expect confusion, and let's learn together!!
Looking Ahead:
- You will have a quiz over Pedro Paramo next Wednesday/Thursday, 4/10-11. This will also be our last day of discussion for Pedro Paramo.
- Stop the presses! A-Day has a late start day, which would really cut discussion short. I will move the quiz back to Friday, 4/12, right at the beginning of class. This is designed as a wrap-up, work day, ask question day, re-read the book day. The quiz will take some time from that, but it creates equity for the final discussion.
Friday, March 29th: (A-Day), and Monday, April 1st (B-Day):
Agenda:
Agenda:
- Discussion of pages 3-24 of Pedro Paramo.
- Assignment 3 for Pedro Paramo is posted in Google Classroom. This reading and the written work is due at the beginning of the next class period.
- While you are expected to read and annotate the text, you must also complete these responses on a separate piece of paper. Use the questions to help guide your annotations, but don't be redundant. Instead, consider that annotations can focus on other elements like the imagery, figurative elements like symbolism, metaphor, or allusion, and other aspects of magical realism. It helps to track characters, too, to help sort through your confusion.
Wednesday, March 27th (A-Day), and Thursday, March 28th (B-Day):
Agenda:
Assignment:
Agenda:
- Metacognitive analysis of Paper 2
- Background on Magical Realism
- B-Day--We will begin looking at 3-11, but A-Day will merge this with next class session due to the short day.
Assignment:
- Assignment 2 for Pedro Paramo is posted in Google Classroom. This reading and the written work is due at the beginning of next class period.
Monday, March 25th (A-Day), and Tuesday, March 26th (B-Day):
Special times to allow for the 2-hour setting of Paper 2, if you want the extra time. You are welcome to complete the work in the regular class period:
Agenda:
Assignment:
Looking ahead:
Special times to allow for the 2-hour setting of Paper 2, if you want the extra time. You are welcome to complete the work in the regular class period:
- Period 2 may work from 8:00-10:00
- Period 3 may work from 10:05-12:05
Agenda:
- Turn in Portfolio of THT annotations and notes on your way into class.
- Paper 2--Pen or pencil and paper only. You will receive the prompt sheet with six prompts. You choose one. You may plan on the back side of the prompt sheet.
Assignment:
- See Google Classroom for Assignment 1 for Pedro Paramo. This covers a background article (only 2 pages!), some brief research, and reading up through page 11 of the novel. This reading and note-taking is due at the beginning of next class: 3/7-8.
- I have also posted a slide show that covers magical realism. You may want to print a handout of the slides prior to next class for quicker note-taking, but this is optional. To save paper, when you go to print the Slide Show, you can change the setting to print 4-6 pages per sheet, which will condense the printing to 2-3 pages. We will go over this material rather quickly in class on Wednesday/Thursday.
Looking ahead:
- 3/27-28: Discuss Magical Realism and 3-11 in PP. Handouts to help navigate themes, plot, and characters will be given out in class. Assignment 2 will be posted in Google Classroom and due 3/29 (A) and 4/1 (B).
- 3/29 and 4/1: Discuss Assignment 2 and Lewis article (provided IN CLASS). Assignment 3 will be posted in Google Classroom and due 4/2-3.
- 4/2-3: Discuss Assignment 3. Assignment 4 will be posted in Google Classroom and will be due 4/4-5.
- 4/4-5: Discuss Assignment 4. Assignment 5 will be posted in Google Classroom and will be due on 4/8-9.
- 4/8-9: Discuss Assignment 5. Assignment 6 will be posted in Google Classroom and will be due on 4/10-11.
- 4/10-4/11: Discuss Assignment 6 & novel as a whole.
- 4/12 and 4/23: These are the days before and after Spring Break. These will be independent review/work days. Over spring break there is no "assigned" homework, but students may find it beneficial to give the novel a second, somewhat quick read-through to get a holistic sense of the work. Additional annotations or other work would not be required.
The Handmaid's Tale
Annotation and Note Taking Portfolio due at the beginning of class on 3/25-26:
Plan to drop off the annotations and you, paper clip them quickly, and tuck them inside your THT text IF you also made annotations in the text. Don't waste your 2-hour timeframe turning in this material!!
- Independent/initial reading annotations--these may be in the form of charts, in-text annotations, other notes, or a combination thereof.
- Ch. 1-19 language activity. If you didn't get this back in class, I'll have them on the side tables for you to quickly add to the end of your portfolio of notes.
- Background/Context Notes from the in-class videos and slide show. These resources were also posted on Google Classroom.
- Atwood's Introductory Letter: If you had this in your text, please leave a note at the top of the portfolio indicating this. Otherwise, include the article if you printed and annotated or separate notes. The link can be found in assignments for 3/5-6.
- Seminar/Class Discussion Notes from 3/7-8 through 3/21-22--These should include ALL additional notes, but may also include post-its and additional annotations in the text. I should be able to differentiate from your original, independent annotations versus what you added during class discussions and activities.
- The New Yorker "Prophet of Dystopia" article annotations, or separate notes. Please return the handout if you elected NOT to annotate directly on the article.
- THT text, IF you made in-text citations. Tuck the portfolio of notes INSIDE the text and place on the white tables as you come into class.
Plan to drop off the annotations and you, paper clip them quickly, and tuck them inside your THT text IF you also made annotations in the text. Don't waste your 2-hour timeframe turning in this material!!
Thursday, March 21st (A-Day), and Friday, March 22nd (B-Day):
Agenda:
Assignment:
Looking ahead:
Agenda:
- Check out Pedro Paramo from the library unless you do plan to use your own copy.
- Final wrap-up (colors, other symbols)
- Seminar on the "Prophet of Dystopia" article and final discussion (student driven)
Assignment:
- See board for all materials to be included in THT packet. You should have this packet ready to submit on Monday/Tuesday, 3/25-26, right when you come in the door. Have books ready to turn in with your packet if you made annotations during reading and/or seminar.
- Review as necessary for Paper 2 on Monday/Tuesday, 3/25-26.
Looking ahead:
- You will have your first assignment for Pedro Paramo given to you on Monday/Tuesday, 3/25-26. It will be due the next class session.
- You must bring Pedro Paramo to class beginning on Wednesday/Thursday, 3/27-28.
Tuesday, March 19th (A-Day), and Wednesday, March 20th (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- Review of THT Objective questions--connections to topics that could be used on a Paper 2.
- Handouts regarding pacing and strategies for Paper 2. A-Day will get the Paper 2 rubric on Thursday.
- Seminar focusing on "Historical Notes"
Assignment:
- You must take notes or annotate the Atwood article prior to class on Thursday/Friday (3/21-22).
- Continue to review/refine notes for THT.
- Last week for make ups of AFB charts. Monday, Wednesday, Thursday at lunch. Monday 2:05-3:30.
Looking Ahead:
- You will submit your packet of THT annotations and class notes next Monday/Tuesday (3/25-26). I will check books during class time on 3/25-26 if you made in-text annotations.
- You will write a paper 2 for the final assessment of this unit in class on Monday/Tuesday (3/25-26). More details will be provided 3/19-20.
Friday, March 15th (A-Day), and Monday, March 18th (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- Narrative POV Workshop--As opposed to seminar, this is more of a workshop to discuss Offred's characteristics as a dystopian protagonist and compare it to her tone and function as a narrator.
- I created a Google Slideshow and posted it in Google Classroom for students who were absent, and you should work through this, creating your own notes and responses to the questions and prompts.
- I will check this carefully in all students' THT packets.
- If you were absent and did not get a copy of the handout for the article on Atwood as a "Prophet of Dystopia" please see me ASAP.
Assignment:
- You must take notes or annotate the Atwood article prior to class on Thursday/Friday (3/21-22).
- Continue to review/refine notes for THT.
- Last week for make ups of AFB charts. Monday, Wednesday, Thursday at lunch. Monday 2:05-3:30.
Looking Ahead:
- You will submit your packet of THT annotations and class notes next Monday/Tuesday (3/25-26). I will check books during class time on 3/25-26 if you made in-text annotations.
- You will write a paper 2 for the final assessment of this unit in class on Monday/Tuesday (3/25-26). More details will be provided 3/19-20.
Wednesday, March 13th (A-Day), and Thursday, March 14th (B-Day):
Agenda:
Assignment:
Agenda:
- Time to review student posters with evidence from AFB.
- Independent reflection/thought gathering for seminar focusing on government/politics. The prompt will be posted here after B-Day.
- Seminar
Assignment:
- Respond to a MINIMUM of 2 students' discussion posts in a meaningful way. NO VERBAL STICKERS! Responses should be around 25-50 words, include correct grammar, punctuation, and mechanics, and also extend or offer additional thought and analysis of the texts. These responses must be posted prior to class on Friday, 3/15 (A-Day) or Monday, 3/18 (B-Day).
- Remember that in this phase of the novel, you have "less homework" in lieu of opportunities to review, revise, and refine your notes--independent annotations, seminar notes, etc.
Monday, March 11th (A-Day), and Tuesday, March 12th (B-Day):
Agenda:
Agenda:
- Collect Language Activities/Collaborative work
- THT class discussion/seminar. Additional links to relevant cultural connections will be posted after B-Day.
- Respond to a MINIMUM of 2 students' discussion posts in a meaningful way. NO VERBAL STICKERS! Responses should be around 25-50 words, include correct grammar, punctuation, and mechanics, and also extend or offer additional thought and analysis of the texts. These responses must be posted prior to class on Friday, 3/15 (A-Day) or Monday, 3/18 (B-Day).
- Remember that in this phase of the novel, you have "less homework" in lieu of opportunities to review, revise, and refine your notes--independent annotations, seminar notes, etc.
Thursday, March 7th (A-Day), and Friday, March 8th (B-Day)
Agenda:
Assignments:
Agenda:
- Share poems within the table groups and then collect.
- Review seminar/discussion expectations, and then discuss names and naming in THT.
- Finish up evidence from AFB/complete charts.
Assignments:
- Complete the discussion post which can be found on Google Classroom. If you STILL haven't registered, you must figure this out. This is due by the beginning of class time on Monday, 3/11 (A-Day), and Tuesday, 3/12 (B-Day).
- Students will turn in their work from the language activity on Monday/Tuesday, 3/11-12.
- Extra credit submission information/Google Form are posted at the top of this page. Due Monday/Tuesday, 3/11-12.
Tuesday, March 5th (A-Day), and Wednesday, March 6th (B-Day):
Agenda:
Assignments:
Make-up work from 2/27-3/4:
Agenda:
- THT Objective Assessment--You must make this up as soon as you return to school if you are absent.
- Wrap up of introductory power point on dystopian and speculative fiction (A-Day)
- Opening discussion of THT epigraphs, though this may be delayed due to late start day on Wednesday.
Assignments:
- BRING AFB TO CLASS ON THURSDAY/FRIDAY TO COMPLETE THE POSTERS.
- Found poems for THT will be due on Thursday/Friday, 3/7-8.
- Introduction to the novel--read and annotate/take notes on this article prior to class on Thursday/Friday, 3/7-8. These notes will be part of your final packet. Here is the link to the essay (it was published in the NY Times) if you do NOT have it in your edition of THT:
- https://www.nytimes.com/2017/03/10/books/review/margaret-atwood-handmaids-tale-age-of-trump.html
- Students will turn in their work from the language activity on Monday/Tuesday, 3/11-12.
- Extra credit submission information/Google Form are posted at the top of this page. Due Monday/Tuesday, 3/11-12.
Make-up work from 2/27-3/4:
- Links for videos and the slide show covered on 2/27, 3/4 will be posted in Google Classroom
- See me for the handouts on the language activity and found poem/creative task.
Update from Sunday evening:
The in class assignment is NOT due yet. I need to see how far groups got in in class before I can determine future small group work. For March 5th/6th, plan to take the objective assessment for The Handmaid's Tale at the beginning of class, have 30-45 minutes to work on finishing up your evidence charts for the AFB posters, and then we will begin with some opening discussion after we have wrapped up the introductory lecture on the genre of speculative fiction. Your poems will be due on March 7th/8th, as you are responsible for making meaning of the text as a whole independently.
After polling students in 2B, I made this adjustment:
Language Small Group Activity: Independently** complete Ch. 1-15 and 19 prior to class on Monday, 3/11 (A), or Tuesday, 3/12 (B). By independently, I mean outside of class time. You are still welcome to collaborate with a peer or small group of classmates. The poems are still due on 3/7-8. Also, review additional questions for 16, Ch. 19-22, 23, and 24. You are not required to write out answers, but you are responsible for thinking through, studying, etc. whether or not you "discuss" in class.
The in class assignment is NOT due yet. I need to see how far groups got in in class before I can determine future small group work. For March 5th/6th, plan to take the objective assessment for The Handmaid's Tale at the beginning of class, have 30-45 minutes to work on finishing up your evidence charts for the AFB posters, and then we will begin with some opening discussion after we have wrapped up the introductory lecture on the genre of speculative fiction. Your poems will be due on March 7th/8th, as you are responsible for making meaning of the text as a whole independently.
After polling students in 2B, I made this adjustment:
Language Small Group Activity: Independently** complete Ch. 1-15 and 19 prior to class on Monday, 3/11 (A), or Tuesday, 3/12 (B). By independently, I mean outside of class time. You are still welcome to collaborate with a peer or small group of classmates. The poems are still due on 3/7-8. Also, review additional questions for 16, Ch. 19-22, 23, and 24. You are not required to write out answers, but you are responsible for thinking through, studying, etc. whether or not you "discuss" in class.
Friday, 3/1 (A-Day), and THURSDAY, 2/28 (B-Day)
Agenda:
Agenda:
- Small groups will work on the language assignment for Ch. 1-24. I realize that people didn't get through all of these chapters and will evaluate your progress when I return from the conference.
- Objective test for THT is 3/5-6. Text must be read and annotated independently. See 2/19-20 for more information on expectations of annotations for THT.
- Found poems for THT will be due on 3/7-8.
Wednesday, 2/27 (A-Day), and MONDAY, 3/4 (B-Day)
Agenda:
Agenda:
- Background videos and lecture on Biblical allusion of Gilead in the text. These videos will be posted after classes on Monday, 3/4. Students who are absent or were working to submit IB materials must go back and view these while taking notes.
- Objective test for THT is 3/5-6. Text must be read and annotated independently. See 2/19-20 for more information on expectations of annotations for THT.
IB Written Task Submission Information
The steps to walk you through the creation of the required cover page and submission of Written Tasks can be found via the link to the right, as well as via the drop down menu at the top of this page.
Scroll to the bottom of the page to download the pdf you need to complete the cover page as well as a sample cover page, and also to access the Google Form for reflection and extra credit. Complete this form AFTER you have completed the submission to IB. You may complete the submission to IB from home, or stop by my classroom at lunch on Monday, Tuesday, or Wednesday, February 25-27th. I will also make my room available after school on Tuesday, the 26th, from 2:05-3:30. I will stay after 3:30 for students who need extra time, within reason. |
A Fine Balance
Monday, February 25th (A-Day), and Tuesday, February 26th (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- A-Day--Quick over of submission procedures for IB students submitting for the external examination of WTs.
- Introduce sample prompts for Paper 2
- Independent work time creating idea boards for AFB relating to 1-2 Paper 2 prompts. If you are absent, this must be made up in class, but not on Thursday-Friday, 2/28-3/1.
- Students will have 30-45 minutes to work on finishing up their planning in response to a sample Paper 2 prompt using AFB evidence. Students are expected to have the following:
- A minimum of 10 pieces of evidence
- A comprehensive thesis statement
- Topic sentences--moving beyond the key idea such as "Naryan" or "Naryan's death"--are extremely helpful.
- Students will have 30-45 minutes to work on finishing up their planning in response to a sample Paper 2 prompt using AFB evidence. Students are expected to have the following:
- Turn in AFB annotation packets, including the review assignment.
Assignment:
- Continue reading and annotating The Handmaid's Tale. You must complete the reading up through the end of Ch. 24 (approx. page 147) prior to February 28th (B-Day) or March 1st (A-Day), when you will be working in small groups to complete a task focusing on language.
- Annotations--Yes, they are required, and you will submit these at the end of the unit with another "portfolio" of notes. This is a shorter novel than AFB, and you may elect to primarily annotate in the text. HOWEVER, you should keep track of characters and settings, along with major motifs/symbols. I will skim your annotations looking for some sort of organizational structure, deliberate tracking of characters and settings, etc.
- Strongly suggested but not mandated: A chart of characters and settings would help you to organize this information, as it did with AFB.
- Students may read ahead at their own pace, but all students must complete the novel prior to March 5th (A-Day) or March 6th (B-Day), when we will have the objective assessment for this novel.
- Annotations--Yes, they are required, and you will submit these at the end of the unit with another "portfolio" of notes. This is a shorter novel than AFB, and you may elect to primarily annotate in the text. HOWEVER, you should keep track of characters and settings, along with major motifs/symbols. I will skim your annotations looking for some sort of organizational structure, deliberate tracking of characters and settings, etc.
Looking Ahead:
- Background and context for THT. (2/27 for A-Day and 3/4 for B-Day)
- Language of THT analysis-small group activity (2/28 for B-Day and 3/1 for A-Day)
- THT Objective Assessment will be at the beginning of class on 3/5 (A-Day) and 3/6 (B-Day)
Thursday, February 21st (A-Day), and Friday, February 22nd (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- Final seminar for AFB--Setting and Resolution
Assignment:
- AFB Review Assignment--Create a list of all chapter titles, including the prologue and epilogue. Write a brief explanation ("paragraph") describing the importance of the the chapter in developing plot and thematic significance.
- This will be turned in with the AFB portfolio of notes next class session.
- AFB Portfolio of Notes--
- Charts must be submitted to turnitin.com (MY CLASSROOM ACCOUNT) prior to class on Monday (2/25-A-Day) or Tuesday (2/26-B-Day). It's up to you if you print these out.
- A packet should be clipped/stapled prior to class on Monday/Tuesday with all evidence of your note-taking:
- Background research
- Chart** If you printed/added to it
- Annotations from scholarly articles
- Seminar Notes
- AFB Review Assignment**
- Written Task Revisions for this year--THE REVISION ASSIGNMENTS ARE NOW LIVE on turnitin.com.
- Be sure to submit to the same place you submitted your original written task this year.
- This is step 1 of the final submission process.
- More information on submission TO IB will follow soon, along with the Google reflection form.
Looking Ahead:
- The Handmaid's Tale--See 2/19-20 for reminders about notes; read up through page 147 prior to 2/28 (B) or 3/1 (A).
- February 25/26: AFB Final Activity (Individual assessment); portfolios of AFB notes will be due, and charts must be submitted to IB.
- February 25-27: IB Testing students must submit Written Tasks 1 and 2 to IB.
- Lunch time--my class will be open for IB students who desire to submit their IB materials at school in case there are issues.
- 2:05-3:30ish--Tuesday, February 26th--my class will be open as well.
- Deadline is 12:30 pm on Wednesday, February 27th.
Tuesday, February 19th (A-Day) and Wednesday, February 20th (B-Day):
Agenda:
Looking Ahead:
Agenda:
- Take the handout on conjunctive adverbs--read over and make sure you understand this concept.
- Seminar on Power, Corruption, & Abuse
- Work on revising written tasks for IB submission.
- Remember to check out The Handmaid's Tale if you haven't already done so or purchased your own copy. You must complete the reading up through Ch. 24 (approx. page 147) prior to February 28th (B-Day) or March 1st (A-Day), when you will be working in small groups to complete a task focusing on language.
- Annotations--Yes, they are required, and you will submit these at the end of the unit with another "portfolio" of notes. This is a shorter novel, and you may elect to primarily annotate in the text. HOWEVER, you should keep track of characters and settings, along with major motifs/symbols. I will skim your annotations looking for some sort of organizational structure, deliberate tracking of characters and settings, etc.
- Strongly suggested but not mandated: A chart of characters and settings would help you to organize this information, as it did with A Fine Balance.
- Students may read ahead at their own pace, but all students must complete the novel prior to March 5th (A-Day) or March 6th (B-Day), when we will have the objective assessment for this novel.
- Annotations--Yes, they are required, and you will submit these at the end of the unit with another "portfolio" of notes. This is a shorter novel, and you may elect to primarily annotate in the text. HOWEVER, you should keep track of characters and settings, along with major motifs/symbols. I will skim your annotations looking for some sort of organizational structure, deliberate tracking of characters and settings, etc.
Looking Ahead:
- February 21/22: Seminar 5--Setting and Resolution
- February 25/26: AFB Final Activity (Individual assessment); portfolios of AFB notes will be due, and charts must be submitted to IB.
- February 25-27: IB Testing students must submit Written Tasks 1 and 2 to IB.
- Lunch time--my class will be open for IB students who desire to submit their IB materials at school in case there are issues.
- 2:05-3:30ish--Tuesday, February 26th--my class will be open as well.
- Deadline is 12:30 pm on Wednesday, February 27th.
Wednesday, February 13th (A-Day), and Thursday, February 14th (B-Day)
Agenda:
Looking Ahead:
Agenda:
- Written tasks were returned to students NOT submitting to IB for external assessment. Students who desire to complete the extra credit for this assignment should revise the written task and complete the reflection which will be submitted via Google Form (which will be posted next week) prior to 8:15 am on March 5th (A-Day) or March 6th (B-Day).
- Seminar--Social Hierarchy
- Remember to check out The Handmaid's Tale if you haven't already done so or purchased your own copy. You must complete the reading up through Ch. 24 (approx. page 147) prior to February 28th (B-Day) or March 1st (A-Day), when you will be working in small groups to complete a task focusing on language.
- Annotations--Yes, they are required, and you will submit these at the end of the unit with another "portfolio" of notes. This is a shorter novel, and you may elect to primarily annotate in the text. HOWEVER, you should keep track of characters and settings, along with major motifs/symbols. I will skim your annotations looking for some sort of organizational structure, deliberate tracking of characters and settings, etc.
- Strongly suggested but not mandated: A chart of characters and settings would help you to organize this information, as it did with A Fine Balance.
- Students may read ahead at their own pace, but all students must complete the novel prior to March 5th (A-Day) or March 6th (B-Day), when we will have the objective assessment for this novel.
- Annotations--Yes, they are required, and you will submit these at the end of the unit with another "portfolio" of notes. This is a shorter novel, and you may elect to primarily annotate in the text. HOWEVER, you should keep track of characters and settings, along with major motifs/symbols. I will skim your annotations looking for some sort of organizational structure, deliberate tracking of characters and settings, etc.
Looking Ahead:
- February 19/20: Seminar 4--Power and Privilege
- February 21/22: Seminar 5--Setting and Resoulution
- February 25/26: AFB Final Activity (Individual assessment)
- February 25-27: IB Testing students must submit Written Tasks 1 and 2 to IB.
- Lunch time--my class will be open for IB students who desire to submit their IB materials at school in case there are issues.
- 2:05-3:30ish--Tuesday, February 26th--my class will be open as well.
- Deadline is 12:30 pm on Wednesday, February 27th.
Monday, February 11th (A-Day), and Tuesday, February 12th (B-Day)
Agenda:
Assignments:
Looking Ahead:
See this section under the Agenda and Assignments from 2/5-6 for the tentative schedule for the rest of the AFB unit.
Agenda:
- IB STUDENTS--You will receive your written tasks back today. Read over the review/revision resources carefully. Your final deadline to submit all papers to IB will be February 27th at 12:30 pm. This deadline applies regardless of A or B day enrollment.
- I will provide assistance at lunch Feb. 25-27th at lunch for students who need extra help submitting.
- I will provide additional instructions in class on Feb. 25th and 26th.
- You will also have a Google Form to complete in order to earn the extra credit.
- Movie--Finish Lion
- Seminar--Use remainder of the time for continuing seminar. Seminars resume in full force next class period.
Assignments:
- IB Written Task Revisions--Final, FINAL submission date is 2/27, at 12:30 pm
- Other than preparing evidence for your assigned topic, you don't have specific homework that is "due" for the next class session. Use this time to complete your chart focusing on characters and setting, to review seminar notes--perhaps organizing them and/or adding additional notes, if necessary.
- Begin reading The Handmaid's Tale, as you are ready. You can go to the library independently and ask, or I will allow time for you to go at the beginning of class on Wednesday/Thursday.
- Students must have read up through Ch. 1-24 (approximately p. 147) prior to class on Feb. 28th (B-Day) and March 1st (A-Day). Yes, this is backwards, but there will be an in-class, small group activity on these days. Students are encouraged to read past this, but this is the minimum.
- Students must complete ALL reading for THT prior to class on March 5th (A-Day) and March 6th (B-Day). This will be the day of the objective assessment.
Looking Ahead:
See this section under the Agenda and Assignments from 2/5-6 for the tentative schedule for the rest of the AFB unit.
Thursday, February 7th (A-Day), and Friday, February 8th (B-Day)
Agenda:
See this section under the Agenda and Assignments from 2/5-6 for the tentative schedule for the rest of the AFB unit.
Agenda:
- Lion
- Other than preparing evidence for your assigned topic, you don't have specific homework that is "due" for the next class session. Use this time to complete your chart focusing on characters and setting, to review seminar notes--perhaps organizing them and/or adding additional notes, if necessary.
See this section under the Agenda and Assignments from 2/5-6 for the tentative schedule for the rest of the AFB unit.
Tuesday, February 5th (A-Day), and Wednesday, February (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- Seminar--Love & Friendship/Tragedy
Assignment:
- Thursday/Friday is TBA--Writing revision postponed to 2/11-12. You still have two weeks to revise your written task.
- Other than preparing evidence for your assigned topic, the next two class sessions don't have specific homework that is "due." Use this time to complete your chart focusing on characters and setting, to review seminar notes--perhaps organizing them and/or adding additional notes, if necessary.
Looking Ahead:
- February 7-8: Film--title TBA--Compare the themes, tones, and characterization of the Indian characters to your understanding of A Fine Balance--so far.
- February 11-12: Finish Film and look at assigned discussion board. Students will receive written tasks back and have class period to work on revisions.
- Students should begin reading The Handmaid's Tale this week. This is all outside of class--about 300 pages.
- Students must have read up through Ch. 1-24 (approximately p. 147) prior to class on Feb. 28th (B-Day) and March 1st (A-Day). Yes, this is backwards, but there will be an in-class, small group activity on these days. Students are encouraged to read past this, but this is the minimum.
- Students must complete ALL reading for THT prior to class on March 5th (A-Day) and March 6th (B-Day). This will be the day of the objective assessment.
- Annotations will be required, and guidance will be provided/suggested.
- Students should begin reading The Handmaid's Tale this week. This is all outside of class--about 300 pages.
- Session 3 (February 13 & 14): Hierarchy & Divisions/Independence & Autonomy, Power & Corruption/Abuse ready to go, Setting, Modernization & Urbanization/Resolution also ready to go.
- Keep up with THT reading!
- Sessions 4 & 5 (February 19-20 and 21-22):
- All students should have evidence for the topics prepared prior to these sessions; the focus of these sessions is dependent upon the pacing of the previous seminars.
- For those who choose to do this, students will submit their revisions to turnitin.com at the beginning of class on Feb. 21-22--WAIT FOR MY INSTRUCTIONS!! A reflection will be assigned and must be completed in order to receive the extra credit opportunity.
- Keep up with THT reading!
- February 25-26: End of AFB Unit
- AFB Final Assignment--In Class INDIVIDUAL Activity. (1 hour timed activity)
- IB students will be uploading their final drafts of their Year 1 and Year 2 Written Tasks and submitting materials to IB. I will give you directions during class. I will be available at lunch and during 5th period on Monday and Tuesday to assist students with this process. Clear your schedules, if necessary.
- Keep up with THT reading! Complete up to end of Ch. 24 prior to Feb. 28th (B-Day) and March 1st (A-Day).
Friday, February 1st (A-Day), and Monday, February 4th (B-Day):
Agenda:
Assignment:
Looking Ahead:
Agenda:
- Seminar--Poverty & Wealth/Kindness & Generosity. This seminar lasted all period.
Assignment:
- Seminars continue with Love & Friendship/Tragedy next class session.
- Other than preparing evidence for your assigned topic, the next two class sessions don't have specific homework that is "due." Use this time to complete your chart focusing on characters and setting, to review seminar notes--perhaps organizing them and/or adding additional notes, if necessary.
Looking Ahead:
- Session 2 (February 5-6): Love & Friendship/Tragedy, with Hierarchy & Divisions/Independence & Autonomy ready to go
- February 7-8: Film--title TBA--Compare the themes, tones, and characterization of the Indian characters to your understanding of A Fine Balance--so far.
- February 11-12: Finish Film and look at assigned discussion board. Students will receive written tasks back and have class period to work on revisions.
- Students should begin reading The Handmaid's Tale this week. This is all outside of class--about 300 pages.
- Students must have read up through Ch. 1-24 (approximately p. 147) prior to class on Feb. 28th (B-Day) and March 1st (A-Day). Yes, this is backwards, but there will be an in-class, small group activity on these days. Students are encouraged to read past this, but this is the minimum.
- Students must complete ALL reading for THT prior to class on March 5th (A-Day) and March 6th (B-Day). This will be the day of the objective assessment.
- Annotations will be required, and guidance will be provided/suggested.
- Students should begin reading The Handmaid's Tale this week. This is all outside of class--about 300 pages.
- Session 3 (February 13 & 14): Hierarchy & Divisions/Independence & Autonomy, Power & Corruption/Abuse ready to go, Setting, Modernization & Urbanization/Resolution also ready to go.
- Keep up with THT reading!
- Sessions 4 & 5 (February 19-20 and 21-22):
- All students should have evidence for the topics prepared prior to these sessions; the focus of these sessions is dependent upon the pacing of the previous seminars.
- For those who choose to do this, students will submit their revisions to turnitin.com at the beginning of class on Feb. 21-22--WAIT FOR MY INSTRUCTIONS!! A reflection will be assigned and must be completed in order to receive the extra credit opportunity.
- Keep up with THT reading!
- February 25-26: End of AFB Unit
- AFB Final Assignment--In Class INDIVIDUAL Activity. (1 hour timed activity)
- IB students will be uploading their final drafts of their Year 1 and Year 2 Written Tasks and submitting materials to IB. I will give you directions during class. I will be available at lunch and during 5th period on Monday and Tuesday to assist students with this process. Clear your schedules, if necessary.
- Keep up with THT reading! Complete up to end of Ch. 24 prior to Feb. 28th (B-Day) and March 1st (A-Day).
Wednesday, January 30th (A-Day), and Thursday, January 31st (B-Day)
Agenda:
Assignments:
Looking Ahead:
Agenda:
- Test for AFB
- Assignment of discussion topics for student leadership during seminar--I will explain this. This doesn't mean a presentation, or even that you will be the only students discussing the topic.
- Opening discussion--student reactions and responses to AFB.
Assignments:
- Two literary criticism/context articles should be read and CONCISE notes should be taken. See Google Classroom to access the files and also to post evidence of your notes for these two articles. Evidence of notes (a file, a picture, a note that you printed and annotated on the texts, etc.) are due to Google Classroom prior to NEXT the class session, Friday, February 1st (A-Day) or Monday, February 4th (B-Day).
- Next class session we will begin the seminars focusing on the Poverty & Wealth/Kindness & Generosity with Love & Friendship/Tragedy possibly getting started
- Remember you are NOT to "answer the questions." Rather, locate and make note of relevant characters, scenes, and passages that connect to these topics. Mark them, make a list of locations, create some sort of "Index" of resources to help your classmates keep the seminar rooted in the text and to help drive the discussion deeper with the inclusion of more subtle passages, connecting passages, background passages, etc.
- You will sit in the center of the seminar while your topic is being discussed.
- A file with all topics and potential guiding questions is posted in Google Classroom, if you would like to access them. I will post these on the screen during seminar, as well. If you were absent when topics were assigned, you will find yours if you expand the description of the material posted in Google Classroom.
Looking Ahead:
- Session 1 (February 1 & 4): Poverty & Wealth/Kindness & Generosity, with Love & Friendship/Tragedy ready to go
- Session 2 (February 5-6): Love & Friendship/Tragedy, with Hierarchy & Divisions/Independence & Autonomy ready to go
- February 7-8 students will receive written tasks back and have class period to work on revisions, complete a follow-up assignment to the supplemental literary criticism articles, etc.
- Session 3 (February 11 & 12): Hierarchy & Divisions/Independence & Autonomy, Power & Corruption/Abuse ready to go, Setting, Modernization & Urbanization/Resolution also ready to go.
- Sessions 4 & 5 (February 13-14 and 19-20): All students should have evidence for the topics prepared prior to these sessions; the focus of these sessions is dependent upon the pacing of the previous seminars.
Monday, January 28th (A-Day), and Tuesday, January 29th (B-Day)
Agenda:
Agenda:
- Silent gallery walk--See me if you were absent; you will need to make this assignment up.
- 3A & B--You will complete your reflection for this task.
- 2A & B--You will have the final reading time.
- ALL students 2A/B and 3A/B will take the objective (scantron) assessment at the beginning of class on Wednesday 1/30, and Thursday, 1/31. Don't forget that Wednesday is a Collaborative Day/Late Start.
- You must read and take concise notes of the two articles posted on Google Classroom. I added an additional file OF THE SAME ARTICLE by Ian Almond that opens in the right orientation to be read online. I'm leaving both files, so that if students want to print fewer pages, the other file has the pages scanned 2 to a page.
- Remember to upload evidence of your notes to Google Classroom, also. This can be a file, a picture, or a note if you printed and annotated the texts.
- These are due on Friday, 2/1 (A-Day) and Tuesday, 2/4 (B-Day)
Thursday, January 24th (A-Day), and Friday, January 25th (B-Day)
Agenda:
Agenda:
- Final complete in-class work day--super focused!!
- Read and work on notes for A Fine Balance
- Plan, work on Creative Task (Periods 3A and 3B)
- 3A/3B Creative Tasks are due on Monday 1/28 by 8:15 am. I will be in my room by 7:45 at the very latest. If you have misplaced the creative task descriptions, I added this file to Google Classroom for periods 3A/B.
- All students complete the reading and be prepared for the MC objective assessment on Wednesday, 1/30 (A) and Thursday, 1/31 (B). This is worth 60 points.
- 2A/2B please register for Google Classroom and Turnitin ASAP. See 1/22 Assignments for the codes.
- Two supplemental (required) articles are posted on Google Classroom. Reading with evidence of note taking is to be completed prior to class on Friday, 2/1 (A) or Monday, 2/4 (B)
Tuesday, January 22nd (A-Day), and Wednesday, January 23rd (B-Day):
Agenda:
Agenda:
- Welcome to my new Period 2 A and B students--We'll take some time to get to know each other. I've promised Ms. Hodson I will take good care of you.
- Periods 3A/3B: Creative task for A Fine Balance will be assigned. Due date for ALL students, regardless of A or B day will be on Monday, January 28th no later than 8:15 am, unless you have an off period for 2 A. (This is a bit of an adjustment to what I've told my period 3 students, and we'll talk more on Tuesday.)
- Periods 2A/2B: We will talk in class about how I'm going to approach this with your classes--your classes will complete a creative task, but you will have the choice of completing one for The Handmaid's Tale or Pedro Paramo. In the event a student is finished or REALLY, REALLY wants to do one for AFB, then please see me individually.
- We'll talk about next step for written tasks. Ms. Hodson's and my timelines have been different, and we'll work to merge together with an opportunity for all students to complete revisions and a reflection for extra credit.
- Revisions will be given during first week of February, and students will have about two weeks to resubmit. IB students who are testing will submit these to IB Feb. 26-27th.
- The remainder of the period will be given over to students to complete work independently.
- 3A/3B: ALL students will deliver their Creative Tasks prior to 8:15 am on Monday, 1/28. My room will be open by 7:45 at the very latest.
- AFB comprehension/objective assessment will be Wednesday 1/30 for A-Day, and Thursday, 1/31, for B-Day. Students should absolutely keep up with creating the charts/annotations/whateveryouwanttocallthem.
- Due to the transition and differing communication regarding submission of notes, I will not check the notes until the end of the unit for AFB. This means that at that point you will need to have accomplished the following:
- Independent Reading Notes--This is the character chart, and possibly additional annotations/notes
- Class Seminar/Discussion Notes--This can also include notes from the background presentations
- Additional notes or activities as assigned. This could be a discussion board post, notes from supplemental articles, in class activities, etc.
- Period 2A/3A--We will have "classroom" turnitin.com account and also a Google Classroom Account. Here is the information for turnitin.com. I will post Google Classroom codes here by the end of the day.
- Period 2A--Turnitin.com
- Class Code: 20133333
- Enrollment Key: Magnante2A
- Period 2A--Google Classroom
- Class Code: 3u7au1
- Period 2B--Turnitin.com
- Class Code: 20133357
- Enrollment Key: Magnante2B
- Period 2B--Google Classroom
- Class Code: abemxqg
- Period 2A--Turnitin.com
December-January Deadlines
Timeline for students: In-class work days and schedule of deadlines for December and January.
While we will be able to share computers from the carts, students with their own devices are strongly encouraged to bring them, fully charged, to class during this independent study phase.
Non-IOC testers:
IOC testers:
While we will be able to share computers from the carts, students with their own devices are strongly encouraged to bring them, fully charged, to class during this independent study phase.
Non-IOC testers:
- Submit the PROPOSALS for WT 1 and 2 prior to the end of class on 12/12-13. This should be a COPY of the proposals, as you will need to select and continue working on your choice of WT after you turn them in.
- Research and create a slide show and note cards (or an outline) to accompany an extended presentation on a background topic for A Fine Balance. You must also submit a bibliography of sources prior to the end of school on Friday, 12/21 (ALL students whether A or B day). Students will not present until after break, but all preparatory work will be done ahead of time. (Length of presentation is determined by size of group)
- Read and annotate AFB in its entirety. This will likely take you 20-25 hours. Follow the directions for the required elements of your annotations. You are required to make a "chart." Additional annotations in the text are welcome but balance your time. Students who are making good use of class time and consistent but reasonable out-of-class time should NOT have to do reading over the winter break (unless that's your preference). You must submit your notes to turnitin.com prior to class on Monday, 1/28 (A-Day) and Tuesday, 1/29 (B-Day).
- Be prepared to present your background topics for AFB as scheduled the first week back in January. These will occur on 1/8 and 10 for A-Day and 1/9 and 11 for B-Day. These contextual lenses will be critical to your engagement and understanding of the text in light of the Part 3 focus for term 2. More information on that will be provided later.
- On January 22/23, all students will be assigned one final layer of preparation/analysis/synthesis for AFB. You will be assigned a creative task (not necessarily a WT--it's entirely up to you) in conjunction with AFB. You will need to complete this according to the requirements of the assignment prior to class on 1/30--for ALL students regardless of A or B Day. You will be expected to deliver and set up your creative project prior to 3rd period on the 28th in order to create a gallery that both A and B day students can experience.
IOC testers:
- Ideally, try to submit the PROPOSALS for WT 1and and 2 no later than Friday, 12/14 for students regardless of A or B day. These will not be counted as late if you turn them in at ANY point prior to Winter Break on Friday, 12/21 for students regardless of A or B day.
- Ideally, try to submit the written task by 12/21 if you test the week of 12/10-14. If you test the week of 12/17-18; it's ENTIRELY up to you. Remember that you cannot start your WT until after you complete your IOC. You may not complete a written task that covers the same text as you drew for your IOC. All IOC testers have a deadline of submitting the WT 1or 2 by Monday, 1/14.
- Read and annotate AFB in its entirety. This will likely take you 20-25 hours. Follow the directions for the required elements of your annotations. You are required to make a "chart." Additional annotations in the text are welcome but balance your time. Students who are making good use of class time and consistent but reasonable out-of-class time should NOT have to do reading over the winter break (unless that's your preference). You must submit your notes to turnitin.com prior to class on Monday, 1/28 (A-Day) and Tuesday, 1/29 (B-Day).
- Be prepared to listen and take notes on the background topics for AFB that will be presented in class on 1/8 and 10 for A-Day and 1/9 and 11 for B-Day. These contextual lenses will be critical to your engagement and understanding of the text in light of the Part 3 focus for term 2. More information on that will be provided later.
- On January 22/23, all students will be assigned one final layer of preparation/analysis/synthesis for AFB. You will be assigned a creative task (not necessarily a WT--it's entirely up to you) in conjunction with AFB. You will need to complete this according to the requirements of the assignment prior to class on 1/30--for ALL students regardless of A or B Day. You will be expected to deliver and set up your creative project prior to 3rd period on the 28th in order to create a gallery that both A and B day students can experience.
Thursday, 12/6 (B Day), and Friday, 12/7 (A Day):
Announcement--If you have a period 5 IOC, I just found out Mrs. Dogancay made arrangements for the proctor to stay. Therefore, report to the LCR like all other students. We can also therefore move up the second spots to 2:30 rather than 2:45 since I have the proctor's help! Yay!! I will also reach out to students individually regarding this change.
Agenda:
Announcement--If you have a period 5 IOC, I just found out Mrs. Dogancay made arrangements for the proctor to stay. Therefore, report to the LCR like all other students. We can also therefore move up the second spots to 2:30 rather than 2:45 since I have the proctor's help! Yay!! I will also reach out to students individually regarding this change.
Agenda:
- Wrap up Hamlet
- Practice, tips, questions about the IOC
- Continue studying for the IOC. USe the handout with tips/signature elements of the 3 authors, and remember that you will prep a passage for 20 minutes, followed by a 10-12 commentary on the piece. You can practice these time frames at home.
- Non-IOC testers--turn in your WT 1 and 2 proposals no later than 12/12 (B) and 12/13 (A). I will have a bin on the white tables for you to turn this in at any point up to the deadline.
Tuesday, 12/4 (B Day). and Wednesday, 12/5 (A Day):
Agenda:
Agenda:
- Overview of independent, student-driven work for December and January. I will post a more thorough explanation on Google Classroom in the next couple of days, as timelines and assignment priorities vary according to IOC testers and non-testers. Students who were absent will need to consult this first rather than seeing me to walk back through everything that we went over in class.
- We discussed the remaining part of Act IV and will give attention to Act V on Thursday and Friday.
- You MUST see me to pick up a number of handouts relating to Written Tasks, IOC preparation, and alternative research topics for students who are not testing.
- Continue reviewing for the IOC if you are testing. Review Boland, Gordimer, and Hamlet. Remember that you will have 20 minutes to review the passage you choose at random, and then should plan to speak for 10-12 minutes before I follow up with questions in the final few minutes. Your recorded commentary will last for 15 minutes. Breathe. You know these works and get the chance to shine--talk about all you've learned and notice about the passages. Consider that you may even notice something new! That's SO COOL! And you don't have to make eye contact or worry about anything other than talking about the passage. You've got this!
- Students have a bit of a breather tonight--with opportunities to study, look over handouts, or perhaps begin planning a written task.
- WT 1 and 2 proposals (2 total, 2 different authors from Boland, Gordimer, or Shakespeare (Hamlet)
- WT 1 OR 2--Remember non-testers can choose either 1 or 2. Testers must choose one task from year one. If it's a WT1, then this year's must be a WT2. If the one you choose from last year is a WT2, then this year's must be a WT1. IOC testers must also wait until after the IOC exam, as you may not create a written task using the same author/work as your IOC.
- Study for IOC or if you are not testing, research and prepare a presentation for your assigned topic on background and context for A Fine Balance (AFB). Presentations will be given the first week after break, starting Tuesday, 1/8.
- Read and annotate AFB. You will be given a handout with guidance to help organize and limit your annotations, as this is a LONG book--600 pages.
Friday, 11/30 (B Day), and Monday, 12/3 (A Day):
Agenda:
Agenda:
- We focused heavily on the death of Polonius and Hamlet's "intervention" with his mother and then covered up through Act IV, scene 4. We will revisit some aspects of these scenes in more depth next class period and forge ahead into Act V.
- If you did not pick one up in class, there is a handout on Aristotelian tragedy and the tragic hero. Review these notes and to complete the two assignments prior to next class period. I have also posted these directions on Google Classroom if you didn't pick them up in class.
- Use the handout and Freytag's pyramid structure to create a graphic organizer/representation of Hamlet, both with respect to plot and tragic elements. This assignment may be typed or hand written, but a hard copy must be brought to the next class. You will NOT submit this to Google Classroom.
- Complete the written response (200-300 words) analyzing Hamlet as a tragic hero. You WILL submit this to Google Classroom.
- Please note this change from the printed directions: I WILL set it up as a discussion question so that you can view other responses. However, I will not require you to comment on other students' posts.
- IOC testers: Continue reviewing Boland and move on to reviewing Gordimer's short stories along with your annotations of them.
Wednesday, 11/28 (B Day), and Thursday, 11/29 (A Day):
Agenda:
Agenda:
- We covered Hamlet's third and fourth solil.oquies, went in depth with Act III up through Claudius' revelation that he was sending R & G to England with Hamlet and that Polonius was going to Gertrude's chambers to spy on Hamlet.
- We will pick up with Claudius' speech (it's essential to the plot and Hamlet's hubris) and then the climax next period. No, we haven't discussed Act IV yet.
- Read and annotate Act V.
- Continue with your review of Boland if you are testing for the IOC's.
Monday, 11/26 (B Day), and Tuesday, 11/27 (A Day):
Agenda:
Agenda:
- Quick recap of Acts I and II. Closer review of the actor's speech on Pyrrhus and then Hamlet's soliloquy to end Act II.
- We will work through what we can for Act III, but will likely be cutting this short and working through it on Wednesday before we move into Act IV.
- Read and annotate Act IV for class on Wednesday, 11/28, and Act V for class on Friday, 11/30, regardless of our pacing in class. New cumulative activities and review for the IOCs will be handed out beginning on Friday.
- IOCs will not commence until December 10th a 1-week delay in the schedule. It's imperative that once your time is set, you be present for the assessment. Makeups will be VERY difficult to handle, and we are running a tight schedule. Therefore, students can not be late to arrive at the preparation room.
- Please see me if you do NOT have TOK and can accommodate an appointment during 5th period on Monday, 12/10; Tuesday, 12/11; Thursday, 12/13; Friday, 12/14; or Tuesday, 12/18. All other testing slots will be assigned by Mrs. Dogancay and can not be moved around to avoid missing a class.
Dear, dear 12 IB students,
These last few days have been incredibly hard for our community. I know that many of you have been affected by the evacuation orders and fires, and more importantly, the Borderline shooting. My heart breaks for our community and those who are grieving the loss of loved ones. But those who are affected by the loss of homes, are hurting, too. Know that my number one priority is for each of you to know that you are loved and cared for. In the next day or two, I will be in touch with administration and colleagues to determine a direction for our class. The UC's have offered an extension for UC applications, as well. Please check your email for more information.
In the meantime, take some time to process. Even if you have not been directly impacted by the fires or the Borderline tragedy, it is nonetheless stressful. Please remember that your parents have also been stressed, and give them room to love one you and hover a little more than normal. Talk about your feelings and reach out to others, as well. Please reach out to me via email if you have concerns or questions, but most of all know that I care about you and will do my best to help you with any concerns or special needs you may have at this time. Be safe, be well, and take care of each other.
Check back at some point in the next couple of days for an update that is more academic in nature. I'll talk to you soon, and know that all of you have been in my thoughts and prayers in the last few days as I have walked through this with my own family. My family is safe, and my most earnest prayers have been that yours are, as well.
Update: I continue to hold each of you in my thoughts. We will pick up with Hamlet upon our return to school. I'm not assigning additional work, but just ask that you be prepared with the reading and annotation for Act III, as it would have been for the next class. I'm not asking for additional work beyond that, but obviously, that means we will cover Act IV and then Act V in the subsequent classes. I WILL NOT pile extra work on you to try and catch up. I want you to be rested and ready to jump back in as best we can under the circumstances.
In the meantime, I hope that you find time to spend with your family, with your friends, and with our community working together to help heal. It will take time for ALL of us, and each process will be different. Above all, I want to express my gratitude for each of you. To be your teacher is an invaluable gift, and I am more grateful than I've ever been to be able to live and work in this community. Please pass along my wishes for a special time of Thanksgiving to each of your families, and I'll see you soon.
Love,
Mrs. Mags
These last few days have been incredibly hard for our community. I know that many of you have been affected by the evacuation orders and fires, and more importantly, the Borderline shooting. My heart breaks for our community and those who are grieving the loss of loved ones. But those who are affected by the loss of homes, are hurting, too. Know that my number one priority is for each of you to know that you are loved and cared for. In the next day or two, I will be in touch with administration and colleagues to determine a direction for our class. The UC's have offered an extension for UC applications, as well. Please check your email for more information.
In the meantime, take some time to process. Even if you have not been directly impacted by the fires or the Borderline tragedy, it is nonetheless stressful. Please remember that your parents have also been stressed, and give them room to love one you and hover a little more than normal. Talk about your feelings and reach out to others, as well. Please reach out to me via email if you have concerns or questions, but most of all know that I care about you and will do my best to help you with any concerns or special needs you may have at this time. Be safe, be well, and take care of each other.
Check back at some point in the next couple of days for an update that is more academic in nature. I'll talk to you soon, and know that all of you have been in my thoughts and prayers in the last few days as I have walked through this with my own family. My family is safe, and my most earnest prayers have been that yours are, as well.
Update: I continue to hold each of you in my thoughts. We will pick up with Hamlet upon our return to school. I'm not assigning additional work, but just ask that you be prepared with the reading and annotation for Act III, as it would have been for the next class. I'm not asking for additional work beyond that, but obviously, that means we will cover Act IV and then Act V in the subsequent classes. I WILL NOT pile extra work on you to try and catch up. I want you to be rested and ready to jump back in as best we can under the circumstances.
In the meantime, I hope that you find time to spend with your family, with your friends, and with our community working together to help heal. It will take time for ALL of us, and each process will be different. Above all, I want to express my gratitude for each of you. To be your teacher is an invaluable gift, and I am more grateful than I've ever been to be able to live and work in this community. Please pass along my wishes for a special time of Thanksgiving to each of your families, and I'll see you soon.
Love,
Mrs. Mags
Wednesday, 11/7 (A), and Thursday, 11/8 (B):
Agenda:
Agenda:
- We did a close reading and discussion of the Ghost's interaction with Hamlet in Act I, scene 5 and then jumped into Act II.
- Students were encouraged to re-read the actor's speech on Pyrrhus and his soliloquy that closes Act II, scene 2 again.
- Act III Reading and annotations are due at the beginning of the class on Friday. 11/9 (A) and Tuesday, (11/13) :
- CLOSELY and CAREFULLY read Act III, scene 1--this is important!!
- CAREFULLY read Hamlet's plan's with Horatio in the early part of scene 2 (approx. lines 60-95) and then skim the remainder of scene 2 until you get to the brief soliloquy at the end of scene 2. Read that CAREFULLY.
- Scenes 4 and 5 will be important, as well, read carefully, but as opposed to annotating every part, try to focus in on important speeches, understanding how these speeches fit into the overall plot, but practicing the analysis of the literary devices and other techniques Shakespeare uses to convey deeper meaning and overall understanding to the audience.
Monday, 11/5 (A), and Tuesday, 11/6 (B):
Agenda:
Agenda:
- We covered the remainder of Act I with a close reading of Hamlet's 1st soliloquy at the end of scene 2.
- Remainder of discussion will be updated after classes, as group questions and discussion are in part, student-driven.
- CAREFULLY read and annotate Act II prior to class on Wednesday and Thursday. Even if discussion falls behind, you will be expected to keep up. You will be turning in evidence of independent annotations/notes AND class discussion notes. Plan ahead--use different colors, headings, etc.
- Annotations will be due on the day of the Hamlet assessment for students not doing the IOC. Students taking the IB assessments will be allowed to turn Hamlet annotations in after they have finished using them for either the IOC or if they choose to focus on Hamlet for the written task. Written tasks (you will choose either WT1 or WT2) will be assigned after Thanksgiving break.
- We will be covering the following acts in class. You are responsible for reading and annotating these acts prior to the dates listed.
- W/Th, 11/7-8: Act II
- F/Tu, 11/9, 13: Act III
- W/Th, 11/14-15: Act IV
- F/M, 11/16, 19: Act V
Thursday, 11/1 (A), and Friday, 11/2 (B): I am so sorry that I didn't post this! I didn't even realize I had forgotten until I went to post today's agenda. I'm really sorry, but we did also make clear on the board and verbally that you needed to cover the rest of Act I prior to 11/5-6.
Agenda:
Agenda:
- Begin Hamlet Act I: We covered through most of scene two. We will begin with a discussion of Hamlet's soliloquy and then continue with Act I.
- Read and annotate the remainder of Act I prior to the next class.
- We will be covering the following acts in class. You are responsible for reading and annotating these acts prior to the dates listed.
- W/Th, 11/7-8: Act II
- F/Tu, 11/9, 13: Act III
- W/Th, 11/14-15: Act IV
- F/M, 11/16, 19: Act V
Tuesday, 10/30 (A), and Wednesday, 10/31 (B):
Agenda:
Agenda:
- Finish up discussion of "Jump" and revisit the end of "The Ultimate Safari."
- Gordimer quiz
- I'll briefly introduce the background/preparation assignment for Hamlet. It's different from the Boland/Gordimer assignments.
Assignment:
- Hamlet background/preparation:
- Bring DiYanni text or your personal edition of Hamlet beginning next class period.
- Read in the introduction of the Folger edition pages xiii-xxiv
- Preview the dramatic vocabulary and Freytag's pyramid, and also the expectation for note taking with Hamlet.
- Turn in the Gordimer annotations/class notes next class period if you weren't ready to do so after the Gordimer quiz.
Friday, 10/26 (A), and Monday, 10/29 (B):
Agenda:
Agenda:
- Discuss "Jump"
- Review your notes and the stories themselves. The objective quiz for Gordimer is on Tuesday/Wednesday at the end of class.
- Complete the discussion post assignment prior to class on Tuesday/Wednesday. Yes, this is a quicker turnaround, but this will help to reinforce your understanding and provide later review of Gordimer's stories and writing style.
Wednesday, 10/24 (A), and Thursday, 10/25 (B):
Agenda:
Agenda:
- Discuss “Some are Born to Sweet Delight.”
- Read and annotate “Jump”
- Complete the required discussion posts prior to the start of class on Friday (A) /Monday (B).
- Students who wish to review their Boland passage assessments may see me at lunch or during nutrition any day this week except Tuesday at lunch.
Monday, 10/22 (A), and Tuesday, 10/23 (B):
Agenda:
Agenda:
- Discussion Board Introduction used to review "Once Upon a Time." Students were given about 15 to begin working on their original posts. Directions and question will be posed in Google Classroom and introduced at the beginning of class.
- "The Ultimate Safari" discussion--this will wrap around into the next class session, but students should not need to re-read. Your preparation for Monday/Tuesday should have been thorough enough for you to start working in a review of a previous story and complete the new reading, as well.
- Complete the original discussion post for "Once Upon a Time" ASAP. The 3 additional responses must be completed by 10: 05 am on Friday, 10/23 (A) or Monday, 10/26.
- Carefully read and annotate "Some are Born to Sweet Delight" prior to class on Wednesday, 10/21 (A) or Thursday, 10/22 (B).
- Students who wish to review their Boland passage assessments may see me at lunch or during nutrition any day this week except Tuesday at lunch.
Thursday, 10/19 (A), and Friday, 10/20 (B):
Agenda:
Agenda:
- "Once Upon a Time"
- "The Ultimate Safari"--Read and carefully annotate. However, I also want to encourage you to do a little study of a map of the southern tip of Africa. I suggested earlier a little research on Kruger National Park, and it's fascination (at least to me), but I also found an article that really will help you to get perspective on the story. You might want to check it out:
- http://www.chicagotribune.com/news/ct-xpm-1985-12-08-8503240763-story.html
Tuesday, 10/16, and Wednesday, 10/17 (B):
Agenda:
Agenda:
- "The Moment Before the Gun Went Off"
- Carefully read and annotate "Once Upon a Time."
Friday, 10/12 (A), and Monday, 10/15 (B):
Agenda:
Agenda:
- Boland Quiz,
- When students finish, they will also turn in the Boland poetry packet. On the front, make sure you have your name and HIGHLIGHT the poem that you presented in the TOC.
- Complete the Google Form which is a self-evaluation of the collaborative project--See the link below.
- Seminar: "The Moment Before the Gun Went Off"
- Submit your final Boland theme statements to Google Classroom prior to class on Tuesday, 10/16 (A) or Wednesday, 10/17 (B).
- Read and thoroughly annotate "Once Upon a Time" in preparation for seminar on Tuesday/Wednesday. We will actually push this back the Thursday/Friday in order to give our previous story its due. Thereafter, we will have one full class to devote to each story.
If you missed the documentary, here is the youtube link, or you can search for Miracle Rising South Africa:
https://www.youtube.com/watch?v=IKDrRdfvUg8
https://www.youtube.com/watch?v=IKDrRdfvUg8
Wednesday, 10/10 (A), and Thursday, 10/11 (B):
Agenda:
Agenda:
- Finish Boland presentations and have a brief wrap up discussion on Boland.
- Boland quiz is on Friday, 10/12, and Monday, 10/15. This quiz includes excerpts from the poem that have to be matched with the title. Remember you must know these poems well.
- Part of the review for the poems can be re-reading them and revising the theme statements. Remember to create a different document from what was submitted for the rough drafts of the theme statements.
- Remember that there are common motifs, imagery, and themes among the poems, so you must know them very well to be able to align the excerpts to the correct poems.
- Read and carefully annotate the first Gordimer short story, "The Moment Before the Gun Went Off." Remember that there is a short story chart that some of you may want to use as part of the process.
- I expect great things from these classes of committed IB students!! Show your intention to be an engaged, authentic scholar.
- Discussion dates for the Gordimer stories:
- 10/12-10/15-- “The Moment Before the Gun Went Off”
- 10/16-10/17-- “Once Upon a Time”
- 10/18-10/19-- “The Ultimate Safari”
- 10/22-10/23-- “Some are Born to Sweet Delight”
- 10/24-10/25-- “Jump”
Monday, 10/8 (A), and Tuesday, 10/9:
Agenda:
Agenda:
- Check out Gordimer books, if necessary.
- Apartheid documentary--historical, cultural context for the next unit.
- No new work was assigned--see 10/4-5 for previous/ongoing assignments.
Thursday, 10/4 (A), and Friday, 10/5 (B):
Agenda:
Agenda:
- Boland presentations continue.
- Continue reviewing poems as necessary. You must know these well!! Remember to revise your theme statements on a separate document. Objective quiz over the Boland poems will be given on 10/12&15.
- Complete the reading and note taking for the speech given by Nelson Mandela. There is also a glossary that you may borrow if you need to know some of the many acronyms and other language in the speech.
- B-DAY!!! I forgot to tell you to pick up copies of the speech and glossary. I put the file in Google Classroom. If you need to stop by and pick one up on Monday, remember there will be a substitute. You can also read and just take overview notes in your journal. Remember you are taking notes for historical background and context only. I am so sorry. =(
- You will also have one other assignment relating to background research, so don't procrastinate. Seriously.
- I highly recommend that you do this PRIOR to 10/8-9, but for sure you need to have this done prior to 10/12-15.
- You will check out Nadine Gordimer's short story collection Jump on 10/8-9. Update your theme statements by creating a NEW document with the revisions. We will use these to review and prepare for the IOC and Written Tasks assigned in December. Be ready to go right at the beginning of class!!!
- You will have a short story assigned for discussion as outlined above. I will also post a chart for students who want to supplement annotations. I have VERY high expectations for these annotations and class discussions. Be prepared!!
- Discussion dates for the Gordimer stories:
- 10/12-10/15-- “The Moment Before the Gun Went Off”
- 10/16-10/17-- “Once Upon a Time”
- 10/18-10/19-- “The Ultimate Safari”
- 10/22-10/23-- “Some are Born to Sweet Delight”
- 10/24-10/25-- “Jump”
Tuesday, 10/2 (A), and Wednesday, 10/3 (B):
Agenda:
Agenda:
- Boland presentations—3 poems.
- 10/2 (A) will present "The Achill Woman.," "An Elegy for My Mother in Which She Scarcely Appears," and "The Pomegranate."
- 10/3 (B) will present "Object Lessons," "An Elegy for My Mother....," and "In a Bad Light."
- Continue reviewing poems as necessary. You must know these well!!
- Objective quiz over the Boland poems will be given on 10/12&15.
- Nadine Gordimer’s Jump and Other Short Stories will be needed in class beginning 10/8-9. Plan ahead if you are still thinking about purchasing this text but have not done so.
Friday, 9/28 (A--Rally Day), and Monday, 10/1:
Agenda:
Agenda:
- Small group collaboration time.
- One group, by way of volunteering or if necessary being voluntold, will present at the end of class for A-Day on 9/28. For B-Day, one, and possibly even two groups, will do the same. Presentation schedules will be revised and posted in class.
- Your group's Google Doc must be shared with me and completed prior to the beginning of class on your presentation day. Bring a copy/copies for use during your presentation. Your classmates will follow along with their poems.
- Complete a careful but preliminary reading and annotation of the poems prior to 10/2-3 class. Students will be expected to differentiate between original annotations and ideas gleaned from the student presentations.
- Create a Google or word doc and write a preliminary theme statement for each of the poems, including your own group's and "Quarantine" which we discussed as a class. This must be submitted to Google Classroom prior to 10/2-3 to receive credit. No late credit will be given for this assignment. DO NOT PLAGIARIZE--this is meant to be YOUR first stab at the themes for these poems.
- You will check out Nadine Gordimer's short story collection, Jump, on Oct. 8-9th. If you have a personal copy, you will need it in class beginning October 12th/15th.
LATE NIGHT UPDATE AS OF 10:45 PM ON THURSDAY NIGHT, 9/26: If you're still up working on your presentations--go get some sleep. Tomorrow's short schedule throws a wrench in the plans, and I just feel like one more day to collaborate and then using the extra time to get ahead on reading the poems if you finish with your group is more important in the long run. I'll make adjustments to the schedule to start presenting poems beginning Tuesday/Wednesday of next week. I also left this message on all Google Docs that had been shared with me as of 10:45 pm. Mrs. Mags
Wednesday, 9/26 (A--Late Start Day), and Thursday, 9/27 (B):
Instructional Activities:
Homework/Preparation:
Office Hours for additional support with Boland poetry:
Instructional Activities:
- Small group work on Boland poetry analysis, development of commentary presentation. Group presentation requirements and collaborative document will be shared after 30 minutes of intensive discussion/seminar of the poem. If you were absent for this collaboration session, please contact me ASAP regarding any questions about the makeup assignment listed on "Q."
- Groups should run the overarching theme by me for feedback at some point during class or PRIOR to next class session. Also, remember that one person from each group will need to submit the graphic organizer to Google Classroom prior to class on 9/28-10/1.
Homework/Preparation:
- Work collaboratively, remotely via Google Docs if necessary, to finalize the details of your commentary presentations. Presentations will start promptly at the beginning of the next class session. Students who are absent will be given an alternate assignment to make up for their presentation if they are absent. (I’m thinking not a commentary of the poem their group worked on, but one of the other poems presented. This will help to reinforce the material they may be less familiar with and avoid a repetitive “regurgitation” of what the group came up with.)
- A-Day Presentation schedule:
- 9/28: "Lava Cameo," "Our Origins are in the Sea," and "An Elegy for My Mother in Which She Scarcely Appears"
- 10/2: "The Pomegranate," "The Death of Reason," and "The Achill Woman"
- 10/4: "Object Lessons," "In a Bad Light," and "The Black Lace Fan My Mother Gave Me"
- B-Day Presentation Schedule: TBA
- Complete a careful but preliminary reading and annotation of the poems prior to the date of presentation--see the list for A-day and B-day above. The orders will not necessarily be the same. Students will be expected to differentiate between original annotations and ideas gleaned from the student presentations.
Office Hours for additional support with Boland poetry:
- Wednesday, 9/26: 2:05-2:55
- Thursday, 9/27: 2:05-3:00*
- Friday, 9/28: 2:05-2:30*
- Monday, 10/2: 2:05-2:30*
- *I will stay longer by prior arrangement or to accommodate students who are in my room prior to the stated end time on these dates.
Monday, 9/24 (A), and Tuesday, 9/25 (B):
Agenda:
Assignments:
Agenda:
- Boland biographical information—share out what students gleaned from research, noting not just life events but also information such as her poetic tendencies and focus, along with some hallmarks of her writing.
- Class analysis of “Quarantine”—this should be teacher led, almost more to model the kind of planning and discussion students should have in their small groups as they prepare to present the poems to the class. The presentation will be a more structured presentation, in the spirit of the oral commentaries they will do independently for the IOCs.
- Assign small groups and begin initial close reading of assigned poems.
Assignments:
- Small groups will be assigned a Boland poem to annotate with extreme thoroughness prior to class on Wednesday and Thursday. After time is given to cover questions regarding the presentation, they will have the entire period to discuss the poem and plan out the formal organizational structure of their presentations.
- Complete a careful but preliminary reading and annotation of the poems prior 9/28-10/1. Students will be expected to differentiate between original annotations and ideas gleaned from the student presentations.
Thursday, 9/20 (A), and Friday, 9/21 (B) (School is not in session Wednesday, 9/19.)
Agenda:
Homework/Preparation:
Looking ahead:
Agenda:
- Poetry commentary assessment—hand written, in class.
- Students may use the remaining time to give the Boland poetry a first read, or begin conducting research on Bolan’s biography, noting not just life events but also information such as her poetic tendencies and focus, along with some hallmarks of her writing. A handout with a biography and article are available in class.
Homework/Preparation:
- Finish up Boland biography/background research, if necessary. THIS IS CRITICAL!!
- View the video posted below, or use the following link, adding notes from this brief 7-minute video to the ones you took for the biography and article. Here is the link: https://www.youtube.com/watch?v=1rKtiojEHWg
- Print the Boland Poetry packet prior to the NEXT class session, if you haven’t already done so. This will be posted in Google Classroom.
- Complete a preliminary reading of "Quarantine" prior to class—NO annotations and definitely NO research on this poem prior to class on Monday/Tuesday, 9/24-25.
Looking ahead:
- You will be assigned one poem on Monday/Tuesday, 9/26-27 and must complete an extensive reading and annotation of this single poem prior to class on Wednesday/Thursday, 9/27-28.
- You will complete a careful but preliminary reading and annotation of all remaining poems prior 9/28-10/1. Students will be expected to differentiate between original annotations and ideas gleaned from the student presentations using a clearly contrasting ink. (No blue/black, pencil/black)
Monday, 9/16 (A), and Tuesday, 9/17 (B):
Agenda:
Homework/Preparation Checklist:
Looking ahead:
Agenda:
- "The Lynching" Peer review and brief discussion:
- Opportunities for peer review and feedback for students bringing the hard copies of the commentaries to class.
- Briefly discuss organizational strategies, important devices, etc. Have students write comments regarding strengths/areas for growth on the hard copies.
- Boland poetry introduction--and overview of how we will approach the rest of the poetry unit.
- Wrap-up/Student questions/Study time—revisit the practice poems or sonnets, as time allows.
Homework/Preparation Checklist:
- Review poetry terms and poems you have annotated in order to prepare for the commentary assessment that will happen next class period. Think about strategies to annotate and organize your commentary in order to complete the task in about 80 minutes on Thursday/Friday.
Looking ahead:
- (No school on 9/19—Yom Kippur)
- Print the Boland Poetry packet prior to the 9/24-25 class session. This is posted in Google Classroom.
Thursday, 9/13 (A), and Friday, 9/14 (B):
Agenda:
Looking ahead:
Agenda:
- Literary Terms Quiz
- Poetry practice with sonnets and additional DiYanni poems
- Feedback and suggestions for improving commentaries. Commentaries returned.
- Complete the second practice commentary for Claude McKay’s “The Lynching.” Compose a complete written commentary that presents your argument as a thematic message in a thesis statement that will be validate through the identification of poetic devices located throughout the poem, as well as an analytical discussion of their effects. Remember to identify the poetic form and give serious consideration of using the structure of the poem itself to shape the organization of your composition.
- Quote very specific words or phrases, citing line numbers parenthetically. Address all (or nearly all) lines chronologically in your commentary.
- Focus on literary devices and how they contribute to/develop deeper meaning
- Create the assessment environment by attempting to complete this in 60-80 minutes.
- Do not risk plagiarism consequences. You know that you will be given full credit for completion--so attempt to navigate this poem independently.
- Submit this written commentary to turnitin.com prior to 8:15 am on the due date. Update—ideally, this would be completed prior to class on Monday and Tuesday—but it appears I didn’t note the due date on this website, annd there was an error on turnitin.com. I will accept any submissions to turnitin.com prior to 10:05 am on Thursday or Friday, but students who bring it to class will have the opportunity to have peer review.
- Bring a hard copy of the class if you are going to participate in peer review on Monday or Tuesday, 9/17-18.
- Fulfillment of electronic and hard copy (or Google Classroom) submission is essential for full credit. This must happen no later than 10:05 am on Thursday, 9/20 (A), or Friday, 9/21 (B).
Looking ahead:
- Commentary assessment will be next Thursday or Friday, 9/20-21.
- Print the Boland Poetry packet prior to the 9/24-25 class session. This will be posted in Google Classroom.
Tuesday, 9/11 (A), and Wednesday, 9/12 (B):
Agenda:
Looking ahead:
Agenda:
- Finish Bishop presentations.
- Discuss "Death Be Not Proud" commentary--I'll walk you through the components I'll be looking for in the commentary assessment, and you'll have a chance to look at another student's commentary.
- Sonnet Practice
- REVIEW (you’ve already been studying them!) the following poems. In addition to keeping in mind the poetic devices and elements, also consider the poetic form (being more specific than lyric/narrative, if possible). Remember that you have taken notes in the previous two weeks that you can refer to as you examine these poems. You are not required to annotate the poems, but may do so if you wish. The following page numbers reference the DiYanni text, but you are also welcome to copy and paste the poems and print them if you wish to have them for marking, or you may make a chart with brief quotes or aspects of the text (as with punctuation) and analysis:
- “The Sun Rising” by John Donne (p. 722)
- “La Belle Dame Sans Merci” by John Keats (p. 957)
- “Ode on a Grecian Urn” by John Keats (p. 969)
- “Let Me Not to the Marriage of True Minds” by Alexander Pope (p. 981)
- “Do Not Go Gentle into That Good Night” by Dylan Thomas (p. 1034)
- “Midterm Break” by Seamus Heaney (p. 1081)
Looking ahead:
- Print the Boland Poetry packet prior to the 9/24-25 class session. This will be posted in Google Classroom.
Thursday, 9/6 (A) and Friday, 9/7 (B):
Agenda:
Looking Ahead:
Looking Ahead:
Agenda:
- Give students a chance to wrap up discussion and then formulate a theme statement(s) for their poems.
- Share out the students’ analysis of the Bishop poems, emphasizing a formalist approach that focuses on poetic devices and elements (and their effect/deeper meaning!) as well as an overarching theme. (About 25 minutes per poem)
- Assign the poetry commentary/analysis—This is essentially a written reflection of the work we’ve been practicing for the last three weeks. Emphasize the following:
- Thesis statement focuses on theme, avoiding naming poetic devices.
- Work through the poem in chronological order highlighting poetic elements and devices that develop the theme.
- Paragraphs are units of thought—not specific lengths or numbers to call it an essay.
- I would be expecting 2-3 typed, double-spaced pages.
- Carefully read and annotate, “Death, be not proud” by John Donne. Compose a complete written commentary that presents your argument as a thematic message in a thesis statement that will be validate through the identification of poetic devices located throughout the poem, as well as an analytical discussion of their effects. Remember to identify the poetic form and give serious consideration of using the structure of the poem itself to shape the organization of your composition.
- Plan for about 60-80 minutes to complete this in order to practice for the time you are given for the upcoming commentary assessment. Plan for 20-30 minutes for analysis, and 50-60 minutes to write. (The commentary assessment will be 9/20-21, FYI)
- Work through the poem from beginning to end, being careful not to skip over big chunks of the text.
- Quote very specific words or phrases, citing line numbers parenthetically.
- Submit this written commentary to turnitin.com prior to 8:15 am on the due date.
- Bring a hard copy to class for work in class on Monday. Turnitin is to check for plagairism.
- Fulfillment of electronic and hard copy (or Google Classroom) submission is essential for full credit.
- Provide students with registration information for turnitin.com, if necessary.
- Do not exceed 3 pages in length. Have mercy on me.
- Turnitin.com Registration:
- Period 3A: Class number 19012681 Key: Panthers19
- Period 3B: Class number 19012711 Key: Panthers19
Looking Ahead:
Looking Ahead:
- THIS READING/PRACTICE ASSIGNMENT WILL BE DUE 9/13-14: Begin reading and studying the following poems, giving yourself the opportunity to revisit them on more than one occasion. In addition to keeping in mind the poetic devices and elements, also consider the poetic form (being more specific than lyric/narrative, if possible). Remember that you have taken notes in the previous two weeks that you can refer to as you examine these poems. The following page numbers reference the DiYanni text, but you are also welcome to copy and paste the poems and print them if you wish to have them for marking:
- “The Sun Rising” by John Donne (p. 722)
- “La Belle Dame Sans Merci” by John Keats (p. 957)
- “Ode on a Grecian Urn” by John Keats (p. 969)
- “Let Me Not to the Marriage of True Minds” by William Shakespeare (p. 981)
- “Do Not Go Gentle into That Good Night” by Dylan Thomas (p. 1034)
- “Midterm Break” by Seamus Heaney (p. 1081)
Tuesday, 9/4 (A), and Wednesday, 9/5 (B--Collaboration Day--Be ready to be efficient!):
Agenda:
Assignments:
Looking ahead:
Agenda:
- Small group analysis/discussion of assigned Bishop poem.
- Allow 10-15 minutes for students to do a close reading of the Bishop poem, starting with the essential questions:
- Who is speaking? (Don’t assume it’s the poet)
- What is he or she speaking about? (Literally, Figuratively)
- How does the speaker regard the topic in the poem? (Tone)
- Why is the speaker articulating these ideas? (Purpose, Goal)
- Focus on poetic devices/elements and a formalistic approach. Remember that it isn’t enough to identify the device; students must discuss the effect or deeper meaning of the poetic device or element.
- Coaching session--See the documents and links subpage for 12 IB to see a copy of how I might roughly organize an oral commentary of Bishop's "Sonnet."
Assignments:
- In the DiYanni text, carefully read pages 2082-87 taking thorough notes on the historical and psychological perspectives, including the questions. Even if we don’t explicitly “go over” homework, students’ understanding of and ability to apply these perspectives will be important to use throughout the year.
- Do a thorough reading/annotation of the remaining two poems in order to be more engaged in the presentations on Thursday/Friday. You should NOT ruin the experience by engaging in unauthorized “research” regarding the analysis or deeper meaning of the poem. Commit to an authentic representation of your work!
- Continue reviewing poetry terms—students will have a quiz over these poetry terms on 9/13-14. Please not the time change to accommodate for the shortened B-day on the 5th. Don’t wait to review until before then, as students will be expected to recognize and discuss the poems using this language.
Looking ahead:
- THIS READING/PRACTICE ASSIGNMENT WILL BE DUE 9/13-14: Begin reading and studying the following poems, giving yourself the opportunity to revisit them on more than one occasion. In addition to keeping in mind the poetic devices and elements, also consider the poetic form (being more specific than lyric/narrative, if possible). Remember that you have taken notes in the previous two weeks that you can refer to as you examine these poems. The following page numbers reference the DiYanni text, but you are also welcome to copy and paste the poems and print them if you wish to have them for marking:
- “The Sun Rising” by John Donne (p. 722)
- “La Belle Dame Sans Merci” by John Keats (p. 957)
- “Ode on a Grecian Urn” by John Keats (p. 969)
- “Let Me Not to the Marriage of True Minds” by William Shakespeare (p. 981)
- “Do Not Go Gentle into That Good Night” by Dylan Thomas (p. 1034)
- “Midterm Break” by Seamus Heaney (p. 1081)
Thursday, 8/30 (A), and Friday, 8/31 (B):
Agenda:
Agenda:
- Read and take notes on the overview of the biographical perspective 2079-2081. Have students share out their research on Bishop’s life and career, adding to their notes in red or another ink color.
- Bishop’s Sonnet (1979)—Whole class analysis focusing on the formalistic approach exclusively at first, later adding some discussion of biographical perspective. Keep in mind that Bishop was not noted as a writer of “Confessional” poetry like many of her contemporaries, but rather keeping a more objective viewpoint, which makes her an ideal poet to emphasize the formalistic approach while holding back on other critical lenses.
- Emphasize that students must both name and analyze the effect or deeper meaning of the device and elements of the poem, including structure or organization of the poem.
- CAREFULLY give a first reading to the remaining 3 Bishop poems. Do not annotate or research additional analysis. Students will be given opportunity to explore the poem’s meaning and poetic attributes with a small group during the next class session.
- Review poetry terms—this objective quiz will be given at the beginning of 9/6-7 session, with no time for review given at the beginning of class.
- THIS READING/PRACTICE ASSIGNMENT WILL BE DUE 9/11-12: Begin reading and studying the following poems, giving yourself the opportunity to revisit them on more than one occasion. In addition to keeping in mind the poetic devices and elements, also consider the poetic form (being more specific than lyric/narrative, if possible). Remember that you have taken notes in the previous two weeks that you can refer to as you examine these poems. The following page numbers reference the DiYanni text, but you are also welcome to copy and paste the poems and print them if you wish to have them for marking:
- “The Sun Rising” by John Donne (p. 722)
- “La Belle Dame Sans Merci” by John Keats (p. 957)
- “Ode on a Grecian Urn” by John Keats (p. 969)
- “Let Me Not to the Marriage of True Minds” by Alexander Pope (p. 981)
- “Do Not Go Gentle into That Good Night” by Dylan Thomas (p. 1034)
- “Midterm Break” by Seamus Heaney (p. 1081)
Tuesday, 8/28 (A) and Wednesday, 8/29 (B):
Agenda:
Agenda:
- Allusions Test--
- Students will have 10-15 minutes to review their allusion note cards. Have students lay out in columns, dividing between Parts 1 and 2. During this time, walk around and assess for effort/completion. Only collect those that you are unable to get to, even if you have to look through them as the students take the quiz.
- Once students complete this assessment, they can start on homework until other students have finished.
- Sign up for an allusion to share with the class--this will take many class sessions to get through.
- Students will have 10-15 minutes to review their allusion note cards. Have students lay out in columns, dividing between Parts 1 and 2. During this time, walk around and assess for effort/completion. Only collect those that you are unable to get to, even if you have to look through them as the students take the quiz.
- Finish up analysis/discussion of “The Lifeguard”:
- Groups will share out their ideas, to allow for them to be placed back into the context of the whole poem.
- Small group synthesis: Theme statement
- Sharing of allusions--this will occur over time and allow students to at least be introduced to some of the allusions they didn't select to study for the summer assignment.
- From DiYanni Text: Read pages 709-11, 715-18, and 721-24 including the poems, but focusing notes on discussion of elements of poetry identified by subheadings and bold printed terms. The poems are the focus of discussion and necessary for you to be able to connect the information. (Remaining poems offer students extra practice and some guiding questions, if necessary.)
- Use the internet to conduct informal research regarding the life of Elizabeth Bishop. Gather information from several sources (even Wikipedia) to gain a broad perspective on Elizabeth Bishop’s entire life and career. Be prepared to share this information at the beginning of the next class session.
- Continue reviewing poetry terms—you will have a quiz over these poetry terms on 9/6-7. Don’t wait to review until before then, as students will be expected to recognize and discuss the poems using this language.
- Bring the printed Bishop poetry packet to class on Thursday/Friday--remember that this is found in Google Classroom, which you must register for using your learn account.
Friday, 8/24 (A) and Monday, 8/27 (B):
Agenda:
Agenda:
- Review of class culture (quick)
- Discussion of homework and use in class--extended review of formalist perspective.
- Review of "The Lifeguard" with a concentration on using a formalist approach.
- Begin a small-group breakdown/guided discussion of the text and its features.
- Allusion note cards will be due at the beginning of the next class session—8/28-29. Please use a rubber bank or plastic bag to secure cards. STUDY!!
- From DiYanni Text: Read pages 686-688, 695-699, 703-706, including the poems, but focusing notes on discussion of elements of poetry identified by subheadings and bold printed terms. The poems are the focus of discussion and necessary for you to be able to connect the information. (Remaining poems offer students extra practice, if necessary.)
- Students will need to print copies of Bishop’s 4 poems PRIOR to class session #4, August 30-31. THIS FILE WILL BE POSTED ON GOOGLE CLASSROOM. They should be urged to be proactive, printing ahead of time so that they don’t forget and slow the class down. We will jump into a brief study of Bishop beginning August 30-31.
- Google Classroom Signups--remember you must use your learn account:
- Period 3A: weepzo
- Period 3B: hyv5y7z
Wednesday, 8/22 (A), and Thursday, 8/23 (B):
Agenda:
Assignment:
Summer assignment reminder:
Agenda:
- Welcome and opening discussion on establishing our classroom culture.
- Class Overview
- Jumping in to POETRY!!!!!
- Allusion Note cards/Summer Assignment--A few reminders
Assignment:
- In DiYanni, read pgs. 682-685. Read this carefully, taking good notes, including on the specific forms within narrative or lyric poetry. You will really need this information moving forward, as identifying the form of poetry can be an important part of introducing a poem for the IOC, or if a poem is one of the text types in Paper 1—which is part of the external exam given in May.
- In DiYanni, read pgs. 2068-71 to familiarize yourself with two texts that be referred to subsequent explanations of critical perspectives. You do not need to take notes, but careful reading is expected.
- In DiYanni, read and take very careful notes on pgs. 2076-2079 on the Formalist Perspective/Criticism, including the checklist of questions. You will be using the formalist perspective as your first line of “attack” throughout the year.
- Start studying the list of literary terms for poetry from the class website. Competency in language of the discipline is critical for successful application of formalist perspective.
Summer assignment reminder:
- Allusion Cards will be due at the beginning of 3rd class session—August 28-29th. These will be checked for effort/completion. Students should complete and review this material periodically over the next week.
- FYI—Allusion test will allow students to select 25 allusions they can identify—they will not be asked to “answer” all items. This will be given on the day cards are due.