1/17 English 1 & English 9RCP Agenda

Students copied the “create” portion of the following diagram into their notebooks:

Students went over the definition of prompt and wrote it down:

  • statements that focus on a topic or an issue, followed by questions
  • the purpose of a prompt is to inspire an answer – whether it is written or verbal

Students then answered the prompt, “What do you believe is happening in this painting” and instructed to use part of the prompt to respond.  “In this painting…”  https://vignette.wikia.nocookie.net/monster/images/d/d4/Scylla.jpg/revision/latest?cb=20110130211232

Students wrote their thesis statements on the board.  Students chosen at random.

After, students read, as a whole class, more of The Odyssey, Book 9.

1/16 English 1 & 9RCP Agenda

Write down the following reading comprehension questions before we begin to read Book 9 of The Odyssey. 


  1. How does Odysseus introduce himself to the Phaeacians?
  2. Describe how Odysseus rescued his men from the Lotus Eaters.
  3. What kind of social life do the Cyclopes have?
  4. Why did Odysseus ignore the crew’s suggestion?
  5. What will be Polyphemus’s gift to Odysseus?
  6. Explain why Polyphemus’s brothers did not help him.
  7. What was Odysseus reasoning as he called out to Polyphemus that he, Odysseus,was the one who put out his eye?
  8. Why did Aeolus let the West Wind out?
  9. Why did the ships go back to Aeolia?

Begin reading on page The Odyssey on page 185.

1/12 English 1 & 9RCP Agendas

Complete close reading packet from yesterday.

Turn to page 890 in your text book.

Independently or with your neighbors, read pages 890-891.

Get out a piece of paper.  One per person. Please summarize the content of each major subheading.  They are in red.  You should have a summary for: (1) The Epic, (2) The Heroic Tradition, (3) Epic Hero, and (4) The Craft of the Epic.

I expect well structured, complete sentences that really tell me what it is you read.  I am looking for depth of understanding and for it to be written in your own words, not the book’s.

Put your name on it.

1/11 English 9RCP and English 1 Agenda

SNEEZE! 1/11/18

Answer the following:

  1. What are the qualities necessary for someone to be considered a hero? Be specific! (This may be a list)
  2. List several examples from either people you personally know, or those in movies and film, or that you have heard about/read about in various media sources.
  3. Choose one and write a paragraph about why they fit the definition you gave in #1, or why nobody fits that list.

Next, students are given a packet with two articles and follow up questions.  The students are reading up on the author Homer and what creates an epic hero.  They will do the close reading exercise, utilized all semester.  After each close reading, students will answer the follow up questions.

10 points

1/9-1/10 English 1 & English 9RCP Agenda


Form groups of two to three and select a movie or book that your group feels is a quintessential representation of the Hero’s Journey. Together, discuss the movie and create a poster that represents all elements of the Hero’s Journey.

Content and appearance count!  Follow the examples I showed you in class.

Due at the end of class 1/10.

20 points.


1/8/17 All English Classes – New Year Lesson

Sneeze 1/8

Use half of a page to write a 3-5​ ​sentence​ ​reflection​ inspired by this motivational quote:

“When we strive to become better than we are, everything around us becomes better, too.” – Paulo Coelho (author of The Alchemist)

  1. self-criticism​ ​looks​ ​like/sounds​ ​like​. The teacher​ will give an example​ of what self-improvement​ ​looks​ ​like/​ ​sounds​ ​like​.

Criticism​ (as defined by Merriam-Webster for English Language Learners)

  1. the act of expressing disapproval and of noting the problems or faults of a person or thing: ​ the act of criticizing someone or something

Self-criticism​ ​looks​ ​like: ​ ​Being ashamed of your score on an exam because it was lower than your friend’s score, so you throw away your results.

Self-criticism​ ​sounds​ ​like: ​ “I wish I was as smart as Samantha. She’s beautiful and smart and I could never be as good at math as she is.”

Improvement​ (as defined by Merriam-Webster for English Language Learners)

  1. the act of improving something:​ the act or process of making something better
  2. the quality of being better than before

Self-improvement​ ​looks​ ​like: ​ ​Choosing to attend tutoring once a week for math after learning that your test score was lower than anticipated.

Self-improvement​ ​sounds​ ​like: ​ ​“I didn’t do as well on this test as I thought I would. I know that I can do better and I will earn a better grade on the next exam.” (Acknowledge your shortcomings without beating yourself down about them. Make it a goal to improve yourself in these areas.)

Use the second half of the same notebook page to brainstorm healthy goals for the new year. Students will not only list​ ​the​ ​goal but also​ ​two-​ ​three​ ​benefits​ that could come from​ ​that​ ​goal​.

Some​ ​examples:

Learn to cook →                           ● Health benefits

  • Help parents/guardians
  • New independence

Read one book every two months →

  • Expand vocabulary
  • Cope with stress
  • Mental break from school work

3 minutes!

  1. Take your flashcard and fold​ ​it​ ​down​ ​the​ ​middle​.
  2. Write​ ​one​ ​academic​ ​goal​ ​on​ ​the​ ​left​ side and one​ ​personal​ ​goal​ ​on​ ​the​ ​right​

*You will be sharing these two goals in a group setting.

Groups of Four

You will each​ share​ of your two goals​ ​with​ ​the​ ​group​, one at a time.

  1. discuss/brainstorm​ (realistic) options​ for each individual to​ ​achieve​ your goals​ – at least five for EACH goal
  2. Use the back​ ​side​ ​of the flashcard to write​ ​down​ ​(bullet point) ideas​ for accomplishing goals.

Look at the options for accomplishing your goals and circle​ ​(highlight)​ ​two​ ​options​ ​for​ ​each​ that are realistic or “doable.” Turn in note card.

In your notebooks, reflect​ ​on​ ​the​ ​group​ ​brainstorming​ ​process​.

  • What did it feel like to envision your future?
  • How helpful was it to have a group of peers helping you brainstorm?
  • What have you learned about planning for success?
  • How committed or motivated are you to accomplish your goals this year?

12/19-12/21 English 1 & 9RCP Agendas

12/19/17 Sneeze

Pick one thing in your life that isn’t going the way you want it to go.  Is it a relationship with a family member?  A grade in a class?  A friendship?  What is it?  Write about what is going wrong.  Next tell me three ways to improve the situation.  What could you do to make things better for yourself?

12/20 Sneeze

Describe the worst gift in the world, as discussed in the English 2 Sneeze.

Hero’s Journey


followed by:

Turn the prezi and the video into a clock using the following idea:

Teaching the Hero's Journey in the Secondary ELA classroom.

Finally, read “Thank You Ma’am” by Langston Hughes and apply to the Hero’s Journey clock diagram.

PDF of short story found here:


Biography of Langston Hughes:


12/11 English 1 Agenda

Today we responded to the sneeze:

Please write about your last week’s experience with the natural disasters.  How did it affect you?  Friends?  Family? If you had no connection to the fire, tell me why that is, and what you did with your week.
After, we completed all but two BURP presentations.

11/28-11/30 English 1 & English 9RCP

These three days are dedicated to the BURP (Before Undertaking Reading Prepare) project!  PowerPoint or Google Slides must be submitted on Google Classroom no later than Thursday at 11:59 PM.  Looking forward to your engaging lessons!