Dear First Period 9th Graders and Families,
I'm delighted to report that we are finally taking our Greek Field Trip! Now it's all Greek to me!
On Tuesday, May 14, at 9:30 a.m., we will climb onto a district school bus and cruise over to Minneapolis, to the Guthrie Theatre. Our plan? To fulfill our hopes and dreams that linger after reading The Odyssey this winter by seeing an extraordinary performance of Homer's epic poem, The Iliad -- to wit, the Guthrie's amazing new production, An Iliad!
The play, which stars Guthrie veteran Stephen Yoakam in a one-man rendition of Homer's vast poem, begins at 10:30 a.m. and ends, ninety-five minutes later, at 12:10 p.m. Stephen performs another matinee of An Iliad that afternoon, so we may or may not see him immediately after the show on May 14; however, Stephen has told me personally that he wants to meet our 9th graders and hear their impressions of An Iliad, so we may need to create a special arrangement to meet him... a live Skype connection to & from our classroom, perhaps!
In any case, the show ends at 12:10 p.m. that day.
From the Guthrie, we will take our time returning to WHS, because after all, when you see a Greek play you should have a Greek lunch. With that noble end in mind, we hope to stop at an affordable Greek place on our way back after the show, so I'm shopping around on the phone for a terrific & affordable place that can take thirty-four of us. It's Greek to Me, in South Minneapolis, is an old personal favorite, but we can check other options: perhaps there's one that you know!
When all is said and done, we'll return to school that day near the beginning of 6th Period. Students should carefully check with teachers in advance of this trip - especially 2nd, 3rd, 4th, and 5th Period teachers on May 14 - to start thinking ahead about homework, teachers' expectations for make-up work, and all the rest. Teachers respect our field trips the most when students anticipate classroom obligations and take care of them.
This is going to be a wonderful experience. I currently have room for two (2) additional parent chaperones, and I will happily bring the first two who apply. 651-768-5406. Chaperones' bus and theater tickets are complementary.
I will post additional material for this trip, but the big push now is to get Permission Forms and $$ together for this trip. Please see my ClassJump site for our course and click on this link: ClassJump. The document is called AAAAA GUTHRIE PERMISSION FORM. (On my computer, it's just above the box for Great Expectations!)
Families, please feel free to call if you have any questions or concerns about this adventure. In the days ahead, our class will discuss Homer, the history of the Guthrie in the Twin Cities, theatre etiquette, the great Robert Fagles (Stephen and his team have faithfully adapted this rendition from Fagles), and many other topics. And we will post online!
For example, this is the Guthrie's link to the production.
Best wishes,
Mr. Bratnober
Woodbury English Dept.
Monday, May 6, 2013
Sunday, April 28, 2013
Essay on a Supporting Character in To Kill a Mockingbird
Dear 9th Graders,
Sorry I've been slow in posting this assignment. I will provide a copy to my substitute, Mrs. Moen, who will share copies with you in Monday's class.
THE ESSAY
Please compose a 2-3 page typed essay in which you share your written impressions of a supporting character in the novel. Most of you signed up for these in class on Friday, April 26. I will post our list on this blog so you can see who signed up for which character.
The following should be goals as you write:
Briefly explain your character's role in the community of Maycomb, Alabama -- particularly, in relation to the Finch Family. (An introductory paragraph or two). What is your character's place in society? Is he/she wealthy, middle-class, or poor? Is he/she someone who attends school? Works for a living? Lives in retirement? What does Scout or Atticus say about this person's role in Maycomb's little society? Good place for a quotation!! And once you quote, then also, please, make a comment. (I.e. Does Scout's characterization seem accurate? Exaggerated? Understated?)
Discuss any and all hints that Harper Lee provides regarding your character's age, appearance, education, and/or unique behavioral habits or quirks. (One or two more paragraphs) Here is another good place to quote from the novel and then comment on what your quoted passage means.
Discuss the way your character expresses himself or herself in words. (One or two paragraphs) Here is still another good place to quote from the novel and then comment on what your quoted passage means.
Discuss at least two defining actions that your character takes -- large or small. (One paragraph for each action.) This part can be more of a discussion, although it's naturally fine to quote from the text if it's easier to use Scout's words.
Last but not least, discuss the way your character contributes to raising or defining at least two main, recurring ideas in the book. (One paragraph for each main idea.) Main ideas... Well, here are a few suggestions... You will undoubtedly think of others, so please don't consider my list to be definitive or limiting! Main ideas naturally include growing up in a motherless family; growing up during the Great Depression; education; racism; justice and the law; small-town values; and the American South. Please talk about ways that your supporting character somehow brings out two of these themes. (And please remember: sometimes a character can bring out a theme by way of a negative example -- by doing something dumb or wrong or extreme. In other words, your character could bring out a theme by way of misbehavior.)
Concluding paragraph.
Your conclusion should sum up everything you have said so far. It would also be nice if you could end by observing something special you have learned about your character while writing this paper. This could be something large or small -- what you learn could be as minor as a word or a type of food, or as major as a defining theme that you had never considered before.
Good luck with this. Rough Drafts will be due in class this Wednesday, May 1, for proofreading. For maximum effectiveness, your rough draft should be typed.
Mr. Bratnober
Sorry I've been slow in posting this assignment. I will provide a copy to my substitute, Mrs. Moen, who will share copies with you in Monday's class.
THE ESSAY
Please compose a 2-3 page typed essay in which you share your written impressions of a supporting character in the novel. Most of you signed up for these in class on Friday, April 26. I will post our list on this blog so you can see who signed up for which character.
The following should be goals as you write:
Briefly explain your character's role in the community of Maycomb, Alabama -- particularly, in relation to the Finch Family. (An introductory paragraph or two). What is your character's place in society? Is he/she wealthy, middle-class, or poor? Is he/she someone who attends school? Works for a living? Lives in retirement? What does Scout or Atticus say about this person's role in Maycomb's little society? Good place for a quotation!! And once you quote, then also, please, make a comment. (I.e. Does Scout's characterization seem accurate? Exaggerated? Understated?)
Discuss any and all hints that Harper Lee provides regarding your character's age, appearance, education, and/or unique behavioral habits or quirks. (One or two more paragraphs) Here is another good place to quote from the novel and then comment on what your quoted passage means.
Discuss the way your character expresses himself or herself in words. (One or two paragraphs) Here is still another good place to quote from the novel and then comment on what your quoted passage means.
Discuss at least two defining actions that your character takes -- large or small. (One paragraph for each action.) This part can be more of a discussion, although it's naturally fine to quote from the text if it's easier to use Scout's words.
Last but not least, discuss the way your character contributes to raising or defining at least two main, recurring ideas in the book. (One paragraph for each main idea.) Main ideas... Well, here are a few suggestions... You will undoubtedly think of others, so please don't consider my list to be definitive or limiting! Main ideas naturally include growing up in a motherless family; growing up during the Great Depression; education; racism; justice and the law; small-town values; and the American South. Please talk about ways that your supporting character somehow brings out two of these themes. (And please remember: sometimes a character can bring out a theme by way of a negative example -- by doing something dumb or wrong or extreme. In other words, your character could bring out a theme by way of misbehavior.)
Concluding paragraph.
Your conclusion should sum up everything you have said so far. It would also be nice if you could end by observing something special you have learned about your character while writing this paper. This could be something large or small -- what you learn could be as minor as a word or a type of food, or as major as a defining theme that you had never considered before.
Good luck with this. Rough Drafts will be due in class this Wednesday, May 1, for proofreading. For maximum effectiveness, your rough draft should be typed.
Mr. Bratnober
Friday, February 22, 2013
The Romeo and Juliet Paper -- Round #2
Your assignment is to write another five-paragraph essay on part of a scene from Romeo and Juliet, this time comparing two presentations of Act III, scene 1, lines 1 through line 106 (up to ROMEO: "I thought all for the best.") -- one in print; one on YouTube. As you will see, the YouTube version comes from the same movie we've viewed all along: the 1968 film by Italian director Franco Zeffirelli.
Here's a link to the film version: http://www.youtube.com/watch?v=xgnKk8HNvXg.
Regrettably, the YouTube stops in the middle of the scene! Still, this leaves you with less text to study and discuss, which isn't all bad. (One hundred ten lines is actually four lines shorter than the Maskers' scene.) Watch the dueling scene as many times as you need to.
When it comes time to write your essay, use the same instructions I gave you for the Round #1 papers. For those who need to consult it, I'm posting the original Assignment on my ClassJump page tonight.
To improve your paper over your Round #1 paper, be sure to check out the Student Target Papers I posted on ClassJump. See the two 8s, the two 6s, the 4, and the 2, along with the comments on each paper. These, along with the 8-6-4-2 Scoring Rubric on the original Assignment, should serve as guides.
Above all, don't forget to cite good examples as you make your case. This was the biggest gap in many of the Round #1 papers. For example, you'll see that there are some interesting and significant cuts in the Zeffirelli film. By citing a few of the "lost" lines in your paper, you might better explain your response to Zeffirelli's treatment -- good? bad? indifferent? -- of Shakespeare.
Remember, too, that it's fine -- even preferred -- to cite lines of text you find to be especially effective, funny, sad, or memorable. It's a fencing scene, so 'poignant' might even be a good descriptive word for some of the lines!
These papers are due this Tuesday, February 26, at class time. Timely submittal is part of the grade. We'll take class time on Monday for Questions and (hopefully!) Answers about the assignment. For the best results, make a decent start this weekend and bring a draft to class on Monday.
Here's a link to the film version: http://www.youtube.com/watch?v=xgnKk8HNvXg.
Regrettably, the YouTube stops in the middle of the scene! Still, this leaves you with less text to study and discuss, which isn't all bad. (One hundred ten lines is actually four lines shorter than the Maskers' scene.) Watch the dueling scene as many times as you need to.
When it comes time to write your essay, use the same instructions I gave you for the Round #1 papers. For those who need to consult it, I'm posting the original Assignment on my ClassJump page tonight.
To improve your paper over your Round #1 paper, be sure to check out the Student Target Papers I posted on ClassJump. See the two 8s, the two 6s, the 4, and the 2, along with the comments on each paper. These, along with the 8-6-4-2 Scoring Rubric on the original Assignment, should serve as guides.
Above all, don't forget to cite good examples as you make your case. This was the biggest gap in many of the Round #1 papers. For example, you'll see that there are some interesting and significant cuts in the Zeffirelli film. By citing a few of the "lost" lines in your paper, you might better explain your response to Zeffirelli's treatment -- good? bad? indifferent? -- of Shakespeare.
Remember, too, that it's fine -- even preferred -- to cite lines of text you find to be especially effective, funny, sad, or memorable. It's a fencing scene, so 'poignant' might even be a good descriptive word for some of the lines!
These papers are due this Tuesday, February 26, at class time. Timely submittal is part of the grade. We'll take class time on Monday for Questions and (hopefully!) Answers about the assignment. For the best results, make a decent start this weekend and bring a draft to class on Monday.
Thursday, February 21, 2013
Go to ClassJump and Read the Six Student Essays
You can use this link to reach ClassJump.
These essays were chosen by 9th Grade English teachers as examples of papers scoring 8 (two examples), 6 (two examples), 4 (one example), and 2 (one example). Please read all six - including the teacher's commentary - and then award an estimated score to your own essay. Bring your scored essay to class on Friday, 2/22.
These essays were chosen by 9th Grade English teachers as examples of papers scoring 8 (two examples), 6 (two examples), 4 (one example), and 2 (one example). Please read all six - including the teacher's commentary - and then award an estimated score to your own essay. Bring your scored essay to class on Friday, 2/22.
Thursday, October 11, 2012
Tuesday, September 4, 2012
Homework Assignments in Fall 2012
Thurs., Oct. 11
In class: Work our way through Chapter 2. Begin Chapter 3.
P.M. Carefully read Chapters 3 and 4. Any reader's quiz on Friday would allow you to use Notes you have taken while reading. Use the Internet and/or a dictionary to look up any unfamiliar words or expressions you find.
Friday, Oct. 12
In class: Discussion (and quiz?) on Chapters 3 and 4.
Weekend: Read Chapters 5, 6, and 7.
Mon., Oct. 15
In class: Discuss Chapters 5, 6, and 7.
P.M. Read Chapter 8. Come prepared tomorrow morning.
Tues., Oct. 16
In class: We'll do some kind of process for Chapter 8 -- questions, a quiz... something. Be ready.
Long Weekend: Read Chapters 9 and 10. It's fair and OK to read something like Spark-Notes -- not as a substitute, but as a handy assistant. Sparknotes can help as you read the text itself. Don't be ashamed or afraid to check the Sparknotes -- before or after reading. It's a good way to check for understanding. Furthermore, it's out there!@! Let's not pretend that it doesn't exist -- instead, let's use it to our advantage.
Monday, Oct. 22
In class: Discuss Ch. 9-10.
P.M. Review Ch. 9-10 and read Ch. 11.
Friday, Oct. 26
In class: Brief discussion of Ch..12. THEN SCRABBLE.
Weekend Reading: GE, Chapters 13, 14, and 15.
Monday, Oct. 29
In class: Likely quiz on Ch. 13-14-15. With any luck, you'll get your papers back.
P.M. Continue to be responsible for Chapters 13, 14, and 15. As soon as I get your papers done, there will be a Dickens quiz.
Tues., Oct. 30
In class: Discuss Ch. 13-14-15.
P.M. Continue to review Ch. 13-14-15.
Wed., Oct. 31
In class: Discuss Ch. 13-14-15
P.M. Read Chapter 16
Thurs., Nov. 1
In class: Discuss Ch. 16.
P.M. Read Ch. 17!!!
Fri., Nov. 2
In class: Discuss Ch. 17.
Weekend: Read Ch. 18
Mon., Nov. 5
In class: FINALLY YOU GET YOUR PAPERS BACK. Discuss Ch. 18 of GE.
P.M. Now I can be tougher about Quizzes again. Please be ready for class in Chapter 19 on Tuesday. If you have notes on Ch. 19, I'll be happy to let you use them.
Tues., Nov. 6
In class: Possible Quiz on Ch. 19. Begin our review of the FIRST THIRD of Great Expectations: Chapters 1-19. Test this Thursday.
P.M. CAREFULLY REVIEW GREAT EXPECATIONS FOR THURSDAY'S TEST.
Wed., Nov. 7
In class: Review for the Test. See some or all of David Lean's film (through Pip's good fortune).
P.M. CAREFULLY STUDY FOR THURSDAY'S TEST. To see the Study Guide for tomorrow's test, Jump to ClassJump with the link you're about to see. (When you arrive, scroll down to the VERY BOTTOM of the "Class Downloads" for Honors English 9.) Link to ClassJump.
Thurs., Nov. 8
In class: Test on the first 1/3 of Great Expectations, by Charles Dickens.
P.M. TBA
Fri., Nov. 9
In class: TBA.
In class: Work our way through Chapter 2. Begin Chapter 3.
P.M. Carefully read Chapters 3 and 4. Any reader's quiz on Friday would allow you to use Notes you have taken while reading. Use the Internet and/or a dictionary to look up any unfamiliar words or expressions you find.
Friday, Oct. 12
In class: Discussion (and quiz?) on Chapters 3 and 4.
Weekend: Read Chapters 5, 6, and 7.
Mon., Oct. 15
In class: Discuss Chapters 5, 6, and 7.
P.M. Read Chapter 8. Come prepared tomorrow morning.
Tues., Oct. 16
In class: We'll do some kind of process for Chapter 8 -- questions, a quiz... something. Be ready.
Long Weekend: Read Chapters 9 and 10. It's fair and OK to read something like Spark-Notes -- not as a substitute, but as a handy assistant. Sparknotes can help as you read the text itself. Don't be ashamed or afraid to check the Sparknotes -- before or after reading. It's a good way to check for understanding. Furthermore, it's out there!@! Let's not pretend that it doesn't exist -- instead, let's use it to our advantage.
Monday, Oct. 22
In class: Discuss Ch. 9-10.
P.M. Review Ch. 9-10 and read Ch. 11.
Friday, Oct. 26
In class: Brief discussion of Ch..12. THEN SCRABBLE.
Weekend Reading: GE, Chapters 13, 14, and 15.
Monday, Oct. 29
In class: Likely quiz on Ch. 13-14-15. With any luck, you'll get your papers back.
P.M. Continue to be responsible for Chapters 13, 14, and 15. As soon as I get your papers done, there will be a Dickens quiz.
Tues., Oct. 30
In class: Discuss Ch. 13-14-15.
P.M. Continue to review Ch. 13-14-15.
Wed., Oct. 31
In class: Discuss Ch. 13-14-15
P.M. Read Chapter 16
Thurs., Nov. 1
In class: Discuss Ch. 16.
P.M. Read Ch. 17!!!
Fri., Nov. 2
In class: Discuss Ch. 17.
Weekend: Read Ch. 18
Mon., Nov. 5
In class: FINALLY YOU GET YOUR PAPERS BACK. Discuss Ch. 18 of GE.
P.M. Now I can be tougher about Quizzes again. Please be ready for class in Chapter 19 on Tuesday. If you have notes on Ch. 19, I'll be happy to let you use them.
Tues., Nov. 6
In class: Possible Quiz on Ch. 19. Begin our review of the FIRST THIRD of Great Expectations: Chapters 1-19. Test this Thursday.
P.M. CAREFULLY REVIEW GREAT EXPECATIONS FOR THURSDAY'S TEST.
Wed., Nov. 7
In class: Review for the Test. See some or all of David Lean's film (through Pip's good fortune).
P.M. CAREFULLY STUDY FOR THURSDAY'S TEST. To see the Study Guide for tomorrow's test, Jump to ClassJump with the link you're about to see. (When you arrive, scroll down to the VERY BOTTOM of the "Class Downloads" for Honors English 9.) Link to ClassJump.
Thurs., Nov. 8
In class: Test on the first 1/3 of Great Expectations, by Charles Dickens.
P.M. TBA
Fri., Nov. 9
In class: TBA.
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