Hello friends and welcome to the new school year!
Some of the classes are being shortened because of an extended homeroom; therefore, 4th period will accomplish more than 1st. Here is a truncated version of the day's agenda:
  • Seating chart
  • Cell phone policy: If students have less than three cell phones per week, they will have the last 20 minutes on class on Friday to enjoy themselves. If a person receives three violations on his/her on, I will contact his/her parents.
  • Notebook set up
  • Next, students wrote a paragraph to the very best of their ability which will be used as baseline data.
  • During 1st period, I was able to get through 2/3 of the syllabus. Our time together ended here. We will complete the rest tomorrow and soldier forth/Forth period was able to keep going.
  • Metacognitive questions about the course.
  • Class rules
  • Comment Box (Looks like Darth Vader's head)
  • Food and Drinks in the room
  • Heading Papers
  • How to take notes for class
  • Silent Reflections at the end of the day

Tuesday 8/29/17
1st period: Unfortunately, our time together has been compromised thus far. We will finish up on the first day of school tomorrow as well as begin vocab.

4th period: We will also start the vocab unit. Afterwards, you will have some time to work on the Post Card Projects. After this, you will move into groups to discuss what you learned in with your chimpanzee handouts.

Wednesday 8/30/17
We established how the Vocabulary Unit will work, and students received their first 6 words. Next, I explained the Post Card Project (to 1st period). To end class, I gave students a handout about chimpanzee behavior. Students were asked to read the handout and take notes.

Thursday 8/31/17
We started class with a vocabulary review. After that, students worked on their Post Card Presentations. Following this, students with the same sections of the chimpanzee handouts came together in groups and shared their responses. They discussed their answers and created a page with the best possible responses. For tomorrow, students are responsible for having their Engl II Binders with all their materials and signed syllabuses, vocab Images, and Post Card Presentations. I know that is a lot, but they can handle it.

Friday 9/1/17
We did things a little differently during the two blocks, but it went something like this. Students:
  • presented their Vocab Images
  • presented their Notebooks
  • presented/completed their Post Card Projects

Tuesday 9/5/17
First off, students showed me their vocab sentences. Afterward, they moved into groups, selected their group leaders, edited one another's sentences, and made final selections for which sentences will be submitted to me tomorrow. Next, students played the vocab game and then took their tests. With the remaining class time, students presented their Post Card Presentations.

Wednesday 9/6
We started class with the week 2 vocabulary words. Following this, I passed out the Sentence Structure Cheat Sheet. We discussed what makes a clause as well as the two different kinds.

1st period began their Post Card Presentations.
2nd period finished their Post Card Presentations. Afterwards, they met in their Chimpanzee Groups and re-familiarized themselves with the material and got ready to present. Next, the first group presented their information to the class.

Thursday 9/7
  • We started class with a review of the Week 2 vocab words.
  • Next, the groups presented their information on chimpanzees.

Friday 9/8
  • Vocab Images are due today.
  • This was followed with some sentence structure improv
  • Next, students finished presenting their Chimpanzee Group Information
  • I ended class by reading and discussing a Jane Goodall story about Mike, a low-level chimpanzee, that usurped Goliath, an enormous alpha male, by using his wits to become the troop leader.
  • Vocab sentences are due Monday. They must all be simple.

Monday 9/11
  • To start class, students moved into their Sentence Groups and edited one another's work, Sentences are due tomorrow from the group leaders.
  • Following this, we played some sentence structure improv.
  • Next, we created a diagram with behaviors that are specifically human, specifically chimpanzee, and behaviors that we share.
  • Afterwards, we watched a video which discussed consciousness and students took notes.
  • Lastly, students wrote their end of class reflections.
  • Vocab Test tomorrow.

Tuesday 9/12
  • We began with the vocab game.
  • Afterwards, students took their 12 word quiz.
  • To end class, we started the video "Slaying the Dragons within Us" by the professor Dr. Jordan Peterson. Students took notes and answered questions. We discussed some of their answers before class ended.
  • Lastly, students made their reflections.

Wednesday 9/13
  • Students received their new vocab words.
  • We practiced compound sentences.
  • We watched the next segment of "Slaying the Dragons with Us", and students answered questions.

Thursday 9/14
  • We reviewed the new vocab words.
  • We practiced more with sentence structure.
  • Students watched the next segment of "Slaying the Dragons", and we answered the questions.

Friday 9/15
  • Students presented their vocab images.
  • We finished the "Slaying the Dragons" video and students answered questions.
  • I handed out the Meta Cognitive Initial Assessment. I am attaching a copy to the top of this page. It has several definitions of Meta Cognition. Students were asked to consider and create a brainstorming list of their own weaknesses with learning and school. By Monday, they will need to select what they consider to be their single biggest weakness.
  • Vocab sentences are due Monday. They must all be compound.

Monday 9/18
  • Students came in with their vocab sentences, and I checked them off to see who all had them.
  • Next, students moved into their vocab groups and edited one another's work. The edited group sentences are due tomorrow.
  • Following this, we moved to the library. The students' homework over the weekend was to decide on the biggest factor interfering with their learning/in school performance. In the library, their job was to research strategies to try and overcome their obstacle. The assignment was to find five credible websites and glean 2-3 strategies from each. The strategies must be different from each source. These are due on Wednesday.
  • Vocabulary Test tomorrow.

Tuesday 9/19
  • To begin, I took up students' group sentences.
  • Next, we played the vocab game.
  • Following that, students took the test.
  • After that, I gave students a working definition for "Myth" and "Ritual". We are doing a quick look at the work of Joseph Campbell. This sort of thing requires more time, but Friday is my last day for a month because my wife is about to have our second child. I want students to have this knowledge before they get to Greek Mythology with their long term substitute, Mrs. Mann.
  • I am attaching the Campbell reading and the questionnaire at the top of the page. We only got to the first question.
  • Students need to bring in their 2/3 strategies from each of their 5 credible sources tomorrow. I will be introducing their Meta Cognitive Project.

Wednesday 9/20
  • Students received their next set of vocab words. They are halfway through the list of 48. CONGRATS! The sentences this week must all be Complex.
  • Following this, I read 3/4ths of the Introduction to Campbell's The Power of Myth.

Thursday 9/21
  • We started with a vocabulary review. Vocab images are due tomorrow.
  • Next, I ended the Campbell reading. Following this, students moved into groups of 2-3 people to answer the questions. Whether the groups finished or not, each person is responsible for having answers to each question in class tomorrow. I encouraged them to exchange phone numbers or email addresses to make sure that they are prepared. The reading and the questions are at the top of this page.

Friday 9/22
  • Okay friends, this is my last day at school until 10/23. My second daughter is scheduled to be born on Monday, and I will be taking care of the family while my wife recovers. Of course, I am overwhelmed with excitement for this, but I am also sad to leave my classes. Teaching is more than a job for me; it is a passion. Whether or not I am good at it, I try very hard to both inform and entertain. I want my students to leave with more than they came with; I hope that they understand themselves, the world, and the English language better than they did before the first day of class. Regardless, they will be in good hands. Mrs. Mann is a retired Ashley teacher and former Department Chair here. We have discussed lesson plans and protocol. The students will be in excellent hands.
  • We began class with Vocab Images.
  • After that, we reviewed the Campbell questions and answers.

Monday 10/23
  • Aaannnddd, I'm back! The last month flew by! I think that it will take me a day or two to get my sea-legs under me, but it's good to back in the classroom. I missed you all.
  • Today we will begin by discussing what has been going on since my absence.
  • Next, we will go over the Metacognitive Journals. (Remember those?)
  • After that, I will inform the students that the Vocab Unit will resume Wednesday, and students should spend the next two days reacquainting themselves with the words.
  • Following this, we will take some time to play a little Sentence Structure Improv.
  • To end, I gave the students a handout titled How to Read Literature.

Tuesday 10/24
  • We reviewed compound-complex sentences. Specifically, we focused on how to properly punctuate C-C sentences that follow the order of independent clause + dependent clause + independent clause.
  • Next, we reviewed each section of the handout on How to Read Literature.

Wednesday 10/25
  • I started class by giving students the new vocab terms for week 7.
  • After that, we spent more time reviewing compound-complex sentences. All the sentences this week must be compound-complex, and I am asking students to make them all follow the independent clause + dependent clause + independent clause structure. To be even more specific, three of the students' sentences need to connect the dependent clause to the first independent clause, and three sentences need to connect the dependent clause to the second independent clause.
  • First and fourth period are in different places. In first period, we discussed the students' examples of symbolism that they found for homework. In fourth period, we finished going over the handout, and students worked together in pairs to find examples of symbolism.

Thursday 10/26
  • We began class with a review of the vocab words.
  • Next, students wrote two compound-complex sentences, and their peers edited them.
  • Following this, we moved forward in our discussion of mythology. We talked about the limitations of being human--we will die (and we know it). Also, we are insufficient (we just can't do/have all the things that we want/need). Our bodies will break down, terrible things will happen to us, and we will watch terrible things happen to those we love. Basically, we are finite beings inside of a seemingly infinite world, and we have to learn to deal with that. These are existential thoughts and questions. All human beings wonder about this stuff because these thoughts are the result of being conscious. Regardless, we are not born aware of ourselves and the nature of reality; we learn and discover it over time. For example, our world view has changed since we were children.
  • Students are to write a passage about an experience when they were young and either lost their childlike naivete, became self-aware, or recognized their own consciousness.

Friday 10/27/17
  • We started with Vocab Images.
  • Next, students read the first section of The Garden of Eden and took their notes.
  • Students had the last 10 minutes of class to enjoy on their own for having less than 3 cell phone infractions during the week.
  • Vocab Sentences are due Monday. They all have to be Compound-Complex. Further more, the sentences have to be constructed in the following manner independent + dependent + independent. Three of those must connect the dependent clause to the first independent clause, and three must connect the dependent clause to the second independent clause.

Monday 10/30/17
  • I started class by having the students come to the front of the room and show me their sentences.
  • Next, they moved into their groups and created their group sentences which are due tomorrow.
  • After that, we continued reading and analyzing the psychological significance of the Garden of Eden and Fall of Man stories from the Old Testament.

Tuesday 10/31/17
  • We started class by playing the Vocab Game.
  • Next, students took the test.
  • Lastly, we graded and returned the tests.

Wednesday 11/1/17
  • Class began with me giving the students the new vocab words. This is the final week of vocab. All the previous tests have gone down as Practice; this will be a Performance assignment which means that it will carry more weight.
  • Students must have two compound, two complex, and two compound-complex vocab sentences, properly labeled, next Monday.
  • We practiced sentence structure for a few minutes.
  • To end class, we discussed The Fall of Man story from Genesis, and I provided a psychological perspective.

Thursday 11/2/17
  • We will begin class by reviewing the new words from yesterday.
  • Next, students will read Cain and Abel and take notes.
  • We will end class with a discussion of the story's significance for modern readers.

Friday 11/3/17
  • We had a special guest today. Mrs. Craven from Student Services came in to talk about setting up a FAFSA account as well as other important graduation and college facts.

Monday 11/6/17
  • To begin class, students showed me their Vocab Sentences. After this, they moved into their groups and edited one another's sentences and compiled their list for the group leader to complete tonight.
  • Next, I passed out the short story The Chrysanthemums by John Steinbeck. Students were to read the story and take their notes with a heavy focus on locating symbols and allusions. This is an exercise in close reading, and I am excited to see what they find.
  • The final Vocab Test of the year is tomorrow. Students must know all 48 words, definitions, spellings,and parts of speech with no word bank. They can do it!

Tuesday 11/7/17
  • At the start of class, students turned in their group sentences.
  • Next, we played the vocab game.
  • To end class, students took their final vocab test. Congrats to all those who were successful in this difficult unit!

Wednesday 11/8/17
  • I did not meet with first period today. They were taking their PreAct test. The following is what took place in fourth period.
  • We began class with a careful reading of The Chrysanthemums. This took most of the period.
  • Next, I handed out the Critical Inquiry Assignment. This is the initial task for the Sophomore Project. Students were asked to complete the first four questions. These are the most difficult, and I asked them to seek a parent or loved one's advice if they were unsure.
  • The Critical Inquiry Assignment and the calendar for November have both been attached at the top of this page.

Thursday 11/9/17
  • In 1st period, we performed our careful reading of The Chrysanthemums.
  • Next, I handed out the Critical Inquiry Assignment, and students were asked to complete it for homework.
  • In 4th period, we reviewed the first four questions from the C.I.A.
  • Next, students were given class time to work on the next six questions.

Monday 11/13/17
  • We reviewed students' responses from the C.I.A.
  • Next, students completed a worksheet on how to evaluate websites and articles for their coming Sophomore Project.

Tuesday 11/14/17
  • We quickly reviewed how to find quality sources and how to take proper notes before leaving for the library.
  • Once in the library, students had to show me their two research questions before checking out a computer.
  • There job was to research both topics and decide which one will make a better paper.

Wednesday 11/15/17
  • Today, I began by asking students to consider all of their research from the day before and choose one of their research topics to move forward with.
  • Next, I gave the students information about what a thesis is and should look like.
  • Following this, students attempted to take their research topic (question) and turn it into a thesis statement. I am attaching the thesis info at the top of the page.
  • After that, I passed out the outlines for the project and discussed how they work. I also showed students a completed outline from a former student.

Thursday 11/16/17
  • I was absent because my two year old had pinkeye (poor thing).
  • Students were taken to the library and asked to continue researching and finding sources for their Sophomore Projects.

Friday 11/17/17
  • Today, I gave students the notes for how to write a proper body paragraph. I ask that they follow the TPEQEA template which I am attaching to the top of the page. I am also attaching student examples of what these paragraphs look like when properly constructed.
  • Next, we discussed in-text citations. I am also attaching the handout that we used in class. It is important to understand the hierarchy of in-text citations. If available, use the author's last name. If there is no author, use the title of the article. If there is not an author or a title, use the name of the website, not the entire url.
  • Lastly, I reviewed how to create a Works Cited page.
  • For homework, students need to write their first body paragraph, and they need to bring a physical draft of it into class on Monday.
  • Their Metacognitive Journals are also due on Monday. They should have been working on these nightly since I returned; therefore, there really shouldn't be anything stressful or difficult about it.

Monday 11/20/17
  • Today, students showed me their first body paragraphs.
  • Next, we took time for students to edit one another's work.
  • After that, I discussed how to write an effective introductory paragraph. I have attached some examples at the top of the page. I ask students to begin with a broad general statement. Then, they write another sentence to move the reader closer to the point. Following that, they write one more sentence edging the reader closer to the thesis. The forth sentence in the paragraph needs to be the thesis.
  • For homework, students should make corrections to their body paragraphs based on their peer edits as well as work on their intro paragraphs.
  • We will be in the library tomorrow. This time is for research and working on their outlines. When we return from the break, students will need to have completed their outlines, intro paragraphs, and first body paragraph.

Tuesday 11/21/17
  • We were in the library today.
  • Again, students need to have their completed outlines, intro paragraphs and first body paragraph when we return from the break.
  • HAPPY THANKSGIVING!

Monday-Friday 11/27-12/1/17
  • This week, we are working in the library to complete the Sophomore Project papers.
  • I provided students with notes on how to construct their conclusion paragraphs. These notes have been attached to the top of the page.
  • I have attached the Sophomore Project Rubric at the top of the page.

Monday 12/04/17
  • We began our Othello Unit.
  • Students were forced to take notes for nearly the entire period. It was cruel, but useful.

Tuesday 12/05/17
  • We began class with a writing activity. Students answered the following question in a TPEQEA paragraph (minus the quote), "Who do you think is the most famous person that has been born in the last 500 years?"
  • After students were given sufficient time to answer the question, we discussed their answers.
  • Next students read a nonfiction article titled Shakespeare's Leap (which has been uploaded at the top of the page) and took their college style notes on the document.
1. What is the most important information from the text?
2. What connections can you make to other works or information from your life?
3. What information struck you in either a positive or negative way?
4. What questions are you left with?
5. What is the central idea from the text?

Wednesday 12/6/17
  • We began by reviewing students' notes from the Shakespeare's Leap article. Ultimately, we worked to unpack the central idea of the text.
  • Afterward, students read a modern translation of Othello's Act I scene i and wrote down their college style notes.
  • At the end of class, I handed out progress reports. I asked for students with an average of a C or lower to have theirs signed.

Thursday 12/7/17
  • I attached the December calendar at the top of the page. It wasn't ready until after school, so I will be giving the students a paper copy when they come in tomorrow.
  • We started class by reading the Shakespeare edition of Act I scene i. Students were asked to write down at least three lines/phrases that they appreciated as well as a sentence or two defending why they chose them.
  • This scene in Othello had three speaking parts, so students moved into groups of three and read the play out loud. Afterwards, they discussed their favorite lines.
  • Next, we discussed the scene as a class and broke down students' notes and questions.


Friday 12/8/17
  • I started class by handing out the calendar.
  • Next, I passed out the Sophomore Project Presentation Rubric. We discussed it. The students' homework is to go home and start planning. They need to figure out the potential speed bumps so that we can address their questions on Monday.
  • Next, students answered the question, "Why do you think Brobantio was so upset at the end of scene i yesterday?" in a TPEQEA paragraph.
  • After reviewing students' work, they read the Shakespeare version of scene ii using the translation as a guide. They took their notes and found three lines in which they appreciated the unique Shakespearean language.
  • We did not have time to read it in small groups because the students earned their free time by staying off of their cell phones during instructional time.

Monday 12/11/17
  • To begin, I answered students's questions about their presentations.
  • Next, I gave them 20 minutes to work on their presentations.
  • Following this, students moved into groups and read Act I scene ii.
  • After that, students took a quiz on the material.
  • Then, we went over the answers.
  • Lastly, We discussed students' favorite Shakespeare lines from this section.

Tuesday 12/12/17
  • We talked about expectations for the presentations.
  • Then, students were given 20 minutes of class to work on their projects.
  • Next, students read the translation of Act I scene iii of Othello and took their college style notes.

Wednesday 12/13/17

(First Period)
  • Students were given 10 minutes to work on their presentations.
  • Next, we read the Shakespeare version of Act I scene iii as a class.
  • Afterwards, I asked the students about specific questions from the scene.
  • Following this, students completed a quiz.
(Fourth Period)
  • We went to the library so that students could work on their presentations.

Thursday 12/14/17

(First Period)
  • We went to the library so that students could work on their presentations.

(Fourth Period)
  • Students were given 10 minutes to work on their presentations.
  • Next, we read the Shakespeare version of Act I scene iii as a class.
  • Afterwards, I asked the students about specific questions from the scene.
  • Following this, students completed a quiz.

Friday 12/15/17
  • Students read Othello Act II Scene i and took their notes.
  • Next, we read the play out loud and addressed questions.

Monday 12/18/17
  • We began the presentations. Students should be very proud of themselves; they did a great job!
  • Once the scheduled presenters finished up, students read Othello Act II scenes ii and iii and took their notes.

Tuesday 12/19/17
  • More students gave their presentations.
  • Upon completion, we read the Shakespeare version of scenes ii and iii out loud.

Wednesday 12/20/17
  • More students presented their documentaries and PowerPoints.

Tuesday 1/2/18
  • We're back! I hope everyone enjoyed their break.
  • We started class with more presentations. They are now complete for the most part.
  • Next, students read the modern translation of Othello Act III scenes i and ii and took their notes.
  • To end class, students acted out the Shakespeare in small groups.

Monday 1/8/18
  • Greetings from the frozen teacher's workday. I have a special announcement concerning submitting final papers.
  • Please bring me a hard copy of your completed draft.
  • Also, please submit your paper to turnitin.com 1st period's Identification number is 17115620, and the enrollment key is Boger1
  • 4th period's identification number is 17115665, and the enrollment key is Boger1

Tuesday 1/9/18
  • To begin class, I told the students what to do with their final drafts.
  • Next, I passed back the Metacognitive Journals. I told them that I would be giving students an alternative assignment if they earned an incomplete or didn't turn in the journal on the following day.
  • After that, students read Othello Act III scene iii and took their notes.
  • Following this we discussed what occurred in the scene.

Wednesday 1/10
1st Period:
  • To prepare for the EOC, students had to complete a tutorial about how to operate their computers during the test. This took up most of the period.
4th Period:
  • The tutorials for this class are set for the Tuesday after the MLK holiday.
  • To begin, I gave a quick explanation of how to make corrections to the edits that I gave the students on their papers.
  • Next, I gave students the alternative Metacognition assessment.
  • Following this, students read Act III scene iv of Othello and took their notes.
  • To end, students were broken into small groups, and they read the play out loud.

Thursday 1/11/18
1st Period:
  • Students read Act III scene iv of Othello and took their notes.
  • Next, students were broken into small groups and read the play out loud.
  • To end, students were asked to decide whom they would cast in the roles of a modern day adaption of Othello.
4th Period
  • Students read Act IV scene i of Othello and took their notes.
  • Next, students were broken into small groups and read the play out loud.
  • To end, students were asked to decide whom they would cast in the roles of a modern day adaption of Othello.

1/12/18
1st Period:
  • Students read Act IV scene i and took their notes.
  • Next, they broke into small groups and acted out the scene.
  • Following this, students addressed the following prompt in a TPEQEA paragraph:
Without looking ahead (aka cheating), make a guess about how the play will end. Will Othello come to his senses? Will Iago continue to manipulate his way into greater and greater positions of power? Do you imagine something else occurring? Whatever you think will happen, support your answer with an example and a quote from the play.

Fourth Period:
  • Students read Act IV scene ii and took their notes.
  • Next, they broke into small groups and acted out the scene.
  • Following this, students addressed the following prompt in a TPEQEA paragraph:
Without looking ahead (aka cheating), make a guess about how the play will end. Will Othello come to his senses? Will Iago continue to manipulate his way into greater and greater positions of power? Do you imagine something else occurring? Whatever you think will happen, support your answer with an example and a quote from the play.

Tuesday 1/16/18
1st Period:
  • We reviewed students' TPEQEA paragraphs.
  • Next, students read Act IV scene ii and took their notes.
  • After that, they broke into small groups and acted out the scene.
4th Period
  • Today, our students had the pleasure of taking the EOC tutorial which showed them how to operate a computer.
  • After that, they read Act IV scene iii and took their notes.

Wednesday 1/17/18
  • Students finished up their notes on Act IV scene iii and Act V scene i
  • Next, we read the scenes as a class.
  • After that, we discussed important info, connections, and questions from the scenes.
  • To end class, students moved into groups and created a play list of songs for five different sections of the play.

Thursday 1/18/19
  • Students read the final scene of the play, Act V scene ii and took their notes.
  • Following this, we read the scene out loud as a class.

Friday 1/19/18
  • To begin, we talked about Iago's most despicable actions.
  • Following that, we discussed what truths about human nature the drama divulged.
  • Next, we went over terms that will appear on the EOC.
  • To end, we talked about students' soundtracks for Othello.