B2+(6th+period)+Daily+Scribes

5/20/15 Jake Olson We truly had a wonderful day today. Class started off with a congratulations to Brock Anderson for winning the state championship in golf. Then, our very own Max Mattern decided it would be a good idea to change out of his sweatpants and into a pair of shorts, in the classroom. We all know the classroom should be a place of learning and not a locker room. He then proceeded to show off his banana boxers to Ms. Wray and the rest of the class. Returning to education, the class reviewed the Playlist Project. Ms. Wray would like to remind everyone to make sure they have a cover page, and to use the note card we made in class today. Later, we were put into groups by our favorite pet's name. In these groups we discussed a few questions about //Gatsby.// Next, the class looked at a photographical essay showing the differences of wealth and poverty. Jack Haney struggled to read the last two pages of //Gatsby// to the class, before we discussed Fitzgerald's imagery in the lost note of the book. Last, we talked more about the cover for the Playlist Project and how it needs to have a metaphor, and not to use the green light!

Hw: -Finish the Playlist Project -Extra Credit Found Poem (due next Thursday) -Study for //Gatsby// Unit Test

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5/14/15 Blake Mindemann At the start of class, we filled out a survey for the Journalism class. After that, we begun actual class. We were assigned Gatsby's Ultimate Play-List that will be due next friday. Following that, we did a Gatsby chapter 7 reading response. We then discussed when the power shifted between Gatsby and Top between the pages 137-140. Then Ms. Wray showed us a video on the study of behaviors of the rich vs. poor and the growing wealth gap.

Hw: finish the novel (use the study guide questions to focus your understanding), the envelope threads will be used and collected next class, and get started on the ultimate play-list project.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5-12-15 Darby Buhlmann At the beginning of class Ms. Wray read the poem "a love song". Following the poem we took a quiz based off of the quotes we have been keeping track of in our envelopes. Ms.Wray told us she would be checking our envelopes next class to make sure we are on the right track. Ms. Wray then passed out Tome 42, we then sat with a partner and was assigned a section. We were to analyze and then answer the question for our section. Then we met with other groups who were assigned the same section, we shared our ideas. As a class we went through each section and disgusted them. Home work:

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5/6/15 Avery Miller We started class by passing back a lot of work. Mrs. Wray informed us that while she doesn't have the research papers graded yet, she just finished grading a lot of other work that she needed to just in time for our progress reports that are coming up. Next, we took a for fun "quiz" guessing whether a sentence was a line of a Jay-Z song or a line from The Great Gatsby, which was surprisingly hard to do. We then took our actual quiz on chapters 1-3. We spent the remainder of the class comparing West Egg and East Egg and the different parties that occurred in the first 3 chapters. We discussed the differences with partners and as a class, reading important passages from the book and picking out important pieces. We finished up the discussion by watching short movie clips of the Chapter 2 party (NYC apartment) and the Chapter 3 party (Gatsby's mansion.)

Our homework is to read chapter 4 and answer the study guide questions. Also, we will begin collecting (writing down on slips of paper) important passages related to our respective assigned themes/prompts as we read to put in an envelope Mrs. Wray handed out to each of us.

4/30/15 Max Mattern We entered the room and sat in our character groups. Then we took vocab quiz 14 and after we finished the rest of the Gatsby presentations. After the presentations we went into discussions about the wealth inequality video that we were supposed to watch for homework. When we finished that we transitioned into working on our character descriptions. After drawing our characters we started reading chapters 1.

Homework: Read chapters one and two and answer questions vocab sentences #15

4/24/15 Brock Anderson To start off class we played Scary feet. Then we went over the final editing checklist for the research paper. Then we were assigned out topic groups for Great Gatsby, which is a power point we will be presenting on Tuesday.(If you weren't there, email Mrs. Wray and she will give you a topic. Then we went to the lab and worked on or final paper and the Gatsby power point.

Homework -Final Papers due next class -Finish Gatsby presentations -Vocab Quiz

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 4/20/15 Jack Haney At the beginning of class Mrs.Wray collected tome #38 from everybody. Then we watched the ending to the huckleberry finn movie and took the Final quiz on the book. Then for the rest of class we had a class discussion about the book. right before the bell rang we got our corrected essays back so we could make edits this week.

Homework: -Unit test next class -Share presentations on google docs -Research paper due 4/28

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 4/15/15 Wednesday Started class with a quiz of chapters 32-36. (make sure you do your reading!) Next we did tome 37, which was an analysis of important quotes from chapters 32-36. We also discussed these chapters (Tom Sawyers return and how that changed the plot)

Homework: Read // Huck Finn // chapters 37-39 (pages 265-284) Here is a link to a really good audio book website for Huck Finn: http://www.loudlit.org/works/hfinn.htm It's good paced and engaging and easy to follow along with.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 4/16/15 Tyler Hanson
 * At the beginning of class we discussed the recent postponements/cancellations of the Smarter Balance tests. Some would say it was a victory for the Opt-Out campaign led by the LOHS Student Union.
 * Ms. Wray then read a poem by Paul Laurence Dumbar called, "We Wear the Mask"
 * We then did a "Charting Huck's Adventures" activity for Huck Finn
 * Then we had a discussion about what irritated us about the recent chapters in Huck Finn
 * Finally we took time to write a small essay for Tome #28

HW:
 * Finish Huck Finn
 * Prepare for a graded discussion
 * Work to complete expert topic presentations, share by Monday evening
 * Huck Finn unit test next Wednesday

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 4/10/15 Ellie Manske At the start of class we turned in our rough drafts to be sent to the editor. Then we took vocab quiz 13. After the vocab quiz we had a discussion about our responses to the quote "I'll go to hell." Then turned our written responses in. To end class we got together with our expert topic groups and started making power points for our topics. Homework: •vocab sentences #14 •read chapters 32-36 (pgs. 232-264) •extra credit: found poem

@@@@@@@@@@@@@@@@@@ 4/8/15 Wednesday Carrie Czarnecki

At the beginning of class we sat in our expert groups and discussed within those groups about the topic while taking notes. After discussing with our expert group, we had to come up with a thesis to fit our specific topic. Afterwards, Mrs. Wray told us to hold on to the notes that we had taken and keep them for next class. We then got TOME #36. We discussed the many creative and different ways of using a paperclip. Also on TOME #36, we took notes on Realism and Romanticism. From one point to another, we then talked about the idea of River v. Land in Huck Finn. The last bit of class was discussing what Huck rejected when he confirmed that he was going to Hell.

HW:
 * Bring revised rough draft for reader!!
 * Vocab Quiz #13
 * Written response to Huck's quote, "I'll go to hell." (details to do this assignment should be posted)

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4/6/15 Monday Peyten Boutwell @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 3/30/15 Monday Blake MIndemann At the beginning of class, we figured out that some of the vocabulary sentence examples on list 13 were wrong. After we dealt with that, we broke up in to groups to work on the tome (#34) that was assigned over break, for a lot of people didn't realize that it was homework. After everyone completed the tome, we talked about our answers. The main two topics that we discussed was the use of satire in chapter 17 of Huck Finn and what we thought "tacky" meant. After that, we had the normal Huck Finn quiz on chapters 16-20. After the quiz, we talked about our answers and any questions we had about the past few chapters. One question we discussed at length was: Is Huck Jim's friend?
 * Peer edit rough drafts with partners from last class
 * Passed back graded assignments
 * Everyone came up with three level two questions and one level three question about the book
 * Got into groups of two to go over our questions
 * Got into two groups for class fishbowl discussion
 * Partners gave eachother feedback on their participation in the discussion
 * HMWK: **
 * Second rough draft of research essay is due Friday
 * Vocab quiz 13 on Friday
 * Read chapters 28-31 of Huckleberry Finn
 * Turn in tome next class if you were absent today

Hw: Rough Draft due next class - share a copy with Wray and bring a copy Read through chapter 27 in Huck Finn by next Monday (bring books next class for reading time)

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 3/17/15 Tuesday Sorry for late! I had to contact to my provider for my Wifi internet connection... - Jack Jeong Wook Lee -
 * Poem (Anything can happen)
 * Vocab Quiz #12
 * Short Huckleberry Fin Quiz (Chapter #15)
 * Group Presentation From Chapter 8 to 10
 * Went out to hall for activity (writing on posters)

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ The Scribe Guidelines Are As Follows: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 3/12/15 Wednesday Brett Graver 9th of March 2015 Cam Seymour We started off class today with a small quiz on chapters 3-7 of Huck Finn. We then got our subpoint outlines back with some feedback. We spent the whole class working on the Research Paper outline which is due this Friday. Mrs. Wray came around and talked to us individually about our progress on the project. At the end of class she handed out two sheets of paper, one regarding the outline and the other regarding the works cited. HOMEWORK: Read Chapters 8-10 of Huck Finn and work on your outlines! @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 3/3/15 Mikayla Mathison HOMEWORK: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2/25/15 Spencer Schmitt HOMEWORK: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2-23-15 Kayode Rufai **__Homework:__** there was no home work that was assigned __in-class__
 * Homework**
 * Vocab Sentences #13
 * Read Huckleberry Fin Chapter 16 ~ 20
 * Finish Tome #34
 * Please post at the TOP of the page (but below the line of @s)
 * Label your posting with the Date of your scribe
 * Provide your username right below the date
 * Use correct grammar, spelling, punctuation. No texting abbreviations, etc.
 * Comments are to be made on the discussion page; click on the tab, above.
 * Post on the day of the scribe for extra credit.
 * took reading quiz over ch. 8-10
 * sat in table groups
 * worked on breaking down chapters 3-10, one chapter per group
 * evaluated quotes, events, symbols, and made a title
 * shared information displayed on posters to class
 * took notes which is on the back of Tome #34
 * homework; outline and works cited due friday
 * Mrs. Wray showed the photo that was sent to us from smile train of the little boy that got cleft lip surgery in december.
 * We sang Happy Birthday to Jake. (Peyton's birthday is tomorrow March 4th).
 * Talked about our evidence worksheet - subpoints should be arguments not topics.
 * Talked through the outline worksheet for sub point one
 * We took Vocabulary quiz #11
 * We talked about how we will read Huck Finn. We decided to just read the test and understand it is written for depth and power in the plot.
 * looked over satire hand out
 * We started to read chapter one of Huck Finn
 * Outline for subpoint one
 * Sentences for vocabulary list #12
 * read chapters one and two of Huck Finn
 * Went over announcements
 * Talked about thesis statements
 * Thesis statement work sheet
 * Thesis must include title of book, must be persuasive, and must have a so what?
 * Went over a good thesis example (Kayode's) and talked about subpoints that include proof from the novel and the research
 * We then got our thesis packets back and revised our thesis's while Mrs. Wray went around and helped people
 * Also got subpoint worksheet and worked on that for the remainder of the class
 * Finish subpoint worksheet
 * work on thesis
 * Finish book/ notecards if sill needed
 * We started out the class with a poem “nature” by Henry Wadsworth Longfellow
 * We talk about what our personal thoughts of race and racism
 * Tome 32 was handed out “some thoughts on race” and after filling it out we split up into groups of 4 to go over the questions further
 * We got a clear idea of race and ethnicity by reading “ten things everyone should know about race”

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2/19/15 -Went to lab to work on research -Came back to class for thesis statement lecture

Homework Thesis statement pre-write Thesis statement work sheet

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2/17/15 Jake Olson We started off class today by taking Vocab quiz #10. Then Mrs. Wray wanted to remind everyone to have at least 3-5 research questions on their NoodleTools dashboard, with your book title. Also, she wants to remind everyone what constitutes a note card. You must have a title, source, quotation from your source, paraphrase, and my ideas sections filled out for full credit. We then went over the difference between Anecdotal vs. Research-based questions. Anecdotal research focuses on an experience or instance from one person, where research-based focuses on a wide range of sources/studies. REMINDER: Mrs. Wray pushed back the due date of the 40 note cards with 5 sources to Sunday, February 22nd at 6 P.M. Homework: Vocab #11 sentences Work on notecards

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2/12/15 Ian Galbraith We started the class by watching Laker News; our swim teams are still undefeated, but Girl's Basketball needs more support at their games. Ms. Wray then showed us a PowerPoint that emphasized the virtue of hard work and read the class Accomplishments by Michael Chitwood. Before we went to the social studies lab to finish our notecards, we learned about how to improve our search results. You can use Boolean operators (and, or, and not) to help you search for more concise results. You can also truncate words, EX: "bank*" will give you search results for bank, banks, banking, bankers, and bankruptcy. We then went over how to "refine and adapt search terms", you should identify the main ides in your research question, identify synonyms, and combine your keywords into a search statement. We worked with our table groups to refine our searches and helped each other out with synonyms and better search words. More information on this can be found at: [|www.li.suu.edu/research-tips/Research-Questions.html] We went to the social studies lab to work on our research and complete notecards. We have to have 10 notecards by the end of class today (Thursday). @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2-10-15 Spencer Schmitt -We started out the class with Mrs. Wray talking about Moth talks and how you can get involved with a "Youth Cacoon Talk" at Catlin Gable. -After that Mrs. Wray collected our vocab sentences and personal philosophy stories and we shard what our stories were about. -We then talked about the overview and due dates for the research paper and went over some good and bad research questions. -After that we left and went to work in the library. -Mrs. Wray went arround to everyone and helped them focus on a topic for their research as well. -Later we all thanked Mrs. Wray for being a great teacher and class ended.
 * Homework:**
 * You should have 10 notecards by the 12th and all 40 by the 21st.**
 * Vocabulary Quiz 10 will be next class.**

HOMEWORK: -10 note cards and 2 source cards due Thursday Feb. 12 -Study for upcoming vocab quiz number ten @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2-6-15 Darby Buhlmann (darbs1498) -We started with 10 minutes to study for the vocab quiz. We then took the quiz. -Mrs. Wray told us a quick story about herself in college. - We continued the "where I lived and what I lived for" discussion -compared pond picture diagram -sticky note activity relating the the quotes of the diagram -Mrs.Wray came by and stamped the civil questions. -Discussion of civil disobedience.

-homework: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2/4/15 Michael Perry - Mrs. Wray gives a brief introduction on the research paper and how we are going to use noodle tools for it… - The class then went into to the lab and had Mrs. Doyle give an introduction to remind us how to use noodle tools, Gale Power search, Etc. - We then created a new project "Junior Research Project" (Remember when creating the project use "MLA Advanced") - After creating the project remember to share it with Mrs. Wray - We then were reminded how to find physical as well as E-books on Edline (Under "Library") - *** If you choose to use Gale power search at home and not from a computer at LOHS, the Username and Password should be "lakeoswego"
 * vocab sentences
 * personal philosophy essay
 * research question work sheet

- Homework: VOCAB QUIZ FRIDAY Read "Civil Disobedience" (last essay we read for transcendentalism) Make sure to Annotate and DO QUESTIONS 1-5, 7, AND 9. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 2/3/15 claire quinn -Note about Tomes: annotate stories thoroughly to get the greater meaning and depth of the text - We read the poem What Is by Jeffrey Yang - We then debated if Chris should be admired for all he has done or if he should be looked at as selfish and stupid - We then read the background of Henry David Thoreau and we read the essay by him -Finally we finished a quote activity that helped us further understand the text

Homework: Vocab quiz is on FRIDAY Come to class with two to three general social topics for research paper from your book Answer questions on Wiki on a sheet of paper @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1/27/15 Samuel Fu

-Movie Time! Started watching "Into the Wild" HOMEWORK -Vocab #9 handed out -Read "Lost in the Wild"


 * Extra credit for turning in phones for each following class

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1-15-15 Sarah Lewis (sarahlewis8)


 * We started off class by taking vocabulary quiz #8. This was the last vocabulary quiz for the semester.
 * Then we had a long discussion about non-conformity. We discussed a definition for it and characteristics that describe it.
 * Next we went over the front side of Tome #28.
 * Lastly we read the first three paragraphs of "Self Reliance" By Waldo Emerson ,and we discussed what each of these paragraphs meant.

Homework:
 * Finish the back side of Tome #28
 * Look over the study guide for the final (It is on the wiki under Junior English Homework)
 * Look over the Tome guidelines

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1-13-15 kayode rufai __In class__ Started class off with the poem “You Are Happy” by Margret Atwood. Then talked shortly about the final, there is information on the website. After talking about the final we got into our groups from last class to finish out nature essay project. We presented our projects to the class and listened to each others interpretation of the text. __Home work__ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1/9/15 Peyten Boutwell (peytenboutwell) Today we started class with Mrs. Wray handing out the 2015 Greenfield Peace Writing Scholarship form to students who were interested in participating. She then read a poem by Priscilla Lee called "Family Dinner". Then the class turned in their vocab #8 answers to the questions assigned the previous class. We then turned in our rough drafts and finals drafts of our gothic romantic essays. We then recieved a paper with two prompts to answer for our independent reading novel evalutations. Our books were needed in order to use direct quotes in our prompt answers. After, we reread our sections in the excerpt from "Nature" by Emerson. We highlighted important lines and paraphrased our sections. Then we got into groups made up of people with the same sections and we started to make posters that illustrated what our sections were talking about.
 * vocab quiz 8 next class
 * read and annotate Self Reliance
 * look over the final review sheet

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1/7/15 Blake Mindemann (bmindemann) We opened class with the usual poem. Today, the poem was called "Often I Imagine the Earth" by Dan Gerber. Next, we had a vocabulary quiz. Then Samuel played his violin for us, and it was crazy good. After that, we worked more on our in class Gothic essay revision. Mainly, we focused on our overuse of to be verbs and finding more descriptive words to use instead. Then we made Tome 27. Finally, we read and annotated an excerpt of an essay by Ralph Waldo Emerson called "Nature". Homework:
 * Homework:**
 * final info on wiki (check over it)
 * get tome in order (being collected Thursday)
 * tome #28, first page only
 * study vocab for quiz Thursday
 * Vocab sentences #8 (answer the questions on the back using the word and explanation in the answer instead of doing the sentences we normally do)
 * Gothic essay revision with draft due Fri.
 * Novel final assessment Fri., so bring books!
 * Update Tomes because they will be collected next week

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1/5/14 Darby Buhlmann (darbs1498) Happy New Year! Today Mrs. Wray started class by welcoming us back, and then telling the cute story of her son on Christmas morning when he realized he would be getting a dog. Following that she read a poem by Rudyard Kiping named __If__. Vocabulary list #7 was passed back as well as some other assignments including the in class essay that was done last class. First we read through our own and wrote a few sentences on the back responding to our writing. After completing this we swapped papers with a partner in order to start peer editing. This peer editing time was meant to be focused on the content instead of punctuation and spelling. Peer editing: After peer editing we worked on Tome #26 which was the intro for Transcendentalism. In this tome we summarized a paragraph and had discussions with our groups. Home Work: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 12/18/14 Jake Olson Mrs. Wray started off with a Shakespearean poem. We then continued to watch //the Sixth Sense// and connect the movie's themes to those of the Gothic Romantic period. After the movie was over, Mrs. Wray passed out iPads with their keyboards, as well as our in-class essay prompt to all students. Students had about 55 minutes to write their essay and submit it to turnitin.com. Our only homework is to have a great winter break!
 * 1) read through, then highlight topic sentences and thesis
 * 2) answer following questions on back
 * How clear was the authors purpose?
 * Was the structure effective?
 * What are two strengths and two suggestions?
 * Vocab quiz #7 next class
 * final essay due Fri.
 * novel assessment Fri.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 12/12/14 Zi Ye Oldham (ZiYeO.) We first started class by taking our vocab quiz #6. After that, we discussed and reviewed the first part of our newest Gothic story; "The Yellow Wall Paper". We then had a discussion on 1800's society and the role of men vs. the role of women. We found that men were the ones who pursued professions, while women were there for domestic purposes. After that, we did a highlighting activity with "The Yellow Wall Paper" and we had to highlight anytime it described the wall paper. We also went over the ending og this short story (very creepy!!). We were going to start a Gothic film, but we ran out of time. Our Only homework is to write the sentences for out vocab list #7. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 12/10/14 Paul Conroy (paulconroy1) we started off class by doing a worksheet about fragments and run on sentences. the next thing we did was read a poem. the poem was called 'how do i love you let me count the ways' by: Elizabeth Barith Braining. then we had a thirty minuet conversation about the character Homer in the story "a Rose for Emily". the we continued to talk about the Rose for Emily story and about the reading questions that were handed to us last class. then to wrap up the class we did an activity on the back of the reading questions. the activate consisted of finding quotes in the story that show Emily's internal and external view of herself. do close reading guide @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 12/4/14 Ellie Manske (EllieManske) We started class by reading a poem called Attention Deficit. We then created a new section in our tomes and labled it "Grammar." This section will have its own table of contents. We also have to seperate our tome into four sections for each quater, and indicate the start of new section with a sticky note (tome 13 was the last tome for quarter one). We then went over a grammar bytes power point on sentence fragments, comma splices, and fused sentences. Then we got our first grammar tome which was a worksheet on the things we learned from the power point. Then we took a quiz on the story we got last class, "A Rose for Emily." After the quiz we went over the story and discussed it in small groups. To end the period we put the story and the questions from "A Rose for Emily" in our tomes as tome number twenty two. No homework! Just keep reading independent novels @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 12/2/14 Ian Galbraith (iang627) We started off class with going down to the math lab and to get comments on our essays. We logged into Turnitin (where you can view your comments and score) and were able to view our scores and see what comments Ms. Wray had written on our essays. Each student then had to write a reflection in the form letter to Ms. Wray to tell her how they felt about the comments on our essay and what could be improved in the future. You should make sure that you have your reflection done for next class as it is Tome 21. We then went back to class where we briefly went over the vocabulary and we went around the class took sharing vocabulary sentences. Afterwards, we talked about the Goodman Brown story, and Ms. Wray told us to throw out the "Fishbowl discussion" (old tome 21). We came to the conclusion that the story was actually written to show the flaws in puritanism (thesis 3), and not that everyone has a tendency for evil. Right before class ended we were given a new Gothic-Romantic story; we have to annotate, answer the level 2 questions, and do the final page in the packet (timeline activity). Annotate, answer level 2 questions, and do the chronological activity for the new reading Finish your reflection if it is not done If you can remember to bring money for Smile Train @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11/25/14 Tyler Hanson (T-Hanso)
 * Homework:**
 * Homework:**
 * Homework:**
 * We opened the class with an explanation of the fundraiser we are going to be participating in this year. It is called The Smile Train, and it is an organization that works to fix cleft pallet, commonly known as hair-lip, for children in third world countries. Cleft pallet is a birth defect that affects children's ability to eat and drink, and they are often ostracized in their society due to their appearances. The procedure to fix hair-lip takes 45 minutes and costs only $250. Our goal this year is to raise $500 for the cause to provide two children with a life changing procedure.
 * Afterwards, Max Mattern eloquently read us the poem "Lair" by Robert Prinksy.
 * We then took the Vocab Quiz for List 5.
 * Next, Ms. Wray went around the class and stamped our annotated "Young Goodman Brown" stories along with the questions.
 * If you are having trouble annotating, try:
 * 1) Noting vocabulary you don't recognize
 * 2) Making predictions about the plot
 * 3) Asking questions about things you don't understand
 * We then watched an amateur short film of "The Feather Pillow"
 * We discussed the story, asking the question: What could the blood sucking animal symbolize?
 * We came to the conclusion that it could symbolize the woman's husband sucking the fun and joy out of her life, as he is a cold and lifeless character contrasting from her previous joyous and optimistic personality.
 * The woman's husband was parasitic to her metaphorically much like the "Pillow Creature" was parasitic to her physically.
 * Finally we began our discussion of the story of "Young Goodman Brown" by Nathaniel Hawthorne (The great-great-great grandson of Judge Hathorne from //The Crucible//)
 * We asked the questions: Was Goodman Brown's experience with the devil a dream? Does it matter either way?
 * We will finish this discussion next time.
 * **Homework:**
 * Vocab Sentences for list #6
 * Complete one more novel log. You should now be at a total of 5.
 * We will have a novel 1/2 way check next class on 12/12. Bring your book to class next time.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11/21/14 Jack Haney (JackHaney35) To start the class off Mrs.Wray passed back all graded worked, including the Tomes we turned in a couple weeks ago. Once all work was handed back Mrs.Wray went over Tome requirements and told us how she graded it. She explained the grading process and answered any questions students had. Then after that we all submitted our gothic film power points and shared them. only 3 groups got through it because we were close on time. after the 3 groups finished we ended class by doing tome #20 and answering a few a questions that were on the smart board. we will finish and look back at tome #20 during next class.

Homework; vocab quiz #5 read and annotate YGB and answer questions

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11/19/14 Sarah Lewis (sarahlewis8)
 * Mrs. Wray started class by reading a poem called "Barbie Doll" by Marge Piercy.
 * Then we took out our Revolutionary Literature claim papers and highlighted our claim. We shared our claim and how we proved it with our neighbors. There were a couple people who share in front of the class.
 * Next Mrs. Wray put up a picture on the board and we came up with a list of words to describe the picture which was used to describe our new unit, The Romantic Period.
 * We started the new unit by exploring the transition of ideals from The Revolutionary Period to the Romantic Period.
 * Then we discussed the characteristics and techniques of Dark/Gothic Romanticism
 * After our discussion on the new unit, we got into groups and Mrs. Wray introduced the Gothic Romantic film activity.
 * We spent the rest class in the lab with our group working on the project

Homework:
 * FInish the Gothic Romantic film project, we will be presenting them next class
 * Print out "The Feather Pillow". Read and annotate the short piece of writing.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11/17/14 Carrie Czarnecki (CarrieCzarnecki)

At the beginning of class, Mrs. Wray read a poem titled, "Morning" by Billy Collins. It has been said previously that there will be no test over the unit, instead we will work on our concept maps. Today in class we had a long work period to finish our concept maps and even start our paragraphs. Instructions to do the three paragraphs are on the pink sheet she handed out in class. These paragraphs are meant to be done individually. Later, she had us fill out a participation rubric. This handout was for us to grade ourselves on how we think we have been doing participation wise in English. On the back, she had us rate ourselves on a scale of 1-10 of what we deserve in the participation category. On the back she also expected a little paragraph on why you think you deserve that score that you wrote.

Homework:
 * Finish 3 paragraphs
 * Participation rubric

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11/13/14 Darby Buhmann (darbs14980 To start off class we wen over the vocab words and sentences. Each person in the class had a chance to read one of there sentences to class to help clarify each meaning. After this activity all of the vocab sentences were collected for grading. Mrs. Wray informed us that if you have turned in your essay into turnitin.com then it will remain excused on edline until all essays are graded. The update on Essays is that they are almost all graded. There will be no test for the end of the Revolutionary unit, because instead we will be working with a partner for the final summarize activity. We had forty minutes of work time in class with our partners. Many people didn't finish so I believe there will be more work time next class. There were two parts to the activity, a. concept map (partner), b. three paragraphs summarizing your understanding (on own). We worked on projects for the remainder of class.

HW: read novel and update novel log

11/10/14 Peyten Boutwell (peytenboutwell) Today in class we had a sub, Mrs. Rathbun, who began class by taking attendence. We then took vocab quiz #4, and recieved the list for vocab words #5. We broke into groups of three to share our Declaration of Independences. After we shared our Declaration of Independences, we had to chose one out of the three to be read in front of the class. People shared Declaration of Independences about homework, scoial media, high expectations, standardized testing, and sleep deprevation. We then recieved a packet of reading from the autobiography of Benjamin Franklin and other writings. We read the packets in our same goups of three and filled out the Benjamin Franklin Reading Guide we got. Then we wrote on the back of the reading guide about character traits of Benjamin Franklin and what he was like as a person. The Benjamin Franklin Reading Guide is Tome #18.

Vocab sentences #5 Keep reading independent reading novels @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11/5/14 Wednesday Mikayla Mathison (mikaylajm) We started class thinking we were going to have vocabulary quiz #4, but with some problems we ended up not taking the quiz this class (be prepared for next class now!). Then Carrie red us a poem called "Red Wheelbarrow", which was a very short, yet deep, poem. After this we talked about what Rhetoric was and we got the definition: Rhetoric-the art of persuasion. Going off the definition of rhetoric, we were handed Tome 17, which was notes on rhetoric devices. The rhetor is the persuader while the audience is the target of the persuasion. We talked about the appeals a writer has for disposal in their writing, which are ethos- perception and arguments of character, pathos- emotional appeal, and logos- reason/logic. For logos we talked about the types of reasoning, which are deductive-provides a guarantee of the truth of the conclusion, and inductive- probable to not be the guarantee of the conclusion. An example for deductive was-"Everyone in this class gets an A, you are in this class, therefore you have an A". An example of inductive was- "If most Americans eat Mcdonalds, and you are an American, you eat Mcdonalds". Later, we went through scenarios to figure out persuasion and how we use persuasive devices. We listed the devices- parallelism, repetition, diction, imagery, aliteration, onomatopoeia, consonance, hyperbole, apostrophe, simile, metaphor, and personification. Finally, we went through the declaration of independence and marked up the preamble, philosophical foundation, list of grievances, explanation of previous actions, and the resolution. We also found ethos pathos and logos in the declaration.
 * HW:**

Keep studying vocabulary list #4 for quiz next class Write a personal declaration of independence @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11/3/14 Monday Zi Ye Oldham Before we did any class work, we started out with some meditation/yoga exercises. We first reviewed the five revolutionary ideals and their definition. After that we reviewed the Crevecour Letters and did out Tome #16 where we contrasted his perception of America before and after he arrived to America. We also did a visual response as well. Then we did a similar activity, only we wrote down our own contrasting opinions about America. We then had a discussion about all our thoughts and views of how America looks and how it actually is. Then we moved onto talking about Olaudah Equiano. We got T-notes and wrote down one quote and why it stood out to us and two open ended questions in it. Then we shared our T-notes with about three other people.
 * HW:**

Read the "Declaration of Independence" and try to annotate as you read. Study for #4 vocab quiz!!! @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@2 10/22/14 Wednesday Jake Olson (JakeOlson5) We started off class on Wednesday by reading the poem "To an Athelte Dying Young" by A.E. Housan. We then turned in our 4th unit of vocabulary sentences. Later, we got our scantron and short answer back from the test on //the Crucible//. After looking over our tests, we got into pairs and looked over each other's revised thesis statements to make sure they were surprising and had an arguement. For the remainder of class, we went down to the Math Lab and started to write the rough draft to our //Crucible// essays which are due Friday, 10/24.
 * HW**:

Study Vocab Write rough draft of //the Crucible// essay, with quotes
 * HW:**

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 10/16/2014 Thursday Alia Brown (AliaBrown42) We started off the class by reading the poem ‘Out, Out—’ by Robert Frost. After that we went over information on the Puritan Unit Test. Here is what you need to know: We spent most of the class time having the graded discussion about Act IV of the play. Quite a bit of the time was spent talking about whether Proctor was selfish in his decision to die rather than lie to live. Many felt that he was since he had already cheated on his wife, and he would also be leaving his children all alone. Some also said he only cared about his reputation and his name. Others felt that he was not selfish because if he had lied he would be submitting to this 'system', as well as leaving everyone else in the jail. They also said that Deputy Governor Danforth wanted him to sign the confession because he felt it would make all of the people against the trials change their minds and save his reputation. Some in the class felt that he was the more selfish one, because he only wanted to keep his reputation and that if he were actually wrong about the guilt of the 'witches' then he would shoulder the guilt of needlessly killing them. Another theory that some in the class made was that he has deluded himself to stop the guilt of even possibly being wrong about their guilt. During the discussion we also went over Abigail's motivations. At first many agreed that Proctor was her very top priority but after some thought we found that it actually would be self-preservation because she had run away when everything went bad. After the discussion, Ms. Wray told us that the trials were actually started by the Putnam's daughter as well as the other girls who had the idea planted in their minds by the Putnams in order to gain land. The discussion questions are Tome #13. Ms. Wray also handed out "Five Ways of Looking at a Thesis" and we went over it in class.
 * There are 40 Scantron questions and 7 short answer.
 * 10 multiple choice, 10 matching character ID (you match a description of the character to the name), 10 T/F, and 10 quote ID (who said the quote, they won't just be random obscure people in the play)
 * You need to know the Puritan Ideals and should go over the Background notes.
 * Make sure you have read the Crucible. You should know:
 * The setting of the play.
 * Characters.
 * Motivations (Use the character motivation chart!)
 * Influence
 * Responsibility (in the town)
 * Plot. If you have trouble keeping events in order, make a timeline!
 * Examples of irony.
 * Conflicts, both internal and external.
 * Make sure you support your interpretations.

HW: Study for Puritan Unit Test Study for Spelling test Write 3 Thesis statements

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 10/13/14 Monday Blake Mindemann (BlakeMindemann) In the beginning of the period, we went over our homework which was tome #12. We also connected our response to tome #12 with the character maps we made last class. After this, some of our homework was passed back. Then, we started to read Act 4. Before we started reading, we talked about our predictions of what we think is going to happen in the final act. We stopped on page 129 to discuss a passage spoken by Dep. Gov. Danforth. We did not finish Act 4 in class, and left off on page 132. The homework is to finish the play, Answer the discussion Questions (there is a discussion next class, and there is a grading rubric online), as well as to do some pre thinking about your essay topic (for the Independent Reading Novel).

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 10/8/14 Wednesday Brock Anderson(brockanderson2) We started class off with discussing what we thought were the three most important events in act 3. Then had a very livid discussion on the point of grades and if the 100% club is hurtful to some people. Next we finished watching act 3, which then lead to Paul's desk breaking into two pieces. After that we got with a partner and worked on the crucible character map activity. The homework was to finish tome 12 and to start putting tomes in order because they will be collected next week.

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 * 9-24-14 Wednesday**
 * Avery Miller (averyjean)**
 * We started the class off by reading a poem called "The Invention of Heaven" by Dean Young. Then, Ms. Wray passed back our vocab sentences. She would like to remind everyone to use the proper heading, underline the vocab word in each sentence, and use the proper form of the word in context to the sentence. It's really important to NOT plagiarize sentences from the internet, because she will find out if you are doing so, and it's not worth dirtying your academic integrity record for a small assignment. The second vocab quiz is on Thursday, October 2nd. There is a combined list to study from on quizlet, and if you join the class page, you will receive extra credit as well as an easy way to study.**
 * Next, we reviewed our act 1 comprehension questions in groups of 3 or 4, and created and shared a visual representation of the dynamics of conflict, suspicion, tension, and division at play in Salem during act 1.**
 * To end the class, we watched act 1 of the movie "The Crucible." (which we watched the first 5 minutes of on Monday)**
 * Homework is to prepare two questions and two predictions for act 2 of __The Crucible__.**
 * September 18th**
 * Brett Graver**
 * •FYI Ms Wray does not know how to snap**
 * •brought in our independent reading books and read them for 10 minutes**
 * •took a vocab quiz**
 * •read crucible, which brought out some characters attitudes in the Crucible**
 * •homework: read and answer questions on act 1**


 * 9-8-14**
 * ManoriaM**

Homework;
 * We went over the syllabus.
 * All three questions on yellow notecard were answered.
 * Yellow notecard was turned in.
 * Went over teaching techniques.
 * How we are going to go through the year and explained exact format for header.
 * Went over what we discussed last class about what is "American".
 * Talked about the main things that make up America (words that describe American) wrote a sentence about what it means to be an American.
 * Draw your version of paradise, then write five feelings then on the back draw and picture.
 * After reading "Sinners in the Hands of an Angry God" write five feelings of what you imagined in the first paragraph and draw it.
 * Translate handout of "Sinners in the Hand of God".
 * Finish reading "Sinners in the Hand of God" and answer the questions on the back of the packet.
 * Study list 1 on Quizlet and write a sentence for every vocabulary word.

__ Samuel Fu
 * 9/10/14 **

1. English Paper Overview
 * Packet with suggested books given
 * Try to find a book dealing with modern social issues if you want to choose something outside the packet.
 * __Choice due September 18th__
 * Outline/Drafts will be done around late January/early February
 * Final Draft will be due before spring break

2. J. Edwards homework discussion
 * Work was stamped
 * Class discussion was held

3. Notes on Puritans (Tome #4)
 * Handout given

4. Pick up "The Crucible" from library


 * HOMEWORK:**

Read and prepare for a short quiz on the Salem Witches handout.

__REMINDER **Please join the wiki if you haven't already**__

Cameron Seymour
 * 9.12.14**

1. We went to the library to get our new book "The Crucible".

2. We started our 5th Tome of the year by defining the 6 Puritan ideals and coming up with our own symbols for those ideals.

3. We did a group activity called a "tableau". In this activity, a group of 4 or 5 people had to create a skit of sorts where they would be frozen in time to show what life was like in a "Puritan" community with extremely strict rules and regulations (For example some groups displayed an "image" of them working hard or spying on each other to make sure everyone is in their place). After sharing each groups' tableau in front of the class we did a tableau of a couple of the rules being broken (Reading books, dancing, singing, self expression).

4. We continued our 5th Tome by writing about what it would be like to live in such a strict community as a 16 year old where people can't express themselves.

5. We took a short quiz on "A Brief History of the Salem Witch Trials" and discussed the answers for a little bit after we turned them in.

6. We read and talked about Arthur Miller's motivation for writing "The Crucible". The main motivation for the writing of it was "The Red Scare (Of the 1950s)" in which there was increased paranoia about the rise of communism in America causing a "witch hunt".

7. We finished off the day by writing about similarities between 1950s America and 1690s Salem Massachusetts in our Tome.

__**Homework:**__
-Dale Akiki video and response

-Vocabulary Quiz Thursday -Choose Novel by next class

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September 22, 2014 Spencer Schmitt

//**Homework**//:
 * 1) At the beginning of class we turned in our homework consisting of the vocab sentences and the comparing of different people from the small pink sheet.
 * 2) After turning in homework, we received our psat books and went over a little bit about the psat which is happening on Wednesday the 15th of October.
 * 3) Mrs. Wray then read us a poem called "poppies".
 * 4) We then continued to read act one of "The Crucible" staring on page 15 and reading to page 32.
 * 5) Throughout the reading of "The Crucible," we filled out the first column in our character charts.
 * 1) Read pages 36-48 in "The Crucible" (finish act one)
 * 2) Answer Act one questions 1-13

9-28-14 clairequinn

Homework: Finish reading Act Two and complete Metaphorical Language sheet!
 * 1) First we read the poem "If We Take"
 * 2) We then went over interactive notes with groups then had a class discussion about it.
 * 3) We then discussed the title of the play and how it is a metaphor for how the town and the people are isolated and within the town there is tension and pressure.
 * 4) We read the second act with Brett playing Elizabeth and Spencer playing John Proctor.
 * 5) We read from page 49 to 63 in act two.
 * 6) In Act II we see what John's and Elizabeth's relationship is like. (awkward, distant, and cold)
 * 7) We also read about Proctor and Abigail and if he truly loves her or not.
 * 8) We then read with a partner the conversations between Proctor and Elizabeth and Proctor and Abigail, then we compare them.

9-30-14 B2 - poem Rain In Ohio by Mary Oliver - took act 2 quiz - Checked off interactive reading notes -went into groups of 3 shared our hw from last class and then shared what we talked about in our groups with the class - went over grounds, vehicles, and tenors HOME WORK
 * 1) Vocabulary quiz #2. Study on quizlet!
 * 2) Read Act 2, scene 2, which appears at the end of the book as an appendix. Then, post a response to the prompt on the discussion page


 * 10-6-14 **
 * B2 **
 * Jack Jeong Wook Lee **

 * We had Substitute today *

( 9:25 ~ 9:30 ) **- talked about accused characters in "The Crucible"** ( 9:30 ~ 9:31 ) **- Collected all the vocab list #3 sentences ( the Homework from last class )** ( 9:31 ~ 9:40 ) **- Discussed about ACT 3 FOCUS NOTES ( TOME #11 )** ( 9:41 ~ 9:55 ) **- Talked about ACT 3 Questions with people around** ( 9:56 ~ 10:54) **- Watched Film from ACT 2 to ACT 3**


 * NO HOMEWORK** ( just keep read the book )