B3+(7th+period)+Daily+Scribes

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05/22/15 Maxingyi We had a sub today. In class 1. Check out Catcher in the Rye 2. Turn in our play list project 3. The Great Gatsby test 4. Watch a short video for Catcher in the Rye HW: -Read Catcher in the Rye to P.134 by June 1st (13.4pg a day) Happy 4 days weekend!!!

5-20-15 Katelynbradley Hello! Homework: -Playlist due Friday -Unit Test Friday (study guide info. on wiki) -Extra Credit Poem (due next week) In class today we got into groups and had our own discussion with questions provided about //The Great Gatsby//. After, we read the last pages of the novel to get a better understanding of Fitzgerald's perception about the American Dream. We looked at four pictures and discussed how these images might also relate to the American Dream. Finally, we had a free write about what these images reveal about Fitzgerald's view of the American Dream from the last few paragraphs of //The Great Gatsby//. From the free write discussion we said that everyone keeps running for their own dream even though we know it will never happen. Everyone has their own hopes and dreams although it is almost impossible to obtain it.

5-14-15 Maxthedrseussfan Today in class was a rather normal and pleasant day. Mrs. Wray went over the playlist project for Gatsby and we then had to write a response for chapter 7. We then had to write down a quote from chapter 7 about who has the most power in the chapter,followed by a word to describe it (either a literal one or a figurative one). We then discussed the chapter, in which we contrasted Gatsby from Tom. Homework tonight is to finish the book by this coming Monday, study for vocab quiz 15 (also next Monday), and complete envelope thing. Oh! And playlist thing is due next Friday, so don't wait til Thursday night to start it.

5-12-15 Jonaslamont Hello friends, We started out class today by listening to Jack and I reading the class a poem called "A Love Song". Then we took Gatsby Quiz #3. Then after that we split into pairs and did the Chapter 5 close reading packet. Then we worked on chapter 6 and did a Jay Gatsby vs James Gatz Venn diagram. Homework: Read Chapter 7 CAREFULLY Continue envelope checks Study for Vocab quiz 15 next class ALSO VOTE JONAS LAMONT FOR ASB VICE PRESIDENT AND JACK ODONNELL FOR ASB CLJBS

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5-11-15 Schimmel14 Welcome to Friday! Those of us who did not check the wiki before doing our homework got to do some extra analysis!If We had checked the Wiki we would have found out that the chapter 4 study guide questions were not required except to guide reading and thought. The first thing that we did was find other people with the same envelope thread topic. If you missed class, or forgot, The envelope thread is an envelope with a prompt taped to it. Students are to find quotes that relate to the prompt, write each one in its own index card, or similar paper product of choice, and stash it in the envelope for later use. Not analysis necessary. Just an insightful quote and page number on each card. Following the envelope thread collaboration we took a quick Gatsby Quizzy. After the Quiz, we received tome number #2 entitled "//The Great Gatsby// Chapter 4 Close Reading". We discussed Gatsby's "Peculiarly American" mannerisms (Fitzgerald 68). Next we reviewed Gatsby's Story by watching the film interpretation of Mr Caraway and Gatsby's motorcar ride to Lunch. After the clip the class attempted at distinguishing between those parts of his story that are true and those that are not. Lastly we analyzed Jordan's Story about Daisy and noted what we learned about daisy and her life and Gatsby's feelings towards her. Our Homework is to Read Chapters 5 & 6 and to continue collecting quotes for our envelope threads. Also make sure to Use the Study guide questions to guide your reading but the written answers are to required for collection.

5-6-15

First we determined if certain quotes were from Jay Z or Jay Gatsby, We then took a rela quiz on chapters 1-3, Next we talked to our partners and discussed with the class the moral geography of the great gatsby and compared and contrasted West Egg vs East egg. We then talked about both parties that happened and watched the film version of those. We were assigned ch 4 to read as there will be a quiz to reflect on next class.

4-8-15 Lauren Waddell

Hey guys so sorry for a late entry!! I misplaced my scribe sheet and just recovered it. On class April 8th, we got into our importance topic groups and went over examples and patterns from our topic and related it back to Huck Finn. Each group outlined or completed a claim for their discussion topic. Afterwards, we worked on Tome 36 "the paperclip". The class later flipped to page 226 in Huck Finn and discussed Hucks "I'll go to hell" speech while reading and analyzing his trouble between turning Jim in or to rescue him by himself. Most of the class was spent discussing or listing examples/working on tome 36. Again, so sorry for the inconvenience!

4-6-15 Quinn Hardy To begin class we went back and further revised our partners paper for ideas and structure since we didn't have enough time to last class. After that we had our graded discussion about chapter 21-27 while filling out Tome 35 where we tracked what questions and answers our partner answered. The homework is to read chapters 28-31, study for the vocab quiz on Friday, Tomes are due tomorrow, and a revised rough draft is due on Friday

3/30/15 Joe Morse

Today we had a short little quiz on what YOU think the most __important__ part of //Huckleberry Finn// and one question you had from the reading. We could use our books on this quiz but only had eight minutes to complete it. Then we got a new seating chart but the room looked really lopsided because the side closest to the door was very empty. Quite a few people were not present today so I hope that those of you that are reading this find this very helpful. I hope you that were absent read the book. After the seating chart we had a discussion about tome #34 regarding chapter 17 and Huck's observations about the Grangerford estate. We made a T-chart on the back and as a class tried to determine what characterizes tackiness and classiness. We then compared the Grangerfords to the basket of chipped fruit. Then we went to page 121 and looked at the irony of the sermon on "brotherly love". Also we looked at how similar Buck and Huck were. we determined that in their case it isn't about where you come from but what you do with what you have. Finally we turned back to chapter 16 and looked and Huck's dilemma regarding turning in Jim. Huck views Jim, his wife, and his children as property instead of people. Is Huck a friend to Jim? Yes! Huck apologized to Jim, kept his word, and lies to protect Jim. The homework we were assigned was finishing our rough drafts by next class (Wednesday) and read through chapter 27 by next Monday! I hope you all had relaxing and enjoyable spring breaks.

3/18/15 Andreaprasil

We started class with Mrs. Wray reading us the poem //Anything Can Happen// by Horace Odes. We then took two quizzes: vocab quiz number 12, and the Huck Finn reading quiz. After everyone finished we split into our Huck Finn groups (we made posters a few classes ago). Groups 8-10 presented and the rest of the class filled in the charts for tome number 33. Afterwards, to finish up class we did a silent discussion. We went out into the hall and wrote our answers on sticky notes to the questions that were pinned to the wall. We spent about ten minutes discussing our individual analysis of the questions, and then we returned to class to pack up. Over spring break we have a few things to do for homework: Read Huck Finn 16-20, do Tome 34 (chapter 17 response), vocab sentences number 13, and look for comments on your research outline and do the rough draft.

3/11/15 JONAS LAMONT

Sup B7 English Squadron so we started off our Wednesday, March 11, 2015 class by having a quick slide show about journalism, broadcasting, newspaper, and yearbook to forecast for next year. you can get applications for those classes from your English teacher or in the office I think. Then we took a quick quizzy on chapters 8-10 on Huck Finn. and after that we were assigned a different chapter in each table group to make posters describing important events in your section. We also received Tome 33 in which we took notes on these various posters about each chapter. HW: Finish your outline and works cited page "Live, Laugh, Love" -Jonas Lamont III of Lake Oswego

3/5/15 Reilly Michener

We started off class by turning in our vocab sentences, subpoint sheet, and the Mark Twain documentary notes. Next, we briefly discussed reading techniques and how not to get distracted. Mrs. Wray then introduced the Huck Finn expert assignment, and we signed up with groups of three for our topics. After that, we took the quiz over chapters 1 and 2. Once everyone had turned in the quiz, we discussed what we thought the ages of Huck and Tom were, and then we worked on a venn diagram comparing and contrasting Huck and Tom with partners. We also talked about what it means to be civilized according to the widow that Huck is living with. after, we discussed the adjectives that described different characters and discussed the two best quotes to describe these adjectives for Huck and Tom. The homework was to read chapters 3-7 of Huck Finn.

2/27/15 Max Mantell I'm doing this in poetry style Just to make everyone smile. Sorry if it is a little late But better to post than hesitate. We checked out __Huckleberry Finn__, Such a great book to win. Then we worked on timelines of racism in history. Now we know it exists and no mystery. Some talked about racism, while others rapped. Either way, it went by quick as a snap. We turned in sample sub-points for the research essay. Doing a timeline and getting a book-what a great day. Our homework was to study for vocab quiz #11 and watch a video on Mark Twain, not his friend Kevin.

2/23/2015 Schimmel14 Monday! Monday! Monday! We began class with the poem "Nature" by Henry Wadsworth Longfellow. Then Ms. Wray congratulated the class because most of us made the deadline of 40 note cards by Sunday at 6PM. She asked those who were struggling with note cards to come to her for help and get them done as soon as possible. after this encouraging discussion we were asked to get out both the thesis Pre-write and the thesis worksheet which are separate documents. The Thesis pre-write questions are posted to the "Junior English Homework" page on the wiki under "Thursday, 2.19.15 In Class" The thesis worksheet is posted on the same page and date under the "Homework" section. Many people were confused and didn't do both, Ms. Wray said we could turn both in by 2/24/15 so that she would have time to respond to our thesis work by next class. Next Ms. Wray introduced the subject of racism by asking the class if that topic made anyone uncomfortable. Some people voiced their opinions that it has been talked about too much, others disagreed and think it requires further discussion for resolution. Ms. Wray than passed out Tome #23, "some Thoughts on Race". Which posed some questions about the nature of race and ethnicity asking for honest answers. We discussed our answers in small groups and then as a class. We all seemed to agree that race is the combination of superficial/skin deep physical characteristics that people have according to the place where their ancestors originally lived. We revived a handout with some OPB facts about race and discussed 1-7. we will discus the remainder of the questions next class. There is no Homework unless you need to finish your note cards, novel or either thesis worksheets.

2/19/2015 Jack O'Donnell

The scribe below will be hard to top but I wont stop tryin till im dyin. Started off with a little rewind, phone in the basket its time to grind. Turned in Vocab 11 sentences and sat back down, no seating chart J-Wray is in town. We then moved to the lab, mind on the notecards and notecards on my mind. Mind on the notecards and notecards on my mind. Better get 40 by sunday so yall can wine and dine. 6PM on sunday if you're wanting the time. Next we start to kick it back, we head to room 206 and it doesn't lack. 20 minutes left and its thesis time, we start the prewrite to keep us in line. HW: Thesis prewrite, and thesis worksheet, 40 notecards and 5 sources by sunday at 6pm.

2/17/2015 CJ westing-dippa What a beautiful Tuesday it is today, it feels like may! anyway we started class with a vocab test with a scribe named CJay, and it was easay, what can i say. josh finished first, that's the B7 way and after Wednesday we need to put the phones away! Then mrs wray passed out the vocab lists as she asked about how our weekends were the last few days. Next came the Research questions, trust me we needed to be taught the lesson, look at, revise, fix, and specify them. lastly put you novel title in the research box so mrs W can identify them. When your checkin out your dashboard, and your looking for the comments, scroll down to the botom and dont wet your bonnets. Next up is a little more important, check your facts before you import it. look for research based evidence not ancedotals to jump he fence. This rap is coming to an end, we heading to the lab, goodbye my friend. Thanks for tuning in to this episode of the daily scribe with todays host, Dippa. Love you all and your all beautiful. HW: Vocab sentences 11

2/12/2015 emily24anderson started out with the poem "Accomplishments" by Michael Chitwood. Then we got a handout to improve our research and give us tips to help narrow and broaden our research. The rest of class we went to the lab to create notecards. Next class there will be a vocab quiz and 2 sources & 10 notecards are due by Feb. 17th.

2/10/15 Maxingyi Bi Today we went library worked on our notes card. First you need post your research questions in Dashboard, Noodle tools(And title of book), then classifying your questions. Work on your notes card. You should have 10 notes card and two source done at next class! And also you can use google scholar to research academic journals. This week we will work in library for our research paper. You will need 40 notes card total. HW: 10 notes card, and two sources.

2/6/15 Michael.alfonso1 Class began today with our ninth vocab quiz. This was the first vocab quiz of the semester. after the class finished with the quiz, we moved on to the Thoreau essay Civil Disobedience and the questions that accompanied the essay as homework. the homework was stamped, and the essay materials were combined with the materials from "where I lived and what I lived for" into Tome #31. After a discussion about the essay, we broke up into pairs and wrote down our paraphrased quotes from the where I lived essay on sticky notes. We then stuck the notes on the corresponding poster on the wall and began a discussion about them. The class ended with Mrs. Wray assigning us vocabulary sentences for list #10, an essay about our personal philosophies, and a worksheet for our research paper, all of which would be due on the following Tuesday.

2/4/15 BELL277848 (Joshua Bell) We started out class today by discussing our homework, which was reading and annotating "Civil Disobedience" by H.D. Thoreau. Also, we needed to study for the vocab quiz on Friday. We then left for the computer lab, where we were briefed on research and notes for our Junior research paper by Mrs. Doyle. We were shown how to find library books using the online catalog, and the available databases such as Gale Powersearch were demonstrated. (Kind of unfair that Peeta Powersearch wasn't mentioned. Heh heh heh... I used to know someone who was //obsessed// with Josh Hutcherson, and it was pretty funny.) Anyways, we moved on to finding magazines using databases. We were informed on how to properly cite, and also that URLs are necessary. Noodletools was also demonstrated, and its note card and citation features were highlighted. Near the end, the outline feature was briefly shown. That just about ended the class period. Homework: See first line

1/27/15 katelynbradley At the beginning of the class, Ms. Wray discussed that if you aren't getting the class texts or notifications then you need to delete the app or figure it out another way because it is important to be receiving these reminders. Ms. Wray also told us that if we put our phones in a certain spot with everyone else's phone, that we will receive 20 points extra credit for each grading prep. This will allow us to not use our phone during class. She passed out vocabulary sentences #9 and Into the Wild tracking sheet (Tome #29) to fill out during the movie, "Into the Wild." We went over as a class the seven transcendental tenets that were covered in the handout. We are finishing Transcendentalism in the next week and then we will be transitioning into our next unit. Ms. Wray gave us an overview of the movie and for the rest of the class we watched the movie, "Into the Wild." The homework for today: Read "Lost in the Wild" and complete vocabulary sentences #9

1/15/15 Michael.alfonso1

Today we started the class with a poem as usual and moved immediately to the 8th vocab quiz. after finishing today, the class went over the homework of the previous night, which was the front side of Tome #28. This evolved into a class-wide discussion about non-conformism that lasted for about 40 minutes. We then took a short break and began to read over the essay. We finished the first side of the document, but ran out of time. the homework for the night was to finish tome #28 and bring it to class on Friday.

1/7/15 jonaslamont

Hey guys, sorry for the extremely late scribe but better late than never. We started out our class by reading the poem "Oftern I Imagine the Earth" by Dan Gerber. We then took our Vocab 7 quiz. Then we revised our "Sixth Sense" essays by looking over the "To Be" verbs such as (is, am, was, are, were, be, been, being). Then we worked on Tome 27 by reading the quote "We need the world whether or not we ever step foot in it" by Edward Abbey. We then answered the questions -What does Abbey mean by this? -Do you agree or disagree? -Why would we need wilderness if we don't actually use it? How might it benefit us even though we don't directly go there? Then we got our homework which was -Vocab 8 questions -Review "Sixth Sense" essay

1/13/15 Andreaprasil

Today in English we started off by organizing ourselves into our “nature” groups. Mrs. Wray read us a poem titled “You Are Happy” by Margaret Atwood. After that, we spent about half the class working on our nature posters. Each group made one poster, and there were 5 posters in all. The requirements for the poster included: two higher-order open ended discussion questions, an illustration, an explanation of the illustration, and two quotes from the text that are related to the questions. After we finished our posters, we presented them and taught our sections to the rest of the class. Groups 1-4 were able to go today, but group five is going to have to go next time. Our homework is to read “self-reliance” by Emerson and to annotate the document. We also have vocab quiz #8 next time. Tomes were supposed to be due Thursday, but instead they are due the day of the final.

1/9/15 reillym

Friday was a good day in English Class. Vocab questions #8 were collected at the beginning of class. We also turned in our Gothic Essay Rewrites. Next, we took our independent novel final, in which we were asked to look at two pages of our book and explain the significance of that page in regards to the overarching themes of the story, as well as connect the pages we were assigned to the last page of the book. The second question asked us to compare ourselves to the character in the book most like us, and if there wasn't one, we were supposed to pick the character most unlike ourselves and explain why we chose that character. After that, we numbered off and got into groups to talk about our assigned section of the Emerson excerpt. We discussed what we thought the most significant lines in our passage was with our group members, and we will be giving quick presentations on Tuesday explaining the significance to the class. In the last few minutes of class, Mrs. Wray assigned us the front side of the Emerson sheet, which will also be Tome #28. That was the only homework.

1/5/14 quinn2050

To begin class, we read a long poem called "If" by Rudyard Kipling. Next, vocab lists six and seven were passed back along with the Gothic writes we did right before winter break. With those papers, we reread them and wrote down some of our thoughts, strengths, and weaknesses of the paper. In our table groups, we peer edited each others work to help them improve on ideas, structure, and editing. After peer editing, we began Tome 26 by looking at pictures of nature and thinking of a place in our head that we enjoyed or felt powerful emotionally in. With the image in our head, we wrote what we physically saw with our five senses, how the place made us feel, and why we felt this way. After writing our thoughts, people discussed their enjoyable place and why they liked it so much. To end class, we briefly talked about our next unit which will be Transcendentalism. HW: Study for vocab quiz on Wednesday Finish independent novel for final assessment on Friday Gothic rewrites are due Friday

12/16/14 lauren_waddell

Today was a very simple day. At the beginning of class we went over some vocab words and collected vocab #7 sentences. Then we found out we reached $500 for the smile train!:) Afterwards we were given a handout to fill out ideas on Gothic Romanticism while we watched The Sixth Sense. We did not finish the movie, still a little over a half hour to go but this handout will be used to help during the in class essay we have __next class on Thursday__.

There is no homework due next class other than reading your novels!

12/12/14 Maxingyi Bi

Today we had a vocabulary quiz, and discussion with groups about " the yellow wallpaper ". During discussion, think about what is your reaction to the story, and answer questions on the back of your handout. 1. What is your reaction to the story, and why? 2. What are two questions you have after reading the story. One can be lower-level, but at least one needs to be higher-level. After answer those questions. Ms. Wray put us into different groups. Each group had a topic from following topics 1. John, the husband. 2. The woman's mental state. 3. The setting. 4. The yellow wallpaper. 5. Narrative style. Then fill the handout found four quotes for your topic, explain them. And then share your thought to the a bigger group.

HW: Vocab Sentence #7

12/2/14 Jack O'Donnell

Today we went over our essays that we wrote. Ms. Wray used a different method of grading our essays called turnitin.com. It was very helpful becasue we could listen to Ms. Wrays comments in audio form and she also wrote us some comments too. After we looked at our grade we wrote a reflection on what we thought about the whole process, why the grade we gave oursleves was different, and how we can improve in the future. Next we went back in the classroom and wrote our halfway point independent reading novel brief reflection. That went by really well. Finally we went over some vocab sentences and read a the beginning of a short story called, "A Rose for Emily" which we have to anectate and answer some wuestions for homework. Jack

11/25/14 Schimmel14

Today we started class tense and excited for the relief of Thanksgiving break. Unfortunately Ms. Wray had a bad cold and was too hoarse to read the poem. She offered the position to the class. An epic battle ensued. It seemed that everyone wanted to read it for her. In the end C.J. won by guessing the number between 1 and 100 closest to the one Ms. Wray selected. The poem was entitled "Lair". The imagery was pretty gloomy. Next we were given vocabulary test # 5. After the Test we were asked to get "The Feather Pillow" and "Young Goodman Brown" from our backpacks. "The Feather Pillow" was supposed to have been read and annotated by last class and "Young Goodman Brown" by this class. If You have not already done so, READ AND ANNOTATE BOTH!!! After everyone got the short stories onto their desks, Ms. Wray introduced the author of "TFP". The Author of "TFP" had a life filled with tragedy and death, by the time he was diagnosed with cancer he had had enough and he committed suicide. His works are loaded with symbolism and are predominantly melancholy. We then watched an "amateurish" modern film adaptation from U-Tube. Then we had a discussion about the symbolism of "TFP". We concluded that the parasite in Alicia's Pillow represents her husband who neglects her. Through his non passionate nature he is metaphorically sucking the life out of her. After the conclussion of the discussion we turned ourattention to "YGB". Ms. Wray then introduced the author of this short confusing story. Although the author of "Young Goodman Brown" did not technically live in the gothic romantic era but he was a famous author known for writing stories that fit into the gothic romantic genre. He delighted in ambiguity or "gray area" as Aidan Kelly defined it. As a descendant of the only judge in salem who did not show any remorse for the proceedings of the salem witch trials, Hawthorne was ashamed of his ancestor. He legally changed his name from Hathorn to Ha__w__thorn. We discussed "Young Goodman Brown" as a groups of two and then as a class. We specifically focussed on questions 1, 2, 4, 5, 8, & 10. People had differing opinions especially on the answer to the question of whether it matters if Goodman Brown's experience was a dream. We were asked to choose one of the three thesis statements we though most fit the piece and then write our reason why in the space bellow it on the paper with the "Young Goodman Brown" questions on it. Our homework is to write vocabulary sentences for list #6, read our independent novels at least half way before december second, and also to complete another novel log (I'm assuming by Sunday) for a total of 5 novel logs. I hope all of you have a wonderful thanksgiving! See you all on Tuesday! -Christian S.

11/19/14 Joshua Bell (BELL277848) Today we had a substitute teacher, Mrs. Foster. We started class by turning in our essays, and then discussing a creepy, Lord of the Rings-esque picture of ruins in a forest. We were asked to describe it. We answered with "spooky," "creepy," and other answers, and then were introduced to Gothic Romanticism. Ideas such as "each successive movement in literature is a reaction to the previous one" were discussed, as were Puritanism and the Age of Reason. The Romantic Period followed the Age of Reason, or the Revolutionary Period. Whilst Puritanism focused on God and the Age of Reason on society, the Romantic Period focused on the individual. There are two kinds of Romanticism, Transcendentalism and Dark/Gothic. We spent our time today discussing and working on the Dark/Gothic style. We talked about the techniques and characteristics of Gothic literature, and then were introduced to our group project. Groups were established after much confusion, as the number of people per group just wasn't working at first. The rest of the class was spent in the lab working on the presentations. It was a pretty normal day, except for the substitute teacher, who did a great job given the chaos over group assignments. Homework: Finishing the presentation Prepping for the presentation Reading and annotating the Gothic Literature reading assignment on the wiki


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11/17/14 Emily24anderson On November 17th we focused on finishing our concept maps that we started last class period. After finishing the concept map we worked on the 3 paragraph written response that is based off a claim that shows patterns and conclusions on the Revolutionary Period literature. An example that Ms. Wray gave was how the literature of this time shows close minded and self centered traits. The requirements for this are on the pink sheet that is titled "Final Summative Activity". Next we did a participation evaluation sheet. You can get this sheet from Ms. Wray. HOMEWORK: -participation evaluation sheet (if you didn't finish) -Writen response (if you didn't finish)

11/10/14 Maxingyi

Welcome back, today is monday also friday. NO School Tomorrow!!! :). We had a substitute teacher Ms. Rathbun. Today's main contents are Vocabulary #4 Quiz, and Discuss "The Declaration of Independence" we did for homework. Before we start our Vocabulary quiz, Ms. Rathbun gave us some tips for vocabulary #5 sentences. She said think deeper before you write them, do not make sentences very stupid! Also she told us do not cheat in the quiz. Then we took our quiz... After quiz Joshua asked: "Did everybody forget the meaning of perfidy" (Eh,I did). Ms. Rathbun handed vocabulary #5. And we chose our own group, shared our "The Declaration of Independence", pick the best one from your group , and that person need to share with the class. Also they got a chocolate bar and a sticker. After shared it. We read the Benjamin Franklin packet, and answered Reading Guide which is Tome #18, on the back of the reading guide we have to answer two questions: a. What kind of person was Ben Franklin? b. Do you agree with Mr. Franklin's concluded that a speckled ax was best? (Page 82 3/4 down) They are also your Tome #18. HW: 1. Vocab sentences #5 2. Keep reading novels

11-3-14 quinn2050 There was unfortunately no poem at the beginning of class and instead we finished Tome 16 by drawing four total pictures and findings the two most meaningful quotes in each letter of Crevecoeur's. After stamping the responses to Olaudah Equiano's narrative, Ms. Wray had us line up alphabetically by favorite vegetable and were placed into groups of four to discuss our Tome 16. After finding our groups, we had a brief discussion on our least favorite vegetables then eventually began talking about Crevecoeur. A true highlight of the discussion was looking at Reilly Fenway's picture of a person with free candy on one side but on the other side, a free jar of candy but with sharp objects along with the free candy to symbolize how Crevecoeur's image of the United States changed. Next, Brett Graver came in and asked if Ms. Wray wanted coffee but she said no because she had already had three cups that day. We then looked at a picture of a slave ship and how the slaves were tightly packed inside plus how they didn't treat the slaves well on the ship because there were so many of them that if only half survived the trip ,there would still be a good number. In our groups, we then peered deeper into the image and saw the boat we were seeing on page 192 in the Equiano packet was actually a coffin in the middle of a bound slave's body and the deeper meaning of the picture. Ms. Wray reminded us that to get 10 out 10 in participation, people have to be open listeners and have an open mind. Finally, we found the the most important passage from the Equiano passage, wrote it on a note card along with two open ended discussion questions, and then presented the best one from each group. HW: Prepare for vocab quiz #4 and read and annotate the Declaration of Independence

10/30/14 Michael.Alfonso1

At the beginning of class today, Mrs. Wray asked us to turn in our Tomes. Tomes 1-13 were due. Next, we were asked to write a reflection on our essay. For this reflection, we asked ourselves what we were most proud of in our essays, what we wish we had done differently in writing the paper, one thing we had learned during the writing of the paper, what grade we would give ourselves on the paper, and any other details Mrs. Wray should know in her grading of the papers. After completing this small assignment, we combined it with our many process pieces and final drafts to make our final essay packets. We then turned these in. After all of the essays were submitted, Mrs. Wray came around and stamped our homework from the previous night, which was to read "letters from an american farmer" and answer questions in a reading guide. We then finished the revolutionary key idea skits, with the winner being awarded candy. After everybody had a chance to present, we took out separate sheets of paper and answered prompts about the Crevecoeur letters in what would become our Tome #16. We then had a short discussion about our answers. There will be a novel log due on Sunday the 2nd of November and we were assigned a packet to read and annotate.

10/28/14 petergriggs

We started off the class by Mrs. Wray announcing that our next novel log is due by Sunday, November 2. For those of you who have not submitted and shared a novel log with Mrs. Wray, please get those done and get caught up. Remember that once you share the novel log with Mrs. Wray you do not have to keep sharing it everytime you update it. Also, your tome binders are due next class with everything in order. To get a good grade on the tome notebook, you should review the grading criteria. As well as the tomes, the essays are due next class, Thursday October 30. Make sure that your essays are in MLA format (link on website for description of MLA), have a minimum of three quotes, submitted to turnitin.com, and bring all your process pieces to class. The code for the turnitin.com for our class is 8973328. Next, we went over some rebuses and practiced uncovering what is being said in them. After that we read the revolutionary packet and got into groups of 4 and 5 to act out the key ideas of the revolutionary period.

10/24/14 cjwestingdennis

Today we started our peer revisions, which sparked a heated and completely unrelated discussion at the back table. After peer editing we learned about Benjamin Franklin and his cool history. We learned that Benjamin is really good at writing aphorisms so we looked at the aphorisms he wrote. It was about this time in class when we realized we didn't have a scribe so that old rascal CJ volunteered as tribute. After sorting that out we identified our favorite aphorism from the list and discussed the homework. Its stacked up this weekend, the final drafts to our papers are due on Thursday, we have to complete our aphorism visuals and paragraphs, read the revolutionary literature background packet, and finally get your beauty sleep, which I certainly will do. Thanks for tuning in to this episode of the daily scribe with todays host, Dippa. Love you all and your all beautiful. 10/22/14 joemorse

Today Mrs. Wray handed back our Puritan unit tests and went over how she graded the short answer section. She provided examples of what a two-point response looked like versus a five-point response. The two point sentence stated the obvious and was one or two sentences long. It lacked depth and complexity. The five-point response was a beefy paragraph that had a strong idea with good supporting evidence. We also made corrections to a few ambiguous questions that Mrs. Wray decided to take out. Mrs. Wray read us a sad poem called "To an Athlete Dying Young" by A.E. Housman. We then took out our outlines and partnered up and talked about possible revisions of our thesis statements and sub-points. Our sub-points all had to tie back to the thesis, state an argument (Do not retell the story!), and it should flow. After that we had thirty minutes to get a head-start on our Rough Draft (DUE FRIDAY). Mrs. Wray met with some of the students who were absent or had yet to receive feedback on their thesis statements. Mrs. Wray also reminded us that this draft doesn't have to be perfect and that we should not be spending lots of time on finding that one perfect word. Also when referring to the book we are NOT supposed to write in the past tense (For example, "Miller portrayed John Proctor as...."), instead we refer to the text as if it is happening now. (For example, "Miller Portrays John Proctor as...). Be sure to keep those in mind when writing your essays. Good luck ladies and gentleman. Auf wiedersehen.

10/16/14 Andreaprasil

Today Mrs. Wray started class by arranging us into groups of 3-4 people. She reminded us that next class we will have vocab quiz #3, and our Puritan unit test. The test will consist of scantron and short answer: 10 multiple choice questions, 10 matching character identification, 7 short answer (write thorough and thoughtful responses), and 10 true or false quote identification. The actual test will cover Puritan ideals and Background notes. It's necessary to know: the setting of the play, the characters (their motivation, influence, responsibility, etc), the plot, the examples of irony in the play, and the conflict(s). After that we moved on to our class discussion. Mainly, the discussion covered John Proctor's actions in the last act of the play. We discussed whether or not he died to protect his honor, or his morals and ideals. This created a lot of animated discussion, but we were unable to fully agree on the same answer. Our next topic connected to modern day; we wondered if a modern-day witch trial could occur because of the problems with Ebola and ISIS. We all agreed that it was causing mass hysteria similar to the witch trials, but there were definite differences. The class discussion soon came to a close after that. In the last 15 minutes of class, we reviewed thesis work. Mrs. Wray told us to cross out option #9 on the thesis sheet, and that it was no longer an option. She then pulled up a slideshow that told us "the five ways to write a thesis". This included: 1) a thesis should be something strange, unexpected, or surprising; 2) a thesis should create an argument that builds from one point to the next; 3) a thesis fits into the "Magic thesis statement", or MTS (it says the significance); 4) a thesis should exclusively apply to the text you're writing about. It should be specific; 5) a thesis should make a lot of the text irrelevant. It should narrow the focus to a particular spot in the book. In the last few minutes of class, we received our homework for the weekend. We have to study for the two tests, and bring 3 possible thesis statements to class next time.

katelynbradley

Today, Monday, October 13th, 2014, we started out the class with Mrs. Wray passing out PSAT information. Students are to arrive to school at 7:35 and attend the auditorium by 7:45. Students must bring a calculator, student I.D., and sharp pencils. We then discussed and shared tome #12 with people sitting around us and as a whole class. After the discussion, Mrs. Wray passed back Act I questions, The Crucible Act II quiz, and The Dale Akiki Story questions. After assignments were passed back, we read Act IV as a class. We started from page 121 and ended at page 130 half way down the page. We stopped during the middle of the reading to take time and analysis on page 129, Danforth's line stating, "Now hear me, and beguile yourselves no more...Have you spoken with them all, Mr. Hale." On a notecard, we summarized this line getting a clear understanding of what he was trying to say. After we finished condensing the statement, on the back of the notecard we answered a question asking, "would you confess to a horrible crime even when you are innocent? You would either be sentenced to jail for a few months and confess or be put to death." We finished english class with the homework of the day. Finish the play, answer discussion questions (graded discussion next class- see rubric online), and do some pre-thinking about your essay topic. More information: Unit test and vocabulary quiz #3 on Monday 10/20. Essay dates- thesis 10/16 (in class), outline 10/20, and final draft 10/28.

10/8/14 reillymichener

Today, we started the class by writing down the three most important event that occurred in Act III, and then after that, Mrs. Wray asked us to circle the most important event out of those three events. We then discussed our answers. After that, Mrs. Wray had three announcements to give us. THe first was that she is collected the tomes for the first time next week, so she wanted us to make sure that we had everything together and ready to be graded. The second announcement was that the PSAT is on wednesday, and its only a half day. We don't go to our regular classes, we go to take the PSAT. The third and final announcement was about grades, and how Mrs. Wray doesn't want us to compare grades on assignments, because it could make somebody feel bad if they got a 78 and they thought it was good, but the guy next to them got a 88 and then they feel like crap. We also had a lengthy discussion about the 100% club and how that could be considered comparing grades, but most people in the class said as long as they didn't see their name crossed off, it was fine, and it actually motivated them to do better. After this, Mrs. Wray read the poem of the day, which was The Flight by Sara Teasdale. After the poem was read, Mrs. Wray had us take a grammar pretest, which won't be graded, but we took it so she could have an idea of our grammar skills in the beginning of the year, and then again near the end of the year. Once everyone finished the test, we finished watching Act III, which was only about 5 minutes, and it was the scene where Goody Proctor lied about John's lechery. Once we were done with this, the last thing to do was to get into pairs and make character maps. I was in a group with Max and Will, and we drew two rams butting heads as a metaphor for the two sides of salem and who was for and against the trials. That concluded today's english, and the homework was to finish tome #12, and make the next entry in our novel logs by sunday at midnight.

10/6/14 aidankelly2 Mrs. Wray was gone, so we had Mrs. Wrathburn as our substitute teacher. We went over our focus notes from the previous class and by doing that we also covered a lot of what happened in Act 3. Jonas collected the 3rd set of vocabulary sentences and we then focused on what occurred during the trial. Some of the key events we pointed out was when Elizabeth Proctor denied the acts of adultery that John Proctor had committed and then when Mary Warren ultimately sided with the other girls in the trial. Mrs. Wrathburn then handed out a half sheet of questions and then split us into groups to answer these question about Act 3 and what they show about the characters and the author. We then discussed these answers as a class, with one of the most interesting questions being "What would have happened if Mary had stayed with John?". We decided that it would have a slight chance of putting an end to the trials, but in all likelihood, it would have little effect, as everyone in the court wouldn't want their reputations ruined. After this discussion ended, we watched the movie version of the Crucible, watching the rest of Act 2 and most of Act 3, before the bell rang and everyone was in a rush to get to the door. Thus, a very relaxing and peaceful day of English class ended, with the only homework being the continued reading of our independent novels.

10/2/14 CaryGutin

So today class started out with a funny little dabate between Joshua and Spencer about what news channels were the best....leading to Ms. Wray expressing her opinions on how everyone should know that not every single person you meet have the same opinions. Also that we should learn to be able to agree and disagree with respect towards one another. Mentioned how much we miss Max while he is still picking apples! Class "officially" began with Ms.Wray gracefully reading a poem entitled "Embrace" by Billy Collins. After Ms.Wray laid out the plan for the day making scribing much easier! We passed around a clipboard with room for us to write down our name, email and if we have signed up for Quizlet (which we should all do). Next we took our vocab quiz that was a combined quiz of vocab lists 1 and 2. She mentioned us taking the grammar pre-test which unfortunately we never had time to do. After taking the quiz we were given Tome #10 and wrote the three things to look for in similes and metaphors... 1. Tenor: the thing being described 2. Vehicle: the "new thing" it is being compared to 3. Grounds: what they have in common. After that we went over the "Metaphoric language" from act two and marked through all the Tenors and Vehicles. Then the class divided itself with whom believe act two scene two should be added in the play and those who did not (just Will). The most common idea that was expressed from the "for it" side was how it adds needed and entertaining drama as well as it shows how John Proctor and Abigail feel about each other. The opposing side argued that the scene gave away too much and did not leave the reader wondering like most stories should. Finally to finish the day we began to read act 3 (the court scenes) and only got to page 95.

9/30/14

Joshua Bell (BELL277848)

When I volunteered to do the scribing today, I was told that it would be a relatively easy, quiet day. It turned out to be anything but, as you are about to read. Let's start at the top.

We started class by listening to a poem by Mary Oliver, called "Some Questions You Might Ask." It asked all kinds of 'soulful' questions, asking what the soul is like and whether animals, plants, rocks etc. have souls. It was interesting, but I'm not soul'd (sold) on the author's idea. Then we were briefed on our homework, which was to read the deleted scene in the back of the book and respond #|online to it. Next, we took a 4-question quiz. From what I heard, I was not the only person who missed at least one of the questions. We discussed the answers and clarified confusing parts of the play. Next, we discussed our interactive notesheet in 3-person groups. The author's purpose, stuff we didn't understand, and similar questions were all topics of conversation. About midway through, class took an interesting turn. Some people were not discussing the play and were messing around. That made Mrs. Wray very, very mad. She got up on her chair and excoriated the slackers in class. She said that passively absorbing information and not participating in class was, and I quote verbatim, "total bulls---" After saying a word that would get a broadcaster kicked off the radio, she started a conversation with the class about how class can be improved and how we can be better active participants in the class. The slackers felt ashamed (probably) and the rest of us felt no pity for them. At least that's what I assume. Some of the things that we talked about were how groups can be changed for the better, whether the text we are reading is interesting (cough couch Carrie) and whether quizzes were truly effective. It was a very deep conversation, and #|FIRE ALARM!!!!!!!!! The siren went off a couple times, and we began to head toward the door, only to be stopped by Mrs. Wray. But then the voice of Mrs. Schubert came over the intercom and we were commanded to evacuate. We came back in about 10 minutes later, still confused by all of the things that had just happened. After we all settled down, we discussed in our groups the observations that we had about the book. Our group came up with the idea that if you do evil, evil will consume and destroy you. We discussed the book among the entire class for the remnant of our time. And when the clock hit 1:06 (it's behind a minute) perhaps the most eventful day of Junior English class this year had concluded. On to B4/8, all y'all!

-Joshua Bell

9-25-14 BozziniINC

So today in the wonderful class of Ms.Wray we began with a discussion on her iphone 5 and the whole class was full of "ooo's and ah's". Then she finally got us to calm down and started with a poem dedicated to Joe called "If we take" by Charles Bukowski. After that we all went around the room and compared our answers for the Interactive Notes homework. Ms.Wray then asked us if we were having a case of the "Fridays", she then said that because of it that today we were going to act out today's reading of The Crucible. So coasted for today's reading was Joe as John Proctor, CJ as Mary Warren, and myself as Elizabeth Proctor. Here is the rundown of the reading we did today pg.49-51 John is trying to make it up to Elizabeth by being a good husband, during this the mood was very awkward pg.53 John doesn't want to go into the town because he might get accused, or could it still be because he has feelings for Abigail? pg.56 Mary Warren comes home and is acting very strange pg.60 Mary Warren gains power and threatens John Proctor with new power she has gained in the town After all of this we filled the the observation part of our Interactive Notes sheet with a summary of what had happened in that portion of what we read. The homework for over the weekend is to finish act 2 in our books, Complete thee "Metaphorical language" worksheet, and to finish the Interactive Worksheet. Finally we learned what a crucible means. Crucible- A ceramic/metal container on which metals or other substances may be melted or subjected to high temperature. @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 9-24-14 lauren_waddell

Hey everybody! So today, Wednesday 24th we began class with a very important message from Ms. Wray, PLEASE __UNDERLINE__ VOCAB WORDS IN VOCAB SENTENCES!!! This simply makes things easier on Ms. Wray and its a very simple request so lets all help her out:) Also, please do not plagiarize vocab sentences because this assignment is to benefit your knowledge of the words. If you have trouble understanding the meaning of the words, Ms. Wray made it clear that, after we review words in class, you are able to resubmit your vocab sentences in the correct manner and spelling to make up points. For future vocab quizzes, (the next one is Thursday October 2nd), Ms. Wray reminded the class to review the combined set of vocab on her quizlet. This "combined set" is only relevant to the words we are currently and previously studying so there is no clutter of future words mixed in. Go check it out.

After discussing vocab words and resubmitting vocab sentences, we had a lovely puppet show done by CJ and Max Mantell. Don't worry, this had no relevance to class whatsoever but if you weren't there, you missed out.

Also, another announcement: If you missed your Salem Witch Trial quiz, which is 5 points, it is no longer able to be made up. Please make sure you make up quizzes and homework in a timely manner so that class can proceed with new lessons and curriculum. Grades have been posted so if you have any questions or concerns please contact Ms. Wray.

Later in the class we split up into 7 groups of 3 and discussed act 1 question responses which led to creating a visual metaphor with that same group. Each group simply had to draw a picture with text as support to express a metaphor relevant to the book. (ex: people staring and pointing at a caged monkey in a zoo relates to those accused and imprisoned of witch craft). Lastly we watched more of the Crucible video and stopped at the point where Tituba was speaking of denying working for the Devil.

To wrap things up, our homework is to fill out the interactive notes sheet we received along with two questions and two predictions. Also keep reading your research novel:)

9-18-14 emily24anderson

Thursday afternoon we filled into the classroom after lunch to find two koalas (aka my favorite animal) on the smart board and Mrs. Wray reading a poem by Silvia Plack called //Mirror//. Before we took our vocab quiz for list #1, we had gone off on a tangent trying to teach how Mrs. Wray to snap which was not successful. This class period we had to bring in the books that we were going to read for the junior research paper. We read our books for about 10 minutes before we continued to the next topic of discussion which would be the homework that was due this period (read and answer questions to Act 1 packet). This homework would also serve as our Tome #7. The reading was boring, but it was evident that Miller's main purpose for this article was to provide his opinions to the reader. We also talked about the question about the paradox about the development of a theocracy in Salem. We started reading //The Crucible// and read from pages 8 to 16. During the reading we got two papers; a character map and a character motivation chart (Tome #8). We filled out boxes for Reverend Parris and Goody and Thomas Putnam.

That wraps up the lesson for today.

HW: -Biographies of the accused activity ( pink slip) -List #2 vocab sentences

9-13-14 schimmel14

Yesterday Max Mantell delivered an excellent senate report. He informed the class that Homecoming week will be the week of October thirteenth, there will be a meeting this Monday for float building and club rush will be this coming Thursday and Friday. After the Report the class began Tome #5. Tome #5: On a piece of paper, list 6 puritan ideals define each in your own words and draw a symbol of your own for each. Next, we shared our tome #5s with the class and our homework (finding the puritan ideals in Edward's sermon) Then we broke into groups to plan two tableaus that would be preformed to the class. Te first one is intended to llustrate what two puritan rules being followed in a society. the second was meant to show hat it looks like when the rules are broken. Following the performances of tableaus, we wrapped up tome #5. Tome #5 continued: What would it be like to live in a Puritan society? Write for a few minutes exploring the practical effects of living according to these rules, what would it mean for you? For your family and friends? Try to envision it with specifics... After that we took a #|short quiz based on the #|assigned reading about the #|Salem witch trials. our Homework is to: -Read the two page Miller article handed out in class -watch the Dale Akiki video and do the response -We have our first Vocab Quiz and our novel choice is due on the 18th

9-11-14 JonasLamont

Sorry it took me so long to post this I couldn't get my wiki to work.

In class on September 10th we started by voting for our class senators in which Max Mantell won the election. Then we turned in our first vocab list of the year. Next, we looked at the list of book choices for our junior English paper and we must come up with a decision on what book we have to read by September 18th. Then we got in groups of 4 and talked about "Sinners in the Hands of an Angry God" and out answers to our questions. Then we came together as a class and took notes on Puritanism. Lastly, we went to the library and checked out "The Crucible"

9-8-14 Jackodonnell

Lets try this again, at first i posted the daily scribe on the discussion page so here it is.

On september 8th we began class going over how to use Wikispaces. Mrs. Wray went over how these daily scribes go. Each day someone will take notes on what happened in that english class. Then that day you should type your notes on this website. This is very important for people who may have missed class or who have clarifying questions. One of the benefits of volunteering is if you type this up before 12 pm that night you get one extra credit point.

Next she went over the vocab format. There are going to be somewhere from 8-10 vocab blocks. Each quiz builds on each other so you are not losing the info. If the entire class gets a 100% on a quiz then Mrs. Wray will bring in baked goods. If you personally receive a 100% on all the vocab quizzes throughout the semester then you will receive a 100% on the vocab section in the first semester final.

Next we gathered in groups and created our "American Sentence" and then shared them on Poll Everywhere.

Next Mrs. Wray passed out some crayons and a very nice peace of drawing paper. She had us pick the most beautiful thing we could think of. We then drew that on the paper. For reference I chose the Caribbean.

She then read us an excerpt from Jonathan Edward's "Sinners in the Hands of an Angry God." We were told to draw what we heard. The excerpt was very dark and focused on Gods wrath.

Lastly we were assigned for homework to read the excerpt and answer the questions, sign up for wikispaces, and create vocab sentences.

Jack O'Donnell

9/22/14 Noonan12

Alright,the very first thing we did in class today was call Peter and make sure he was alright. After that, in class we first talked about the first vocabulary quiz and how everybody did. Mrs. Wray made it very clear that after a quiz, she will not hand them back so if someone has a question of how they did, or why they got the score they got, you must ask mrs Wray to go over it with you.

After we got done with that, mrs. Wray handed out a study guide/practice PSAT for us to look at and review before we take the actual PSAT in October. She reccomended we do the practice test before October to see how you do.

Finally, for the rest of the period, we as a class focused on the Crucible. We read a significant amount and talked about some of the characters and filled in some people on our character chart. During one part of the play, we stopped reading and compared the mindsets of some of the characters. We looked at three important women in the play. We first looked at Abigail. We decided that she could be someone described as contumacious and maybe violent. Next, we took a look at Mary, who we said was honest and truthful. Last but not least we talked about Mercy, which we said was a women who was torn and a subordinate to Abigail. After that, we read some more and in the end watched the first 3-4 minutes of the movie. Mrs. Wray let us all know that we can't rely on the movie because it is differant than the book.

Lastely, we got assigned homework which was to finish act one which we left off in class on page 40, and answer the questions that Mrs. Wray gave us...there are 13 to answer!

-Noonan

1/29/15

Today in class we discussed what has happened in the movie Into the Wild. We talked about some of the themes/ ideals that we have seen in the movie. After that, Mrs Wray collected vocabupset sentences and we continued the movie. While we watched the movie, we took notes and wrote them down on tome number 29. At the end of the class, Mrs. Wray was kind enough to give us another tome of which was for us to write a paper on what we thought of th movie and our thoughts on the main character named Chris. Thats what happened last class.

Today in class we did grammer. We first got out a piece of paper, or hoja de paper if you want to get fancy and we worked on grammer rules. I find it quit ironic that we worked on grammer and these sentences are probably not grammatically correct. Anywho, we discussed what F.A.N.B.O.Y.S was and did a work sheet that helped us learn how to have better grammer in our writing. other stuff that we did include; having a short quiz or the reading ( a rose for Emily) and we discussed the answers at the end of it. While this was going on, someone brought up the idea of gay bars being talked about in the story which came to be quit humorous. That was pretty much all we did today!