Calendar of Upcoming Events
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
TODAY IN CLASS
"Araby"--split progress, because we began at different points. 3rd moved right into paragraph 2, but 4th need to start with your good thoughts on Paragraph 1. Both classes studied all the evidence in the 2nd paragraph, ostensibly a description of the house, and established how it ultimately served to describe the naivete/inexperience/innocence of the narrator.
Long (deliberate) digression into why we will necessarily have much information to share/draw out/look up concerning religious material due to the varied ways in which Biblical sources provide a rich foundation of literary references, from the most superficial and figurative to deep and inescapable connections with the meaning of the work.
In 3rd period, we went on to Paragraph 4; in 4th, we did not. SO
FOR TOMORROW
4th period students need to write up a list of the explicit and implied uses of either dark or light in Paragraph 4. Rows near the sliding board = dark, plus the short row of three at the back. Rows nearer the front board, do light, plus the front row of 3.
Everyone--make sure you're caught up through Oct. 2 on the elements of fiction reading material in Perrine:
Short Story Unit Calendar/Reading List)
IF I fail to get to a post Friday afternoon--
FOR MONDAY
You'll be reading Updike's "A & P." But you'll also have a group focus--if you are absent on Friday e-mail me over the week-end and I'll let you know your focus. This is not "group work" over the week-end; it is individual work that varies according to the "group" that you're in. But everyone is equally responsible for reading the story, of course.
TODAY IN CLASS
"Araby"--split progress, because we began at different points. 3rd moved right into paragraph 2, but 4th need to start with your good thoughts on Paragraph 1. Both classes studied all the evidence in the 2nd paragraph, ostensibly a description of the house, and established how it ultimately served to describe the naivete/inexperience/innocence of the narrator.
Long (deliberate) digression into why we will necessarily have much information to share/draw out/look up concerning religious material due to the varied ways in which Biblical sources provide a rich foundation of literary references, from the most superficial and figurative to deep and inescapable connections with the meaning of the work.
In 3rd period, we went on to Paragraph 4; in 4th, we did not. SO
FOR TOMORROW
4th period students need to write up a list of the explicit and implied uses of either dark or light in Paragraph 4. Rows near the sliding board = dark, plus the short row of three at the back. Rows nearer the front board, do light, plus the front row of 3.
Everyone--make sure you're caught up through Oct. 2 on the elements of fiction reading material in Perrine:
Short Story Unit Calendar/Reading List)
IF I fail to get to a post Friday afternoon--
FOR MONDAY
You'll be reading Updike's "A & P." But you'll also have a group focus--if you are absent on Friday e-mail me over the week-end and I'll let you know your focus. This is not "group work" over the week-end; it is individual work that varies according to the "group" that you're in. But everyone is equally responsible for reading the story, of course.
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