| DATE |
IN-CLASS |
HOMEWORK |
| Tu, Jan. 29 |
Independent
Reading: Read a mystery story from The Best American Mystery
Stories of 2007 that we will not be discussing in class. |
Read the
mystery story about which you signed up to give a presentation. |
| W, Jan. 30 |
Meet in small
groups to discuss your mystery story and assign responsibilities for your
upcoming presentation. |
Read Stab and fill out a
Mystery Log. |
| Th, Jan. 31 |
Presentations and
discussion of Stab, consulting your Mystery Log. |
Read Going, Going, Gone and fill out a
Mystery Log. |
| F, Feb. 1 |
Presentations and
discussion of Going, Going, Gone, consulting your Mystery Log. |
Read a mystery story by a previous student in this course at:
www.bhsenglish.com.
Write a page long letter to the student in which you
identify and discuss the strengths and weaknesses of the story.
Bring The Best American Mystery Stories of 2007 to class on Monday. |
| M, Feb. 4 |
Independent
mystery story reading. |
Write a letter or a page of analysis addressing the
strengths and weaknesses of the story you read in class. Read A
Season of Regret and fill out a
Mystery Log. |
| Tu, Feb. 5 |
Presentations and
discussion of A Season of Regret, consulting your Mystery Log. |
Read Gleason and fill out a
Mystery Log. |
| W, Feb. 6 |
In-Class Paragraph #1: Identify and discuss the
surprising tone created in the dialogue between Stregg and Gleason following
the boy's appearance with a gun at the front door. Presentations and
discussion of Gleason, consulting your Mystery Log. |
Read Chellini's Solution and fill out a
Mystery Log. |
| Th, Feb. 7 |
Presentations and
discussion of Chellini's Solution, consulting your Mystery Log. |
Read One True Love and fill out a
Mystery Log. |
| F, Feb. 8 |
Presentations and
discussion of One True Love, consulting your Mystery Log. |
Read a mystery story by a previous student in this course at:
www.bhsenglish.com.
Write a page long letter to the student in which you
identify and discuss the strengths and weaknesses of the story. Choose a Berkeley setting for the mystery story you will write.
Fill out a Setting Data Sheet while you are visiting
the setting.
Bring The Best American Mystery Stories of 2007 to class on
Monday. |
| M, Feb. 11 |
Independent
mystery story reading. |
Write a letter or a page of analysis addressing the
strengths and weaknesses of the story you read in class. Read
Meadowlands and fill out a
Mystery Log. |
| Tu, Feb. 12 |
Presentations and
discussion of Meadowlands, consulting your Mystery Log. |
Read Jakob Loomis and fill out a
Mystery Log. |
| W, Feb. 13 |
Presentations and
discussion of Jakob Loomis, consulting your Mystery Log. |
Read Queeny and fill out a
Mystery Log. |
| Th, Feb. 14 |
Presentations and
discussion of Queeny, consulting your Mystery Log. |
Read a mystery story by a previous student in this course at:
www.bhsenglish.com.
Write a page long letter to the student in which you
identify and discuss the strengths and weaknesses of the story. |
| F, Feb. 15 & M,
Feb. 18 |
NO SCHOOL -
PRESIDENTS' HOLIDAY
  |
Fill out another Setting Data Sheet while you are
visiting the setting. Bring The Best American Mystery Stories of
2007 to class on Monday. |
| Tu, Feb. 19 |
Independent
mystery story reading. |
Read Lucy Had a List and fill out a
Mystery Log. |
| W, Feb. 20 |
Presentations and
discussion of Lucy Had a List, consulting your Mystery Log. |
Study for Mystery Story EXAM. |
| Th, Feb. 21 |
Mystery Story
EXAM |
Fill out a Mystery Story Worksheet so you can present
the idea for your story to your workshop tomorrow. Also bring your two
completed Setting Data Sheets to class. |
| F, Feb. 22 |
Pitch your
mystery story idea to your group, consulting your Mystery Story Worksheet
and your two Setting Data Sheets. |
Start writing
first half (3-4 pages) of Mystery Story. Bring a copy for every member
of your workshop on Tuesday. |
| M, Feb. 25 |
Independent
mystery story reading |
Finish writing
first half (3-4 pages) of Mystery Story. Bring a copy for every member
of your workshop on Tuesday. |
| Tu, Feb. 26 |
Distribute your
copies to workshop members and Mr. Bye. Make a schedule for Tuesday,
Wednesday, and Thursday
Begin reading and annotating workshop members' drafts. Remember to
write a paragraph of praise and a paragraph of suggestions at the end of each one. |
Read, annotate,
and write summary paragraphs on mystery stories to be discussed tomorrow in
workshops. |
| W, Feb.27 |
Mystery Workshop
1A |
Read, annotate,
and write summary paragraphs on mystery stories to be discussed tomorrow in
workshops. |
| Th, Feb. 28 |
Mystery Workshop
1B |
Read, annotate,
and write summary paragraphs on mystery stories to be discussed tomorrow in
workshops. |
| F, Feb. 29 |
Mystery Workshop
1C |
Start writing second half (3-4 pages) of Mystery Story. Bring a copy for every member
of your workshop on Tuesday. |
| M, March 3 |
Independent
mystery story reading |
Finish writing second half (3-4 pages) of Mystery Story. Bring a copy for every member
of your workshop on Tuesday. |
| Tu, March 4 |
Distribute your
copies to workshop members and Mr. Bye. Make a schedule for Tuesday,
Wednesday, and Thursday
Begin reading and annotating workshop members' drafts. Remember to
write a paragraph of praise and a paragraph of suggestions at the end of each one. |
Read, annotate,
and write summary paragraphs on mystery stories to be discussed tomorrow in
workshops. |
| W, March 5 |
Mystery Workshop
2A |
Read, annotate,
and write summary paragraphs on mystery stories to be discussed tomorrow in
workshops. |
| Th, March 6 |
Mystery Workshop
2B |
Read, annotate,
and write summary paragraphs on mystery stories to be discussed tomorrow in
workshops. |
| F, March 7 |
Mystery Workshop
2C |
Revise story and bring a hard copy to class for PROOFREADING on Monday. |
| M, March 10 |
PROOFREAD mystery
stories. Sign up for |
Correct proofreading errors so you can submit story online on Wednesday. |
| Tu, March 11 |
Listen to student
mystery stories. |
Read pieces by your humorist in preparation for discussion with your fellow
presenters tomorrow. |
| W, March 12 |
DEADLINE: You must submit an error-free Word
attachment of your mystery story to
BHSstory@aol.com by midnight. (Optional revised biographies go to:
BHSbiography@aol.com.
Discuss the
humorist you chose with fellow presenters. |
Read James Thurber
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| Th, March 13 |
Student
presentations on Thurber. Discuss Thurber
pieces, consulting your
Humor Analysis Sheet. |
Read Erma Bombeck and Bill Cosby
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections by either author. Bring your reader and the completed
sheet to class tomorrow. |
| F, March 14 |
Student
presentations on Erma Bombeck and Bill Cosby. Discuss Bombeck and Cosby
pieces, consulting your
Humor Analysis Sheet. |
Read Woody Allen
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class on Monday. |
| M, March 17 |
Student
presentations on Woody Allen. Discuss Woody Allen
pieces, consulting your
Humor Analysis Sheet. |
Start reading Sarah Vowell
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| Tu, March 18 |
Listen to author
An Na reader from her work in the library. |
Read Sarah Vowell
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| W, March 19 |
Student
presentations on Sarah Vowell. Discuss Sarah Vowell pieces, consulting
your
Humor Analysis Sheet. |
Read John Leguizamo
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| Th, March 20 |
Student
presentations on John Leguizamo. Discuss Sarah Vowell pieces, consulting
your
Humor Analysis Sheet. |
Read Ellen Degeneres
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| F, March 21 |
Student
presentations on Ellen Degeneres. Discuss Ellen Degeneres pieces,
consulting your
Humor Analysis Sheet. |
Read Augusten Burroughs
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class on Monday. |
| M, March 24 |
Student
presentations on Augusten Burroughs. Discuss Augusten Burroughs pieces,
consulting your
Humor Analysis Sheet. |
Read David Sedaris
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| Tu, March 25 |
Student
presentations on David Sedaris. Discuss David Sedaris pieces, consulting
your
Humor Analysis Sheet. |
Finish reading John Stewart
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| W, March 26 |
Student
presentations on Jon Stewart. Discuss Jon Stewart pieces, consulting your
Humor Analysis Sheet. |
Finish reading Dave Barry
selections in Humor Reader and complete a
Humor Analysis Sheet on
one of the selections. Bring your reader and the completed
sheet to class tomorrow. |
| Th, March 27 |
Student
presentations on Dave Barry. Discuss Dave Barry pieces, consulting your
Humor Analysis Sheet. |
Study for Humor Unit EXAM (on Comedy Packet and
humorists we discussed in class) |
| F, March 28 |
Humor Unit EXAM |
Start writing
first half (3-4 pages) of Humor Story. Bring a copy for every member
of your workshop on Monday, April 7. |
| M, March 31 - F,
April 4 |
SPRING BREAK -- NO SCHOOL |
Finish writing
first half (3-4 pages) of Humor Story. Bring a copy for every member
of your workshop on Tuesday, April 8. Bring Humor Reader or a downloaded
student humor story from previous year to class on Monday. |
| M, April 7 |
Independent
reading (student humor story from previous year) |
Write a page-long letter addressing strengths and weaknesses of a student
humor story from previous year. Bring a copy for every member of your
workshop tomorrow. |
| Tu, April 8 |
Make a schedule for Wednesday,
Thursday, and Friday.
Begin reading and annotating workshop members' drafts. Remember to
write a paragraph of praise and a paragraph of suggestions at the end of each one. |
Read, annotate,
and write summary paragraphs on humor stories to be discussed tomorrow in
workshops. |
| W, April 9 |
Humor Workshop
Session 1A |
Read, annotate,
and write summary paragraphs on humor stories to be discussed tomorrow in
workshops. |
| Th, April 10 |
Humor Workshop
Session 1B |
Read, annotate,
and write summary paragraphs on humor stories to be discussed tomorrow in
workshops. |
| F, April 11 |
Humor Workshop
Session 1C |
Finish writing
second half (3-4 pages) of Humor Story. Bring a copy for every member
of your workshop on Tuesday, April 15. Bring Humor Reader or a downloaded
student humor story from previous year to class on Monday. |
| M, April 14 |
Independent
reading (student humor story from previous year) |
Write a page-long letter addressing strengths and weaknesses of a student
humor story from previous year. Bring a copy for every member of your
workshop tomorrow. |
| Tu, April 15 |
Make a schedule for Wednesday,
Thursday, and Friday.
Begin reading and annotating workshop members' drafts. Remember to
write a paragraph of praise and a paragraph of suggestions at the end of each one. |
Read, annotate,
and write summary paragraphs on humor stories to be discussed tomorrow in
workshops. |
| W, April 16 |
Humor Workshop
Session 2A |
Read, annotate,
and write summary paragraphs on humor stories to be discussed tomorrow in
workshops. |
| Th, April 17 |
Humor Workshop
Session 2B |
Read, annotate,
and write summary paragraphs on humor stories to be discussed tomorrow in
workshops. |
| F, April 18 |
Humor Workshop
Session 2C |
Start revising humor story for submitting online on Wednesday. |
| M, April 21 |
PROOFREADING DAY
for humor stories |
Continue revising humor story for submitting online on Wednesday. |
| Tu, April 22 |
Listen to
students read humor stories. |
Finish revising humor story for submitting online on Wednesday. |
| W, April 23 |
DEADLINE: You must submit an error-free Word
attachment of your humor story to
BHSstory@aol.com by midnight. (Place your revised biography inside
the email. The subject of your email should be: Your last name,
your first name.) NO SCHOOL -- STAR TESTING |
Chill. |
| Th, April 24 |
Get Children's
Readers. Watch humor DVD's. |
Chill some more. |
| F, April 25 |
NO SCHOOL --
STAR TESTING |
Read Mad Brad the Scientist (in reader) and write down ten criteria
of excellent children's stories that this piece embodies. |
| M, April 28 |
Discuss Mad
Brad the Scientist and construct list of criteria for excellent
children's stories. Sign up the Children's Literature Presentation. |
Read and annotate your story for tomorrow's discussion with your fellow
presenters. |
| Tu, April 29 |
Discuss
children's tale with your group members and delegate presentation
responsibilities. |
Read Goldilocks and the Three Bears, Hansel and Gretel, and
Sleeping Beauty and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| W, April 30 |
Discuss
Goldilocks and the Three Bears, Hansel and Gretel, and
Sleeping Beauty, consulting your completed Children's
Story Evaluation. |
Start reading Jack and the Beanstalk, Little Read Riding Hood, and
Cinderella and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| Th, May 1 |
Go to previews of
Grease. |
Finish reading Jack and the Beanstalk, Little Read Riding Hood, and
Cinderella and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| F, May 2 |
Discuss Jack
and the Beanstalk, Little Read Riding Hood, and Cinderella, consulting your completed Children's
Story Evaluation. |
Read Rapunzel, The Ugly Duckling, and The Emperior's New Clothes and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| M, May 5 |
Two students read
and analyze their favorite childhood story. Discuss
Rapunzel, The Ugly Duckling, and The Emperior's New Clothes, consulting your completed Children's
Story Evaluation. |
Read The Silly King, Simple Peter's Mirror, Tim O'Leary, and The
Beast with a Thousand Teeth and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| Tu, May 6 |
Two students read
and analyze their favorite childhood story. Discuss The Silly King,
Simple Peter's Mirror, Tim O'Leary, and The Beast with a Thousand
Teeth, consulting your completed Children's
Story Evaluation. |
Read A Mad Tea-Party and The Cat and the Fox Again and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| W, May 7 |
Two students read
and analyze their favorite childhood story. Discuss A Mad Tea-Party
and The Cat and the Fox Again, consulting your completed Children's
Story Evaluation. |
Read A Chair for My Mother and Curious George and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| Th, May 8 |
Two students read
and analyze their favorite childhood story. Discuss A Chair for My
Mother and Curious George, consulting your completed Children's
Story Evaluation. |
Read The Tub People and In Which Pooh Goes Visiting... and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| F, May 9 |
Two students read
and analyze their favorite childhood story. Discuss The Tub People
and In Which Pooh Goes Visiting..., consulting your completed Children's
Story Evaluation. |
Read Stellaluna and The Sneetches and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| M, May 12 |
Two students read
and analyze their favorite childhood story. Discuss Stellaluna and
The Sneetches, consulting your completed Children's
Story Evaluation. |
Read Evie Wilson Stories and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| Tu, May 13 |
Two students read
and analyze their favorite childhood story. Discuss Evie Wilson Stories, consulting your completed Children's
Story Evaluation. |
Read Stories by Bonnie Brown, Lily Friedman, and Mackenzie Israel-Trummel and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| W, May 14 |
Two students read
and analyze their favorite childhood story. Discuss Stories by Bonnie
Brown, Lily Friedman, and Mackenzie Israel-Trummel, consulting your completed Children's
Story Evaluation. |
Read Stories by Scott Rasmussen and Monica Wong and fill
out a Children's Story Evaluation (two-sided at back of Reader) on
one of the stories. |
| Th, May 15 |
Two students read
and analyze their favorite childhood story. Discuss Stories by Scott
Rasmussen and Monica Wong, consulting your completed Children's
Story Evaluation. |
Finish filling out two Children's Story Worksheets to present to your
Workshop Groups tomorrow. |
| F, May 16 |
Present your
two story ideas to your Workshop Groups, consulting your Children's
Story Worksheets. |
Start writing first half of children's story (3 pages). |
| M, May 19 |
NO SCHOOL --
MALCOLM X'S BIRTHDAY |
Finish writing first half of children's story (3 pages). Bring copies
for workshop members tomorrow. |
| Tu, May 20 |
FOLDERS DUE (2 letters to mystery writers, 2
letters to comic writers, 10 children's story evaluations, and children's
story worksheet)
Distribute your
copies to workshop members and Mr. Bye.
Make a schedule for Wednesday, Thursday,
and Friday.
Begin reading and annotating workshop members' drafts. Remember to
write a paragraph of praise and a paragraph of suggestions at the end of each one. |
Read, annotate,
and write summary paragraphs on children's stories to be discussed tomorrow in
workshops. |
| W, May 21 |
Children's Workshop Session 1A |
Read, annotate,
and write summary paragraphs on children's stories to be discussed tomorrow in
workshops. |
| Th, May 22 |
Children's
Workshop Session 1B |
Read, annotate,
and write summary paragraphs on children's stories to be discussed tomorrow in
workshops. |
| F, May 23 |
Children's
Workshop Session 1C |
Start writing second half of children's story (3 pages). |
| M, May 26 |
NO SCHOOL --
MEMORIAL DAY |
Finish writing second half of children's story (3 pages). Bring copies
for workshop members tomorrow. |
| Tu, May 27 |
Distribute your
copies to workshop members and Mr. Bye.
Make a schedule for Wednesday, Thursday,
and Friday.
Begin reading and annotating workshop members' drafts. Remember to
write a paragraph of praise and a paragraph of suggestions at the end of each one. |
Read, annotate,
and write summary paragraphs on children's stories to be discussed tomorrow in
workshops. |
| W, May 28 |
Children's Workshop Session
2A |
Read, annotate,
and write summary paragraphs on children's stories to be discussed tomorrow in
workshops. |
| Th, May 29 |
Children's
Workshop Session 2B |
Read, annotate,
and write summary paragraphs on children's stories to be discussed tomorrow in
workshops. |
| F, May 30 |
Children's
Workshop Session 2C |
Bring revised draft of your children's story for proofreading and supplies
for making illustrations to class on Monday. |
| M, June 2 |
Proofread other
students' children's stories and work on illustrations for your own story. |
Bring revised draft of your children's story for proofreading and supplies
for making illustrations to class tomorrow. |
| Tu, June 3 |
Proofread other
students' children's stories and work on illustrations for your own story. |
Continue working on illustrations and revising children's story. |
| W, June 4 |
Read children's
stories from previous years to each other. |
Finish working on illustrations and revising children's story. Make a
color copy at Kinko's. Bring final draft of children's story to Mr.
Bye tomorrow. |
| Th, June 5 |
Final Draft of
Children story due (with illustrations placed appropriately)
Volunteers read their children's stories to the class. |
Practice reading children's story aloud. |
| F, June 6 |
Volunteers read
their children's stories to the class. |
See above. |
| M, June 9 |
Practice reading
children's stories to imaginary 1st graders (i.e. seniors). |
See above. |
| Tu, June 10 or
W, June 11 |
Read children's
stories to 1st graders at Washington Elementary School. |
Have a terrific summer and life! |
