| DATE | IN-CLASS | HOMEWORK |
| Tu, Jan. 27 | Formulate a
working definition of a MYSTERY, Van Dine's 20 rules written in 1928. Sign up for a story on which to give a presentation. |
Read the story for which you signed up and formulate responses to the questions on the first page of your reader. Bring your readers to class each day. |
| W, Jan. 28 | Meet with your partner to discuss your story, responding to ALL of the discussion questions on the first page of your reader. Divide presentation responsibilities. | Start organizing your presentation. Read The Red-Headed League for tomorrow. |
| Th, Jan. 29 | Discussion of
The Red-Headed League. In-Class Paragraph #1: Option A: Identify 3 clues to the mystery and explain Holmes' interpretation of them. Option B: Discuss Dr. Watson's role(s) in the story, referring to specifics in the text. |
Read Murders in the Rue Morgue carefully for tomorrow. |
| Fri, Jan. 30 |
Discussion of
The Red-Headed League. In-Class Paragraph #2: Using word choice, syntax, and punctuation as criteria, identify one sentence that you admire and one sentence that your dislike. PRESENTER: - Autumn |
Read A Retrieved Reformation carefully for Monday. |
| M, Feb. 2 | Discussion of
A Retrieved Reformation. In-Class Paragraph #3: Many authors and critics claim that the best ending of a story is both unpredictable and inevitable. Discuss the ending of A Retrieved Reformation in relation to both of these concepts. PRESENTERS: - Aleksis - Kate |
Read Paul's Case carefully for tomorrow. |
| Tu, Feb. 3 | Discussion of
Paul's Case. In-Class Paragraph #4: By what extent do you agree with the psychological interpretation of Paul's "case" offered by the handout? PRESENTERS: - Jeremy - Will N. |
Read A Jury of Her Peers carefully for tomorrow. |
| W, Feb. 4 | Discussion of
A Jury of Her Peers. In-Class Paragraph #5: Susan Glaspell adapted her play Trifles to the story Jury of Her Peers. After examining the thematic significance of each title, reveal which one you consider better. PRESENTERS: - Eli - Max. B |
Read Haircut carefully for tomorrow. |
| Th, Feb. 5 |
Discussion of
Haircut. |
Read The Murder carefully for tomorrow. |
| F, Feb. 6 | Discussion of
The Murder. In-Class Paragraph #7: Examine the importance of cultural differenences in this mystery story. PRESENTER: - Taylor |
Read A Nine Mile Walk carefully for Monday. |
| M, Feb. 9 | Discussion of
A Nine Mile Walk. PRESENTERS: - Shaendl - Sophie Play a mystery game led by Ms. Hauskens. |
Read The Parker Shotgun carefully for tomorrow. |
| Tu, Feb. 10 | Discussion of
The Parker Shotgun. In-Class Paragraph #8: Most mystery stories are really two stories: 1) the story of discovery that we read and 2) what really happened. Write down the story of what really happened by tracing the whereabouts of the Parker shotgun from beginning to end. PRESENTERS: - Rhashod - Tom |
Read The Possibility of Evil carefully for tomorrow. |
| W, Feb. 11 | Discussion of
The Possibility of Evil. In-Class Paragraph #9: "Karma" can be casually defined as "what goes around comes around." Explain the what extent this definition applies to the protagonist. PRESENTERS: - Rachel - Lakshmi |
Read The Terrapin carefully for tomorrow. |
| Th, Feb. 12 | Discussion of
The Terrapin. In-Class Paragraph #10: Option A: Discuss a passage that you either admire or dislike. Option B: Suggest a different, equally powerful, ending for the story. PRESENTERS: - Nathan - Koji |
Read Quitters, Inc. carefully for Tuesday. |
| Tu, Feb. 17 | Discussion of
Quitters, Inc.. In-Class Paragraph #11: Identify and discuss two techniques that Stephen King uses to keep the suspense going. PRESENTERS: - Rob - Frank |
Read The Absence of Emily carefully for tomorrow. |
| W, Feb. 18 | Discussion of
The Absence of Emily. In-Class Paragraph #12: Option A: Identify and examine two twists in the plot of this story. Option B: Identify three false clues than have a different meaning when you read the story a second time. PRESENTERS: - Dandara - Emily |
Read Happiness carefully for tomorrow. |
| Th, Feb. 19 | Discussion of
Happiness. In-Class Paragraph #13: Why is this story more powerful told from two points of view? Refer to specific events that Kathlee and Nedra perceive differently. PRESENTERS: - Lily - Simone |
Study for Monday's EXAM on mystery stories. |
| F, Feb. 20 | In-Class time to study for Monday's exam and update folders. | Continue studying
for Monday's mystery EXAM. Write first half (at least three pages) of mystery story. Make copies for workshop group and Mr. Bye for Tuesday. |
| M, Feb. 23 | Mystery Story
EXAM First setting sheet and folder of in-class paragraphs due. |
See above. |
| Tu, Feb. 24 | 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 mystery stories to be discussed tomorrow in workshops. |
| W, Feb. 25 | Mystery Workshop 1A | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| Th, Feb 26 | Mystery Workshop 1B | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| F, Feb. 27 | 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 2 | Discuss student mystery story. | Finish writing second half (3-4 pages) of Mystery Story. Bring a copy for every member of your workshop on Tuesday. |
| Tu, March 3 | 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 mystery stories to be discussed tomorrow in workshops. |
| W, March 4 | Mystery Workshop 2A | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| Th, March 5 | Mystery Workshop 2B | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| F, March 6 | Mystery Workshop 2C | Revise mystery story and bring a hard copy to class for proofreading on Monday. |
| M, March 9 | Proofread four mystery stories, two from your workshop and two from outside your workshop. | Continue revising mystery story. |
| Tu, March 10 | Listen to three students read their mystery stories. | Finish revising mystery story. |
| W, March 11 | Listen to
three students read their mystery stories. Mystery story due by midnight to: BHSstory@aol.com Subject of email: Last name, first name Inside email: optional revised biography Attachment: Microsoft Word version of story (Title: 24 point bold Byline: 14 point italicized Body: 12 point New Times Roman double- spaced) |
Read two comedy pieces by Thurber and fill out Analysis of Comedy Piece on one of them. |
| Th, March 12 | Discuss Thurber's comedy pieces. | Read comedy pieces by Woody Allen and fill out Analysis of Comedy Piece on one of them. |
| F, March 13 | Discuss Woody Allen's comedy pieces. | Catch up on reading. |
| M, March 16 | Watch comedy DVD | Read comedy pieces by Bill Cosby and fill out Analysis of Comedy Piece on one of them. |
| Tu, March 17 | Discuss Bill Cosby's comedy pieces. | Write a half page satire of a politician or celebrity |
| W, March 18 | Discuss
pieces on Bush and Limbaugh by Molly Ivins and piece of Britney Spears by
Art Buchwald. Listen to student parodies of famous figure. |
Read comedy pieces by Sarah Vowell and fill out Analysis of Comedy Piece on one of them. |
| Th, March 19 | Discuss Sarah Vowell's comedy pieces. | Catch up on folder assignments. |
| F, March 20 | Discuss Stephen Colbert's White House Correspondents Monologue. | Read comedy pieces by Ellen Degeneres and fill out Analysis of Comedy Piece on one of them. |
| M, March 23 | Discuss Ellen Degeneres' comedy pieces. | Start thinking about the humorous piece you will write. |
| Tu, March 24 | Listen to Poetry Reading in the library. | Read comedy pieces by Augusten Burroughs and fill out Analysis of Comedy Piece on one of them. |
| W, March 25 | Discuss Augusten Burroughs' comedy pieces. | Read comedy pieces by David Sedaris and fill out Analysis of Comedy Piece on one of them. |
| Th, March 26 | Discuss David Sedaris' comedy pieces. | Make sure your folder is ready to turn in tomorrow. Read comedy pieces by John Leguizamo and fill out Analysis of Comedy Piece on one of them. |
| F, March 27 | Turn in FOLDERS! Discuss John Leguizamo's comedy pieces. |
Read comedy pieces by Dave Barry and fill out Analysis of Comedy Piece on one of them. |
| M, March 30 | Discuss Dave Barry's comedy pieces. | Read comedy pieces by Jon Stewart and fill out Analysis of Comedy Piece on one of them. |
| Tu, March 31 | Discuss Jon Stewart's comedy pieces. | Read comedy pieces by Robyn Brown and Johan Philippine and fill out Analysis of Comedy Piece on one of them. |
| W, April 1 | Discuss Robyn Brown's and Johan Philippine's comedy pieces. Discussion about Comic Concepts. |
Assemble glossary and start writing Juxtaposition Piece. |
| Tu, April 2 | Time to work on Juxtaposition Pieces | Finish writing Juxtaposition Piece and bring it to class for sharing tomorrow. |
| F, April 3 | Listen to student Juxtaposition Pieces | Write first three pages of humor piece (and enjoy your funny Spring Break). Make 13 copies (for your workshop members and Mr. Bye.) |
| M, April 6 - F, April 10 | SPRING BREAK |
See above. |
| M, April 13 | Go over Twains extracts from Adam's Diary. | Bring copies of humor piece to class for distribution tomorrow. |
| Tu, April 14 | 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 mystery stories to be discussed tomorrow in workshops. |
| W, April 15 | Humor Workshop 1A | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| Th, Aprl 16 | Humor Workshop 1B | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| F, April 17 | Humor Workshop 1C | Write second half (three pages) of humor piece. Make 13 copies (for your workshop members and Mr. Bye.) |
| M, April 20 | Distribute your
copies to workshop members and Mr. Bye.
Make a schedule for Tuesday 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. |
| Tu, April 21 | Continue above. | Work on revising your humor piece. |
| W, April 22 | NO CLASS - STAR TESTING | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| Th, April 23 | Humor Workshop 2A | Work on revising your humor piece. |
| F, April 24 | NO CLASS - STAR TESTING | See above. |
| M, April 27 | Humor Workshop 2B | See above. |
| Tu, April 28 |
Musical Previews -- Double Digits | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| W, April 29 | Humor Workshop 2C | Continue revising your humor piece. |
| Th, April 30 | Listen to students read their humor pieces. | See above. |
| F, May 1 | Listen to students read their humor pieces. | Remember to bring a hard copy of your revised humor piece to class for proofreading tomorrow. |
| M, May 4 | PROOFREAD HUMOR PIECES. | Read Goldilocks and the Three Bears and Hansel and Gretel and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| Tu, May 5 | Listen to three student presentations of favorite stories. Discuss Goldilocks and the Three Bears and Hansel and Gretel, consulting your completed Children's Story Evaluation. |
Start reading Sleeping Beauty and Jack and the Beanstalk and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| W, May 6 | DEADLINE: By midnight, you must submit an error-free Word attachment of your humor story to BHSstory@aol.com. (Place your revised biography inside the email. The subject of your email should be: Your last name, your first name.) Listen to two student presentations of favorite stories. Discuss Sleeping Beauty and Jack and the Beanstalk, consulting your completed Children's Story Evaluation. |
Start reading Little Red 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 7 | Listen to two student presentations of favorite stories. Discuss Little Read Riding Hood and Cinderella, consulting your completed Children's Story Evaluation. |
Start reading Rapunzel, The Ugly Duckling, and The Emperor's New Clothes and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| F, May 8 | Listen to two student presentations of favorite stories. Discuss Rapunzel, The Ugly Duckling, and The Emperor's New Clothes, consulting your completed Children's Story Evaluation. |
Start readingThe 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. |
| M, May 11 | Listen to two student presentations of favorite stories. 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. |
Start reading A Mad Tea Party and The Cat and the Fox Agains and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| Tu, May 12 | Listen to two student presentations of favorite stories. Discuss A Mad Tea Party and The Cat and the Fox Again, consulting your completed Children's Story Evaluation. |
Start reading 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. |
| W, May 13 | Listen to two student presentations of favorite stories. Discuss A Chair for My Mother and Curious George, consulting your completed Children's Story Evaluation. |
Start reading 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. |
| Th, May 14 | Listen to two student presentations of favorite stories. Discuss The Tub People and In Which Pooh Goes Visiting..., consulting your completed Children's Story Evaluation. |
Start reading Stellaluna and The Sneetches and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| F, May 15 | Listen to two student presentations of favorite stories. Discuss Stellaluna and The Sneetches, consulting your completed Children's Story Evaluation. |
Start reading Evie Wilson Stories and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| M, May 18 | NO SCHOOL -- MALCOLM X'S BIRTHDAY | See above. |
| Tu, May 19 | Listen to two student presentations of favorite stories. Discuss Evie Wilson Stories, consulting your completed Children's Story Evaluation. |
Start reading Mad Brad the Scientist and Maya and the Lost Teeth and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| W, May 20 | Listen to two student presentations of favorite stories. Discuss Mad Brad the Scientist and Maya and the Lost Teeth, consulting your completed Children's Story Evaluation. |
Start reading Rufus in Paris and Fernand, Amoretta, and the Deep Dark Tunnel and fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| Th, May 21 | Listen to two student presentations of favorite stories. Discuss Rufus in Paris and Fernand, Amoretta, and the Deep Dark Tunnel, consulting your completed Children's Story Evaluation. Get two Children's Story Worksheets |
Fill out two Children's Story Worksheets and bring them to class tomorrow to pitch your ideas to workshop members. |
| F, May 22 | 13 Children's Story Evaluations DUEPitch your two story ideas to your workshop. Watch some video clips of children's tales. |
Start writing first half of children's story (3 pages). |
| M, May 25 | NO SCHOOL -- MEMORIAL DAY | Finish writing first half of children's story (3 pages). Bring copies for workshop members tomorrow. |
| Tu, May 26 | 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 27 | Children's Workshop Session 1A | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| Th, May 28 | Children's Workshop Session 1B | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| F, May 29 | Children's Workshop Session 1C | Write second half of children's story (3 pages). Bring copies for workshop members tomorrow. |
| M, June 1 | 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. |
| Tu, June 2 | Children's Workshop Session 2A | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| W, June 3 | Children's Workshop Session 2B | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| Th, June 4 | Children's Workshop Session 2C | Bring materials to work on illustrations tomorrow. |
| F, June 5 | Work on illustrations. | Finish illustrations for children's story. |
| M, June 8 | Practice reading children's stories | Practice reading your children's story if you are performing tomorrow. |
| Tu, June 9 | 10:40-12:40 -- Period 2 students read children's stories at Washington Elementary School. | Practice reading your children's story if you are performing tomorrow. |
| W, June 10 | 8:30-10:30 -- Period 3 students read children's stories at Washington Elementary School. | Have a fantastic summer and life!! |