| DATE | IN-CLASS | HOMEWORK |
| Tu, Jan 31 | Turn in correctly-formatted short story to go on website. (Download EXAMPLE) Get Mystery Reader. Identify
and discuss criteria for mystery stories. |
Read the mystery story for which you signed up and respond to the twelve questions inside cover of reader to prepare for tomorrow's small-group discussion. |
| W, Feb. 1 | Three volunteers read the short stories they wrote from last semester to the class. | See above. |
| Th, Feb. 2 | Get together with
your presentation group to discuss your story, responding to all twelve
questions. |
ReadThe Red Headed Leaguecarefully and respond mentally to the twelve discussion questions. |
| F, Feb. 3 |
Presentations and discussion of The Red Headed League. |
Read Murders in The Rue Morgue carefully and respond mentally to the twelve discussion questions. |
| M, Feb. 6 | Presentations and discussion of Murders in the Rue Morgue. | Read A Retrieved Reformation and Haircutcarefully and respond mentally to the twelve discussion questions. |
| Tu, Feb. 7 |
Presentations and discussion of A Retrieved Reformation. Discussion of Haircut. |
Read A Jury of Her Peers carefully and respond mentally to the twelve discussion questions. |
| W, Feb. 8 | Presentations and discussion of A Jury of Her Peers. | Read The Terrapin carefully and respond mentally to the twelve discussion questions. |
| Th, Feb. 9 | IN-CLASS PARAGRAPH #1: What is the symbolic significance of the title of The Terrapin? Defend your response with convincing evidence. Presentations and discussion of The Terrapin. |
Download a student mystery story from www.mrbye.com/stories to bring to class tomorrow for independent reading. |
| F, Feb. 10 | Read student downloaded mystery story and write letter. (Post to Moodle by the end of the weekend.) | Read Relative Value carefully and respond mentally to the twelve discussion questions. Letter #1 to Sudent Mystery Author due on Moodle by MIDNIGHT on Sunday. |
| M, Feb. 13 | Presentations and discussion of Relative Value. | Read The Possibility of Evil carefully and respond mentally to the twelve discussion questions. |
| Tu, Feb. 14 | Presentations and discussion of The Possibility of Evil. | Read Quitters, Inc. carefully and respond mentally to the twelve discussion questions. |
| W, Feb. 15 | Presentations and discussion of Quitters, Inc. | Read The Absence of Emily carefully and respond mentally to the twelve discussion questions. |
| Th, Feb. 16 | Presentations and discussion of The Absence of Emily. | Read The Parker Shotgun carefully and respond mentally to the twelve discussion questions. |
| F, Feb. 17 -
M, Feb. 20 |
NO SCHOOL--PRESIDENTS WEEKEND | See above. Selected setting and schedule two visits. |
| Tu, Feb . 21 | Presentations and discussion of The Parker Shotgun. | Bring two completed setting sheets and idea for your mystery story to pitch to workshop tomorrow. |
| W, Feb. 22 | Pitch story ideas and study for Mystery Exam with workshop partner. | Study for Mystery Exam. |
| Th, Feb. 23 | MYSTERY STORY EXAM. | Download a student mystery story from www.mrbye.com/stories to bring to class tomorrow for independent reading. |
| F, Feb. 24 | Read student downloaded mystery story and write letter. (Post to Moodle by the end of the weekend.) | Write first half (at least three pages) of mystery story. Make copies for workshop group and Mr. Bye for Monday. Letter #2 to Sudent Mystery Author due on Moodle by MIDNIGHT on Sunday. |
| M, Feb. 27 | 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. |
| Tu, Feb. 28 | Mystery Workshop 1A | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| W, Feb. 29 | Mystery Workshop 1B | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| Th, March 1 | Mystery Workshop 1C | Bring your reader to class for independent reading tomorrow. |
| F, March 2 | Read a mystery story from your reader that we didn't discuss in class a write a letter to the author discussing strengths and weaknesses with supporting quotations. | Write second half (at least three pages) of mystery story. Make copies for workshop group and Mr. Bye for Monday. Letter #3 to Sudent Mystery Author due on Moodle by MIDNIGHT on Sunday. |
| M, March 5 | 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. |
| Tu, March 6 | Mystery Workshop 2A |
Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| W, March 7 | Mystery Workshop 2B | Read, annotate, and write summary paragraphs on mystery stories to be discussed tomorrow in workshops. |
| Th, March 8 | Mystery Workshop 2C | Start revising/completing mystery story and bring one hard copy to class for proofreading on Monday. |
| F, March 9 | Watch mystery DVD. | Finish revising/completing mystery story and bring one hard copy to class for proofreading on Monday. |
| M, March 12 | Proofreading by two people in workshop and two people outside of workshop. | Start revising story in preparation for emailing it to: davidsbye@gmail.com on Friday. |
| Tu, March 13 | Four students read their mystery stories to the class. |
Continue revising story in preparation for emailing it to: davidsbye@gmail.com on Friday. In Comic Play Reader, read Chapter 4: "Comic Characters." |
| W, March 14 | Start comedy unit. Go over Chapter 4: "Comic Characters." Go
over techniques and examples. |
Finish making up your own examples of the 17 comic techniques. In Comic Play Reader, read Chapter 5: "Some Tools From the Toolbox." |
| Th, March 15 | Go over Chapter 5: "Some Tools From the Toolbox." Share your comic examples with the rest of the class. |
Start reading the play you signed up for yesterday. |
| F, March 16 | Read downloaded student comic play and write letter. Turn in a properly formatted copy of your mystery story to go on the website. |
Finish reading the play your signed up for yesterday. In Comic PlayReader, read Chapter 6: "Types of Comic Stories." |
| M, March 19 | Perform and discuss the play you signed up for on Wednesday. | Read Death Knocks carefully. Come to class tomorrow with insightful comments about the play. |
| Tu, March 20 | Watch performance of and discuss Death Knocks. | Read Heritage, Her-i-tage, & Hair-i-tagecarefully. Come to class tomorrow with insightful comments about the play. |
| W, March 21 | Watch performance of and discuss Heritage, Her-i-tage, & Hair-i-tage. | Read Beer Girl carefully. Come to class tomorrow with insightful comments about the play. |
| Th, March 22 | Watch performance of and discuss Beer Girl. | Bring a downloaded comic play to class tomorrow for independent reading. |
| F, March 23 | Read downloaded student comic play and write letter. Perform comic monologues. |
Read The Chocolate Affair carefully. Come to class tomorrow with insightful comments about the play. |
| M, March 26 | Watch performance of and discuss The Chocolate Affair. | Read The Angel Intrudes carefully. Come to class tomorrow with insightful comments about the play. Letter to student comic playwright due on Moodle by MIDNIGHT. |
| Tu, March 27 | Watch performance of and discuss The Angel Intrudes. |
Read Wanda's Visit carefully. Come to class tomorrow with insightful comments about the play. |
| W, March 28 | Watch performance of and discuss Wanda's Visit. | Read Controlling Interest carefully. Come to class tomorrow with insightful comments about the play. |
| Th, March 29 | Watch performance of and discuss Controlling Interest. | Bring a downloaded comic play or your reader to class tomorrow for independent reading. |
| F, March 30 | Read downloaded student comic play and write letter. Perform comic monologues. |
Write letter to student comic playwright. |
M, April 2- F, April 6 |
NO SCHOOL -- SPRING BREAK | Letter to student comic playwright due on Moodle by MIDNIGHT on Monday, April 4. Read The Jealous Husband carefully. Come to class on Monday April 11with insightful comments about the play. |
| M, April 9 | Watch performance of and discuss The Jealous Husband. | Read Ferris Wheel carefully. Come to class tomorrow with insightful comments about the play. |
| Tu, April 10 | Watch performance of and discuss Ferris Wheel. | Read The Lover carefully. Come to class tomorrow with insightful comments about the play. |
| W, April 11 | Watch performance of and discuss The Lover. Get juxtaposition creative writing assignment and start composing it. |
Read The Philadelphia carefully. Come to class tomorrow with insightful comments about the play. Complete juxtaposition creative writing assignment. Bring it to class tomorrow. |
| Th, April 12 | Watch performance of and discuss The Philadelphia. Share your juxtaposition creative writing assignment with the rest of the class. |
Make outlines of two possible comic plays. Bring to class tomorrow. |
| F, April 13 | Share your play ideas with one or two other students. Start writing play |
Write first half (3 pages) of comic play. Bring copies for entire workshop to class on Monday. |
| M, April 16 | 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 comic plays to be discussed tomorrow in workshops. |
| Tu, April 17 | Comic Play Workshop 1A | Read, annotate, and write summary paragraphs on comic plays to be discussed tomorrow in workshops. |
| W, April 18 | Comic Play Workshop 1B | Read, annotate, and write summary paragraphs on comic plays to be discussed tomorrow in workshops. |
| Th, April 19 | Comic Play Workshop 1C | Bring a downloaded comic play or your reader to class tomorrow for independent reading. |
| F, April 20 | Read downloaded student humor story and write letter. Perform comic monologues. |
Begin writing second half (3+ pages) of comic play. |
| M, April 23 | Listen to Juxtaposition Creative Pieces. | Continue writing second half (3+ pages) of comic play. Letter to student comic playwright due on Moodle by MIDNIGHT. |
| Th, April 26 | Time to work on second half of comic play. | Continue writing second half (3+ pages) of comic play. |
| F, April 27 | Watch comic DVD. | Finish writing half (3 pages) of comic play. Bring copies for entire workshop to class on Monday. |
| M, April 30 | 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 comic plays to be discussed tomorrow in workshops. |
| Tu, May 1 | Comic Play Workshop 2A | Read, annotate, and write summary paragraphs on comic plays to be discussed tomorrow in workshops. |
| W, May 2 | Comic Play Workshop 2B | Bring a downloaded comic play or your reader to class tomorrow for independent reading. |
| Th, May 3 | Comic Play Workshop 2C | Bring a downloaded comic play or your reader to class tomorrow for independent reading. |
| F, May 4 | Read and act out downloaded student humor story and write letter. Rehearse workshop play for Tuesday's performances. |
Revise your play and bring a hard copy to class for proofreading TOMORROW. |
| M, May 7 | PROOFREADING DAY Sign up for Children's Story Presentation. Get Children's Readers. |
Letter to student comic playwright due on Moodle by MIDNIGHT. |
| Tu, May 8 | PERFORMANCES of one comic play from each workshop. | Read Mad Brad the Scientist and identify important elements of children's stories. |
| W, May 9 | Listen to three student presentations of favorite stories. Discuss Mad Brad the Scientist in terms of criteria on theChildren's Story Evaluation. |
Relax from AP Exams if you took them. |
| Th, May 10 | PERFORMANCES of one comic play from each workshop. |
Bring a downloaded student children's story from MrBye.com/stories to class tomorrow. |
| F, May 11 | Read student children's story and write a page-long letter of praise and criticism. Look at children's books from previous years. |
Finish reading Jack and the Beanstalk, Little Red Riding Hood, and Cinderellaand fill out a Children's Story Evaluation (two-sided at back of Reader) on one of the stories. |
| M, May 14 | Listen to three student presentations of favorite stories. Discuss Jack and the Beanstalk, Little Red Riding Hood, and Cinderella, consulting your completedChildren's Story Evaluation. |
Read Rapinzel, 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. |
| Tu, May 15 | Listen to three student presentations of favorite stories. Discuss Rapinzel, The Ugly Duckling, and The Emperor's New Clothes, consulting your completedChildren's Story Evaluation. |
Read The Silly King, Simple Peter's Mirror, Tim O'Leary, 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. |
| W, May 16 | Listen to three student presentations of favorite stories. Discuss The Silly King, Simple Peter's Mirror, Tim O'Leary, The Beast With a Thousand Teeth, consulting your completedChildren's Story Evaluation. To download these modern fairy tales: click here. |
Read A Mad Tea-Part 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. |
| Th, May 17 | Listen to three student presentations of favorite stories. Discuss A Mad Tea-Party and The Cat and the Fox Again, consulting your completedChildren's Story Evaluation. |
Bring a downloaded student children's story from MrBye.com/stories to class tomorrow. |
| F, May 18 | Read student children's story and write a page-long letter of praise and criticism. Look at children's books from previous years. |
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. |
| Tu, May 22 | Listen to three student presentations of favorite stories. Discuss A Chair for My Mother and Curious George, consulting your completedChildren'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. |
| W, May 23 | Listen to three student presentations of favorite stories. Discuss The Tub People and In Which Pooh Goes Visiting..., consulting your completedChildren'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. |
| Th, May 24 | Listen to three student presentations of favorite stories. Discuss Stellaluna and The Sneetches, consulting your completedChildren's Story Evaluation. Get Children's Story Planning packet. |
Fill out Children's Story Planning packet and bring it to class tomorrow. |
| F, May 25 | Pitch story idea to workshop. |
Begin writing first half (at least three pages) of mystery story. Make copies for workshop group and Mr. Bye for Monday. |
| M, May 28 | NO SCHOOL--MEMORIAL DAY | Finish writing first half (at least three pages) of mystery story. Make copies for workshop group and Mr. Bye for Tuesday. |
| Tu, May 29 | Distribute copies and make schedule. 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 30 | Children's Story Workshop 1A | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| Th, May 31 | Children's Story Workshop 1B | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| F, June 1 | Children's Story Workshop 1C | Write second half (at least three pages) of children's story. Make copies for workshop group and Mr. Bye for Monday.. |
| M, June 4 | Distribute copies and make schedule. 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 5 | Children's Story Workshop 2A | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| W, June 6 | Children's Story Workshop 2B | Read, annotate, and write summary paragraphs on children's stories to be discussed tomorrow in workshops. |
| Th, June 7 | Children's Story Workshop 2C | Bring materials to work on illlustrations to class tomorrow. Bring a hard copy of revised children's story to class for proofreading tomorrow. |
| F, June 8 | Work on illustrations for children's story. Proofread a peer's story. |
Bring story to class for rehearsal tomorrow. |
| M, June 11 | Rehearse for reading stories to 1st Graders. | Practice reading story and illustrated book to class tomorrow. |
| Tu, June 12 & W, June 13 | Read stories to 1st Graders at Washington Elementary School. | I wish you all amazing lives. Thank you for being my students. |