1. After a quick (and loud) summary of some of the holiday happenings during the break, we moved straight along with our consideration of a handful of poems. For each, we had to answer what type of relationship was displayed in the poem, who was involved, what the tone of each poem was with evidence to support our answer, and each student had to pick a memorable line or phrase that stood out to them. It seemed like quite an enjoyable and humorous class with several of the boys sharing their “interpretation” of certain poems.
2. We also looked at a diagram I had drawn on the board of a wall of bricks. Each brick contained one of the types of human qualities. Every person is born with the same qualities; they are inate and part of our existance as humans, not animals. There are reasons, though, why some people’s more darker human qualities are more readily on the surface while other people’s brighter qualities stay at the top. Our experiences and interactions through relationships leave impressions on us. At times, those impressions leave people disappointed and therefore they create barriers or guards for themselves. In doing so, their negative qualities rise to the top and that directs how they respond in life. It’s interesting to consider, when you look at it in a literal sense, such as through building blocks.
3. Students had a look at the exams they wrote just before the break. (A few students need to write them yet so they will be returned at a later date.) 

1. Students were given this six-chapter novel to read over the holiday. Some were more successful than others so this class was given for students to continue with their reading and chapter questions. We will be discussing the questions shortly.
2. They are to have read the novel for tomorrow. They were given chapter summaries along with summaries of who the characters are and their part in the novel. By reviewing this, they’ll be more prepared for tomorrow’s quiz. The quiz itself will be a short 30-question multiple choice exam.

   Here is a student-made trailer someone made for the movie. (Warning – it hints at the ending.)

[kml_flashembed movie="http://youtube.com/v/I7pyXEfRArE" width="425" height="350" wmode="transparent" /]

1. We’ve been a little stalled in our progression through the unit because of reviews on essay writing. Before having students complete the rest of that essay (the fixing, editing, typing, and adding of referencing) I would like to review essays more, but we need to add a little life again into our English class so for now we’re going to keep on with reading.
2. Students were each given a copy of the novel Of Mice and Men. This book is a true classic and is one of the most famous to come out of American literature. The characters are tragic and easy for readers to connect with. Students were given a handout with chapter summaries of each of the six chapters, descriptions of all of the characters, chapter questions, and a place to list the novel’s themes as they come across them. We’ll discuss the questions when students return from the break. They were surprised that I asked them to read this novel over the holiday, but this novel is meant to be individually read and enjoyed and, being only six chapters long, should be a short project for them to keep them occupied. (They’ll have one class when we return to finish their reading – it may only take a short while for some.)
3. We read the first chapter together in about twenty minutes of reading. That leaves five chapters to finish over the break. We’ll watch the movie when you return.

[kml_flashembed movie="http://www.youtube.com/v/I7pyXEfRArE" width="425" height="350" wmode="transparent" /] Here's a trailer for the movie.

1. We’ve been a little stalled in our progression through the unit because of reviews on essay writing. Before having students complete the rest of that essay (the fixing, editing, typing, and adding of referencing) I would like to review essays more, but we need to add a little life again into our English class so for now we’re going to keep on with reading.
2. Students were each given a copy of the novel Of Mice and Men. This book is a true classic and is one of the most famous to come out of American literature. The characters are tragic and easy for readers to connect with.
   Students were given a handout with chapter summaries of each of the six chapters, descriptions of all of the characters, chapter questions, and a place to list the novel’s themes as they come across them. We’ll discuss the questions when students return from the break.
   They were surprised that I asked them to read this novel over the holiday, but this novel is meant to be individually read and enjoyed and, being only six chapters long, should be a short project for them to keep them occupied. (They’ll have one class when we return to finish their reading – it may only take a short while for some.)
3. We read the first chapter together in about twenty minutes of reading. That leaves five chapters to finish over the break. We’ll watch the movie when you return.

[kml_flashembed movie="http://www.youtube.com/v/I7pyXEfRArE" width="425" height="350" wmode="transparent" /] Here's a trailer for the movie.

1. Students were told last week there would be a midunit exam this week. They wrote that exam today and did a fine job of putting their full effort into their responses. There were full answers on the ones I saw as they were handed in.
2. We’ve got to push along in our unit and will be tackling Hamlet, soon. I love that play, though, so hopefully some of my enthusiasm for it will rub off on them!!

[kml_flashembed movie="http://www.youtube.com/v/07ej4zNlhpU" width="425" height="350" wmode="transparent" /]

Here's a little peak!