rebeccastern.cmswiki.wikispaces.netrebeccastern.cmswiki.wikispaces.net/file/view/daily age… ·...

Friday 3/27/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIMEAP Language and Composition

Sign up for Knight Time!

Warm-Up: Discuss Definitions

Modes of Definition Power Point Read passages answer questions Discuss with peer Choose 2 that you struggled with

discuss, WHY

Read “The Company Man” in Patterns, Answer comprehension 1-5, P&A 1-3, S&S 4Due Monday April 8,2013

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Warm-Up: Appositives and Gerunds

Appositives and Gerunds

Page 88 Review GPage 91 Review H Review sheets

Vocabulary Test Lessons 1-8

Finish Ch.6 in LOTF. Due 4-8-13

Thursday 3/14/13 (It’s PI DAY)Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

3.1415926535897932384626433832795028841971693993751058

AP Language Sign up for Knight Time! Create Synthesis Prompt Homework (see wiki).

and CompositionShare “A Modest Proposal” AK Style. Turn in.

Identify ways in which to take a “4” paper and make it a “6” or higher.

Revise thesis and body paragraphs.

Return synthesis essays and MC passages.


Learning Objectives HomeworkHN English I Warm-Up: How do you punctuate a title?

When do we use quotes? When do we italicize? When do we underline?

Practice punctuating titles.

Review Literature Terms.

Understanding Power and Control and Their Impact (play the “I’m Going to a Party and Bringing_________________”)Rules:

1) Leaders will run the game. 2) Classmates will offer items and leaders

will accept or decline based on rules3) Debrief about “the party”

Begin Ch.1

Finish Ch.1 in LOTF. Complete handout (see wiki).

Wednesday 3/13/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

D.E.A.R

AP Language and Composition


Share “A Modest Proposal” AK Style. Turn in.

Identify ways in which to take a “4” paper and make it a “6” or higher.

Revise thesis and body paragraphs.

Create Synthesis Prompt Homework (see wiki).

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage

Return synthesis essays and MC passages. 3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Warm-Up: Should Rainsford be charged with

first degree murder? Support your position with details from “The Most Dangerous Game.”

Review VCR homework.

Pass back narratives and tests.

Pre-Reading LOTF: 1. What would happen if your parents

were not there to give you rules? What would happen if everyone could do what they wanted?

2. In your group of friends, are there leaders and followers? How is order established?

3. What traits allow people to be powerful?

Define the literature terms. See wiki.

Purchase a copy of LOTF.

Tuesday 3/12/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIMEAP Language and Composition

Demonstrate understanding of multiple choice strategies by taking a sample set from the College Board. You will have 13 minutes to read a passage and answer 10 questions.

Review answers in class and grade.

Discuss “A Modest Proposal” and share

Complete flyer and analysis based on worksheet on wiki.

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage

responses.

Introduce “A Modest Proposal” AK Style.

3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Demonstrate understanding of “The Most

Dangerous Game” by taking pop assignment. Grade in class.

Discuss “The Most Dangerous Game”“Ironically, Zaroff’s belief in his invincibility as a hunter weakens him and causes his defeat.” Support or challenge this statement.

What is “the most dangerous game”? Why does General Zaroff consider this game to be so dangerous?

What statement is Connell making about hunting?

For #28 on VCR, if you put “engender” and got marked down, give yourself one point and turn it back in.

Complete VCR #7 (p.45-50)

Please purchase a copy of William Golding’s Lord of the Flies

Monday 3/11/13

Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIMEAP Language and Composition

Demonstrate understanding of multiple choice strategies by taking a sample set from the College Board. You will have 13 minutes to read a passage and answer 10 questions.


Discuss “A Modest Proposal” and share responses.

Introduce “A Modest Proposal” AK Style.

Complete flyer and analysis based on worksheet on wiki.


Learning Objectives HomeworkHN English I Demonstrate understanding of VCR by taking a

test for 1-6. Grade in class.

Discuss “A Sound of Thunder.” Complete a plotline.

Read “The Most Dangerous Game” from the online textbook (p.60-80). There may or may not be a pop quiz covering the material tomorrow.

Go to the website my.hrw.comThe username is: akell22The password is: p8b8t

Go to “Online Textbook” From the pull down menu, select

Unit 1: Narrative Structure- Go to the pull down menu on

the right and select “The Most Dangerous Game” by Richard Connell

- Read p.60-80

Friday 3/8/13

Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Correct Wordy Sentences


Demonstrate understanding of the synthesis prompt by writing an in-class, timed essay.

15 min. – Read Prompts40 min. – Write Essay

-Annotate essay following “Synthesis Checklist”

-Read student sample if time

- Assign a holistic score, provide a rational, and turn in.

Read “A Modest Proposal” by Jonathan Swift in Patterns for College Writing (p. 676- 683).

Answer the “Purpose and Audience” questions (1-5) on a separate sheet of paper. Come to class ready to discuss. You will need Patterns for College Writing. Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Turn in STAPLED narrative. Rubric should

include name/evaluation and serve as the cover sheet.

Review VCR homework

Warm-Up: Draw what Montresor did to Fortunato in “The Cask of Amontillado.” Was Fortunato’s punishment just? In order to receive full credit you need to include both a drawing and an explanation. This is not open book.

Review “A Cask of Amontillado” and view clip.

Follow-Up Discussion: Is revenge ever justified? Is there a

“right” way to justify a wrong? How does Montresor uses psychology

to manipulate Fortunato into doing what he wants him to do?

What is the theme, underlying message about life or human nature? Do you think this is valid (a theme may be valid even if you don’t agree)?

What makes the setting sinister?

1. Study for VCR Test Lessons 1-62. Read Ray Bradbury’s “A Sound of

Thunder.” (http://www.lasalle.edu/~didio/courses/hon462/hon462_assets/sound_of_thunder.htm )

3. Answer the following: Who does Travis kill at the

end? Why? Why call this story “A Sound of

Thunder”?

http://www.lasalle.edu/~didio/courses/hon462/hon462_assets/sound_of_thunder.htm



Writing:Option A: What do you think goes through Fortunato’s mind after he realizes what happened to him? What doesn’t he try to reason with Montresor? Write a monologue from his perspective.

Option B: Write a prequel to the story. What insult ignited Montresor’s thirst for revenge?

Around-the-World Vocabulary.

Thursday 3/7/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Combining Sentences


Demonstrate understanding of the synthesis prompt by writing an in-class, timed essay.

15 min. – Read Prompts40 min. – Write Essay

-Annotate essay following “Synthesis Checklist”

-Read student sample if time

- Assign a holistic score, provide a rational, and turn in.

Read “A Modest Proposal” by Jonathan Swift in Patterns for College Writing (p. 676- 683).

Answer the “Purpose and Audience” questions (1-5) on a separate sheet of paper. Come to class ready to discuss. You will need Patterns for College Writing. Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Come to terms with the four elements of fiction

(setting, character, plot and theme)

Differentiate types of characters (protagonist, antagonist, dynamic, static, rotund, flat)

Outline the plot diagram

Define additional literary terms (suspense,

Part I: Read “The Cask of Amontillado” by Edgar Allen Poe. To access the online textbook, please do the following:

Go to the website my.hrw.comThe username is: akell22The password is: p8b8t

Go to “Online Textbook” From the pull down menu, select

foreshadowing, conflict, POV, irony, symbol, and tone)

Read “The Flowers” by Alice Walker (1988) and diagram the plot based on plot diagram

Review VCR homework.

Unit 3: Setting, Mood and Imagery- Go to the pull down menu on

the right and select “The Cask of Amontillado” (five down)

- Read p.372-379

Part II: Please complete the “After Reading Questions” (see left panel) on a separate sheet of paper. Answer questions 1-9)

Part III: Finalize narrative. Print rubric from wiki and staple on top. Failure to put rubric on top will result in a deduction of points. All papers must be stapled BEFORE entering class.

Wednesday 3/6/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME D.E.A.RAP Language and Composition

Warm-Up: Synthesis Sources Debate

Write the introduction with a partner that supports, opposes or qualifies claim. Identify which sources you would use to support claim. What would you use to oppose claim.

-Discuss responses and evaluate student essays (p.117-119)

-Read prompt from 2011, dissect sources and articulate a thesis.

OPTIONAL PRACTICE (Next time we will have an in-class synthesis essay): Print out Question #1 (Locavores p.2-9) below

http://apcentral.collegeboard.com/apc/public/repository/ap11_frq_english_language.pdf

2) Time yourself:15 minutes- Read and annotate sources A-G40 minutes: Synthesize at least three of the sources and incorporate it into a coherent, well-developed essay that identifies the key issues associated with the locavore movement and examines their implications for the community


Learning Objectives Homework




HN English I Warm-Up: Identify “Hard-to-Find Subjects”http://www.fultonschools.org/teacher/willisk/docs/Striving%20For%20Success/Striving%20for%20Success/hard%20to%20find%20subjects.pdf

Review subjects in orders and directions, subjects in inverted sentences, subjects in sentences beginning with “there” or “here”

-Practice finding subjects in orders or directions

-Review narrative components and participate in a guide Peer Review.

Look for: -Engaging hook- Focus - Use of Detail-Overall Structure- Sensory Language-Show vs. Tell

-Conference with peer and reflect

Work on vocab.

Please complete VCR Lesson #6 (p.37-43)

Revise rough draft of essay. Final narrative due Friday 3/8. Print rubric from wiki and place on top. Failure to put rubric on top will result in a deduction of points. All papers must be stapled BEFORE entering class.

Monday 3/4/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Vocabulary Around-the-World


Warm-Up: Analyze the political cartoons. What draws your attention? What is symbolic? What is message is the cartoonist trying to convey?

Discuss "War Prayer"

Introduce Synthesis Essay 101

Practice Synthesis: Take a position that supports, opposes or qualifies the statement that it is "sweet and fitting to die for one's country."

Use the following sources to guide your response.

Source A (“Do Not Weep Maiden for War is Kind” by Stephen Crane)

Please print "Introduction to Synthesis Essay STUDENT" from wiki and answer questions based on 5 Steps to a 5. You will have to scroll down to “AP Test Materials and Strategies” on my AP page.

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #2

http://www.fultonschools.org/teacher/willisk/docs/Striving%20For%20Success/Striving%20for%20Success/hard%20to%20find%20subjects.pdf



Source B (“The War Prayer” by Mark Twain)Source C (“Dulce Et Decorum Est” by Wilfred Owen”)Source D (“The Warrior Song”)Source E (“I Want You To Support The War,” political cartoon)Source F (“This is Your War,” political cartoon)Source G (“The Persian Golf,” political cartoon)

5/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Warm-Up (from Voice Lessons): “The rain night

had ushered in a misty morning-half frost, half drizzle- and temporary brooks crossed our path, gurgling from the uplands.”—Emily Bronte, Wuthering Heights

1. Bronte uses both visual and auditory imagery in this passage. Which words create visual images? Which words create auditory images? Which words create both?

2. What feelings are traditionally associated with rain, mist, and frost? How would the feeling of this passage be different if the rainy night had ushered in a brilliant, sunny morning?

3. Write two sentences that create a mood of terror. Use visual and auditory imagery to describe the weather, thereby setting and reinforcing the mood.

Review “Go Carolina”

Practice Show vs. Tell“He woke up. He got out of bed. He got dressed. He ate breakfast. He walked out the door. He got on the bus. He got off the bus. He went to school. He opened the door of the school building.”

Boring, isn’t it? In small groups, you are going to take each sentence and add details that demonstrate the boy’s fear of starting his freshman year. As you expand each sentence, you will add more detail and meaning. The goal here is to make the story VIVID, INTERSTING, and CLEAR. Please use a separate sheet of paper.

Note: “Showing” involves more than a long list of adjectives. I do not need the color of the wallpaper of the shape of the boy’s legs, because these details clearly do not advance

Write rough draft of narrative. We will peer edit next class.

Coming up:Narrative due Friday 3/8/13

the story. The point of "showing" is not to drown the reader in a sea of details. Instead, you should pick out only those details that matter.

Review Quotation Marks/Narrative Components

Return tests/quizzes.

Friday 3/1/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

https://jeopardylabs.com/play/prepositional-review-game


Warm-Up: Analyze the political cartoons. What draws your attention? What is symbolic? What is message is the cartoonist trying to convey?

Discuss "War Prayer"

Introduce Synthesis Essay 101

Practice Synthesis: Take a position that supports, opposes or qualifies the statement that it is "sweet and fitting to die for one's

Please print "Introduction to Synthesis Essay STUDENT" from wiki and answer questions based on 5 Steps to a 5. You will have to scroll down to “AP Test Materials and Strategies” on my AP page.

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #1



country."

Use the following sources to guide your response.

Source A (“Do Not Weep Maiden for War is Kind” by Stephen Crane)Source B (“The War Prayer” by Mark Twain)Source C (“Dulce Et Decorum Est” by Wilfred Owen”)Source D (“The Warrior Song”)Source E (“I Want You To Support The War,” political cartoon)Source F (“This is Your War,” political cartoon)Source G (“The Persian Golf,” political cartoon)

3/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Demonstrate understanding of TKAM by

taking a quote and short essay test.

Review narrative components and continue to brainstorm. Begin thinking about narrative.

Print, annotate and read “Go Carolina” (see wiki for story and questions). Annotate based on questions 1-7.

Write rough draft of narrative due WEDNESDAY.





Warm-Up: 1. What words do you associate with war?2. What is glorious and what is honorable in warfare? 3. Please watch “The Warrior Song” (http://www.youtube.com/watch?v=lTs6a0ORdQU). How are we supposed to feel about war? Do you agree?

Analyze selected poems from Stephen Crane and Wilfred Owen

Please print out a copy of Mark Twain’s “The War Prayer” (http://www.midwinter.com/lurk/making/warprayer.html). In addition to annotating the piece (marking significant passages, underline key phrases, asking questions in the text, etc.) please respond to questions provided (on wiki)

Each of the assessments below will count as a test grade:

http://www.midwinter.com/lurk/making/warprayer.html


http://www.youtube.com/watch?v=lTs6a0ORdQU




Review “A Voyage to Lilliput” homework.

Hand back Graduation Projects. On the due date, you will submit TWO clean, identical copies. You must keep a THIRD clean copy for your portfolio, which will be due soon. More information regarding the portfolio is coming. Do not delete ANY files related to this paper, and do not throw away any drafts.

2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Review grammar homework from

yesterday.

Read and annotate “How to Eat a Guava”

Introduce Narrative Assignment Describe a meaningful

experience Utilize well-chosen details to tell

a story Organize writing based on a well-

structured sequence Incorporate meaningful dialogue

into the story

Finish TKAM. Test tomorrow!



D.E.A.R


Warm-Up: 1. What words do you associate with war?2. What is glorious and what is honorable in warfare? 3. Please watch “The Warrior Song” (http://www.youtube.com/watch?v=lTs6a0ORdQU). How are we supposed to feel about war? Do you agree?

Analyze selected poems from Stephen Crane and Wilfred Owen

Please print out a copy of Mark Twain’s “The War Prayer” (http://www.midwinter.com/lurk/making/warprayer.html). In addition to annotating the piece (marking significant passages, underline key phrases, asking questions in the text, etc.) please respond to questions provided (on wiki)

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #1





Review “A Voyage to Lilliput” homework.

Hand back Graduation Projects. On the due date, you will submit TWO clean, identical copies. You must keep a THIRD clean copy for your portfolio, which will be due soon. More information regarding the portfolio is coming. Do not delete ANY files related to this paper, and do not throw away any drafts.

2/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I UPDATE ON HOMEWORK POLICY: The

late policy only affects students who were absent during class. If you are present in class and fail to turn in the homework, you will receive a zero.

Warm-Up: Draw what happened to Scout and Jem on their way home. Provide a caption underneath your drawing and use a quote to support your response. Turn in.

Grade and answer questions regarding nonfiction test.

Review vocabulary from lesson #5.

Hand back quizzes/tests. Go over confusing material.

Finish TKAM

Coming Up: TKAM Test on Friday3/1

Tuesday 2/26/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Review PA, PN, DO and IO.Sample Testhttp://www.proprofs.com/quiz-school/story.php?title=do-io-pn-pa-test-7th-grade

AP Language and

Demonstrate understanding of multiple choice strategies by taking a sample set from the College Board. You will have 15 minutes to read a passage and answer

Please print, read and annotate “A Voyage to Lilliput” and explore the nature of conflict between Lilliput and Blefuscu (see wiki for

http://www.jaffebros.com/lee/gulliver/dict/b.html#blefuscu

Composition 11 questions.


Review satire images and cartoons. What is the author trying to convey? Is he/she effective?

Discussion: Is satire always an appropriate

medium? Why does an artist use satire to convey meaning?

How does this media differ to newspapers or magazines that comment on similar social issues?

When is satire valuable? When is satire inappropriate? In other words, can you think of a

context when satire might be inappropriate or taken too far?

Analyze: Obama coverJyllands-Posten Muhammad Controversy

reading and questions).

Answer the discussion questions.


Learning Objectives HomeworkHN English I

Demonstrate understanding of parts of speech by taking a test. Grade in class.

Discuss Ch.26-27-Why is Scout puzzled by Miss Gates' disapproval of Hitler? -Why does Scout's question upset Jem?-What three things does Bob Ewell do that alarm Aunt Alexandra? -Why, according to Atticus, does Bob Ewell bear a grudge? Which people does Ewell see as his enemies, and why?

1. Complete VCR Lesson #5 (p. 32-37)2. Read Ch.28 in TKAM



Take a verb practice test. Differentiate between a transitive, intransitive, linking and auxiliary (helping) verb.

-Review PA, PN, DO and IO.

AP Language and

Initial AP TEST ROSTER

Demonstrate understanding of multiple

Please print, read and annotate “A Voyage to Lilliput” and explore the nature of conflict between Lilliput and Blefuscu (see wiki for

http://www.jaffebros.com/lee/gulliver/dict/b.html#blefuscu

Composition choice strategies by taking a sample set from the College Board. You will have 15 minutes to read a passage and answer 11 questions.


Review satire images and cartoons. What is the author trying to convey? Is he/she effective?

Discussion: Is satire always an appropriate

medium? Why does an artist use satire to convey meaning?

How does this media differ to newspapers or magazines that comment on similar social issues?

When is satire valuable? When is satire inappropriate? In other words, can you think of a

context when satire might be inappropriate or taken too far?

Analyze: Obama coverJyllands-Posten Muhammad Controversy

reading and questions).

Answer the discussion questions.


Learning Objectives HomeworkHN English I Collect TKAM questions from Ch.23-25.

3rd Block: Highlight 1,3,5,74th Block: Highlight 2,4,6,7

Warm-Up #1: Dissect Sentences

Warm-Up: What does Atticus mean when he says, “A court is only as sound as its jury, and a jury is only as sound as the men who make it up”? What are the advantages of having a jury? What are the disadvantages? Would Tom Robinson have a better chance today?

Follow-Up: What went wrong with the trial for Tom?

Review TKAM discussion questions. Answer any lingering questions.

Complete the Parts of Speech Review.

Review/Grade Nonfiction Assessment.

Study for the Parts of Speech/Verb Quiz. You should know how to do the following:

1) Identify the part of speech based on description (action verb, intransitive/transitive verb, linking verb, preposition, conjunction, adjective, adverb, noun, pronoun, article, etc.)

2) Identify the part of speech for the underlined word. Parts of speech may be used multiple times.

3) Determine if an underlined verb is an action, linking or helping verb.

4) Identify if the underlined term is a direct object, indirect object, predicate adjective or predicate nominative.

Read Ch.26-27 in TKAM


Friday 2/22/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Sign up for Knight Time and Teacher Appreciation Letters


On the AP exam, you will have to write your essays in pen, so let’s start practicing now.

-Demonstrate understanding of a rhetorical analysis by writing a timed essay. You will have forty-five minutes to read and analyze the essay. Proofread your work.

-Annotate essay based on criteria.

- Evaluate sample essays and assign a holistic score

-Review scoring guide and assign a holistic score to essay. Provide a rational as to why you should receive that score. Submit.

1. Define satire2. Bring in an image or cartoon that illustrates satire3) Explain what the author is trying to convey in the satire piece?4) Determine whether or not he/she is effective

Timed MC Passage next class


Learning Objectives HomeworkHN English I Demonstrate understanding of

nonfiction by taking a test.

Discuss Ch.21-22

Read TKAM

Read Ch.23-25 and answer questions. 1. What do you think of Atticus's

reaction to Bob Ewell's challenge? Should he have ignored Bob, retaliated or done something else?

2. What is “circumstantial evidence”? What has it got to do with Tom's conviction?

3. What does Atticus tell Scout about why the jury took so long to convict Tom?

4. Explain briefly how Tom was killed. What is Atticus's explanation for Tom's

attempted escape? Do you think agree with Atticus?

5. How does Maycomb react to the news of Tom's death?

6. Comment on the idea that Tom's death was “typical.”

7. Why did Jem not want Scout to tell Atticus about Bob Ewell's comment? Was this a wise thing to ask her to do?

Coming Up:2/22 Nonfiction Unit Test2/26 PA, PN, DO, IO, Action vs. Linking Verb Test

Thursday 2/21/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Sign up for Knight Time1. If I gave you $10,000, what

would you spend it on?2. If you could live in any period

of history, when would it be?3. If you could learn any skill,

what would it be?






-Review scoring guide and assign a holistic score to essay. Provide a

1. Define satire2. Bring in an image or cartoon that illustrates satire3) Explain what the author is trying to convey in the satire piece?4) Determine whether or not he/she is effective

Timed MC Passage next class

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #2

https://email.cms.k12.nc.us/owa/UrlBlockedError.aspx

rational as to why you should receive that score. Submit.

4/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Timed MC Passage

Learning Objectives HomeworkHN English I Demonstrate understanding

of VCR Lessons #3 and 4 by taking a quiz. Grade in class.

Review MC Questions and MC strategies.

Read Ch.21-22


Wednesday 2/20/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

D.E.A.RWhere are you going for Knight Time?


-Demonstrate understanding of Gatsby’s American Dream by participating in a fishbowl discussion

-Assign peers to evaluate. Review format for peer evaluation.

-Submit American Dream response and peer evaluation

-Review rhetorical menu items and rhetorical analysis notes. There will be a timed in-class essay next block.



Learning Objectives HomeworkHN English I Sign up for Knight Time Study for VCR Quiz #3-4

Warm-Up: Determine characters’ position in the trial (Mr. Heck Tate, Bob Ewell, Mayella Ewell, Mr. Dolphus Raymond)ß------------------------------àT.R is innocent T.R. is guilty

Claim-Evidence-Warrant Follow-Up: What is the evidence in Robinson’s defense? What is the evidence of Bob Ewell’s guilt? State a clear claim, evidence and warrant for each.

Finish reviewing VCR homework from yesterday.

Practice MC Questions.

Finish MC Questions.


Tuesday 2/19/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

1) What cereal box cartoon character would you be if you had the opportunity to be that character for 24 hours? Why?

2) If you were to perform in the circus, what would you do?

DON’T FORGET TO SIGN UP FOR KNIGHT TIME!


-Demonstrate understanding of Gatsby’s American Dream by participating in a fishbowl discussion

-Assign peers to evaluate. Review format for peer evaluation.

-Submit American Dream response and peer evaluation

-Review rhetorical menu items and rhetorical analysis notes. There will be a timed in-class essay next block.



Learning Objectives HomeworkHN English I Warm-Up: Quote Analysis

1) Do you agree with Atticus’ Read Ch. 19-20 in TKAM

statement “Mr. Cunningham’s basically a good man. . . he just has his blind spots along with the rest of us” (Ch.16 p.179)

2) At the end of Ch.17 Mr. Ewell angrily approaches the judge, “Tricking lawyers like Atticus Finch took advantage of him all the time with their tricking ways” (202). Why does Mr. Ewell feel like he has been “tricked”?

3) How does Mayella incriminate her father on the witness stand? Why does this help Tom Robinson's case?

Student-led discussion. Turn in TYPED questions.

Review VCR exercises.

Return to Claim, Evidence and Warrant guide.

Coming Up:2/21 VCR Lessons #3-4 Quiz 2/22 Nonfiction Unit Test2/26 PA, PN, DO, IO, Action vs. Linking Verb Test


1 hr. homeroom


Warm-Up: Compare/Contrast Tom and Gatsby. How are they similar? How are they different? Compose a list of similarities and differences and then write a thesis statement. Do not state the literal or obvious.

-Discuss Ch.6-7 Gatsby’s downfall Gatsby as an invention Tom/Sloane scene HEAT Car Accident Gatsby and Bruno Mars’

“Grenade”

1) Finish TGG.

2) Based on your understanding of The Great Gatsby, analyze Fitzgerald’s conception of the American Dream (1-2 TYPED pages). See handout for more details. Print both sheets of the handout. You will need the second handout for the Fishbowl discussion.

3) Please list a few extra passages that you do not write about in your essay that might be significant for the discussion.

4) Pose 2-4 text-based questions that you can pose to your classmates in case conversation stalls, or in case you really want to know what they think about the answer. Do not ask “What would you do?” questions or questions that lead to surface-level responses. Think of the types of questions asked on your reading quizzes.



SIGN UP FOR THE AP EXAM!!!!Learning Objectives Homework

HN English I Warm-Up: Complete the review from yesterday’s worksheet.

Define indirect object: The indirect object is the noun or pronoun that receives the direct object.

Emil sent his brother a postcard from the hotel.

Underline and label the subject and direct object. Identify the action verb.

Identify PA, PN, DO and IO in sentences.

Review argument organizational structure (claim, evidence and warrant)

Recognize strong/weak evidence

Develop and refine arguments

VCR Review

Read Ch. 16-18.

Please type 5 discussion questions pertaining to Ch.16-18. Do not ask “What would you do?” questions or questions that lead to surface-level responses. Think of the types of questions asked on your reading quizzes (not the character description questions)

Thursday 2/14/13 HAPPY VALENTINE’s DAY


Dissect Sentences

AP Language and Warm-Up: Compare/Contrast Tom 1) Finish TGG.

Composition and Gatsby. How are they similar? How are they different? Compose a list of similarities and differences and then write a thesis statement. Do not state the literal or obvious.

-Discuss Ch.6-7 Gatsby’s downfall Gatsby as an invention Tom/Sloane scene HEAT Car Accident Gatsby and Bruno Mars’

“Grenade”

2) Based on your understanding of The Great Gatsby, analyze Fitzgerald’s conception of the American Dream (1-2 TYPED pages). See handout for more details. Print both sheets of the handout. You will need the second handout for the Fishbowl discussion.

3) Please list a few extra passages that you do not write about in your essay that might be significant for the discussion.

4) Pose 2-4 text-based questions that you can pose to your classmates in case conversation stalls, or in case you really want to know what they think about the answer. Do not ask “What would you do?” questions or questions that lead to surface-level responses. Think of the types of questions asked on your reading quizzes.



SIGN UP FOR THE AP EXAM!!!!

Learning Objectives HomeworkHN English I TURN IN TKAM homework.

3rd Block-Highlight questions 1,3,54th Block- Highlight questions 2,4,6

Warm-Up: Fragments vs. Complete sentences. Review parts of speech.

Introduce linking, helping, transitive and intransitive verbs. Practice recognizing how verbs are used.

Review VCR homework. Practice vocab words.

Identify ethos, pathos, logos in

1. Read Ch.15 in TKAM

2. Complete VCR Lesson #4 (4A, 4B and 4C)

Superbowl commercials. What argument is the advertisement making?http://www.thedailybeast.com/articles/2013/02/04/the-14-best-super-bowl-2013-commercials-video.html

Discuss lingering questions with TKAM.

Wednesday 2/13/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME D.E.A.RAP Language and Composition

Demonstrate reading comprehension of Ch.4-5 by taking a reading quiz. Grade in class.

-Discuss TGG Mr. Wolfsheim Daisy and Gatsby’s romance Gatsby and Jordan’s plan Gatsby in the presence of

Tom/Daisy Return to epigraph RAIN scene

Hand back papers

Read Ch.6-7. This is a lengthy reading. . . do not save until the night before



SIGN UP FOR THE AP EXAM!!!!

Learning Objectives HomeworkHN English I Warm-Up: Differentiate between a

sentence and a fragment.

Review homework and determine if sentence is acting as a fragment or sentence.

Define different parts of speech (noun, verb, pronoun, adjective, article, adverb, preposition, and conjunction)

Differentiate between main verbs and helping verbs. Practice identifying

In TKAM, please read Ch.13-14 and answer the following questions.

1. How does Aunt Alexandra involve herself in Maycomb's social life?

2. Comment on Aunt Alexandra's ideas about breeding and family. Why does Atticus tell them to forget it? Who is right?

3. Comment on Atticus's explanation of rape. How suitable is this as an answer for Scout?

4. Why does Alexandra think Atticus

http://www.thedailybeast.com/articles/2013/02/04/the-14-best-super-bowl-2013-commercials-video.html



main verbs and helping verbs in a sentence.

Review VCR exercises 3A, 3B and 3C.

Practice vocabulary.

If time remaining, review ethos, pathos and logos.

should dismiss Calpurnia? How does Atticus respond to the suggestion?

5. Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill?

6. What do we learn from Dill's account of his running away?


Write 10 sentences that use the following subordinating conjunctions:First part of sentence:AfterAlthoughAsAs long as As soon as

Middle or end of sentence:Because BeforeSo thatUntilWhile


Demonstrate reading comprehension of Ch.4-5 by taking a reading quiz. Grade in class.

-Discuss TGG Mr. Wolfsheim Daisy and Gatsby’s romance Gatsby and Jordan’s plan Gatsby in the presence of

Tom/Daisy Return to epigraph RAIN scene

Hand back papers

Read Ch.6-7. This is a lengthy reading. . . do not save until the night before


2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Graded Timed MC Passage


TKAM by taking a Ch.1-12 quiz. Grade in class.

1. Read p.17- 23 in VCR and complete exercises 3A, 3B and 3C.

Review Sentence Fragments and determine whether or not various clauses are missing a subject, verb or does not express a complete thought.

Hand back quizzes/tests

2. Complete the “Identifying Sentence Fragments” homework (available on wiki)


Adverbs vs. prepositions







Please read Ch. 4-5 in TGG for 2/12 (A) and 2/13 (B)


2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Graded Timed MC Passage

Learning Objectives HomeworkHN English I Warm-Up: Practice utilizing ethos,

pathos, and logos in dollar activity

-Analyze a political cartoon and the way in which a cartoonist uses distortion and bias to shape an audience’s perspective.

-Identify author’s purpose in both visual

Read Ch.12

Prepare for TKAM Quiz Ch.1-12

Make sure you can do the following:-Identify characters based on quotes/descriptions. Spelling counts.- Explain terminology used by characters

and written texts

-Read Ann Romney’s RNC speech from 2012 and annotate for ethos, pathos and logos.

-Determine how Ann Romney demonstrates her character, strikes emotional cords and makes leads the audience through a series of logical connections in order to establish her purpose

-Review TKAM reading questions from homework.

- Address short answer questions based on plot and themes in the novel.

Friday 2/8/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME PEP RALLYAP Language and Composition

You will need to write in pen.





Please read Ch. 4-5 in TGG for Tuesday 2/12 (A) and 2/13 (B)

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Graded Timed MC Passage


VCR Lessons 1-2 by taking a quiz. Read Ch.9-11 in TKAM for Monday 2/11. Come prepared with questions to discuss.

Grade in class.

Clarify any remaining questions from TKAM and continue reading TKAM.

We will have a reading quiz early next week. Make sure you are annotating your text and marking significant passages. A few things to consider while reading:

1) Why does Atticus feel he should defend Tom Robinson despite the town’s resistance?

2) What does Scout learn while eavesdropping on her uncle at Atticus’ conversation in Ch.9?

3) Why is it a sin to kill a mockingbird? What might this have to do with the title?

4) Why do you think Harper Lee includes Mrs. Dubose’s character in Ch.11? Do you agree with Atticus’ opinion of her?


Vocabulary Around-the-World


Demonstrate understanding of TGG Ch.3 by taking a quiz.

Review Rhetorical Analysis Strategies and common mistakes from TGG response.

- Each topic sentence should make an assertion about a strategy author utilizes

- Use quote sandwiches. Do NOT lead-in with page number (For example, on p.29. . .)

- Do not compliment

1) Review Rhetorical Strategies for in-class essay next class. You might want to revisit Ch.5 in 5 Steps to a 5 for pointers and student samples.

2) Please read Ch. 4-5 in TGG for Tuesday 2/12 (A) and 2/13 (B)

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #2

author (“Fitzgerald makes excellent use of . . .)

Hand back TGG Rhetorical Analysis.

4/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Graded Timed MC Passage

Learning Objectives HomeworkHN English I Warm-Up- What can we

conclude about the following: two figures made of soap, a spelling medal, a broken watch, mended trousers, and a blanket placed over Scout’s shoulders?

Discuss Ch.7-8 (cement and Atticus’ advice)

Introduce appeals and bias

VCR Review

Return Graded Material

Study for the VCR Quiz. You are prepared if you can do the following:- Determine the meaning of roots- Determine the best vocabulary word that means the same thing as a word provided- Determine the best vocabulary word that means the opposite of a word provided. - Use vocabulary word in a sentence

Coming Up:Read Ch.9-11 for Monday 2/11


D. E.A. R


Demonstrate understanding of TGG Ch.3 by taking a quiz.

Review Rhetorical Analysis Strategies and common mistakes from TGG response.

- Each topic sentence should make an assertion about a strategy author utilizes

- Use quote sandwiches. Do NOT lead-in with page number (For example, on

3) Review Rhetorical Strategies for in-class essay next class. You might want to revisit Ch.5 in 5 Steps to a 5 for pointers and student samples.

4) Please read Ch. 4-5 in TGG for Tuesday 2/12 (A) and 2/13 (B)

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage

p.29. . .)- Do not compliment

author (“Fitzgerald makes excellent use of . . .)

Hand back TGG Rhetorical Analysis.

3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Graded Timed MC Passage

Learning Objectives HomeworkHN English I Turn in name-calling paragraph.

Demonstrate understanding of prepositional phrases, infinitive phrases, subordinate clauses and adverbs by taking a test.

Grade in class.

Finish discussing TKAM Ch.4-5.

Please read Ch. 7-8 in TKAM.

Coming Up:2/8 VCR Quiz on Lessons 1 and 2


Write three sentences for each benchmark:1. Prepositional phrase2. Infinitive phrase3. Adverb

4. Subordinate clause


Warm-Up: What makes a full life?

-Holistically grade peer’s paper based on AP rubric. Turn in.

-Read and analyze Edwin Arlington Robinson’s poetry

-Analyze the impact of author’s choices regarding how to develop and relate elements

-Demonstrate knowledge of how texts from the same period treat similar themes

-Compare and contrast Richard

Read Ch.3 in TGG. Take note of how Nick Carraway gathers information about Jay Gatsby. How does all of this information affect Nick?

Prepare for a reading quiz


Cory’s, Miniver Cheevy’s and Eben Flood’s expectations for lifeLearning Objectives Homework

HN English I Warm-Up: There are countless putdowns or words that describe others in hurtful ways. Take a minute to think of all the putdowns you hear on a daily basis.

Discussion:1. Why is name-calling such a regular

and often accepted part of society?2. What are the most common types of

slurs?3. Who gets called names? Under what

circumstances? (Don’t name specific people- just describe who is targeted.)

4. Have you ever used a slur or called someone something insulting? What made you use those words? Do you know why the term was used? How did you respond?

5. Has a slur or insult ever been used against you?

Discuss commonly used slurs: “faggot,” “retard, ” “nigger,” and “bitch”

Review TKAM questions and discuss Mr. Miss Stephanie’s use of “white nigger”

Choose one of the putdowns/words you listed at the beginning of class and research the meaning of the word. Please type a paragraph that answers the following questions. 1. History/etymology: What is the factual meaning of the word (denotation)?2. Why do some people want to reclaim the word (use it in its original neutral or a new sense)?3. Why are some people uncomfortable with reclaiming it?4. Are there any benefits associated with reclaiming the word?5. Will reclaiming the word reduce or increase understanding/communication with other groups?

Coming Up:2/6 Grammar Test- You should know how to:

1) Define prepositional phrases, infinitive phrases, subordinate clauses, and adverbs.

2) Identify which words are or are not prepositions.

3) Determine if the word(s) underlined is/are acting as a prepositional phrase, adverb, subordinate clause, or infinitive phrase and explain how you know.

4) Write a sentence demonstrating your understanding of how an adverb or preposition functions.

5) Identify prepositional phrases in a paragraph

2/8 VCR Quiz on Lessons 1 and 2


Write three sentences for each benchmark:1) Prepositional phrase2) Infinitive phrase3) Adverb

4) Subordinate clause


Warm-Up: What makes a full life?

-Holistically grade peer’s paper based

Read Ch.3 in TGG. Take note of how Nick Carraway gathers information about Jay Gatsby. How does all of this information

on AP rubric. Turn in.

-Read and analyze Edwin Arlington Robinson’s poetry

-Analyze the impact of author’s choices regarding how to develop and relate elements

-Demonstrate knowledge of how texts from the same period treat similar themes

-Compare and contrast Richard Cory’s, Miniver Cheevy’s and Eben Flood’s expectations for life

affect Nick?

Prepare for a reading quiz


Learning Objectives HomeworkHN English I Warm-Up: What is a prepositional phrase?

How does an adverb function? What makes a subordinate clause? What is an infinitive?

Practice recognizing prepositional phrases in a sentence

Differentiate between an adverb and preposition

Use the same word as a different part of speech

Differentiate between a prepositional phrase and a subordinate clause

Locate infinitive phrases. Be wary of prepositions!

Review “The Snake”

Review VCR Lesson #2

Read Ch.5 and 6 in TKAM and answer the following:

1. Describe Miss Maudie Atkinson. What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already believes?

2. Scout claims that “Dill could tell the biggest ones ” (lies) she ever heard. Why might Dill have told such lies?

3. What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why?

4. Why does Scout disapprove of Jem's and Dill's plan of looking in at one of the Radleys' windows?

5. What does Mr. Nathan Radley know about the intruders in his garden? Why does Miss Stephanie refer to a “negro” over whose head Mr. Nathan has fired?

6. Why does Dill's explanation of Jem's state of dress almost land him in trouble?

Coming Up:2/6 Grammar Test (prepositional phrases, subordinate clauses, adverbs and infinitives)

2/8 VCR Quiz on Lessons 1 and 2


Vote for Reverse Homeroom King


TURN IN THE GRADUATION PROJECT. . . WOOHOO!!!!

Demonstrate understanding of TGG by taking a Ch.1-2 quiz. Grade in class.

Discuss epigraph at beginning of text

What are Nick’s impressions of the summer of 1922?

Explain West Egg/East Egg class system. Close Character Reading Passages:

Nick Carraway: “I’m inclined to reserve all judgments” (1)“After boasting this way of my tolerance…” (2)Jay Gatsby:“No Gatsby turned out all right at the end” (2)“… he gave a sudden intimidation that he was content to be alone” (21)

Tom Buchanan:“one of those men who reach such acute limited excellence” (6)“ …a cruel body”

Daisy Buchanan“It was the kind of voice that the ear follows up and down” (9)“They knew that dinner would be present over and a little later in the evening…” (12)

Jordan Baker“The younger of the two…” (8)

Complete Gatsby rhetorical analysis (see wiki for more details)


Learning Objectives HomeworkHN English I Demonstrate understanding of TKAM by

taking a Ch.1-4 quiz. Grade in class.

-Articulate the difference between denotation and connotation

-Improve understanding of diction

-Practice utilizing diction with purpose

-Analyze how diction affects our perception of events in “The Rattler”

1. Read and annotate “The Snake” based on directions. Answer the questions at the end and come prepared to discuss next class.

2. Read p.9- 14 in VCR. Complete exercises 2A, 2B, and 2C.

-Finish diction exercise from yesterday


Distribute Report Cards. Sign up for Knight Time. Help Stern carry textbooks downstairs.


TURN IN THE GRADUATION PROJECT. . . WOOHOO!!!!

Demonstrate understanding of TGG by taking a Ch.1-2 quiz. Grade in class.

Discuss epigraph at beginning of text

What are Nick’s impressions of the summer of 1922?

Explain West Egg/East Egg class system. Close Character Reading Passages:

Nick Carraway: “I’m inclined to reserve all judgments” (1)“After boasting this way of my tolerance…” (2)Jay Gatsby:“No Gatsby turned out all right at the end” (2)“… he gave a sudden intimidation that he was content to be alone” (21)

Tom Buchanan:“one of those men who reach such acute limited excellence” (6)“ …a cruel body”

Daisy Buchanan“It was the kind of voice that the ear follows up and down” (9)“They knew that dinner would be present over and a little later in the evening…” (12)

Jordan Baker“The younger of the two…” (8)

Complete Gatsby rhetorical analysis (see wiki for more details)


Learning Objectives HomeworkHN English I Warm-Up: Find the subordinate

clause and complete the preposition review

Review VCR homework

Read Ch.4. Prepare for a Ch.1-4 quiz on TKAM.

-Articulate the difference between denotation and connotation-Improve understanding of diction-Practice utilizing diction with purpose


D.E.A.R. Share Presbyterian Hospital Volunteer Program


-In groups of six, each student will engage in a peer edit that highlights a different section of your paper.

-In each round, the peer editor will have a different task. Please make sure to pass this checklist with the paper, so all comments pertain to one paper.

-Conference with peers and make final revisions.

Prepare final draft of paper. Be prepared to submit Graduation Paper and Works Cited to me next class. Please print TEACHER RUBRIC and attach as the cover sheet for your paper. SEE WIKI. Read Ch.1-2 in TGG for next class. Be prepared for a graded in-class assignment.


Learning Objectives HomeworkHN English I SIGN UP FOR KNIGHT TIME (outside

my door- 10 spots for each class)

Warm-Up: Differentiate between a prepositional phrase and an infinitive.

-Discuss TKAM homework.

-Observe how detail (facts, observations and incidents) is used to develop a topic, shaping and seasoning voice

-Identify the diction choices that contribute to the reader’s overall perception of the piece

-Apply imagery (verbal representation of sense experience) that gives a voice distinctive quality in your own writing

1. Read p.1-9 in Vocabulary from Classical Roots and complete exercises 1A-1C.

2. Read Ch.3 in TKAM


No homeroom. Full 90 minute classes.


-In groups of six, each student will engage in a peer edit that highlights a different section of your paper.

-In each round, the peer editor will have a different task. Please make sure to pass this checklist with the paper, so all comments pertain to one paper.

-Conference with peers and make final revisions.

Prepare final draft of paper. Be prepared to submit Graduation Paper and Works Cited to me next class. Please print TEACHER RUBRIC and attach as the cover sheet for your paper. SEE WIKI. Read Ch.1-2 in TGG for next class. Be prepared for a graded in-class assignment.


Learning Objectives HomeworkHN English I Share SOAPSTone with partner. Turn

in SOAPSTone and editorial.

Warm-Up: Review prepositional phrases and object of the preposition. Differentiate prepositional phrases from adverbs, infinitive phrases and subordinate clauses.

Complete TKAMB Anticipation Guide and be prepared to discuss.

Hand back quizzes and writing. Create portfolios.

Read Ch.1-2 in TKAMB. Answer reading questions. Come prepared, ready to discuss.

Monday1/28/13Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Homeroom: If your life was a movie, what would the title of the movie be? Who would star as you? Who else would you feature in the movie and what role would he/she play?


Assignment Tracker: TGG pre-reading

Review effective conclusion formats:Create an if/then situation: What will happen if we fail to act? Why must we act now?

- OR - Give an action plan: Now that you addressed the problem, what now?

- OR - Use an extended metaphor: Demonstrate the same problem in a context that will resonate with your audience. The goal is to choose something that is easy for the audience to visualize AND makes them want to change their behavior.

You should also do the following:-Offer a final, clincher point-Cite the broad significance or deeper implications of the main points

Review peer edit requirements. You will need to print form prior to next class.

Review answers to multiple choice passages.

Review TGG pre-reading.

1) Finish Graduation Project*. You will need 6-8 pages AND Works Cited.

2) Print and bring peer edit. Come prepared to give and receive feedback.

3) Read Ch.1-2 in TGG for Thursday 1/31 (A) and 2/1 (B)

* Please see http://owl.english.purdue.edu/owl/resource/747/14/

To help integrate your visual appropriately into your paper


Learning Objectives HomeworkHN English I CHANGE SEATS

Demonstrate understanding of prepositions by taking a quiz.

Introduce nonfiction unit.

Practice SOAPSTONE.

Finish “History Teacher” discussion.

Find an editorial from the newspaper (print it out or cut the article from the newspaper) and conduct a SOAPSTone analysis. What purpose is the writer trying to achieve? To whom is the writer directing his/her argument? NOT GIVE ME SURFACE-LEVEL RESPONSES.



Assignment Tracker: TGG pre-reading

Review effective conclusion formats:Create an if/then situation: What will happen if we fail to act? Why must we act now?

- OR - Give an action plan: Now that you addressed the problem, what now?

- OR - Use an extended metaphor: Demonstrate the same problem in a context that will resonate with your audience. The goal is to choose something that is easy for the audience to visualize AND makes them want to change their behavior.

You should also do the following:-Offer a final, clincher point-Cite the broad significance or deeper implications of the main points

Review peer edit requirements. You will need to print form prior to next class.

Review answers to multiple choice

4) Finish Graduation Project*. You will need 6-8 pages AND Works Cited.

5) Print and bring peer edit. Come prepared to give and receive feedback.

6) Read Ch.1-2 in TGG for Thursday 1/31 (A) and 2/1 (B)

* Please see http://owl.english.purdue.edu/owl/resource/747/14/

To help integrate your visual appropriately into your paper


passages.

Review TGG pre-reading.

Learning Objectives HomeworkHN English I Warm-Up: List as many prepositions as you

can without notes.

Review preposition homework from yesterday.

-Introduce “draft reading” and annotation notes

-Practice “draft reading” and KIC chart on “The History Teacher”

K= What do you know, concrete factsI= Implications (conclusions, inferences, what I can gather by reading between the lines)C= Critical Ideas (underlying themes, generalizations, perspective of the author)

Prepare for a prepositions quiz. You should know the prepositions and be able to recognize prepositional phrases and the object of the preposition in a sentence.


How did your first day of classes go?

AP Language and Composition Review the Graduation Project

PowerPoint. Discuss graphic organizer integration. Review Test Prep Calendar.

Review the midterm. Discuss multiple-choice strategies.

Practice another timed MC passage.

7) Complete TGG pre-reading. Finish MC practice from class.

8) Purchase, borrow or rent a copy of The Great Gatsby by F. Scott Fitzgerald. Please do not use your Kindle or cell phone. Plan on bringing your book every day.


Learning Objectives HomeworkHN English I Warm-Up: In small groups, share

TTTC responses. Share a few with whole class. Turn in.

Complete the Grammar Diagnostic. Review answers in class.

Identify the way in which a preposition functions.

Become acquainted with frequently used prepositions.

Find prepositional phrases in a sentence.

Use prepositional phrases in an original sentence.

Finish preposition worksheet.

Commit prepositions to memory. There may or may not be a quiz in your future

Wednesday 1/23/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME1st Block - 8:00 to 9:252nd Block - 9:25 to 10:45

First Semester Recap: What study habits worked well? What study habits did not work as well?

Arrange books in numerical order.


CHANGE SEATS

Review the Graduation Project PowerPoint. Discuss graphic organizer integration. Review Test Prep Calendar.

Review the midterm. Discuss multiple-choice strategies.

Practice another timed MC passage.

9) Complete TGG pre-reading. Finish MC practice from class.

10) Purchase, borrow or rent a copy of The Great Gatsby by F. Scott Fitzgerald. Please do not use your Kindle or cell phone. Plan on bringing your book every day.

Each of the assessments below will count as a test grade:2/8/13 (A) and 2/11 (B) Rhetorical Analysis #12/21 (A) and 2/22 (B) Rhetorical Analysis #22/25 (A) and 2/26 (B) Timed MC Passage 3/7 (A) and 3/8 (B) Synthesis Essay #13/11 (A) and 3/12 (B) Timed MC Passage

3/21 (A) and 3/22 (B) Synthesis Essay #24/18 (A) and 4/19 (B) Argumentative Essay #15/2 (A) and 5/3 (B) Argumentative Essay #25/6 (A) and 5/7 (B) Graded Timed MC Passage

Learning Objectives HomeworkHN English I -Introduce the members of our

learning community

-Provide information on a note card

-Introduce website/syllabus

- What do you carry exercise?

1) Type “The Things I Carry” response. Please follow proper manuscript format.

2) Read and print my syllabus from the website.

3) Parent Email (see last page of syllabus for directions).

4) Buy, rent or borrow To Kill a Mockingbird by Harper Lee. Please do not use your Kindle or cell phone. (See Barnes and Nobel coupons on wiki)

Exam Week1/14- 1/18Testing Announcements 7:15 – 7:30

Exam Period 4x4 7:30 – 12:00Exam Period A-day 7:30 – 9:40

Exam Period B-day 9:45 – 12:00Lunch and Dismissal 12:00 – 1:00

Exam Days will be designated as follows:

Monday, Jan 14 – 1st Block Tuesday, Jan 15 – 2nd Block Wednesday, Jan 16 – 3rd Block Thursday, Jan 17 – 4th Block Friday, Jan 18 – Make-up Exams

Please note and adhere to the following:

1. Students may not visit other school campuses during the exam day.2. Students may not leave campus during or between exams.

3. Exams will be given according to the printed schedule; they may not be given on a day other than that specified.

4. Final exams are required in all 4x4 classes; mid-term exams are required in all A/B day classes.

5. On these dates, 4x4 teachers will administer a final exam, and A/B day teachers will administer a mid-term exam.

6. Students who miss a non-EOC exam will be given through January 18th to make up the missed exam.

7. All final exams count as 25% of the final grade.8. There are no EOC re-take exams this year – students will only sit for the EOC once, so it is

important they do their best on the designated exam day.9. Students are expected to be in school from 7:15 am – 12:00pm. There will be no early

dismissals during the week of exams.

Friday 1/18 (B day)1ST Block 7:15 – 8:152nd Block 8:21 – 9:213rd Block 9:27 – 10:274th Block 10:33 – 11:33Lunch 11:33 – 12:15


No Knight Time. 90 minute classes.


1. Review rhetorical strategies from AP prompt. Compare thesis statements. Read sample essay.

http://apcentral.collegeboard.com/apc/public/repository/sample_english_lang_q_17459.pdf

2. Go over MC passage from last class.

3. Play AP Jeopardy. Review schemes/tropes, punctuation/transitions, tone words, logical and fallacies

Exam Components:Questions 1-28= College Board released MC passages (curved)Questions 29- 80= teacher made comprehensive (not Curved)

I can…____ recognize and define ALL diction words (from handout)____ define and identify examples of all schemes (anaphora, asyndeton, epistrophe, polysyndeton, etc.)____ define and identify examples of all tropes (metaphor, metonymy, synecdoche, personification, etc.)____ recognize appeals to ethos, pathos, logos____ define and recognize examples of a syllogism, inductive and deductive reasoning____ recognize examples of logical fallacies____ list and define three parts of the rhetorical triangle____ identify common mistakes in writing and




recognize grammatical errors (subject-verb agreement, pronoun- antecedent agreement, underline/quotes, etc.)____ Identify incorrect parenthetical citations effectively incorporate quotations, choose the best method for indicating source types (italics, underline, quotations, etc.)

We are quickly approaching our AP exam fee deadline, Friday, February 15th at 12pm

REMEMBER TO SIGN UP FOR AP LANGUAGE AND COMPOSITION (do not accidentally sign up for English Literature)

Learning Objectives HomeworkHN English I11:05-12:35 12:40-2:10

Demonstrate understanding of poetry and drama by taking a test.

Grade in class.

Read “Anybody Can Write a Poem” by Bradley Paulhttp://www.poets.org/viewmedia.php/prmMID/21434

Prepare for exams. Review grammar notes.


Continue to practice identifying verbals and explaining why. Underline prepositional phrases.


Assignment Tracker: The First Inaugural Address homework. Turn in Assignment Tracker.

Warm-Up: Find the error and fix it. 1. At the age of four, my grandmother taught me to knit.2. Confused by complicated wording, the contract made no sense.3. The cowboy was thrown by the bull in a leather vest.4. She served hamburgers to the boys on paper plates.

Review Lincoln’s rhetorical strategies (tone, concession and response, first person POV, assumptions, qualifiers, antithesis, and

Read the 2002 AP prompt*: Lincoln’s Second Inaugural Address. Annotate passage, marking specific examples of rhetorical strategies. Write the thesis you would use to write this paper. *Only print Question #1 (on pages 2 and 3)(http://www.collegeboard.com/prod_downloads/ap/students/english/eng_lang_frq_02.pdf )

We are quickly approaching our AP exam fee deadline, Friday, February 15th at 12pm (I would strongly encourage you to have your money in prior to that date). REMEMBER TO SIGN UP FOR AP LANGUAGE AND COMPOSITION (do not accidentally sign up for English Literature) If you choose to pay

http://www.collegeboard.com/prod_downloads/ap/students/english/eng_lang_frq_02.pdf



http://www.poets.org/viewmedia.php/prmMID/21434

parallelism) in The First Inaugural Address speech.

Practice MC passage. Review answers in class.

with a check, you must fill out the form online and bring it to Ms. Lang in the Main Office - she is receipting all money for us.

Learning Objectives HomeworkHN English I Take a practice partner final. Partners are

assigned. See list.

1) Read sample passages and answer grammar questions in context

2) Practice textual analysis in different contexts (poetry, fiction and nonfiction)

Review answers in class.

Hand back Grammar Tests and Vocabulary Quizzes.

Study for the Drama/ Poetry Common Assessment. You should know your literature terms


Differentiate between clauses:prepositional phrase, participial phrase, gerund phrase or an infinitive phrase


Assignment Tracker: The First Inaugural Address homework. Turn in Assignment Tracker.

Warm-Up: Find the error and fix it. 1. At the age of four, my grandmother taught me to knit.2. Confused by complicated wording, the contract made no sense.3. The cowboy was thrown by the bull in a leather vest.4. She served hamburgers to the boys on paper plates.

Review Lincoln’s rhetorical strategies (tone, concession and response, first person POV,

Read the 2002 AP prompt*: Lincoln’s Second Inaugural Address. Annotate passage, marking specific examples of rhetorical strategies. Write the thesis you would use to write this paper. *Only print Question #1 (on pages 2 and 3)(http://www.collegeboard.com/prod_downloads/ap/students/english/eng_lang_frq_02.pdf )

We are quickly approaching our AP exam fee deadline, Friday, February 15th at 12pm (I would strongly encourage you to have your money in prior to that date). REMEMBER TO SIGN UP FOR AP LANGUAGE AND COMPOSITION (do not accidentally




assumptions, qualifiers, antithesis, and parallelism) in The First Inaugural Address speech.

Practice MC passage. Review answers in class.

sign up for English Literature) If you choose to pay with a check, you must fill out the form online and bring it to Ms. Lang in the Main Office - she is receipting all money for us.

Learning Objectives HomeworkHN English I TURN IN VCR BOOKS.

Demonstrate understanding of VCR Lessons 15-16 by taking the VCR vocabulary quiz. Grade in class.

Listen to Robert Frost’s “The Road Not Taken.” What is the main idea? Note: The main idea is not always explicitly stated. http://www.poets.org/viewmedia.php/prmMID/15717

Discussion:1) Both roads lead into the woods, so

the speaker cannot see where they go. What do the woods symbolize?

2) According to Frost, do we set the course of our own life? How do you know?

Take home posters and masks

No homework Tomorrow we will practice a sample final.

Tuesday1/8/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Review parts of speech


Warm-Up: Find the error and fix it1. Being in a dilapidated condition, I was

able to buy the house very cheap.

2. Wondering irresolutely what to do next, the clock struck twelve.

3. Hiking the trail, the birds chirped loudly

Rhetoric in the Pre-20th Century Texts: Develop skills reading pre-20th

Print and read excerpts from Lincoln’s First Inaugural Address and answer the discussion questions (see handout on wiki)

We are quickly approaching our AP exam fee deadline, Friday, February 15th at 12pm (I would strongly encourage you to have your money in prior to that date). REMEMBER TO SIGN UP FOR AP LANGUAGE AND COMPOSITION (do not accidentally sign up for English Literature) If you choose to pay with a



century prose Examine how Lincoln’s rhetoric acts

as a foundation upon which more modern political rhetoric is built

Examine how Lincoln utilizes arrangement, appeals, assumptions and knowledge about his audience to move his audience towards his purpose

check, you must fill out the form online and bring it to Ms. Lang in the Main Office - she is receipting all money for us.

If you received twelve points or below, you will need to resubmit. If you resubmit, you need to submit a new draft by 1/9 (A) and 1/10 (B). You also will need to “track changes” on your document so I can clearly see every change you made. Use the balloon feature to narrate what you change. If you resubmit, the highest grade you can receive is a 73%.

Learning Objectives HomeworkHN English I Identify different types of poems

Determine a theme or central idea of a text and analyze in detail its development over the course of the text

Analyze how complex characters develop over a text

Read and compare poems

Turn in Holt books

Return grammar tests time permitting.

Make vocabulary flashcards for vocabulary quiz on Wednesday. It will be on VCR 15-16.

Please bring VCR textbook tomorrow. We will turn books in following quiz.

Monday 1/7/13


Review parts of speech


Warm-Up: Find the error and fix it4. Being in a dilapidated condition, I was

able to buy the house very cheap.

5. Wondering irresolutely what to do next, the clock struck twelve.

6. Hiking the trail, the birds chirped

Print and read excerpts from Lincoln’s First Inaugural Address and answer the discussion questions (see handout on wiki)

If you received twelve points or below, you will need to resubmit. If you resubmit, you need to submit a new draft by 1/9 (A) and 1/10 (B). You also will need to “track changes” on your

loudly

Rhetoric in the Pre-20th Century Texts: Develop skills reading pre-20th

century prose Examine how Lincoln’s rhetoric acts

as a foundation upon which more modern political rhetoric is built

Examine how Lincoln utilizes arrangement, appeals, assumptions and knowledge about his audience to move his audience towards his purpose

document so I can clearly see every change you made. Use the balloon feature to narrate what you change. If you resubmit, the highest grade you can receive is a 73%.

Learning Objectives HomeworkHN English I Demonstrate understanding of grammar

by taking the test. Grade in class.

Review VCR Lesson 16

Bring Holt books to class. I will check you in tomorrow.

Make vocabulary flashcards for vocabulary quiz on Wednesday. It will be on VCR 15-16.

Friday1/4/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Step 1: Go to AK website. Go to “CMS Resources” and click ACT/SAT Prep.

Step 2: Click on “Ardrey Kell” on the CMS page. (top of list)

How to access Triumph:1. Enter your NC Wise Student ID # as the

username (Note: If you don’t know your NC Wise Student ID #, go to your school’s office and ask them to look it up for you.)

2. Enter your birth date (YYYYMMDD) as the password

3. Click the “login” button


Read excerpts from “distinguished” papers

Identify areas of weakness and offer feedback on “minimal” and / or “insufficient” papers

Review grading policy and common mistakes

Discuss strong and weak examples of each error

Reflect on comments and areas of growth

Conference with Mrs. Stern if necessary.

Revise your Graduation Project paper. Set up a conference with me if you would like some additional one-on-one time.


Learning Objectives HomeworkHN English I Warm-Up: How many of the grammatical

terms can you identify?

Demonstrate understanding of parts of speech and or grammatical terms by playing a match-up game.

Review parts of speech and terminology and come up with examples.

Review “My Papa’s Waltz”

Study for the “Grammar Diagnostic Revisited Test”

Please complete VCR Lesson 16 (the last one) and finish exercises 16A, B and C

Thursday1/3/13 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Sign up for Knight Time. Share stories from break/New Year Resolutions

AP Language Read excerpts from “distinguished” papers Revise your Graduation Project paper. Set

and Composition Identify areas of weakness and offer feedback

on “minimal” and / or “insufficient” papers

Review grading policy and common mistakes

Discuss strong and weak examples of each error

Reflect on comments and areas of growth

Conference with Mrs. Stern if necessary.

up a conference with me if you would like some additional one-on-one time.


Learning Objectives HomeworkHN English I Warm-Up: What is the difference

between a participial and appositive phrase?

Practice identifying participial and infinitive phrases.

Take the grammar challenge of the day.

Review vocabulary exercises. Practice vocabulary.

Introduce poetry unit. What poems do you remember (nursery rhyme, verses from a favorite bedtime story, favorite song, or commercial jingle). Share with a partner. What makes a poem a poem?

In Holt McDougal, read “My Papa’s Waltz” (p.750). Answer the questions in the margins.

Wednesday 1/2/13 HAPPY NEW YEAR!Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Welcome back!!! Share stories from break. D.E.A.R.

AP Language 1. Go over sample essay, No homework

and Composition

“America Needs Its Nerds” and determine holistic grade using the AP 9 Point Scale.

2. Peer Review rhetorical analysis and assign a holistic grade using the AP 9 Point Scale.

3. Review multiple-choice homework from the other day. Go over problematic areas.

4. Take a survey of the course.

Learning Objectives HomeworkHN English I SIGN UP FOR KNIGHT TIME (sign-up

posted outside of class)

Warm-Up: Tell me about your break. . . in sonnet form. You must have 14 lines, maintain iambic pentameter (10 syllables per line), and follow the ABAB CDCD EFEF GG rhyme scheme. Be prepared to share.

Return to verbals. Review appositives, gerunds, participial phrases AND learn about infinitive phrases.

Share Romeo and Juliet license plates from before break.

Complete Lesson 15 in VCR. Read p.107-113 and do exercises 15A, 15B and 15C.


Holiday Cards

AP Language 5. Go over sample essay, Get some well-deserved rest

and Composition

“America Needs Its Nerds” and determine holistic grade using the AP 9 Point Scale.

6. Peer Review rhetorical analysis and assign a holistic grade using the AP 9 Point Scale.

7. Review multiple-choice homework from the other day. Go over problematic areas.

8. Take a survey of the course.

Learning Objectives HomeworkHN English I Warm-Up: Read the sentences and

determine if the BOLDED phrase is acting as a gerund or participle phrase

Take a survey of the course.

Watch West Side Storyhttp://www.youtube.com/watch?v=EO82t4ViZl4

Enjoy your break

Wednesday 12/19/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIMEAP Language and

Practice writing a sample timed essay.

In 5 Steps to a 5 read p.67-78. Make sure to highlight important

http://www.youtube.com/watch?v=EO82t4ViZl4

http://www.youtube.com/watch?v=EO82t4ViZl4

Composition10 minutes: Read/Annotate40 minutes: Construct a response

-Review key strategies and points-Review thesis statements-Peer Edit

Identify problematic MC passages from homework.

tips about writing the analysis essay and working the prompt.

Learning Objectives HomeworkHN English I Warm-Up: What questions do adjectives

answer? Identify the common part of speech in sentences.

Review gerunds and introduce participles.

Identify participles in a sentence Differentiate between verbs and

participles Recognize how participle phrases

act in a sentence

Acting Activity: Demonstrate understanding of “Pyramus and Thisbe” by turning entire story into a 1 minute skit.

In what way do Romeo and Juliet and “Pyramus and Thisbe” compare and contrast?

What is the moral or plot of “Pyramus and Thisbe?”

Hand Back Quizzes/Tests

No homework

Tuesday 12/18/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIMEAP Language Practice writing a sample timed In 5 Steps to a 5 read p.67-78.

and Composition

essay.

10 minutes: Read/Annotate40 minutes: Construct a response

-Review key strategies and points-Review thesis statements-Peer Edit

Identify problematic MC passages from homework.

Make sure to highlight important tips about writing the analysis essay and working the prompt.


Romeo and Juliet by taking the Act IV and V quiz. Grade in class.

License Plate Activity. Think up some creative “personalized license plates” for various characters. Some use quotes.

EX. “LYKAROZ” (like a rose) “JLTZSUN” (Juliet is the sun) Popular characters include Romeo, Juliet, The Nurse, Mercutio, and Tybalt (KNGOCTS – King of cats).

Finish license plate activity.

Read “Pyramus and Thisbe” in Holt. Be prepared to discuss. (p.1160-1164)


Registration Card Edits

AP Language and

Turn in first three pages. Make sure your In 5 Steps to a 5, complete MC passages on p.57-61. Time yourself.

Composition name is on the cover page (teacher rubric).

1) Review problematic MC questions from 5 Steps to a 5

2) Read “On the Death of Martin Luther King, Jr.” by Robert F. Kennedy and answer MC questions. For every MC question, mark/highlight which words or phrases in the text support the answer.

3) Review answers as a class.

Please grade yourself and come to class ready to discuss problematic questions.

Learning Objectives HomeworkHN English I Warm-Up: Define fate. Do you know anyone who

believes that his/her life is governed by fate? What are the advantages/disadvantages of believing that fate rules life?

Quote Analysis:“The best of men cannot defend their fate: The good die early and the bad die late” – Daniel Defoe, 18th century

“Our hour is marked and no one can claim a moment of life beyond what fate has predestined.” – Napoleon, 19th century “What fates impose, the men must needs abide; It boots not to resist both wind and tide.” –Shakespeare, Henry VI, Part 3

Does fate cause the tragedy of Romeo and Juliet? Support your response with evidence from the play.

Discussion: What is Romeo’s mood at the beginning of 5.1? What is Romeo’s mood after he hears of Juliet’s “death”? How does fate affect Romeo when he believes Juliet is dead? To what extent is fate responsible for the tragic turn of events? Watch the final act http://www.youtube.com/watch?v=90G2eGi4pPAIn your journals reflect on the following: How does the presence of fate affect the power of the ending?

Study for the Act IV and V Quiz.


Fix choppy sentences. Correct run-ons.

Quick Fixes for choppy sentences:

Join complete sentences, clauses, and phrases

http://www.youtube.com/watch?v=90G2eGi4pPA

Doonesbury cartoons satirize contemporary politics. Readers don't always find this funny. They demand that newspapers not carry the strip.

The campus parking problem is getting worse. The university is not building any new garages.

The US has been highly dependent on foreign oil for many years. Alternate sources of energy are only now being sought.

with conjunctions:and, but, or, nor, yet, for, so

Link two related sentences to each other so that one carries the main idea and the other is no longer a complete sentence (subordination). Use connectors such as the ones listed below to show the relationship.after, although, as, as if, because, before, even if, even though, if, if only, rather than, since, that, though, unless, until, when, where, whereas, wherever, whether, which, while


Turn in first three pages. Make sure your name is on the cover page (teacher rubric)

1) Review problematic MC questions from 5 Steps to a 5

2) Read “On the Death of Martin Luther King, Jr.” by Robert F. Kennedy and answer MC questions. For every MC question, mark/highlight which words or phrases in the text support the answer.

3) Review answers as a class.

In 5 Steps to a 5, complete MC passages on p.57-61. Time yourself.

Please grade yourself and come to class ready to discuss problematic questions.

Learning Objectives HomeworkHN English I Demonstrate your understanding of

parts of speech, gerunds and appositive phrases by taking a test.

Grade in class.

Finish poem activity from yesterday.

Finish play.


Pronoun/antecedent agreement


1. Please read your peer’s paper and make comments according to the following guidelines.

2. Additionally please put a “+” if the student expertly performs the skill throughout each

Revise the first three pages and print the copy you want me to grade next class. Please STAPLE the teacher rubric as a cover sheet (see wiki)

paragraph, and a “-” if the skill / trait needs improvement or is missing altogether.

3. Please make any additional comments pertaining to logic, grammar or mechanics in the margins. Remember following the peer edit, your revised copy will count as a test grade.

4. Review MC passages from 5 Steps to a 5

Remember manuscript format.

Note: I do not accept papers on a flash drive. When you get to my class, you need to submit your paper at the beginning or else it is considered late.

Learning Objectives HomeworkHN English I Grammar Warm-Up: Review

appositives, gerunds and part of speech

Romeo and Juliet Warm-Up:1. Where are comic touches used

in these two scenes?2. Where is the tragedy located?3. Why do you suspect there is a

balance of comedy and tragedy?4. What would be the effect if the

director omitted the comedic scenes?

-Review and discuss the plot of 4-4.5 when Juliet’s “death” is discovered

-Find examples of words and actions that show how different characters contributed to Juliet’s predicament

-Recognize the presence and the contributions of comedy and tragedy

-Support claims by finding specific textual support

-Review gerunds and appositives

Study for the Gerund and Appositive test.

You should know how to:1. Identify a direct object, indirect

object, object of the preposition, preposition, subject, subject complement (predicate adjective or predicate nominative), verb (action or linking). If you do not know how these terms function in a sentence, you will not be prepared for this section.

2. Identify gerund/ gerund phrase in a sentence and determine how it is used (subject, a predicate nominative, a direct object, indirect object, or an object of the preposition).

3. Identify appositives and determine if commas are or are not necessary.


D.E.A.R.


1. Please read your peer’s paper and make comments according to the following guidelines.

2. Additionally please put a “+” if

Revise the first three pages and print the copy you want me to grade next class. Please STAPLE the teacher rubric as a cover

the student expertly performs the skill throughout each paragraph, and a “-” if the skill / trait needs improvement or is missing altogether.

3. Please make any additional comments pertaining to logic, grammar or mechanics in the margins. Remember following the peer edit, your revised copy will count as a test grade.

4. Review MC passages from 5 Steps to a 5

sheet (see wiki)

Remember manuscript format.

Note: I do not accept papers on a flash drive. When you get to my class, you need to submit your paper at the beginning or else it is considered late.


HN English I Warm-Up: Review gerunds and appositives.

Underline the gerund phrase and identify its role in a sentence

Read a paragraph and underline the appositive phrases.

Journal Writing/Open Mind Activity: (Juliet, F. Laurence, Paris, and Capulet)

How does fear affect someone’s mentality?

Read 4.3 together. Identify Juliet’s specific fears. Which is the worst?

Conscience Debate: One argues to take potion the other argues not to take it.

Would you be able to take the

Finish Act IV.

Questions:How do Lady Capulet and Nurse express their love for Juliet in Scene 5?

Do you feel sympathy for the Capulets, the nurse and Paris over their grief?

Do you agree with Juliet’s approach to avoid marriage with Paris? Is there a better way Juliet could have gotten out of her situation? Were the risks she took justifiable?

risks that Juliet does?


Registration


Review components of the first three pages of the Graduation Paper:

How to write the introduction for an argumentative paper (remember to put your thesis in BOLD)

Write argumentative, specific and concise topic sentences

Learn how to integrate quotes with a signal phrase

Identify the components of a quote sandwich

Differentiate between a formal and conversational tone

Make sure data is current Review subject/verb

agreement and pronoun/antecedent agreement

Review 5 Steps to a 5 MC questions and strategies.

Follow guidelines discussed in class and commit to the first three pages of the Graduation Project. Make sure to follow proper manuscript format.

Include your Works Cited (staple behind paper). Highlight the sources you use in the first three pages. Remember, I should be able to look at your signal phrase or in-text citation and have no problem locating the source on the Works Cited. The first word on the Works Cited (author or article) should be the same as what you use in paper.


HN English I Demonstrate understanding of Act III by taking the OPEN BOOK quiz.

Grade in class.

Review appositives and gerunds.

Read 4.1 and 4.2.

Focus Questions: 1. How does Paris’ expression of

love compare to Romeo’s?

2. What is the real reason Juliet apologizes to her dad?

3. How do Capulet’s wedding arrangements for Juliet directly impact Friar Lawrence’s plan? (Note: Mantua is almost 40 miles

away from Verona. Think about how long it would take to travel there in

Shakespeare’s time).


Review claims, evidence and warrants.


Review components of the first three pages of the Graduation Paper:

How to write the introduction for an argumentative paper (remember to put your thesis in BOLD)

Write argumentative, specific and concise topic sentences

Learn how to integrate quotes with a signal phrase

Identify the components of a quote sandwich

Differentiate between a formal and conversational tone

Make sure data is current Review subject/verb

agreement and pronoun/antecedent agreement

Review 5 Steps to a 5 MC questions and strategies.

Follow guidelines discussed in class and commit to the first three pages of the Graduation Project. Make sure to follow proper manuscript format.

Include your Works Cited (staple behind paper). Highlight the sources you use in the first three pages. Remember, I should be able to look at your signal phrase or in-text citation and have no problem locating the source on the Works Cited. The first word on the Works Cited (author or article) should be the same as what you use in paper.


HN English I Warm-up: Identify the appositive and punctuate accordingly. Learn about how gerunds can function as subjects, direct objects, subject complements and the object of the preposition.

RJ Discussion:1) Do you think Tybalt intended to fight and kill Mercutio? Why or why not?

2)Was the fight between Mercutio and

Finish Act III. Be prepared for a quiz.

Things to think about: Why do the Capulets think

their daughter is grieving? What is their solution?

How do the Capulets respond to Juliet’s

Tybalt fair?

3) In what way did hate prove stronger than love in the encounter with Tybalt (Hint: Think about Romeo and Benvolio’s role as peace makers)

4) Discuss Juliet’s change of emotions from the beginning of Scene 2 until the end?

5) Why is Romeo ungrateful for the Prince’s mercy?

6) What decision has Juliet made about her loyalty? Do you agree?

7) How does the friar attempt to help Romeo?

8) Despite Romeo and Juliet’s anguish, their problem at this point seems solvable. What does Romeo need to do? What does Friar

Laurence need to do? Map it out.

apprehension? How do Juliet’s feelings

about the nurse change in this scene?


Review claims, evidence and warrants.


Turn in your revised formal outline and Works Cited.

Demonstrate understanding of logical fallacies by sharing projects with the rest of class.

Learn a “thesis formula” for rhetorical analyses.

Practice writing a thesis for Gary Soto’s autobiographical narrative.

In 5 Steps to a 5 AP English Language 2012-2013, read pages 41-49. Highlight tips that will help you with the MC portion of the AP test.

Complete p.51-54. Time yourself from start to finish. Do not feel that you have to hit a certain time limit now. This time will give us a sense of how long it takes you to complete two multiple choice selections.

Next GP Deadline:First three pages due 12/12 (A)

and 12/13 (B)


HN English I Demonstrate understanding of VCR Lessons 13-14 by taking a test. Grade in class.

Discuss 3.1-3.2.

Finish Act 3.3 and 3.4


Practice making wordy sentences more concise.


Turn in your revised formal outline and Works Cited.

Demonstrate understanding of logical fallacies by sharing projects with the rest of class.

Learn a “thesis formula” for rhetorical analyses.

Practice writing a thesis for Gary Soto’s autobiographical narrative.

In 5 Steps to a 5 AP English Language 2012-2013, read pages 41-49. Highlight tips that will help you with the MC portion of the AP test.

Complete p.51-54. Time yourself from start to finish. Do not feel that you have to hit a certain time limit now. This time will give us a sense of how long it takes you to complete two multiple choice selections.

Next GP Deadline:First three pages due 12/12 (A)

and 12/13 (B)


HN English I Warm-Up: Demonstrate understanding of appositives by punctuating the sentences correctly.

http://www.k12reader.com/appositives/Punctuating_Appositives.pdf

Practice VCR vocabulary Lessons 13-14 by participating in Vocabulary Jeopardy.

Begin reading 3.1

Finish reading 3.1-3.2. While reading 3.2, scan for phrases that contain the word “night.” List some of the denotations/associations given to the word “night.”

Romeo and Juliet have been eagerly anticipating night. How do you think the recent events will change night for them.

Study for the vocabulary test.


Go back to homeroom. Discuss registration process.


-Peer review peer’s formal outline/sources using checklist to ensure all major components are present

-Evaluate whether or not argumentation is logically sound

-Conference with peer and discuss areas of strengths/weaknesses

-Review “tips” for first three pages

Revise formal outline and turn in next class

Complete Fallacy Project for 12/6 (A) and 12/7 (B). Be prepared to share.

Next GP Deadline:First three pages due 12/12 (A) and 12/13 (B)

Please purchase a copy of 5 Steps to a 5 AP English Language 2012-2013 (Do not confuse this book with AP English




- Discuss Gary Soto annotationsLiteratureà that is a different course)


HN English I Demonstrate understanding of Act II by taking a quiz. Grade in class.

Review vocabulary homework.

http://www.youtube.com/watch?v=_A0fVWomF90 (West Side Story)

Make vocabulary flashcards for Lessons 13-14. Review.

Vocabulary test on Friday. Yes, words from other lessons are always fair game.

Tuesday 12/4/12


Choose one claim, evidence and warrant. Share several on the Promethean and discuss whether or not logic is sound.


-Peer review peer’s formal outline/sources using checklist to ensure all major components are present

-Evaluate whether or not argumentation is logically sound

-Conference with peer and discuss areas of strengths/weaknesses

-Review “tips” for first three pages

- Discuss Gary Soto annotations

Revise formal outline and turn in next class

Complete Fallacy Project for 12/6 (A) and 12/7 (B). Be prepared to share.

Next GP Deadline:First three pages due 12/12 (A) and 12/13 (B)

Please purchase a copy of 5 Steps to a 5 AP English Language 2012-2013 (Do not confuse this book with AP English Literatureà that is a different course)


HN English I Warm-Up: Define personification, Finish Act II. There may or may not be

http://www.youtube.com/watch?v=_A0fVWomF90

http://www.youtube.com/watch?v=_A0fVWomF90

metaphor, simile, classical allusion, reversed word, reversed thought, reversed sentence construction

-Experiment with Shakespeare’s language tricks. Write an original example of each of the devices below.

-Friar Laurence is introduced in a lengthy soliloquy in which he philosophies about nature and about mankind. Paraphrase his speech

-What does Friar Lawrence mean when he says “Virtue itself turns vice, being misapplied,/And vice sometime’s by action dignified”?

Friar Laurence agrees to perform the marriage ceremony for Romeo and Juliet for what reason? Is Friar Lawrence acting as a responsible adult?

Review VCR vocabulary.

a reading quiz

Complete Lesson 14 in VCR (p.98-104). You will need to do exercises 14 A, B and C.


"As the global population of the earth has surpassed 7 billion, the planet is losing its ability to support the growing human race, and the population must begin looking elsewhere for solutions."

"Only 85% of all Americans are insured, around 15% of the country is currently at risk of possibly losing everything. The government needs to have a stronger stand of this issue, and do more to adequately provide coverage for the masses."


Discuss formal outline protocol

Demonstrate understanding of logical fallacies by taking the logical fallacy quiz. Grade in class.

1) Please read p.47-49 in Patterns and review how to write a formal outline. Write either a TOPIC OR SENTENCE outline (if you choose the latter limit each line to one sentence). Use the checklist on p.48 to guide you and/or http://www.writingsimplified.com/2011/07/how-to-create-formal-outline.html .

In addition, all 15 sources are due on 12/4 (A Day) and 12/5 (B Day). Please update your Works Cited and BOLD the primary source.

NEW DEADLINE: Complete Fallacy Project for 12/6 (A) and 12/7 (B). You have a few more days!!!

http://www.writingsimplified.com/2011/07/how-to-create-formal-outline.html




HN English I

Winners: Most original: Fania/JillianMost colorful: Melody/LaurenMost unique: Indyah/ AlexMost carefully done: Neil/JulianaWildest: Zack/WesleyFunniest: Parker/AndrewRomeo and Juliet Design: Devon B. /Haley M.

Warm-Up:1. What is the difference

between love and lust?

2. How strongly do you identify with your family name? Why might you give it up? How does Juliet feel about Romeo’s names and names in general?

Balcony Scene Charades. Review VCR homework. Hand back papers and

quizzes.

Finish watching Act I.

Read 2.3 and 2.4

Guided Reading Question:Why does Friar Laurence agree to help Romeo marry Juliet? Explain the Friar’s motives.


Identify and give an example of each (w/o looking at notes)Begging the QuestionArgument from AnalogyAd HominemHasty or Sweeping GeneralizationFalse Dilemma (Either/Or)EquivocationRed HerringTu Quoque(see next column à)

Appeal to Doubtful AuthorityMisleading StatisticPost Hoc Ergo Propter HocNon SequiturDicto SimpliciterContradictory PremisesAd MisericordiamHypothesis Contrary to FactPoisoning the Well


Discuss formal outline protocol

Demonstrate understanding of logical fallacies by taking the logical fallacy quiz. Grade in class.

1) Please read p.47-49 in Patterns and review how to write a formal outline. Write either a TOPIC OR SENTENCE outline (if you choose the latter limit each line to one sentence). Use the checklist on p.48 to guide you and/or http://www.writingsimplified.com/2011/07/how-to-create-formal-outline.html .



In addition, all 15 sources are due on 12/4 (A Day) and 12/5 (B Day). Please update your Works Cited and BOLD the primary source.

NEW DEADLINE: Complete Fallacy Project for 12/6 (A) and 12/7 (B). You have a few more days!!!



HN English I

MASKSMost original: Most colorful: Most unique materials: Most carefully done: Wildest: Funniest: Design that best reflects the personality of a character from Romeo and Juliet:

Demonstrate understanding of sonnets and Romeo and Juliet by taking a quiz. Grade in class.

Vote on best mask.

Watch Act I of Romeo and Juliet.

1) Please read p.91-98 in your VCR and complete exercises 13A-13C.

2) Read Act II Prologue and 2.1-2.2. Be prepared to discuss.

Guided Reading: Identify contrasts that exist within the prologue of Act II. What do the contrasts add to the prologue? What is the purpose of another prologue?


Identify and give an example of each (w/o looking at notes)Begging the QuestionArgument from AnalogyAd HominemHasty or Sweeping GeneralizationFalse Dilemma (Either/Or)EquivocationRed HerringTu Quoque(see next column à)

Appeal to Doubtful AuthorityMisleading StatisticPost Hoc Ergo Propter HocNon SequiturDicto SimpliciterContradictory PremisesAd MisericordiamHypothesis Contrary to FactPoisoning the Well


Turn in graphic organizer.

1) Identify how transitions/punctuation marks are used to steer the direction of an author’s point of view

1) Read the sample passage from Gary Soto. Please annotate based on the guide below. Yellow: Identify the mode (narrative, expository, persuasive or satire)Blue: Mark relevant transitional words/punctuation (Which words indicate the author is shifting tones?)Red: Mark the tone shift (At what point does the author

2) Detect when and how an author shifts his/her point of view.

3) Practice reading a sample AP reading comprehension passage.

4) Introduce “Rhetorical Analysis” menu. Discuss common archetypes.

shift his point of view?)Green: Identify archetypes (Are symbols or familiar prototypes present?)Orange: Rhetorical devices or tropes that contribute to the overall meaning

2) Study for the logical fallacy quiz. You should know both the fallacies from notes and fallacies from “Love is a Fallacy.”

3) Complete Fallacy Project for 12/4 (A) and 12/5 (B)

4) Please purchase a copy of 5 Steps to a 5 AP English Language 2012-2013 (Do not confuse this book with AP English Literatureà that is a different course)


HN English I

MASKSMost original: Most colorful: Most unique materials: Most carefully done: Wildest: Funniest: Design that best reflects the personality of a character from Romeo and Juliet:

PUT YOUR NAME ON YOUR MASK

Warm-Up: Identify essential and nonessential appositive phrases. Add necessary commas.

Share masks and vote.

Review 1.4 and address questions.

Read 1.5 and answer questions.

Exit Slip: Assume the persona of Romeo, Juliet or Tybalt and write a journal entry about your reactions to the evening.

Study for the Sonnet and Act I Quiz

You should be able to:- Identify the components of a sonnet- Know the characteristics and themes of a Petrarchan sonnet- Translate a sonnet you have never seen before and answer comprehension questions- Recognize significant passages from the play and identify the speakerNote: There will not be a word bank. You should know how to spell characters’ names.


D.E.A.R.


Turn in graphic organizer.

1) Identify how transitions/punctuation marks are used to steer the direction of an author’s point of view

2) Detect when and how an author shifts

1) Read the sample passage from Gary Soto. Please annotate based on the guide below. Yellow: Identify the mode (narrative, expository, persuasive or satire)Blue: Mark relevant transitional words/punctuation (Which words indicate the author is shifting tones?)Red: Mark the tone shift (At what point does the author shift his point of view?)Green: Identify archetypes (Are symbols or familiar prototypes present?)

his/her point of view.

3) Practice reading a sample AP reading comprehension passage.

4) Introduce “Rhetorical Analysis” menu. Discuss common archetypes.

Orange: Rhetorical devices or tropes that contribute to the overall meaning

2) Study for the logical fallacy quiz. You should know both the fallacies from notes and fallacies from “Love is a Fallacy.”

3) Complete Fallacy Project for 12/4 (A) and 12/5 (B)

4) Please purchase a copy of 5 Steps to a 5 AP English Language 2012-2013 (Do not confuse this book with AP English Literatureà that is a different course)


HN English I Warm-Up: Share “Perfect Mate” survey results.

Share sonnets in small groups/class. Turn in.

Analyze how characters understand love and marriage in a graphic organizer.

Discussion Questions: What is the effect of having such a

variety of experiences, feelings and attitudes about love and marriage in one play?

What are some complications that might arise because of these different viewpoints?

Regarding love and marriage, with which character do you most identify and why?

Begin 1. 4

1) Finish 1.4 and answer the questions.

2) Tomorrow we are going to read about the Capulet’s feast. In order to participate, you will need to design a mask.

Design Suggestions: animals, insects, flowers, geometric shapes, rock stars, moon, stars, planets, picture collages, etc.

Material: Draw your mask on cardboard (you can use cardboard from a shoebox) or construction paper (you might want to use several sheets and glue the layers together for added strength).

Other materials: felt, fabric scraps, aluminum foil, tissue paper, crayons, markers, sequins, glitter, stickers, feathers, macaroni, magazine pictures, ribbons, paint, etc.


Write to an adult in this building who has changed your life for the better. Tell that person why. Fold your letter and then write his/her name on the outside. I will deliver these to their mailboxes.

“A track record doesn't guarantee a track star… past results don’t always result in future success.”

AP Language and

Warm-Up: Review “Love is a Fallacy.” What is the story poking fun at? Why does Polly reject him? Is this logical? Is love a fallacy?

SIGN UP FOR KNIGHT TIME

Complete your two arguments for

CompositionName the fallacies you hear:http://www.thedailyshow.com/watch/thu-june-28-2007/immigrant-disease

http://www.thedailyshow.com/watch/wed-june-27-2001/stephen-wins-

Review logical fallacy homework and fallacies from last week.

Introduce fallacy project. Share sample. Consult partner or partners. http://www.youtube.com/watch?v=4nBgmmB2fv4

11/28 (A) and 11/29 (B). See wiki for template and sample. (located underneath “Graduation Project”- You will need to scroll down)

Complete Fallacy Project for 12/4 (A) and 12/5 (B)


Logical Fallacy Quiz Coming Up:11/30 (A) and 12/3 (B)


HN English I

Helpful Hints: Carry coals= submit to humiliation

Colliers: people who work with coal

In choler: angry

Collar: hangman’s noose

Warm-Up: Identify appositives and appositive phrases. Learn how to punctuate essential and nonessential appositives.

Identify the appositives in the sentences. Determine if the appositive is essential or nonessential and punctuate accordingly.

Review puns (a form of wordplay that occurs when two words are pronounced/spelled somewhat the same contain different meanings. Ex: “What do you do when your wheels wear out? Retire.”

Read 1.1 and discuss: /1. Describe Montague’s and Capulet’s reactions and how their wives respond to them.

2. What does the Prince proclaim?

3. What are Montague and Lady Montague concerned about, and whom are they going to get to check into this matter?

4. Romeo believes that love is contradictory—it’s good and bad at the same time. List the 11 comparisons of opposites Romeo uses to describe love.

5. Why is it not going to work out for Romeo

1. Please TYPE a prologue sonnet for a different book or movie. Due tomorrow.

2. Read 1.2-1.3.

3. Complete the “Parent Survey” (available on wiki).

http://www.youtube.com/watch?v=4nBgmmB2fv4




http://www.thedailyshow.com/watch/thu-june-28-2007/immigrant-disease


and this girl?

6. What does Benvolio think Romeo should do, and how does he say Romeo can accomplish this?


What are you thankful for? “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Warm-Up: Review “Love is a Fallacy.” What is the story poking fun at? Why does Polly reject him? Is this logical? Is love a fallacy?

Name the fallacies you hear:http://www.thedailyshow.com/watch/thu-june-28-2007/immigrant-disease


Review logical fallacy homework and fallacies from last week.

Introduce fallacy project. Share sample. Consult partner or partners. http://www.youtube.com/watch?v=4nBgmmB2fv4

SIGN UP FOR KNIGHT TIME

Complete your two arguments for 11/28 (A) and 11/29 (B). See wiki for template and sample. (located underneath “Graduation Project”- You will need to scroll down)

Complete Fallacy Project for 12/4 (A) and 12/5 (B)


Logical Fallacy Quiz Coming Up:11/30 (A) and 12/3 (B)


HN English I - Read and annotate the prologue to Romeo and Juliet

-Replace the underlined words (see above) in the lines to create a new prologue—not for Romeo and Juliet but for your own fiction or nonfiction story.

-Practice writing a group sonnet

Please TYPE a prologue sonnet for a different book or movie. Similar to Shakespeare, you will need to include a summary of the whole story, maintain iambic pentameter (10 syllables a line) and a Shakespearean rhyme scheme (abab, cdcd, efef, gg). Your poem should not exceed 14 lines. Remember, the couplet should sum up the poet’s conclusion at the end







of the poem. Due Wednesday, 11/28. Use “Rhyme Zone” to help you.

BRING ROMEO AND JULIET TOMORROW




Warm-Up: Logical Fallacy Match-Up. Find your partner.

Review logical fallacies. Take a partner “quiz”

Review logical fallacy homework. Share fallacious arguments.

Please print and read “Love is a Fallacy” by Max Shulman. (http://www1.asknlearn.com/ri_Ilearning/English/631/elang-ilearning/page3a.htm).

Coming Up: You will need to outline two arguments for 11/28 (A) and 11/29 (B). See wiki for template and sample. (located underneath “Graduation Project”- You will need to scroll down)



HN English I -Review Petrarch sonnet conventions and demonstrate an understanding of how Shakespeare shows off his own familiarity

Enjoy Thanksgiving

Please purchase a copy of Romeo

http://www1.asknlearn.com/ri_Ilearning/English/631/elang-ilearning/page3a.htm


with sonnet conventions and, at the same time, upends them

-Compare intelligently the styles and attitudes of the two poets

-Identify the humor and wit in Sonnet 130

and Juliet or plan on bringing your Holt Literature textbook following Thanksgiving




Warm-Up: Logical Fallacy Match-Up. Find your partner.

Review logical fallacies. Take a partner “quiz”

Review logical fallacy homework. Share fallacious arguments.

Please print and read “Love is a Fallacy” by Max Shulman. (http://www1.asknlearn.com/ri_Ilearning/English/631/elang-ilearning/page3a.htm).

Coming Up: You will need to outline two arguments for 11/28 (A) and 11/29 (B). See wiki for template and sample. (located underneath “Graduation Project”- You will need to scroll down)

SIGN UP FOR THE AP EXAM BY 2/15 (SEE WIKI FOR DETAILS)AP exam fee has been decreased to $45 this year


HN English I 1. Identify the major components of a sonnet

2. Define rhyme scheme and iambic pentameter

3. Connect the sentiments of the modern day songs with Petrarch

4. Recognize Petrarchan conventions and how they continue to influence writing today

5. Learn how sonnets are a formalized way of expressing feeling

R&J Pre-reading questions:

Print and read Michael Drayton’s “The Parting” and answer the questions. Be prepared to discuss next class. (see wiki for handout)

Please purchase a copy of Romeo and Juliet or plan on bringing your Holt Literature textbook following Thanksgiving



1. There is such a thing as love at first sight.2. You should know someone for at least a year

before you marry them.3. Your parents should approve of the people

that you choose to date.4. Parents should determine who we can and

cannot marry.


Continue working on writing an argument “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Warm-Up: Review simple, complex, compound and compound-complex sentences

Demonstrate understanding of induction and deduction by identifying structure of argumentation.

Review classical oration

Review syllogisms, enthymemes, Rogerian and Toulmin’s logic

Practice writing effective claims, evidence and warrants

Logical Fallacy homework (see wiki)

Extra Credit Syntax Test AFTER SCHOOL: Friday 11/16. I will write a new test and average your new score with your old score. The test is optional. Plan on spending an hour or so after school. *If you cannot make Friday, let me know ahead of time so I can schedule an alternative date. To help review sentence types: Check out this website (http://writingcenter.unc.edu/handouts/sentence-patterns/)



HN English I Demonstrate understanding of the Fiction Unit by taking a fiction test. Grade in class.

R&J Pre-reading questions:5. There is such a thing as love at first sight.6. You should know someone for at least a year

before you marry them.7. Your parents should approve of the people

Bring in the lyrics to a song about the pain of love. Be prepared to share on Monday.

Please purchase a copy of Romeo and Juliet or plan on bringing your Holt Literature textbook following Thanksgiving

http://writingcenter.unc.edu/handouts/sentence-patterns/


that you choose to date.8. Parents should determine who we can and

cannot marry.


Continue working on writing an argument “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Warm-Up: Review simple, complex, compound and compound-complex sentences

Demonstrate understanding of induction and deduction by identifying structure of argumentation.

Review classical oration

Review syllogisms, enthymemes, Rogerian and Toulmin’s logic

Practice writing effective claims, evidence and warrants

Logical Fallacy homework (see wiki)




HN English I Demonstrate understanding of Lessons 9-12 by taking a vocabulary test. Grade in class.

Study literature terms and multiple choice strategies for Fiction Unit Test tomorrow.



Please purchase a copy of Romeo and Juliet or plan on bringing your Holt Literature


D.E.A.R. “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Assignment Tracker: Understanding Tone

Warm-Up: Go over “Commas 101.” Identify nonessential words, phrases or clauses and add appropriate punctuation. Determine if sentences are punctuated correctly.

Review tone homework.

Draft an imaginary dialogue between your point-of-view and opposing point-of-view. Your other voice should not merely ask questions, but must answer thoroughly. Only make one assertion. You must do a back and forth, not lengthy speeches in between. Begin with “I am convinced as a society we should…”

Hand back tests and various Graduation Project assignments.

In Patterns for College Writing, read p.536-549 (beginning with “Understanding Rogerian Argument”)

-Please TYPE three column notes (fallacy, definition, and example) for the logical fallacies p.541-543. Your examples should not be the same examples from the book.


SIGN UP FOR THE AP EXAM BY 2/15



(SEE WIKI FOR DETAILS)AP exam fee has been decreased to $45 this year


HN English I Conduct a peer evaluation and conference with peer. Make necessary revisions.

Review VCR exercises and practice vocabulary.

Make necessary changes to LOTF paper. Please STAPLE paper and submit in the following order

Rubric (located on wiki). You will need to fill out the top portion prior to turning in the paper.

Final draft of paper Peer Edit Sheet Rough draft LOTF Graphic Organizer

Review vocabulary. Vocabulary test is Thursday, 11/15.


Simple, Complex, Compound, Compound-Complex Sentences.



Assignment Tracker: Understanding Tone

Warm-Up: Go over “Commas 101.” Identify nonessential words, phrases or clauses and add appropriate punctuation. Determine if sentences are punctuated correctly.

Review tone homework.

Draft an imaginary dialogue between your point-of-view and opposing point-of-view. Your other voice should not merely ask questions, but must answer thoroughly. Only make one assertion. You must do a back and forth, not lengthy speeches in between. Begin with “I am convinced as a society we should…”

Hand back tests and various Graduation Project assignments.

In Patterns for College Writing, read p.536-549 (beginning with “Understanding Rogerian Argument”)

-Please TYPE three column notes (fallacy, definition, and example) for the logical fallacies p.541-543. Your examples should not be the same examples from the book.






HN English I Warm-Up:Determine if a claim is strong or weak. If the claim is strong, why is it strong? If it is weak, identify what would make the claim stronger. -Review what makes a strong claim. Evaluate your LOTF claims.

Play vocabulary jeopardy. Review Lesson 12 vocabulary exercises.

Return quizzes.

1. Finalize LOTF paper due Wednesday, 11/14. Do not forget manuscript format.

2. Review vocabulary. Vocabulary test is Thursday, 11/15.


Simple, Complex, Compound, Compound-Complex Sentences.



Turn in the following: Updated Works Cited/ Thesis

Updates Graphic Organizer with claims and

counterclaims

Demonstrate understanding of syntax, schemes and tropes by taking the test (50 minutes max). We will grade in class.

Complete Rhetorical Analysis “Introduction to Tone” (see Wiki)



HN English I Assignment Tracker: Check LOTF graphic organizer.

Demonstrate understanding of literature terms by taking the Literature Term Quiz. Grade in class.

Review vocabulary and poems from

3. Complete Lesson 12 in VCR (p.82-88). Complete exercises 12A, 12B and 12C.

4. Finalize LOTF paper due Wednesday, 11/14. Do not forget manuscript format.

yesterday.


Return to Homeroom. Report Card Distribution. “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Turn in the following: Updated Works Cited/ Thesis

Updates Graphic Organizer with claims and

counterclaims

Demonstrate understanding of syntax, schemes and tropes by taking the test (50 minutes max). We will grade in class.

Complete Rhetorical Analysis “Introduction to Tone” (see Wiki)



HN English I Review any questionable terms from literature list

Poetry Walk-Around: You will have 8-10 minutes at each station. Your task is to do the following:

1) Read the poem(s) aloud in each station.

2) Consider the title of the poem. What does it

tell you about the poem's subject, tone, and

genre?

3) What is your initial impression of the poem's

subject?

4) What is going on in it? Who is talking? To

Complete LOTF graphic organizer for Friday. The more work you put into the graphic organizer, the better your paper will be.

Study for Literature Terms Quiz (make flashcards of each term)

whom? Under what circumstances? Where?

About what? Why? Is a story being told? Is

something--tangible or intangible--being

described?

5) How does this poem relate to LOTF?

6) What lingering questions do you have?


D.E.A.R. “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Turn in “Improving Sentence Style”

1. Read JFK’s Inaugural Address and indicate what trope or scheme is used. Identify each trope of scheme in the parenthesis located next to each bolded example. Tropes and schemes will be used more than once.

2. Write an argumentative thesis that identifies three tropes and or schemes AND states JFK’s purpose

3. Review “Eleven Serious Issues in English”

1. Works Cited and Thesis sheet (due 11/8 and 11/9). You will need 11 sources total (at least two of your sources should illustrate counter opinions).

2. Fill out the graphic organizer for claims and counterclaims (Due 11/8 and 11/9). Available on wiki under “Graduation Project.”

3. Study for the Syntax and Schemes/Tropes Test on 11/8 and 11/9



HN English I -Identify what makes an effective quote sandwich

-Evaluate quote sandwiches, write lead-in for quotes, and write an explanation for provided quotes

-Introduce the LOTF Essay (due 11/14). Begin filling out graphic organizer.

Read p.76-82. Complete exercises 11A, 11B and 11C.

Complete LOTF graphic organizer for Friday. The more work you put into the graphic organizer, the better your paper will be.


Review Sentence Types (simple, compound, complex, compound-complex).



Turn in “Improving Sentence Style”

4. Read JFK’s Inaugural Address and indicate what trope or scheme is used. Identify each trope of scheme in the parenthesis located next to each bolded example. Tropes and schemes will be used more than once.

5. Write an argumentative thesis that identifies three tropes and or schemes AND states JFK’s purpose

6. Review “Eleven Serious Issues in English”



3. Study for the Syntax and Schemes/Tropes Test on 11/8 and 11/9



HN English I Demonstrate your understanding of LOTF by taking a reading quiz. You may use your book.

Review reading quizzes in class.

Return DO IO PA PN quizzes.

Define “Literature Terms” in your notebook.


Review “does” of Says/Does Analysis-Practice “does” words on a sentence



Warm-Up: Match-Up Game. You will either have a scheme or trope or an example. Find your pair. Be prepared to explain why you are correct.

-Take a partner quiz and test your knowledge.

Exit Slip: Scheme/Trope Challenge Write a quick narrative utilizing 6-8 of the schemes and tropes.

Hand back narratives.

1. Revisit your narrative, and follow the “Improving Sentence Style” worksheet (available on wiki). You should type your answers directly on the handout. You will need to resubmit both your paper and this completed sheet next class.



Upcoming Dates: Syntax and Schemes/Tropes Test on 11/8 and 11/9



HN English I Demonstrate your understanding of direct objects, indirect objects, predicate nominatives and predicate adjectives by taking a quiz. You also will demonstrate your ability to dissect sentences based on what you know about parts of speech.

Grade quizzes in class and discuss.

Finish discussing midterms.

Finish LOTF. There may or may not be a reading quiz on Monday

Finish Ch.10 discussion of LOTF.


Says/Does Practice “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Warm-Up: Match-Up Game. You will either have a scheme or trope or an example. Find your pair. Be prepared to explain why you are correct.

-Take a partner quiz and test your knowledge.

Exit Slip: Scheme/Trope Challenge Write a quick narrative utilizing 6-8 of the schemes and tropes.

Hand back narratives.

1. Revisit your narrative, and follow the “Improving Sentence Style” worksheet (available on wiki). You should type your answers directly on the handout. You will need to resubmit both your paper and this completed sheet next class.



Upcoming Dates: Syntax and Schemes/Tropes Test on 11/8 and 11/9



HN English I Warm-Up: Write a sentence that contains a direct object. Now write a sentence that contains anindirect object. Finally write a sentence that contains a predicate nominative or predicate adjective. Practice dissecting sentences.

Review VCR exercises

Study for the Grammar Quiz. You should know how to:

-Define a direct object, indirect objective, predicate nominative, and predicate adjective

-Dissect sentences and identify the:Subject (don’t forget hidden “you”)Verb

Discuss rationalization, tying of Wilfred, Jack and disguise, and removing Piggy’s glasses

-Hand back Midterms

Direct ObjectIndirect ObjectPrepositional PhrasesPredicate NominativePredicate AdjectiveArticlesAdjectives

Finish LOTF for Monday


D.E.A.R “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Turn in sentence patterns homework.

Warm-Up: “While we do these things, these deeply momentous things, let us be very clear, and make very clear to all the world, what our motives and our objects are.” – Woodrow Wilson, “President Woodrow Wilson Presents an Ideal to the War Congress”

1. How would you describe the rhetorical structure of this sentence (Hint: The subject and verb are delayed until the final part of the sentence). Why did Wilson want to create syntactic tension and emphasize his ideas at the end of the sentence? What idea is he stressing?

2. How would the sentence change if we rewrote it as, “Our motives and objects must be clear to all the world while we do these deeply momentous things”?

- Analyze Queen Elizabeth I’s diction, imagery, and sentence structure to achieve her purposein her speech to her troops at Tilbury, 1588.

-Practice identifying cumulative, periodic and inverted sentences

-Review Benny Paret Syntax Chart

Create three-column notes for schemes and tropes. You will need to identify the scheme/trope, definition, and example. Follow model on handout.

Next Graduation Project Benchmark:11 Sources due 11/8 (A) and 11/9 (B)


You only need one form and one check written for all of your AP exams (i.e. – you can have a check written for $135 for 3 exams and turn that in with only one form – filled out completely and turned in to the Main Office in the morning). You must drop these off in the mornings to Ms. Lang or Ms. Schroeder.


HN English I Warm-Up: Review direct/indirect objects and subject complements (predicate nominatives and predicate adjectives).

Read Ch.10 and complete focus questions (on

Identify each part of speech in practice examples.

-Discuss LOTF graphic organizer. What does the LOTF symbolize?

-Who is responsible for Simon’s death? Was his death an accident or murder? Use text to support your claims.

-Compare text to clips from the moviehttp://www.youtube.com/watch?v=w9NwT7ibmJ0 (1990)

http://www.youtube.com/watch?v=oJE6lsOi4W8 (1963)

handout)

Read p.68-73 in VCR. Complete exercises 10A, 10B and 10C.


Study Hall “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Turn in sentence patterns homework.

Warm-Up: “While we do these things, these deeply momentous things, let us be very clear, and make very clear to all the world, what our motives and our objects are.” – Woodrow Wilson, “President Woodrow Wilson Presents an Ideal to the War Congress”

1. How would you describe the rhetorical structure of this sentence (Hint: The subject and verb are delayed until the final part of the sentence). Why did Wilson want to create syntactic tension and emphasize his ideas at the end of the sentence? What idea is he stressing?

2. How would the sentence change if we rewrote it as, “Our motives and objects must be clear to all the world while we do these deeply momentous things”?

- Analyze Queen Elizabeth I’s diction, imagery, and sentence structure to achieve her purposein her speech to her troops at Tilbury, 1588.

Create three-column notes for schemes and tropes. You will need to identify the scheme/trope, definition, and example. Follow model on handout.



You only need one form and one check written for all of your AP exams (i.e. – you can have a check written for $135 for 3 exams and turn that in with only one form – filled out completely and turned in to the Main Office in the morning). You must drop these off in the mornings to Ms. Lang or Ms. Schroeder.

http://www.youtube.com/watch?v=oJE6lsOi4W8

http://www.youtube.com/watch?v=oJE6lsOi4W8

http://www.youtube.com/watch?v=w9NwT7ibmJ0

http://www.youtube.com/watch?v=w9NwT7ibmJ0

-Practice identifying cumulative, periodic and inverted sentences

-Review Benny Paret Syntax Chart


HN English I Meet Mrs. Pfeuffer in the Media Center for a library overview.

Discuss Ch.7-81. Ralph’s symbolic cleaning2. Simon’s ominous prediction3. Robert and the pig game4. Killing the Sow and language5. What is The Lord of the Flies?

-Share letters from characters

1. Complete LOTF Ch.8 Graphic Organizer (see Wiki for worksheet)

2. Read Ch.9 in LOTF




Turn in STAPLED narratives. (rubricà final copyà rough draft)

-Examine sentence patterns and variety for an effect-Practice identifying the syntax within a single sentence-Utilize the syntax chart to analyze syntax-Practice analyzing syntax in a passage

1. Read and complete “The Death of Benny Paret” Syntax Chart.

2. Type examples of each of the sentence types (declarative, interrogative, imperative, exclamatory, simple, compound, complex, compound-complex, loose/cumulative, periodic, balanced, basic, inverted, telegraphic, medium and long.) In addition to labeling each sentence, please provide a brief explanation as to how your sentence exemplifies each pattern.

3. Please read “Who Killed Benny Paret” (p. 321-322 in Patterns). Do Cousin’s graphic descriptions convince you that boxing should be outlawed?

Explain.

Benny Paret’s fight: http://www.youtube.com/watch?v=vBNQNwCyYqk



HN English I Demonstrate understanding of VCR Lessons 1-8 by taking a test. Grade in class.

Discuss LOTF “Continuum of Change”

Exit Ticket: Assign characters for “letter home”

Read Ch.7-8 for Tuesday. Focus Questions:

1. Why does Ralph want to clean himself up, symbolically?

2. Simon gives Ralph a prediction. What is it? What is ominous in Simon's prediction?

3. How do the boys play with Robert? Why is that not play?How does Ralph react to the game? How does a chant affect them? How do chants like these affect the group?

4. What language is used to describe the killing of the sow? What is the sex of the pig? Why do you think Golding makes this choice?

5. What is The Lord of the Flies?




Turn in STAPLED narratives. (rubricà final copyà rough draft)

-Examine sentence patterns and variety for an effect-Practice identifying the syntax within a

4. Read and complete “The Death of Benny Paret” Syntax Chart.

5. Type examples of each of the sentence types (declarative,

http://www.youtube.com/watch?v=vBNQNwCyYqk


single sentence-Utilize the syntax chart to analyze syntax-Practice analyzing syntax in a passage

interrogative, imperative, exclamatory, simple, compound, complex, compound-complex, loose/cumulative, periodic, balanced, basic, inverted, telegraphic, medium and long.) In addition to labeling each sentence, please provide a brief explanation as to how your sentence exemplifies each pattern.

6. Please read “Who Killed Benny Paret” (p. 321-322 in Patterns). Do Cousin’s graphic descriptions convince you that boxing should be outlawed? Explain.

Benny Paret’s fight: http://www.youtube.com/watch?v=vBNQNwCyYqk



HN English I Warm-Up: Introduce direct/indirect objects and subject complements. Label sentences accordingly.

Review Ch.6 and discuss homework questions (Beast from air, Jack and the beast, and Simon).

Create a “Continuum of Change” chart. Identify what the kids were like when they arrived; what they are like in Ch.5-6; and what you think they will be like by the book’s end. You must be specific and explain WHY you think the character does or will change in the novel and provide textual support.

Free Writing: You will be assigned a character (Simon, Piggy, Roger, Sam/Eric, Ralph or Jack). Your task is to write a letter “home.” The goal is to sound like your character. This should not just be a summary of events that took place, but rather identify what the character is feeling, thinking or concerned about at this point in time.

1. Study for the vocabulary test. The focus will be on lessons 7 and 8, however you are responsible for knowing the words from lessons 1-8.You will need to know Latin and Greek roots, synonyms and antonyms, how to use the words in a sentence, AND words from past lists. Note: I might use some roots from other lists.

2. Finish assigned character’s letter home.

3. Read Ch.7-8 for Tuesday.



Wednesday 10/24/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Study Hall- Prepare for Midterms “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Peer Edit #1: Check your partner’s seven sources for correct MLA format. Read the thesis. Is the thesis making an effective argument or merely informing/analyzing? Submit.

Peer Edit #2: In groups of four, you will have three people read your story. Each person will be in charge of marking up your text and commenting on the effectiveness of a different component of a rubric. When they are finished evaluating for their components, they will write a short note explaining what you did well and suggestions for growth.

Conference with peers and reflect on writing.

Hand back quizzes.

Finalize narrative and STAPLE before class. Paginate according to manuscript format.

Top: Rubric (complete student portion prior to turning in. If you are missing something, FIX IT. Rubric available on wiki under “Narration- Peer Edit Sheet”)Middle: Your final paper (clean, polished, and in proper manuscript form)Bottom: Rough draft with peer’s comments.



HN English I Demonstrate understanding of grammar and reading comprehension by taking the English I Midterm.

OR

- Hand back speeches and quizzes-Quick Vocab review with book-Demonstrate understanding of vocabulary by competing in VCR Jeopardy-Begin Lesson 9 and complete 9A, 9B and 9C-Begin Ch.6 of LOTF

Midterms: 1st/3rd Block: Tuesday2nd/ 4th Block: Wednesday

Study for Midterm: Review grammar (subjects,

verbs- action, linking, helping, prepositions, punctuating titles)

Reading Comprehension passages

Finish Lesson 9 from VCR. Read Ch. 6 from LOTF.

Focus Questions:1) What is the “Beast from

Air”?2) Is Jack actually afraid of the

beast or just using the littleuns’ fear to manipulate the group? Make sure to

cite evidence from the text to support you claim.

3) Why is Simon considered an outsider by the group? Use evidence to support your response.


Study Hall- Prepare for Midterms “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Peer Edit #1: Check your partner’s seven sources for correct MLA format. Read the thesis. Is the thesis making an effective argument or merely informing/analyzing? Submit.

Peer Edit #2: In groups of four, you will have three people read your story. Each person will be in charge of marking up your text and commenting on the effectiveness of a different component of a rubric. When they are finished evaluating for their components, they will write a short note explaining what you did well and suggestions for growth.

Conference with peers and reflect on writing.

Hand back quizzes.

Finalize narrative and STAPLE before class. Paginate according to manuscript format.

Top: Rubric (complete student portion prior to turning in. If you are missing something, FIX IT. Rubric available on wiki under “Narration- Peer Edit Sheet”)Middle: Your final paper (clean, polished, and in proper manuscript form)Bottom: Rough draft with peer’s comments.



HN English I Demonstrate understanding of grammar and reading comprehension by taking the English I Midterm.

OR

- Hand back speeches and quizzes-Quick Vocab review with book-Demonstrate understanding of vocabulary by competing in VCR Jeopardy-Begin Lesson 9 and complete 9A, 9B and 9C-Begin Ch.6 of LOTF


Study for Midterm: Review grammar (subjects,

verbs- action, linking, helping, prepositions, punctuating titles)


Finish Lesson 9 from VCR. Read Ch. 6 from LOTF.

Focus Questions:4) What is the “Beast from

Air”?5) Is Jack actually afraid of the

beast or just using the littleuns’ fear to manipulate

the group? Make sure to cite evidence from the text to support you claim.

6) Why is Simon considered an outsider by the group? Use evidence to support your response.

Monday 10/22/12 Exciting UPDATE: We’re having a BABY GIRL


Can you decipher text talk? “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Demonstrate your understanding of MLA and argumentative thesis statements by taking a quiz (20 minutes max). Grade in class.

Introduce narrative. Begin to brainstorm.

Review “Living Under Circe’s Spell.” Turn in.

Hand back thesis and source list.

1) Compose your narrative (two typed pages).

2) Find three additional articles that you will incorporate into your paper. By the next source check, you should have seven total. Update your Works Cited and add your updated thesis to thesis document (Note: After “Thesis 10/17 Deadline” write “Thesis 10/23 Deadline.”) Staple both documents together and bring to class.


HN English I Turn in speech evaluation.

-Demonstrate understanding of Ch.4 and 5 by taking an open-book reading quiz. Discuss and grade in class.


Study for Midterm: Review vocabulary

(subjects, verbs- action, linking, helping, prepositions, punctuating titles)


*BRING VOCABULARY BOOKS AND LOTF for days you are not testing*

Friday10/19/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

1st Period: 7:25-8:362nd Period: 8:41-9:50 1st Lunch: 9:50-10:15 3rd Period: 10:20-11:29 4th Period: 11:34-12:40Homeroom: 12:45-12:50PEP RALLY!!!



Demonstrate your understanding of MLA and argumentative thesis statements by taking a quiz (20 minutes max). Grade in class.

Introduce narrative. Begin to brainstorm.

Review “Living Under Circe’s Spell.” Turn in.

Hand back thesis and source list.

1) Compose your narrative (two typed pages).

2) Find three additional articles that you will incorporate into your paper. By the next source check, you should have seven total.Update your Works Cited and add your updated thesis to thesis document (Note: After “Thesis 10/17 Deadline” write “Thesis 10/23 Deadline.”) Staple both documents together and bring to class.


HN English I -Demonstrate public speaking skills by delivering narrative speech

-Record performances.

1. Read Ch.4-5 of LOTF for Monday.

Focus Question: What do the focus on hunting and the desire to kill a pig reveal about the boys’ understanding of life, violence, power and control?

2. Type your Speech Reflection

for Monday. Follow manuscript form.


Dissect sentences and identify parts of speech “A track record doesn't guarantee a track star… past results don’t always result in future success.”


Warm-Up: Switch papers. Peer review MLA format following format. Turn in.

Assignment Tracker: “Shooting an Elephant”-Review “the real nature of imperialism” Orwell’s intentions, the elephant’s misery, Orwell’s editorial comments

-B Dayà Review Says/Does Analysis

-MLA and argumentative thesis quiz next class (review my notes/peer edit on wiki)

-Read “Living Under Circe’s Spell.” Practice “Says/Does analysis.” (see wiki)

Coming-Up: Next source check 10/23(A) and 10/24 (B). Find three additional articles that you will incorporate into your paper. By the next source check, you should have seven total.


HN English I Put your name on top of the rubric and turn in. I will shuffle the rubrics and determine the order.

-Review audience participation

-Demonstrate public speaking skills by delivering narrative speech

-Record performances.

3. Read Ch.4-5 of LOTF for Monday.

4. Type your Speech Reflection for Monday. Follow manuscript form.

Wednesday 10/17/12


PSAT : 7:20-10:301st Block: 10:50-11:171st Lunch 11:10-11:35 2nd Block: 11:40-12:303rd Block: 12:35-1:104th Block: 1:15-2:10



Warm-Up: Switch papers. Peer review MLA format following format. Turn in.

Assignment Tracker: “Shooting an Elephant”-Review “the real nature of imperialism” Orwell’s intentions, the elephant’s misery, Orwell’s editorial comments

-B Dayà Review Says/Does Analysis

-MLA and argumentative thesis quiz next class (review my notes/peerediton wiki)

-Read “Living Under Circe’s Spell.” Practice “Says/Does analysis.” (see wiki)

Coming-Up: Next source check 10/23(A) and 10/24 (B). Find three additional articles that you will incorporate into your paper. By the next source check, you should have seven total.


HN English I -Review vocabulary from Lesson 7. Complete exercises 7 & 8 (p.56-57).

-Review public speaking techniques

-Review Ch.3 from LOTFExamine the argument between Jack and Ralph. What might their fight be symbolic of?Hint: Jack and Ralph each represent something quite specific.2. Check out Simon and his interactions with the “littluns.” What do his actions tell you about his character?Hint: Simon, in some ways, is neither like Ralph nor Jack.

Hand back LOTF quizzes

5. PRACTICE YOUR SPEECH.

6. Bring a recording device (cell phone or camera). If you do not have access to one of these at home, ask a friend in class to borrow a recording device. Figure this out ahead of time vs. before you

7. Read Ch.4-5 of LOTFfor Monday.


Review PrepositionsAdverbs and AdjectivesHard to find subjects


AP Language and

Warm-Up: How do you cite sources?

1) Please type your thesis on a separate sheet of paper.Typeaccording to the model below.

Composition -Go over an argumentative thesis

Review Donald Murray’s “The Stranger in this Photo is Me”

-Sherman Alexie’s “Indian Education” exercise

-Hand back Diction QuizzesExtra Point for Question #10. I will accept “jargon” for “trading paint”

Thesis 10/17 Deadline: [Insert argumentative thesis here]

2) You will need to print and annotate four articles (one article that supports your position, one article that negates your position, a primary source, and a scholarly journal piece)

3) Create a “Works Cited” page following notes and sample (http://owl.english.purdue.edu/owl/resource/747/12/). Note that entries are alphabetical and not proceeded by numbers. Pay attention to indentation and spacing.

4) Read George Orwell’s “Shooting an Elephant” (117-123) in Patterns. Answer questions (Comprehension #3, Purpose and Audience #1-3, Style and Structure 3-4)

Class Learning Objectives Homework

HN English I Demonstrate your understanding of LOTF by taking a pop quiz. Grade in class.

Discuss Ch.1-2.

Begin Ch.3

1. Read Ch. 3. Answer the following:1. Examine the argument between Jack and Ralph. What might their fight be symbolic of?Hint: Jack and Ralph each represent something quite specific.2. Check out Simon and his interactions with the “littluns.” What do his actions tell you about his character?Hint: Simon, in some ways, is neither like Ralph nor Jack.

2. Practice your speech.

Monday 10/15/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Adverb or Adjective?Identify prepositions


AP Language Warm-Up: How do you cite 1) Please type your thesis on a separate sheet of paper.Typeaccording

http://owl.english.purdue.edu/owl/resource/747/12/


and Composition

sources?-Go over an argumentative thesis

Review Donald Murray’s “The Stranger in this Photo is Me”

-Sherman Alexie’s “Indian Education” exercise

-Hand back Diction QuizzesExtra Point for Question #10. I will accept “jargon” for “trading paint”

to the model below.

Thesis 10/17 Deadline: [Insert argumentative thesis here]

2) You will need to print and annotate four articles (one article that supports your position, one article that negates your position, a primary source, and a scholarly journal piece)

3) Create a “Works Cited” page following notes and sample (http://owl.english.purdue.edu/owl/resource/747/12/). Note that entries are alphabetical and not proceeded by numbers. Pay attention to indentation and spacing.

4) Read George Orwell’s “Shooting an Elephant” (117-123) in Patterns. Answer questions (Comprehension #3, Purpose and Audience #1-3, Style and Structure 3-4)


HN English I Warm-Up: Practice delivering a speech to two peers following rubric provided on handout.

-Subject/predicate review- Introduce “Hard-to-Find Subjects”-Identify subjects in orders, directions, and inverted sentences- Practice finding subjects in orders/directions and inverted sentences

Understanding Power and Control and Their Impact (play the “I’m Going to a Party and Bringing_________________”)Rules:

4) Leaders will run the game. 5) Classmates will offer items and

leaders will accept or decline based on rules

6) Debrief about “the party”

Finish reading Chapters 1-2. There may or may not be a reading quiz tomorrow




Adverb or Adjective?Identify prepositions



PEPS

Demonstrate understanding of diction by taking the diction test. Grade in class.

Review “Says/Does” Analysis

Print and read Donald Murray’s “The Stranger in this Photo is Me.” Answer the questions that follow.

Upcoming Deadlines: Thesis and 1st source check due 10/17 and 10/18.You will need to print and annotate four articles (one article that supports your position, one article that negates your position, a primary source, and a scholarly journal piece). In addition, you will need to complete a Works Cited at this time. I will go over specifics next week, but you should start looking for articles. ProQuest is a great place to start.


HN English I PEPS

-Check sentences for confusing shifts in tense-Complete sentences using the correct tense-Supply appropriate verbs for each missing verb in a paragraph-Circle verbs that shift incorrectly

-Introduce the Narrative Speech

-Hand back narrative and POS quizzes

1) Prepare five note cards for your speech. Practice. See directions on handout.We will practice delivering speeches Monday.

2) Read Ch.1 of LOTFand answer the reading questions forTuesday. Do not use your Kindle or any sort of electronic device. You will need the paper copy. Bring book to class daily.

Note: Ch.1 is a long chapter. It is in your best interest to start reading the chapter this week. We will have an additional reading assignment Monday night.


Create your own test. Design sentences that use nouns, prepositions, adverbs, adjectives, verbs (action, transitive, intransitive, linking, helping)


pronouns, articles, conjunctions. Then underline the part of speech you wish to test and see if your partner guesses correctly. NOTE: Do not write the parts of speech in order.


Demonstrate understanding of diction by taking the diction test. Grade in class.

Review “Says/Does” Analysis

Print and read Donald Murray’s “The Stranger in this Photo is Me.” Answer the questions that follow.

Upcoming Deadlines: Thesis and 1st source check due 10/17 and 10/18.You will need to print and annotate four articles (one article that supports your position, one article that negates your position, a primary source, and a scholarly journal piece). In addition, you will need to complete a Works Cited at this time. I will go over specifics next week, but you should start looking for articles. ProQuest is a great place to start.


HN English I Demonstrate understanding of nouns, prepositions, adverbs, adjectives, verbs (action, transitive, intransitive, linking, helping) pronouns, articles, conjunctions by taking the parts of speech quiz.

Complete VCR Lesson 8. Read p.50- 56 and complete exercises 8A, 8B and 8C.

Wednesday 10/10/12 (3o Min. Blocks)Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

PLAN TEST (7:25-10:55)1St: 11:00-11:30Lunch: 11:30-12:102nd: 12:15-1:003rd: 1:05-1:354th: 1:40-2:15


AP Language Warm-Up: “Meanwhile the United States Army, thirsting for revenge, was prowling

Study for the diction test-Review notes on monosyllabic,

and Composition

the country north and west of the Black Hills, killing Indians wherever they could be found.”—Dee Brown, Bury my Heart at Wounded Knee

1. What are the connotations of thirsting? What feelings are evoked by this diction?

2. What are the connotations of prowling? What kinds of animals prowl? What attitude toward the U.S. army does this diction convey?

-Review diction vocabulary and passages. Turn in diction homework.

-Introduce a Says/Does Analysis

polysyllabic diction- Understand the difference between slang, jargon and idiomatic diction-Know the difference between connotation and denotation- Study the diction vocabulary words!-Additional words: euphonious and cacophonous

Diction Test 10/11 (A) 10/12 (B)


HN English I Warm-Up: Should Rainsford be charged with first degree murder? Support your position with details from “The Most Dangerous Game.”

-Review Vocabulary. Start Ch.8?

Parts of Speech Quiz Thursday 10/12- Review nouns, prepositions, adverbs, adjectives, verbs (action, transitive, intransitive, linking, helping) pronouns, articles, conjunctions-Identify parts of speech based on description-Identify an underlined word and determine part of speech-Know when to underline, put quotes or leave the title alone-Know your prepositions!


Review Verbs (Intransitive/Transitive, linking, helping)


Warm-Up: “Meanwhile the United States Army, thirsting for revenge, was prowling the country north and west of the Black Hills, killing Indians wherever they could be found.”—Dee Brown, Bury my Heart at

Study for the diction test-Review notes on monosyllabic, polysyllabic diction- Understand the difference between slang, jargon and

Wounded Knee3. What are the connotations of

thirsting? What feelings are evoked by this diction?

4. What are the connotations of prowling? What kinds of animals prowl? What attitude toward the U.S. army does this diction convey?

-Review diction vocabulary and passages. Turn in diction homework.

-Introduce a Says/Does Analysis

idiomatic diction-Know the difference between connotation and denotation- Study the diction vocabulary words!

Diction Test 10/11 (A) 10/12 (B)


HN English I Warm-Up: What is “game” as it relates to hunting – give TWO possible answers, and describe what would make each the “most dangerous.”

Pop Assignment on Richard Connell’s “The Most Dangerous Game.”

Grade in class.

Discuss “The Most Dangerous Game”“Ironically, Zaroff’s belief in his invincibility as a hunter weakens him and causes his defeat.” Support or challenge this statement.

What is “the most dangerous game”? Why does General Zaroff consider this game to be so dangerous?

What statement is Connell making about hunting?

1. VCR p.45-50 and complete exercises 7A-7C

2. Parts of Speech Quiz Thursday 10/12


Focus TopicsVocab Review


Assignment Tracker: “The Rattler” Annotations

AP Pep Talk- Parent Assist, grades, high expectations, tutoring

Warm-Up: Determine positive and negative connotations. Change sentences to reflect the correct word based on diction.

1) Review “The Rattler” and “Snake”

2) Hand back summer reading and Huck Finn defense papers.

1) Look up and learn diction words

2) Find examples that exemplify six of the diction words (see handout for more details)

**UPDATED LATE POLICY** No late work One day late = 50%

deduction of the assessed value

If the unit of study from which the assignment was given is assessed before the assignment is submitted, a grade of zero is given.

If the assignment isn't turned in, a grade of zero is assigned.

Coming Up: Diction Test 10/11 (A) 10/12 (B)


HN English I TURN IN PAPER STAPLED (RUBRIC + FINAL + ROUGH DRAFT)

Warm-Up: Label the part of speech underlined, determine if a verb is acting as a linking or active verb, identify helping verbs, and name prepositions.

-Review elements of short fiction (exposition, rising action, climax, falling action, resolution)

-Review literary terms (suspense,

Read “The Most Dangerous Game” p.60-80 in Holt McDougal Literature. There may or may not be a pop quiz covering the material tomorrow.

Coming Up:Parts of Speech Quiz Thursday 10/12

foreshadowing, conflict, point of view, irony, symbol, tone)

-Discuss “A Sound of Thunder”/Pop Assignment Quiz

-Hand back nonfiction and vocabulary tests


Self PortraitsWhere are you going for Knight Time?


Assignment Tracker: “The Rattler” Annotations

AP Pep Talk- Parent Assist, grades, high expectations, tutoring

Warm-Up: Determine positive and negative connotations. Change sentences to reflect the correct word based on diction.

3) Review “The Rattler” and “Snake”

4) Hand back summer reading and Huck Finn defense papers.

3) Look up and learn diction words

4) Find examples that exemplify six of the diction words (see handout for more details)

**UPDATED LATE POLICY** No late work One day late = 50%

deduction of the assessed value

If the unit of study from which the assignment was given is assessed before the assignment is submitted, a grade of zero is given.

If the assignment isn't turned in, a grade of zero is assigned.


HN English I 1. Demonstrate your understanding of VCR Lessons 1-6 by taking a test (60

1. Revise narrative based on feedback from peer review.

minutes).

2. Grade tests in class.

STAPLE your paper in the following order:

TOP: Rubric (on wiki)MIDDLE: Final NarrativeBOTTOM: Rough Draft

Note: You need to assign yourself a score and provide an explanation prior to handing in the paper.

2. Read “A Sound of Thunder” by Ray Bradbury p.38-52. Be prepared to discuss.


Self PortraitsWhere are you going for Knight Time?


Warm-Up: 1) Bernard Colossi writes that Calixta and Alcée reach out impulsively "for what they want, what they need, what for them is life itself, their 'birthright'--not selfishly, not unaware of the risks and costs, not with the intention of hurting anybody, but with a lust for life itself, with an ecstatic acceptance of what the moment is offering them, with trust and peace and hope." Do you agree? How do you judge Calixta and Alcee?2) What does Chopin’s writing reveal about feminine sexuality and/or motherhood?2) Why the title “The Storm”?

-Understand voice through reading-Identify and appreciate the elements of voice-Analyze quotes from critically acclaimed literature-Apply diction choices to our own writing

- Analyze an AP passage from 1999 and compare and contrast the diction choices in each passage

-Finish analyzing AP passage

-Please print and annotate “The Rattler” and “Snake” based on the directions provided. Be prepared to discuss. (See Wiki)

**UPDATED LATE POLICY**No late workOne day late = 50% deduction of the assessed valueIf the unit of study from which the assignment was given is assessed before the

assignment is submitted, a grade of zero is given.If the assignment isn't turned in, a grade of zero is assigned.


HN English I Warm-Up: Dissect sentences.

-Introduce fiction notes

-Review vocabulary homework

-Hand back nonfiction tests

1. Study for the Vocabulary test. Know the words from Lesson 1-6. You will be tested on roots, analogies, synonyms, antonyms, and sentence completion. There will only be a word bank for Lessons 5-6. SPELLING COUNTS FOR ALL WORDS with or without a word bank.

2. Revise narrative based on feedback from peer review. Final draft due Monday 10/8.

Tuesday 10/2/12Class Learning

ObjectivesHomework

HOMEROOM/KNIGHT TIME

Write a letter to yourself.


-Turn in your Graduation Project Proposal.

Demonstrate

Read “The Storm” by Kate Chopin. Be prepared to discuss (p.183-187 in Patterns)

understanding of summer reading by taking the summer reading assessment.

Class Learning Objectives

Homework

HN English I Sign up for Knight Time (outside door)

Warm-Up: Review Parts of Speech and introduce main verbs and helping verbs.

-Identify what good writers do in writing a narrative. Read and annotate “Go Carolina”

-Review vocabulary 5A-5C

1. Type first draft of narrative.

2. Finish “Go Carolina” annotations

Monday 10/1/12Class Learning

ObjectivesHomework


Write a letter to yourself.


-Turn in your Graduation Project Proposal.

Demonstrate understanding of summer reading by taking the summer

Read “The Storm” by Kate Chopin. Be prepared to discuss (p.183-187 in Patterns)

reading assessment.Class Learning

ObjectivesHomework

HN English I TURN IN SUMMER READING

-Assignment Tracker: “How to Eat A Guava.” Go over annotations/questions.

-To describe a meaningful experience -To utilize well-chosen details to tell a story-To organize writing based on a well-structured sequence-To incorporate meaningful dialogue into the story

1. VCR p.32-37 (5A-5C)

2. Type first draft of narrative (Due Wednesday)

Friday 9/28/12Class Learning

ObjectivesHomework


Creative Writing Friday: Write about an embarrassing moment from your past and how you overcame your mortification. Be prepared to share.


-Graded Fishbowl Discussion35 minutes: HF35 minutes: The Awakening

TURN IN QUESTIONS AND DEFENSE

Graduation Project Proposaldue 10/1 and 10/2. This is the same day as Sukkot, so you might want to get ahead of the game.

Summer Reading Assessment 10/1 and 10/2. Make sure you are all caught up.


Homework

HN English I Demonstrate your understanding 1. Complete the pre-reading: Write a descriptive

of nonfiction by taking the nonfiction unit test.

Start working on pre-reading for homework

passage about a food that represents your childhood. SHOW vs. TELL. I should be able to imagine exactly what you are remembering and tasting.

2. Print and read Esmeralda Santiago’s “How to Eat a Guava.” Make sure to annotate according to the directions.

3. Answer the questions following the story.

SUMMER READING DUE NEXT CLASS

Wednesday 9/26/12Class Learning

ObjectivesHomework


D.E.A.R Hollywoodteam playergayminorityfeministconservativeextremistfamily


“The Difference Between the Right Word and The Almost

Right Word is like the difference between Lightning

and The Lightning Bug.”—Mark Twain

-Analyze how skilled writers make decisions about style and purpose-Classify diction choices (popular/learned, monosyllabic vs. polysyllabic, common terms vs. slang)-Define denotation vs. connotation-Practice utilizing words with meaning in a PB&J example-Hand back work, put in portfolio. Give our progress reports (identify strengths, weaknesses, challenges, goals)-Review homework.

Assignments coming up: Huck Finn and The Awakening Fishbowl due

9/27 and 9/28- Prepare defense and questions (see wiki for more details). Note: This is the day after Yom Kippur, so you might want to get ahead of the game.




Homework

HN English I Demonstrate your understanding of VCR words #2 by taking a quiz. Grade in class.

No homework


ObjectivesHomework


-Share Show vs. Tell Exercises(Justin and Brittany)-Vocab Review


“The Difference Between the Right Word and The Almost

Right Word is like the difference between Lightning

and The Lightning Bug.”—Mark Twain

-Analyze how skilled writers make decisions about style and purpose-Classify diction choices (popular/learned, monosyllabic vs. polysyllabic, common terms vs. slang)-Define denotation vs. connotation-Practice utilizing words with meaning in a PB&J example-Hand back work, put in portfolio. Give our progress reports(identify strengths, weaknesses, challenges, goals)-Review homework.






Homework

HN English I Warm-Up: Should the driving age be raised?

Study for vocabulary quiz Lessons 1-4. The quiz will test the following:

Read two persuasive letters and answer the following questions:1) Which letter is most effective?2) What is the main idea of each letter?3) What types of bias are used in each letter? Provide examples.4) What types of appeals and/or rhetorical strategies are used in each letter? 5) What is the significance/ impact of the examples?6) What makes each letter effective/ineffective

Vocabulary workout- review hmwk, roots, around-the-world-progress reports

1) Roots- If I give you a root, can you figure out an unknown word based on the Greek or Latin root?

2) Analogies- Can you recognize the relationship between roots and words or words and definitions and find a pair that shares a similar connection?

3) Synonyms/Antonyms- Can you determine the correct vocabulary word based on the provided synonym or antonym?

4) Sentence Completion- Can you figure out which vocabulary word fits into the appropriate blank based on context clues?

5) Do you remember words from Lesson 1 and 2? SPELLING COUNTS and you will not have a word bank for old words


ObjectivesHomework


Show vs. Tell: Convert the following.Justin likes Brittany. Justin wants to ask Brittany to Homecoming. He thinks of a creative way of asking her. Brittany accepts and says, “Yes.”


Meet in the Media Center-Find an argumentative topic that interests you-Navigate “ProQuest” to research your topic (User ID=ardreykell Password= knights)-Write an essential question and a working thesis-Locate one article that supports your position, one article that negates your position, and one primary source





-Complete proposal (Due 10/1 “A Day” and 10/2 “B Day”)


Homework

HN English I Warm-Up: Punctuating Titles Review

-Practice taking a sample multiple choice test-Learn to read with purpose-Practice test-taking strategiesGo over vocabulary. -Hand back projects/tests. Review and reflection.

Complete review exercises Lessons 3 and 4 on p.29-31. Study vocabulary. Quiz on Wednesday.

Nonfiction Final Test Friday


ObjectivesHomework


Review prepositions from yesterdayVocabulary around-the-world


Meet in the Media Center-Find an argumentative topic that interests you-Navigate “ProQuest” to research your topic (User ID=ardreykell Password= knights)-Write an essential question and a working thesis-Locate one article that supports your position, one article that negates your position, and one primary source





-Complete proposal (Due 10/1 “A Day” and 10/2 “B Day”)


Homework

HN English I Demonstrate your understanding of prepositions, adverbs, subordinate conjunctions, infinitives, denotation/connotation, sentence types, show vs. tell sentences, appeals, bias and vocabulary by taking a test… woohoo!

Grade test in class time permitting.

Complete p.23-29 exercises 4A-4C

Thursday 9/20/12Class Learning

ObjectivesHomework


Identify the underlined word


Demonstrate your understanding of E/P/L, SOAPSTone, the rhetorical triangle, and Visual Literacy by taking Rhetoric Test #1

Meet in the Media Center next class. A few things to think about pre-Media Center:-Your topic should be something that will hold your interest for TWO years!-It should be broad enough to allow access to enough resources, but narrow enough to make the research scope reasonable.-You should not already be an expert in this topic!-The topic choice is yours; however, it is advisable to be sure your topic is appropriate for presentation to a Review Board and the general public.-Keep in mind that you will need to choose a topic that lends itself to BOTH a paper and a product!


Homework

HN English I Turn in your advertisement and explanation.

Participate in the CMS Formative I assessment

Share advertisements

Study for Nonfiction Test #1:-Review prepositions and prepositional phrases- Know how to differentiate between a preposition, adverb, subordinate conjunction and infinitive- Differentiate between denotation and connotation- Explain the difference between different sentence types-Convert a “tell” sentence into a “show” sentence- Define appeals and recognize how they are used in context-Recognize examples of bias and explain how you know-Explain how two vocabulary words are related and write a sentence (Vocab words can come from Lessons 1-3)

Wednesday 9/19/12Class Learning

ObjectivesHomework


D.E.A.R


Take a copy of Graduation Project PacketHand back ethos, pathos, logos projects.

Demonstrate your understanding of E/P/L, SOAPSTone, the rhetorical triangle, and Visual Literacy by taking Rhetoric Test #1

Meet in the Media Center next class. A few things to think about pre-Media Center:-Your topic should be something that will hold your interest for TWO years!-It should be broad enough to allow access to enough resources, but narrow enough to make the research scope reasonable.

– Too broad: Public schools need reform.– Too narrow: Teachers should use subject-verb

agreement lessons based on argumentative writing tasks rather than sentence diagramming of subjects and verbs because students fail to apply appropriate subject-verb agreement in their writing when taught using lessons based on sentence diagramming.

– Better: Those who create public school grammar curricula should incorporate more writing-based grammar lessons instead of traditional grammar exercises, diagramming, and memorization for better retention and application of the material.

• You should not already be an expert in this topic!• The topic choice is yours; however, it is advisable to be

sure your topic is appropriate for presentation to a Review Board and the general public.

• Keep in mind that you will need to choose a topic that lends itself to BOTH a paper and a product!


Homework

HN English I Warm-Up:Ethos, Pathos, Logos Dollar Activity-Practice utilizing ethos, pathos and logos in our own arguments-Review how authors utilize ethos, pathos and logos in order to persuade their audience-Examine ethos, pathos and logos in a visual image-Examine ethos, pathos and logos in Ann Romney’s speech-Go over vocabulary-Meet with partner and discuss advertisements

-Design Advertisement-Type explanation -Use the grading rubric provided to check your work


ObjectivesHomework


Preposition Review


Take a copy of Graduation Project PacketHand back ethos, pathos, logos projects.

Warm-Up: Without looking at your notes, draw the rhetorical triangle. What must skilled writers consider when they are developing an essay, speech, letter, etc?

-Read Bush’s 9/11 Speech and identify Ethos, Pathos and Logos

- Review Visual Literacy and interpret three political

Study for the Rhetoric, Visual Literary, and Appeals Test-Students should know not only what the appeals mean, but how to recognize them when used in context- Students should be aware of how the rhetorical triangle functions- Students should be prepared to analyze a political cartoon

cartoons

Exit Slip: Your task is to ask [person of your choosing] to Homecoming. [person of your choosing] might be a fictional character, movie star, or an actual boy or girl from AK. Your task is to use Ethos, Pathos, and Logos to convince that person to go to Homecoming with you. All responses must be school appropriate.


Homework

HN English I Assignment Tracker: Bias Homework

Warm-Up: Review bias and identify bias in sample passages.

-Identify what an argument looks like-Recognize purpose in everyday arguments-Understand the way in which writers/cartoonists/advertisers use appeals to sway audience-Understand the arguments of others and make informed decisions

1) Work on advertisement due Thursday 9/20 (see handout)

2) Complete VCR Lesson #3 Exercises 3A, 3B, 3C (p. 17-23)


ObjectivesHomework


Preposition Review


Take a copy of Graduation Project PacketReview campaign commercial analyses/chart. Turn in.

Warm-Up: Without looking at your notes, draw the rhetorical triangle. What must skilled writers consider when

Study for the Rhetoric, Visual Literary, and Appeals Test-Students should know not only what the appeals mean, but how to recognize them when used in context- Students should be aware of how the rhetorical triangle functions- Students should be prepared to analyze a political cartoon

they are developing an essay, speech, letter, etc?

-Read Bush’s 9/11 Speech and identify Ethos, Pathos and Logos

- Review Visual Literacy and interpret three political cartoons

Exit Slip: Your task is to ask [person of your choosing] to Homecoming. [person of your choosing] might be a fictional character, movie star, or an actual boy or girl from AK. Your task is to use Ethos, Pathos, and Logos to convince that person to go to Homecoming with you. All responses must be school appropriate.


Homework

HN English I Warm-Up: Review punctuating titles

-Introduce bias and the media- Annotate articles for 5Ws- Listen to Walter Cronkite’s “We Are Mired [caught up] in Stalemate [no winners]" Broadcast, FEBRUARY 27, 1968 and identify how he reports the news- Look at the type of bias and examples below and determine the definition for each type of bias.

Search the news tonight. Find examples of three of the five different types of bias and PRINT. Make sure you explain how each piece of evidence represents one of the types of bias. Your response should be typed.


ObjectivesHomework


Share life maps/finish, hang on wall. Letter to self.-Where are you going for Knight Time


Take a copy of Graduation Project Packet

Warm-Up: How do candidates try to win? What strategies do they use? How do they sway voters? Who do you think should win and why?

Quick Review: Ethos, Pathos, Logos

-Engage students in the 2012 election

-Think critically and recognize how good speakers craft speeches to “win” an argument

-Recognize how the appeals function in context and thoughtfully vote

1) Find two political advertisements (one that supports Obama, one that supports Romney)

2) Use the provided chart to take notes while viewing the advertisement.

3) Based on what you see, determine which campaign commercial is the most effective and write a ½ -1 page analysis. Typed. Include a link to ads.

HELPFUL SITES:

Television and Internet Campaign Links

Official Barack Obama YouTube Channel: home for Obama campaign commercials, speeches, and campaign videosOfficial Mitt Romney YouTube Channel: home for Romney campaign commercials, speeches, and campaign videosOfficial Mitt Romney WebsiteOfficial Barack Obama Website


Homework

HN English I Take out a separate sheet of paper and number it 1-25. Skip lines. In the top left put the following:Your nameHN English I-4th Block9/14/12Lesson 1&2 Vocab Quiz

Demonstrate your understanding of classical roots, definitions, antonyms and synonyms by taking the Lesson 1 and 2 vocabulary quiz.

Grade quizzes in class. -Discuss properly punctuating titles. Take notes.

1. Print and complete “Punctuating Titles STUDENT” (available on wiki)

2. Print/cut out three articles that represent something happening globally, nationally, and locally. You can use cnn.com, http://www.nytimes.com/ or any other valid source

http://www.nytimes.com/

http://www.barackobama.com/

http://www.mittromney.com/

http://www.youtube.com/user/mittromney

http://www.youtube.com/user/BarackObamadotcom

Thursday 9/13Class Learning

ObjectivesHomework


Share life maps/finish, hang on wall-Where are you going for Knight Time


Warm-Up: How do candidates try to win? What strategies do they use? How do they sway voters? Who do you think should win and why?

Quick Review: Ethos, Pathos, Logos

-Engage students in the 2012 election

-Think critically and recognize how good speakers craft speeches to “win” an argument

-Recognize how the appeals function in context and thoughtfully vote

1) Find two political advertisements (one that supports Obama, one that supports Romney)

2) Use the provided chart to take notes while viewing the advertisement.

3) Based on what you see, determine which campaign commercial is the most effective and write a ½ -1 page analysis. Typed. Include a link to ads.

HELPFUL SITES:

Television and Internet Campaign Links

Official Barack Obama YouTube Channel: home for Obama campaign commercials, speeches, and campaign videosOfficial Mitt Romney YouTube Channel: home for Romney campaign commercials, speeches, and campaign videosOfficial Mitt Romney WebsiteOfficial Barack Obama Website


Homework

HN English I Warm-Up: Review types of sentences and practice recognizing different types.

-Analyze how sentence types are used with purpose

-Analyze the way in which authors use repetition to create meaning

-Peer Edit snake passages and turn in.

STUDY FOR THE QUIZ!!

- Know what the roots mean- Know the definitions of each word. I will give you synonyms and antonyms, and you will have to tell me the vocabulary word that directly relates- Know how to use the vocabulary words in a sentence

Make revisions on snake passage. Staple revised copy on top of the marked up copy. Turn in tomorrow.

http://www.barackobama.com/

http://www.mittromney.com/

http://www.youtube.com/user/mittromney

http://www.youtube.com/user/BarackObamadotcom

Review vocabulary homework. Vocabulary around-the-world. How well can you spell?

Wednesday 9/12Class Learning

ObjectivesHomework


D.E.A.R Tell me where you are

going for Knight TimeAP Language and Composition

Warm-Up: Look at the two political cartoons represented below.What are your initial impressions of the image? Write a brief description of each image and decide its purpose.

-Introduce tips for analyzing a visual image and practice analyzing two political cartoons. Focus on representation, distortion, perspective and symbol.

-Share E,P,L projects and turn in.

Analyze the provided political cartoon based on the “tips” presented in class.


Homework

HN English I Warm-Up: Continue practicing how detail contributes to the overall meaning of the passage

-Review “Island Morning” and questions

-Conduct a vocabulary root1) How well do you know the Latin roots? Identify synonyms and antonyms.

-Around-the-world

PLEASE BRING COMPUTER PAPER

1. Finish the vocabulary exercises 1-2 on p.14-16

2. Study for vocabulary quiz. You should know the roots, the words, and synonyms/antonyms. Further, you should be able to put each word in a sentence.

3. Type a paragraph in which you take the point-of-view of the snake from either “The Rattler” or “The Snake.” In your description, make sure that you make apparent what the snake thinks of the narrator. Your paragraph

vocabulary can be either serious or humorous, but you must SHOW vs. TELL. Choose your diction with meaning. Get rid of passive verbs like “is” or “was.”

Tuesday 9/11Class Learning

ObjectivesHomework


Draw life map. Ask your teachers about Knight Time.



Turn in E,P,L projects

Welcome King’s College!


Homework

HN English I SIGN UP FOR KNIGHT TIME

Warm-Up: Show vs. Tell and Detail WorkshopHand back quizzes (and put in folder)

-Observe how detail (facts, observations and incidents) is used to develop a topic, shaping and seasoning voice

-Identify the diction choices that contribute to the reader’s overall perception of the piece

1. In your Holt and McDougal Literature textbook, please read p.560-566 “Island Morning” by Jamaica Kincaid

2. Answer questions A-G (questions in the margins of text) AND

3. Answer questions 5-7 on p.566

Make sure to write in complete sentences, and write answers on a separate sheet of paper. BRING BOOK TO CLASS!

-Apply imagery (verbal representation of sense experience) that gives a voice distinctive quality in your own writing

-Read D.H. Lawrence’s “The Snake” and annotate for diction, syntax and detail

-Compare/Contrast to “The Rattler”

-Review vocabulary homework

Monday 9/10Class Learning

ObjectivesHomework


Draw life map. Ask your teachers about Knight Time.



Turn in E,P,L projects

Welcome King’s College!


Homework

HN English I SIGN UP FOR KNIGHT TIME

Warm-Up:Diction exercise

-Articulate the difference between denotation and connotation-Improve understanding of diction-Practice utilizing diction with

1. Read “Lesson 2” p.9-14

2. Complete Exercises 2A, 2B, and 2C

purpose-Analyze how diction affects our perception of events in “The Rattler”-Go over vocabulary homework

Hand back quizzes (if time)


ObjectivesHomework


List 15-20 Significant EventsBegin life map

“An apple a day keeps the doctor away”


-Turn in “Receipt of Information.”Warm-Up: Look at the two political cartoons represented below.What are your initial impressions of the image? Write a brief description of each image and decide its purpose.

-Introduce tips for analyzing a visual image and practice analyzing two political cartoons. Focus on representation, distortion, perspective and symbol.

-Share E,P,L projects and turn in.

Analyze the provided political cartoon based on the “tips” presented in class.


Homework

HN English I Please get out a piece of notebook paper and label your paper 1-26. Skip lines between each number.

Demonstrate your understanding of prepositional and infinitive phrases, subordinate and adverb clauses by taking a quiz.

Please read p.1- 9 in Vocabulary from Classical Roots CAnd complete exercises 1A, 1B and 1C for Monday.

PLEASE PURCHASE THE FOLLOWING BOOKS:Vocabulary from Classical Roots C Lord of the Flies by William GoldingRomeo and Juliet by William Shakespeare

Swap papers and score papers. Turn in.

Review sentence combining.

Thursday 9/6/2012Class Learning

ObjectivesHomework


Human Knot and goal setting “An apple a day keeps the doctor away”


Warm-Up: EPL and a $1

1) Introduce the Graduation Project, letter and timeline

2) Identify a “social problem”, begin exploring two sides of an issue

3)Introduce the E,P,L project and rubric.

4) Review SOAPSTone from homework

5) Hand back “Theme for English B” poems and stick

Create E, P, L project and write a ½ -1 page response. See wiki for more details.

Please sign and date, and have your parent sign and date the Graduation Project Receipt of Information.

For a quick review on Ethos, Pathos and Logos check out p.3-6 in The Language of Composition

them in manila folders.


Homework

HN English I Warm-Up: Find the subordinate clause and complete the preposition review

-Compare and Contrast Langston Hughes’ dreams to MLK’s

-Introduce allusion,anaphora and parallelism. Discuss why these rhetorical decisions help MLK achieve his purpose.

-Review Draft Reading homework

Study for Prep Quiz FRIDAY

What to study:-Be familiar with the preposition list. If I give you a list of prepositions, you should be able to identify the word that is NOT a preposition.

- Be able to define an infinitive phrase, subordinate clause, prepositional phrase and an adverb clause.

- Determine if a word(s) is/are acting as a prepositional phrase, adverb, subordinate clause, or infinitive phrase. Be prepared to EXPLAIN how you know.

- Be prepared to use a preposition as both a preposition and an adverb.



D.E.A.R (DROP EVERYTHING AND READ) “An apple a day keeps the doctor away”


CHANGE SEATSWarm-Up: EPL and a $1

1) Introduce the Graduation Project, letter and timeline

2) Identify a “social problem”, begin exploring two

Create E, P, L project and write a ½ -1 page response. See wiki for more details.

Please sign and date, and have your parent sign and date the Graduation Project Receipt of Information.

sides of an issue

3)Introduce the E,P,L project and rubric.

4) Review SOAPSTone from homework

5) Hand back “Theme for English B” poems and stick them in manila folders.

For a quick review on Ethos, Pathos and Logos check out p.3-6 in The Language of Composition

Class Learning Objectives HomeworkHN English I Turn in SOAPSTone homework. Make sure your

name is on both the SOAPSTone and your article.

Warm-Up: Find the infinitive phrase vs. the prepositional phrase.

http://www.youtube.com/watch?v=1UV1fs8lAbg

- Familiarize students with the power of MLK’s rhetoric

-Practice “draft reading” and actively annotate the text

-Identify and analyze the main idea, organizational structure, syntax and tone in order to help students become critical and thoughtful readers

Finish “draft reading” on MLK’s speech and answer all questions on a separate sheet of notebook paper (Draft Reading Instructions are available on wiki).

Study for Prep Quiz FRIDAY



ObjectivesHomework


Oldest to youngest without talking and Human Knot

“An apple a day keeps the doctor away”


CHANGE SEATSHandout Assignment Tracker. Grade Editorial SOAPSTone.

Please read JFK’s “Ich bin ein Berliner ("I am a 'Berliner'”) speech. Conduct a SOAPSTone analysis (chart form, typed). In addition, identify one example of ethos, pathos and logos

http://www.youtube.com/watch?v=1UV1fs8lAbg

Warm-Up: Examine the flag depicted on your handout. Study the picture carefully and write for 2-3 minutes about the emotions that the image arouses in you.-Analyze the way in which rhetors persuade using pathos, ethos, logos-Examine appeals in the media and the way in which they affect audience-Identify examples of pathos, ethos, and logos and explain how the appeals affect the reader

Hand back “Theme for English B” and folders

Exit Slip: Utilizing ethos, pathos, and logos, convince Mr. Switzer that the yoga pant rule is either a great rule and should be enforced or is a terrible rule and should be rebuked. Your audience is Mr. Switzer.

(use direct quotations) and explain the effect of each of these appeals on the audience . Click on link below to see speech.

http://www.americanrhetoric.com/speeches/jfkberliner.html


Homework

HN English I CHANGE SEATSWarm-Up: Review the preposition workout. -Introduce nonfiction unit-Identify how to read non-fiction-Learn how to use a SOAPSTone to analyze nonfiction-Review common mistakes in writing. Hand back papers and file. -Continue discussion of “Thank You Ma’m”


Be prepared to share in class.


Friday 8/31Class Learning

ObjectivesHomework


Homeroom 1. Getting to know you quiz 2. Zip/Zap (stand in circle)

Volunteer points to someone in the circle and says “Zip, 1, 2,3…10.”Before the volunteer reaches 10, the player pointed at must name the person to the right.

If the person saws “zap”, the player pointed at must name the person to his left.

If you fail, stand in the middle. You only can get out, until someone else goes in the middle.

Enjoy your long weekend!


Handout Assignment Tracker. Grade Editorial SOAPSTone.

Warm-Up: Examine the flag depicted on your handout. Study the picture carefully and write for 2-3 minutes about the emotions that the image arouses in you.-Analyze the way in which rhetors persuade using pathos, ethos, logos-Examine appeals in the media and the way in which they affect audience-Identify examples of pathos, ethos, and logos and explain how the appeals affect the reader

Exit Slip: Utilizing ethos, pathos, and logos, convince Mr. Switzer that the yoga pant rule is either a great rule and should be enforced or is a terrible rule and should be rebuked. Your audience is Mr. Switzer.

Please read JFK’s “Ich bin ein Berliner ("I am a 'Berliner'”) speech. Conduct a SOAPSTone analysis (chart form, typed). In addition, identify one example of ethos, pathos and logos (use direct quotations) and explain the effect of each of these appeals on the audience . Click on link below to see speech.



Homework

HN English I Go over assignment tracker. Fill in Langston Hughes annotations and questions.

Warm-Up: Test yourself. Copy the list of words into

1) Complete the preposition workout (see website).

2) Study prepositions as we will have our first quiz next week


your notebook. Only highlight prepositions. -Define prepositional phrase and object of the preposition- Understand how an adverb, adverb clause, infinitive clause and subordinate clause differ from a preposition-Practice differentiating adverb clauses and prepositional phrases- Review annotations and “Thank you, Ma’m” questions

Thursday 8/30Class Learning Objectives HomeworkHomeroom Toilet paper game

1) Sit in a circle facing inwards.2) Take as much toilet paper “as you need”3) Count the number of squares you have.


Warm-Up: Share poems in small groups. Turn in. -Assign Books-Understand definitions of rhetoric-Understand the implications of rhetoric on writing, reading and speaking-Define the Aristotelian Triangle (Rhetorical Triangle)-Discuss the traditional canons of rhetoric (invention, arrangement, style, memory, delivery)-Practice SOAPSTone on excerpt from The Iliad


Class Learning Objectives HomeworkHN English I Warm-Up: New student

directions and frequently used prepositions. Practice recognizing prepositional phrases.-Assign textbooks. Take home or leave in locker. -Review the KIC chart from “The Model”

Read “Thank You, M’am” by Langston Hughes, annotate the text based on annotation notes, and answer the reading questions (see website). Make sure to print both the stories and the questions.

Wednesday 8/29Class Learning Objectives HomeworkHomeroom Drop

EverythingAnd Read

Make sure to eat breakfast every morning.


Warm-Up: Share poems in small groups. Turn in. -Assign Books-Understand definitions of rhetoric-Understand the implications of rhetoric on writing, reading and speaking-Define the Aristotelian Triangle (Rhetorical Triangle)-Discuss the traditional canons of rhetoric (invention, arrangement, style, memory, delivery)-Practice SOAPSTone on excerpt from The Iliad


Class Learning Objectives HomeworkHN English I Warm-Up: Identify the correct

definition for each grammar term. -Introduce the core grammatical concepts we will learn throughout the semester-Recognize the definition of each grammatical term-Identify the bolded terms in specific examples- Discuss “The Model”

Create a KIC chart for “The Model”K= What do you know, concrete factsI= Implications (conclusions, inferences, what I can gather by reading between the lines)C= Critical Ideas (underlying themes, generalizations, perspective of the author)

Tuesday 8/28Class Learning Objectives HomeworkHomeroom 9th Grade Assembly Relax.


-Become acquainted with our learning community- Provide information on note card (see below)- Introduce promethean agenda, website/ syllabus -Read “Theme for English B” and discuss, introduce “draft reading” First Draft: Key words or phrases- gist of textSecond Draft: Important details- how do parts fit together?Third Draft: What of it?-Share Samples

1) Type “Theme from English B” poem. Please follow manuscript format and add your original title.


3) Parent Email (see last page of syllabus for directions)

Class Learning Objectives HomeworkHN English I - Share TTTC responses.

Hand in.-Introduce “draft reading” and annotation notes-Practice “draft reading” and annotation on “The Schoolmaster”-Introduce KIC ChartK= What do you know, concrete factsI= Implications (conclusions, inferences, what I can gather by reading between the lines)C= Critical Ideas (underlying themes, generalizations, perspective of the author)

1) Read and print “The Model” by Guy de Monpessant.

2) Practice “draft reading” and answer the questions provided (see website)

Please provide the following information on the note card provided:Last name, First nameParent(s) and/or Guardians names

Parent(s) and/or Guardians emails

1) What Mrs. Stern can expect from me in this class2) What I expect from Mrs. Stern3) Activities/Interests/Hobbies4) Best teacher and why5) Your biggest pet peeves (Ex: I cannot handle playing 52 card pick up particularly in a moving

vehicle- airplane, train, or automobile. I despise people who insist on singing loudly even though they have the worst voice. I don’t deal with whistling, particularly in the mornings when I am working. )

6) Anything else I should know about you

Monday 8/27 WELCOME!Class Learning Objectives HomeworkHomeroom Welcome to your first day of

high school!-Introductions- Starbursts Getting to Know You-Name Game

Relax.


-Become acquainted with our learning community- Provide information on note card (see below)- Introduce promethean agenda, website/ syllabus-Read “Theme for English B” and discuss, introduce “draft reading” First Draft: Key words or phrases- gist of textSecond Draft: Important details- how do parts fit together?Third Draft: What of it?-Share Samples

1) Type “Theme from English B” poem. Please follow manuscript format and add your original title.


3) Parent Email (see last page of syllabus for directions)

HN English I -Introduce the members of our learning community-Provide information on a note card-Introduce website/syllabus

1) Type “The Things I Carry” response. Please follow proper manuscript format.

2) Read and print my syllabus

- What do you carry exercise from the website.

3) Parent Email (see last page of syllabus for directions).

Please provide the following information on the note card provided:Last name, First nameParent(s) and/or Guardians namesParent(s) and/or Guardians emails

7) What Mrs. Stern can expect from me in this class8) What I expect from Mrs. Stern9) Activities/Interests/Hobbies10) Best teacher and why11) Your biggest pet peeves (Ex: I cannot handle playing 52 card pick up particularly in a moving

vehicle- airplane, train, or automobile. I despise people who insist on singing loudly even though they have the worst voice. I don’t deal with whistling, particularly in the mornings when I am working. )

12) Anything else I should know about you

rebeccastern.cmswiki.wikispaces.netrebeccastern.cmswiki.wikispaces.net/file/view/daily age… ·...

Documents