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Thursday 12/20/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Holiday Cards

AP Language and Composition

1. Go over sample essay, “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.

Get some well-deserved rest

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 Composition

Practice writing a sample timed 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.

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

No homework

and Thisbe?”

Hand Back Quizzes/Tests

Tuesday 12/18/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIMEAP Language and Composition

Practice writing a sample timed 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.

In 5 Steps to a 5 read p.67-78. Make sure to highlight important tips about writing the analysis essay and working the prompt.

Learning Objectives HomeworkHN English I Demonstrate understanding of

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)

Monday 12/17/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Registration Card Edits


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 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?

Study for the Act IV and V Quiz.

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?

Friday 12/14/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Fix choppy sentences. Correct run-ons. 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.

Quick Fixes for choppy sentences:

Join complete sentences, clauses, and phrases 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.

Thursday 12/13/12

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

Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

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 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

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)

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

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.

-Review gerunds and appositives

Wednesday 12/12/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

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 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

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)

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 Homework

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?

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?

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 risks that Juliet does?

Tuesday 12/11/12Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

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

Read 4.1 and 4.2.

Focus Questions:

quiz.

Grade in class.

Review appositives and gerunds.

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 Finish Act III. Be prepared for a

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 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.

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 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.

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

Learn a “thesis formula” for rhetorical analyses.

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

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.

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

Learn a “thesis formula” for rhetorical analyses.

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

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.



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

Revise formal outline and turn in next class

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




argumentation is logically sound

-Conference with peer and discuss areas of strengths/weaknesses

-Review “tips” for first three pages

- Discuss Gary Soto annotations


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

Revise formal outline and turn in next class

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


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

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

-Conference with peer and discuss areas of strengths/weaknesses

-Review “tips” for first three pages

- Discuss Gary Soto annotations



HN English I Warm-Up: Define personification, 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.

Finish Act II. There may or may not be 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!!!



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)Equivocation

Appeal to Doubtful AuthorityMisleading StatisticPost Hoc Ergo Propter HocNon SequiturDicto SimpliciterContradictory Premises

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


Red HerringTu Quoque(see next column )

Ad 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 Analogy

Appeal to Doubtful AuthorityMisleading Statistic



Ad HominemHasty or Sweeping GeneralizationFalse Dilemma (Either/Or)EquivocationRed HerringTu Quoque(see next column )

Post 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

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.

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?)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 Literature 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.

Wednesday 11/28/12


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 his/her point of view.

3) Practice reading a sample AP reading comprehension passage.

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

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?)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 Literature 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.”


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

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

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

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.

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


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 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)

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




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

Enjoy Thanksgiving

Please purchase a copy of Romeo 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 Print and read Michael Drayton’s



sonnet2. 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: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.

“The Parting” and answer the questions. Be prepared to discuss next class. (see wiki for handout)



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/)


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

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

cannot marry.

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



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 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.

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.

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

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.

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 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

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.

Extra Credit Syntax Test AFTER SCHOOL: Friday 11/16. I will write a



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.

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 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 yesterday.

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.


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

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

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

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?

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


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 Ch.10 discussion of LOTF.

Finish LOTF. There may or may not be a reading quiz on Monday


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

Discuss rationalization, tying of Wilfred, Jack and disguise, and removing Piggy’s glasses

-Hand back Midterms

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”)VerbDirect 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

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.

her speech to her troops at Tilbury, 1588.

-Practice identifying cumulative, periodic and inverted sentences

-Review Benny Paret Syntax Chart


HN English I Warm-Up: Review direct/indirect objects and subject complements (predicate nominatives and predicate adjectives). 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)

Read Ch.10 and complete focus questions (on 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

Create three-column notes for schemes and tropes. You will need to identify the scheme/trope, definition, and example. Follow model on handout.


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

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

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

$45 this year

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 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

Friday 10/26/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME



Turn in STAPLED narratives. (rubric final copy 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

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,

-Practice analyzing syntax in a passage 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?

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


Thursday 10/25/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME



Turn in STAPLED narratives. (rubric final copy 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

4. Read and complete “The Death of Benny Paret” Syntax Chart.

5. 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.

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

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.



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.

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

Study for Midterm: Review grammar (subjects,

verbs- action, linking, helping, prepositions, punctuating titles)

Reading Comprehension

- 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

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.

Tuesday 10/23/12 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

Study for Midterm: Review grammar (subjects,

verbs- action, linking, helping, prepositions, punctuating titles)

- 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


Reading Comprehension passages

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. Study for Midterm: Review vocabulary

-Demonstrate understanding of Ch.4 and 5 by taking an open-book reading quiz. Discuss and grade in class.


(subjects, verbs- action, linking, helping, prepositions, punctuating titles)

Reading Comprehension passages

*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. Learning Objectives Homework

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 Day 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

3. Read Ch.4-5 of LOTF for Monday.

4. Type your Speech Reflection for Monday. Follow manuscript form.

-Record performances.

Wednesday 10/17/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

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 Day 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.

Tuesday 10/16/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Review PrepositionsAdverbs and AdjectivesHard to find subjects



Warm-Up: How do you cite 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”

1) Please type your thesis on a separate sheet of paper.Typeaccording 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)

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.

http://owl.english.purdue.edu/owl/resource/747/12/


Monday 10/15/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

Adverb or Adjective?Identify prepositions



Warm-Up: How do you cite 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”

1) Please type your thesis on a separate sheet of paper.Typeaccording 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

Finish reading Chapters 1-2. There may or may not be a reading quiz tomorrow



Bringing_________________”)Rules:

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

leaders will accept or decline based on rules

3) Debrief about “the party”

Friday 10/12/12 Class Learning Objectives HomeworkHOMEROOM/KNIGHT TIME

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



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 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

Study for the diction test-Review notes on monosyllabic, 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 Wounded Knee

3. 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

Study for the diction test-Review notes on monosyllabic, polysyllabic diction- Understand the difference between slang, jargon and 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.

1. VCR p.45-50 and complete exercises 7A-7C

2. Parts of Speech Quiz Thursday 10/12

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

What statement is Connell making about hunting?


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

Read “The Most Dangerous Game” p.60-80 in Holt McDougal Literature. There may or

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, foreshadowing, conflict, point of view, irony, symbol, tone)

-Discuss “A Sound of Thunder”/Pop Assignment Quiz

-Hand back nonfiction and vocabulary tests

may not be a pop quiz covering the material tomorrow.

Coming Up:Parts of Speech Quiz Thursday 10/12


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”

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

4) Hand back summer reading and Huck Finn defense papers.

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 minutes).

2. Grade tests in class.

1. Revise narrative based on feedback from peer review. 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?

-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 work

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

One 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 Homework

ObjectivesHOMEROOM/KNIGHT TIME

Write a letter to yourself.


-Turn in your Graduation Project Proposal.

Demonstrate understanding of summer reading by taking the summer reading assessment.

Read “The Storm” by Kate Chopin. Be prepared to discuss (p.183-187 in Patterns)

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

HOMEROOM/KNIGHT TIME

Write a letter to yourself.


-Turn in your Graduation Project Proposal.

Demonstrate understanding of summer reading by taking the summer reading assessment.

Read “The Storm” by Kate Chopin. Be prepared to discuss (p.183-187 in Patterns)


Homework

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.

AP Language -Graded Fishbowl Discussion Graduation Project Proposaldue 10/1 and 10/2.

and Composition

35 minutes: HF35 minutes: The Awakening

TURN IN QUESTIONS AND DEFENSE

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 of nonfiction by taking the nonfiction unit test.

Start working on pre-reading for homework

1. Complete the pre-reading: Write a descriptive 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)

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.

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.


-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 Demonstrate your understanding of VCR words #2 by taking a quiz. Grade in class.

No homework

Tuesday 9/25/12Class Learning

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


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.



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?

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

Study for vocabulary quiz Lessons 1-4. The quiz will test the following:

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.”

AP Language and

Meet in the Media Center-Find an argumentative topic that interests you


9/27 and 9/28- Prepare defense and

Composition -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”)

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 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

AP Language and

Meet in the Media Center-Find an argumentative topic that interests you


9/27 and 9/28- Prepare defense and

Composition -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”)

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 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

AP Language and

Demonstrate your understanding of E/P/L,

Meet in the Media Center next class. A few things to think about pre-Media Center:

Composition SOAPSTone, the rhetorical triangle, and Visual Literacy by taking Rhetoric Test #1

-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.

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

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 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 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.

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


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

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

and synonyms by taking the Lesson 1 and 2 vocabulary quiz.

Grade quizzes in class. -Discuss properly punctuating titles. Take notes.

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.

STUDY FOR THE QUIZ!!

- Know what the roots mean

http://www.barackobama.com/

http://www.mittromney.com/

http://www.youtube.com/user/mittromney

http://www.youtube.com/user/BarackObamadotcom

-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.

Review vocabulary homework. Vocabulary around-the-world. How well can you spell?

- 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.

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

PLEASE BRING COMPUTER PAPER

1. Finish the vocabulary exercises 1-2 on p.14-16

-Review “Island Morning” and questions

-Conduct a vocabulary root1) How well do you know the Latin roots? Identify synonyms and antonyms.

-Around-the-world vocabulary

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 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.

Sign up for 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

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

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

-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

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!

Monday 9/10Class Learning

ObjectivesHomework


Draw life map. Ask your teachers about Knight Time.

Sign up for 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 purpose-Analyze how diction affects our perception of events in “The Rattler”-Go over vocabulary homework

Hand back quizzes (if time)

1. Read “Lesson 2” p.9-14

2. Complete Exercises 2A, 2B, and 2C


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

Please read p.1- 9 in Vocabulary from Classical Roots CAnd complete exercises 1A, 1B and 1C for Monday.

between each number.

Demonstrate your understanding of prepositional and infinitive phrases, subordinate and adverb clauses by taking a quiz.

Swap papers and score papers. Turn in.

Review sentence combining.

PLEASE PURCHASE THE FOLLOWING BOOKS:Vocabulary from Classical Roots C Lord of the Flies by William GoldingRomeo and Juliet by William Shakespeare

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

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

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.

p.3-6 in The Language of Composition


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.


Wednesday 9/5/12


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 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.

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

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


http://www.youtube.com/watch?v=1UV1fs8lAbg


ObjectivesHomework


Oldest to youngest without talking and Human Knot

“An apple a day keeps the doctor away”


CHANGE SEATSHandout 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

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.

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.

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

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.

Be prepared to share in class.

PLEASE PURCHASE THE FOLLOWING BOOKS:Vocabulary from Classical Roots C Lord of the Flies by William Golding


in writing. Hand back papers and file. -Continue discussion of “Thank You Ma’m”

Romeo and Juliet by William Shakespeare

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

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.



audience is Mr. Switzer. Class Learning

ObjectivesHomework

HN English I Go over assignment tracker. Fill in Langston Hughes annotations and questions.

Warm-Up: Test yourself. Copy the list of words into 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

1) Complete the preposition workout (see website).

2) Study prepositions as we will have our first quiz next week

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

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)

- Discuss “The Model”

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.

2) Read and print my syllabus from the website.

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”

1) Read and print “The Model” by Guy de Monpessant.

2) Practice “draft reading” and answer the questions provided (see website)

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)

Please provide the following information on the note card provided:Last name, First nameParent(s) and/or Guardians namesParent(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)

1) Type “Theme from English B” poem. Please follow manuscript format and add your original title.

- 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


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- What do you carry exercise

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


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

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