2015-2016 English 9R Course Requirements HERE

2015-2016

Select link below to go to that week (or scroll down)-

Quarter 1 COMPLETE Quarter 2  COMPLETE Quarter 3
COMPLETE
Quarter 4  
Week 1 Week 1 Week 1  
Week 2 Week 2 Week 2  
Week 3 Week 3 Week 3  
Week 4 Week 4 Week 4  
Week 5 Week 5 Week 5  
Week 6 Week 6 Week 6  
Week 7 Week 7 Week 7 Week 7
Week 8 Week 8 Week 8 TESTING FOLLOWS
Week 9 Week 9 Week 9  
Week 10 Week 10 Week 10  
Week 11

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.1

FIRST QUARTER WEEK ONE  
9/2

Wednesday

Welcome Back!





1) Complete getting to know you handout.


2) Brainstorm 10 interview questions with open ended "follow ups" to share with the class next week.

 

 

Concept--  What is a follow up question?

 

 

YES No (doesn't count) YES
ORIGINAL TOPIC QUESTION
ONE WORD ANSWER QUESTION
OPEN ENDED FOLLOW UP
EXAMPLE:
What was the last movie you saw?
   EXAMPLE
Did you like it?
EXAMPLE
Why did you like it?

Follow Up--    Oh, you are a gamer?  What are your main games right now?  TITANFALL  ELITE DANGEROUS 

 

 

LEARNING TOOLS (select the picture):



9/3

Thursday



Baseline Assessment


9/4

Friday



Baselines

Done?   Complete your Brainstorm 10 interview questions with open ended "follow ups" to share with the class next week.



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1.2

FIRST QUARTER WEEK TWO

9/7  

Monday

Labor Day--- Closed
9/8

Tuesday

Have you taken both the multiple choice and writing baseline assessment?  If not see me!

Interviews for introductions.  Done?   Introduce your assigned classmate.

HW -- For a quiz grade, be able to correctly and neatly sign your name in cursive by the end of the week (see tools if you have a question).
9/9

Wednesday


Introduce your assigned classmate.   Smart Goals
9/10

Thursday

SMART Goals Assignment
Smart Goals -- Create three S.M.A.R.T. goals for yourself (first for this quarter, second for the year, and lastly for after graduation) and explain how each of them are S.M.A.R.T.  -- you should be able  to share them with the class.

9/11

Friday


Continue to work on smart goals assignment.  It is due Wednesday 9 16


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1.3

FIRST QUARTER WEEK THREE

9/14 

 

Monday

ROSH HASHANAH---  CLOSED
9/15

ROSH HASHANAH  CLOSED

Tuesday

ROSH HASHANAH---  CLOSED
9/16

Wednesday

S.M.A.R.T.  Assignment is due.


NEW UNIT-- Unit Objectives: Students read the Greek tragedy Oedipus the King. The longest text in the module, Oedipus the King allows students to analyze how multiple central ideas are developed and refined throughout the drama; among the many themes developed in the play is Oedipus’s guilt in relation to the discovery of his past. Students will continue to produce multi-paragraph writing and participate in structured discussions to build mastery of speaking and listening skills in anticipation of the End-of-Unit Assessment in Unit 3, an evidence-based discussion of multiple nonfiction texts.




The class will be split into five groups of no more than 6 persons per group and no fewer than four.  Changes to groups may be made at any time for the improvement of the educational experience and those changes are at the sole discretion of the teacher.


Begin a new unit with essential and supporting questions:  OEDIPUS


Each student gets a copy of the play.



We will begin our study with Literature Circles as our primary tool of research and study.


We begin to read together.   We stop and take notes as we progress.  Ask questions and research!

HW is assigned as needed.


Additional tools:

9/17

Thursday






Begin a new unit with essential and supporting questions:  OEDIPUS




Each student gets a copy of the play. The version of the text distributed in class: Here



We continue our study with Literature Circles as our primary tool of research and study.


We continue to read together.   We stop and take notes as we progress.  Ask questions and research!

HW is assigned as needed.


Additional tools:




9 /18

Friday


Continue your awesome work on the first seven (7) pages of Oedipus Rex  --  OEDIPUS


Each student needs to complete their chosen  Literature Circles role by the start of class Thursday 9 / 24.




We continue to read together.   We stop and take notes as we progress.  Ask questions and research!


Look up words at http://www.vocabulary.com/

Refer to Oedipus study guides at  http://www.shmoop.com/literature/

Translate as needed at https://translate.google.com/

Refer to literary devices at http://literarydevices.net/


Additional tools:





Opportunities for enrichment  (advanced study) below---  see me

Oedipus Rex

A. the quest for identity

B. the nature of innocence and guilt

C. the nature of moral responsibility

D. the limitations of human will versus fate

E. the abuse of power

 

2. Vocabulary Development

unit in context

 

3. Literary Elements

A. theme

B. irony

1.dramatic

2. situational

3. verbal

C. characterization

D. flashback

E. foreshadowing

F. setting

G. conflict

1. internal

2. external





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1.4

FIRST QUARTER WEEK FOUR

9/21

Monday

 

 

 

Unit Objectives: Students read the Greek tragedy Oedipus the King. The longest text in the module, Oedipus the King allows students to analyze how multiple central ideas are developed and refined throughout the drama; among the many themes developed in the play is Oedipus’s guilt in relation to the discovery of his past. Students will continue to produce multi-paragraph writing and participate in structured discussions to build mastery of speaking and listening skills in anticipation of the End-of-Unit Assessment in Unit 3, an evidence-based discussion of multiple nonfiction texts.


Continue your awesome work on the first seven (7) pages of Oedipus Rex  --  OEDIPUS


Each student needs to complete their chosen  Literature Circles role by the start of class Thursday 9 / 24.




We continue to read together.   We stop and take notes as we progress.  Ask questions and research!
 The version of the text distributed in class: Here

Look up words at http://www.vocabulary.com/

Refer to Oedipus study guides at  http://www.shmoop.com/literature/

Translate as needed at https://translate.google.com/

Refer to literary devices at http://literarydevices.net/


Additional tools:





Opportunities for enrichment  (advanced study) below---  see me

Oedipus Rex

A. the quest for identity

B. the nature of innocence and guilt

C. the nature of moral responsibility

D. the limitations of human will versus fate

E. the abuse of power

 

2. Vocabulary Development

unit in context

 

3. Literary Elements

A. theme

B. irony

1.dramatic

2. situational

3. verbal

C. characterization

D. flashback

E. foreshadowing

F. setting

G. conflict

1. internal

2. external

9/22

Tuesday

Continue your awesome work on the first seven (7) pages of Oedipus Rex  --  OEDIPUS


Each student needs to complete their chosen  Literature Circles role by the start of class Thursday 9 / 24.




We continue to read together.   We stop and take notes as we progress.  Ask questions and research!


Look up words at http://www.vocabulary.com/

Refer to Oedipus study guides at  http://www.shmoop.com/literature/

Translate as needed at https://translate.google.com/

Refer to literary devices at http://literarydevices.net/


Additional tools:





Opportunities for enrichment  (advanced study) below---  see me

Oedipus Rex

A. the quest for identity

B. the nature of innocence and guilt

C. the nature of moral responsibility

D. the limitations of human will versus fate

E. the abuse of power

 

2. Vocabulary Development

unit in context

 

3. Literary Elements

A. theme

B. irony

1.dramatic

2. situational

3. verbal

C. characterization

D. flashback

E. foreshadowing

F. setting

G. conflict

1. internal

2. external

9/23

YOM KIPPUR CLOSED

Wednesday

Closed  Happy Holiday
9/24

Thursday

Sharing sheet.
9/25

Friday



Complete the sharing sheet with your group.

Begin New Section Pages 8-14

YOU MUST COMPLETE YOUR NEW ROLE BY START OF CLASS WEDNESDAY

Crash Course in Lit: Oedipus HERE

Check out this new tool:  lingro.com   Copy and past the URL of a webpage and each word is defined by hovering the mouse!

http://read-able.com/   test for web pages!   This page is on a 4th grade reading level!

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1.5

 

FIRST QUARTER WEEK FIVE

9/28

Monday

Unit Objectives: Students read the Greek tragedy Oedipus the King. The longest text in the module, Oedipus the King allows students to analyze how multiple central ideas are developed and refined throughout the drama; among the many themes developed in the play is Oedipus’s guilt in relation to the discovery of his past. Students will continue to produce multi-paragraph writing and participate in structured discussions to build mastery of speaking and listening skills in anticipation of the End-of-Unit Assessment in Unit 3, an evidence-based discussion of multiple nonfiction texts.


Quantity does not measure learning:


  TH  

 
Grades are based on quality!

To earn an "A"-- earn it every day.
 


Turn in all Literature Circle Sharing Sheets by the end of the period.

Continue work on your next role for pages 8-14 due Wednesday 9/30/2015   The version of the text distributed in class: Here



9/29

Tuesday


 

 

 

The Essential Question for this Unit:

 

 

What lessons does Sophocles include in his play Oedipus?

 

 

Supporting questions for focus assigned to groups for research:

Group 1 ---  What is Sophocles position on Power and Pride as revealed in his play Oedipus Rex?

Group 2 ---  What is Sophocles position on The Limits of Knowledge as revealed in his play Oedipus Rex?

Group 3---  What is Sophocles position on Fate vs. Free Will as revealed in his play Oedipus Rex?

Group 4---  What is Sophocles position on Human Suffering as revealed in his play Oedipus Rex?

Group 5---  What is Sophocles position on Moral Responsibility as revealed in his play Oedipus Rex?




Continue work on your next role for pages 8-14 due Wednesday 9/30/2015 be ready to share with your group and complete a new sharing sheet.
9/30

Wednesday

PT NIGHT

 
Unit Objectives: Students read the Greek tragedy Oedipus the King. The longest text in the module, Oedipus the King allows students to analyze how multiple central ideas are developed and refined throughout the drama; among the many themes developed in the play is Oedipus’s guilt in relation to the discovery of his past. Students will continue to produce multi-paragraph writing and participate in structured discussions to build mastery of speaking and listening skills in anticipation of the End-of-Unit Assessment in Unit 3, an evidence-based discussion of multiple nonfiction texts.


Literature circles on pages 8-14 due at start of class be ready to share with your group and complete a new sharing sheet.



10/1

Thursday

 


OEDIPUS Essential Questions

Notes and documentary excerpts the historical background of Oedipus, Sophocles and Athens.

Ancient Athens and the Golden Age of Greece

The Bizarre World of Ancient Greece - BBC Documentary

Ancient Greeks: Golden Age of Civilization | History Channel Documentary






Quantity does not measure learning:


  TH  

 
Grades are based on quality!

To earn an "A"-- earn it every day.

Grades are based on quality!

10/2

Friday



REVIEW FOR OEDIPUS AS WELL AS SERIES OF EVENTS TO MAP WITH LINE NUMBERS:  GO HERE





Why is this funny?



Complete a new sharing sheet and turn in by end of period.

Select roles for pages 15-21 and begin working together-- Due Next Tuesday.

 

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1.6

FIRST QUARTER WEEK SIX

10/5

Monday

   




REVIEW FOR OEDIPUS AS WELL AS SERIES OF EVENTS TO MAP WITH LINE NUMBERS:  GO HERE


WORK on Oedipus in Literature Circles

15-24 meet to share Tuesday
10/6

Tuesday





Sharing Sheet 3
Genius Close Reading and Annotations

The Classroom Toolbox


10/7

Wednesday








REVIEW FOR OEDIPUS AS WELL AS SERIES OF EVENTS TO MAP WITH LINE NUMBERS:  GO HERE

WORK on Oedipus in Literature Circles
Complete and turn in Share Sheet 3

25-31 meet to share Friday


The Classroom Toolbox

10/8

Thursday




REVIEW FOR OEDIPUS AS WELL AS SERIES OF EVENTS TO MAP WITH LINE NUMBERS:  GO HERE

WORK on Oedipus in Literature Circles
25-31 meet to share Friday




10/9

Friday





Sharing Sheet 4
The Classroom Toolbox

 

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1.7

FIRST QUARTER WEEK SEVEN

10/12

COLUMBUS DAY CLOSED

Monday

October  Spirit week
10/13

Tuesday


Final Sharing Sheet is Due for pages 22-29.



Working in Groups:  Reminders for Participation Credit and Assessment




Question Exploration Routine   for answering essential and supporting questions:  OEDIPUS


 

The Essential Question for this Unit:

 

What lessons does Sophocles include in his play Oedipus?

 

 

Supporting questions for focus assigned to groups for research:

Group 1 ---  What is Sophocles position on Power and Pride as revealed in his play Oedipus Rex?

Group 2 ---  What is Sophocles position on The Limits of Knowledge as revealed in his play Oedipus Rex?

Group 3---  What is Sophocles position on Fate vs Free Will as revealed in his play Oedipus Rex?

Group 4---  What is Sophocles position on Human Suffering as revealed in his play Oedipus Rex?

Group 5---  What is Sophocles position on Moral Responsibility as revealed in his play Oedipus Rex?

Group 100-- What is Sophocles position on Power and Pride as revealed in his play Oedipus Rex?





10/14

Wednesday






Assessment Options





10/15

Thursday

Olympic night Oct. 15











Assessment Options




10/16

Friday

16th homecoming


Assessment Options



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1.8

FIRST QUARTER WEEK EIGHT

10/19

Monday

Assessment Options Due Friday

Glossary of Comics Terminology
Skit Format

10/20

Tuesday

Assessment Options
10/21

Wednesday

Assessment Options

Glossary of Comics Terminology
Skit Format
10/22

Thursday

Assessment Options

Glossary of Comics Terminology
Skit Format

H.W.--  Assessment Due Tomorrow
10/23

Friday

Assessment Options ARE DUE....

Be prepared to turn in all parts of presentations.
Each member of the group needs to be able to answer the essential questions assigned using evidence from the play:

What lessons does Sophocles include in his play Oedipus?

Supporting questions for focus assigned to groups for research:

Group 1 ---  What is Sophocles position on Power and Pride as revealed in his play Oedipus Rex?

Group 2 ---  What is Sophocles position on The Limits of Knowledge as revealed in his play Oedipus Rex?

Group 3---  What is Sophocles position on Fate vs Free Will as revealed in his play Oedipus Rex?

Group 4---  What is Sophocles position on Human Suffering as revealed in his play Oedipus Rex?

Group 5---  What is Sophocles position on Moral Responsibility as revealed in his play Oedipus Rex?

Group 100-- What is Sophocles position on Power and Pride as revealed in his play Oedipus Rex?



Be prepared to present your work to the class next week.



Prepare for the PSAT  by preprinting the information needed on the forms provided in class.









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1.9

FIRST QUARTER WEEK NINE

10/26

Monday

Presentations





10/27

Tuesday

Presentations




10/28

Wednesday


Final Presentations


10/29

Thursday


Begin New Unit:  Short Stories -- Fiction and non fiction with annotation. Additionally, we are close reading and learning vocabulary from context. This foundation is one they will build upon throughout the year, so its introduction here is critical. Students will be introduced to the purposes of close reading and will begin learning to read closely as they examine an excerpt from Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves.”  There are other


The Essential Question for this unit:

What does it mean to be a human being?

Supporting Questions:

  1. What does it mean to be an outsider?
  2. What is a dominant culture?
  3. Is it easier for some people to fit in to the dominant society than others? Why?
  4. Is fitting into the dominant society desirable? Why/ why not?
  5. What common themes unify the experience of being an outsider?
  6. How do we respond to forced assimilation?
  7. Does the way we react shape who we are? How?



The Island of Dr. Moreau By H.G. Wells Text Here

View excerpts of film and take notes on the worksheet provided.

Name____________________________

As you view excerpts of The Island of Dr. Moreau, complete the following by providing specific evidence for each of the following topics for a writing assignment.

Select any three of the following characters and take notes with evidence from the media:  Dr. Moreau / Montgomery / Hyena-Swine / Dog Man (and the pack) / Sayer of the Law / Leopard Man / Edward Douglas / Aissa / M'ling      

Character:

Topic Central Idea

Evidence

Topic

Evidence

Food Types and Hunger

 

 

Violence and Peace

 

Alcohol and Drugs

 

 

Beast Like

 

 

 

Looks and Appearance

 

 

Social Status and Rights

 

Rules and Chaos

 

 

 

 

Protagonist

 

 

Beliefs and Religion

 

 

Antagonist

 

Science and Education

 

 

Civilized or Primitive

 

Compassion and Feelings

 

 

 

Morals

 

Based on my evidence this character is more like a __________________________________(Human or Beast) because:

1

2

3

 


 





DO NOT COPY THIS WORK<College level Annotated Text>DO NOT COPY THIS WORK it is here as a sample of what people do when reading at the college level!

Class Genius Annotation  This is what we are going to update and annotate.

Below is a word document of the text we are annotating:

COPY OF TEXT FOR ANNOTATION

10/30

Friday



The Island of Dr. Moreau By H.G. Wells Text Here

View excerpts of film and take notes on the worksheet provided.





Happy Haloween!









DO NOT COPY THIS WORK<College level Annotated Text>DO NOT COPY THIS WORK it is here as a sample of what people do when reading at the college level!

Class Genius Annotation  This is what we are going to update and annotate.

Below is a word document of the text we are annotating:

COPY OF TEXT FOR ANNOTATION




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1.10

FIRST QUARTER WEEK TEN

11/2

Monday

The Essential Question for this unit:

What does it mean to be a human being?

Supporting Questions:

  1. What does it mean to be an outsider?
  2. What is a dominant culture?
  3. Is it easier for some people to fit in to the dominant society than others? Why?
  4. Is fitting into the dominant society desirable? Why/ why not?
  5. What common themes unify the experience of being an outsider?
  6. How do we respond to forced assimilation?
  7. Does the way we react shape who we are? How?



The Island of Dr. Moreau By H.G. Wells Text Here

View excerpts of film and take notes on the worksheet provided.
11/3

Tuesday

Conference
11/4

Wednesday

The Essential Question for this unit:

What does it mean to be a human being?

Supporting Questions:

  1. What does it mean to be an outsider?
  2. What is a dominant culture?
  3. Is it easier for some people to fit in to the dominant society than others? Why?
  4. Is fitting into the dominant society desirable? Why/ why not?
  5. What common themes unify the experience of being an outsider?
  6. How do we respond to forced assimilation?
  7. Does the way we react shape who we are? How?



The Island of Dr. Moreau By H.G. Wells Text Here

View excerpts of film and take notes on the worksheet provided.
11/5

Thursday

BENCHMARK [Departmental]
11/6

Friday

The Essential Question for this unit:

What does it mean to be a human being?

Supporting Questions:

  1. What does it mean to be an outsider?
  2. What is a dominant culture?
  3. Is it easier for some people to fit in to the dominant society than others? Why?
  4. Is fitting into the dominant society desirable? Why/ why not?
  5. What common themes unify the experience of being an outsider?
  6. How do we respond to forced assimilation?
  7. Does the way we react shape who we are? How?



The Island of Dr. Moreau By H.G. Wells Text Here

View excerpts of film and take notes on the worksheet provided.

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1.11

FIRST QUARTER WEEK ELEVEN
11/9

Monday

The Essential Question for this unit:

What does it mean to be a human being?

Supporting Questions:

  1. What does it mean to be an outsider?
  2. What is a dominant culture?
  3. Is it easier for some people to fit in to the dominant society than others? Why?
  4. Is fitting into the dominant society desirable? Why/ why not?
  5. What common themes unify the experience of being an outsider?
  6. How do we respond to forced assimilation?
  7. Does the way we react shape who we are? How?



The Island of Dr. Moreau By H.G. Wells Text Here

Complete the worksheet provided.



11/10

Tuesday



NEW GROUPS!

PARAGRAPH ASSIGNMENT BELOW




Enrichment  ---  TED TALK  HERE
Geneticist Jennifer Doudna co-invented a groundbreaking new technology for editing genes, called CRISPR-Cas9. The tool allows scientists to make precise edits to DNA strands, which could lead to treatments for genetic diseases … but could also be used to create so-called "designer babies." Doudna reviews how CRISPR-Cas9 works — and asks the scientific community to pause and discuss the ethics of this new tool.


Is the message of H.G. Wells the same message as Geneticist Jennifer Doudna?


PARAGRAPH ASSIGNMENT BELOW


SKIP lines for your final draft of your paragraph.

UNDERLINE the topic sentence.
CIRCLE the three specific details


Due at end of period; however, as long as you are working in class I will accept it Thursday at the start of class.



Paragraph Review Notes Simplified  HERE



Author’s Purpose: The Island of Dr. Moreau

The Island of Dr. Moreau was a hit when it was first published in 1896.  The novel was so influential in this regard that it hasn't been out of print for over one hundred years.  Yet hidden within the pages of these novels were deep discussions of the hot topic issues of the day. Dr. Moreau specifically considered the implications, dangers, and morality of experiments.  Science has given us some truly wonderful gifts over the centuries. Through scientific research and endeavors, we've created vaccines for polio, put a man on the moon, and discovered the atomic building blocks of the universe.

With your best English skills, use the notes you took on The Island of Dr. Moreau and determine the central idea that H.G. Wells was trying to get across about science.  You will write a paragraph of no less than 7 sentences.

State your claim clearly in the topic sentence.

Then with a minimum of three specific details from the notes you took, support your claim about the central idea.

For full credit, you must write in present tense about literature.

For extra credit, describe how H.G. Wells uses the protagonist (main character) or antagonist (who works against the main character) to illustrate his message.

For reference, proper paragraph format may be found on the opposite side of this page.

________________________________________________________________________________________________

Word / Concept Bank:

Central Idea is a general, frequent, or unifying idea about a thing or group of things, based upon specific facts or events.

Morality is a concern with what’s right or wrong. Your sense of morality prevents you from cheating on your school exams, on your taxes, or on your spouse.

An implication is something that is suggested, or happens, indirectly. When you left the gate open and the dog escaped, you were guilty by implication.

A beast is an animal — and usually not a gentle or attractive one. You can also call a person a beast when they're behaving in a crude, savage, or horrible way.

Present tense is a verb tense that expresses current actions or states at the time of speaking

__________________________________________________________________________________________________

Enrichment Level Concepts and Language:

Genetic engineering, the artificial manipulation, modification, and recombination of DNA or other nucleic acid molecules in order to modify an organism or population of organisms. The “new” microorganisms created by recombinant DNA research were deemed patentable in 1980, and in 1986 the U.S. Department of Agriculture approved the sale of the first living genetically altered organism—a virus.  Genetically modified organism (GMO), genetically modified organism is defined as a genetically modified organism whose genome has been engineered in the laboratory in order to favor the expression of desired physiological traits or the production of desired biological products.



















11/11

VETERAN'S DAY CLOSED

Wednesday

 
11/12

Thursday


Enrichment  ---  TED TALK  HERE







Point of View, Perspective, Audience, and Voice 
Notes / Worksheets Here

"Little Red Riding Hood" & the wolf's perspective assignment.


11/13

Friday

MARKING PERIOD ENDS



Point of View, Perspective, Audience, and Voice 
Notes / Worksheets Here

"Little Red Riding Hood" & the wolf's perspective assignment.


 

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2.1

SECOND QUARTER BEGINS

11/16

Monday

No grades are due to be completed until Friday.  Asking only delays the process of reconciliation.


Point of View, Perspective, Audience, and Voice 
Additional Notes / Worksheets Here

"Little Red Riding Hood" & the wolf's perspective assignment:


Retell "Little Red Riding Hood" from the wolf's perspective in each of the following three points of view.

Be able to identify and define the following for a quiz and on future tests.


Simply put, perspective is who tells the story, and point of view is how they tell it. Perspective is like taking sides in an argument... where you can understand and sympathize with one side over another.


Different Types Of Point Of View

First Person Point Of View: First person is used when the main character is telling the story. This is the kind that uses the "I" narrator. As a reader, you can only experience the story through this person's eyes. So you won't know anything about the people or events that this character hasn't personally experienced. First Person Peripheral: This is when the narrator is a supporting character in the story, not the main character. It still uses the "I" narrator but since the narrator is not the protagonist, there are events and scenes that will happen to the protagonist that the narrator will not have access to.

Second Person Point Of View: Second person point of view is generally only used in instructional writing. It is told from the perspective of "you".

Third Person Point Of View: Third person POV is used when your narrator is not a character in the story. Third person uses the "he/she/it" narrator and it is the most commonly used POV in writing.
There are 3 main types of Third Person POV:

Third Person Limited: Limited means that the POV is limited to only one character. Which means that the narrator only knows what that character knows. With third person limited you can choose to view the action from right inside the character's head, or from further away, where the narrator has more access to information outside the protagonist's viewpoint.
Third Person Multiple: This type is still in the "he/she/it" category, but now the narrator can follow multiple characters in the story. The challenge is making sure that the reader knows when you are switching from one character to another. Make the switch obvious with chapter or section breaks.
Third Person Omniscient: This point of view still uses the "he/she/it" narration but now the narrator knows EVERYTHING. The narrator isn't limited by what one character knows, sort of like the narrator is God. The narrator can know things that others don't, can make comments about what's happening, and can see inside the minds of other characters.








11/17

Tuesday

How to Succeed in the Second Quarter:


You are responsible to have worksheets and texts with you every day and not to lose them.  Come prepared ready to work with a writing instrument that doesn't require to be sharpened.  You are expected to not make noise when the teacher is giving instruction.  There is plenty of time for you to talk in class as I do not lecture for 40minutes... or even 20... rarely 10.  There is no eating in class, this is not the Mr. Galanaugh show.  There is no sleeping in class.  You are required to write legibly.  If you must, you may rewrite any assignment at home and turn it in at the start of class the next day.  You are expected to work with all of the members of the class as part of practicing positive communication skills. If you have a problem see me first and we will work something out.  You are not allowed to leave the class with a question unanswered about the work we are doing.  Expect to be challenged.  Quality and completeness of work makes your grade.  Additional assignments will be provided for enrichment if you are done early, expect to work bell to bell.



Point of View, Perspective, Audience, and Voice 
Additional Notes / Worksheets Here  "Little Red Riding Hood" & the wolf's perspective assignment.


Exercise, practice worksheet, breaking up busy sentences due at start of class Wednesday.








11/18

Wednesday

How to Succeed in the Second Quarter:


You are responsible to have worksheets and texts with you every day and not to lose them.  Come prepared ready to work with a writing instrument that doesn't require to be sharpened.  You are expected to not make noise when the teacher is giving instruction.  There is plenty of time for you to talk in class as I do not lecture for 40minutes... or even 20... rarely 10.  There is no eating in class, this is not the Mr. Galanaugh show.  There is no sleeping in class.  You are required to write legibly.  If you must, you may rewrite any assignment at home and turn it in at the start of class the next day.  You are expected to work with all of the members of the class as part of practicing positive communication skills. If you have a problem see me first and we will work something out.  You are not allowed to leave the class with a question unanswered about the work we are doing.  Expect to be challenged.  Quality and completeness of work makes your grade.  Additional assignments will be provided for enrichment if you are done early, expect to work bell to bell.



We begin close reading and annotation using  'St. Lucy's Home for Girls Raised by Wolves" written by Karen Russell. Text distributed.  You are expected to find answers on your own as part of becoming an independent learner.  Use all of the tools in the classroom including My Classroom Toolbox







11/19

Thursday


How to Succeed in the Second Quarter:


You are responsible to have worksheets and texts with you every day and not to lose them.  Come prepared ready to work with a writing instrument that doesn't require to be sharpened.  You are expected to not make noise when the teacher is giving instruction.  There is plenty of time for you to talk in class as I do not lecture for 40minutes... or even 20... rarely 10.  There is no eating in class, this is not the Mr. Galanaugh show.  There is no sleeping in class.  You are required to write legibly.  If you must, you may rewrite any assignment at home and turn it in at the start of class the next day.  You are expected to work with all of the members of the class as part of practicing positive communication skills. If you have a problem see me first and we will work something out.  You are not allowed to leave the class with a question unanswered about the work we are doing.  Expect to be challenged.  Quality and completeness of work makes your grade.  Additional assignments will be provided for enrichment if you are done early, expect to work bell to bell.

Close reading and annotation using  'St. Lucy's Home for Girls Raised by Wolves" written by Karen Russell





11/20

Friday

How to Succeed in the Second Quarter:


You are responsible to have worksheets and texts with you every day and not to lose them.  Come prepared ready to work with a writing instrument that doesn't require to be sharpened.  You are expected to not make noise when the teacher is giving instruction.  There is plenty of time for you to talk in class as I do not lecture for 40minutes... or even 20... rarely 10.  There is no eating in class, this is not the Mr. Galanaugh show.  There is no sleeping in class.  You are required to write legibly.  If you must, you may rewrite any assignment at home and turn it in at the start of class the next day.  You are expected to work with all of the members of the class as part of practicing positive communication skills. If you have a problem see me first and we will work something out.  You are not allowed to leave the class with a question unanswered about the work we are doing.  Expect to be challenged.  Quality and completeness of work makes your grade.  Additional assignments will be provided for enrichment if you are done early, expect to work bell to bell.


Close reading and annotation using  'St. Lucy's Home for Girls Raised by Wolves" written by Karen Russell





 

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2.3

11/23

Monday



FOR FULL CREDIT FOLLOW THE 18 STEPS OF CLOSE READING AS DISTRIBUTED IN CLASS ON THE MR. G's GUIDE!

Close reading and annotation using  'St. Lucy's Home for Girls Raised by Wolves" written by Karen Russell

Continue Close Reading-- be prepared to turn in your annotations and for additional assessment.

11/24

Tuesday




FOR FULL CREDIT FOLLOW THE 18 STEPS OF CLOSE READING AS DISTRIBUTED IN CLASS ON THE MR. G's GUIDE!

Close reading and annotation using  'St. Lucy's Home for Girls Raised by Wolves" written by Karen Russell

Continue Close Reading-- be prepared to turn in your annotations and for additional assessment.

Answer questions on worksheets as assigned.


11/25

Wednesday


FOR FULL CREDIT FOLLOW THE 18 STEPS OF CLOSE READING AS DISTRIBUTED IN CLASS ON THE MR. G's GUIDE!

Complete the first section of close reading and annotation using  'St. Lucy's Home for Girls Raised by Wolves" written by Karen Russell





Thanksgiving Metaphor Assignment




11/26

THANKSGIVING CLOSED

Thursday

 

11/27

THANKSGIVING CLOSED

Friday

 

 

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2.4

11/30

Monday

Annotations for part one of St. Lucy's Home for Girls Raised by Wolves and Metaphor Assignment (link is a word doc) are due at start of class.

Begin next section of annotation and review worksheets distributed in class.

Besides being prepared for the vocabulary...

Focus on questioning the text and predicting based on your questions.

Identify Literary Devices the author is using:
Metaphor
Imagery
Charachterization
POV
Irony




12/1

Tuesday




Annotations for part one of St. Lucy's Home for Girls Raised by Wolves and Metaphor Assignment (link is a word doc) were due at start of class Monday.

For the next section (besides being prepared for the vocabulary...) focus on questioning the text and predicting based on your questions.

ALSO

Identify Literary Devices the author is using:
Metaphor
Imagery
Charachterization
POV
Irony



12/2

Wednesday






For the next section (besides being prepared for the vocabulary...) focus on questioning the text and predicting based on your questions.

ALSO

Identify Literary Devices the author is using:
Metaphor
Imagery
Charachterization
POV
Irony
12/3

Thursday


Complete assessment paragraph (Quick Write) using worksheet and notes distributed in class.

1 The "Big Four" types of conflict. 

2 Establishing a controlling idea / theme / central topic.


3 Academic vocabulary.



12/4

Friday

We will be working in the computer lab on your close reading and annotations of lines 79-206 MONDAY.   BE sure you have a password and are able to sign in!



View "Wild Child" and write three facts about children raised without human contact.

Video HERE

1 What are feral children?
2 Why are Sociologists and Psychologists so interested in feral children?
3 What behavior makes a child human?
4 Summarize the case study of Oxana
5 Summarize the case study of Victor
6 Summarize the case study of Genie
7 Summarize the case study of Edik
8 What is the most important influence on a child's development??

 

 

 

 

 







LAST DAY to turn in assessment paragraph (Quick Write) using worksheet and notes distributed in class.



1 The "Big Four" types of conflict. 

2 Establishing a controlling idea / theme / central topic.

3 Academic vocabulary.




 

 

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2.5

12/7

Monday

Worksheet and notes distributed in class.


1 The "Big Four" types of conflict. 

2 Establishing a controlling idea / theme / central topic.


3 Academic vocabulary.


YOU MUST GET YOUR PARENTS TO SIGN THE COMPUTER USE POLICY TO WORK ON A COMPUTER NEXT M T W--
or you will have an alternative assignment.









12/8

Tuesday

Assessment of skills.


1 The "Big Four" types of conflict. 

2 Establishing a controlling idea / theme / central topic.


3 Academic vocabulary.



YOU MUST GET YOUR PARENTS TO SIGN THE COMPUTER USE POLICY TO WORK ON A COMPUTER NEXT M T W--
or you will have an alternative assignment.

12/9

Wednesday

Assessment of skills to be typed in the computer lab next week.

1 The "Big Four" types of conflict. 
2 Establishing a controlling idea / theme / central topic.
3 Academic vocabulary.


ON THE WORKSHEET PROVIDED:

What is a literary elements or devices?  These are tools an author uses to create specific effects on the audience/reader both emotionally and intellectually.

What is Academic Vocabulary? Vocabulary that is frequently used in the process of advanced thinking skills found frequently in schools and universities as well in Phineas and Ferb but less so in SpongeBob.

A recent study Led by University of Virginia psychologist Angeline Lillard, researchers randomly assigned 60 four-year-olds to view  fast paced television shows (specifically Sponge Bob in this instance) it was  found that (from watching it), a toddlers attention was temporarily delayed and they performed more poorly than the kids that didn't watch it. They don't know what lasting effects are... Many parents don’t allow their children to watch SpongeBob or any shows like it. – ABC News 9/12 /2011

 

Literary Devices and Academic Vocabulary Word Bank:

Personification is when you give human qualities to an object or animal. Authors use it to add interest or understanding to a poem or story though comparison or contrast.

 

Conflict can be put into several types: the “Big Four” types of literary conflict:

Man vs. Man / Man vs. Nature / Man vs. Society / Man vs. Self

Nature: the phenomena of the physical world collectively, including plants, animals, the landscape, and other features and products of the earth, as opposed to humans or human creations.

Society: people in general thought of as living together in organized communities with shared laws, traditions, and values.

Protagonist: the leading character or one of the major characters in a drama, movie, novel, or other fictional text.

Versus: as opposed to; in contrast to "weighing the pros and cons of graduation versus dropping out and earning less" abbreviated with the following  v., vs.

 

There are many specific and detailed examples (evidence) of conflict in this text / media. Identify an example for each of the following:

Man vs. Man     _____________________________               versus  _____________________________

Man vs. Nature _____________________________              v              _____________________________

Man vs. Society _____________________________             vs           _____________________________

Man vs. Self      _____________________________               versus  _____________________________

  

In order to have details for a written response you will keep notes in the form of a Venn diagram below. 

You will contrast the behavior of the Apes and Humans as you work to identify a central idea about civilized and uncivilized behavior for the topics in the central column:

 

Unique to Apes

Similar

Unique to Humans

 

 

 

Character

 

 

 

 

 

 

Society

 

 

 

 

 

Conflict

 

 

 

 

 

Communication

 

 

 

 

 

Thinking

 

 

 

 

 

Feeling

 

 

 

 

 

Morals

 

Based on the evidence above I claim that the central idea about civilized and uncivilized behavior in this text by Edgar Rice Burroughs can be stated as:

 

 

 

 

 

DUE BY END OF CLASS THURSDAY---------

Work on your own for an assessment grade:

Identify how the author, Edgar Rice Burroughs, uses the literary devices to support his the central idea about civilized and uncivilized behavior incorporating specific details from the media in a short response paragraph of no less than ten sentences on a separate sheet of paper.


HANDWRITTEN AND DUE BY END OF CLASS THURSDAY---------  YOU MUST WORK ON THIS IN CLASS ONLY.  IF YOU ARE ABSENT YOU MAY WORK FOR 30 MINUTES AT HOME FOR EACH DAY ABSENT. 



WHEN YOU ARE DONE CONTINUE THE NEXT SECTION OF CLOSE READING

For the next section (besides being prepared for the vocabulary...) focus on questioning the text and predicting based on those questions= 50% of grade.
ALSO Identify Literary Devices the author is using for the remaining 50%
Metaphor
Imagery
Characterization
POV
Irony



YOU MUST GET YOUR PARENTS TO SIGN THE COMPUTER USE POLICY TO WORK ON A COMPUTER NEXT M T W--
or you will have an alternative assignment.




12/10

Thursday


Complete part 2 of Close Reading.
For the next section (besides being prepared for the vocabulary...) focus on questioning the text and predicting based on your questions.

ALSO

Identify Literary Devices the author is using:
Metaphor
Imagery
Characterization
POV
Irony


YOU MUST GET YOUR PARENTS TO SIGN THE COMPUTER USE POLICY TO WORK ON A COMPUTER NEXT M T W--
or you will have an alternative assignment.
12/11

Friday


Complete part 2 of Close Reading.
For the next section (besides being prepared for the vocabulary...) focus on questioning the text and predicting based on your questions.

ALSO

Identify Literary Devices the author is using:
Metaphor
Imagery
Characterization
POV
Irony

YOU MUST GET YOUR PARENTS TO SIGN THE COMPUTER USE POLICY TO WORK ON A COMPUTER NEXT M T W--
or you will have an alternative assignment.





 

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2.6

12/14

Monday

Periods 1 /4/ 5/ 8/ 9 in room 2118


For the second section through to line 206-- 50% of your grade will be to focus on questioning the text and predicting based on your questions as marginalia (write your thoughts as you read).

50% of your grade will be the clear and correct identification of a minimum of one each of the following literary devices the author is using (questioning and predicting can include asking why the author is using a particular device and working out an answer)--


Metaphor

Conflict

Imagery

Characterization

Point of View


Irony

Personification

Conflict










My Classroom Toolbox



12/15

Tuesday

Periods 1 /4/ 5/ 8/ 9 in room 2118


For the second section through to line 206-- 50% of your grade will be to focus on questioning the text and predicting based on your questions as marginalia (write your thoughts as you read).

50% of your grade will be the clear and correct identification of a minimum of one each of the following literary devices the author is using (questioning and predicting can include asking why the author is using a particular device and working out an answer)--


Metaphor

Conflict

Imagery

Characterization

Point of View


Irony

Personification

Conflict





My Classroom Toolbox



12/16

Wednesday

Periods 1 /4/ 5/ 9 in room 2118 & Period 8 in room 2120


For the second section through to line 206-- 50% of your grade will be to focus on questioning the text and predicting based on your questions as marginalia (write your thoughts as you read).

50% of your grade will be the clear and correct identification of a minimum of one each of the following literary devices the author is using (questioning and predicting can include asking why the author is using a particular device and working out an answer)--


Metaphor

Conflict

Imagery

Characterization

Point of View


Irony

Personification

Conflict





My Classroom Toolbox


St. Lucy's Home for Girls Raised by Wolves
12/17

Thursday

View "Wild Child" and write three facts about children raised without human contact.

Video HERE

1 What are feral children?
2 Why are Sociologists and Psychologists so interested in feral children?
3 What behavior makes a child human?
4 Summarize the case study of Oxana
5 Summarize the case study of Victor
6 Summarize the case study of Genie
7 Summarize the case study of Edik
8 What is the most important influence on a child's development??

 

 

 







12/18

Friday


The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU

EXTRA CREDIT CHALLENGE IF ALL OF YOUR REGULAR CREDIT IS DONE!

HOW LONG WILL IT TAKE YOU TO ANNOTATE WELL?

EXPLAIN USING YOUR BEST ENGLISH SKILLS:

 
ANNOTATION NEEDS TO BE DONE BY MONDAY IN ORDER TO NOT HAVE HW OVER THE HOLIDAY!




View "Wild Child" and write three facts about children raised without human contact.

Video HERE

1 What are feral children?
2 Why are Sociologists and Psychologists so interested in feral children?
3 What behavior makes a child human?
4 Summarize the case study of Oxana
5 Summarize the case study of Victor
6 Summarize the case study of Genie
7 Summarize the case study of Edik
8 What is the most important influence on a child's development??





















Today we will further explore the role of symbolism combined with dynamic (changeable) and static (unchanging) characterization by creating a physical symbol in the classroom.



I am distributing construction paper. 
Fold your construction paper as shown to make strips of about 1.5 to 2 inches wide.
If you have been given white, gold, or green you are tracking literary elements from the following list and a brief example from the text.
Do your best to find the following as each is present =  Foreshadowing, Flashback, Metaphor, Conflict, Imagery, Characterization, Irony, Personification & Conflict

If you have any other color you are tracking characteristics of Ebenezer, provide a brief example from the text.   

Indicate if the characteristic is positive or negative with a + sign or – sign.

When you have filled your paper you are ready for the last step we will do on Friday.







 

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2.7

12/21

Monday


December Solstice in Middle Island NY  U.S.A. is on Monday, December 21, 2015 at 11:49 PM EST

Celebrate the return of longer daylight!










Today we will further explore the role of symbolism combined with dynamic (changeable) and static (unchanging) characterization by creating a physical symbol in the classroom.



I am distributing construction paper. 
Fold your construction paper as shown to make strips of about 1.5 to 2 inches wide.
If you have been given white, gold, or green you are tracking literary elements from the following list and a brief example from the text.
Do your best to find the following as each is present =  Foreshadowing, Flashback, Metaphor, Conflict, Imagery, Characterization, Irony, Personification & Conflict

If you have any other color you are tracking characteristics of Ebenezer, provide a brief example from the text.   

Indicate if the characteristic is positive or negative with a + sign or – sign.

When you have filled your paper you are ready for the last step we will do on Wednesday 12 23.







12/22

Tuesday

December Solstice in Middle Island NY  U.S.A. is on Monday, December 21, 2015 at 11:49 PM EST

Today we will further explore the role of symbolism combined with dynamic (changeable) and static (unchanging) characterization by creating a physical symbol in the classroom.


I am distributing construction paper. 
Fold your construction paper as shown to make strips of about 1.5 to 2 inches wide.
If you have been given white, gold, or green you are tracking literary elements from the following list and a brief example from the text.
Do your best to find the following as each is present =  Foreshadowing, Flashback, Metaphor, Conflict, Imagery, Characterization, Irony, Personification & Conflict

If you have any other color you are tracking characteristics of Ebenezer, provide a brief example from the text.   

Indicate if the characteristic is positive or negative with a + sign or – sign.

When you have filled your paper you are ready for the last step we will do on Wednesday 12 23.





12/23

Wednesday

Today we will further explore the role of symbolism combined with dynamic (changeable) and static (unchanging) characterization by creating a physical symbol in the classroom.


Today we cut the construction paper into strips with characterization and literary devices then staple them into a chain to function as a symbol of the text we have read and the literary devices we have learned.  As Marley is forced to wear his chain because he did not learn his lesson in life, we can use the chain to decorate the classroom and not wear it precisely because we have learned tis lesson!  IT is a symbol of our triumph over ignorance!

Enjoy your Holiday Break and see you in 2016!



12/24

WINTER RECESS CLOSED THROUGH 1/4

Thursday

 
12/25

WINTER RECESS CLOSED THROUGH 1/4

Friday

 

 

 

 

 

BACK TO TOP
2.8

1/4/2016

Monday





Annotation part two and guided reading assignment due Thursday.







The Annotating Song   AP Lang project


What is close reading?  Look Here:   How to do a Close Reading - TeachLikeThis  (go to settings- translate captions- options and select the language you wish)







Welcome back!  Use your close reading of part two to identify the following and highlight in the annotation copy then begin answering the questions in the reading guide for this section:






Annotate and use the highlighters according to the following key:

Questioning

   PINK

Predicting

    GREEN

Literary Elements and Devices

    YELLOW

Extra credit bonus for identifying how the literary device is used by the author-- (what effect it has in the text/on the reader)

    BLUE

 

The following are suggestions of what you might include in your annotations:

Characterization of Mirabella, Speaker/Narrator, Jeanette, The Pure Bred Girls, Point of View, Imagery, Metaphor, Specific types of conflict: Man vs. Man / Man vs. Nature / Man vs. Society / Man vs. Self

Why the author used the device or the effect it might have on the reader.









1/5

Tuesday

What is close reading?  Look Here:   How to do a Close Reading (go to settings- translate captions- options and select the language you wish)
What kind of Language Arts Terms:  HERE

Continue to work on the reading guide.  Go ahead and read Stage Three if you need.  Annotation part two and guided reading assignment due start of class Thursday.


Annotate and use the highlighters according to the following key:

Questioning

   PINK

Predicting

    GREEN

Literary Elements and Devices

    YELLOW

Extra credit bonus for identifying how the literary device is used by the author-- (what effect it has in the text/on the reader)

    BLUE

 

The following are suggestions of what you might include in your annotations:

Characterization of Mirabella, Speaker/Narrator, Jeanette, The Pure Bred Girls, Point of View, Imagery, Metaphor, Specific types of conflict: Man vs. Man / Man vs. Nature / Man vs. Society / Man vs. Self

Why the author used the device or the effect it might have on the reader.








1/6

Wednesday

 What is Annotating Text?  Look Here:   Annotating Text   (go to settings- translate captions- options and select the language you wish)   


Continue to work on the reading guide.

What is close reading?  Look Here:   How to do a Close Reading (go to settings- translate captions- options and select the language you wish)
What kind of Language Arts Terms:  HERE

Continue to work on the reading guide.  Go ahead and read Stage Three if you need.  Annotation part two and guided reading assignment due start of class Thursday.


Annotate and use the highlighters according to the following key:

Questioning

   PINK

Predicting

    GREEN

Literary Elements and Devices

    YELLOW

Extra credit bonus for identifying how the literary device is used by the author-- (what effect it has in the text/on the reader)

    BLUE

 

The following are suggestions of what you might include in your annotations:

Characterization of Mirabella, Speaker/Narrator, Jeanette, The Pure Bred Girls, Point of View, Imagery, Metaphor, Specific types of conflict: Man vs. Man / Man vs. Nature / Man vs. Society / Man vs. Self

Why the author used the device or the effect it might have on the reader.






Annotation part two and guided reading assignment due Thursday.





1/7

Thursday



Author's context for writing:


Fiction Writer Karen Russell, 2013 MacArthur Fellow | MacArthur Foundation

Who is Saint Lucy? Find out in 60 Seconds


What is close reading?  Look Here:   How to do a Close Reading (go to settings- translate captions- options and select the language you wish)
What kind of Language Arts Terms:  HERE

Continue to work on the reading guide.  Go ahead and read Stage Three if you need.  Annotation part two and guided reading assignment due Thursday.


Annotate and use the highlighters according to the following key:

Questioning

   PINK

Predicting

    GREEN

Literary Elements and Devices

    YELLOW

Extra credit bonus for identifying how the literary device is used by the author-- (what effect it has in the text/on the reader)

    BLUE

 

The following are suggestions of what you might include in your annotations:

Characterization of Mirabella, Speaker/Narrator, Jeanette, The Pure Bred Girls, Point of View, Imagery, Metaphor, Specific types of conflict: Man vs. Man / Man vs. Nature / Man vs. Society / Man vs. Self

Why the author used the device or the effect it might have on the reader.



St. Lucy's Home for Girls Raised by Wolves  fan tribute video  Here



Turn in annotation part two and guided reading assignment tomorrow.


1/8

Friday


The Essential Question for this unit:

What does it mean to be a human being?

Supporting Questions:

  1. What does it mean to be an outsider?
  2. What is a dominant culture?
  3. Is it easier for some people to fit in to the dominant society than others? Why?
  4. Is fitting into the dominant society desirable? Why/ why not?
  5. What common themes unify the experience of being an outsider?
  6. How do we respond to forced assimilation?
  7. Does the way we react shape who we are? How?

We continue exploring these questions using   "St. Lucy's Home for Girls Raised by Wolves"  through close reading and annotation.

When we began annotation and close reading it took 8 days for you to complete the first section of annotation or approximately five hours of solid work (not including home work) at the most basic level.
  The last section took four class periods or two and one half hours of work and we introduced the complexity of literary elements along with required comments.  As we saw in the TED talk, The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU, we know it will take 40 class periods of 30minutes solid practice to get good at something.  We have put in our first 8 hours and 30 minutes!  17 of 40 classes complete!  23 to go and we will be really good at it!  

Today we will work together to complete section III of our reading and improve our speed while providing evidence for our claims in order to be able to answer the essential questions.

Here is the Literary Graffiti assignment for  --  "St. Lucy's Home for Girls Raised by Wolves"

Today, by working together we will attempt to complete reading and sharing what we find in order to be done collecting evidence in one class period.

Work in your group to complete the following and be prepared to present your work from our pre-reading and group work:

As past of our close reading and annotations, read this new section of the short story.  In your group, as you read use highlighters to identify text that provokes questions and your comments predicting where the author is going with the story in marginalia (where you write your thoughts as you read):
You should have five each of both questions and predictions for 50% of your grade for this section.

50% of your grade will be the clear and correct identification of a minimum of five Literary Elements (they may repeat).


Annotate and use the highlighters according to the following key:

Questioning

   PINK

Predicting

    GREEN

Literary Elements and

 Devices

    YELLOW

 

Extra Credit

Identify how the literary device is used by the author--

 "predict" or describe the effect it has in this text -- ( on the reader ) --

    BLUE

 

The following are suggestions of what you might include in your annotations:

1) Questions about what the author might be saying

2) Predictions of what might happen next or where the text might be going

3) Literary Elements and Devices

     a) Characterization of Mirabella, Speaker/Narrator, Jeanette, The Pure Bred Girls,

     b) Point of View, Imagery, Metaphor, Narrative (the "flow" of the story or text)

      Specific types of conflict: Man vs. Man / Man vs. Nature / Man vs. Society / Man vs. Self

     c) Extra Credit: Describe why the author might have used the device or the effect it might have.


When you are done come up to the wall, use crayons, and on the paper write one thing you personally have found or commented on and tag it with your name... you must give line numbers!  Pictures from the story with your evidence and line number also count as extra credit!

When we are done be prepared to present what we have found to the class and take notes on what others have found.



 

 

 

 

 

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2.9

1/11

Monday

Annotated lines for 79-206 (should have been completed last week or for HW.)

Annotations for part 207-284 should be completed Today.

Questioning in PINK / Predicting in GREEN / Literary Elements and Devices in YELLOW

Extra Credit-- Identify how the literary device is used by the author, that is,  "predict" or describe the effect it has in this text -- ( on the reader ) --   in BLUE

1/12

Tuesday

Questions 78-88 should be completed by end of class Tuesday.

1/13

Wednesday

Wednesday, you will complete reading part IV on your own.

You will read and select an important passage 15- 20 lines minimum and do a close reading with annotations.  This will not be group work and will serve as a weighted TEST grade due Friday.  Also, you will write a well developed paragraph according to directions provided in class.

YOU MUST BE ABLE TO IDENTIFY LITERARY DEVICES ON THE TEST.

1/14

Thursday

 

You will read and select an important passage 15- 20 lines minimum and do a close reading with annotations.  This will not be group work and will serve as a weighted TEST grade.  Also, you will write a well developed paragraph as provided in class.

YOU MUST BE ABLE TO IDENTIFY LITERARY DEVICES ON THE TEST.

1/15

Friday

Complete Unit Test on Annotation and Close Reading

BACK TO TOP

2.10

1/18

DR. MARTIN LUTHER KING'S BIRTHDAY

Monday

 
1/19

Tuesday

Mid Term Review / Enrichment
1/19

Wednesday

Mid Term Review / Enrichment
1/20

Thursday

Mid Term Exam In Class
1/21

Friday

Mid Term Exam In Class

 

 

1/25

Monday

Mid Term Exam In Class Make Up ONLY
 & Enrichment
1/26

Tuesday

 
1/27

Wednesday

 
1/28

Thursday

 
1/29

Friday

 

 

 

 

 

 

 

 

3.1

 

Third Quarter Begins

2/1

Monday

An introduction to the AIR project and AIR Plan/Proposal.

Continue excerpts of film.

2/2

Tuesday

Go to Library to select book (must be approved by teacher).

You must have a book selected and approved by Friday for a HW grade.

2/3

Wednesday

An introduction to our next unit for quarter three:

Essential Question:

What is the nature of true love?

Supporting Questions (to explore as appropriate for individual students and classes):

1.     Are the "rules" of love the same across cultures and time?

2.     Is love the same for both genders?

3.     How does media portray love?

4.     What is Platonic love?

5.     What is love at first sight?

6.     Does media help us understand love?

7.     What are the messages about love in media?

8.     What role does social media play in relationships?

9.     What age are children able to have a serious relationship?

10.  What role should a parent have in a child's relationship?

11.  What are the boundaries for sacrifice in the name of love?

12.  Are the messages about love from Shakespeare valuable today?

13.  Why would parents think they know something about love?

14.  What are the dangers of love?

15.  Is an arranged marriage good for children?

16.  Is love possible if you never see the other person with your eyes?

17.  Would you still love someone if they were badly disfigured in an accident?

18.  Who should you take advice about love and relationships from?

 

Complete worksheet as directed.

Excerpts from the Hitch script make comments and corrections as needed:

Explain how “into” is used

 

 

 

Basic principles:    No woman wakes up saying:  "God, I hope I don't get swept off my feet today." Now, she might say, "This is a really bad time for me." Or something like, "I just need some space."   Or my personal favorite:  "I'm really into my career right now."

What kind of question is this (literary device)?

 

 

 

You believe that? Neither does she. You know why?

Does the speaker expect a response?

 

 

 

 

Because she's lying to you, that's why. You understand me? Lying. It's not a bad time for her. She doesn't need any space. She may be into her career...  but what she's really saying is, "Get away from me now." Or possibly, "Try harder, stupid." Well, which one is it? 

Ain’t is improper and should be

___________% of all human communication is nonverbal.  Body language. ______  % is your tone. So that means that _________  % of what you're saying... ain't coming out of your mouth.

 

Gonna  and  Wanna

 

Should be:

 

Of course she'll lie to you. She's a nice person, she doesn't wanna hurt your feelings. What else is she gonna say? She doesn't even know you.

 

 

 

What evidence does he cite for this claim:

 

 

 

eight out of women believe that the first kiss... will tell them everything they need to know about the relationship

 

 

 

 

 

Explain with evidence:

How does falling in love work according to HITCH?

 

 

 

 

 

 

 

 

Compare those views of "love" with the following excerpts:

Describe love based on the excerpt:

R Yes, this is what love does. My sadness sits heavy in my chest, and you want to add your own sadness to mine so there’s even more. I have too much sadness already, and now you’re going to make me sadder by feeling sorry for you. Here’s what love is: a smoke made out of lovers' sighs. When the smoke clears, love is a fire burning in your lover’s eyes. If you frustrate love, you get an ocean made out of lovers' tears. What else is love? It’s a wise form of madness. It’s a sweet lozenge that you choke on. Goodbye, cousin.

 

Describe the essential qualities of love based on the excerpt:

 

B The beautiful Rosaline whom you love so much will be at Capulet’s traditional feast, along with every beautiful woman in Verona. Go there and compare her objectively to some other girls I’ll show you. The woman who you think is as beautiful as a swan is going to look as ugly as a crow to you.

R If my eyes ever lie to me like that, let my tears turn into flames and burn them for being such obvious liars! A woman more beautiful than the one I love? The sun itself has never seen anyone as beautiful since the world began.

B Come on, you first decided she was beautiful when no one else was around. There was no one to compare her to except herself. But let your eyes compare her to another beautiful woman who I’ll show you at this feast, and you won’t think she’s the best anymore.

R I’ll go with you. Not because I think you’ll show me anything better, but so I can see the woman I love.

 

What is ironic about them wearing masks?

 

M You’re a lover. Take Cupid’s wings and fly higher than the average man.

R His arrow has pierced me too deeply, so I can’t fly high with his cheerful feathers. Because this wound keeps me down, I can’t leap any higher than my dull sadness. I sink under the heavy weight of love.

M If you sink, you’re dragging love down. It’s not right to drag down something as tender as love.

R Is love really tender? I think it’s too rough, too rude, too rowdy, and it pricks like a thorn.

M If love plays rough with you, play rough with love. If you prick love when it pricks you, you’ll beat love down. Give me a mask to put my face in. A mask to put over my other mask. What do I care if some curious person sees my flaws? Let this mask, with its black eyebrows, blush for me.(theyput on masks)

 

Describe love based on the excerpt:

R (to a SERVINGMAN) Who is the girl on the arm of that lucky knight [guy] over there?

SERVINGMAN I don’t know, sir.

R Oh, she shows the torches how to burn bright! She stands out against the darkness like a jeweled earring hanging against the cheek of an African. Her beauty is too good for this world; so shows a snowy dove trooping with crows As yonder lady o'er her fellows shows. The measure done, I’ll watch her place of stand, And, touching hers, make blessèd my rude hand. Did my heart love till now? Forswear it, sight! For I ne'er saw true beauty till this night. She’s too beautiful to die and be buried. She outshines the other women like a white dove in the middle of a flock of crows. When this dance is over, I’ll see where she stands, and then I’ll touch her hand with my rough and ugly one. Did my heart ever love anyone before this moment? My eyes were liars, then, because I never saw true beauty before tonight.

 

 

2/4

Thursday

Begin reading Romeo and Juliet as a class.



Character Attributes

Honesty
Respect
Fairness

Responsibility
Loyalty
Self-discipline
Courtesy
Trustworthiness
Compassion
Integrity




2/5

Friday

Continue reading Romeo and Juliet as a class.

 

You must have a book selected and approved today.

Have your book with you every day.

You will need to have a book to work on for Monday.

BACK TO TOP

3.2

 

 

 

2/8

Monday

AIR Plan/Proposal MUST BE APPROVED BY FRIDAY
2/9

Tuesday

Continue reading Romeo and Juliet as a class.

2/10

Wednesday

Continue reading Romeo and Juliet as a class.

2/11

Thursday

Continue reading Romeo and Juliet as a class.

2/12

MIDWINTER RECESS SCHOOL WILL RESUME 2/22

Friday

Continue reading Romeo and Juliet as a class.

BACK TO TOP

 

 

3.3

2/22

Monday

Begin reading Romeo and Juliet as a class (version is No Fear Shakespeare)

2/23

Tuesday


Continue reading as a class


HW  Bring Book for AIR project.
Accountable Independent Reading Project
YOU MUST HAVE A ROUGH DRAFT OF YOUR PROPOSAL DONE AND APPROVED BY FRIDAY FOR GRADE

2/24

Wednesday

Periods 1-4 Parent Teacher Conferences 





Accountable Independent Reading Project
YOU MUST HAVE A ROUGH DRAFT OF YOUR PROPOSAL DONE AND APPROVED BY FRIDAY FOR GRADE



2/25

Thursday



Counselor Presentation: how to use your PSAT results to prepare for your future.






HW  Bring Book for AIR project.
Accountable Independent Reading Project
YOU MUST HAVE A ROUGH DRAFT OF YOUR PROPOSAL DONE AND APPROVED BY FRIDAY FOR GRADE
2/26

Friday









Accountable Independent Reading Project  PROPOSALS DUE FOR GRADE

BACK TO TOP

 

 

3.4

2/29

Monday

At this point we have been working on the Accountable Independent Reading Project Due APRIL 4 at the start of class.

Complete reading Act I and Respond for assessment.
Assessment of ACT I -- Write a letter as if you were Romeo or Juliet and describe what has happened so far at the party as we have read and seen.









Reading
Romeo and Juliet as a class (version is No Fear Shakespeare)

Accountable Independent Reading Project











3/1

Tuesday

Reading Romeo and Juliet as a class (version is No Fear Shakespeare)

Accountable Independent Reading Project












3/2

Wednesday

Reading Romeo and Juliet as a class (version is No Fear Shakespeare)

Accountable Independent Reading Project





Begin Wedding Research Activity -- all due for presentation on 3-10.  You are not required to work in a group!   But, if you choose....  no more than four (4) people total.  Select groups carefully as you will be graded on your group's ability to work together and share the tasks evenly. 


Compare the meetings of "Romeo and Juliet" in the two film excerpts--  DiCaprio and West Side Story....  Which is better?  Why?  Which is most like Shakespeare?








3/3

Thursday

COMPUTER LAB WEDDING ASSIGNMENT



FOR FULL CREDIT YOU MUST WRIT DOWN THREE THINGS WHEN YOU FIND A FACT YOU USE AND MAKE A LIST OF THESE SOURCES:

1) The name of the Website you find the information on (The title of the webpage).
2) The author (this may be an organization) of the Website. 
3) The date it was published.

No WIKI!!!!!


Elizabethan (Shakespearian) Wedding Research Assignment  (CLICK HERE)




Tools that might help:
My Classroom Toolbox  Google  Google Page Translator  




 






Accountable Independent Reading Project
Periods 1,4,5,8,9 meet in room 2118
3/4

Friday

COMPUTER LAB ASSIGNMENT





FOR FULL CREDIT YOU MUST WRIT DOWN THREE THINGS WHEN YOU FIND A FACT YOU USE AND MAKE A LIST OF THESE SOURCES:

1) The name of the Website you find the information on (The title of the webpage).
2) The author (this may be an organization) of the Website. 
3) The date it was published.

No WIKI!!!!!


Elizabethan (Shakespearian) Wedding Research Assignment  (CLICK HERE)




Tools that might help:
My Classroom Toolbox  Google  Google Page Translator  








Accountable Independent Reading Project
periods 1,8,9 in room 2118
periods 4,5 in room 1102




RUBRIC IS DUE FOR Accountable Independent Reading Project


BACK TO TOP

 

 

 

3.5

3/7

Monday

Work in your group as assigned:


For the next Act... Read as in your group and list the events leading up to Act III-- this is the plot-- all members can put name on this assignment.   (HW assignment)

Then

Each member of the group must describe how Shakespeare uses a different literary device or character to advance the plot in the form of an individual paragraph, with at least two quoted examples, due by end of class Wednesday.  (WRITING grade)

Examples:
Character Development
Suspense
Foreshadowing
Humor (try to be specific-- Irony, Pun...)
Flashback
etc....


3/8

Tuesday

West Side Story vs.  DiCaprio assignment!




View excerpts and describe which version captured Shakespeare's original and be able explain which you prefer with specific examples.  Sentences.







3/9

Wednesday


Work as assigned---   YOU CAN DO IT!  NOT A GROUP ACTIVITY TODAY!!!  

DONE?  Work onAIR Accountable Independent Reading


For the next Act... Read as in your group and list the events leading up to Act III-- this is the plot-- all members can put name on this assignment.   (HW assignment)

Then


Work as assigned---   YOU CAN DO IT!  NOT A GROUP ACTIVITY TODAY!!!  
DONE?  Work onAIR Accountable Independent Reading


Each member of the group must describe how Shakespeare uses a different literary device or character to advance the plot in the form of an individual paragraph, with at least two quoted examples, due by end of class Wednesday.  (WRITING grade)

Examples: Character Development /Suspense /Foreshadowing /Humor (try to be specific-- Irony, Pun...) / Flashback / etc....




HW meet in 2118.









3/10

Thursday

Periods 1,4,5,8,9 in room 2118

















WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST 


































Elizabethan (Shakespearian) Wedding Research Assignment  (CLICK HERE)

When you are done:
1) Make up any work owed!
2)  WORK ON YOUR AIR Accountable Independent Reading
3) Create Method Test Prep account and work on SAT prep.






3/11

Friday




Complete Reading through Act III and complete study guide by PAST DUE after today 3 18




Complete Reading through Act IV and complete study guide before holiday


SNOW? 


When you are done:
WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST 



 

3.6

3/14

Monday


Last day of classes? HERE







AIR Accountable Independent Reading  due APRIL 4

Work on ACT III and ACT IV STUDY GUIDES  (both due before vacation)



WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST 


3/15

Tuesday


AIR Accountable Independent Reading  due APRIL 4




Work on ACT III and ACT IV STUDY GUIDES  (both due before vacation)

3/16

Wednesday



MAKE UP ANY WORK OWED WITH NO PENALTY THIS WEEK WORK IN CLASS
WORK ON AIR SAT ESSAY or ALTERNATIVE ASSIGNMENT IN CLASS


Literary Comparison:

There are many similarities between Shakespeare's Much Ado about Nothing and Romeo and Juliet.  Even though one is a comedy & the other is the saddest of tragedies the two plots share many common incidents. Was this Intentional or Accidental? Did Shakespeare mean to have these coincidences or did they happen by accident?





AIR Accountable Independent Reading  due APRIL 4
3/17

Thursday

Computer Lab
periods 1,4,5 in room 2118
period 8 room 2120
period 9 room 1211


WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST  









Elizabethan (Shakespearian) Wedding Research Assignment  (CLICK HERE)

When you are done:
1) Make up any work owed!
2)  WORK ON YOUR AIR Accountable Independent Reading
3) Create Method Test Prep account and work on SAT prep.











3/18

Friday   Scheduling Day 19th?

There are many similarities between Shakespeare's Much Ado about Nothing and Romeo and Juliet.  Even though one is a comedy & the other is the saddest of tragedies the two plots share many common incidents. Was this Intentional or Accidental? Did Shakespeare mean to have these coincidences or did they happen by accident?
AIR Accountable Independent Reading  due APRIL 4

WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST 

 

 

 

 

 

 

 

 

 

 

 

 

3.7

3/21

Monday

Computer Lab
periods 1,4,5 in room 2118
period 8 room 2120
period 9 room 1211


Elizabethan (Shakespearian) Wedding Research Assignment  (CLICK HERE)




Completed Reading through Act III and complete study guide by
PAST DUE

Complete Reading through Act IV and complete study guide before holiday



WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST 



3/22

Tuesday

There are many similarities between Shakespeare's Much Ado about Nothing and Romeo and Juliet.  Even though one is a comedy & the other is the saddest of tragedies the two plots share many common incidents. Was this Intentional or Accidental? Did Shakespeare mean to have these coincidences or did they happen by accident?

Complete Reading through Act III and complete study guide by PAST DUE
Complete Reading through Act IV and complete study guide before holiday



When you are done:
WHAT WORK DO I OWE?


3/23

Wednesday

There are many similarities between Shakespeare's Much Ado about Nothing and Romeo and Juliet.  Even though one is a comedy & the other is the saddest of tragedies the two plots share many common incidents. Was this Intentional or Accidental? Did Shakespeare mean to have these coincidences or did they happen by accident?


AIR Accountable Independent Reading  due APRIL 4

WHAT WORK DO I OWE?

CLICK on the shamrock FOR WORK CHECKLIST 

3/24

Spring Recess Closed

Thursday
























3/25

Spring Recess Closed

Friday








 

3.8

3/28

Spring Recess Closed

Monday

 
3/29

Tuesday


WORK ON YOUR OWN IF YOU OWE WORK OR AS DIRECTED


QUARTER NEARLY OVER

Last day of classes?
HERE

1) Complete Study Guide(s):
Complete Reading through Act III and complete study guide by PAST DUE
Complete Reading through Act IV and complete study guide before holiday NOW DUE

2) Prepare for Wedding Presentation Tues and Wed
3) Work onAIR Accountable Independent Reading  due APRIL 4  (be sure to complete all together for full credit-- Click on the project link)

4) Complete SAT style essay or alternative.

There are many similarities between Shakespeare's Much Ado about Nothing and Romeo and Juliet.  Even though one is a comedy & the other is the saddest of tragedies the two plots share many common incidents. Was this Intentional or Accidental? Did Shakespeare mean to have these coincidences or did they happen by accident?


5)  Quarter ends.... make up any work you owe this week.





AIR Accountable Independent Reading  due APRIL 4  (be sure to complete all together for full credit-- Click on the project link)



3/30

Wednesday




Wedding Presentations










Last day of classes? HERE


AIR Accountable Independent Reading  due APRIL 4  (be sure to complete all together for full credit-- Click on the project link)

 

Actual Final Project and Self Scored Rubric 50%--  IF YOU DO NOT REMEMBER WHAT TO DO (for what you told me you were going to do and did not keep the copy I provided ) OR DID NOT GET APPROVAL THEN I WILL ACCEPT A HAND WRITTEN ROUGH DRAFT AND NEAT FINAL DRAFT OF A FIVE PARAGRAPH LITERARY ESSAY ABOUT YOUR SELF SELECTED BOOK

 








BRING BOOK OR WORK FOR AIR Accountable Independent Reading THURSDAY




3/31

Thursday


INSIDE THE MIND OF A MASTER PROCRASTINATOR


COMPLETE ASSIGNMENT DISTRIBUTED IN CLASS for a free HW credit  or work on AIR Accountable Independent Reading  Due Monday.

 

Actual Final Project and Self Scored Rubric 50%--  IF YOU DO NOT REMEMBER WHAT TO DO (for what you told me you were going to do and did not keep the copy I provided )  OR DID NOT GET APPROVAL THEN I WILL ACCEPT A HAND WRITTEN ROUGH DRAFT AND NEAT FINAL DRAFT OF A FIVE PARAGRAPH LITERARY ESSAY ABOUT YOUR SELF SELECTED BOOK

 











4/1

Friday




Wedding Presentations



Last day of classes? HERE


AIR Accountable Independent Reading  due APRIL 4  (be sure to complete all together for full credit-- Click on the project link)


 

Actual Final Project and Self Scored Rubric 50%--  IF YOU DO NOT REMEMBER WHAT TO DO (for what you told me you were going to do and did not keep the copy I provided )  OR DID NOT GET APPROVAL THEN I WILL ACCEPT A HAND WRITTEN ROUGH DRAFT AND NEAT FINAL DRAFT OF A FIVE PARAGRAPH LITERARY ESSAY ABOUT YOUR SELF SELECTED BOOK

 







AIR Accountable Independent Reading  due MONDAY (be sure to complete all together for full credit-- Click on the project link)


QUARTER NEARLY OVER

 

3.9

4/4

Monday

AIR PROJECT IS DUE...  after the period when it is actually due has begun -- it is late if it is not turned in.

Complete Wedding Presentations. 



Read ACT V by Wednesday.





4/5

Tuesday



BENCHMARK EXAM/ASSESSMENT

Quarter ends next week.  Next week, late work accepted for 50% MAX credit only.


Read ACT V by Wednesday.



4/6

Wednesday

If you were absent for the BENCHMARK EXAM/ASSESSMENT--- SEE ME.
Read ACT V by Wednesday
Play Promotion Assignment Due Monday 4 11
Work on English assignments only if you owe any work.
Late work accepted for 50% MAX credit only unless you turn it in on the date you promised!

4/7

Thursday


YOU MUST WORK ON THIS IN CLASS FOR CREDIT.  PART OF THE ASSESSMENT IS MY DIRECT OBSERVATION OF YOUR WORK!

Reading Act V and  Play Promotion Assignment  Due Monday    This is an end of unit assessment weighted for 3 assessment grades.

Late work accepted for 50% MAX credit only.








4/8

Friday


YOU MUST WORK ON THIS IN CLASS FOR CREDIT.  PART OF THE ASSESSMENT IS MY DIRECT OBSERVATION OF YOUR WORK!


Play Promotion Assignment Due Monday -- COMPLETE FOR HW.  YOU MUST BE ABLE TO DISPLAY THIS ON THE CLASSROOM WALL WHEN COMPLETE.


Late work accepted for 50% MAX credit only.

 

3.10

4/11

Monday

Late work accepted for 50% MAX credit only.

Play Promotion Assignment DUE





What is Poetry? 

Do it yourself: poetry | Luke Wright | TEDxSouthmoorAcademy  Here

Everything you need to write a poem (and how it can save a life) | Daniel Tysdal | TEDxUTSC  Here

Meet Kioni "Popcorn" Marshall, an extraordinary 12-year-old poet from the Bronx. Despite her age, Kioni has earned the respect and admiration of the NYC poetry community by developing her own unique voice and bravely exploring mature themes like alienation, abandonment, loneliness, and abuse. Follow Kioni's emotional journey as she prepares for her first featured performance at New York's famed Nuyorican  HERE

Grand Slam Poetry Champion | Harry Baker | TEDxExeter HERE

Hip-Hop & Shakespeare? Akala at TEDxAldeburgh Here

The external links follow are used in part or whole for examples.  Content is not censored.  Do not click.

https://vimeo.com/107367741

A Day in the Life HERE

"Sold Out" by Vess Quinlan  Here

"Project Princess" by Tracie Morris  Here

A poem by Jeff Tagami Here

"Goodwill Thrift Store, Missoula" by Sheryl Noethe Here

"Silos" by Rita Dove  Here

A poem by Wanda Coleman Here

A poem by Ismail Azim El  Here

"Work" by Peter Spiro  Here

"Boss of the Food" by Lois-Ann Yamanaka   Here


"Dilly Dally" Everton Sylvester Here

"A Testimonial" by Sparrow Here

From The United States of Poetry episode "The Land and the People."

"Blood" Naomi Shihab Nye   Here

A poem by James Still Here

"Stoplight Politics" by Ruth Forman Here 

Self Conscious by Kanye West  Here






4/12

Tuesday

Begin Poetry Unit

Poetry Assignment


Create  10 HAIKU  five on the the following topics (barbeque, taking a test, summer, silence, the beach) and five of your own devising for a total of ten due Thursday.







Late work accepted for 50% MAX credit only.
4/13

Wednesday





Create  10 HAIKU  five on the the following topics (barbeque, taking a test, summer, silence, the beach) and five of your own devising for a total of ten due Thursday.

For ONE Full Extra Credit assignment:  create five additional Haiku, each with a focus on one each of the five senses.

THE FOLLOWING IS NOT A HAIKU:






The Haiku Foundation Reports: The Paideia School Haiku Reading Here

Sokka's Haiku Battle

Late work accepted for 50% MAX credit only.















4/14

Thursday


Complete CREATE five pattern poems (10 lines minimum) labeled properly each with different patterns.


Quarter ends at the end of class          GRADES WILL NOT BE COMPLETED UNTIL FRIDAY 4 22.for Friday.


Cinquain Poems


PERIOD 1 ...... 37 minutes +3 minutes ........................................ 7:05 - 7:45

PERIOD 2 ...... 37 minutes ................................................. 7:49 - 8:26

PERIOD 3 ......37 minutes ................................................... 8:30 - 9:07

PERIOD 4 ...... 37 minutes .................................................. 9:11 - 9:48

PERIOD 5 ...... 37 minutes ..................................................9:52 - 10:29

PERIOD 6 ...... 37 minutes ............................................... 10:33 - 11:10

BOCES BUS DEPARTURE ...................................................... 11:33

PERIOD 7....... 37 minutes .............................................. 11:14 - 11:51

EARLY BUS DEPARTURE ...................................................... 12:16

PERIOD 8 ...... 37 minutes ............................................... 11:55 - 12:32

PERIOD 9 ...... 64 minutes ................................................12:36 - 1:40


Last day for late work accepted for 50% MAX credit only.
4/15

Friday

CREATE five pattern poems (10 lines minimum) labeled properly each with different patterns.


Quarter ends at the end of class          GRADES WILL NOT BE COMPLETED UNTIL FRIDAY 4 22.

 

 

 

 

 

 

 

 

 

 

 

 

 

4/18

Monday

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.1

NO GRADES ARE NOT COMPLETE BECAUSE OF ALL OF THE LATE ASSIGNMENTS I ALLOW AND ARE YET TO BE ENTERED and RECONCILED.
 
THEY WILL NOT BE FINALIZED UNTIL FRIDAY.


Begun last week:
Major Poetry Assignment

HAIKU    10 should be completed today at the latest according to directions
A YouTube Haiku, according to the subreddit (a subsection of popular social news site Reddit) that coined the name, is a video that lasts no longer than 14 seconds, and is, as they describe it, pure poetry. Cheap humor isn't what they are looking for.


Cinquain Poems 
 5 should be completed today at the latest  according to directions

Pattern Poems
     5 should be completed by Tuesday according to directions



ALL POETRY SHOULD INCLUDE IMAGERY!!!!  remember this is a "Fail"--  because it doesn't create an image for the reader:



Do it yourself: poetry | Luke Wright | TEDxSouthmoorAcademy  Here







Grand Slam Poetry Champion | Harry Baker | TEDxExeter HERE
Select a poem of 15 lines to memorize and recite it must be a published poem from a book and be approved-- we will work on this THURSDAY AND FRIDAY.

We will recite at the end of the week we return. No duplicates.







4/19

Tuesday

NO GRADES ARE NOT COMPLETE BECAUSE OF ALL OF THE LATE ASSIGNMENTS YET TO BE ENTERED.  THEY WILL NOT BE FINALIZED UNTIL FRIDAY.

Select a poem of 14 lines to memorize and recite it must be a published poem from a book and be approved-- we will work on this THURSDAY AND FRIDAY.

Meet Kioni "Popcorn" Marshall, an extraordinary 12-year-old poet from the Bronx. Despite her age, Kioni has earned the respect and admiration of the NYC poetry community by developing her own unique voice and bravely exploring mature themes like alienation, abandonment, loneliness, and abuse. Follow Kioni's emotional journey as she prepares for her first featured performance at New York's famed Nuyorican  HERE



Investigate and define a Limerick Poem:

What is the rhyme scheme / pattern of a Limerick?
What is the syllable structure?

Consider exploring the four following typical examples:



A creature of charm is the gerbil
Its diet's exclusively herbal;
It grazes all day
On bunches of hay
Passing gas with an elegant burble.

I know a young fellow named Vin
Who is really remarkably thin.
When he carries a pole
People say, “Bless my soul!
What a shock to find out you’ve a twin.”


There once was a princess named Jinx
Who was asked what she thought of the Sphinx.
She replied with a smile,
"That old fraud by the Nile?
I personally think that she stinks!"

There once was a man from Peru
Who dreamt that he swallowed his shoe.
He woke up in fright
In the mid of the night
To learn that his dream had come true!


What other things do you notice about the poems?


How to Write a Limerick Here
How to Write a Limerick Poem  Here



NOW...  WRITE THREE ORIGINAL LIMERICKS for Wednesday.







TRIP TO LIBRARY TO SELECT A PUBLISHED POEM FOR MEMORIZATION / RECITAL / and ANALYSIS  Select a poem of 14 lines to memorize and recite it must be a published poem from a book and be approved-- we will work on this THURSDAY AND FRIDAY. No duplicates.


RUBRIC
Memorization &  Analysis        highest grade possible--  C
Recital  & Analysis       highest grade possible--  B
Performance and explanation with Analysis        highest grade possible--  A



                                    
         












4/20

Wednesday

NO GRADES ARE NOT COMPLETE BECAUSE OF ALL OF THE LATE ASSIGNMENTS YET TO BE ENTERED.  THEY WILL NOT BE FINALIZED UNTIL FRIDAY.



The Haiku Foundation Reports: The Paideia School Haiku Reading Here

Sokka's Haiku Battle



Harry Baker: The power of self-acceptance HERE

Harry Baker - Falafelloeffel  HERE



Grand Slam Poetry Champion | Harry Baker | TEDxExeter HERE
A Day in the Life HERE



WHAT IS DUE THIS WEEK
10 Haiku
5 Cinquain
5 Pattern poems (Rhyme Labled)
3 Limericks
An approved poem to memorize and analyze!





What we have found out about creating Limericks:

Rhyme does not equal rhythm.

How to Write a Limerick Here
How to Write a Limerick Poem  Here

Limerick: Rhyming and syllable pattern:

 A (7, 8 or 9 syllables*)
 A (7, 8 or 9)
 B (5 or 6)
 B (5 or 6)
 A (7, 8 or 9)

     *Note: If the first line is seven (7) syllables, the second and fifth lines usually needs the same meter (seven syllables each, too); if the third line is five (5), the fourth line should be five (5), too... as long as it fits the spoken rhythm. If you don't understand, please ask!

Limerick:

Syllables? 7 7557  --- this varies as long as it fits the spoken rhythm

Rhyme? aabba

Rhythm?  So here the key is to add the spoken word... (you have to be able to say it)!


a:da-da-daah da-da-daah da-da-daah
b:da-da-daah da-da-daah

Generally the poem is in the following order or "Argument:"

Line 1 & 2 Introduce a character

Lines 3 and 4 a conflict or problem

Line 5 a resolution or question usually funny.















4/21

Thursday

NO GRADES ARE NOT COMPLETE BECAUSE OF ALL OF THE LATE ASSIGNMENTS YET TO BE ENTERED.  THEY WILL NOT BE FINALIZED UNTIL FRIDAY.




TRIP TO LIBRARY TO SELECT A PUBLISHED POEM FOR MEMORIZATION / RECITAL / and ANALYSIS

RUBRIC
Memorization &  Analysis        highest grade possible--  C
Recital  & Analysis       highest grade possible--  B
Performance and explanation with Analysis        highest grade possible--  A



                                         








Select a poem of 14 lines to memorize and recite it must be a published poem from a book and be approved-- we will work on this THURSDAY AND FRIDAY. No duplicates.





4/22

(Next Week, April 25-29, Spring Recess II)

Friday



Select a poem of 14 lines to memorize and recite it must be a published poem from a book and be approved-- we will work on this THURSDAY AND FRIDAY.  No duplicates.




WHAT IS DUE THIS WEEK
10 Haiku
5 Cinquain
5 Pattern poems (Rhyme Labled)
3 Limericks  
An approved poem to memorize and analyze!
Begin analysis!-- use worksheet given to you when you got approval for your poem!
Memorize 10 lines by the time we return to class for a quiz grade!









The Haiku Foundation Reports: The Paideia School Haiku Reading
Here

Sokka's Haiku Battle



TRIP TO LIBRARY TO SELECT A PUBLISHED POEM FOR MEMORIZATION / RECITAL / and ANALYSIS

RUBRIC
Memorization &  Analysis        highest grade possible--  C
Recital  & Analysis       highest grade possible--  B
Performance and explanation with Analysis        highest grade possible--  A



                                    




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4.2

5/2

Monday

10 line quiz!  











Major Poetry Assignment Due June 3rd



Two sonnets, containing 14 lines, in iambic pentameter with rhyme scheme.  Due for two Assessment Grades FRIDAY.

Guidelines for Autobiography

This I Believe




"This I Believe"    Personal / Autobiographical Essay-Writing Guidelines

You are invited to participate in this project by writing your own statement of personal belief. Teachers understand how challenging this is—it requires intense self-examination, and many find it difficult to begin. To guide you through this process, try these suggestions:

Tell a story about you: Be specific. Take your belief out of the ether and ground it in the events that have shaped your core values. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

Be brief: Your statement should be between 500 and 600 words. That’s about three minutes when read aloud at your natural pace.

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

Be positive: Write about what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.

Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Tell a story from your own life; this is not an opinion piece about social ideals. Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

This I Believe assignment YOUTUBE HERE & HERE





5/3

Tuesday



Major Poetry Assignment Due June 3rd





Two
sonnets, containing 14 lines, in iambic pentameter with rhyme scheme.  Due for two Assessment Grades FRIDAY.

Guidelines for Autobiography

This I Believe




"This I Believe"    Personal / Autobiographical Essay-Writing Guidelines

Tell a story about you: Be specific. Take your belief out of the ether and ground it in the events that have shaped your core values. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

Be brief: Your statement should be between 500 and 600 words. That’s about three minutes when read aloud at your natural pace.

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

Be positive: Write about what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.

Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Tell a story from your own life; this is not an opinion piece about social ideals. Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

This I Believe assignment YOUTUBE HERE & HERE


 
5/4

Wednesday



Major Poetry Assignment Due June 3rd






Work on other aspects of 
Poetry Assignment in class.


Two sonnets, containing 14 lines, in iambic pentameter with rhyme scheme.  Due for two Assessment Grades FRIDAY.

Guidelines for Autobiography

This I Believe



"This I Believe"    Personal / Autobiographical Essay-Writing Guidelines

Tell a story about you: Be specific. Take your belief out of the ether and ground it in the events that have shaped your core values. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

Be brief: Your statement should be between 500 and 600 words. That’s about three minutes when read aloud at your natural pace.

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

Be positive: Write about what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.

Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Tell a story from your own life; this is not an opinion piece about social ideals. Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

This I Believe assignment YOUTUBE HERE & HERE

5/5

Thursday


Major Poetry Assignment Due June 3rd






Work on other aspects of 
Poetry Assignment in class.


Two sonnets, containing 14 lines, in iambic pentameter with rhyme scheme.  Due for two Assessment Grades FRIDAY.

Guidelines for Autobiography

This I Believe


"This I Believe"    Personal / Autobiographical Essay-Writing Guidelines

Tell a story about you: Be specific. Take your belief out of the ether and ground it in the events that have shaped your core values. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

Be brief: Your statement should be between 500 and 600 words. That’s about three minutes when read aloud at your natural pace.

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

Be positive: Write about what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.

Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Tell a story from your own life; this is not an opinion piece about social ideals. Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

This I Believe assignment YOUTUBE HERE & HERE

 


5/6

Friday


Major Poetry Assignment Due June 3rd





Work on other aspects of 
Poetry Assignment in class.

Turn in two sonnets for an assessment grade.


Guidelines for Autobiography

This I Believe

"This I Believe"    Personal / Autobiographical Essay-Writing Guidelines

 

Tell a story about you: Be specific. Take your belief out of the ether and ground it in the events that have shaped your core values. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

Be brief: Your statement should be between 500 and 600 words. That’s about three minutes when read aloud at your natural pace.

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

Be positive: Write about what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.

Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Tell a story from your own life; this is not an opinion piece about social ideals. Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

This I Believe assignment YOUTUBE HERE & HERE


HW-- QUIZ ON MEMORIZING FIRST TEN LINES TUESDAY




 

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4.3

5/9

Monday


FREE VERSE   Poetry Soup   20 lines
and Review of extended metaphor for Poem.

Show me your sonnets  --  all poetry submitted for credit has been returned.

Late work will be scored in your Poetry Assignment Book when you submit it on June 3.





Work on other aspects of  Poetry Assignment in class.

Guidelines for Autobiography

This I Believe

HW-- QUIZ ON MEMORIZING FIRST TEN LINES TUESDAY




5/10

Tuesday


QUIZ ON MEMORIZING FIRST TEN LINES

HW-- meet in computer lab and bring all poetry to type for assignment.



5/11

Wednesday

May 11
Periods 1,5,8,9 in room 2118
period 4 in room 2120



YOU MUST PRODUCE A BOOK OF YOUR POETRY AND WRITINGS ABOUT POETRY FOR THIS ASSSIGNMENT:

Major Poetry Assignment Due June 3rd





5/12

Thursday

May 12
Periods 1,4,5,8,9, in room 2118
IF YOU ARE NOT DONE YOU MUST COMPLETE YOUR ANALYSIS OF THE POEM YOU SELECTED TO MEMORIZE BY MONDAY



YOU MUST PRODUCE A BOOK OF YOUR POETRY AND WRITINGS ABOUT POETRY FOR THIS ASSSIGNMENT: 
Major Poetry Assignment Due June 3rd


My Classroom Toolbox


5/13

Friday

May 13
Periods 1,4,5,8,9, in room 2118
COMPLETE YOUR ANALYSIS OF THE POEM YOU SELECTED TO MEMORIZE




Home Work--

IF YOU ARE NOT DONE YOU MUST COMPLETE YOUR ANALYSIS OF THE POEM YOU SELECTED TO MEMORIZE BY MONDAY   

ANALYSIS NOTES HERE TOO




   Major Poetry Assignment Due June 3rd




My Classroom Toolbox


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4.4

5/16

Monday

Major Poetry Assignment Due June 3rd




RECITE YOUR POEM AND TURN IN THE ANALYSIS volunteer max score A+





Concrete or Visual Poetry  Here

BBC Animated Visual Poetry  HERE


IF YOU ARE NOT DONE YOU MUST COMPLETE YOUR ANALYSIS OF THE POEM YOU SELECTED TO MEMORIZE BY MONDAY       Major Poetry Assignment Due June 3rd
5/17

Tuesday


RECITE YOUR POEM AND TURN IN THE ANALYSIS volunteer max score A


FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.

5/18

Wednesday


RECITE YOUR POEM AND TURN IN THE ANALYSIS
(volunteer max score B)
This is the last day you will have to work on aspects of your  Major Poetry Assignment Due June 3rd--in class. 
IF YOU NEED HELP YOU MUST ASK QUESTIONS IN CLASS.  BASED ON THE QUESTION I WILL ARRANGE EXTRA HELP, MODIFY ASSIGNMENTS, AND TAILOR SPECIFIC LESSONS.  YOU ARE EXPECTED TO WORK IN CLASS AND ON YOUR OWN AS WELL.  THE LIBRARY IS OPEN FOR YOU TO WORK AFTER SCHOOL-- CHECK THE SCHEDULE AND MAKE ARRANGEMENTS ON YOUR OWN  I DO NOT DO THIS PART FOR YOU.




FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.
















5/19

Thursday




Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea from your notes.  

Part III Paragraph Response


Each part is a separate grade.
 
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.  


5/20

Friday



               Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea from your notes.  

Part III Paragraph Response


Each part is a separate grade.
 
   

FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.


BACK TO TOP

 

 

5/23

Monday

        Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 
   
5/24

Tuesday








        Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea  -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 














IF YOU NEED HELP YOU MUST ASK QUESTIONS IN CLASS.  BASED ON THE QUESTION I WILL ARRANGE EXTRA HELP, MODIFY ASSIGNMENTS, AND TAILOR SPECIFIC LESSONS.  YOU ARE EXPECTED TO WORK IN CLASS AND ON YOUR OWN AS WELL.  THE LIBRARY IS OPEN FOR YOU TO WORK AFTER SCHOOL-- CHECK THE SCHEDULE AND MAKE ARRANGEMENTS ON YOUR OWN  I DO NOT DO THIS PART FOR YOU.
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.
5/25

Wednesday

Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea  -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 

All Late Work is due on 5 /31 (DAY WE RETURN) for full credit-- all late work at this point is worth a maximum of 50%.  Poetry will be checked in the Major Poetry Assignment.
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.











4.5

5/26

Thursday

Computer Lab
All Late Work is due on 5 /31 (DAY WE RETURN) for full credit-- all late work at this point is worth a maximum of 50%.  Poetry will be checked in the Major Poetry Assignment.
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.

High School Computer Lab


Computer Lab
Major Poetry Assignment Due June 3rd



































5/27

Friday

Memorial Day WEEKEND

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5/30

Monday -- Memorial Day

WEEKEND School Closed  4.6

 

 

                                         
5/31

Tuesday  

PROJECT
You have worked really hard on this assignment and I have extended the due date and added a computer day:
Major Poetry Assignment is now due June 6th (D Day is due day)
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.


All Late Work is due on this date for full credit-- all late work at this point is worth a maximum of 50%.  Poetry will be checked in the Major Poetry Assignment.

FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.

6/1

Wednesday




TESTING
6/2

Thursday



Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea  -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 

All Late Work is due on 5 /31 (DAY WE RETURN) for full credit-- all late work at this point is worth a maximum of 50%.  Poetry will be checked in the Major Poetry Assignment.
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.



FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.
6/3

Friday

PROJECT
You have worked really hard on this assignment and I have extended the due date and added a computer day:
Major Poetry Assignment is now due June 6th (D Day is due day)
FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.

 

BACK TO TOP



 

 

6/6

Monday

4    FINAL EXAM WEEK -- Have a pen and pencil on Wednesday 6/8 and Thursday 6/9 as well as be on time: excessive lateness will count as an absence.


Major Poetry Assignment is now due and includes extra time.


Final Exam Review



Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea  -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 








6/7

Tuesday

3  

Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea  -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 
6/8

Wednesday

2   FINAL EXAM IN CLASS -- if you are legally absent one day you may make up one day of the test Friday.    Absent?  Wednesday  22nd 7AM       Make up Exams with note excusing absence.
6/9

Thursday

1   FINAL EXAM IN CLASS -- if you are legally absent one day you may make up one day of the test Friday.   Absent?  Wednesday  22nd 7AM       Make up Exams with note excusing absence.

 

4.7



6/10

Friday

0   EMERGENCY MAKE UP DAY (Final ASSIGNMENT OFFERED IN CLASS)     Absent?  Wednesday  22nd 7AM       Make up Exams with note excusing absence.


"The man who views the world at 50 the same as he did at 20 has wasted 30 years of his life."      
Muhammad Ali           


 So too, the student who enters 9th grade and is the same person who leaves.  Train your mind hard!  



ENJOY YOUR SUMMER-- LIVE AND LEARN...  DON'T "TAKE OFF."


Final Exam Review Assignment HERE

 

Part I  close reading notes and annotation

Part II  As part of your group, be prepared to present the central idea of the novel and two literary devices that the author uses to develop the idea  -- from your notes explain the central idea in a paragraph with a minimum of ten sentences.  Share with your partner.

Part III Paragraph Response


Each part is a separate grade.
 



LOOK BACK IN APRIL --
Major Poetry Assignment was due one week ago

                                                                 & WE BEGAN IN APRIL!

 

 

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6/13

Monday

TESTING WEEK
6/14

Tuesday

TESTING WEEK
6/15

Wednesday

TESTING WEEK
6/16

Thursday

TESTING WEEK
6/17

Friday

TESTING WEEK

 

 

 

6/20

Monday

TESTING WEEK
6/21

Tuesday

TESTING WEEK
6/22

Wednesday

TESTING WEEK
6/23

Thursday

TESTING WEEK
6/24

Friday

TESTING WEEK