Mr. Wozny’s English 10A Periods 3 & 4

 

 

NOTE: I REWRITE ON LAST YEARS' CALENDAR. I USUALLY AM 2 WEEKS AHEAD ONLY, SO IF YOU WANDER AHEAD, THINGS WILL BE WEIRD!

 

I like the first image because it represents to me the delicate beauty of ordinary things.  So often we miss nature’s intricate beauty. It also reminds me of how we learn – little by little, drop by drop.  I hope you learn and grow oceans this year! I like the second because it visualizes the many changes we make in life - and the many changes that await you this sophomore year.

IF YOU WANT TO REVIEW VOCAB FOR EACH WEEK, YOU NEED TO GO HERE:

2016-17: Voc_ 10C 1st sem.mht (C Level has the same words. TWO lessons per week constitute each week for you.)

HERE'S THE SECOND SEMESTER (for you, it's a bit different, quiz-numberwise.):

click here for Sem. 2 Vocab List 

September 6-9

Tues. 9.6

Weds. 9.7

Thurs. 9.8

Fri. 9.9

Welcome Back! Give your parent/guardian book receipt, and syllabus last page to sign. Also:

1) Summer Reading Assignment on The Old Man and the Sea/Joy Luck Club/ The Alchemis due Friday, 9.9. The timed essay will be given next Thursday, 9.15 in class. http://schools.henrico.k12.va.us/godwin/wp-content/uploads/sites/31/2015/05/English-10-Honors.pdf

 

 

 

 

 

Be sure to get your book receipt and the back page of your syllabus signed and delivered by tomorrow if you haven't yet done so.

 

Get a composition book/journal.

 

2) You may take and print out a selfie with you and you favorite book in the picture. This is extra credit, due by next Monday (3 pts. on Quiz 1.)

 


 

Class: the class divided into 5 groups corresponding to Campbell's Monomyth.

 

 

 

HW: Summer Reading assignment is due (both parts) tomorow- (The Old Man and the Sea and Joy Luck Club/The Alchemist.)

 


 

 

 

We watched the third YouTube video on Joseph Campbell's idea of "The Monomyth."

This first one (weird but informative) - on YOU being the hero, you can watch on your own - or we may at a later date:

https://www.youtube.com/watch?v=OYg67hJu4Qg

This second one (funny) on the different TYPES OF HEROES in all stories according to Campbell - again, watch on your own/later date.

 

This one we watched and did the Venn Diagram.

https://www.youtube.com/watch?v=yZxs_jGN7Pg

This one looks at the Monomyth through Star Wars, Harry Potter and The Wizard of Oz:
https://www.youtube.com/watch?v=YkhNBJUQRzI
 

 

Have your journal for class on Monday!

 

 

 

 

September 12-16

Mon. 9.12

Tues. 9.13

Weds. 9.14

Thurs. 9.15

Fri. 9.16

 

 

http://www.tnellen.com/cybereng/adler.html

HW:

Vocab. #1 Defs.

We will spend today and tomorrow going into depth with The Old Man and the Sea. This PPT will be shown:

http://www.slideshare.net/fullscreen/spidymanjish/the-old-man-and-the-sea-review-ppt/1

 

HW: prepare for your in-class timed essay on TOMATS.

We will listen to this song and note its existential theme.

https://www.youtube.com/watch?v=Pbn6a0AFfnM

 

Go to Schoology for the short PPT on existentialism.

Study for Voc. 1 Quiz. 

HW:

 

September 19-23

Mon. 9.19

Tues.9.20

Weds. 9.21

Thurs. 9.22

Fri. 9.22

Class: Voc. Quiz 1 

J-1

Journal entries should state the prompt in the top margin, along with its number. The amount you wish to write is up to you -but you must write a minimum of 1 and 1/2 pages. You should write a full page, left margin to the end of the line, all lines of 1 and 1/2 pages for full credit. Journals will be collected at the end of each Marking Period.

 

Prompt #1:

Some say that the journey is more important than the destination. They argue that people find more joy and satisfaction in working toward a goal than in achieving it. Others say that it is the destination that gives meaning to the journey. They argue that the process of working toward a goal would be meaningless without its achievement. Take a position on this issue. Use reasons and specific examples to support your ideas.

HW: Read Ch. 1 of ALBD. Bring Journal to class.

 

 

HW: Read Ch. 1 of ALBD. Bring Journal to class.

HW: Website for Socratic Seminar preparation: http://www.learnnc.org/lp/editions/paideia/6911

Website for Socratic Seminar itself:

https://dorchestersuccessforall.wikispaces.com/file/view/socratic_seminar_question_stems%5B1%5D.pdf

 

4th Pd.: Read Ch. 2 and do a Dialectic Journal on it.

HW:

HW: Please complete the Summer Reading Socratic Seminar material for Monday's Socratic Seminar. You have to annotate a poem. (If you were absent in class and read "The Alchemist" - read "Journey's End." If you read "Joy Luck Club" - read "The Road Not Taken.") Plus, do the prep work in the handout!

September 26-30

Mon. 9.26

Tues. 9.27

Wed. 9.28

Thurs. 9.29

Fri. 9.30

3rd: Read Chs. 2 & 3. Choose ONE to do a DJ on.

4th: Read Chs. 3 & 4. Choose ONE to do a DJ on.

HW: Defs 2 (the word blocked by the hole punch is: visage.)

 

HW: Have four Dialectical Journals from among the five chapters (2 thru 6) due next Monday.

HW:

HW: study for Voc. 2 Quiz.

 

October 3-7

Mon. 10.3

Tues. 10.4

Weds. 10.5

Thurs. 10.6

Fri. 10.7

J-2: Many schools require students to participate in volunteer programs in their communities as a requirement for graduation. However, some people feel that requiring students to volunteer defeats the purpose of volunteering. Do you think students should be required to volunteer in their communities to receive their diplomas? Take a position on this issue. Support your response with reasons and specific examples.

 

HW: Have four Dialectical Journals from among the five chapters (2 thru 6.)

HW: 3rd: None

 

4th: Day 1 Exercise (on Schoology)

 

HW: 3rd Pd.: none;

4th: complete the "Baseball" essay annotation.

HW:

 

October 10-14

Tues. 10.11

Weds. 10.12

Thurs. 10. 13

 Fri., 10.14

HW:

Vocab 3 Defs

HW: 2 copies of your Rough Draft, word-processed and stapled, along with your Outline are due.

HW: none

HW:none

J-3: Think about the benefits of working with a group or working alone. Which do you feel is more beneficial? Write to convince your teacher of your preference, either to work with a group or to work alone. Support your position with reasons and specific examples.

HW : Have read Chs. 8-11. Do a DJ fo Ch. 8 & one for Ch.11.

October 17-21

Mon. 10.17

Tues. 10.18

Weds. 10.19

Thurs. 10.20

Fri. 10.21

HW: Complete your group questions for class tomorrow. (The directions are on S-logy.)

HW: 3rd Pd: Re-write your rough draft and turn to a final draft, incorporating all criticism. Please listen to the MP3. Please include a copy of the main points stated in the MP3. Include in this order for Thursday, beginning of class (from TOP to BOTTOM, stapled as ONE): rough drafts, MP3 comments, final draft. Your final draft is a test grade.

HW:

HW: DJ's 8 & 11 due. Q's on Ch. 12 due.

 

HW: 4th Pd: Re-write your rough draft and turn to a final draft, incorporating all criticism. Please listen to the MP3. Please include a copy of the main points stated in the MP3. Include in this order for next Weds., Oct 26 at the beginning of class (from TOP to BOTTOM, stapled as ONE): rough drafts, MP3 comments, final draft. Your final draft is a test grade.

October 24-28

Mon. 10.24

Tues. 10.25

Weds. 10.26

Thurs. 10.27

Fri. 10.28

 

Read Chs. 14-16; q's turned in on 15 & 16.

 

 

 

 

 

 

 

l

In class: review Chs. 14-16.

Talk about Ch. 17. Read Chs. 17 & 18.

 

 

HW:

Defs 4 due; also, 4th Pd. final drafts due.

One word is repeated several times in Chs. 17 & 18. What is it?

 

 

 

 

CLASS: discussed Chs. 17 & 18.

HW:
Read Chs. 20-21.

 HW: Read Chs. 22-3

 

4th Pd.: Re-write your rough draft and turn to a final draft, incorporating all criticism. Please listen to the MP3. Please include a copy of the main points stated in the MP3. Include in this order for Thursday, beginning of class (from TOP to BOTTOM, stapled as ONE): rough drafts, MP3 comments, final draft. Your final draft is a test grade. Due tomorrow.

Class:

Read Ch. 24 in class.

 

HW: Journals 1-3 are due on Monday. (If you did 4 - no biggie. One less to do next Quarter. I am only checking 1-3.)

 

HW: Journals 1-3 due Monday, Oct. 31.

 

 

Oct. 31-Nov.4

Mon. Oct. 31

Tues. 11.1

Weds. 11.2

Thurs. 11.3

Fri. 11.4

HW: Read Chs. 25-7. Answer the q's posted on Schoology. Put on paper or word process.

 

 

 

 

HW: Complete reading Ch. 29. Read Ch. 30.

 

CLASS: Last chapter completed. Q's on Schoology handed in.

HW: Study for Vocab Cume Test Tomorrow.
Review your Vocab words Lessons 1-4 Cume Test on Voc. Lessons 1-4.

 
Take home essay/test: (Due Nov.7)

 

Choose one topic from the following below from ALBD and word process a 5-paragraph essay about it. For this paper, you are required to use two literary sources (not Sparknotes or Cliffnotes or sources as these - but scholarly sources). You must cite your sources in MLA format and have a Works Cited page. The Librarians can help you find scholarly sources if you need help. As I said in class, if no scholarly source is found, you may use the source(s) indirectly (about an aspect of your topic.)

 

1. Humor in ALBD. It occurs frequently. Cite examples from at least three chapters. What kind of humor does Gaines use? What effect do you think Gaines is trying to achieve?

 

2. Choose three symbols in the novel and discuss their use by the author to support theme.

 

3. How is this novel about race and class, but is, "regardless of race, regardless of class... universal"?

 

4. What role does religion (in this case, Christianity) play in the novel? What is Gaines' viewpoint of the role of faith in the novel?

 

5. Music is prominent in ALBD in at least three chapters. What effect does music have in the novel? What is the connection between all the songs?

 

6. This novel frequently uses single words as motifs, such as "stand", "wood", and the word used in Chs. 17 & 18, "sometthing". Discuss this unique technique. Besides the three mentioned above, discover two on your own. Explain how all five support theme.

 

7. Is this novel primarily about Jefferson or Grat becoming a man? Argue your case using relevant passages from the book, class discussion, your own thoughts, and the scholars'.

 

8. How does the setting and timeframe of the novel correspond to history intimated in Ch. 12? How particularly is the passage of seasons in the novel significant?

 

If you wish to do an original topic, you may. Check with me before you begin, however, to get my approval. YOU MUST WRITE DOWN ON PAPER AND HAND TO ME BY FRIDAY YOUR ORIGINAL TOPIC. IT MUST HAVE MY APPROVAL.

 

NOTE AS WELL: Please - on a cover sheet stapled to your paper SEPARATE FROM your paper, please write verbatim your topic of choice (i.e., one of the six above, or your approved topic. Failure to include this will result in a loss of points in your grade.)

 

Due: Monday, Nov. 7. Paper must be word-processed, MLA format and must contain a Works Cited page. (There is no rough draft.)

 

 

Class: Test on Lessons 1-4; Pt. 1 of movie.

HW: Work on Essay

 

Class: Pt. 2 of movie.

HW:Work on Essay. Essay due Monday.

 

November 7-11

Mon. 11.7

Tues. 11.8

Weds. 11. 9

Thurs. 11.10

Fri. 11.11

Class:

 

Conclude ALBD movie.

HW: None

END OF MP 1

 

Class: Poetry Unit Day 1

 

HW:

 

3rd: none

(4th Pd. only) Do Assignment #1 for Poetry Unit : "Free to Be" and "All the Diamonds"

 

 

HW: 3rd - do "Free to Be" and "All the Diamonds" and answer the Q's on Schoology. Drop in.

4th: Do "Blowin' in the Wind" q's. Drop in

 

.

 

 

POETRY OUT LOUD: Choose your poem (s) to memorize on this site:

http://www.poetryoutloud.org/

So the class will not have repeats, if two of you chose the same poem, I will lottery which one you have. The other - please chose another.and do "Getting at Meaning"

Also: begin to MEMORIZE YOUR POEM.

 

Sites to Get at Meaning:

http://smellinotes.tripod.com/notes/poetry_class_notes/index.html

 

http://www.shadowofiris.com/the-arrow-and-the-song-by-henry-w-longfellow/

 

http://eds.a.ebscohost.com/eds/search/basic?sid=f614373e-3ea2-452b-8f65-18693212e839%40sessionmgr4001&vid=0&hid=4210

November 14-18

Mon. 11.14

Tues. 11.15

Weds. 11.16

Thurs. 11.17

Fri. 11.18

Class:

(3rd) pages 2 & 3 of the graphic organizer.

Do on paper.

Tues.

HW:

Turn in at the beginning of class.

 

Class 4th: 2, 3, & 4 pages (write poem!)

 

HW: finish poem.

Class:

3rd:

Write group poem in class.

4th:

Read the poem "Song"

 

https://www.poets.org/poetsorg/poem/song-5

Read the poem "Dead Deer"

https://www.poets.org/poetsorg/poem/dead-deer

 

HW: Begin perusing the POL site.

 

http://www.poetryoutloud.org/

 

For HW, peruse at least 6 poems. (Have those be from different letters, please - i.e., not all from"A.) Use the "My Favorite Poems" tab and save at least TWO by end of class Tuesday. DROP the two titles in a Dropbox in Schoology for the beginning of class Tues. These will form a collection from which you will choose ONE to memorize and recite.

HW:

Class: POL Day 2

 

HW: Do Assignment #1 for POL - "Getting at Meaning";

POETRY OUT LOUD: Choose your poem (s) to memorize on this site:

http://www.poetryoutloud.org/

So the class will not have repeats, if two of you chose the same poem, I will lottery which one you have. The other - please chose another.and do "Getting at Meaning"

Also: begin to MEMORIZE YOUR POEM.

 

Sites to Get at Meaning:

http://smellinotes.tripod.com/notes/poetry_class_notes/index.html

 

http://www.shadowofiris.com/the-arrow-and-the-song-by-henry-w-longfellow/

 

http://eds.a.ebscohost.com/eds/search/basic?sid=f614373e-3ea2-452b-8f65-18693212e839%40sessionmgr4001&vid=0&hid=4210

 

Class: We listened to a Bob Dylan song, "Like a Rolling Stone"

We will discuss this in class. The review below is good and is worth reading.

 

http://www.shmoop.com/like-a-rolling-stone/meaning.html

 

Memorize your poem!!!

 

/pop/184765.html

         

November 21-22

Mon. 11.21

Tues. 11.22

Weds. 11.23

Thus. 11.24

Fri. 11.25

Class:

HW: You have drawn a topic to write a Shakespearean Sonnet about. It should have 14 lines, be in iambic pentameter and have a turn - as well as a rhyme scheme. Examples on S-logy.

Class: We'll watch two other performances from POL. Schoology will list the site and note which performers. Then,  class will do magnet poems. Create three from three categories on website on Schoology. Save and print. Turn in next Monday. DO NOT DROP IN SCHOOLOGY. PRINT AND BRING TO CLASS.

 

 

 

HW: NO Vocab this week! BUT: Memorize your poem!!!!!

 

NO SCHOOL

NO SCHOOL

No School

November 28-Dec. 2

Mon. 11.28

Tues. 29

Weds. 30

Thurs. 12.1

Fri. 12.2

 

Class:

P.O.L.:

3rd Pd:...............4th Pd.:

1. Ojas................ 1. Rand

2. Anvita..............2. Caroline B.

3. Anika...............3.Cameron.

4. Lady................ 4.Michael B.

5. Cropley.............5. Charlotte

6. Emma................6. Rebecca

7. Abhi..................7. Maggie

8. Chris ............8. Asher

9. Olivia.............9. Sam

10. Jin...........10. Emily

 

 

HW: No Defs/Vocab Quiz this week.

 

Class:
P.O.L:
3rd Pd:..................4th Pd.:

1. Corina...........1.Amber

2. Mirim..........2. Caroline G.

3. Sarah...................3. Ben

4. Hamsini...............4. Riley

5. Lauren.................5. Carlisle

6.Katie N.... 6. Chris
7. Sofia......7. Drew
8. Pranaav....8.Rachel
9. Emily........9. Alex
10. Leila.....10. Taylor
 

HW: Memorize your poems!

Class:

Class: POL

3rd:...............................4th:

1. Yanni...........1. Lily
2. Ian............2. Madeleine

3. Jacob................3. Corinne

4. Allison.................4. Nick

5. Uri...................5.Zach D.

6. Reilly.................6. Zach S.

7. Katie T. ...............7. Amanda

8. Bonnie...................8. Eva

9. Chris......................9.Jacob

10. Alex.....................10.Jenna

11. Ying.....................20.Abby

 

 

After reciters: choose from the six kits. Compose three magnet poems. Print your best two. Turn in by Monday.

http://magneticpoetry.com/pages/play-online

 

December 5-9

Mon. 12.5

Tues. 12.6

Weds. 12.7

Thurs. 12.8

Fri. 12.9

Benchmark test

 

HW:

Class: we did "Found Poems" - finding 4 poems from the newspaper. Submit during class. Identify your best one. Write your name on the reverse.Class read the Found poems anonymously and voted on which to submit to Lit Mag.

HW:

Class: Class read the Magnet Poems and votes on which to submit to Lit Mag.

HW: none

Class: read "Granmother Grace" sestina (on SS.)

 

 HW: Write an original sestina. Finish your 3 haikus if you were not able to in class.

Class: Read "Teammates"

as Day 1 of Children's Book project, due next Friday. We will use class time all next week to create this. Today, we created the storyboard. How to do (basically, we will do only 31 pages, not 32 as Shulevitz illustrates - as 31 fits on a large piece of xerox paper.)

http://www.mightyartdemos.com/mightyartdemos-shulevitz.html

HW:

 

 

 

December 12-16

Mon. 12.12

Tues. 12.13

Weds. 12.14

Thurs. 12.15

Fri. 12.16

J-11: Choose from two prompts: (IF I have not returned your Journal, do one of these below on a piece of paper by hand and tape/staple into your Journal when you get it back from me.)

 

#1: "Finish this statement:

'I wish someone had told me that...'"

 

#2: Have you ever taken the time to give someone a special gift? How did you go about it? What made you give that particular thing? Why was this special? How was it received (as you expected?) Describe how YOU felt in the whole process. Include details like WHO, WHAT, WHERE, WHEN. WHY, and HOW.

Class:work: work on your Storyboard for your children's book. HW: Your storyboard is due tomorrow.

 

 

HW: 

HW: 

HW: 

 

 

 

 

 

 

 

 

 

 

 

 

January 4-8

Mon. 1.4

Tues. 1.5

Weds. 1.6

Thurs. 1.7

Fri. 1.8

HW:

HW: Also, Voc. 12 defs.

HW:

HW: study for Voc. 12 Quiz. 

J-12: Have you ever misunderstood something people said - and it totally confused you? (For instance, when I was 3or 4, I heard the song "My Bonnie." The lyrics are: "My Bonnie lies over the ocean, My Bonnie lies over the sea..., so bring back My Bonnie to me." I thought it was "my BODY." This confused me greatly. Where was he - and why was his body over the ocean? How could he get it back? It must have been uncomfortable without his body....)

January 11-15

Mon. 1.11

Tues. 1.12

Weds. 1.13

Thurs. 1.14

Fri. 1.15

HW:Answer Ch. 24 Q's

Class: Go over rest of Ch. 23 Q's. Go over Ch. 24 Q's. Read in class Ch. 25.

 

HW: Defs 13. Complete Ch. 25 Q's.

Class: Read Chs. 26 & 27. Turn in Chs. 25-7 Q's

HW: Read Ch. 27 & 28 & answer q's. Turn in tomorrow. (You will not be assigned Q's for Ch's 29 & 30, so turn in the sheet for 28 that has 29 and 30 on it with those undone.)

Class: Mr. W. reads Ch. 29. Class: Read Ch. 30.

HW: Finish reading Ch. 30 (no Q's). NO QUIZ FRIDAY!

 

 

Class - Mr. W. reads last chapter (31). (NO q's)

HW: Journals 8-12 due Tues. 1/19.

Find the Google doc on Google Drive by Auger, "Manhood." There is a document in SS with directions.

 

January 19-22

Tues. 1.19

Weds. 1.20

Thurs. 1.21

Fri. 1.22 

Class: Socratic Discussion

HW: Study for Vocab Test on Lessons 9-13. It will be Multiple Choice, groups of five matching (like the 1stMP Cume Test.)

Extra Credit: write each word in Lessons 9-13 on a 3"x5" index card, with its definition on back. Turn in rubber-banded to me prior to the Test. 3 E.C. points on the Test.

Also: put your answers on the sheet for the "Manhood" article that you wrote on Google Docs. Hand sheet in tomorrow.

TEST on Vocab 9-13. Afterwards, (if time permits)

watch more of the movie version of ALBD.

HW: Complete the "Campbel viz. ALBD" chart on SS.

Pt.2 of the movie.

HW: Review for the Midterm Exam. See your Google calendar for links to all docs needed to study should snow days cancel in-school review days.

Class: finish movie.

MID-TERM EXAM REVIEW DAY 1

Begin reviewing for the Mid-term Exam. Here are links to review ALBD for the exam:

For Chs. 1-10:

http://www.quia.com/pop/153256.html

For Chs. 11-20:

http://www.quia.com/pop/317403.html

For Chs. 21-31:

http://www.quia.com/pop/156830.html

 

January 25-29

Mon. 1.25

Tues. 1.26

Weds. 1.27

Thurs. 1.28

Fri. 1.29

Exam review DAY 2.

This day will focus on the essay you will write for the exam. (The exam will consist of the 60 Vocab words and one essay about ALBD.)

MIDTERM EXAMS: 8:45-10:30 1st Pd.

11:15-1:00 2nd Pd.

MIDTERM EXAM: 8:45-10:30 3rd Pd.

11:15-1:00 4th Pd.

MIDTERM EXAMS: 8:45-10:30 6th Pd.

11:15-1:00 7th Pd.

MIDTERM EXAM: 8:45-10:30 5th  Pd.

Feb. 1-5

Mon. Feb. 1

Tues. 2.2

Weds. 2.3

Thurs. 2.4 & Fri. 2.5

HW:

HW: Finish Lightning Research on topic. Drop in Dropbox on SS. Absent? See the doc on SS called "Night Lightning Research" and follow directions for PPT you will create. I saved several topics for absentees: #12 Mordechai Anielewicz

#6 fascism

#22: Nazi

#33 Beer Hall Putsch

 

HW: Defs 14

HW: Study Defs 14 for Quiz

J-14:

J 14: Because of safety concerns, many states have increased the age at which teens can begin to drive. Your state legislature is considering raising the minimum driving age from 16 to 18. Do you think the minimum driving age should be raised? Take a position on this issue. Support your response with reasons and specific examples.

Please take this short survey:

http://goo.gl/forms/y9Ersw7tVO

 

February 8-12

Mon. 2.8

Tues. 2.9

Weds. 2.10

Thurs. 2.11

Fri. 2.12

HW:

HW: Defs 15 (Pd. 1: I incorrectly stated you had 10 words only. Not true. You have 20. I was erroneously referring to Sem. 2's List.) (Quiz Thurs. on all 33 Night Lightning Research terms.)

Also, read the Preface and Foreward of "Night" from the on-line version:

https://saisd001vlee2.pbworks.com/w/file/fetch/87002863/Elie%20Wiesel%20-%20Night%20FULL%20TEXT.pdf

(You are responsible for the reading - if your computer works or not! Find a way....)

HW: Read pages 3-9 in Night. Chase up in 1st; George in 6th.

 

Guidelines for your presentation:

 

You will teach the class thte section you have been assigned. You will present to the class using some kind of graphic (poster, etc.) or PowerPoint. Each PPT must have 5 slides.

 

Slides/graphic should:

 

1. SUMMARIZE what happens in your section. Just what happens.

 

2. CONNECT THE SECTION TO THE PREVIOUS SECTION (even the first one should connect to the Preface and Foreward.)

 

3. IDENTIFY KEY IDEAS - each section will present a distinct thing - a puzzle piece. What is (are) it (they)?

 

4. SHOW AT LEAST ONE LITERARY DEVICE. This should be an example you have found in the text. You should define the Literary Device as well.

 

5. Have ONE thought-provoking, higher-level thinking question to the class. This should be on slide 5.

 

Your PPT should be aesthetically attractive. You do not need pictures, but you may use them (or any other graphic) to make your PPT aethestically attractive.

DOUBLE QUIZ GRADE.

 

You will present on the day you have on the calendar. If you do not have your PPT/graphic ready for any reason other than excused absence, you will only receive a 65 as the highest grade. You are to drop it in the DROP BOX on SS called "Night - the Annotated Novel."

 

 

 

 

 

Read p. 9-14 (to "outside".) 1st: Dan; 6th: Carson. Also: study for Quiz 15. Bring Journal in.

Class:

Class: Quiz 15

Journal Week 15:

People have become overly dependent on information technology in the digital age.

Agree or disagree? 5 Paragraphs to defend your position:

INTRO - catches reader's interest; states prompt; thesis with 3 supporting reasons

BODY PARAGRAPHS - each takes a reason stated in the INTRO and elaborates

CONCLUSION - present a counter-argument; revert to restating thesis; leave reader with final thought.

 

HW: 1st:/6th: read p. 14-17. Tommy & John - p. 14-17 (to "sun".)

 

 

February 15-19

Mon. 2.15

Tues. 2.16

Weds. 2.17

Thurs. 2.18

Fri. 2.19

HW:

HW: Defs 16

1st: Read p. 17-end of chapter. Juan - p. 17-22 (to end of ch.)

 

6th: Read p. 17-end of ch. Virginia - p. 17-22 (to end of ch.)

 

Class: The link below is to a VA SOL website. Click it, then find "Writing - End of Course" Click PDF. Answer on paper. 1st pd.: we did the Sample A thru E ONLY.

6th Pd., we did the same as above, but also did up to Q. 7.

http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml

HW:1st: Read p. 23-5 (to "devouring her"); Ben up. 6th: Kameron up. Read p. 23-8 (entire ch.) Also: Logan C. up; read - p. 29-34 (to "train")

HW: Study Defs 16

 

NIGHT: 1st Pd.: read p. 25- end of ch. Milena up.

 

6th Pd.: no NIGHT reading for HW.

 

Quiz 16 - J-16:

Thomas Jefferson wrote, “Determine never to be idle . . . It is wonderful how much may be done if we are always doing.” Do we accomplish more if we are always doing something, or does inactivity also serve a purpose? Take a position on this question. Support your response with reasons and specific examples.

 

5 Paragraphs to defend your position:

INTRO - catches reader's interest; states prompt; thesis with 3 supporting reasons

BODY PARAGRAPHS - each takes a reason stated in the INTRO and elaborates

CONCLUSION - present a counter-argument; revert to restating thesis; leave reader with final thought

 

HW: 1st : Read p. 29-34 (to "train") Megan up.

6th: Read p. 34-40 (to "Auschwitz") Evan up.

 

 

February 22-6

Mon. 2.22

Tues. 2.23

Weds. 2.24

Thurs. 2.25

Fri. Feb. 26

 1/6: Complete SOL Released Test. 1st: Read pgs. 34-44. Naomi & Katie up. 6th: Read p. 41-6. Molly F. up.

Defs. 2 (Sem 2)

 

1st Pd.: Read p. 44-end of Ch. Mano up.

 

6th Pd.: Dimitrius - p. 47-51 (to "liberty")

1st Pd.: Read p. 44-end of Ch. Mano up. Also: read to p. 54.

 

Kyle - p. 47-51 (to "liberty"); Rajul - p. 51-4 (to "betray me")

 

6th Pd.: Quiz 1 (Sem 1)

 

6th Pd.: Read p. p. 51-6. Logan G. - p. 51-6 (to "nothing")

HW: Study for Vocab 2 (Sem.2)

1st Pd.: Rajul: 51-54; Sumner - p, 54-8 (to "eternity"); Alex - p. 58-63 (to "ever")

6th Pd.: Michael - p. 56- 61 (to "ruins")

J-17: Some people believe in praising a student’s work to build self-esteem, even if the work is not the student’s best effort. They believe that students must be self-confident in order to learn. Others believe that praise given for deficient work undermines learning by lowering standards. They believe that the source of true self-esteem is achievement. Does true self-esteem come from praise or does it come from achievement? Take a position on this issue. Use reasons and specific examples to support your ideas.

5 Paragraphs to defend your position:

INTRO - catches reader's interest; states prompt; thesis with 3 supporting reasons

BODY PARAGRAPHS - each takes a reason stated in the INTRO and elaborates

CONCLUSION - present a counter-argument; revert to restating thesis; leave reader with final thought

JOURNALS 14-17 due on Mon. 2.29

 

 

 

 

Feb 29-March 4

Mon. 2.29

Tues. 3.1

Weds. 3.2

Thurs. 3.3

Fri. 3.4

Class: Library. Do your citations using this site:

http://www.easybib.com/#sourceList

 

This site explains how to do notecards:

http://sophomoreresearchpaper.weebly.com/digital-notecards.html

 

HW (for Thursday after test:) 1st Pd.: Matt - p.63-end. of ch.; Morgan p. 66-9 (to "defeat")

6th (for Thursday after test:) : Noah - p. 61-5 (to end of ch.) Ellery - p. 66-9 (to "opening"); Emily - p. 69-73 (to "bell")

HW: NO Vocab this week!

 

Library

 

 

HW: Study for TEST ON "NIGHT"

Here's a Quia for the Test:

http://www.quia.com/pop/594916.html

 

Also: 1st Pd. after test: Read 63-9. Matt - p.63-end. of ch.; Morgan p. 66-9 (to "defeat")

 

6th (for Thursday after test:) : Noah - p. 61-5 (to end of ch.) Ellery - p. 66-9 (to "opening"); Emily - p. 69-73 (to "bell")

Class: Test on "Night"

Afterwards: see Mon. HW.

 

HW:

 

1st Pd.: read p. 69-80. Johanna - p. 69-73 (to "bell")

73-7. Jon H. up

Jessica: 77-80.

6th: Read 69-80. Emily - p. 69-73 (to "bell") Albert - p. 73-77 (to "Kaddish") Micahiah - p. 77-80 (to "weeks")

Class: see HW last night.

Rest of time: work on Research Paper, due Tuesday.

HW: PAPER DUE TUESDAY! Also:

1st: Read 77-80. Jessica: 77-80.

6th: Read p. 80 -87. Allie - p. 80-84 (end of ch.) Ryan - p. 85-7 (to "support")

 

 

 

March 7-11

Mon. 3.7

Tues. 3.8

Weds. 3.9

Thurs. 3.10

Fri. 3.11

Class (see presenters on Friday's HW)

 

HW 1st: : Read p. 80-102. Keegan: p. 80-4; Aala: p. 85-91("seen him"); Peyton: p. 91-4 ("air") Aleena: p. 94-7; Erika: p.98-102 ("sixteen")

 

6th: Read pg. 87-103. Joe - p.87-9 (to "sleep") Victor - p.89-94 (to "air") Talia - p. 94-97 (end of ch.)Hannah - p. 98-103 (end of ch.)

HW: NO VOCAB THIS WEEK!

 

 

 

1st & 6th: If for some reason you have not completed the 2015 Released Test (see calendar above on 2.17), bring in your completed test (answers) to class tomorrow.

 

Be sure you have your purple grammar book! Ask for another if you have lost it ($5.00 replacement fee.) HW: Have all of Ex. 8, p. 476-7 done; have all of Ex. 7, p. 474-5 done.

 

FIRST (Class): Ex. 2, p. 851, 1-5. Ex. 2, p. 795, 1-3; Ex. 4, p. 799, 1 &2.

 

HW: Ex. 2, p. 852, 6-10; Ex., p. 795-6, 4-10; Ex. 4, p. 799, 3-10.

 

SIXTH (Class): Ex. 2, p. 851, 1-5. Ex. 2, p. 795, 1-3.

HW: Ex. 2, p. 852, 6-10; Ex., p. 795-6, 4-10.

 


First: Class did: Ex. 5, p.801-2, 1-3; Ex. 6. p. 805-6, 1-3; Rev. C, p. 807, 1 &2.

HW: Complete all above exercises.

 

SIXTH: did same as 1st, except Rev. C.

HW: complete above (except Rev. C)

 

March 14-8

Mon. 3.14

Tues. 3.15

Weds. 3.16

Thurs. 3.17

Fri. 3.18

HW: Link to Grammar Flipchart:

Folks, this is a link to the Flipchart that dissected the 2015 Released Test. Review it for the Multiple Choice part of the SOL on Weds.

 

https://drive.google.com/a/henrico.k12.va.us/file/d/0BxInon0jFXD0RDdBNUlPOE5zMjQ/view?usp=sharing

HW:

HW:

1st: Read p. 102- end of book to p. 120.

1st Pd: (Peyton - make up p. 91-4) Taylor: p. 102-106 ("camp"); Nikki: p. 106-109 ("throat"); Shirley: p. 109-112; Pranav: p. 113-115; Kevin: p. 117-120.

 

6th Pd.: Read p. 104-115. Molly W. p. 104-7 (to "test") Isabella - p. 107-9 (to "himself"); Taylor - p. 110-12 (end of ch.) David - p. 113-15 (end of book.)

 

ALSO, DEFS 3 (Sem. 2) due Thursday.

 

HW: begin reviewing for the Night test on the 2nd half. Here's a site (Sparknotes) to peruse. Take the quiz. Look at the essays. I will use one for the test.

http://www.sparknotes.com/lit/night/

 

Also, Quiz Voc 3 will be next MONDAY!

HW: Quiz Voc 3 will be next MONDAY!

Study for Quiz 3. Groups 1,2, & 3 present.

March 21-5

Mon. 3.21

Tues. 3.22

Weds. 3.23

Thurs. 3.24

Fri. 3.25

NO Journal this one.

HW:

HW: Defs 4. Also - read Caesar article & Q's

Class: watched "Overly Sarcastic" Julius Caesar overview.

https://www.youtube.com/watch?v=4e3Y80hUfIQ

HW: study for Essay Test.You will be given an essay topic from the six in Sparknotes. Study ALL responses thru the PPTs now on Google Drive. (Will be on 6th by 6 p.m.)

HW:

Study the PPT on Google Drive for Quiz 4.

https://www.youtube.com/watch?v=7wVkqPFEwGo

 

 

 

 

 

 

 

 

 

 

 

 

April 4-8

Mon. 4.4

Tues. 4.5

Weds. 4.6

Thurs. 4.7

Fri. 4.8

Class: Read Julius Caesar, Act i, Sc. i & ii. Answer q's. (The entire play is below.)

Copies of q's on SS.

 

http://shakespeare.mit.edu/julius_caesar/full.html

 

HW: complete q's from today's reading.

HW: Defs 5; q's to Act I, Sc. iii.

Class: Act II, Sc. i.

No HW.

Study for Quiz 5.

No HW!

 

April 11-5

Mon. 4.11

Tues. 4.12

Weds. 4.13

Thurs. 4.14

Fri. 4.15

EXTRA CREDIT FOR POETRY DAY:

Choose a poem from Poetry Out Loud.

Recite to on Poetry Day.

 

YOU MUST HAVE A HARD COPY (reading from computers not allowed)

THE LIT MAG HAS ASKED : no poems from Robert Frost, please.

http://www.poetryoutloud.org/

HW: Defs 6

HW:

Class: the class practiced a Choral reading of a scene from Julius Caesar which they will perform tomorrow.

 

If you were absent, you cannot make this up. Instead, go to School Space to find a document with 10 q's from Act III. Please turn this in lieu of the Choral Reading grade.

Class: presented Choral Readings. Also: Q's p. 880, 1-3.

 

HW: study for Defs 6 Quiz Friday.

 

POETRY DAY


 

 

Quiz 6

Also, we'll be reading the Intro on this site:

http://www.shmoop.com/julius-caesar/

 

April 18-22

Mon. 4.18

Tues. 4.19

Weds. 4.20

Thurs. 4.21

Fri. 4.22

HW: None

HW: Defs 7

 

 

Go below on this website to read an article on the play. Annotate the article by making comments or asking questions (10 comments and/or questions.) These should be questions that correspond to Bloom's Taxonomy. Please place them on a separate sheet of paper (written or word-processed), to be handed in at the beginning of class.

 

Bloom says we learn in a pyramid shape.

 

At the bottom is: KNOWLEDGE. It would be - as it relates to Julius Caesar, questions like: When was the play written? What historical stuff was happening that Shakespeare thought an event in 60 B.C. had relevance to 1599? DO NOT come up with q's based on the article that are "knowledge" geared. They are on the basement of critical thinking.

 

The next 4 livels are each significantly more sophisticated. Next comes COMPREHENSION. For instance, can you state something Leithart (the author of th article) wrote in your own words? Can you summarize, explain, or give your own example. Higher yet is APPLICATION. In what other way can you show or illustrate something in the article. Next comes ANALYSIS. What might you infer? Can you state Leithart's point of view. Next comes SYNTHESIS. Can you propose an alternative sot something said? Hypothesize. Lastly, cand you EVALUATE? Can you defend his poisitions - or critique them? Two comments and/or q's for each of the five.

 

https://drive.google.com/file/d/0BxInon0jFXD0NWpjSjR2QjA2Tjg/view?usp=sharing

 

Class: discussion of the article. HW: review Defs 7. Here's the link to check the Defs: (Look for "List 22"):

http://blogs.henrico.k12.va.us/erturner/10a-vocabulary-lists/

 

SchoolSpace has the directions for the "Famous Quotes" and directions for the other topics.

 

 

 



 


April 25-9

Mon. 4.25

Tues. 4.26

Weds. 4.27

Thurs. 4.28

Fri. 4.29

HW: None

 

 

 

HW: Defs 8

 

 

Chris Herren's email: THP@theherrenproject.org

HW: study for Quiz 8

 

FIRST PERIOD TEST: Essay Monday on Caesar. Review all of the class' PPTS. Except for the two below, they are found on Google Docs. The link is below the two othere.

This Hypertext is Dan's, Matt's and Jon's.

https://docs.google.com/a/henrico.k12.va.us/presentation/d/1myKRIpnDtTbTJoqTU1h1gYwb1ug1in8N6qxQ1MJcdR0/edit?usp=sharing

The following is Katie's, Naomi's and Shirley's: https://docs.google.com/a/henrico.k12.va.us/presentation/d/1WKcS7ooGqBaEXMjlZ47HCrECLkxABkVJRuIksvOg6YU/edit?usp=sharing

The others are in SS on another link below:

https://drive.google.com/a/henrico.k12.va.us/folderview?id=0BxInon0jFXD0czZFVU9xTXEzZFE&usp=sharing

SIXTH PERIOD: same essay test as above. Below is Noah's, Joe's, and Victor's:

https://docs.google.com/a/henrico.k12.va.us/presentation/d/1CBsgKRRJtQhJYauweRfAntSsSgdT_YICsDelLwtxC4U/edit?usp=sharing

Here is the link to Google:

https://drive.google.com/folderview?id=0BxInon0jFXD0QWFEdGNidTVrZ00&usp=sharing

May 2-6

Mon. 5.2

Tues. 5.3

Weds. 5.4

Thurs. 5.5

Fri. 5.6

HW: Read Ch. 1 of AWAA.

 

The "calendar" for reading AWAA is on SS.

 

HW: Defs 9.

Class: Read Ch. 2

HW:

Class: Finish Ch.2 with notes.

HW: Study for Defs 9 Quiz.

ALL: read Ch. 3.

Chase (1) Carson (6): You have Ch. 3. Have an aesthetically pleasing PPT in which each slide presents the literary device in the chapter, along with its definition. If your chapter has any motifs, present on a separate slide each. Note that in each person's chapter, you WILL NOT present a device already presented (exceptions will be for motifs - for obvious reasons.) CHASE & GEORGE: in Ch. 3, you have three (new) lit. devices and two new motifs. Can you see them? Present to class your PPT tomorrow.

Class: Quiz 9' Ch. 3 PPT

J-9:

What one person finds attractive is not necessarily going to be to everyone else's taste. Write an essay describing something that you think is beautiful but others do not. Be as specific as possible in describing it and why you think it's beautiful - and why others don't.

HW: Read Ch. 4.

Dan (1) and John (6): you have Ch. 4. You have one new lit device demonstrated in Ch. 4.

 

 

May 9-13

Mon. 5.9

Tues. 5.10

Weds. 5.11

Thurs. 5.12

Fri. 5.13

Class: Ch. 4 PPT

HW:Read Ch. 5.

Tommy (1) and Ginny (6): you have Ch. 5 PPT. There are no new Lit devices, but there is an incident which demonstrates two motifs already introduced. Tell what incident and which motifs.

Class: Ch. 5 PPT. Class reads Ch. 6. NO ONE has Ch. 6.

HW: Defs 10.

 

Class: Completes Ch. 6 & notes. Complete PPTs. If time, begin (complete?) Character Poster. If you were absent, a PPT on SS explains this assignment.

 

 

CLASS:

HW: Study for Defs 10 Quiz; also, Read Chs. 7 & 8. 1st Pd.: Juan; 6th Pd.: Evan. Assignment: what two previously identified motifs are seen in Ch. 8? Explain what incidents prompt them?

 

Class: Quiz 10

J-10:

J-10: Write the 1st page of your best friend's autobiography (sic.)

("Sic" is Latin for "Yes." When you see "sic." it means the writer is saying, "Yes, that's right. You read correctly." It is meant to tell the reader there's no mistake here. Also, sometimes a writer will quote something that someone else wrote that has a mistake in it, and the writer wants the reader to know that he (the writer) is aware of the mistake. Or - that the writer is aware of the unusual thing he's written. In the case I used it -- I am saying YES -- I want you to "write the first page of your best friend's autobiography." In other words - pretend you are your best friend, and write from that point of view!)

 

OR:

Write the first page of your novel.

HW: read Chs. 7-8 Juan (1) and Ginny (6): you have Chs. 7-8. No Lit Devs. in 7. In Ch. 8, there is an incident which demonstrates two motifs already introduced. Tell what incident and which motifs.

 

 

 

May 16-20

Mon. 5.16

Tues. 5.17

Weds. 5.18

Thurs. 5.19

Fri. 5.20

Class: Review Chs. 9 & 10 (I neglected to put up these assignments to Evan & Molly, 6th - and Ben & Milena.) Instead, for tomorrow, you guys do: Ch. 11 (Ben & Evan) and Ch. 12 (Milena and Molly.)

The class reads Chs. 11 & 12.

HW:

Your task: though these chapters both describe two of the most difficult incidents so far, Peter nevertheless sprinkles in elements of humor in each chapter. Identify two elements of humor thru Peter's writing of these incidents in each chapter. Likewise, each contains mini-epiphanies. Idntify one in each.

Class: Students present their findings on Chs. 11 & 12.Read Chs. 13 & 14 in class (and notes). Class will watch The Naudet's 9/11 film.

 

NO VOCAB THIS WEEK

 

 

 

 

 

 

 

 

May 23-7

Mon. 5.23

Tues. 5.24

Weds. 5.25

Thurs. 5.26

Fri. 5.27

1st: Notes for Ch. 13

HW: 1st/6th:

Megan/Logan G.: Ch. 14. Task: There is an echo of motif #1 in Ch. 14. Identify it.

There is also an anecdote in the chapter. Identify. Lastly, Peter at times romanticizes about things. What does he romanticize about - and where does reality break through? (Hint: it's about Lemm.)

Naomi/Mike H.: Ch. 15: What is it Peter admires about the Winklers? In what ways do they typify the American spirit? How do the Olivers show extraordinary behaviour toward Peter?

Katie G./Noah: Ch. 16: There is a new motif (it's one not identified thus far) inthis chapter. As this is the first time it's happened thus far (though it's happened in small ways thus far.)

 

HW: NO VOCAB THIS WEEK

 

HW: Ch. 17 Mano/Ellery: There is a NEW motif at work - demonstrated at the end of this chapter. (It has been shown since Ch. 13, but now it's full bloom and will blossom in Ch. 18.) What is it?

Ch. 18: Jon/Emily: Peter has a major epiphany in this chapter. What is it?

Also, Ch. 18: Kyle and Albert: What steps are seen in how Peter does not get killed by Red? How does he deal with a maniac? These are the same steps police use. There are several of them. Identify them.

Also, Ch. 18: Rajul/Micahiah: there is the literary device IRONY in this chapter. Identify it.

Ch. 19: Sumner/Allie: Though this chapter takes us out of the drama of Smokey Hollow, Peter excells when he has a good topic or topics. What several anecdotes make this a good chapter?

 

 

HW: Read Chs. 20 & 21.

Ch. 20: Alex/Ryan: What is a cult? Identify three "signature" marks of a cult. What (and you can etither research or use common sense, /think, or use previous knowledge) causes people to a join a cult? Is Peter's assessment legitimate?

Matt/Logan : What is the (Literary Device) element of suspense in Ch. 20? Also, what is the epiphany in this chapter?

Ch. 21: Morgan/Joe M.: There is a focus on a character in this chapter. Who? Why? (This will be obvious when the class reads Ch. 22. RESIST THIS TEMPATATION. We'll read it in class.)

May 30-June 3

Mon. May 30 Tues. May 31 Weds. June 1 Thurs. June 2 Fri. June 3
NO School!

Read Ch. 23. Johanna/Victor: Mr. Earl and even George Wallace surprise Peter, as does Alabama itself. What is Peter learning about America and himself in this chapter? (Obviously, a number of things, but what is at the heart of it?)

Also: Logan Cox: Please do a slide show of George Wallace. It should have 5 slides with a picture each, be chronological and give a sketch of his life.

ALL: Let me know your project ideas on paper.

Read Chs. 25 thru 27 for Friday.

Ch. 25: Jessica/Talia: What good side of George Wallace does Peter encounter? Is he (in your opinion) letting George "off the hook"? Why or why not? Support your view with the text.

Ch. 25: Keegan/Hannah: What was the significance of the Edmund Pettus Bridge, mentioned in Ch. 25. Pictures, please!

Ch.26: Aala/Molly W.: Why do you think Peter likes M.C. as much as he does? What qualities do you think he admires in M.C.?

Ch. 27: Pranav/Bella: What does Peter love about Mobile? What element of humor is in the chapter?

 

 

Finish the book by Monday's class!

Tasks:

Peyton: Please do a slide show of George Wallace. It should have 5 slides with a picture each, be chronological and give a sketch of his life.

Aleena:/Taylor Yeager: It can argued that Chapter 28 is the climax of the book? What internal evidence in the book (in a previous chapter as well as in this chapter) may support this?

Kevin: Ch. 29 presents the best summary of Peter's adventure in a paragraph.

1) Identify it.

2) Discuss it's literary merits. What literary techniques does Peter use?

Erika/David: Starting on p.271 ("I walked into a hallway....) to p. 273 (ending with "... but whe had disappeared.), Peter vivivdly describes "love at first sight." It is a fine example of vivid writing. Identify 5 word choices and 5 creative expressions that enliven this memorable section. Why does each "work" on the reader to create an unforgettable section of AWAA?

Taylor Rider/: Do the same as above for the following section, starting with "Weeks passed.... (p. 273) to p. 276, "... met my match."

Nikki: Is the scene at the end of the book (Peter and Barbara go to church and seek a sign) the climax of the book? Demonstrate from the text whether you think so - or not.

Shirley: Read the April 1977 National Geographic article. How does it differ from the book?

 

 

June 6-10

Mon. June 6 Tues. June 7 Weds. 6.8 Thurs. 6.9 Fri. 6.10
   

1st Pd Project presenters will go in this order:

1. Keegan (and George)

2. Tommy

3. Rajul

4. Ben

5. Naomi

6. Chase

7. Juan

8. Shirley

9. Peyton

6th Pd Project presenters will go in this order:

1. John B.

2. David Z.

3. Bella

4. Ellery

5. Noah

6. Victor

7. Joe

8. Carson

 

1st Pd Project presenters will go in this order

1. Milena

2. Kevin

3. Kyle

4. Aleena & Megan

5. Erika & Johanna

6. Pranav, Aala, & Matt

7. Nikki and Jessica

 

6th Pd Project presenters will go in this order:

1. Micahiah

2. Evan

3. Molly W.

4. Logan G.

5. Allie

6. Molly F.

7. Mike

8. Ginny & Emily

9. Taylor

10. George (and KCeegan)

 

1st Pd Project presenters will go in this order:

1. Sumner, James, Dan, Alex, & Jon

2. Mano & Katie

3. Morgan (and Hannah & Talia)

4. Taylor R.

5. Mr. Wozny

 

 

 

 

 

6th Pd Project presenters will go in this order:

 

1. Logan & Ryan

 

2.Hannah & Talia (Morgan L.)

 

3. Kameron

 

4. Dimitrius

 

5. Albert

 

6. Mr. Wozny

 

TO STUDY FOR THE TEST ON LIT DEVICES ON MONDAY, HERE ARE SEVERAL QUIAS :

 

Chs. 1-4 Lit Devices:

http://www.quia.com/pop/548018.html

 

Chs. 5-10 Lit Devices:

http://www.quia.com/pop/597791.html

 

Chs. 11-18 Lit Devices:

http://www.quia.com/pop/597792.html

 

Chs. 19-30 Lit Devices:

http://www.quia.com/pop/598016.html

 

 

One note : I saw this today when I posted my Quias:

 

"We will be offline for scheduled maintenance from Saturday, June 11 at 10:00 p.m. Pacific Time to Sunday, June 12 at 2:00 a.m. (2016/06/12 05:00–09:00 GMT). Please make sure to save your work and log off before this time. Thanks for your patience while we work to keep our site running smoothly."

 

I do not know if it will affect you. If so, study your NOTES. They are sufficient.

 

June 13-17

Mon. 6. 13 Tues. 6.14 Weds, 6.15 Thurs. 6.16 Fri. 6.17
       

 

 

 

 

 

 

 

SUMMER ACADEMY June 23-27

Mon. 6.22

Tues. 6.24

Weds. 6.24

Thurs. 6.26

Fri. 6.27

Class: J-29:

J-6: "He who laughs last laughs best" is an old saying, which in someways is like, "What comes around, goes around." Have you had an incident in your life when you experienced the truth of the statement? Explain.

What one person finds attractive is not necessarily going to be to everyone else's taste. Write an essay describing something that you think is beautiful. Be as specific as possible in describing it and why you think it's beautiful.

J-8: “In your opinion, what is the best and worst car (or - if you prefer - the best/worst movie) ever? Why?”

J-8:The body language of a person — movements, posture, facial expressions — can provide all sorts of information about that person's mood, attitude, and personality. Think of a teacher you have had at Godwin and write an essay in which you describe that person’s body language. Be sure to indicate what information the body language conveys about the person and to include specific examples of how body language reflects the person’s personality.

Class: here’s a sample paper we will look at:

completed_sample_paper.doc

Review for AWAA 1-4 Quest:

AWAA Chs. 1-4
http://www.quia.com/pop/184765.html

English 11C Review of Introduction and Collection 1
http://www.quia.com/pop/225839.html

June 30-July 3

Mon. 6.30

Tues. 7.1

Weds. 7.2

Thurs. 7.3

July 7-10

Review for Vocab. Lessons 1-11:

11C Vocabulary Lesson 1
http://www.quia.com/jg/891481.html

11C Lesson #2
http://www.quia.com/jg/749063.html

11C Vocabulary Lesson #3
http://www.quia.com/jg/749064.html

11C Vocab Lesson #4
http://www.quia.com/jg/749066.html

11C Vocabulary Lesson #5
http://www.quia.com/jg/1110885.html

11C Vocabulary Lesson #6
http://www.quia.com/jg/749070.html

11C Vocabulary Lesson #7
http://www.quia.com/jg/795858.html

11C Vocab 8
http://www.quia.com/jg/795859.html

11C Vocabulary Lesson #9
http://www.quia.com/jg/1110908.html

11C Vocabulary Lesson #10
http://www.quia.com/jg/1397391.html

11C Vocabulary Lesson #11
http://www.quia.com/jg/1110910.html

The Hero's Journey Resource Page

Hero's Journey Defined

English 11C Review of Introduction and Collections 1, 2 and 3
http://www.quia.com/pop/138671.html

J-3: Because of safety concerns, many states have increased the age at which teens can begin to drive. Your state legislature is considering raising the minimum driving age from 16 to 18. Do you think the minimum driving age should be raised? Take a position on this issue. Support your response with reasons and specific examples.

5 Paragraphs to defend your position:

INTRO - catches reader's interest; states prompt; thesis with 3 supporting reasons

BODY PARAGRAPHS - each takes a reason stated in the INTRO and elaborates

CONCLUSION - present a counter-argument; revert to restating thesis; leave reader with final thought

CLASS:

Design a T-Shirt with your group. It must have on the front side: Shakespeare showcased; on the back, the play Macbeth and a particular character highlighted. Each group member has a task: 1) Historian is responsible for research. The front of the T should have an image and at least 3 significant facts about Shakespeare; the back should have an image and 3 significant things about Macbeth and your particular character. You may use your own images (which is probably better than the stock images in the program.) 2) Artist is responsible for the artwork of the T. On the FRONT, there should be an image or images (pictures) of Shakespeare or something representative of him AND 3 facts/text from the historian about him. There should be 3 facts about Macbeth the play and your character the historian finds - and an image from Macbeth on the BACK. The Artist is responsible for the look of your T. Both of you are responsible for the overall design and placement on the website, as well as being responsible for cuttting and pasting front and back using the snipping tools, and for troubleshooting web issues and managing time so assignment completed by the end of class.Drop the FRONT as a separate image and the BACK with all three names in the tile of your product in the Drop-Box on School space ("T's"). GRADE IS QUIZ CATEGORY. Grade based on creativity, content, and overall quality.

Sites: http://www.customink.com/lab/#shared

 

http://www.uberprints.com/?gclid=CNOk2Lfona8CFYrb4AoddklucQ

J-28:

Have you ever done a job or performed a task (either as "work" or "play") at 110%? Describe the last time you gave a task your all. What was it? What did it feel like? What did you learn?

July 14-17

Also, here’s the site for parenthetical citations:

http://library.duke.edu/research/citing/within/mla.html

Vocab #14
http://www.quia.com/jg/1110891.html

11C Lesson #16
http://www.quia.com/jg/881040.html

July 21-24

HW: Work on your Podcast! Here are two sites for the Podcast.  The first is great for copyright free music:

http://freeplaymusic.com/

The second is great for free sound effects:

http://www.a1freesoundeffects.com/radio.html

 

Also, Journals due in two weeks.

Finish all journal entries!

http://www.crlsresearchguide.org/00_Introduction.asp

Defs 28, Quia:

http://www.quia.com/jg/837161.html

 

Have you ever done a job or performed a task (either as "work" or "play") at 110%? Describe the last time you gave a task your all. What was it? What did it feel like? What did you learn?

 

How to do Source Cards:

http://www.schenectady.k12.ny.us/users/taylorn/Source%20Cards.pdf

July 28-31

Go to this site for a Practice SOL test:

http://www.doe.virginia.gov/testing/sol/released_tests/2010/test10_eoc_reading.pdfJ-3: What incident do you remember most about your early childhood (pre-four years old?) What does that reveal about you?”   

11C Vocabulary Lesson #12
http://www.quia.com/jg/1406334.html

11C Vocabulary Lesson #13
http://www.quia.com/jg/1110889.html

11C Voc. 14
http://www.quia.com/jg/795930.html

11C Vocab. 15
http://www.quia.com/jg/795945.html

11C Vocab Lesson #16
http://www.quia.com/jg/841645.html

11C Vocab Lesson #17
http://www.quia.com/jg/841654.html

11C Vocabulary Lesson #18
http://www.quia.com/jg/819008.html

11C Vocabulary Lesson #19
http://www.quia.com/jg/824029.html

11C Vocabulary Lesson #20
http://www.quia.com/jg/828326.html

11C Vocabulary Lesson #21
http://www.quia.com/jg/834232.html

11C Vocabulary Lesson #22
http://www.quia.com/jg/838904.html

English 11C Review of Introduction and Collections 1, 2 and 3
http://www.quia.com/pop/138671.html

AWAA Final Test Study Guide 06-07
http://www.quia.com/pop/138614.html

J-19: “Use your imagination and these 4 random words to create a story. You may repeat them, but you may not omit any of them: kite, infinite, pillow, foreboding.”