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
11. Jacob T.

HW: Memorize your poems!

Class:

Class: POL

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

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

3. xxx...............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

 

 

Review of how to use the Benchmark Program.

 

Poetry

 

Julius Caesar

 

 

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: 

 

 

 

 

 

 

 

 

 

 

 

 

Jan. 2-6

Mon. 1.2

Tues. 1.3

Weds. 1.4

Thurs. 1.5

Fri. 1.6

HW:

HW: Also, Voc. 6 defs.

HW:

HW: study for Voc. 12 Quiz. 

J-6: 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 9-13

Mon. 1.9

Tues. 1.10

Weds. 1.11

Thurs. 1.12

Fri. 1.13

SNOW DAY

SNOW DAY

 

SNOW DAY

 

 

HW: None

 

 

 

 

 

January 17-20

Tues. 1.17

Weds. 1.18

Thurs. 1.19

Fri. 1.20  

 

HW: Defs 7

Up 4th: Emily, Ben, Rebecca

 

3rd: next ten orate.

4th: next ten orate.


 

 


HW:

 

 

 

 

 

 

 

 

January 23-27

Mon. 1.23

Tues. 1.24

Weds. 1.25

Thurs. 1.26

Fri. 1.27

 

       

Tues. Jan. 31-Fri. Feb. 3

Tues. 1.31

Weds. 2.1

Thurs. 2.2

Fri. 2.3

HW: none

 

HW: none

Class: began "Night". Read the Preface and the Foreward. Class read from p. 3-10 (ending at the break.)

 

HW: Short Story due

J-14:

 

 

February 6-10

Mon. 2.6

Tues. 2.7

Weds. 2.8

Thurs. 2.9

Fri. 2.10

HW: Complete thru p. 28 of online "Night";

answer q's for Sects. 1 & 2.Do Vocab for Sect. 1A, 1B & 2.

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

HW:

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

 

Essay Topic 1:

In Section Three, Elie experiences the horrors of Auschwitz: the selection, the beating of his father, the deplorable conditions, and the uncertain future. He writes: "Never shall I forget those moments that murdered my God and my soul and turned my dreams to ashes" (p. 34, large ed.; p. 32, sm.ed.).

Though Elie, his father and the others suffer unfathomable treatment, how do they treat each other? Is their treatment towards each other like their treatment toward Madame Schachter, or is it different? State your opinion and support it with at least three examples using at least three quotations from the book.

Essay Topic 2:

Does Eliezer believe that God is dead,or does he still maintain faith? Support your position by using at least three quotations from the book.

 

 

 

 

 

 

 

February 13-17

Mon. 2.13

Tues. 2.14

Weds. 2.15

Thurs. 2.16

Fri. 2.17

HW:

HW:

 

 

HW: Do Themes document.

HW:

Complete Section 5. Answer Q's & Vocab.

 

 

February 20-24

Mon. 2.20

Tues. 2.21

Weds. 2.22

Thurs. 2.23

Fri. Feb. 24

 No School

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.

(Go to Schoology and complete discussion.)

HW: none

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.Go to Schoology & complete discussion.

 

HW: 3rd: read Ch. 6; 4th do this prompt on the message board.

 

 

The British naturalist and politician John Lubbock wrote, “Your character will be what you yourself choose to make it.” Do we choose our own character traits, or is our character formed by influences beyond our control? Take a position on this issue. Support your response with reasons and examples.

HW: 3rd: do Q's & Vocab for Sect. 6. 4th: do this prompt on the message board.

The great artist Michelangelo once said, “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” Do you agree or disagree with Michelangelo’s statement? Take a position on this issue. Support your response with details and specific examples.

 

Go to Schoology & do discussion Q's

 

HW : complete Night. Complete all q's & Vocab.

 

Feb 27-March 3

Mon. 2.27

Tues. 2.28

Weds. 3.1

Thurs. 3.2

Fri. 3.3

Today, class practiced the Multiple Choice section of the SOL test. Here is a link to it. Read each q, including the sample q's, and complete the Released Test. (Because of the shorter periods, 3rd Pd. class did 1-20 today and will resume to finish tomorrow.4th Pd. - with a couple of exceptions - completed all 30 qs.) http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml

 

If Absent: in the above link, go to End of Course Writing, Released Test Spring 2015. Click and you'll see a PDF.

 

HW: Prepare for Essay TEST ON "NIGHT" Here are the two topics. You will write on ONE during class.

(#1) PERSUASIVE ESSAY:  In a well-organized essay, respond to this prompt:

In the next to the last sentence in the book, Eliezer says that when he looks in a mirror after liberation, he sees a corpse contemplating him. He ends the book by stating, “The look in his eyes as he gazed at me has never left me.” What does that sentence mean?  Why is it important to Eliezer to remember and tell you his story?  How has he tried to keep you from responding to his story the way he and his father once responded to the one told by Moshe the Beadle? How successful has he been?

Your essay should contain at least two quotations from Night that support your observations. You do not need to cite your quotations. Your Introduction should contain a thesis. You should have at least three paragraphs but may have more. You should have a Conclusion with a Counter-Argument, but which restates the thesis. Your paper should be legible and free from grammar and spelling errors.  Write in ink or pencil. You will have 40 minutes to complete your essay.  If you finish early, proofread your paper for corrections. Use the back if you need more room. Test Grade.

OR

(#2) AUTOBIOGRAPHICAL ESSAY:  In a well-organized essay, respond to this prompt:

In the next to the last sentence in the book, Eliezer says that when he looks in a mirror after liberation, he sees a corpse contemplating him. He ends the book by stating, “The look in his eyes as he gazed at me has never left me.” Holocaust survivors tell their stories as a way to stand up, and say, “This evil cannot continue.” Write about an experience that affected you deeply and ought to be known by others. Think about the following questions:  What happened?  Why did it happen?  What were your thoughts about the story at the time it happened?  What are your thoughts about the story now?  How does your story relate to the way you see yourself? To the way you see others?  What lessons does your story teach others?

Your essay should contain details that support your observations. Your Introduction should have a hook. You should have at least three paragraphs but may have more. You should answer the questions above, perhaps using a question or two as the basis of a paragraph in which you draw a Conclusion using the last question as its basis. Your paper should be legible and free from grammar and spelling errors.  Write in ink or pencil. You will have 40 minutes to complete your essay.  If you finish early, proofread your paper for corrections. Use the back if you need more room. Test Grade.

YOU MAY FOR EXTRA CREDIT USE THE BOTTOM OF THE PAGE GIVEN IN CLASS WITH THE ABOVE PROMPTS TO BRAINSTORM YOUR CHOICE OF PROMPT.  YOU MAY USE IT DURING THE WRITING OF YOUR ESSAY AFTER SHOWING IT TO ME AT THE BEGINNING OF CLASS.  YOU MAY EARN 5 E.C. POINTS.  YOUR BRAINSTORMING MAY BE IN THE FORM OF AN OUTLINE OR CHART OR MIND-MAP.  YOU MAY NOT WRITE THE ESSAY.  NO SENTENCES – ONLY BRAINSTORMING. THE DIMENSIONS OF THE BOTTOM ONLY (ABOUT 5" x 8" IF YOU DO NOT HAVE THE DOCUMENT.

 

 

 

 

 

 

 

 

 

 

March 6-10

Mon. 3.6

Tues. 3.7

Weds. 3.8

Thurs. 3.9

Fri. 3.10

HW:

 

 

 

 


 

 

March 13-17

Mon. 3.13

Tues. 3.14

Weds. 3.15

Thurs. 3.16

Fri. 3.17

 

SOL WRITING TEST

 

ESSAY

SOL WRITING TEST

 

M.C.

 

BEGIN RESEARCH PAPER

 

March 20-4

Mon. 3.20

Tues. 3.21

Weds. 3.22

Thurs. 3.23

Fri. 3.24

HW:

HW:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARCH 27-31

Mon. 3.27

Tues. 3.28

Weds. 3.29

Thurs. 3.30

Fri. 3.31

Class:

 

 

HW:

Class:

 

 

April 3-7

Mon. 4.3

Tues. 4.4

Weds. 4.5

Thurs. 4.6

Fri. 4.7

EXTRA CREDIT FOR POETRY DAY:

Choose a poem from Poetry Out Loud.

Recite to on Poetry Day.

 

YOU MUST HAVE A HARD COPY no computer-reading.

http://www.poetryoutloud.org/

 

RESEARCH PAPER DUE TODAY!

 

 

POETRY DAY


 

 

 

April 18-22

Mon. 4.17

Tues. 4.18

Weds. 4.19

Thurs. 4.20

Fri. 4.21

Class: begin reading Ch. 1.

Class will receive a document of Literary Devices.

HW: Complete Ch. 1 of AWAA

HW:

 

 

 

 

 

 

 



 


April 24-8

Mon. 4.24

Tues. 4.25

Weds. 4.26

Thurs. 4.27

Fri. 4.28

HW: None

 

 

 

HW:

 

 

HW:

 

 

May 1-5

Mon. 5.1

5.2 5.3

Thurs. 5.4

Fri. 5.5

HW:

 

HW:

Class:

HW:

Class:

Class:

 

 

May 8 -12

Mon. 5.8

Tues. 5.9

Weds. 5.10

Thurs. 5.11

Fri. 5.12

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 15-19

Mon. 5.15

Tues. 5.16

Weds. 5.17

Thurs. 5.18

Fri. 5.19

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 22-6

Mon. 5.22

Tues. 5.23

Weds. 5.24

Thurs. 5.25

Fri. 5.26

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 2

Mon. May 29 Tues. May 30 Weds. May 31 Thurs. June 1 Fri. June 2
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 5-9

Mon. June 5 Tues. June 6 Weds. 6.7 Thurs. 6.8 Fri. 6.9
   

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

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 things were 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 the 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 positions - 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: 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

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

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

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.

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?”   

 

Vocab Quiz on "Night"

Journal:

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.

 

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.”