English 10- Grades are posted
English 10H- I will finish the project grading over break and post grades. I will post here and on twitter when grades are final. All extra credit has been applied and is closed for the semester.
Friday, December 18, 2015
Thursday, December 17, 2015
English 10H: Use this rubric to revise your essay.
CHECK YOUR SKYWARD. IF YOU HAVE A 0 OR BLANK FOR AN ASSIGNMENT LIKE WORDWRIGHT, VOCABULARY, ETC. IT IS YOUR RESPONSIBILITY TO MAKE IT UP. I TRIED TO CATCH EVERYONE I COULD IN CLASS DURING THE LAST WEEK BUT SOME SLIPPED THROUGH DUE TO ATTENDANCE, OTHER OBLIGATIONS, ETC.
CHECK YOUR SKYWARD. IF YOU HAVE A 0 OR BLANK FOR AN ASSIGNMENT LIKE WORDWRIGHT, VOCABULARY, ETC. IT IS YOUR RESPONSIBILITY TO MAKE IT UP. I TRIED TO CATCH EVERYONE I COULD IN CLASS DURING THE LAST WEEK BUT SOME SLIPPED THROUGH DUE TO ATTENDANCE, OTHER OBLIGATIONS, ETC.
Tuesday, December 15, 2015
Tuesday, December 8, 2015
10H Semester Exam Reading
Click on the link above for the poems that will be on the semester exam. The Trouble at Yale will also be fair game, as well as "A Very Old Man With Enormous Wings" from the textbook.
FYI- Same Song, Ode to My Socks, and We Real Cool can all be found in the textbook.
10
All reading will come from the textbook except for the link below:
Poems- Ode to My Socks, Same Song, We Real Cool
Short Stories- A Very Old Man With Enormous Wings
This is the only piece that will not be from the textbook.
The theme of wonder and amazement will be prevalent throughout the exam.
Click on the link above for the poems that will be on the semester exam. The Trouble at Yale will also be fair game, as well as "A Very Old Man With Enormous Wings" from the textbook.
FYI- Same Song, Ode to My Socks, and We Real Cool can all be found in the textbook.
10
All reading will come from the textbook except for the link below:
Poems- Ode to My Socks, Same Song, We Real Cool
Short Stories- A Very Old Man With Enormous Wings
This is the only piece that will not be from the textbook.
The theme of wonder and amazement will be prevalent throughout the exam.
Monday, December 7, 2015
This Week:
10:
In the next couple days I will publish your reading/source list for the semester exam here and in Google Classroom
Monday: Wordwright for extra credit. Final calendar review.
Tuesday: Review for memoir test. A Choice of Weapons, Typhoid Fever, High Tide in Tucson, Into Thin Air, 102 Minutes, And of Clay are We Created, A Heartbreaking Work of Staggering Genius.
Wed/Thurs: Memoir Test.
Friday: Semester exam overview and explanation of content and organization
10H:
In the next couple days I will publish your reading/source list for the semester exam here and in Google Classroom
Monday: Wordwright #2
Tuesday: Final group project check-in. Glass Castle discussion points.
Wed/Thurs: Project presentations
Friday: Glass Castle Test
10:
In the next couple days I will publish your reading/source list for the semester exam here and in Google Classroom
Monday: Wordwright for extra credit. Final calendar review.
Tuesday: Review for memoir test. A Choice of Weapons, Typhoid Fever, High Tide in Tucson, Into Thin Air, 102 Minutes, And of Clay are We Created, A Heartbreaking Work of Staggering Genius.
Wed/Thurs: Memoir Test.
Friday: Semester exam overview and explanation of content and organization
10H:
In the next couple days I will publish your reading/source list for the semester exam here and in Google Classroom
Monday: Wordwright #2
Tuesday: Final group project check-in. Glass Castle discussion points.
Wed/Thurs: Project presentations
Friday: Glass Castle Test
Wednesday, December 2, 2015
Tuesday
10
Discuss 102 Minutes and And of Clay Are We Created questions.
Go over calendar for rest of semester
Wordwright extra credit- Monday Dec.7
Memoir Test- Wed/Thurs Dec. 9-10 (A Choice of Weapons, Typhoid Fever, High Tide in Tucson, Into Thin Air, 102 Minutes, And of Clay Are We Created)
10H
Student "takeover" for GC Section 2 workday.
10
Discuss 102 Minutes and And of Clay Are We Created questions.
Go over calendar for rest of semester
Wordwright extra credit- Monday Dec.7
Memoir Test- Wed/Thurs Dec. 9-10 (A Choice of Weapons, Typhoid Fever, High Tide in Tucson, Into Thin Air, 102 Minutes, And of Clay Are We Created)
10H
Student "takeover" for GC Section 2 workday.
Tuesday, December 1, 2015
Monday Nov. 30
10
Vocabulary Test will be Wed/Thurs this week. Word list was covered the week before Thanksgiving break.
Google Classroom response journal
Read "102 Minutes" and "And of Clay are We Created" on pg. 525 and 532 and answer questions:
-Despite the literal hardship, what positive theme does each work incorporate? How is it achieved?
-Why are we drawn to stories of triumph over adversity? How do these stories illustrate that?
-Compare a situation you have been in to either of the stories. What elements are similar and how did you come out stronger/better/with a new perspective?
10H
Classroom response to "The Problem at Yale"
Group work on Glass Castle section two test.
10
Vocabulary Test will be Wed/Thurs this week. Word list was covered the week before Thanksgiving break.
Google Classroom response journal
Read "102 Minutes" and "And of Clay are We Created" on pg. 525 and 532 and answer questions:
-Despite the literal hardship, what positive theme does each work incorporate? How is it achieved?
-Why are we drawn to stories of triumph over adversity? How do these stories illustrate that?
-Compare a situation you have been in to either of the stories. What elements are similar and how did you come out stronger/better/with a new perspective?
10H
Classroom response to "The Problem at Yale"
Group work on Glass Castle section two test.
Monday, November 23, 2015
Friday, November 20, 2015
10
Google Class response
Finish Praying Mantis Moment and ITA questions
Comparisons to think about:
-Krakauer has to overcome the adversity of climbing Mt. Everest, but what does Doyle have to overcome at the soccer game?
-How do both stories evolve from being about a "thing" or "moment" to being about people?
-What does it mean to be "genuine" in the case of either story?
10H
Response journal
Wrap discussion on GC Section #1
Praying Mantis Moment:
-What does the author witness and why does he describe it as the most "genuine" moment he has ever seen?
-Although he limits his observations to the sports world, what might Doyle be implying about the difference between children and adults?
-What is ironic about the lesson that the little kid explains to Doyle in contrast to what all the adults expected when they saw the circle of kids standing on the field?
Google Class response
Finish Praying Mantis Moment and ITA questions
Comparisons to think about:
-Krakauer has to overcome the adversity of climbing Mt. Everest, but what does Doyle have to overcome at the soccer game?
-How do both stories evolve from being about a "thing" or "moment" to being about people?
-What does it mean to be "genuine" in the case of either story?
10H
Response journal
Wrap discussion on GC Section #1
Praying Mantis Moment:
-What does the author witness and why does he describe it as the most "genuine" moment he has ever seen?
-Although he limits his observations to the sports world, what might Doyle be implying about the difference between children and adults?
-What is ironic about the lesson that the little kid explains to Doyle in contrast to what all the adults expected when they saw the circle of kids standing on the field?
Wednesday, November 18, 2015
10
Discuss new extra credit option
Vocabulary Test 6 hand back and review.
Vocabulary List 7: attrition, circumvent, cohesive, grievous, inundate, oblivious, reticent, robust, sanction, aghast
Read and respond to story on google classroom and finish questions from Tuesday over Into Thin Air
10H
Discuss new extra credit option
Discuss High Tide in Tucson
Vocabulary Test 6
Pay attention to the calendar. Project work time is running out. If you haven't already, you should be at a point where you have a pretty good idea of the full distribution/schedule of work that you have left. Please let me know if you have any questions or concerns.
Discuss new extra credit option
Vocabulary Test 6 hand back and review.
Vocabulary List 7: attrition, circumvent, cohesive, grievous, inundate, oblivious, reticent, robust, sanction, aghast
Read and respond to story on google classroom and finish questions from Tuesday over Into Thin Air
10H
Discuss new extra credit option
Discuss High Tide in Tucson
Vocabulary Test 6
Pay attention to the calendar. Project work time is running out. If you haven't already, you should be at a point where you have a pretty good idea of the full distribution/schedule of work that you have left. Please let me know if you have any questions or concerns.
There is a new extra credit opportunity available to all students. I will talk about it in class, but here is the basic synopsis:
The South Gratitude Wall (these will be displayed)
-No bigger than a half sheet of standard paper
-Begins with "I am thankful for/Thank you (person/people/organization/group) for/because .....(explain briefly how it connects to you)" Even if it is activity based, I would like it to connect to a person or to people who introduced you to or who facilitate your participation in that activity.
-It must have some visual appeal. This can include pictures, hand drawn designs and borders, arts and craftsy stuff, etc. similar to the extra credit wall but smaller and with less writing.
-You can put your name on it or it can be anonymous, but you must give it directly to me either way so I can keep track for credit.
The South Gratitude Wall (these will be displayed)
-No bigger than a half sheet of standard paper
-Begins with "I am thankful for/Thank you (person/people/organization/group) for/because .....(explain briefly how it connects to you)" Even if it is activity based, I would like it to connect to a person or to people who introduced you to or who facilitate your participation in that activity.
-It must have some visual appeal. This can include pictures, hand drawn designs and borders, arts and craftsy stuff, etc. similar to the extra credit wall but smaller and with less writing.
-You can put your name on it or it can be anonymous, but you must give it directly to me either way so I can keep track for credit.
Tuesday, November 17, 2015
10
Response Journal in Google Class
Read Into Thin Air in textbook (pg 506) and answer for tomorrow:
-Explain the classic literary struggle/conflict in ITA.
-What does Everest symbolize to Krakauer? Mountain Climbing?
-How does tone and focus switch from the mountain to the human nature (tragic flaw of man)
10H
Class overview of literal aspect of the five GC Section 1 questions
Group collaborative short answer quiz on section 1
For Vocab test, read High Tide in Tucson (pg 499) and take notes regarding the following theme: The importance of experiencing wonder and amazement in life. You will not have access to the text for the vocabulary test, but you will have access to your notes. You will also have a cold read.
Response Journal in Google Class
Read Into Thin Air in textbook (pg 506) and answer for tomorrow:
-Explain the classic literary struggle/conflict in ITA.
-What does Everest symbolize to Krakauer? Mountain Climbing?
-How does tone and focus switch from the mountain to the human nature (tragic flaw of man)
10H
Class overview of literal aspect of the five GC Section 1 questions
Group collaborative short answer quiz on section 1
For Vocab test, read High Tide in Tucson (pg 499) and take notes regarding the following theme: The importance of experiencing wonder and amazement in life. You will not have access to the text for the vocabulary test, but you will have access to your notes. You will also have a cold read.
Monday, November 16, 2015
Not sure if there is a better story teller than Brian Doyle: The Praying Mantis Moment
10
Benchmark Common Assessment #1 problem areas and strategies
Benchmark Common Assessment #2
10H
Benchmark Common Assessment #1 problem areas and strategies
Benchmark Common Assessment #2
GC Section 1 group questions on google classroom
10
Benchmark Common Assessment #1 problem areas and strategies
Benchmark Common Assessment #2
10H
Benchmark Common Assessment #1 problem areas and strategies
Benchmark Common Assessment #2
GC Section 1 group questions on google classroom
Thursday, November 12, 2015
10
Discuss High Tide in Tucson in detail prior to Vocab Test using following questions:
-At first, what makes Kingsolver so proud about her pond?
-Why does she seem so amazed by the pond and especially her role in the amazement?
-What aspect of the pond brings out a sense of hope and belief in "something greater" for BK?
Vocabulary Test 6
10H
Vocab 5 hand back and discussion using 5 step model
Best examples read aloud with 5 step connections
-Vocabulary List 6: equivocate, fortuitous, impeccable, liaison, predisposed, propensity, reprehensible, sham, solace, solicitous
-Glass Castle: model example discussion of the JW revelations at the beginning and end of chapters as well as other elements to look for. Focus on the literal vs. figurative. Read through pg.41 by Monday.
Discuss High Tide in Tucson in detail prior to Vocab Test using following questions:
-At first, what makes Kingsolver so proud about her pond?
-Why does she seem so amazed by the pond and especially her role in the amazement?
-What aspect of the pond brings out a sense of hope and belief in "something greater" for BK?
Vocabulary Test 6
10H
Vocab 5 hand back and discussion using 5 step model
Best examples read aloud with 5 step connections
-Vocabulary List 6: equivocate, fortuitous, impeccable, liaison, predisposed, propensity, reprehensible, sham, solace, solicitous
-Glass Castle: model example discussion of the JW revelations at the beginning and end of chapters as well as other elements to look for. Focus on the literal vs. figurative. Read through pg.41 by Monday.
Tuesday, November 10, 2015
10
Discuss the Typhoid Fever questions as a class with peer review.
Read High Tide in Tucson on pg. 499 in text. This will be your source material on tomorrow's vocabulary test, but you will not have access to it so TAKE NOTES. Specifically look for tone, setting, and "the lesson" that is learned.
10H
These are the following concepts from section 1 (pg.-1-41) of The Glass Castle that you will need to focus on: Checking out Rex Walls style. Rose Mary's pride at staying resilient despite adversity. The Joshua Tree. Stars as Christmas Presents. The Glass Castle and The Prospector. Fire. For the last 5, we will discuss both literal and symbolic structure/relevance.
Monday, November 9, 2015
10
GC Response Journal #8
Read Typhoid Fever (pg.485) and answer the following questions for tomorrow
-What is apparent about Patricia and why is it emphasized?
-Despite the setting, what atmosphere (tone) does FM create and what purpose does this serve?
-Despite the tragic aspect of the story, what redeeming quality does FM's story have that allows the audience to relate to it?
10H
GC Response Journal #8
Answer the questions in small groups:
-What is apparent about Patricia and why is it emphasized?
-Despite the setting, what atmosphere (tone) does FM create and what purpose does this serve?
-Despite the tragic aspect of the story, what redeeming quality does FM's story have that allows the audience to relate to it?
Hand out "The Glass Castle"---Will explain/discuss focal points tomorrow.
GC Response Journal #8
Read Typhoid Fever (pg.485) and answer the following questions for tomorrow
-What is apparent about Patricia and why is it emphasized?
-Despite the setting, what atmosphere (tone) does FM create and what purpose does this serve?
-Despite the tragic aspect of the story, what redeeming quality does FM's story have that allows the audience to relate to it?
10H
GC Response Journal #8
Answer the questions in small groups:
-What is apparent about Patricia and why is it emphasized?
-Despite the setting, what atmosphere (tone) does FM create and what purpose does this serve?
-Despite the tragic aspect of the story, what redeeming quality does FM's story have that allows the audience to relate to it?
Hand out "The Glass Castle"---Will explain/discuss focal points tomorrow.
Friday, November 6, 2015
A little lesson on Dia de los Muertos right here if you are thinking about attending the celebration at the Mattie Rhodes Center tonight.
Thursday, November 5, 2015
Wednesday
10
Read Abigail Thomas' article "How to Write Your Own Memoir"
-What are 2 rules for writing a memoir?
-What should the author hope to accomplish?
-How do her philosophies apply to "A Choice of Weapons"
10H
Response Journal #7- Assembly Reflections
-Class discussion of Kevin Hines Story, Gordon Parks, Dave Eggers connections
10
Read Abigail Thomas' article "How to Write Your Own Memoir"
-What are 2 rules for writing a memoir?
-What should the author hope to accomplish?
-How do her philosophies apply to "A Choice of Weapons"
10H
Response Journal #7- Assembly Reflections
-Class discussion of Kevin Hines Story, Gordon Parks, Dave Eggers connections
Monday, November 2, 2015
10
Pg. 471 A Choice of Weapons
-Read and answer the following:
-Considering the time and place, what "unsurprising" thing happens to GP in Washington DC?
-What impact does this experience have on GP as he begins his career? How is this reflected in
the title of the work?
-What universal type of experience does GP relate to that allows a typical reader in 2015 to
understand and possibly feel some sort of empathy?
10H
In-class essay. We will continue to discuss the Abigail Thomas article as a resource and reference point related to Gordon Parks, Dave Eggers, and others moving forward.
This is the modified schedule for the week according to our administration. 10H Vocabulary Test will still be on block days as usual.
Pg. 471 A Choice of Weapons
-Read and answer the following:
-Considering the time and place, what "unsurprising" thing happens to GP in Washington DC?
-What impact does this experience have on GP as he begins his career? How is this reflected in
the title of the work?
-What universal type of experience does GP relate to that allows a typical reader in 2015 to
understand and possibly feel some sort of empathy?
10H
In-class essay. We will continue to discuss the Abigail Thomas article as a resource and reference point related to Gordon Parks, Dave Eggers, and others moving forward.
This is the modified schedule for the week according to our administration. 10H Vocabulary Test will still be on block days as usual.
Wednesday will be an altered traditional day with an assembly. Thursday will be Even block as normal, and Friday will be Odd block.
Here is Wednesday’s schedule – we will begin the assembly at 9:45.
1st Hour 7:40 8:10 (30 min.)
2nd Hour 8:15 8:50 (35 min.)
3rd Hour 8:55 9:30 (35 min.)
Assembly 9:45 10:45 (60 min.)
4th Hour 11:00 11:45 (45 min.)
5th Hour/1st Lunch
Lunch 11:45 12:15 (30 min.)
Class 12:20 1:00 (40 min.)
5th Hour/2nd Lunch
Class 11:50 12:30 (40 min.)
Lunch 12:30 1:00 (30 min.)
6th Hour 1:05 1:50 (45 min.)
7th Hour 1:55 2:40 (45 min.)
Wednesday, October 28, 2015
10
-Vocabulary Test 5
-F451 Test review for Friday
Characters: Montag, Beatty, Clarisse, Mildred, Faber, Granger, the intellectual travelers
Symbols: hound, river, books, fire, tv wall, fake Montag
Setting: houses, city, other side of the river, river, railroad tracks, return to the city
Other: character evolution, the future, fears and possibilities of Bradbury's, the "problem"
10H
-Vocab List 5: prolific, charlatan, corroborate, disseminate, diverge, dormant, illicit, irrevocable, precipitate, hoist
-Finish "Reading Images" work from yesterday in class
-For Friday, apply the four bullet points from RI to "A Heartbreaking Work..."
-Observations
-Connections in the observations (questions and possibilities)
-Inferences based on what you observe and connect
-Tentative conclusions
-Vocabulary Test 5
-F451 Test review for Friday
Characters: Montag, Beatty, Clarisse, Mildred, Faber, Granger, the intellectual travelers
Symbols: hound, river, books, fire, tv wall, fake Montag
Setting: houses, city, other side of the river, river, railroad tracks, return to the city
Other: character evolution, the future, fears and possibilities of Bradbury's, the "problem"
10H
-Vocab List 5: prolific, charlatan, corroborate, disseminate, diverge, dormant, illicit, irrevocable, precipitate, hoist
-Finish "Reading Images" work from yesterday in class
-For Friday, apply the four bullet points from RI to "A Heartbreaking Work..."
-Observations
-Connections in the observations (questions and possibilities)
-Inferences based on what you observe and connect
-Tentative conclusions
Tuesday, October 27, 2015
10
-F451 Review and read time
-Vocabulary test tomorrow---Don't Forget!
10H
-Finish Heartbreaking Work excerpt
-Apply the bullet points from "Reading Images" to the image in the article. Read the article and prepare for discussion on Wed/Thurs. You should take notes in reference to both the concept of reading images as well as to the image in the article itself.
-F451 Review and read time
-Vocabulary test tomorrow---Don't Forget!
10H
-Finish Heartbreaking Work excerpt
-Apply the bullet points from "Reading Images" to the image in the article. Read the article and prepare for discussion on Wed/Thurs. You should take notes in reference to both the concept of reading images as well as to the image in the article itself.
Monday, October 26, 2015
10
Response Journal on GC
F451 Schedule: Finish book (final section pg. 133-158) and be able to answer the following questions:
-What is the "game" the citizens play in the hunt for Montag and how does the search for him end?
-What is the difference between mankind and the phoenix?
-By crossing the river, what tradeoff have the intellectual travelers made in life?
-How is their return to the city a natural continuation of Montag's course of action/behavior since meeting Clarisse?
-Why are they returning to the city rather than forming their own new society?
Response Journal on GC
F451 Schedule: Finish book (final section pg. 133-158) and be able to answer the following questions:
-What is the "game" the citizens play in the hunt for Montag and how does the search for him end?
-What is the difference between mankind and the phoenix?
-By crossing the river, what tradeoff have the intellectual travelers made in life?
-How is their return to the city a natural continuation of Montag's course of action/behavior since meeting Clarisse?
-Why are they returning to the city rather than forming their own new society?
F451 Test will be Friday!!!!!!!
10H
Group progress meetings
Read the Heartbreaking Work excerpt and respond on GC
*There were 5 no-names on Wordwright #1. Two of them have notes written on them. If you took it and you don't have a grade you need to check in with me. It's pretty tough to read handwriting based on your style of circling a letter, so you will probably need to retake it.
*There were 5 no-names on Wordwright #1. Two of them have notes written on them. If you took it and you don't have a grade you need to check in with me. It's pretty tough to read handwriting based on your style of circling a letter, so you will probably need to retake it.
Wednesday, October 21, 2015
10
Hand back and go over Vocab Test 4
Vocab list 5: charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, prolific
F451 Book 3 (Burning Bright) short answer questions
In class extra credit
Reading targets for Monday: Pg. 133
-Journey to the river
-Final meeting with Faber
-The "decision" that Montag makes
10H
Details art replication project introduction
Groups chosen
Work time in library
All resources for the project, including the assignment sheet, can be found on the Art Replication Page
Hand back and go over Vocab Test 4
Vocab list 5: charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, prolific
F451 Book 3 (Burning Bright) short answer questions
In class extra credit
Reading targets for Monday: Pg. 133
-Journey to the river
-Final meeting with Faber
-The "decision" that Montag makes
10H
Details art replication project introduction
Groups chosen
Work time in library
All resources for the project, including the assignment sheet, can be found on the Art Replication Page
Tuesday, October 20, 2015
10
Watch Dustin Yellin: A Journey Through the Mind of an Artist and then answer the following questions in small groups (on your own if absent)
-What do Dustin Yellin and Montag have in common in regard to views, values, and how they evolve in their choices?
-Why does Montag enjoy burning his own house?
-Why does Montag repeatedly ask whether Mildred is the one who turned him in? Why would this matter at this stage in his life?
-Why does Montag burn Beatty?
Each question has: 1. A literal answer 2. An explanation based answer 3. A real life application
10H
Discussion of Gordon Parks photo assignments. Everyone who was present (not on Laurenzo's field trip) got to explain: 1. The physical detail elements of their photo that stood out 2. The emotion/feeling word they attached to the photo.
View Grant Wood's "American Gothic" side by side (JUXTAPOSE!!!!!) with Gordon Parks' "American Gothic" and make a list of details that you note upon close viewing. Focus on tangible (angles, focus, shadow/light, objects, etc.) and intangible (facial expression, mood/tone, interpretation, etc.)
Watch Dustin Yellin: A Journey Through the Mind of an Artist and then answer the following questions in small groups (on your own if absent)
-What do Dustin Yellin and Montag have in common in regard to views, values, and how they evolve in their choices?
-Why does Montag enjoy burning his own house?
-Why does Montag repeatedly ask whether Mildred is the one who turned him in? Why would this matter at this stage in his life?
-Why does Montag burn Beatty?
Each question has: 1. A literal answer 2. An explanation based answer 3. A real life application
10H
Discussion of Gordon Parks photo assignments. Everyone who was present (not on Laurenzo's field trip) got to explain: 1. The physical detail elements of their photo that stood out 2. The emotion/feeling word they attached to the photo.
View Grant Wood's "American Gothic" side by side (JUXTAPOSE!!!!!) with Gordon Parks' "American Gothic" and make a list of details that you note upon close viewing. Focus on tangible (angles, focus, shadow/light, objects, etc.) and intangible (facial expression, mood/tone, interpretation, etc.)
Monday, October 19, 2015
10
GC Response Journal #4: A Blessing and a Curse
All class revision/discussion of Book 2 quiz from Friday
Read pg. 107-115 for tomorrow with following objectives in mind:
-Montag's emotional and mental evolution
-After his choice, how will the conflict morph from internal to external?
-Changing from thought to action based responses
-Causation vs. Correlation
10H
Wordwright 1: Remember that you set the grading scale, so don't talk about it even after you have taken it. There might be someone who was absent who needs to make it up and that could change the entire scale.
Tomorrow we will look more closely into the link between visual imagery and literature using the Gordon Parks photography assignment, as well as additional resources, in preparation for both the art replication project as well as our class continuation into the memoir/personal narrative .
GC Response Journal #4: A Blessing and a Curse
All class revision/discussion of Book 2 quiz from Friday
Read pg. 107-115 for tomorrow with following objectives in mind:
-Montag's emotional and mental evolution
-After his choice, how will the conflict morph from internal to external?
-Changing from thought to action based responses
-Causation vs. Correlation
10H
Wordwright 1: Remember that you set the grading scale, so don't talk about it even after you have taken it. There might be someone who was absent who needs to make it up and that could change the entire scale.
Tomorrow we will look more closely into the link between visual imagery and literature using the Gordon Parks photography assignment, as well as additional resources, in preparation for both the art replication project as well as our class continuation into the memoir/personal narrative .
Thursday, October 15, 2015
10
Notes for tomorrow's quiz:
Montag and Mildred and their values 67-70
Mildred's friends (mental state) 90-97
Subway ride and Faber visit (Montag's mission) 75-89
Faber and the earpiece 99-106
Return to the firehouse (Faber vs Beatty on books and their effects on us) 100-106
10H
Choice of Weapons time line design
Addition to G Parks photo assignment on GC. Find a second photo that elicits the OPPOSITE emotional reaction as the first one. Explain but do not compare the two.
REMEMBER: WORDWRIGHT WILL BE MONDAY
Notes for tomorrow's quiz:
Montag and Mildred and their values 67-70
Mildred's friends (mental state) 90-97
Subway ride and Faber visit (Montag's mission) 75-89
Faber and the earpiece 99-106
Return to the firehouse (Faber vs Beatty on books and their effects on us) 100-106
10H
Choice of Weapons time line design
Addition to G Parks photo assignment on GC. Find a second photo that elicits the OPPOSITE emotional reaction as the first one. Explain but do not compare the two.
REMEMBER: WORDWRIGHT WILL BE MONDAY
Wednesday, October 14, 2015
10
Vocab Test 4
F451 ?'s are posted on GC. You should be through pg. 105 by Thursday
10H
Response Journal 6 on GC: A time you felt categorized unfairly...
Read "A Choice of Weapons" on pg. 470
Mood timeline in notebook for ACOW: every time a mood shift occurs, note what happened and how the mood changed.
See GC for Gordon Parks photo assignment for Thursday
Vocab Test 4
F451 ?'s are posted on GC. You should be through pg. 105 by Thursday
10H
Response Journal 6 on GC: A time you felt categorized unfairly...
Read "A Choice of Weapons" on pg. 470
Mood timeline in notebook for ACOW: every time a mood shift occurs, note what happened and how the mood changed.
See GC for Gordon Parks photo assignment for Thursday
Monday, October 12, 2015
Wednesday, October 7, 2015
10
Vocab 3 test review
Vocab List 4: zenith, ubiquitous, berate, estrange, euphoric, impetuous, infallible, relinquish, regress, maudlin
F451 Quiz 48-65. You should be pushing into the 100's by next week on the page count.
Vocabulary Test 4 will be on Tuesday, October 13th next week due to the adjusted schedule.
10H
My Two Lives discussion prior to vocab test 4
Vocab Test 4
Vocab 3 test review
Vocab List 4: zenith, ubiquitous, berate, estrange, euphoric, impetuous, infallible, relinquish, regress, maudlin
F451 Quiz 48-65. You should be pushing into the 100's by next week on the page count.
Vocabulary Test 4 will be on Tuesday, October 13th next week due to the adjusted schedule.
10H
My Two Lives discussion prior to vocab test 4
Vocab Test 4
Tuesday, October 6, 2015
10
-F451 group work from 48-65 section. Group categories: The woman who burned herself to death. Beatty's visit to Montag. Mildred's driving for stress release. Reading books together. Clarisse's impact after her death.
-48-65 quiz tomorrow/Thursday.
10H
-Read "My Two Lives" on pg. 448
-Group prep for response writing on vocabulary test over My Two Lives. These are the relevant controlling ideas: Immigrant's Journey, Death of Parents/Later in Life, Cultural Identity, Immediate Family/ Society and Friends, Personal Legacy.
-Response writing on Vocab 4 will center around the concepts of cultural identity and values within a society with the following image incorporated.
-F451 group work from 48-65 section. Group categories: The woman who burned herself to death. Beatty's visit to Montag. Mildred's driving for stress release. Reading books together. Clarisse's impact after her death.
-48-65 quiz tomorrow/Thursday.
10H
-Read "My Two Lives" on pg. 448
-Group prep for response writing on vocabulary test over My Two Lives. These are the relevant controlling ideas: Immigrant's Journey, Death of Parents/Later in Life, Cultural Identity, Immediate Family/ Society and Friends, Personal Legacy.
-Response writing on Vocab 4 will center around the concepts of cultural identity and values within a society with the following image incorporated.
Monday, October 5, 2015
10
Response Journal on GC
Hand back and review F451 quiz 1
Revision on F451 quiz 2
10H
Response Journal on GC
Read "Writers on Writing" article on pg. 438 in text: Identify and analyze as many instances in the piece that convey a sense of understanding/perspective on non-fiction literature.
Remember vocab test on Wed/Thurs
Response Journal on GC
Hand back and review F451 quiz 1
Revision on F451 quiz 2
10H
Response Journal on GC
Read "Writers on Writing" article on pg. 438 in text: Identify and analyze as many instances in the piece that convey a sense of understanding/perspective on non-fiction literature.
Remember vocab test on Wed/Thurs
Friday, October 2, 2015
Wednesday, September 30, 2015
10
Vocabulary Test 3
Guiding Questions for F451 reading section two:
In regards to the mechanical hound at the fire station, why does Montag somewhat feel sorry for it? (“That’s sad,” said Montag.)
Describe the difference between Clarisse’s view of being “social” and her school’s view of being “social”.
What reason does Clarisse have for being afraid of children her own age?
Explain what the woman with the books did on her front porch when the firemen were trying to get her out of the house.
What is the question Montag asks Mildred that neither of them know the answer to and how is it symbolic of how his view on life is changing?
How does the following quote help define Montag’s marriage?
“Well, wasn’t there a wall between him and Mildred, when you came down to it? Literally not just one wall but, so far, three!”
Vocabulary Test 3
Guiding Questions for F451 reading section two:
Describe the difference between Clarisse’s view of being “social” and her school’s view of being “social”.
What reason does Clarisse have for being afraid of children her own age?
Explain what the woman with the books did on her front porch when the firemen were trying to get her out of the house.
What is the question Montag asks Mildred that neither of them know the answer to and how is it symbolic of how his view on life is changing?
How does the following quote help define Montag’s marriage?
“Well, wasn’t there a wall between him and Mildred, when you came down to it? Literally not just one wall but, so far, three!”
10H
Vocabulary Test 3 Review
Vocabulary List 4: berate, estrange, euphoric, impetuous, infallible, maudlin, regress, relinquish, ubiquitous, zenith
Finish Gic to Har
Go over short story/poetry test content
Distribute Nabakov's "Good Readers and Good Writers"
In class time to prepare for test (open note/book) on Friday
Tuesday, September 29, 2015
Friday, September 25, 2015
10
F451 Introduction Analysis
F451 open book quiz
NRI
10H
Finish Lying in a Hammock analysis/discussion. Breakdown of the last line (I have wasted my life) on its own.
Read and complete the following for Monday:
Gic to Har
by Kenneth Rexroth
It is late at night, cold and damp
The air is filled with tobacco smoke.
My brain is worried and tired.
I pick up the encyclopedia,
The volume GIC to HAR,
It seems I have read everything in it,
So many other nights like this.
I sit staring empty-headed at the article Grosbeak,
Listening to the long rattle and pound
Of freight cars and switch engines in the distance.
Suddenly I remember
Coming home from swimming
In Ten Mile Creek,
Over the long moraine in the early summer evening,
My hair wet, smelling of waterweeds and mud.
I remember a sycamore in front of a ruined farmhouse,
And instantly and clearly the revelation
Of a song of incredible purity and joy,
My first rose-breasted grosbeak,
Facing the low sun, his body
Suffused with light.
I was motionless and cold in the hot evening
Until he flew away, and I went on knowing
In my twelfth year one of the great things
Of my life had happened.
Thirty factories empty their refuse in the creek.
On the parched lawns are starlings, alien and aggressive.
And I am on the other side of the continent
Ten years in an unfriendly city.
Assignment:
-Two dialectical journal entries with specific lines
-1 observation for each of the 10 primary literary terms: theme, tone, mood, characterization, syntax, diction, imagery, irony, universal quality, big picture. These should focus on use/purpose rather than just identification.
-1 five step paragraph up to your interpretation. If you focus on the poem, use lit terms as examples of how your interpretation is achieved. If you focus on a lit term or terms, use examples from the poem to show how/what the purpose of those terms is.
F451 Introduction Analysis
F451 open book quiz
NRI
10H
Finish Lying in a Hammock analysis/discussion. Breakdown of the last line (I have wasted my life) on its own.
Read and complete the following for Monday:
Gic to Har
by Kenneth Rexroth
It is late at night, cold and damp
The air is filled with tobacco smoke.
My brain is worried and tired.
I pick up the encyclopedia,
The volume GIC to HAR,
It seems I have read everything in it,
So many other nights like this.
I sit staring empty-headed at the article Grosbeak,
Listening to the long rattle and pound
Of freight cars and switch engines in the distance.
Suddenly I remember
Coming home from swimming
In Ten Mile Creek,
Over the long moraine in the early summer evening,
My hair wet, smelling of waterweeds and mud.
I remember a sycamore in front of a ruined farmhouse,
And instantly and clearly the revelation
Of a song of incredible purity and joy,
My first rose-breasted grosbeak,
Facing the low sun, his body
Suffused with light.
I was motionless and cold in the hot evening
Until he flew away, and I went on knowing
In my twelfth year one of the great things
Of my life had happened.
Thirty factories empty their refuse in the creek.
On the parched lawns are starlings, alien and aggressive.
And I am on the other side of the continent
Ten years in an unfriendly city.
Assignment:
-Two dialectical journal entries with specific lines
-1 observation for each of the 10 primary literary terms: theme, tone, mood, characterization, syntax, diction, imagery, irony, universal quality, big picture. These should focus on use/purpose rather than just identification.
-1 five step paragraph up to your interpretation. If you focus on the poem, use lit terms as examples of how your interpretation is achieved. If you focus on a lit term or terms, use examples from the poem to show how/what the purpose of those terms is.
Thursday, September 24, 2015
Wed/Thurs
10
Hand back and review/discuss Vocabulary Test 2, including best examples.
Vocab List 3
ambiguous, ambivalent, juxtapose, lethargic, dissident, sporadic, embellish, subsidize, fritter, inane
Hand out Fahrenheit 451 books: read through pg. 25 for Friday
Read F451 Introduction and complete the following for Friday: 1 observation about writing sci-fi. 2 observations about why Bradbury wrote F451. 1 observation about how to interpret Bradbury/F451's message.
10H
Vocabulary Test 3
In class poetry explication
Tuesday 9/22
10
In class essay
10H
Response journal #4 on GC.
Finish triangular comparative analysis of Ice Storm and Opportunity
10
Hand back and review/discuss Vocabulary Test 2, including best examples.
Vocab List 3
ambiguous, ambivalent, juxtapose, lethargic, dissident, sporadic, embellish, subsidize, fritter, inane
Hand out Fahrenheit 451 books: read through pg. 25 for Friday
Read F451 Introduction and complete the following for Friday: 1 observation about writing sci-fi. 2 observations about why Bradbury wrote F451. 1 observation about how to interpret Bradbury/F451's message.
10H
Vocabulary Test 3
In class poetry explication
Tuesday 9/22
10
In class essay
10H
Response journal #4 on GC.
Finish triangular comparative analysis of Ice Storm and Opportunity
Monday, September 21, 2015
Tuesday, September 22, 7:00pm, Suicide Prevention Forum Event in the SM South Auditorium.
Students and parents are invited to attend the session with panel experts from Johnson County Mental Health Suicide Prevention Coalition, Kansas Suicide Prevention Resource Center, and KU Medical Center Marillac Campus.
10
Discussion of "Opportunity" and "What Happened During the Ice Storm"
Discuss and go over answers for GC assignment from Friday
We will begin Fahrenheit 451 later this week
We will have our first in-class writing assignment this week
10H
Continuation of Friday's "Why do author's write" notes/discussion
Full breakdown of "...Ice Storm" including establishing the "world" that the author creates
10
Discussion of "Opportunity" and "What Happened During the Ice Storm"
Discuss and go over answers for GC assignment from Friday
We will begin Fahrenheit 451 later this week
We will have our first in-class writing assignment this week
10H
Continuation of Friday's "Why do author's write" notes/discussion
Full breakdown of "...Ice Storm" including establishing the "world" that the author creates
Friday, September 18, 2015
10
NRI Quiz #4
NRI makeup work.
GC assignment. Check there for details.
10H
In the Shadow 5 step brainstorming/prewriting. Thanks to 4th hour for being the test group, even though it wasn't planned that way. We'll go over a review of how the day evolved on Monday. However, you can start by giving as many answers to these questions as you can come up with: 1. Why do authors write? 2. Why did Jane Goodall write In the Shadow?
GC assignment. Check there for details.
NRI Quiz #4
NRI makeup work.
GC assignment. Check there for details.
10H
In the Shadow 5 step brainstorming/prewriting. Thanks to 4th hour for being the test group, even though it wasn't planned that way. We'll go over a review of how the day evolved on Monday. However, you can start by giving as many answers to these questions as you can come up with: 1. Why do authors write? 2. Why did Jane Goodall write In the Shadow?
GC assignment. Check there for details.
Wednesday, September 16, 2015
10
Vocabulary Test 2
Take care of NRI assignments that aren't done
Read "What Happened During the Ice Storm" in the textbook and "Opportunity" (previous blog post) for Friday. We will be "comparing" (hint, hint) these two works and "In the Shadow of Man"
10H
Vocabulary List 3: ambiguous, dissident, embellish, fritter, ambivalent, inane, juxtapose, lethargic, sporadic, subsidize
Group Presentations
Vocabulary Test 2
Take care of NRI assignments that aren't done
Read "What Happened During the Ice Storm" in the textbook and "Opportunity" (previous blog post) for Friday. We will be "comparing" (hint, hint) these two works and "In the Shadow of Man"
10H
Vocabulary List 3: ambiguous, dissident, embellish, fritter, ambivalent, inane, juxtapose, lethargic, sporadic, subsidize
Group Presentations
10
Opportunity
by Edward Rowland Sill
This I beheld, or dreamed it in a dream:--
There spread a cloud of dust along a plain;
And underneath the cloud, or in it, raged
A furious battle, and men yelled, and swords
Shocked upon swords and shields. A prince's banner
Wavered, then staggered backward, hemmed by foes.
A craven hung along the battle's edge,
And thought, "Had I a sword of keener steel--
That blue blade that the king's son bears, -- but this
Blunt thing--!" he snapped and flung it from his hand,
And lowering crept away and left the field.
Then came the king's son, wounded, sore bestead,
And weaponless, and saw the broken sword,
Hilt-buried in the dry and trodden sand,
And ran and snatched it, and with battle shout
Lifted afresh he hewed his enemy down,
And saved a great cause that heroic day.
Opportunity
by Edward Rowland Sill
This I beheld, or dreamed it in a dream:--
There spread a cloud of dust along a plain;
And underneath the cloud, or in it, raged
A furious battle, and men yelled, and swords
Shocked upon swords and shields. A prince's banner
Wavered, then staggered backward, hemmed by foes.
A craven hung along the battle's edge,
And thought, "Had I a sword of keener steel--
That blue blade that the king's son bears, -- but this
Blunt thing--!" he snapped and flung it from his hand,
And lowering crept away and left the field.
Then came the king's son, wounded, sore bestead,
And weaponless, and saw the broken sword,
Hilt-buried in the dry and trodden sand,
And ran and snatched it, and with battle shout
Lifted afresh he hewed his enemy down,
And saved a great cause that heroic day.
Tuesday, September 15, 2015
Parents and students:
Do you have questions you would like to ask Dr. Jim Hinson? If so, here are some great chances:
Do you have questions you would like to ask Dr. Jim Hinson? If so, here are some great chances:
Super Chats with SMSD Superintendent Dr. Jim
Sponsored by Shawnee Mission Area Council of PTA
You are welcome to attend any of the chats.
Scheduled Dates and Locations
September 22, 2015—Tuesday
7:00pm - Hocker Grove Middle School Library
October 21, 2015—Wednesday
9:00am - Trailridge Middle School Library
November 12, 2015—Thursday
12:00pm - Westridge Middle School Library
January 20, 2016—Wednesday
7:00pm - Indian Woods Middle School Library
March 31, 2016—Thursday
10:00am - Indian Hills Middle School Library
10
Vocabulary Test 2 on Wednesday/Thursday this week
Video/Kahoot followup
NRI Diagnostic #4 Commonly Confused Words
10H
Video/Kahoot followup
Group presentation work for Wed/Thurs presentations
Follow this link for the video for both classes: Strangeness
Vocabulary Test 2 on Wednesday/Thursday this week
Video/Kahoot followup
NRI Diagnostic #4 Commonly Confused Words
10H
Video/Kahoot followup
Group presentation work for Wed/Thurs presentations
Follow this link for the video for both classes: Strangeness
Monday, September 14, 2015
10
Discuss "Where Have You Gone Charming Billy"
Short Story Mini-Test
NRI Quiz 3
10H
Response Journal #3 on GC over your biggest concerns about your writing.
Class discussion of common concerns and strategies for dealing with them.
Small group work: How does "In the Shadow of Man" fit into the discussion with the first three stories in regard to each of the following: Group 1- Theme, Group 2 -Character/Conflict, Group 3- Mood/Tone, Group 4- Universal Human Experience, Group 5- Big Picture/Author's Purpose
Discuss "Where Have You Gone Charming Billy"
Short Story Mini-Test
NRI Quiz 3
10H
Response Journal #3 on GC over your biggest concerns about your writing.
Class discussion of common concerns and strategies for dealing with them.
Small group work: How does "In the Shadow of Man" fit into the discussion with the first three stories in regard to each of the following: Group 1- Theme, Group 2 -Character/Conflict, Group 3- Mood/Tone, Group 4- Universal Human Experience, Group 5- Big Picture/Author's Purpose
Friday 9/11
10
Read "Where Have you Gone, Charming Billy" on own. Pg.128. Answer questions on GC. NRI Diagnostic and Practice 3. Short story quiz Monday.
10H
Work through GC questions in conjunction with Charming Billy, Pedestrian, By the Waters, and Fahrenheit. Begin building cross-reference chart using the 5 step questions and the 4 stories.
10
Read "Where Have you Gone, Charming Billy" on own. Pg.128. Answer questions on GC. NRI Diagnostic and Practice 3. Short story quiz Monday.
10H
Work through GC questions in conjunction with Charming Billy, Pedestrian, By the Waters, and Fahrenheit. Begin building cross-reference chart using the 5 step questions and the 4 stories.
Thursday, September 10, 2015
English 10
Vocabulary list #2: collaborate, despondent, instigate, resilient, retrospect, rudimentary, scoff, squelch, venerate, zealot
Finish 5 step paragraph writing practice for "Self fulfillment" prompt. NRI Diagnostic 3. Please make a point of completing NRI quizzes on your own if you miss a day when they are done in class so that you get credit and don't start a logjam of makeup work.
English 10H
Vocabulary test #2. Take NRI quiz 2. Read "Where Have You Gone, Charming Billy" on pg. 128 in the textbook. Come to class on Friday with the story read and the corresponding questions on GC answered. The guiding questions coincide with the 5 steps in the writing model that we have been working on.
Vocabulary list #2: collaborate, despondent, instigate, resilient, retrospect, rudimentary, scoff, squelch, venerate, zealot
Finish 5 step paragraph writing practice for "Self fulfillment" prompt. NRI Diagnostic 3. Please make a point of completing NRI quizzes on your own if you miss a day when they are done in class so that you get credit and don't start a logjam of makeup work.
English 10H
Vocabulary test #2. Take NRI quiz 2. Read "Where Have You Gone, Charming Billy" on pg. 128 in the textbook. Come to class on Friday with the story read and the corresponding questions on GC answered. The guiding questions coincide with the 5 steps in the writing model that we have been working on.
Tuesday, September 8, 2015
Friday, September 4, 2015
10
Continue work on 5 Step Paragraph practice. You should continue to revise your GC Assignment for the practice steps 1 and 2. Remember, step 1 answers the "What are we talking about?" question, while step 2 tells us why step 1 matters. Based on the "Barefooting" article, the initial model we came up with was Step 1: Everyone has a need for self-fulfillment. Step 2: Finding things that fulfill our personal values enables us to find our "happy place," which gives life mental, physical, emotional purpose.
10H
F451 Test. Complete Quiz 2 on No Red Ink
Continue work on 5 Step Paragraph practice. You should continue to revise your GC Assignment for the practice steps 1 and 2. Remember, step 1 answers the "What are we talking about?" question, while step 2 tells us why step 1 matters. Based on the "Barefooting" article, the initial model we came up with was Step 1: Everyone has a need for self-fulfillment. Step 2: Finding things that fulfill our personal values enables us to find our "happy place," which gives life mental, physical, emotional purpose.
10H
F451 Test. Complete Quiz 2 on No Red Ink
The National PTA Reflections program has announced the theme for the 2015-2016 program. It is "Let your imagination fly..." It should be a wonderful theme for all artists. There are six categories: visual arts, photography, musical composition, literature, dance choreography, & film production. Students may enter the Reflections Program in one or more arts categories as many times as they would like.
Just a reminder, there is a division for "special artist" for those students with disabilities. All SMS students are encouraged to enter. Entry forms and rules may be found at: http://www.kansas-pta.org/node/24
Thursday, September 3, 2015
If The Pedestrian made you think about a world consumed by industrialized living, this might interest you as well: Whom is Nature For?
Wednesday, September 2, 2015
Tuesday, September 1, 2015
10 and 10H:
4 critical self reflection questions for written work:
1. What is the question/prompt asking for?
2. What is a common link between elements of the question or between the question and an outside comparison?
3. What is an example I can use as evidence?
4. Why is the example relevant to the question and to the reader?
Begin work on 5 step paragraph writing template. You can find this on the writing resource page.
10
Finish/revise the GC take home quiz. Vocab test 1 is Wed/Thurs.
10H
Expand discussion of By the Waters and begin development of model paragraph.
4 critical self reflection questions for written work:
1. What is the question/prompt asking for?
2. What is a common link between elements of the question or between the question and an outside comparison?
3. What is an example I can use as evidence?
4. Why is the example relevant to the question and to the reader?
Begin work on 5 step paragraph writing template. You can find this on the writing resource page.
10
Finish/revise the GC take home quiz. Vocab test 1 is Wed/Thurs.
10H
Expand discussion of By the Waters and begin development of model paragraph.
Monday, August 31, 2015
Friday, August 28, 2015
10
GC Response Journal. By the Waters/Pedestrian discussion and comparison. NRI quiz. GC assignment for Monday.
10H
GC Response Journal. Class discussion of journal entries and the idea of a manipulated reality. For Monday, read By the Waters of Babylon. Complete 3 Dialectical Journals related to this concept and citing specific literary terms. NRI quiz.
GC Response Journal. By the Waters/Pedestrian discussion and comparison. NRI quiz. GC assignment for Monday.
10H
GC Response Journal. Class discussion of journal entries and the idea of a manipulated reality. For Monday, read By the Waters of Babylon. Complete 3 Dialectical Journals related to this concept and citing specific literary terms. NRI quiz.
Thursday, August 27, 2015
Wed/Thurs
10
Independent/Dependent Clause notes (Purdue OWL) and quick discussion. NRI practice. Vocabulary List #1: facetious, detriment, dexterous, discretion, gregarious, optimum, ostentatious, sensory, vicarious, scrupulous. Close reading strategy using the "Reading With a Purpose" notes from the English 10 page. Read "By the Waters of Babylon" and come up with 2 Basic and 2 Higher Level observations, thoughts, questions, connections, etc. Try to use the sentence starters and the terminology from the RWAP handout.
10H
Vocabulary Test 1. Fahrenheit/Pedestrian comparison discussion.
10
Independent/Dependent Clause notes (Purdue OWL) and quick discussion. NRI practice. Vocabulary List #1: facetious, detriment, dexterous, discretion, gregarious, optimum, ostentatious, sensory, vicarious, scrupulous. Close reading strategy using the "Reading With a Purpose" notes from the English 10 page. Read "By the Waters of Babylon" and come up with 2 Basic and 2 Higher Level observations, thoughts, questions, connections, etc. Try to use the sentence starters and the terminology from the RWAP handout.
10H
Vocabulary Test 1. Fahrenheit/Pedestrian comparison discussion.
Tuesday, August 25, 2015
English 10
No Red Ink diagnostic. Discuss lit terms specific to The Pedestrian.
English 10H
No Red Ink diagnostic. Overview of Dialectical/4S close reading strategy. You will find this under the English 10H page. Use the sample model of a dialectical journal on the handout, as well as our notes and discussion over The Pedestrian and Fahrenheit, to construct at least 3 dialectical journal entries in which you compare specific elements (you need the exact text) of The Pedestrian to elements of F451. You do not need exact text from F451. The example we used in class as a model is the comparison of the police car in Ped and the hound in F451 and how despite their differences, their overall purpose is the same.
Don't forget Vocabulary Test 1 is Wed/Thurs!
No Red Ink diagnostic. Discuss lit terms specific to The Pedestrian.
English 10H
No Red Ink diagnostic. Overview of Dialectical/4S close reading strategy. You will find this under the English 10H page. Use the sample model of a dialectical journal on the handout, as well as our notes and discussion over The Pedestrian and Fahrenheit, to construct at least 3 dialectical journal entries in which you compare specific elements (you need the exact text) of The Pedestrian to elements of F451. You do not need exact text from F451. The example we used in class as a model is the comparison of the police car in Ped and the hound in F451 and how despite their differences, their overall purpose is the same.
Don't forget Vocabulary Test 1 is Wed/Thurs!
Monday, August 24, 2015
English 10
Now that all computers are out and everyone has ironed out the login glitches, we went through Teachanowski and Google Classroom. Response Journal #1 needs to be completed and turned in through GC. Some discussion of The Pedestrian and connections to the Journal Response as well as the lit term items from last week.
English 10H
Teachanowski overview, including writing resources and extra credit links. Class discussion specific to the concept of obsolescence (Journal) and the parallels between Fahrenheit and The Pedestrian. Vocab Test #1 this Wed/Thurs.
Now that all computers are out and everyone has ironed out the login glitches, we went through Teachanowski and Google Classroom. Response Journal #1 needs to be completed and turned in through GC. Some discussion of The Pedestrian and connections to the Journal Response as well as the lit term items from last week.
English 10H
Teachanowski overview, including writing resources and extra credit links. Class discussion specific to the concept of obsolescence (Journal) and the parallels between Fahrenheit and The Pedestrian. Vocab Test #1 this Wed/Thurs.
Friday continued:
10: On Friday, The Pedestrian was read in class. The class was divided in half and each half identified and briefly explained an example of either theme, tone, mood, imagery, symbolism or characterization, irony, syntax, diction, universal quality. This will be discussed Monday 8/24.
10H: Response Journal #1 was posted/completed on Google Classroom. Group work was completed for The Pedestrian with the following instructions: In groups of 4-5, come up with a best possible response for how at least two of the "concrete" literary terms contribute to Big Picture and Universal Aspect. Next story on the agenda: By the Waters of Babylon.
10: On Friday, The Pedestrian was read in class. The class was divided in half and each half identified and briefly explained an example of either theme, tone, mood, imagery, symbolism or characterization, irony, syntax, diction, universal quality. This will be discussed Monday 8/24.
10H: Response Journal #1 was posted/completed on Google Classroom. Group work was completed for The Pedestrian with the following instructions: In groups of 4-5, come up with a best possible response for how at least two of the "concrete" literary terms contribute to Big Picture and Universal Aspect. Next story on the agenda: By the Waters of Babylon.
Thursday, August 20, 2015
For Friday
10
Answer these questions in your notebook after reading "The Pedestrian" in class on Friday. You will have additional assignments in class.
1.Why do the police, and therefore the society, in the future consider Leonard Mead to be a threat?
2.Why does the police car say “no profession” when Leonard says that he is a writer?
3. Why does Bradbury include the description of Leonard’s house and what is symbolic about it?
4. This section of the textbook used to be called “Exiles, Castaways, and Strangers”. Does Leonard fit any of these titles? Which ones and how?
10H: Your instructions will be in class.
10
Answer these questions in your notebook after reading "The Pedestrian" in class on Friday. You will have additional assignments in class.
1.Why do the police, and therefore the society, in the future consider Leonard Mead to be a threat?
2.Why does the police car say “no profession” when Leonard says that he is a writer?
3. Why does Bradbury include the description of Leonard’s house and what is symbolic about it?
4. This section of the textbook used to be called “Exiles, Castaways, and Strangers”. Does Leonard fit any of these titles? Which ones and how?
10H: Your instructions will be in class.
Wednesday, August 19, 2015
When we are on the regular schedule there will not be separate posts on Wednesday and Thursday. All information posted on Wednesday for the odd block classes will also pertain to the corresponding class on Thursday.
English 10: Computer distribution and sign on.
English 10H: Computer distribution and sign on. Read "The Pedestrian" in class (pg. 10 in text) and find one example of each of the 11 lit terms. Briefly identify and explain the significance of the term's use in the story. Vocabulary List #1: facetious, detriment, dexterous, discretion, gregarious, optimum, ostentatious, sensory, vicarious, scrupulous. Test will be on the block days next week.
Codes for Google Classroom and No Red Ink:
Hour 3: GC-26rl2m NRI-7dfk7wee
Hour 5: GC-v889k8 NRI- 7xdmmaxv
Hour 7: GC- tt8sug NRI- d7kmkw7e
Hour 2: GC - 1yjxm52 NRI- vdahd984
Hour 4: GC- wy48kp NRI- 7k3m7fw3
Hour 6: GC- g5tauq NRI- wammew8h
English 10: Computer distribution and sign on.
English 10H: Computer distribution and sign on. Read "The Pedestrian" in class (pg. 10 in text) and find one example of each of the 11 lit terms. Briefly identify and explain the significance of the term's use in the story. Vocabulary List #1: facetious, detriment, dexterous, discretion, gregarious, optimum, ostentatious, sensory, vicarious, scrupulous. Test will be on the block days next week.
Codes for Google Classroom and No Red Ink:
Hour 3: GC-26rl2m NRI-7dfk7wee
Hour 5: GC-v889k8 NRI- 7xdmmaxv
Hour 7: GC- tt8sug NRI- d7kmkw7e
Hour 2: GC - 1yjxm52 NRI- vdahd984
Hour 4: GC- wy48kp NRI- 7k3m7fw3
Hour 6: GC- g5tauq NRI- wammew8h
Tuesday, August 18, 2015
Monday, August 17, 2015
English 10: Introductory Writing Sample. For tomorrow, identify each of the following in your writing sample: Definition of each, Importance of each, How each relates to real life through its function in the story.
English 10H: Go over extra credit options and requirements. Discussion and notes over the 11 Core Literary Terms: theme, tone, mood, imagery, symbolism, characterization, allusion, syntax, diction, universal experience/aspect, big picture. Connection of these to the best examples from previous year essays. For tomorrow, add part 3 to your writing diagnostic essay: Identify one content based and one technical/structure based change or addition that you would make to your original essay.
English 10H: Go over extra credit options and requirements. Discussion and notes over the 11 Core Literary Terms: theme, tone, mood, imagery, symbolism, characterization, allusion, syntax, diction, universal experience/aspect, big picture. Connection of these to the best examples from previous year essays. For tomorrow, add part 3 to your writing diagnostic essay: Identify one content based and one technical/structure based change or addition that you would make to your original essay.
Saturday, August 15, 2015
Friday's post:
English 10: Book checkout. Introductory survey.
English 10H: Book checkout. In class writing diagnostic #1 (fancy way of saying writing sample): Choose a character from a work of fiction (literature, film, tv) who you view as morally ambiguous. In an essay, explain both what makes the character morally ambiguous, and how it impacts the narrative.
Self Reflection Questions to be answered for Monday:
1. Does my writing give a clear sense of how I define morality? Is my writing based more on my own personal definition, or something more general?
2. Does my writing address some aspect of how morality functions in society or how it functions in my own life, or both?
3. Does my writing address the WHAT and the WHY? WHAT makes the character morally ambiguous, and WHY it matters?
English 10: Book checkout. Introductory survey.
English 10H: Book checkout. In class writing diagnostic #1 (fancy way of saying writing sample): Choose a character from a work of fiction (literature, film, tv) who you view as morally ambiguous. In an essay, explain both what makes the character morally ambiguous, and how it impacts the narrative.
Self Reflection Questions to be answered for Monday:
1. Does my writing give a clear sense of how I define morality? Is my writing based more on my own personal definition, or something more general?
2. Does my writing address some aspect of how morality functions in society or how it functions in my own life, or both?
3. Does my writing address the WHAT and the WHY? WHAT makes the character morally ambiguous, and WHY it matters?
Thursday, August 13, 2015
Tuesday, August 11, 2015
Schedule changes are supposed to be made by this Friday, so if you are interested in being a lab in my class this year, please come see me as soon as possible. Hours 2-7 are available. Duties include light grading, running passes, delivering materials, wrestling alligators, etc. Benefits include having the majority of your time to yourself, the privilege of sitting in a comfy chair that both spins and has wheels while your peers spend their hour at a cold hard desk, and getting to spend several extra hours a week with me.
Tuesday, May 26, 2015
For English 10H Students for the 2015-2016 school year:
On the first day of school in August you will receive a copy of Fahrenheit 451 by Ray Bradbury. You will have approximately 2 weeks to read it. During that time we will begin to establish the goals, methods, and expectations for an honors level discussion, analysis, and application. You may acquire a copy of F451 and read it yourself over the summer, but I recommend you attempt a close academic read rather than breezing through it so you can learn the plot and character names. Take notes, ask questions, look up analysis, find patterns, analyze characters, connect to modern society, etc. Any attempt you make to truly dig into the content of the book will only benefit you in August.
On the first day of school in August you will receive a copy of Fahrenheit 451 by Ray Bradbury. You will have approximately 2 weeks to read it. During that time we will begin to establish the goals, methods, and expectations for an honors level discussion, analysis, and application. You may acquire a copy of F451 and read it yourself over the summer, but I recommend you attempt a close academic read rather than breezing through it so you can learn the plot and character names. Take notes, ask questions, look up analysis, find patterns, analyze characters, connect to modern society, etc. Any attempt you make to truly dig into the content of the book will only benefit you in August.
Friday, May 22, 2015
Thursday, May 21, 2015
If you are interested in being a lab assistant for me next year, please come see me in person before finals are over or come by the first week of school next year. You may also contact me by email over the summer at sobarand@smsd.org. My available hours are 2-7. Please identify the hour you are interested in.
Tuesday, May 19, 2015
Thursday, May 14, 2015
English 12: For the final, here is a list of literary terms to brush up on. Hamlet and 1984 will be concept and plot based. Cold reads will focus on using literary terms.
Wednesday, May 13, 2015
English 10H: SH5 Test.
Final Exam Announcement:
The supplemental reading for your final exam will be an excerpt from Ray Bradbury's collection The Martian Chronicles. The selection you will need to read and prepare for is called "And the Moon Be Still as Bright" and can be found here from pages 19-28. There are also other full text versions online, and there are hard copies in the classroom. You are welcome to use a hard copy on the test, but you will not be able to check out a book (in class use only) so I would recommend printing a copy that you can mark up, annotate, etc. to your liking. You will not have computer access during the test.
Monday, May 11, 2015
English 12: Final review.
English 10H: SH5 Ch 5, SH5 Ch 6, SH5 Ch 7. SH5 test will be Wed/Thurs this week. Discussion will wrap on Tuesday. Please turn in textbook and SH5 on your block day after the test this week. I would like as many of these to be turned in as possible this week. Textbook cost is $85, novels are $10.
English 10H: SH5 Ch 5, SH5 Ch 6, SH5 Ch 7. SH5 test will be Wed/Thurs this week. Discussion will wrap on Tuesday. Please turn in textbook and SH5 on your block day after the test this week. I would like as many of these to be turned in as possible this week. Textbook cost is $85, novels are $10.
Thursday, May 7, 2015
Wednesday, May 6, 2015
English 12: Hamlet Final- Explain Hamlet. Do not summarize. Be creative. Be intelligent. Impress me. Due Friday.
English 10H: Vocabulary test 13. SH5 group essay question. Each group has a different question. Questions will be posted on GC. Due Friday. Be creative. Be intelligent. Impress me.
The biggest problem with the world's greatest summary is that it is still just a summary.
English 10H: Vocabulary test 13. SH5 group essay question. Each group has a different question. Questions will be posted on GC. Due Friday. Be creative. Be intelligent. Impress me.
The biggest problem with the world's greatest summary is that it is still just a summary.
Monday, May 4, 2015
English 12: Senior skip day. Finish Hamlet by Wednesday. You must turn in your textbook by 3:00 Tuesday May 5th or I will have to turn in a hold slip for approximately $80. Please get this in. Once the hold slip is turned in, it's out of my hands so don't wait thinking you can just "turn it in whenever." Whenever needs to be by 3:00 tomorrow.
English 10H: SH5 Ch. 2 SH5 Ch.3 SH5 Ch. 4
English 10H: SH5 Ch. 2 SH5 Ch.3 SH5 Ch. 4
Friday, May 1, 2015
English 12: Hamlet full text. Textbook must be turned in to me by 3:00 on Tuesday May 5th or I will have to turn in a hold slip for approximately $80. You must finish Hamlet on your own by Wednesday May 7th.
English 10H: SH5 Ch. 1 discussion.
English 10H: SH5 Ch. 1 discussion.
Wednesday, April 29, 2015
English 12: NRI. Finish Hamlet Act 3, Act 3 quiz, and Act 3 Dialogue Journal.
English 10H: Final vocabulary list of the year! Begin Slaughterhouse 5. SH5 Ch. 1 Shared Study Guide. Read Ch. 1 for Friday. We will discuss using the shared guide.
English 10H: Final vocabulary list of the year! Begin Slaughterhouse 5. SH5 Ch. 1 Shared Study Guide. Read Ch. 1 for Friday. We will discuss using the shared guide.
Monday, April 27, 2015
Friday, April 24, 2015
English 12: Makeup work day. Finish Act 2 Dialogue Journals. Next week we will read Hamlet Act 3-4 at least. We will also mix in some of the No Fear Shakespeare version, so catch up/follow if you are absent or missing pieces.
English 10H: For the second half of LOF, the following are the key elements that we will discuss on Monday: the beast, the LOF, Roger, Simon, the overall trajectory of the society. You should be finished with the book for Monday. You also need to read "A Good Man is Hard to Find" by Flannery O'Connor. Part of Monday's discussion, and Tuesday's test, will involve a sociological comparison of the views of Stephen King in Why We Crave Horror Movies, William Golding in LOF, and Flannery O'Connor in A Good Man... regarding human nature and the inherent flaws of mankind. Add to the LOF Shared Study Document for an ongoing dialogue with your peers.
English 10H: For the second half of LOF, the following are the key elements that we will discuss on Monday: the beast, the LOF, Roger, Simon, the overall trajectory of the society. You should be finished with the book for Monday. You also need to read "A Good Man is Hard to Find" by Flannery O'Connor. Part of Monday's discussion, and Tuesday's test, will involve a sociological comparison of the views of Stephen King in Why We Crave Horror Movies, William Golding in LOF, and Flannery O'Connor in A Good Man... regarding human nature and the inherent flaws of mankind. Add to the LOF Shared Study Document for an ongoing dialogue with your peers.
Wednesday, April 22, 2015
English 12: No Red Ink quiz 2: Sentences and Fragments. Finish Act 2 and take Act 2 quiz. Act 2 Dialogue Journals due Friday.
English 10H: Vocabulary Test 12. Midway discussion on LOF based on the passages from Monday's test and the Stephen King essay.
MONDAY 4/20
English 12: Hamlet Act 2
English 10H: LOF Midway (Ch1-6) Test
English 10H: Vocabulary Test 12. Midway discussion on LOF based on the passages from Monday's test and the Stephen King essay.
MONDAY 4/20
English 12: Hamlet Act 2
English 10H: LOF Midway (Ch1-6) Test
Friday, April 17, 2015
Thursday, April 16, 2015
English 10H: Vocabulary 12. Ch. 3 LOF and "The Problem With the Problem of Evil" essay discussion. LOF passage identification for Ch. 1-6. LOF Ch. 3-4 Guiding Questions. LOF Ch.5-6 Guiding Questions. LOF First Half Test (1-6) Monday.
Wednesday, April 15, 2015
English 12: Hamlet A1S2-3 quiz. Finish A1 in class. Vocabulary 14 Test Friday.
English 10H: Finish Ch. 2 discussion using the final paragraph on pg. 38 to finalize our initial analysis of Piggy, and the passage on 42 (10 lines down) to begin discussing Simon. Also incorporate Piggy's glasses into the symbols list (you should be keeping notes) along with fire, the scar, the conch, the beast. Midway test (through Ch.6) will be Monday. It will be passage analysis. On Thurs/Fri we will discuss the essay and response from Classroom, Ch. 3-4, and have new vocabulary.
English 10H: Finish Ch. 2 discussion using the final paragraph on pg. 38 to finalize our initial analysis of Piggy, and the passage on 42 (10 lines down) to begin discussing Simon. Also incorporate Piggy's glasses into the symbols list (you should be keeping notes) along with fire, the scar, the conch, the beast. Midway test (through Ch.6) will be Monday. It will be passage analysis. On Thurs/Fri we will discuss the essay and response from Classroom, Ch. 3-4, and have new vocabulary.
Tuesday, April 14, 2015
English 12: Finish Hamlet A1S2 and A1S3 in class. NRI noun/verb quiz. A1S2&3 quiz tomorrow-Hamlet. Vocab 14 test on Friday.
English 10H: LOF Ch. 1-2 discussion. Added to symbolism notes: pigs/hunting, the conch shell, fire, the beast. You should be reading at your own pace, but expect to discuss Ch. 3 by Thurs/Friday and be done through Ch. 6 by the beginning of next week.
English 10H: LOF Ch. 1-2 discussion. Added to symbolism notes: pigs/hunting, the conch shell, fire, the beast. You should be reading at your own pace, but expect to discuss Ch. 3 by Thurs/Friday and be done through Ch. 6 by the beginning of next week.
Thursday, April 9, 2015
For Friday, April 10th:
English 12: In class, read Hamlet Act 1 Sc 2. The following parts will be read: King Claudius, Hamlet, Laertes, Horatio, Marcellus, Cornelius/Voltemand, Polonius, Queen Gertrude. Volunteer to read parts or they will be assigned. Larger parts will result in larger reading point totals. When the scene is finished, spend the remaining time working individually on the dialogue journal assignment that is posted on Classroom. One of your Act 1 passages must come from Scene 2. Follow the instructions carefully for maximum points.
English 10H: Using the same groups you used for the society project, discuss the Ch. 1 guiding questions. You should have them answered on your own, but create a master document to share within your group that compiles the best material from each member. For Monday, read Ch. 2 and come up with 3 questions that you would use as guided reading questions. On Monday we will discuss Ch. 1-2, attempt to answer some of your questions, and discuss the projects. Take some time through a shared document, or individually, to reflect on not only the decisions you made as a group, but also on the actual process of making the decisions, dealing with the x-factors, etc.
English 12: In class, read Hamlet Act 1 Sc 2. The following parts will be read: King Claudius, Hamlet, Laertes, Horatio, Marcellus, Cornelius/Voltemand, Polonius, Queen Gertrude. Volunteer to read parts or they will be assigned. Larger parts will result in larger reading point totals. When the scene is finished, spend the remaining time working individually on the dialogue journal assignment that is posted on Classroom. One of your Act 1 passages must come from Scene 2. Follow the instructions carefully for maximum points.
English 10H: Using the same groups you used for the society project, discuss the Ch. 1 guiding questions. You should have them answered on your own, but create a master document to share within your group that compiles the best material from each member. For Monday, read Ch. 2 and come up with 3 questions that you would use as guided reading questions. On Monday we will discuss Ch. 1-2, attempt to answer some of your questions, and discuss the projects. Take some time through a shared document, or individually, to reflect on not only the decisions you made as a group, but also on the actual process of making the decisions, dealing with the x-factors, etc.
50 years ago (give or take a little) the great rock band The Who played one of their first U.S. shows at Shawnee Mission South. As both the band and the school approach their 50th anniversaries, we are trying to get The Who to come back to South when they come through KC on tour. Please take a second to sign this petition to see if we can get their attention.
Bring The Who back to South!
Bring The Who back to South!
Wednesday, April 8, 2015
English 12: Begin reading Hamlet in class. Act 1 Sc 1 quiz.
Vocabulary 14: savior, omen, toil, commendable, sully, solemn, virtue, gracious, slander, attribute.
English 10H: Vocabulary test 11. LOF societies presented. Read Ch. 1 and use the Chapter 1 discussion questions as a guide for your reading.
Vocabulary 14: savior, omen, toil, commendable, sully, solemn, virtue, gracious, slander, attribute.
English 10H: Vocabulary test 11. LOF societies presented. Read Ch. 1 and use the Chapter 1 discussion questions as a guide for your reading.
Tuesday, April 7, 2015
Monday, April 6, 2015
Friday, April 3, 2015
A friend of mine who teaches in Raytown and is currently working with Tanner Colby's book "Some of My Best Friends are Black" has asked other teacher friends of his to make this brief survey available to their students. Please answer only if you wish to. I will not read answers. There is a collection folder in my room (270) or they can also be placed in my mailbox. Thanks.
1.How do you define your racial identity (black, white, Hispanic/Latino, Asian, mixed-race, etc.)?
2.How many close black friends do you have? These are people you talk to daily, see frequently outside of school, etc.
●One
●Two
●Three
●Four
●Five or more
4.Would you date someone of a different race?
5. Describe an act of overt (meaning open and obvious) racism you have seen or experienced.
6.Do you wish your school were…
●More diverse?
●Less diverse?
●About the same as it is now?
7.Describe an act of racial or cultural misunderstanding you’ve witnessed or experienced personally.
8.What best defines your group of friends?
●Race or ethnicity
●Class or economic background
●Activities or interests
9.In the cafeteria or at assemblies, with whom do you usually sit?
●People of mostly the same race
●People of mostly different races
●Depends/Wherever you want
10. Do your parents have a lot of friends of another race?
11.Are racism and racial injustice getting better for your generation?
●Yes
●No
●Not sure
12.Is Kansas City a racially divided city?
●Yes
●No
●Not sure
13.Do you consider Raytown as a part of Kansas City, or its own place?
●Part of KC
●Own place
●Neither/not sure
14. What does Troost Avenue represent to you?
15.Do you know who J. C. Nichols was, and why he was so influential to the history of race in America?
2.How many close black friends do you have? These are people you talk to daily, see frequently outside of school, etc.
●One
●Two
●Three
●Four
●Five or more
3.How many black acquaintances do you have? These are people you talk to only occasionally and don’t often see outside of school.
●One
●Two
●Three
●Four
●Five or more
●One
●Two
●Three
●Four
●Five or more
4.Would you date someone of a different race?
5. Describe an act of overt (meaning open and obvious) racism you have seen or experienced.
6.Do you wish your school were…
●More diverse?
●Less diverse?
●About the same as it is now?
7.Describe an act of racial or cultural misunderstanding you’ve witnessed or experienced personally.
8.What best defines your group of friends?
●Race or ethnicity
●Class or economic background
●Activities or interests
9.In the cafeteria or at assemblies, with whom do you usually sit?
●People of mostly the same race
●People of mostly different races
●Depends/Wherever you want
10. Do your parents have a lot of friends of another race?
11.Are racism and racial injustice getting better for your generation?
●Yes
●No
●Not sure
12.Is Kansas City a racially divided city?
●Yes
●No
●Not sure
13.Do you consider Raytown as a part of Kansas City, or its own place?
●Part of KC
●Own place
●Neither/not sure
14. What does Troost Avenue represent to you?
15.Do you know who J. C. Nichols was, and why he was so influential to the history of race in America?
Wednesday, April 1, 2015
English 12: Vocabulary 13 Test. 1984 Test review for Friday. There will be general questions over the whole book, but the focus will be on book 3 (pg. 225-298) and the following scenes/sections:
232-233: Parsons' explanation for his imprisonment
248-252: Truth, Reality, Time, Pain, Love
253: Party's handling of prisoners
259-260: Winston's questions to O'brien and the answers
263-265: Party's quest for power
290-293: Winston's last meeting with Julia
297-298: Final paragraph of the novel and its final irony
English 10H: Continued KS Reading Assessment
232-233: Parsons' explanation for his imprisonment
248-252: Truth, Reality, Time, Pain, Love
253: Party's handling of prisoners
259-260: Winston's questions to O'brien and the answers
263-265: Party's quest for power
290-293: Winston's last meeting with Julia
297-298: Final paragraph of the novel and its final irony
English 10H: Continued KS Reading Assessment
Tuesday, March 31, 2015
Tuesday 3/31
English 12: 1984- Continuation of questions from yesterday. Kurzweil/Aoki video.
English 10H: Begin KS Reading Assessment
Monday 3/30
English 12: 1984 Book 2 questions on GC. Respond and discuss.
English 10H: Vocabulary List 11- test will be on Wed/Thurs next week as usual. Sonnet 94 article and response using vocab words on GC. Reading assessment rest of this week.
English 12: 1984- Continuation of questions from yesterday. Kurzweil/Aoki video.
English 10H: Begin KS Reading Assessment
Monday 3/30
English 12: 1984 Book 2 questions on GC. Respond and discuss.
English 10H: Vocabulary List 11- test will be on Wed/Thurs next week as usual. Sonnet 94 article and response using vocab words on GC. Reading assessment rest of this week.
Thursday, March 26, 2015
Monday, March 23, 2015
English 12: Seniors, please log on to GC and sign on to the Heritage Voting Page. There you will vote for Heritage and fill out the Senior Survey. This needs to be done by 3 pm on Tuesday 3/24. I will set aside some time in class, but you can do it on your own. The GC login password is in our GC's announcement from today.
Monday, March 9, 2015
English 12: Turn in Senior Paper. 1984 Book One quiz in class. SP presentations this week 3/10 and 3/12 (odd block days). Last names A-K on Tuesday, L-Z on Thursday. If you are scheduled for Thursday but want to go on Tuesday and are finished, you may make this choice.
English 10H: Written portion of Caesar test. Thursday/Friday this week is extra credit Big Kid Show and Tell. Bring in something to share that highlights an interest, hobby, outside of school activity, etc. of yours. If it is not an item/ability/etc. that can be "brought in" but there is a way to show the class what it is, that will work (website, video, recording, writing, travel, etc.) It must be something you do outside of school, even if you also do it at school. Be prepared to demo, show video, explain, present, etc.
Friday, March 6, 2015
Wednesday, March 4, 2015
Tuesday, March 3, 2015
Monday, March 2, 2015
English 12: Assigned 1984 reading: For Wednesday through pg 81. GC read and respond. For Friday finish book 1. Senior paper due one week from today (Monday March 9)
English 10H: Finish Act 4 discussion using questions from last week. Read Act 5 S1 in class. Objective half of Caesar test Friday, written half Monday. We will discuss what to prepare in more detail on Tuesday/Wednesday/Thursday this week.
English 10H: Finish Act 4 discussion using questions from last week. Read Act 5 S1 in class. Objective half of Caesar test Friday, written half Monday. We will discuss what to prepare in more detail on Tuesday/Wednesday/Thursday this week.
Friday 2/27
English 12: Grade/discuss 1984 take home quiz questions. SP meetings as needed.
English 10H: Read Act 4 S1 and part of S2. Answer the following questions while finishing S2 on your own: What does the way Portia's death is introduced show us about Brutus? (There are multiple possibilities) What do Brutus and Cassius argue about other than money/Where does this leave their relationship? What does the encounter Brutus has before going to bed accomplish from an audience's perspective?
English 12: Grade/discuss 1984 take home quiz questions. SP meetings as needed.
English 10H: Read Act 4 S1 and part of S2. Answer the following questions while finishing S2 on your own: What does the way Portia's death is introduced show us about Brutus? (There are multiple possibilities) What do Brutus and Cassius argue about other than money/Where does this leave their relationship? What does the encounter Brutus has before going to bed accomplish from an audience's perspective?
Wednesday, February 25, 2015
English 12: Vocabulary Test 12.
For Friday, complete the following 1984 Book 1 Ch 2-4 take-home Quiz:
1. In Ch. 2, why does Winston think of himself as a “dead man” and why is it important for him to stay alive as long as possible?
2. What can we infer about Winston’s life, his thoughts, and his past from his dreams in Ch.3? Be specific about both his mother and the Golden Country.
3. Why is Winston’s work his “greatest pleasure in life?” How does his story about Comrade Ogilvy illustrate this?
4. How do Winston’s job and the journal/diary he keeps, although seemingly completely unrelated, work together to contribute to his revolutionary thoughts? Compare the two.
English 10H: Vocabulary Test 10. Caesar Act 3 Quiz.
For Friday, complete the following 1984 Book 1 Ch 2-4 take-home Quiz:
1. In Ch. 2, why does Winston think of himself as a “dead man” and why is it important for him to stay alive as long as possible?
2. What can we infer about Winston’s life, his thoughts, and his past from his dreams in Ch.3? Be specific about both his mother and the Golden Country.
3. Why is Winston’s work his “greatest pleasure in life?” How does his story about Comrade Ogilvy illustrate this?
4. How do Winston’s job and the journal/diary he keeps, although seemingly completely unrelated, work together to contribute to his revolutionary thoughts? Compare the two.
English 10H: Vocabulary Test 10. Caesar Act 3 Quiz.
Saturday, February 21, 2015
Wednesday, February 18, 2015
English 12: Perspective on issues, round two! Read this article on how we view body image and answer the three questions on GC. We will discuss the article from yesterday and this one in conjunction with discussing perspective on issues in regard to your research paper. Vocabulary List 12: usurp, harbinger, hallowed, discourse, truant(noun or adjective form), tenable, libertine, parley, beguile, sovereignty.
English 10H: Vocabulary List 10. Respond to and discuss what makes a good leader using the categories listed on GC. Read Act 3 of Caesar up to the point (pg. 105 in paperback) just before Antony returns to Rome.
English 10H: Vocabulary List 10. Respond to and discuss what makes a good leader using the categories listed on GC. Read Act 3 of Caesar up to the point (pg. 105 in paperback) just before Antony returns to Rome.
Tuesday, February 17, 2015
English 12: Source of the day! Social Media/Cyber Bullying/Schadenfreude. Today was the last day that we talked about senior papers for a long period of time in class. From here on out it will more or less be on your time. We will continue to look at topical resources and supplemental things like articles, Ted talks etc. for the next couple weeks until we get close to the due date. We also had an article to read (click on link above) and then respond to the questions that were posted on GC as an assignment.
English 10 H: Discuss and analyze Julius Caesar act two. Answer three study questions on Google classroom. Watch Julius Caesar act two on film.
English 10 H: Discuss and analyze Julius Caesar act two. Answer three study questions on Google classroom. Watch Julius Caesar act two on film.
Friday, February 13, 2015
English 10H: Act 2 questions:
-Explain the function of Caesar’s arrogance in Act II. What does it help achieve from both an audience standpoint as well as in regard to the trajectory/arc of the plot?
-Calphurnia and Portia each have major scenes with their husbands (Caesar and Brutus) in Act II. Citing specific elements from each couples’ interactions, explain how Shakespeare uses the female characters in The Tragedy of Julius Caesar.
-Citing specific examples from Act II, explain how Shakespeare uses indirect characterization to both build suspense and influence the audience’s opinion of Brutus and Cassius.
-Explain the function of Caesar’s arrogance in Act II. What does it help achieve from both an audience standpoint as well as in regard to the trajectory/arc of the plot?
Thursday, February 12, 2015
English 12: Vocabulary 11 Test. Dean Kamen video (focus on technology aspects of senior paper). Other SP resources: Citizen's Rights and Police Accountability, Government Involvement in Childhood Obesity Fight. This is the last chance to complete the #5-6 SP Guide sections. Use the guidelines from the blog. You may have to search for them, but they are easy to find and follow.
English 10H: Vocabulary Test 10. Extended time required due to nature of supplemental material. We will begin incorporating and applying the general principles from the "No Bozos" article to our discussions over JC next week. We will begin and knock out a large chunk of Act 2 tomorrow.
English 10H: Vocabulary Test 10. Extended time required due to nature of supplemental material. We will begin incorporating and applying the general principles from the "No Bozos" article to our discussions over JC next week. We will begin and knock out a large chunk of Act 2 tomorrow.
Tuesday, February 10, 2015
English 12: Today is the last check in on the SP Reference, Style, and Practices Guide. I will check 5 and 6 today. Watched Michael Pollan's "Don't ever eat anything that is advertised" interview in class. I will continue to roll out some non-traditional resources throughout the next few weeks. Pollan, Kurzweil, Asimov, and the Prometheus myth are the ones we have utilized so far. Remember we have vocabulary tomorrow. Senior papers are due Monday, March 9. Presentations will be Tuesday March 10 for last names A-K and Thursday March 12 for last names L-W.
English 10H: Watch Act 1 of Caesar in class.
Wednesday, February 4, 2015
English 12: Vocabulary List 11 Read Prometheus myth (we read in class from Frankenstein book but you can find it HERE) and Don't Fear Artificial Intelligence article and answer the following for each: What is the overall theme? How does it apply to modern society? How does it apply to your issue? What is a literal comparison in your issue to fire/How does the Good vs. Evil argument in the article apply to your issue? You also need to look up Asimov's 3 Rules of Robotics.
On Monday you will connect Prometheus, Don't Fear AI, and the 3 Rules to your issue. We will write this in class.
English 10H: Vocabulary List 9. Breakdown of key passages from A1S2. Remember, Wordwright 3 is Monday 2/9. For Tuesday, read A1S3 (this will finish Act 1)
On Monday you will connect Prometheus, Don't Fear AI, and the 3 Rules to your issue. We will write this in class.
English 10H: Vocabulary List 9. Breakdown of key passages from A1S2. Remember, Wordwright 3 is Monday 2/9. For Tuesday, read A1S3 (this will finish Act 1)
Monday, February 2, 2015
English 12: Check 5 and 6 will be grouped together. Here are the sections for Check 6:
Owl-->Gen Writing-->Academic Writing-->Establishing Arguments
Research and Evidence
Organizing Your Argument
-Claim
-Data
-Warrant
-Backing
-Counter
-Rebuttal
*These should now be specific to your issue (5 and 6) so give examples that apply.
On Wednesday you will be writing in class on the prompt from last week related to Surviving Progress. You should familiarize yourself with the concept of the "progress trap" as well as do some individual research on an element of your issue that was at one point considered progressive/positive but is now viewed as causing more problems than doing good. You will also be asked to comment on aspects of solutions to your issue that could be problematic.
English 10H: Discuss A1S1. Read A1S2 in class.
Owl-->Gen Writing-->Academic Writing-->Establishing Arguments
Research and Evidence
Organizing Your Argument
-Claim
-Data
-Warrant
-Backing
-Counter
-Rebuttal
*These should now be specific to your issue (5 and 6) so give examples that apply.
On Wednesday you will be writing in class on the prompt from last week related to Surviving Progress. You should familiarize yourself with the concept of the "progress trap" as well as do some individual research on an element of your issue that was at one point considered progressive/positive but is now viewed as causing more problems than doing good. You will also be asked to comment on aspects of solutions to your issue that could be problematic.
English 10H: Discuss A1S1. Read A1S2 in class.
Friday, January 30, 2015
English 12: Watch Surviving Progress in class. For Monday, complete the Style Guide #5 check in items. Also, briefly write about one aspect of your issue that at one point was considered progress/positive but has come to represent more negatives than positives (ideas, inventions, mindsets, policies, etc.)
English 10H: Wordwright 3 words (wordwright will be Monday, Feb 9) Discuss quiz from Tues/Wed. Class discussion of essay prompts and process. Read A1 S1 in Caesar in class. Annotate for Monday, focusing on Marullus' long speech, the conflict that is foreshadowed between the upper and lower classes in Rome, and the general atmosphere that Shakespeare begins to establish.
Wednesday, January 28, 2015
English 12: Vocabulary Test 10. Continued individual senior paper meetings. SP Style and Usage Guide Check #5 for Monday:
OWL-->Gen. Writing-->Academic Writing-->Establishing Arguments
*Developing Strong Thesis
-Example(s) of a debatable/narrow thesis for your topic
*Types of Claims
-Examples that fit your issue
English 10H: Vocabulary Test 8. In-class quiz.
OWL-->Gen. Writing-->Academic Writing-->Establishing Arguments
*Developing Strong Thesis
-Example(s) of a debatable/narrow thesis for your topic
*Types of Claims
-Examples that fit your issue
English 10H: Vocabulary Test 8. In-class quiz.
Monday, January 26, 2015
Sunday, January 25, 2015
Friday 1/23
English 12: Individual senior paper meetings.
English 10H: Prep for Monday's in-class essay. It will be argumentative. It will involve 7 Ages and Demeter. It will be related to the concepts of fate and cycles in life. You will have access to the texts, any notes you prepare, and the argumentation rubric. You will have approximately 45 minutes to interpret the prompt and craft your response.
English 12: Individual senior paper meetings.
English 10H: Prep for Monday's in-class essay. It will be argumentative. It will involve 7 Ages and Demeter. It will be related to the concepts of fate and cycles in life. You will have access to the texts, any notes you prepare, and the argumentation rubric. You will have approximately 45 minutes to interpret the prompt and craft your response.
Wednesday, January 21, 2015
English 12: Stasis Theory- For Friday, answer each of the Stasis Theory questions for your topic. Vocabulary List 10
English 10H: Vocabulary List 8 Group work on The Seven Ages of Man- expanded on the individual analysis from yesterday. On Friday we will read Demeter in class and do some comparative work between it and Seven Ages.
English 10H: Vocabulary List 8 Group work on The Seven Ages of Man- expanded on the individual analysis from yesterday. On Friday we will read Demeter in class and do some comparative work between it and Seven Ages.
Tuesday, January 20, 2015
English 12: Mrs. O came down from the library to give some great advice, tips, and general help for quality research resources.
English 10: Went over annotation requirements for Caesar. For tomorrow/Thursday, read The 7 Ages of Man on pg. 968 in the textbook. For each age, complete the following: 1. Name the age (literal according to Shakespeare) 2. Give approximate year range 3. Give literal interpretation (Shakespeare again...) of what happens during that age 4. Give a more general explanation of that age as accepted by our society- What we learn, expect, experience, etc.
English 10: Went over annotation requirements for Caesar. For tomorrow/Thursday, read The 7 Ages of Man on pg. 968 in the textbook. For each age, complete the following: 1. Name the age (literal according to Shakespeare) 2. Give approximate year range 3. Give literal interpretation (Shakespeare again...) of what happens during that age 4. Give a more general explanation of that age as accepted by our society- What we learn, expect, experience, etc.
Thursday 1/15 and Friday 1/16
English 12: Hand out and go over Senior Research Paper assignment sheet. Assignment sheet for senior research paper
English 10: Enrollment for next year. See me for questions, concerns, recommendations, etc.
English 12: Hand out and go over Senior Research Paper assignment sheet. Assignment sheet for senior research paper
English 10: Enrollment for next year. See me for questions, concerns, recommendations, etc.
Wednesday, January 14, 2015
Tuesday and Wednesday are alternating blocks, as are Thursday and Friday this week.
English 12: Vocabulary Test 9. Senior Paper Work. For Thursday, finish the "Using Research" section summaries in your GC assignment: Quoting, Paraphrasing, Summarizing. Writing With Statistics. Avoiding Plagiarism.
English 10H: Vocabulary Test 7. Discuss "Death of Caesar" painting that was used on vocabulary test. Discuss the three questions from the Caesar introductory/biography material from Monday.
English 12: Vocabulary Test 9. Senior Paper Work. For Thursday, finish the "Using Research" section summaries in your GC assignment: Quoting, Paraphrasing, Summarizing. Writing With Statistics. Avoiding Plagiarism.
English 10H: Vocabulary Test 7. Discuss "Death of Caesar" painting that was used on vocabulary test. Discuss the three questions from the Caesar introductory/biography material from Monday.
Monday, January 12, 2015
English 12: Finish the Conducting Research summaries and turn in on GC. This was supposed to be done today, so get it done and turned in. Prepare for Vocabulary test tomorrow.
English 10H: We will have Vocabulary Test 7 tomorrow. Today we watched and took notes over Julius Caesar’s biography video. Notes were divided between personal traits and leadership traits of Caesar’s and how one category translates to the other. The following three questions were also posed: What type of character do you expect Caesar to be in the play? What types of relationships do you expect Caesar to have with the other characters? What traits and characteristics do you expect Shakespeare to emphasize or exaggerate about Caesar and the other characters?
English 10H: We will have Vocabulary Test 7 tomorrow. Today we watched and took notes over Julius Caesar’s biography video. Notes were divided between personal traits and leadership traits of Caesar’s and how one category translates to the other. The following three questions were also posed: What type of character do you expect Caesar to be in the play? What types of relationships do you expect Caesar to have with the other characters? What traits and characteristics do you expect Shakespeare to emphasize or exaggerate about Caesar and the other characters?
Sunday, January 11, 2015
Friday 1/9:
English 12: Discussion of the initial senior paper pre-write questions from the GC assignment. Assigned 6 sections from Purdue OWL to analyze. Conducting Research: Research Overview, Evaluating Sources, Searching the Web. Using Research: Writing with Statistics; Quoting, Summarizing, and Paraphrasing; Avoiding Plagiarism. For each of the 6 subsections you need to summarize the key elements of the reading from the OWL sections. This needs to be added to the GC assignment. For Monday, you only need to complete the 3 Conducting Research section summaries. Vocabulary Test is Tuesday 1/13 next week.
English 10H: Group work on the Reading Images article. Vocabulary Test 7 next week will be on Tuesday 1/13 -Wednesday 1/14 due to the altered schedule. Enrollment is Thursday/Friday.
Wednesday, January 7, 2015
English 12: Vocabulary: articulate, circuitous, discursive, grandiloquent, punchy, ponderous, buzzword, learned (adjective), universal, withitness. Begin Senior Paper Guide on Google Classroom. For Friday, using a potential issue/topic, answer the following: Why does it matter now? How did it get to its current state? Why will it matter in the future? How does it apply at the Global, National, Local levels?
English 10H: For Friday, read Reading Images and complete a dialectical journal entry for each of the sections of the article, using the blue headings as dividers. Vocabulary List 7
Google Classroom codes if you have switched classes:
Hour 4- m5rdfn8 Hour 5-qx5oht1 Hour 6- g7xf7zz Hour 7- yiseol
Please enroll in your new Google Classroom.
English 10H: For Friday, read Reading Images and complete a dialectical journal entry for each of the sections of the article, using the blue headings as dividers. Vocabulary List 7
Google Classroom codes if you have switched classes:
Hour 4- m5rdfn8 Hour 5-qx5oht1 Hour 6- g7xf7zz Hour 7- yiseol
Please enroll in your new Google Classroom.
Saturday, January 3, 2015
English 10H: Many groups have not submitted a copy of their original artwork from the project along with their recreation. This was one of the required elements in the Following Directions section of the final grade. I will enter grades accordingly, but if you have not submitted this I suggest you make it happen. I am also missing the questionnaire from some groups. Again, grades will be entered accordingly. They will be final Tuesday night.
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