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.

Tuesday April 28

English 12: No red ink.  Hamlet Act 3 started.

English 10H: LOF test

English 12:  No Red Ink #3- Parallelism.  Hamlet A3S1.

English 10H: LOF review.  Test tomorrow will focus on bigger picture questions, evolution of the boys' society, and connections to King and O'Connor's views.

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 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 12: Vocabulary test 14.  Finish and turn in Hamlet Act 1 Dialogue Journals on G-Classroom.

English 10H: See yesterday's info (weird block schedule this week)

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.

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 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.

Monday April 14:

English 12: No Red Ink grammar/usage practice.  Hamlet A1S2.

English 10H: LOF Ch. 1-2 discussion.

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.

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!

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.

English 12: Hamlet.  See GC for Hamlet Dialogue Journal assignment explanation.

English 10H: Hand out Lord of the Flies.  Finish group work for tomorrow/Thursday presentations.

English 12: 1984 test answer coverage. Hamlet intro.

English 10H: calendar review. Lord of the Flies group work

English 12: 1984 Test

English 10H: Assessment/Makeup Day

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

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

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?

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