These are the test question based points of emphasis from each poem in the packet that will be on the final exam:
The World Is Too Much With Us; Late and Soon
-the accusatory tone
-what problem is Wordsworth talking about
-focus on the sea as representative of Nature
-alternatives/proposed solutions to the problem
-what choice he would make to avoid this happening to him

1990 Special
-time and the life cycle
-retrospective views of the past
-use of seemingly vague/unrelated references (Suicide Kid, swift summer, death, cat)
-tone regarding the passage of life and time

Same Song
-the differences between the "songs" of males and females
-use of imagery/diction pertaining to color, temperature, intensity
-allusion to fairy tales (mirror, mirror)
-word play with words like "fair" and its multiple meanings

We Real Cool
-who is "we"
-voice of what group of people is being heard
-voice/syntax of the abrupt, pointed speech patterns
-use of we rather than I
-tone shift/duality

Ode to My Socks
-symbolism of the socks
-metaphorical treatment of socks and feet
-imagery's effect on voice/tone/mood

Opportunity
-symbol heavy
-ambiguity of language (a great cause, that day, no names or specific times used)
-reliability of the narrator's introduction

There will be a cold read as well that is not a poem.  Approximately 50 questions

Multiple people have attended the Pompeii exhibit/tour and have or are planning to do a poster for the wall.  Since Cultural Enrichment is about doing new and different things, Pompeii is now OFF the extra credit list unless you have talked to me (four total have) about it.  Go see it for the sake of seeing it, but you'll need to find another option for EC.

Sorry to have gotten a little backed up on blog posts.  As we approach the end of the semester, make sure you are taking care of loose ends like 0's and makeup work.  I will post the finals reading online shortly, but make sure you get a hard copy from me so you can take notes, annotate, and mark up in a way that helps you.

10H
Went over project grade sheet/rubric in detail
Look for extra credit options, there are a lot of them this time of year
Poetry Explication Round #2 on G-Class for Friday

10
Went through Glass Castle take home parts one and two answers.  Part one is for a grade, part two is extra credit on the test.
Glass Castle test tomorrow/Thurs.
Make up work: tons of 0's that are killing grades

10H
Projects are due Wed/Thursday this week.  This includes turn in and presentation.  Presentation means both an in-class walk through of your project and playing the "making of" documentary.

10
Glass Castle test is Wed/Thursday this week.

Extra Credit/Eternal Glory poetry opportunity:

Click here. You have until Dec. 15 to submit your poem.

High Tide in Tucson concept discussion in conjunction with previous essay prompt and as a precursor to today's prompt.

10H
Vocab Essay Test
One week out from project due date.  Basic checklist for reminder:
-Photo Shoot
-Display board
-"Making of" documentary
-Questionairre
-Poem
-Process photos

10
Vocab Essay Test
Glass Castle Take Home Part 2 due Friday

10H
Wordwright words---We will take it on Friday
Lying In a Hammock At William Duffy's Farm in Pine Island, Minnesota---Poetry explication
Project check ins

10
Book check out
Read/take home test work time
Wordwright words---Friday

10H
Glass Castle test

10
In-class review of Glass Castle Section 2 Take Home Quiz

Friday 11/18
10H
G Castle Guiding Questions Pt. 2.
A Choice of Weapons and Into Thin Air prompts
Both are on G-Class

10
Finish G-Castle take home test

Wed/Thurs 11/16-11/17
New Vocab: attrition, circumvent, cohesive, sanction, grievous, inundate, oblivious, reticent, robust, aghast
G-Class: multiple uses over the last couple days.  Stay up to date

Tuesday 11/15
Read time on Glass Castle and text excerpts

10H
G-Class response
Glass Castle discussion of chapter ends on page 25 and 61

10
G-Class response
Glass Castle: started reading in class.  See me for a copy of the "take as you read" quiz

VOCABULAMAGEDDON!!!!!!!!!!!! (Vocab test/essay)

VOCAB TEST/ESSAY THIS WEEK

Tuesday, Nov. 8

10H
Check G-Class for details on reading and response questions

10
G-Class High Tide questions- mandatory
No Red Ink- both assignments mandatory.  Hour 6 Code: 79ew9fka   Hr. 7 Code: 3dmc9ka7
Continue reading memoir excerpts from text (see previous posts for schedule)


Monday Nov. 7

10H
G-Class Response
Glass Castle introductory discussions

10H
Glass Castle: Book handout, reading time, and model discussion over title, Dylan Thomas intro poem, and end of Ch. 1.  Focus on end of each chapter for class discussion.

10
Memoir excerpts and NRI diagnostic.  Makeup work

10H
G-Class read and respond/discuss
Replication source search continues

10
Upcoming reading in textbook---starts in the high 400's and low 500's:
High Tide in Tucson
A Choice of Weapons
Into Thin Air
102 Minutes
And of Clay are We Created

NEW VOCAB FOR ALL
equivocate, fortuitous, impeccable, liaison, predisposed, propensity, reprehensible, sham, solace, solicitous


Tuesday

10H
Replication Project source search

10
"Typhoid Fever" and questions #5-6 from pg. 493 in text.
No Red Ink grammar and usage diagnostic

10H
Art Replication Project Introduction

10
Day of the Dead clips and response.  Read Typhoid Fever on pg. 485 in the text.  Focus on questions #5-6 on pg. 493

Vocab/Essay all classes yesterday and today.

New initiative for getting caught up on old makeup work: If it's been so long since we covered material in class, I will work with you to come up with an alternative assignment, but you have to decide which option (take the old one as is, or the new replacement) you are going to take and initiate the plan.

10H

Wordwright #1 Review.  

Answer/prewrite the following for the Vocab Essay this week:  The "Lord Jim" passage from Wordwright 1 basically describes two versions of the same scenario---first at a calm, ideal moment and then during the onset of a hurricane.  Choose something from your own experience and describe it from two contrasting perspectives---first on a "still" day, and then during a "storm."

Vocab/Essay #5 this week.  The "Lord Jim" question above will not be the entire prompt, but it will be directly connected.

10
Finish individual conferences.  Essay prompt on vocab this week will be about multiple perspectives on the same person/situation as related to the GC post.

Monday 10/24

10H

Ice Storm presentations

10

Student Conferences

GC response

All
Schedule updates:
10/18: Wordwright
10/19: PSAT in your seminar from 7:40-11:15, then lunch, then hours 5 and 7 for 75 minutes
10/20: Hours 1,2,3,4,6 for 75 minutes
10/21: No school

New Vocabulary: charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, prolific

10H: Ice Storm projects need to be ready by Monday, Oct. 24

All classes:

Vocab Test/Essay 4 and accompanying discussion.

10H

Questions for consideration for Ice Storm project:

What Happened During the Ice Storm
Jim Heynen
-List 3 examples of imagery from the story, why might they be important? How does the imagery contribute to the mood?

-Who are the characters in the story? List some examples of characterization, both direct and indirect, for each character?

-What is the choice that the boys must make? What is a similar type of choice that we all have to make at some point?

-What is significant about the fact that the boys go without “anything but themselves.”

-If you could place an overall message, or “theme” on this story, what would it be and why?

-Do you feel that the boys’ reaction is realistic, or not? Explain your feelings and why they acted the way they did.

Wordwright explanation and practice.  Question deconstruction.

10
Wordwright explanation and practice.  Question deconstruction.

VOCAB/ESSAY #4 is Wed/Thurs this week as usual.

10H
See previous post for "Ice Storm" group project rubric.

10
F451 Test

10H
Ice Storm Presentation Rubric:

Illustrate Major Literary Components: _____/20
I am able to identify key literary elements of “Ice Storm” based on your group’s presentation
I am able to comprehend your group’s interpretation of these components
The overall theme and its delivery are cohesive in your presentation; the delivery fits the story

Illustrate a clear understanding of the author’s purpose/lesson/message_______/20
There is a narrative quality to your “retelling” of the story
The lesson/message/purpose is thoughtfully, faithfully, and clearly conveyed in your interpretation
Presentation is clearly organized in a way that allows multiple elements of the story to be interpreted

Construct a clear, well executed “alter-narrative” of WHDTIS______/20
The delivery method and its components are appropriate to the content of the story
The final project is polished and well composed. It is a finished product.
The overall impression given is a clear reflection of the story but also conveys unique/original perspective

You will also be asked to fill out a "Statement of Intent" in which you tell me what your goal for each of the three categories is.  

1.What are the key literary elements and how did you interpret them?

2.What is the overall message/lesson/purpose and how did you intend to show it?

3.Why did you choose the medium of delivery that you used and how did it enhance the original story?

10H
"Stranger Things" from a literary perspective.
G-Classroom response: Inhibiting Genuine Thinking
"What Happened During the Ice Storm" group work/project Day 1
         Project Goals:
         - Illustrate major literary/narrative components of the story in your presentation.
         - Show a clear understanding of the author's purpose and convey that "lesson" to the audience through your own interpretation.
         - Construct a coherent "alter-narrative" that blends your group's interpretation of the story and its values with the author's likely intent.
Vocabulary 4 (see below)

10
G-Class response
Vocabulary 4
F451 Final Prep



VOCABULARY LESSON 4

1. berate

2. estrange

3. euphoric

4. impetuous

5. infallible

6. maudlin

7. regress

8. relinquish

9. ubiquitous

10. zenith

How clear expectations inhibit actual learning is an issue I have dealt with for a long time.  This article sums it up pretty well.

10H
Practice ACT English and Reading.  Link on GC.  We will go through some examples and talk about question breakdown this week.

Fahrenheit Study Questions pg. 48-70 approximately:

What revelation about life does Montag have when he sees the woman intentionally set herself on fire?

Ironically, what is Mildred’s reaction to Montag’s wish to discuss the woman?

When Beatty comes to check up on Montag, he has both a literal/direct message about being a fireman and an implied/indirect message more specific to Montag. Identify each.

Where is the stolen book hidden as Montag listens to Beatty speak and who discovers it?

What is the “beetle” and what does Mildred enjoy doing in it when she feels bothered like Montag is feeling? What does this illustrate and reinforce about Mildred?

Why does Montag feel it is necessary to not only admit to reading and show Mildred his books, but also to read to her?

What effect does Clarisse continue to have on Montag, even after her death?

Why is it significant that Bradbury has Clarisse die so early in the book?

According to Clarisse’s uncle, why are there no more front porches, or gardens, or rocking chairs?

Pgs. 70-110 approximately:

What happens when you put sand in a sieve?

Why does Montag think of the old man in the park? (Faber)

What problem does Montag have regarding which book to turn in to Beatty?

What book does Montag decide to turn in to Beatty? What does he swear to do before he turns it in?

According to Faber, how has religion changed?

How does Faber see himself? Montag?

Why is Montag unafraid of the risk of stealing more books?

Describe the plan Montag and Faber come up with.

What approaching disaster is Faber counting on to give the intellectuals a chance to be heard?

What is the verse that Montag is reading on the subway about?

How did Montag stop the noise of the TV and the women?

What did Mrs. Phelps say about her husband going off to war?

How does Mrs. Phelps feel about having children? What about Mrs. Bowles?

How do the women decide who is going to be president?

How did Mildred deal with her feelings after the ladies left?

What bothered Montag about his hands?

What is the shocking conclusion to “The Sieve and the Sand?”

What is the title of the poem Montag reads?

110-135

How did Beatty describe Clarisse?

What did Mildred regret losing in the fire?

Who turned in the alarms on Montag?

What did Beatty discover when he hit Montag?

How did Montag’s leg become “a numbness in a numbness hollowed into a numbness”?

What happens to Beatty and the hound? Be specific. What happens to them exactly. (They died doesn’t count)

What two announcements did Montag hear on the seashell radio?

What happened to Montag when he tried to cross the 10-lane highway?

135-157

Where is Faber going on the 5 A.M. bus?

What new “game” did the police invent that involved the citizens while chasing Montag?

What things does Montag think about as he drifted down the river?

What frightened Montag when he finally arrived on land?

What thought did Montag have as he walked on the railroad track that brought him some unexplainable comfort?

What did Granger give to Montag to help throw off the hound?

Explain how the chase for Montag ended. 

Final Section:

What one thing were the men in the woods sure of?

Explain what happens to the city. What foreknowledge made this ending not as surprising?

How did Montag imagine Mildred as she died?

Why didn’t Faber die? Where was he?

What incredible thing did the men see from the woods?

What did the fate of the city make Montag think of?

To what image do Granger and Montag compare the city? We have talked about this in class before.

What is Bradbury’s opinion of pressure on writers?

Last week:

Wed and Thursday: Vocab Test/Essay for all grades.  See me if you need to make up.  I have additional resources/explanation (depending on class)

Friday: Parade/Assembly/Good Times

10:
Fahrenheit read time.  Image response and analysis.  F451 Test will be next week, either on the block days or on Friday.

10H:
Find an image that you can relate to a major issue that is relevant in current society.  It can be political, social, cultural, etc.  You will need to have the image downloaded so you can pull it up on your computer screen during the vocabulary test tomorrow.  Details on test.

Great opportunity in general as well as extra credit potential:  Submit work to the JOCO Library Literary Magazine "Elementia"

Read requirements and submit work here for Elementia

10: Practice ACT grade.  Fahrenheit check in and study questions (below)

10H: AP "Reading Images" article and demo can be found on GC.


Fahrenheit Study Questions:


What is Montag referring to when he states that , “ {it} is nothing but perfume to me.”

What question does Clarisse ask Montag that prompts the reply from him, “that’s against the law.”

What two things did Clarisse’s uncle do that got him arrested?

Describe the billboards in the country beyond the town. Why are they like this?

Describe what is unique about the play that Montag’s wife is going to watch on the “wall-to-wall circuit”?

What “crazy” thing does Clarisse do that Montag tries briefly?

What does Mildred do but claims is just the result of too much drinking at a party?

What 2 things do the maintenance men who come to the house do?

What happens at the firehouse that sends Montag into a panic?

What does Montag keep thinking about that he thinks might be the reason for the hound’s reaction to him?

How/why does Clarisse say Montag is “not in love”?

Why does Montag feel sorry for the hound, even though it is mechanical and has no feelings? (“That’s sad...” said Montag.) What is Montag admitting about himself with this statement?

Describe the difference between Clarisse’s view of being “social” and her school’s view of being “social”. How does it serve as a contradiction to how we typically view these labels?

What reason does Clarisse have for being afraid of children her own age? How does this view mirror the overriding problem with society in F451?

Explain what the woman with the books did on her front porch when the firemen were trying to get her out of the house. By not giving them a choice, how did she retain both dignity and the ability to choose her own fate?

What is the question Montag asks Mildred that neither of them know the answer to and how is it symbolic of how his views on life are changing?

How does the below 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!”

Look.  

What do you see?  

Write it down---write down everything you observe. (Preview for beginning to incorporate images into our "reading" of different content)

10H
Plath/Rich Group Poetry Presentations.  Vocab List 3

10
Vocab List 3 in class.  Practice ACT

Vocab List 3


ambiguous

dissident

embellish

fritter

ambivalent

inane

juxtapose

lethargic

sporadic

subsidize

Monday September 19

10H
Response Journal and discussion.  Sylvia Plath/Adrienne Rich poetry group work.

10
Response Journal and discussion.  Fahrenheit introduction analysis. F451 read time.

Wed and Thursday:  We had Vocab/Essay #2.  See me if you need to make up.

Friday:
10H- Read the Adrienne Rich article posted on GC and answer the questions for Monday.  We will combine our discussion of that with the Jane Goodall excerpt on pg. 80 in the text that we read for the Vocab/Essay.

10- Response Journal in GC.  Begin Fahrenheit 451.  Below are the focal points for the reading.  At times I will post more specific questions, but these are a good start.

Montag
Beatty
Mildred
Clarisse
Granger
Faber
The Hound
Books
Fire
The River
Memorization

I will be back tomorrow. The concept of self exploration and enlightenment will be heavily prevalent on your Vocab Essay. Your prompt will be much more self directed than the previous one. We will go over the previous best examples ad a class beforehand tomorrow /Thursday. Remember ours is not a "worksheet" class. Self direction is imperative. Keep that in mind as you prepare for your vocab essay. It's been the theme of our readings so far, but also of our method.

Vocabulary List 2
Vocab will be next week on block days as normally scheduled.  Test 1 will be returned and discussed prior.

1. collaborate
2. despondent
3. instigate
4. resilient
5. retrospect
6. rudimentary
7. scoff
8. squelch
9. venerate
10. zealot

Today's reading about exclusion and feeling unwelcome

10H

5 Step Writing Model Practice using article posted to GC (even hours will get it on Thursday)

Vocab Essay Discussion

F451 Written Test Section

10

Response Journal and Discussion- Used for 5 Step Model

Read this Fahrenheit 451 Introduction now, but we will come back to it again next week and before we start the book.

10H
Objective portion of the F451 test.  You will write your short answer responses during the first half of the hour tomorrow/Thursday.  Here are the prompts and instructions, but they will be submitted through GC:
Answer 2 of the following. Each answer should be one single paragraph. Prep/prewrite this today after you finish the objective portion of the test. You will write/submit your final version through GC during the first half of the block period this week.

1. Why does Granger allow Montag to lead the way as the men return to the city?

2. Why might Bradbury fixate on literature as the focus of his work rather than painting, sculpture, music, film, or even just the concept of art in general?

3. According to Bradbury, what is “the problem” and how do we “fix” it?

10

Short story mini test.  Reading for tomorrow/Thurs is posted on GC.  You may read ahead but you will have time to read in class.

10H
Fahrenheit test is Tuesday.

10
Google Classroom writing.

Vocab 1 Test for all classes.

Here is a great source for some cultural enrichment opportunities with an environmental emphasis.
Remember the rules: Has to be interactive and involve your participation, action, engagement, etc.  Cannot be school activity.  Must have visual proof of your attendance and activity.

Vocab Test 1 is this week on Wed/Thurs.  Today's class discussions will be directly reflected in the writing portion of the tests.  Example prompts with best example answers from last year can be found in the side bar.

10H
Response journal #4
Group work on the 5 Step Writing Model.  Finish up the model paragraph by determining purpose/CI's for each story (The Pedestrian, By the Waters, NPR-Parenting, My Dog Story) and coming up with pairs that work together thematically.

10
Response journal #4
Class response/analysis of The Pedestrian, By the Waters, NPR-Parenting, Charming Billy and the author's purpose behind each.  Connections that link each/all the stories to each other also discussed.

10H
Response journal.  5 Step Writing work: crafted practice step 1 and step 2.

10
Response journal.  Read "Where Have You Gone, Charming Billy?" in the text on pg. 131 and answer the following questions:
1. What human characteristic does Paul fall victim to?
2. What is his ultimate hope for the future?
3. What do we have in common with a soldier from the 1960's?
4. What purpose does writing this story potentially give its author and its audience?

Read this article.  In your notebook (Honors) or on Google Classroom (English 10) number 1-5 and write down an idea for each of the steps from the 5 Step Process if I asked you to write an essay/opinion about the article.  DO NOT WRITE THE PARAGRAPH, just rough bullet points for what you COULD use as the basis for each step.  Think about connections to The Pedestrian and By the Waters of Babylon, specifically the concept we have discussed of "creating truth/reality."

Vocabulary List #1:
facetious
detriment
dexterous
discretion
gregarious
optimum
ostentatious
scrupulous
sensory
vicarious

Vocab Test #1 will be next week on the block days.  I will go over the format again before we take it.  If you are absent on a day we get words, you will still take the test the following week.

By the Waters of Babylon question discussion.

Have fun at the dinosaur zoo!

Tonight is back to school night

English 10H
Response Journal #2 on GC: Something You Care Deeply About
Read "By the Waters of Babylon" and come up with three questions to ask the author (any questions, he has to answer them if you ask, even though he died 70 years ago)

English 10
Response Journal #2: One thing that will become obsolete during your lifetime.  One thing that will remain relevant during and beyond your lifetime.
Read "By the Waters of Babylon" and come up with three questions to ask the author.

English 10H
Finish The Pedestrian discussion (for now) with the connections to Flight Behavior from last week.  Remainder of time spent on introductory writing sample.

English 10
Response Journal #1 on Google Classroom.  Please finish and submit the survey from last week if you have not.  Lit terms discussed.  These will be the language that is prevalent in our class discussions and on assignments, so you need to familiarize:  theme, tone, mood, parody, satire, Characterization, irony, Big Picture, voice, Perspective, symbolism, imagery.  The highlighted terms have a definition that is specific to our use, so see me if you were not here.

English 10 Honors:
Response journal #1 on Google Classroom in class.
For Monday, read Flight Behavior and I would recommend you reread The Pedestrian.  As you read, write down a connection the two pieces share for each category that follows.  You can address Bradbury, Leonard Mead, Amy Butcher, or any of the other people connected or contained within the piece.  The connection categories are: emotional, spiritual, physical, and psychological.  Identify the connection and explain how it functions, but also how it relates to a more generalized human experience. Remember: 1. the spiral   2. mirrors and windows.

English 10:
Complete the Language Arts reading and writing survey on Google Classroom for the correct hour.

English 10 and 10 Honors, please get yourself "digitally centered" by Friday.  This means familiarizing yourself with this site, getting logged into google classroom, checking out twitter, clicking on some links, reading an article about sandhill cranes, etc.  There are no assignments due tomorrow/Friday, including response journal #1 for honors.  Look at it, think about it, but don't do it until class.
These are the codes for google classroom.  Please sign up for the correct hour.

Hr. 2- P3aot1
Hr. 3- i1r1aj
Hr. 4- xzmrgo
Hr. 5- ucmwy9
Hr. 6- do5o8dj
Hr. 7- 3ttzllm

English 10H:
For tomorrow: Do some Google research on the concept known as a "Progress Trap" and identify/explain how this concept connects to The Pedestrian.  Use this to build on your initial observations.  Organize your thoughts.  Remember the rocks and the chipmunks.

English 10:
For tomorrow: From The Pedestrian, identify and briefly explain the significance of one example of each of the following from the story:
1. an object that represents something else
2. an action
3. a decision
4. a small detail

English 10H and English 10: Read The Pedestrian by Ray Bradbury for tomorrow.  You need to write down some thoughts about the story that show depth of thinking.  Author's purpose, symbolism, warnings, etc.  It is on pg. 10 in the textbook or use the above link.

All students: Make sure you complete the RUP (Responsible Use Policy) survey through Skyward.  Both you and a parent/guardian must complete this before Wed/Thurs for you to have a computer checked out to you.

Obviously, when I said "mid to late July" I meant August 2.  I will see you all in the not to distant future.  If you are in Honors English and want to get a head start, Fahrenheit 451 will be our first read of the year and will have a two week turnaround (approximately) from day one of class to test day.  We will talk more about it and look at some examples of questions but do not read just for plot.

In this class, you need to be a scuba diver, not a water skier.  A scuba diver values depth and observation, and takes the time to look around.  The solitude allows the diver to think about their surroundings while the fact that they are strapped to a tank that allows them to breathe and stay alive forces them to confront their own mortality.  The goggles allow them to see things clearly, acting as a conductor between their own eyes/brains and the undersea world around them.  Due to the nature of nature, a diver could spend an entire dive slowly turning in one spot and they still would not see even a fraction of what is going on around them, but they will see a lot.  Skiing is fun.  You get to whip along the surface of the water, covering more distance in one pass than a scuba diver will likely cover in an entire lifetime of dives.  However, the only things you can see are the things on and around the surface of the water.  The speed and the fact that you are above the water distorts and leaves the skier ignorant of anything that is going on in the depths below them.

Fill up your air tanks and tighten up your goggles.

I will post material off and on over the summer, but start looking for class updates in mid-late July.

Fahrenheit 451: Brandon Holtfrerich, Jeff Nasse, Bennett Vavak
Glass Castle: Brendan Murphy, Harrison Polen, David Muirhead
LOF: Jacob Obeidat
SH5: Jackson Peters, Alex Dunkin, Sydney Burns, Hunter Schneider
Textbook: Brandon Holtfrerich, Jaquon Mcabee, Kameron Ozburn, Evan Stillwell, Justice Davis, McKenna Gilhaus, Heaven Jones, Kayrizma Mure, Mattie Moore, Andrew Crawford, Gabrielle Andrew, Kayleigh Johnson, Tai Jones, Elena Kernen,  Cheyenne Wheeler, Creighton Young, Stefan Panagiev

If you are taking AP US History next year, pick up your summer reading in Rm 173 before you leave for the summer.

Blank spots in Skyward/Gradebook have been changed to 0.  FYI

English 11 AP next year?
-The Things They Carried by Tim O'Brien
-Raider Writing Center classroom/department website
-@bayonetenglish on Twitter

Makeup work is your responsibility.  You need to identify it and set up a time to make it up with me.  I will not track down every single 0 in the grade book.  Own your stuff!

Short Readings for Final Exam can all be found by clicking the link.  And the Moon Be Still as Bright can be found using the link from last week.  Readings are the same for 10 Honors and 10 Standard, but questions will differ and 10H will have Fast Food Nation questions added on.

Here is Ray Bradbury's "And the Moon Be Still as Bright" for your final exam.

10H

Rhetorical Analysis Checklist

The analysis includes a summary of the argument: “claims that … argues that … suggests that … implies that … asserts that …”

The analysis includes a discussion of how the argument is structured: data, research, narrative, comparison & contrast, a story, etc.

The analysis includes a discussion of why the argument is made, or even necessary — the exigency — why now? What’s going on in the world that this article is even necessary?

The analysis includes a discussion of the intended rhetorical effect: to persuade, to cause us to reflect, to change our minds, to be more open-hearted and generous, to take some action, to cause some extended meditation? — what does the writer want us to do?

The analysis includes a discussion of the audience, the readers, and what rhetorical gestures the writer makes to appeal to that audience — emotions? Logic? Credibility? Tone? What is the writer’s attitude toward readers?

The tone of your analysis should be explanatory: here’s what this article means, and how it means that.

10H

Due to the time crunch and need to do the SH5 test next Wed/Thurs, we will not have another vocab/essay this year.  Rather, your final writing will follow the same format as the vocab essays but will be part of the SH5 test.  The prompt will be of a similar style to what you have seen on the vocab essays.  You still have two weeks to finish FFN so make sure you stay on top of it.  Imagery from the film is fair game on the final test, but I will reference specific instances, especially the ones we stop to discuss in class. Any extra credit must be submitted by the end of the day on Monday, May 9th so that it can be displayed for the good of all.

Here's a link to an article about Celebration, FL, which is referenced at the end of FFN Ch. 2.

10H
Friday was the poetry slam. Poets rocked it.  I'll let you figure out how anything else went that day though...
Today we will talk FFN and SH5.  I'll hit some primary points and take questions, but that is about it from my end.  This is the final push

10-McNichols
Today some of you presented your projects over Holden on Social Media, If you did not present today you will be going tomorrow. This week is my last week with you, so if you have any missing assignments or tests be sure to get those to me no later than 5/4 so that I may garde them. Have chapters 23 and 24 read for tomorrow.

Slaughterhouse-Five

Chapter 3 Study guide

-At the very beginning of Ch. 3, there are descriptions of a German Shepherd, a 15 year old boy, and Adam and Eve. What common link do all 3 of these things share? What could Vonnegut’s point be?

-No matter what time Billy is in, what keeps going on around him? What do you make of the description of daily events in the 1960’s compared to the description of events during the war, and of death? Does Billy’s demeanor ever really seem to change? Does he have emotions?

-What is the point of the former hobo that Billy meets on the prison train? What does his message about their present circumstances have to do with life?

-Pay specific attention to the way things are described. Why does Vonnegut exclude any emotion or feeling, no matter what he is describing? How is Billy’s life, and Vonnegut’s view on war and life, reflected in his writing style? How are these things illustrated by the prayer on the wall of Billy’s office?

10H
FFN check in moved to Monday due to the poetry slam today.  SH5 as well.

10-McNichols
Hope everyone enjoyed the poetry slam today, if you were not here you certainly missed out. Remember that your social media posts for Holden are due on Monday, May 2nd. If you have any missing work or tests from this semester talk to me asap! Next week is my last week with you, it will be your last chance to turn in any of the work that I gave you. Have a good weekend.

10H
Slaughterhouse-Five
Ch. 2
-Explain the literal explanation of the Tralfamadorian view on life and death. What could Vonnegut be using the Tralfamadorians and their views as an explanation for?

-Describe Roland Weary physically, mentally, and emotionally. What kind of person is he? Why is he in the Army? What is his job in the Army and why do you think he has it? What does he hate more than anything? Juxtapose his view of their situation in Ch. 2 with that of Billy and the Scouts.

-Some say that Billy is crazy and hallucinating; some say that his time travels could be his life flashing before his eyes. What explanation can you give for Billy’s time travel? Why do people, in general, choose to reflect and remember things about their lives at certain times?

-At the very end of the chapter, Roland Weary and Billy Pilgrim have an incident. Describe what happens and describe the irony in Roland Weary’s statement to Billy when he says “You shouldn’t even be in the Army!” What could Vonnegut’s greater message/question be in this statement?

Think about how you would finish each of the following statements:
War is...
War is fought by...
War is fought because...
10H
Wed/Thurs: Vocab/Essay.  Fast Food Nation check in on Friday.

10H

Slaughterhouse-5

Guiding Questions: Chapter 1

-In the first chapter, the book blurs the line between fiction and non-fiction. The author never gives his name, and we do not know just how real of an account this is. Why is this style important? (Think about Vonnegut and his personality/style)

-The author uses a version of a style known as “stream of consciousness” in his narration which basically means writing the way we think. Random thoughts pop into our heads, etc. We see this in his repetition of the Yon Yonson song and some of the other stories he tells. Why does Vonnegut do this in the introductory chapter?

-Knowing what we know about the Dresden firebombing, why could the author be having so much trouble writing his book about it?

-What is the significance of O’hare’s wife’s rant about the men just being babies during the war? What is her point?

-Writing an "anti-glacier" book

-Pillar of salt/Lot's wife allusion?

-Children’s crusades?

-Author’s apology at end of Ch. 1


10-McNichols

Today we began our “Holden on Social Media” project. All instructions and a template for a facebook page is on the google classroom. If you have any questions at all that you did not ask during class or you were absent please email or come see me asap. Our project is due Monday, May 2nd. Tomorrow and Thursday you will be taking vocabulary test 14 then working on our projects. Be prepared!

10H
Slaughterhouse Five introductions.  Kurt Vonnegut and Dresden background information.  Calendar for the rest of the year.

10H
New Vocabulary: adept, encompass, eminent, eradicate, homogeneous, presumptuous, sordid, adulation, stint, stringent

Fast Food Nation was handed out.  Focus on the ends of chapters and the main point made in the conclusion of each.  We used the last paragraph of the Introduction on pg. 10 to model this strategy.

LOF Essay is posted on G-Class.  Turn it in through that link.

10H
Following this you will find the prompt for the written portion of your LOF test.  Just to even things out, you will have a significant amount of time in class on Wed/Thurs.  Rather than making it due specifically on those days, I will leave it open until Friday to allow both Wed block and Crystal Bridges attendees time to focus and not rush.  There will be a Google Classroom Assignment for submission.  This should be short and sweet.  I would recommend setting a 45 minute timer (AP time limit) so you do not write a book.  I picture this as a 3-4 paragraph essay, including intro and conclusion.  If you find yourself writing and writing and writing, you need to self edit, or find someone else to work with.  Focus on the essential.  Make a point, make it relevant, support it, explain it, leave it with something bigger than the book/character/you.

Choose one of the following characters (Ralph, Jack, Piggy, Simon, Roger, the Littluns) and explain who they symbolize as a member of society. In other words, who are the Simons, the Jacks, the Ralphs, etc. of the world? You should address both their place in society as well as their personality type. Make sure your evidence is specific.

10-McNichols

Today we had our quiz over chapters five through seven, if you missed be sure to get a pass from me to make up the quiz. We also went over themes in the novel that can be found on the google classroom. Make sure you are taking note when you see one or more occur in the novel. How many phonies have you counted so far?

10H
LOF Objective Test will be tomorrow Tuesday 4/19.  You will also get your LOF essay prompt.  You will have time to work on it in class on Wed/Thurs but must turn it in before you leave class on the block day.  If you are going on the Crystal Bridges field trip on Thurs and are in hours 4 or 6, LOF essay is due Friday.

Crystal Bridges Field Trip is Thursday, April 21st.  If you are going, you need to do the following:
-Bring money, food, or both if you want to eat more than a brown bag lunch
-Dress for the weather and for the walking.  Bentonville, Arkansas is the destination city.
-BE IN FRONT OF SOUTH'S MAIN ENTRANCE AT 6:45 THURSDAY MORNING TO GET ON THE BUS
-Make sure you have a ride arranged that is flexible.  We anticipate a 6 pm return, but it could be on either side of that.

10-McNichols
Today we discussed Catcher in the Rye being banned in high schools and the different reasons why. We also took a quiz over chapters 3 and 4, if you were absent be sure to make it up as soon as possible. Your homework is to read chapters 5-7 by tomorrow.

10H
Had a medical issue come up so sorry I haven't gotten vocab/essays recorded and returned or finalized details for the LOF test.  I will figure it out over the weekend and post, but I haven't been able to work at a computer for more than about 5 minutes at a time for the past couple days.  I have spent lots of time laying on the floor in my living room because that seems to be about the only place/position that doesn't send shooting pain up my neck.  Hopefully I'll be ready to go on Monday.  Time for the final push.

10H

The final wordwright of the year is today.  I know there are a number of people who will be absent today and tomorrow, especially later in the day.  Make sure you stay on top of that.  For tomorrow's vocab/essay, this Stephen King essay will be a major component of your writing.  Below you will also find the remaining LOF guiding questions.  If you have not finished the book and don't want to know how it ends, do not read the last few guiding questions.



Ch. 10


Pg. 155: 2nd main paragraph- “Ralph climbed on to the platform carefully…” Explain the significance of the imagery in this paragraph. What about diction and syntax?


Pg. 156- 157: The acknowledgement of Simon’s death and its significance.


Pg. 159: The symbolism of the balanced rock in relation to both its intended purpose and its relevance to society


Pg. 160: How Jack uses Simon’s death to his advantage


Pg. 162: The duality of the fire as both a rescue signal and as a comforting element


Pg. 166-168: The raid and how it is perceived by each faction. Also, the significance of the theft of the glasses


Ch.11


Pg. 169: Piggy’s blindness and what it symbolizes in regard to the boys’ connection to civilization


Pg. 171: Piggy’s rant about what is happening. The acknowledgement of death and his last ditch effort at preserving civilized morality


Pg. 180-181: What it represents both immediately to the boys and in the arc of violence that has taken place over the course of the story. (Disappearance of the littlun in fire, Harming a pig, Killing a pig for food, Harming a boy, Killing a pig and making a ceremony out of it, Killing Simon as a group with a mob mentality, An individual killing an individual in cold blood and for pleasure)


Ch. 12


The big hunt and Ralph’s transition from bystander, to hunter, to prey


Ending spoiler questions below.


Don't scroll down if you don't want the spoiler!!!!!!!!!






















The irony of the island fire. Jack’s role as savior/hero in that he gets them rescued, and he uses Ralph’s method to do it while trying to kill Ralph.

The irony of who rescues them and what he says to them (last page).

10H
Word wright tomorrow. Vocab Wed/Thurs.

10H
LOF Mid-Way Test is posted on G-Class.  You may turn it in individually or as a group of your choice.  Due by 3:15 on Friday, April 8.  I have given you 8 passages.  You must choose 4 of them to analyze.  You should write a stand-alone paragraph for each passage. We have spent time in class looking at the problems with humanity, group dynamics, individual character symbolism, good vs. evil, etc.  These should be the types of "things we have discussed in class" that I am referring to.  If you were not active in class discussions over the past two weeks, you are going to have to do your best with what you have.

10-McNichols
This week during class we have been taking Kansas assessments every day, this will continue through tomorrow also. Vocabulary words are on the classroom for you to find the definitions on your own. If we have time Friday we will go over them, if not we will do so on Monday.

Due to the "quirks" of the testing system, our time was severely limited this week other than Monday.  Continue to read LOF and I will continue to post guiding questions.  It would be beneficial to set up some kind of discussion forum regarding the questions as we simply will not have the time to address them in class to the degree I would like.  The LOF mid-way assessment will be posted on G-Class later today along with instructions.  The Problem With the Problem of Evil will be in discussion for Monday, or possibly Friday depending on assessment time needed.  Below you will find the words for our final Wordwright.  We will take it on Tuesday, April 12.  Your next vocabulary list is also below.  This will remain as scheduled for the block days next week.  LOF final will be pushed to the week of April 18-22 (not sure on which day yet) due to next Friday being a no-school day.  Fast Food Nation will be distributed in the next week.

Wordwright Words
From the essay: threnody, uniformity, mantra, smitten, tutorial, oblivious, amorous, exhortatory, shrill, banana republic, guffaw, archetypal, prodigious, insidious, evanescent, emancipation, trope, benediction, dissipate, singularity
From the questions: internal rhyme, irreverent, fervor, understatement, disdainful, assonance, grandiosity, normative, colloquial, self-deprecating, aggrandize, unwarranted, syntactic/syntax, periodic sentence

Vocabulary List 6 Semester 2

1.  connoisseur
2.  conspiracy
3.  contrite
4.  distraught
5.  germane
6.  lucid
7.  plight
8.  superficial
9.  symmetrical
10.  verbose

Change of plans for the rest of the week:  We will be finishing our assessment testing this week and it will take the majority of the rest of our time.  Tuesday and Friday will be full days.  Wed/Thurs will take 30 minutes approximately, the rest of the time will be class as usual.

10 McNichols
Today your final drafts on your Julius Caesar essays were do. If you have yet to turn it in please do so as soon as possible.

10H
G-Class response to The Problem with the Problem of Evil. Class discussion of LOF Guiding ?'s for Ch. 1-4.

False alarm, but I do still need Elena's.Red Alert!!!!! 
Jackson, Elena, Abby, Shannon, Ashley L: Money and permission slip for Crystal Bridges before I leave today or you will be bumped.

10H
Guiding questions for LOF Ch. 3-4 are now posted on G-Class.

10-McNichols
We had our vocab quiz! If you missed come talk to me as soon as possible so that we can set up a time for you to take it. Most rough drafts have been returned, only two more to go. Tomorrow we will be working on our final drafts.

Cheyenne Wheeler and Devin Palmer: Stop by the room to get a field trip form

10H

Vocabulary Test 4/Semester 2 Today.  Before beginning the test, we will go over the previous test's essays as well as analyze some best practice examples.  The next set of LOF guiding questions should be posted either today or tomorrow.

Monday 3/28

McNichols-10

We began our rough drafts today for the Caesar essay. If you were gone do not worry we will be using class time tomorrow to work on it. The rough draft is due tomorrow by the end of class.

10H

Begin Lord of the Flies.  You will find guiding questions for Ch.1-2 on G-Class.  The chapters should be read and the questions answered by Wed/Thurs this week.

New vocab: austere, esoteric, facsimile, grotesque, mesmerize, metamorphosis, notorious, perfunctory, provocative, travesty.

Power outage kind of threw us off the rails so we'll see how rest of the day goes and I will update further as needed.

10 McNichols

Wednesday and today we began to map out our thoughts and ideas for the argumentative papers that we are writing. Have your charts ready for me when you walk into class tomorrow, if you were not here be sure to get one from me. Rough draft for the paper will be due Tuesday the 29th and the paper is due Monday, April 4th.

10H

Lord of the Flies Pre-Project:

The Ol’ Desert Island Society Problem

You have been stranded on an uninhabited island. Your group and approximately 20 of your peers are the only people on the island. You must devise a plan that will give you both the best chance of survival and the highest quality of life. You have no tools, no technology, and nothing other than the clothes on your back. Your group consists of approximately 20 “average” teenagers (in other words, you are not blessed with a super-genius or anyone with any sort of coincidentally exceptional gift.) The only “individuals” are your group members; all the rest of the inhabitants are generic.

- Concept map of government/societal levels. This should contain expectations, responsibilities, social status, or any other information you think is relevant to the "function" of society.

- System of justice/order needs to be outlined. How will rules be enforced and what reason will people have to follow them. (you don’t need an entire code of laws but more a general outline or set of categories)

- Constitution-like document that states your purpose, goals, and the inherent aspects of your society (basically a statement about what your society stands for. Tenets rather than rules/laws.

- Bill of Rights that outlines the core rights that a member of your society can hope to be allowed.- Potential problems that you anticipate along with contingencies for those problems.

10 McNichols
Today finished Caesar in class. Tomorrow we will be going over argumentative writing. Should Caesar have been killed or not? Be prepared to pick a side.

10H
William Golding's explanation of the theme for Lord of the Flies: “...an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable.”
Tentative calendar dates for 4th Quarter book tests:
Lord of the Flies: Mid April 8-12th estimate
Slaughterhouse Five: Early May 4-9 estimate

Read "A Good Man is Hard to Find" on G-Class and answer the accompanying questions for tomorrow/Thursday.  We will refer back to the thematic explanation above while discussing A Good Man.

10 McNichols

Welcome back. Today we began Act VI of Julius Caesar and will continue with it tomorrow. If you were absent go ahead and read alone or listen to a recording so that you can get caught up.

10H

Two G-Class items and general items for 4th Quarter were discussed.  Ask me if you have any questions.  Friday April 1 is the cutoff for Crystal Bridges field trip money and forms.  If I don't have your money and form by the time I leave that day, you will be bumped from the list automatically.  Don't Wait!

10H
Complete your essay prompt proposals on G-class. I will go through your submissions and try to use them as inspiration for our finalized essay prompt on tomorrow's vocabulary test/essay.  Check in with me if you have any questions or concerns about your entry for Friday's Fourth Annual Big Kid Show and Tell Extravaganza of Incredible Feats of Strength, Wit, Talent, and Interest.

10-McNichols
Study for vocabulary!!!

10H
Caesar test today.  Make sure you check out the source reading for this week's vocabulary essay.  The link was posted last week but you will not have the actual prompt until test day.  Remember, this Friday is Big Kid Show and Tell if you would like to participate.  Remember, nothing that bites, poops/pees, dies, etc.  Please use good judgment.

10-McNichols
We began watching Act III of Julius Caesar in class and will finish on Tuesday. If you have not been in class be sure to get on classroom and go through the guiding questions for each act. Tomorrow we will also be reviewing for your next vocabulary quiz, so be sure to look over the words and practice using them in sentences.

10H
Caesar test is Monday. Here is a link to the Caesar Test in all its glory.  Nothing is changed, nothing is edited, shortened, abridged, etc. in any way.  This is the exact test that you will see in class on Monday.  You may prepare for it in any way you see fit.  Choose wisely.

If you enjoyed today's musical journey with Tchaikovsky and Mendelssohn, courtesy of Julia Fischer, you might enjoy this article about Jean Sebelius.

10- McNichols

This week we began reading Julius Caesar and finished act one and two. Be sure to answer the questions for both acts, they are on classroom. We have new vocabulary for this week and it is also on the google classroom so start studying and practice using them in sentences. Have a great weekend.

Wed/Thurs
10H
New vocabulary list:

1. advocate (Verb and Noun form)
2. antipathy
3. emancipate
4. idiosyncrasy
5. imminent
6. impede
7. inclusive
8. jurisdiction
9. precarious
10. preposterous

Here is a link to the source material for your vocab-essay:  Saving the Self in the Age of the Selfie

Finish film version of Caesar

Tuesday March 1

10H
Discuss/analyze using the Act IV quiz questions.
Caesar Character Assessment on G-Class.
Caesar test will be Monday of next week (March 7)

10

Today we had a test over The Glass Castle. If you were absent be sure to make up the test as soon as possible. Third quarter ends in 9 days, go check skyward to see what you have missing.

10H

Watch Act III and part of Act IV.  Special attention paid to the delivery of the funeral speeches by Antony and Brutus.
ACT IV quiz from Friday: Finish by tomorrow.

We will start vocab/essay again this week and take the test next week as usual.

We will finish Caesar this week and test either Monday or Tuesday next week.

Big Kid Show and Tell next Friday, March 11.

Wed/Thurs 2/24-2/25
No class work on Wednesday and Thursday due to the KITE testing. Though you do have to be finished with The Glass Castle tomorrow. We will be discussing the end of the book and you will get a chance to ask any question to prepare for the test on Monday.

10H
Act IV Quiz on GC. Turn in by class start Tuesday.

Crystal Bridges update: An additional AP pre-reg session on April 14 during seminar has been added for those who will miss due to field trip.
10
Reading assessment test

10H
Reading assessment test

Tuesday Feb. 23

10H
Caesar In Class Essay

10H
In class essay on Tuesday Feb. 23
All prep materials are posted on G-Class.

10
Continue reading!
Be sure to be looking at the wordwright words.
KITE assessment is on Wednesday and Thursday.
If you were absent today go to google classroom and open 2/22 prompts. Answer one with a complete paragraph.

10


Finish the book by next friday!!


Test will be the next Monday the 29th.


KITE Exam will be Wednesday and Thursday.

Look over the wordwright words.

10H
Watch Caesar film Act I-II
G-Class assignment for Monday on Act III speeches.

10H
Wordwright 3 Review/Discussion
Discuss Act II questions
Begin Act III

10

This week we created our own prompts that you may see on a test in your future, be sure to look over those so that you know what may be headed your way. We also went over the KITE practice in class so that you are all prepared for the real deal next week. If you were unable to get KITE installed on your computer make sure to get to the library on Tuesday to get that fixed. I was informed that someone will be there to help that day. Also make sure you are looking at the wordwright vocabulary list and we will work on the test in class next week. Last but most definitely not the least, be on page 200 by tomorrow.

10H
Kite Browser download and practice for reading assessment.
Finish Act II in Caesar on own.
Questions from Friday over Act II will be foundation for first Caesar writing

For Friday:

10H

Discuss Act I Questions previously posted as a class. You know what's expected; organize it and get it done.

Organize and begin reading Act II after Act I wrap up. Use the following questions to guide your essay prep.

JC Act II Questions to consider:


-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?

10

Wednesday and today we had the vocabulary 10 quiz, if you were absent be sure to come talk to me friday or next week so that you can make it up as soon as possible. Tomorrow I will have new prompts to go with the rest of the reading that was due for this week. Make sure you are at page 150 so that you can answer all of them.

10H
-Vocabulary/Short Essay Response over Friday's Epiphanies column on The American Scholar
-Discussed in class before beginning; the more you talk the more feedback you can prepare with.  We will discuss the prompt as well.
-Caesar Act I questions on GC.

10
We had a kahoot review to get everyone ready for the vocabulary quiz that is on Wednesday and Thursday. The kahoot was created to show you all how to use the words with The Glass Castle, and also to review the meanings of each one. Make sure to keep looking over the vocab words and the definitions so that you can do your best and use them correctly.

10H

Wordwright #3

Vocabulary tomorrow

10H
Click here for the reading material for the short answer response on this week's test
Wordwright will be Tuesday 2/9

Vocabulary List 3 Semester 2

clandestine, contingency, egocentric, exonerate, incongruous, indigenous, liability, astute, reinstate, superfluous

10

We had enrollment this week, and I hope you all are able to sign up for the classes that you would like to take. After we were done at enrollment we went over our previous vocab test and received new words.

For students on Wednesday there is a new word, it has been brought to our attention that the word prolific has already been used. We have replaced it with astute, as you may have already noticed. Continue to read, be at page 150 for class on Monday, and we will also be testing your vocabulary skills with a game. Come prepared!!
10H
Enrollment
Previous vocab and written response review
New vocab
Caesar A1S2.  For each group of lines: 1. What is each character saying/asking literally? 2. What rhetorical strategy is used to carry the character's agenda/real motive?  In other words, what are they actually trying to accomplish?  Lines: 37-53, 63-78, 135-155, 170-175,192-214, 303-318

10
In class today we continued with our own glass castles, and what it will take to have our glass castles. You all have wonderful goals for your future, so continue reaching for them. For class on Wednesday and Thursday we will spend part of our time at registration so be prepared to pick your classes!

10H

Crystal Bridges list update

Close read of Act 1 SC 1: Marullus' speech.

Read A2S2 in class: Identify rhetorical strategies at use among Cassius, Brutus, and Casca as well as notable indirect characterization points.

10
We all have our own glass castle, although it is not a literal glass castle. Just like Jeannette we are all working toward having our glass castle. We all have a goal for our future whether we believe we can reach it or not. Today each of you shared with me what your glass castle is. Many of you took this assignment and made something beautiful out of it. We are not done though, we are going to expand upon what we have so far and add a little more to it later in the week. If you need any help at all come see me or Mrs. Dziadosz and we will give you a seminar pass. Make sure you are at page 150 by the end of the week.

10H
You need this definition of rhetoric during our reading of Caesar:
rhetoric: The art of persuasive writing/speech using specific, observable techniques and strategies that must often be viewed with some skepticism/caution due to the speaker's agenda/motive.

Read Act 1 Scene 1 of Caesar. Identify a use of each of the three rhetorical appeals (logical, emotional, moral) in Marullus' big speech in lines 32-55 or Flavius' in 56-75. Think Big ?'s and Big Opinion/Observation. Also look for a specific detail that illustrates indirect characterization about Caesar.

Upcoming Wordwright #3 News:
Have not 100% decided on a date yet, but most likely Monday 2/8 or Tuesday 2/9 next week for English 10H.  Ms. McNichols will decide on the time frame for English 10.
Here is the word list:
burgeon, hauteur, plausible, sinister, deadpan, unpretentious, doff, ostentation, pedophile, juxtapose, flibbertigibbet, refinement, henpecked, obtuseness, incongruity, philanthropy, ply, infer, burly, elitism, fanfare, interrogator, banality, high jinks, grandiosity, respite, pathos

10
Wednesday/Thursday
VOCAB TEST DAY! Make sure you come see me during seminar to make up either the first test or the current one if you were absent Wednesday. You may also visit me during seminar if you would like to redo the back of the first test. I will be more than happy to help you if you are struggling with any of the vocabulary words. Have a good long weekend!
10H
Answer the highlighted questions and discuss some modern/real world applications to the themes and lessons present in classic mythology of different cultures
Vocabulary Test 2 Semester 2

Tuesday 1/26
10
On Tuesday we had time in class so that we could all catch up with each other and get to where we needed to be. We then answered 3 of the 5 prompts that are located in the google classroom. Each prompt should be answered with at least a paragraph. If you missed class come talk to me and I will be more than happy to give you more instructions.
10H
Establish a unifying link between the highlighted questions on the myth/legend shared questions document.
Develop a word bank for the unified thematic connection between the questions.  In other words, words that you would expect to see in a discussion about that topic.
Finish reading the 5 myths/legends (1028-1070 in text) and answer the highlighted questions.  This will provide the general subject matter for the vocabulary test written response section.

10
Hello all, very sorry I have not created a post for English 10 in awhile. Many of us have been moving at a good pace on The Glass Castle and I expect for us to continue that. Today and Friday we played a review game to get everyone thinking about the book from more than one perspective. You all did a great job coming up with ideas and arguing what you believed. The point of the exercise was to show everyone the importance of all the aspects in the book, whether they were little or big. We are all at different parts in the book currently but make sure you focus on pages 81-109 for the rest of the week.

10H

Epiphanies column and response discussion

Post collaborative myth/legend questions

Read the other myths (that you haven't already) and use the collaborative questions for guidance.  The writing prompt on this week's vocabulary test will come from the questions that you ask.

10H

Discuss literary feedback on The Gagger from Tuesday's "Epiphanies" column.

Group work on collaborative questions for myths you chose to read from pg 1026-1070.

Read and respond to this week's "Epiphanies " column for Monday on G-Class.

10H
Rhetoric Word Bank
Vocabulary List: autonomy, nihilistic, mandate, ostracize, raucous, recourse, utopia, tantamount, tenacious, reiterate.
Question Generating for a myth/legend: Choose one of the myths/legends from pages 1026-1070 in your textbook.  Write 3 Little (Skinny) Questions and 3 Big (Fat) Questions for the story you read.  If the following definitions aren't clear enough, you can look up Skinny vs. Fat Questions online for more teacher-fied explanation.
-Little Q: usually lower on necessary details and explanation is minimal at most; basic; observe and report; remember/memorize; closed answers
-Big Q: requires depth of thought, not just memory; open ended answer; requires creativity and creation in answer; thinking and interpretation; synthesis of answer using multiple sources; reflection on multiple levels; evidence and explanation

10H
Crystal Bridges update

Friday Response #2 write and discuss

Caesar preparation: The following is a brief synopsis of the primary focus that our Caesar class discussions will follow.

One of the most important aspects of Shakespeare’s play is his use of rhetorical devices. For our reading, we will need to identify the use of rhetorical devices in the play.  The three rhetorical devices we will be looking for are: emotional appeal, logical appeal, ethical/moral appeal. We will discuss what each of these entails in class. The second element that you will need to identify and analyze is indirect characterization. Shakespeare is essentially responsible for the way characters in modern literature are presented, and indirect characterization is one of his primary tools. Identify and briefly analyze instances in which we learn something significant about a character based on his/her actions, speech, or the behavior of others toward that character

Crystal  Bridges sign up list now open. Email me at sobarand@smsd.org if you are interested in going. Thursday  April 21st. 7 am- 7 pm is time-frame. 10 dollar cost.

This weekend I will open up Crystal Bridges Field Trip sign up.  Once it goes live, you must email me if you wish to go.  The first 25 emails I get are guaranteed a spot.  After that, you will go on the overflow list.  Anyone who decides not to go will be replaced by the first person on the overflow list.  Cost is $10.  April 21st.

THIS POST DOES NOT OPEN ENROLLMENT, IT IS SIMPLY TO ALERT YOU THAT IT IS ON THE WAY.

Vocab tests tomorrow/Thurs for both classes

10
Glass Castle writing assignment in-class

10H
Group work on 7 Ages of Man.  Defining characteristics of each age and how it translates to reality
Read Demeter and answer following:
   -Explain the universal theme presented in Demeter and how it applies to modern culture.
   -What thematic connection do Demeter and 7 Ages share?
   -How do the concepts of fate and mortality function in each work?

10
Glass Castle discussion
Vocab tests this week

10H
Followup discussion of "A Boston Story" from Friday
Read "The Seven Ages of Man" on pg. 968 in textbook.  Name each age, write about its literal (according to Shakespeare) interpretation, write about its personal/cultural interpretation (the way you think about it)
Vocab tests this week

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Now that we have started The Glass Castle and experienced a little of what we want in a discussion continue to read 10 pages a night to get caught up. While reading be sure to look at the prompts that were given to you earlier this week. The prompts are there to help you start your thinking process before diving into the book. These prompts will be used next week for discussion in class. Everyone must participate in the discussion. While reading look at Jeanette’s relationship with her parents and siblings. How do their relationships compare and contrast to the relationship you have with your family. Also find things in the book that Jeanette may see and experience differently than we do, like when she receives the gum from the nurse. Come to class with anything else that you believe we should discuss that may not have been mentioned in the prompts. You will be receiving points for your participation so be sure to get your vocal chords ready.

Have a great weekend and enjoy reading!

10 Honors

GC- Good People vs. Good Leaders.
Discuss the juxtaposition of Caesar the man and Caesar the character.
Friday Virtual Book Club on GC- A Boston Story. This will be the new normal for Friday (until they start cancelling Fridays like this week, and two weeks later, and the first week in February, and....) We will have the read and respond on Friday, and then come back to it on Monday to bridge the gap between weeks. The goal is to establish a short and concise, but high level, new discussion every week.

Vocab List for both: bolster, depreciate, indiscriminate, inquisitive, nebulous, relegate, finite, sedentary, tenet, terse

10

Vocabulary. Read this interview with Jeannette Walls in class and begin your character journal entries based on it.  We will discuss the parameters in class.  Glass Castle book handout.  Classwork permission slip for Ms. McNichols.  Begin Glass Castle reading.  Initial discussion on Friday.

10H

Vocabulary. Caesar/Shakespeare intros.