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.