10H

Finish reading Act 1 (Scene 3) in class.  Discussion of Cassius and Brutus' relationship at end of Act 1 and the rhetorical strategies that Cassius is using to convince Brutus, and us, that killing Caesar is the right and best thing to do.

Act 1 Quiz

10

G-Class: Heroes foundational article and response
Start thinking about the following questions in regard to your vision of heroes.
1. Main ? that defines a hero
2. ? about heroes specific to in-class examples
3. ? about heroes beyond class (real, film, sports, etc.)
4. ? about purpose of heroes, both their own and our need for them
5. ? about when or how heroes are created

This is the rest of the reading/questions from the textbook for myths and legends:
Launcelot pg. 1076 ?'s 3,5,7,8
Sundiata pg. 1086 ?'s 9,10,11
Quetzalcoatl pg. 1090 ?'s 9,10,11

Here are the details for the Kansas Book Festival Essay Contest.  No extra credit because the winners aren't announced until July, but a chance to win $250 or $500 isn't so bad.






2017 Kansas Book Festival Writing Contest


Contest entries will be accepted through April 30.
Winners will be notified by July 31 and recognized at the 2016 Kansas Book Festival on September 10.

Theme: “Kansas Places”
Describe a place that is unique to Kansas and explain its importance to the state of Kansas. A place could be a city, town, county, lake, river area, region (i.e., Flint Hills, northeast Kansas) or a building.
Descriptions should include historical and/or present-day elements of the place.
Open to Kansas students in grades 3-12.
Winners will be divided by the four Congressional Districts.

Criteria for Essays:
3rd-5th grade essays should be no more than 750 words and original work.
6th-8th grade essays should be no more than 1,000 words and original work.
9th-12th grade essays should be no more than 1,500 words and original work.

A strong essay will:


· Identify a place that is unique to Kansas (city, town, county, lake, river area, region (i.e., Flint Hills, northeast Kansas) or a building or attraction.


· Give historically and/or currently accurate details about the place.


· Explain how the place is important to Kansas.


· Reflect the importance of giving close attention to the conventions of spelling, grammar, capitalization, and punctuation as a way to effectively present one’s ideas to others.



Prizes:
There will be one 1st place winner and one 2nd place winner in each of the grade level divisions per Congressional District.
3rd-5th Grade: First place receives $100, Second place receives $50
6th-8th Grade: First place receives $250, Second place receives $125
9th-12th Grade: First place receives $500, Second place receives $250
All winning essays will be compiled into a book and each winner will receive a copy.


Winners will be notified by July 31 via the e-mail address provided on the entry form and invited to attend the Kansas Book Festival on September 9 in Topeka to receive their prize and recognition. Should you be unable to attend, your prize will be mailed to you the week of September 11. Please make sure that you include contact information that will be valid at the end of the current school year.

Essays must be submitted in Word Document Format (if e-mailed) and submitted with a registration form. (You are allowed to create a cover page for your entry that includes all of the categories listed in the registration form below without actually using the official form.)



Entries may be submitted via e-mail to ksbookfestival@gmail.com or by mail to:
Topeka Community Foundation
Attn: Kansas Book Festival
5431 SW 29th St., Suite 300
Topeka, KS 66614

Monday Jan. 30

Response Journal on G-Class

10H
Caesar Act I Sc II group work on line combinations: Lines: 37-53, 63-78, 79-89, 135-161, 170-175, 192-214, 235-248, 304-318. Look for foreshadowing, hidden meaning, author/character purpose, indirect characterization, etc.

10
Sigurd the Dragon Slayer question review and discussion
Read and question time for Sword in the Stone, Launcelot, Sundiata, Quetzlcoatal

New Vocab #9
autonomy, nihilistic, mandate, ostracize, raucous, recourse, reiterate, tantamount, tenacious, utopia

10H
Read Caesar A1S2.  Analyze the following sets of lines for foreshadowing, hidden meaning, author/character's purpose, indirect characterization, etc: 37-53, 63-78, 79-89, 135-161, 170-175, 192-214, 235-248, 304-318

10
Time to finish reading Momotaro and answer questions.  Go over question responses in class.
Read Sigurd and The Sword In the Stone and answer the following questions: Pg. 1058 #3,6,9,11 and Pg. 1066 #5,6,7,8,9

10H
Crystal Bridges field trip update:  We are hoping to be able to secure a date now that funding has been approved.  I will continue to update as info is received, but the trip would be in April, likely on a Friday or Monday.

Caesar Act I Scene I:
Why does Act I Scene I open with a confrontation between military officials and common people?
Why do the tribunes seem so much more concerned with what is going on in Rome than the commoners?
Marullus' speech: Analyze for logic/emotion/ethics (lines 32-55)

10
Hero introductions using the following questions and the painting found below:
What makes someone a hero and what is needed for a hero story?  Traits, characteristics, circumstances, environment, villains, conflicts, others, etc?
What elements of the "hero story" are found in the painting Washington Crossing the Delaware?

Monday 1/23

All Classes
G-Class Response
Introduction to logical, emotional, ethical arguments

English 10 only:
Monday- Test over Demeter, Seven Ages of Man, Theseus, Golden Apples.  Questions will range from plot baseline questions to universal human element questions.

All materials for today are on G-Class.

Have a great weekend.

Bring deodorant next week for Giving the Basics.  Our class is doing really well in the overall count.

Vocab/Essay #8

Upcoming reading from the textbook:
Momotaro, Boy of the Peach
Sigurd the Dragon Slayer
Sword in the Stone
Tale of Sir Lancelot
Sundiata
Quetzalcoatl

We will be working these into our Caesar reading as we continue to analyze the use of the concepts of destiny and fate in literature, as well as their effective use in our own writing and communication.

BRING SHAMPOO TO YOUR FOURTH HOUR!!!!!!!

G-Class reading and questions.


Read The Golden Apples and Theseus (text pg. 1018-1032) and start thinking about how fate, cycles, and "roles" in life play a part in each of these works as well. This will shape the prompt for the vocab essay, so any connections or thoughts you form in advance will be useful in class on Wed/Thurs.

Relevant concepts to mold your pre-write thinking: fate, compromise, balance, highs vs lows, inevitability, cycles, preordained roles and actions, depression, dealing with grief/loss

Vocab test/essay THIS week: 1/18-1/19
bolster, depreciate, indiscriminate, inquisitive, nebulous, relegate, finite, sedentary, tenet, terse

All Classes

Finish up with The Seven Ages of Man in class.
Read "Good Readers and Good Writers" on G-Class and follow instructions.
Finish survey if you have not.
Bring laundry detergent to fourth hour.

Bring these basics to your 4th hour starting this week

Week of 9th - Detergent

Week of 16th- Shampoo

Week of 23rd - Deodorant 

Week of 30th - Toilet Paper

10H
Part 1
Intro and read "The Seven Ages of Man" in text pg. 968.  Analyze each age from both Shakespeare's perspective in the monologue itself as well as how you/we see that age in modern, real life.  For each age, identify the following for both Shakespeare's and your view:
1. The name and approximate age range of the age
2. The literal interpretation of what happens at that age of life: key elements, events, traits, learning, etc.
3. Significance of each stage in preparing people for the next stage; the transition and evolution
*Give your overall interpretation of how Shakespeare views how life works based on this monologue.
Have this ready for Monday
Part 2
G-Class: Finish survey for Monday.

10
Part 1
Intro and read "The Seven Ages of Man" in text pg. 968.  Explain how Shakespeare views each stage and what happens to us, according to him, in Seven Ages.  For each age/stage, explain how you view what happens during the "real life" version of each stage.  Do this for EACH stage, then write about whether you agree or disagree with Shakespeare's version of fate and the cycle of life. Finish this for Monday for the first grade of Semester Two.

Part 2
G-Class survey.  Finish for Monday for Extra Credit.  Regular credit later in the week.

Thursday, Jan. 5

Shakespeare and Caesar introductory material for all classes. Primary Focus:

Shakespeare- It was written for common people, and Shakespeare uses the "commoner" in Rome and the audience together.  The characters manipulate each other, but they are also used to manipulate the audience and their feelings about the characters.

Caesar- A tyrant and a mass murderer.  Not a good dude.  How would an author create sympathy for this kind of person after he is assassinated?  We will look at two options: 1. Convince the audience that criticism of him was overblown.  2. Convince the audience to like his opponents/enemies even less.

Welcome back.  Here are a few updates to be aware of:

Starting today:
-Regular schedule days: 5th Hour English has 2nd lunch, so you will come to class for 30 minutes, then go to lunch, then come back to 5th Hour.
-Block days: 4th or 5th Hour, depending on day, will be split by 2nd lunch.

Starting the second week of February:
-We will be changing schedules again in about a month, and beginning our late start on Thursdays schedule as follows:
          Bell Schedule to start the week of February 6-10, 2017:

Monday, Tuesday, and Friday:  7-hour day as follows:

                Hour 1:  7:40-8:30 a.m.

                Hour 2:  8:35-9:25 a.m.

                Hour 3:  9:35-10:25 a.m.

                Hour 4:  10:30-11:20 a.m.

                Hour 5:  11:25 a.m.-12:50 p.m.

                Hour 6:  12:55-1:45 p.m.

                Hour 7: 1:50-2:40 p.m.

Wednesday:  Odd-block:

                Hour 1:  7:40-9:05 a.m.

                Advisory:  9:10-9:40 a.m.

                Hour 3:  9:45-11:10 a.m.

                Hour 5:  11:15 a.m. – 1:10 p.m.

                Hour 7:  1:15 – 2:40 p.m.

Thursday:  Late Start – Even-block:

                Late Start – Classes begin at 8:50 a.m.

                Hour 2:  8:50 – 10:15 a.m.

                Seminar:  10:20 - 11:10 a.m.

                Hour 4:  11:15 a.m. – 1:10 p.m.

                Hour 6: 1:15-2:40 p.m.