Finals reminder: If you have an A as your semester average with all assignments accounted for/turned in and recorded, you will be taking an alternate final exam and will not need to prepare using the previously posted reading material.  This applies to all classes.  See me if you have any questions.

Honors material is below.  

Non-honors material is partially represented below.  The guiding questions for the three memoir excerpts that have been available in class for over a week are as follows:  Page 481, questions 9-12.  Page 493, questions 5-8.  Page 519, questions 2,4,6

The World is too Much With Us; Late and Soon

Although written around 1800, what modern universal problem does Wordsworth seem to see in how people interact with the world around them?

Based on the choices he says he would make if forced to, what does Wordsworth seem to think is the best way for people to live?

Although it still retains intense symbolism today, what elements of the sea does Wordsworth focus on and how does it fit into his vision of the world?

When Wordsworth references the "sordid boon" in the poem, what does this seeming contradictory statement refer to and what tone does he approach it with?

1990 Special

There will be a heavy emphasis on tone and voice for this poem, as well as a focus on the passage of time and how Bukowski illustrates it.

How does Bukowski use these elements to convey the message of his work, and what is that message?

How does Bukowski use the passage of time, or elements of time, to symbolize his life and the direction it has taken?

How does Bukowski juxtapose the presence of his cat and the presence of Death?

Who is "The Suicide Kid" and what is the significance of him having "gone gray?"

Ode to My Socks

This poem plays a lot with the difference between literal and figurative perspective in its treatment of the concept of gift-giving and gift receiving. Identify some different levels of this dynamic and how they function in the poem.

How does the author use things we tend to take for granted as metaphors in this poem?

How does the metaphorical use of these things tie into the first question? How can we expand our perspective through metaphorical value?

While feet and socks are not things we tend to glamorize, there are mention of several things that are considered rare and sacred. How does this contrast in voice and imagery function in the poem?

A Very Old Man With Enormous Wings

This story comes from the genre known as magic realism. How does the contrast between how the angel is portrayed in the story and how our culture typically thinks of "angels" work in regard to this genre?

Why do the people of the village lose interest in the angel? What cultural commentary might the author be making about what we value in life?

Although a small detail, there is some subtle, but biting, commentary about human values and modern society in the section in which Father Gonzaga's former profession is identified. Expand on this.

Does this story fit the mold of an "angel story?" How do alternative perspectives on widely used models of storytelling retain or lose their original values?

Same Song

What are the similarities and the differences between the son's experience and the daughter's?

What is the dynamic between the narrator and the kids?

What is the significance of the fairy tale allusions?

What does the author's focus on physical appearance seem to signify?


We Real Cool

What thematic similarities does We Real Cool share with Same Song?

What does the repetition of the word We at the beginning of each line potentially signify?

What is the voice/tone of the poem and how does it affect the message?

How does the final line impact your take on the overall theme of the poem? Is it different than the rest of the poem, or does it "fit" the message rather than change it?

ELA2/English 10 non honors: You must turn in your final essay on paper.  I will not accept digital copies.  You can print it or hand write it, but it needs to be on paper, as stated multiple times in class.  If you haven't already, bring it by Thursday.  If you don't have it ready on Thursday, you will get 0/10 on the turn in score, which will effectively neutralize any benefit from replacing the lowest vocab score.

Wordwright 2 will be taken on Monday- Honors

Final Exam Readings:

ELA2/English 10:
A Choice of Weapons- Gordon Parks
Typhoid Fever- Frank McCourt
Into Thin Air- Jon Krakauer
Same Song- Pat Mora
We Real Cool- Gwendolyn Brooks
Ode to My Socks- Pablo Neruda

Honors
Same Song- Pat Mora
We Real Cool - Gwendolyn Brooks
Ode to My Socks- Pablo Neruda
A Very Old Man With Enormous Wings- Gabriel Garcia Marquez
The World is too Much With Us, Late and Soon- William Wordsworth
1990 Special- Charles Bukowski

Wordwright #2 word list:
Honors will take Monday next week. No need for two days as few people ever take the full time and its only 10 questions.  ELA10 will take Thursday this week

From the story: contrition, promontory. gravely, myriad, incredulous, villa, supplication, beseech, clamber, convulsive, devotion, loom, inquisitive, frond, lapse

From the questions: detached, native, ingratiate, complex syntax, metaphorical, remote, alluring, alienation, disenchantment, solicitous, foreshadow, declarative, stifling

Honors Glass Castle guiding questions pg. 126-end

-Moving to Welch serves as somewhat of a "halfway point" in JW's childhood/upbringing.  What things start to happen in this timeframe that might signal a tipping point of how she views her family and her road to success?

-Although not directly stated, what is implied to have happened to Rex during his childhood in West Virginia?  How might that have impacted JW's perception in writing about/viewing him the way she did in writing TGC?

-Why does the move to Welch seems so much different than the Walls family's previous moves beyond just the distance and general area of the country?  What has changed about the family when they move to Welch, and what happens there, especially specific to the kids' views on the world and the family

-What does NYC come to represent, especially to JW and Lori?  Even if you know nothing about NYC, why/how would a move to a physical place have such a positive symbolic value when so far in their lives, moving has represented escaping chaos and responsibility?

-Even post NYC, what lessons does JW realize that she learned from her parents about what she needed in life, and how does she reconcile the chaos and trauma of her upbringing?

Honors

GC final test Tuesday.  Vocab 6 this week.  Finals readings Friday.  Wordwright 2 next Monday and Tuesday.

Final Exam Schedule


2018 SM South Fall Semester Final Exam Schedule                     

December 17  Monday
Hour 1- 7:40- 9:05 (85 minute review)
Hour 2- 9:10- 9:55 (45 minutes)
Hour 3- 10:00- 10:45 (45 minutes)
Hour 4- 10:50- 11:35 (45 minutes)
Hour 5- 11:40- 1:05 (50-55 minutes + Lunch)
       1st Lunch 11:35 – 12:05 (30 min) ~ Class 12:05 – 1:00 (55 min)
       2nd Lunch 12:05-12:35 (30 min) ~ Class 11:40-12:05; 12:35-1:00 (25-25 split)
       3rd Lunch 12:35-1:05 (30 min) ~ Class 11:40-12:35 (55 min)
Hour 6- 1:05- 1:50 (45 minutes)
Hour 7- 1:55- 2:40  (45 minutes)

December 18  Tuesday
Hour 1 FINAL - 7:40 - 9:15 (95 minutes)                CAA/CTC-AM Finals in AM
Seminar - 9:20 - 10:55 (95 minutes)
Hour 2 - 11:00 - 1:00 (90-95 minute Review + Lunch)
1st lunch - 10:55-11:25 class 11:25 - 1:00 (95 minutes)
2nd lunch -11:50-12:20  class 11:00-11:50; 12:20-1:00 (50-40 split)
3rd lunch - 12:35 -1:05 class 11:00-12:35 (95 minutes)
Hour 3 - 1:05 - 2:40 (95 minute Review)

December 19 Wednesday
Hour 2 FINAL - 7:40- 9:15 (95 minutes)                 CAA/CTC-AM Finals in AM
Hour 3 FINAL - 9:25 - 11:00 (95 minutes)
Hour 4 - 11:05 - 1:00 (85-90 minutes + Lunch)
          1st lunch - 11:00-11:30 class 11:30 - 1:00 (90 minutes)
2nd lunch -11:50-12:20  class 11:05-11:50; 12:20-1:00 (45-40 split)
3rd lunch - 12:35 -1:05 class 11:05-12:35 (90 minutes)
Hour 5 1:05 - 2:40 (95 minutes)

Dec 20  Thursday
Hour 4 FINAL - 7:40- 9:15 (95 minutes)                  CAA/CTC-PM Finals in PM
Hour 5 FINAL - 9:25 - 11:00 (95 minutes)
Hour 6 - 11:05 - 1:00 (85-90 minutes + Lunch)
           1st lunch - 11:00-11:30 class 11:30 - 1:00 (90 minutes)
2nd lunch -11:50-12:20  class 11:05-11:50; 12:20-1:00 (45-40 split)
3rd lunch - 12:35 -1:05 class 11:05-12:35 (90 minutes)
Hour 7- 1:05 - 2:40 (95 minutes)

Dec 21 Friday
Hour 6 FINAL - 7:40 - 9:15 (95 minutes)                CAA/CTC-PM Finals in AM
Hour 7 FINAL - 9:25 - 11:00 (95 minutes)
*Seminar - 11:10-12:40 (Make-up for any finals missed (*Optional)
*Lunch - 12:40pm  (*Optional)
Dismissal - 1:10pm  ~  Busses Depart - 1:17pm                                                             

Advisory Enrollment Info

Honors

Glass Castle pg. 1-125 guiding questions.  Follow the link for a consolidated set of the guiding questions for pg. 1-125.  We will take that test tomorrow/Thursday.  Today in class we will get the calendar sorted out, but we are pretty much locked in through the end of next week and into pre-finals week.  We also need to fit in the next Wordwright, which will require either a block day or a two day look due to the length of the reading selection.

It snowed.

Honors:

We review Tuesday.  Glass Castle test #1 Wed/Thurs this week.  Vocab moves to next week.  Glass Castle test #2 will either be Monday or Tuesday next week.  Final Exam Readings will come out Dec. 7.  Wordwright 2 will be Monday and Tuesday Dec. 10-11 (the reading selection is long and in depth)

ELA 10
Memoir excerpts start Tuesday.  Vocab 6 will still be this week.

Vocabulary List 6

1.  equivocate
2.  fortuitous
3.  impeccable
4.  liaison
5.  predisposed
6.  propensity
7.  reprehensible
8.  sham
9.  solace
10.  solicitous

Test will be last one of semester, and will be the week after Thanksgiving break.

Honors Glass Castle test over first two sections of the book (pg. 126) will most likely be Tuesday of that week.  Remember, there are easy to find audio book and pdf versions of it.

Also, if you lost a clear retainer I found one on the floor in my room earlier this week, Wednesday I believe.

Advisory Link for 11/14

Honors:

Jeannette and Rose Mary Walls interview to give you some context for the people you are meeting in "The Glass Castle."


ELA2: Today those who did not finish their test will have a chance to finish in class.

The Glass Castle introductory guiding questions and things to look for

1. Define “checking out, Rex Walls style” and why it resonates so deeply with Jeanette in illustrating her father’s personality.

2. Identify and explain one anecdote from the first section of reading that illustrates Rose Mary’s pride at being able to remain strong in the face of adversity. Be specific.

3. Contrast the literal quality that either the Joshua tree or the Stars as Christmas Presents represented to Jeannette as a child compared to the metaphorical attributes they come to hold to her as an adult looking back. How did she see it THEN vs. how she sees it NOW?

4. Give a literal description (what it is) as well as a symbolic definition(what it represents) of either the Glass Castle or the Prospector and what they represent to JW and her family.

5. JW makes multiple strong references to fire. Using the images and descriptions of her life so far, what reasonable inferences can we make about her fascination with fire? (Use 1 specific reference)

-the glass castle as a metaphor about the Walls family life
-the personalities of the characters individually and as a group and how they interact
-the END OF EACH CHAPTER typically contains a paragraph or at least a sentence that conveys some type of realization or message about life (their individual lives, their life as a family, and/or life in general)
-comparisons that Jeannette makes between her experiences and those of others

-the prospector, the literal glass castle, the stars "given" as presents, the family's moves, the joshua tree, Rose Mary's art

Honors

We will officially start "The Glass Castle" on Monday.  There are a lot of interviews with Jeannette Walls online.  We'll look at one or two next week, but that's a good place to start getting some background built in on TGC.

We will also continue to discuss and incorporate images, especially photography, into our conversation as we head toward the end of the semester.  Watch the following video for a full circle narrative about storytelling through images.

The Story of Life in Photographs

ELA2:
Finish The Glass Castle.  Final review prep. Test Monday

ELA10: The Glass Castle final test will be moved to Monday 11/12 to give you one more weekend to finish things up, and to give us one final day of questions/discussion.

Advisory KSMS show

National Geographic photo editor discussion of the power of photography

AP Reading Images

Work from Friday is on G-Classroom

Honors
Read "A Choice of Weapons" in textbook today.  Begin discussion of the AP's "Reading Images" concept.

ELA 10
Walkthrough of The Glass Castle guiding questions for the rest of the book.  Test Friday.

Vocab List 5

1.  charlatan
2.  corroborate
3.  disseminate
4.  diverge
5. dormant
6.  hoist
7.  illicit
8.  irrevocable
9.  precipitate
10.  prolific

Test revisions if you have not already

G-Class memoir response

Wordwright makeups if you have not already

Advisory:
Mock Election

Enrollment/ Academic Future Info

If you took your test late (last week, yesterday, or have it planned to take after school this week) you'll also need to set up a time for your revision.  Rather than a curve, all students have an opportunity to redo the incorrectly answered questions for half credit.  So if you missed 8 questions, redo and get 6 of those 8 correct, you will have 3 points added to your score.  Get all 8 correct on the revision and you'll have 4 points added.

Tuesday: G-Classroom writing prompt.  Memoir specific, but with a little Halloween flair added in.  Discussing perspective in how we view the stories of others.

Wed/Thurs: Vocabulary #5. 
Honors: How to Write Your Own Memoir discussion (posted yesterday)

This is the guaranteed stuff for these days.  Check in each day for more detail.

The Glass Castle- Section 2

1.  Explain the realization that is taking shape between Lori and Jeannette as illustrated from pg. 67-70.  Specifically, what unwritten rule are they starting to question and why does it matter to the family as a whole?  How does it affect the kids' views on their family life as it moves into the second part of the book?

2.  Why does Rex tell Jeannette that she is his favorite of the kids?  Specifically, what reasons do Lori and Brian have for losing faith in their father and why does he make a point of making sure everyone knows he has a favorite?  What does he need in order to still be the great Rex Walls?

3.  As sad and run down as Battle Mountain is and as quickly as life seems to be spiraling downward, why is Jeannette sad to be leaving for Phoenix?  There are some obvious, surface level reasons and some implied reasons that should be starting to become more and more obvious based on their family dynamic and way of living.

4.  Explain Rex’s rant on pg. 104-105 and how it illustrates the overarching problem with how he approaches life.

5.   Why does Rex begin drinking again right before they leave Phoenix for West Virginia?  What does going to Welch represent to him?

6.  Rex is obviously intelligent and has the ability to do a lot of things that would make him quite employable.  Rose Mary can teach.  They also have ownership of the big adobe house in Phoenix and all of the possessions inside of it.  Despite all of these “positives” why can’t Rex and Rose Mary provide a stable, secure, “normal” life for their kids?  As a whole, what does Jeannette seem to think is missing from life for her parents?  Relate the quote from the end of pg. 61 to this philosophy and how it continues to evolve deeper into the book.

On the short story/poetry revision I was looking at the wrong key/test combo 2nd hour.  Those of you who noticed the discrepancy on the last two answers of the test were correct in that they were switched.  Sorry for the mix-up.  This will be accounted for in the final grading.

Monday: Test revision from last week.  If you have not taken the test yet, you will take/start it today.

Tuesday: Honors read "How to Write Your Own Memoir" on GC

Eng 10: Glass Castle pt. 2 intro

Wed/Thurs: Vocab 5

This week's schedule:

Monday:  Lay out the groundwork for each group's upcoming test.  We will go over organization, test content, how to prep (in addition to what you should have been doing already) and other details.  We will not be laying out a paint by numbers blueprint, so you need to take today's info and apply it over the next two days.

Tuesday: Test prep in class.  Student directed.  You can ALWAYS ask me questions, but you will need to facilitate that communication.

Wed/Thurs:
Honors: Short Story/Poetry Unit Test

ELA2: The Glass Castle Part 1 Test (pg. 1-75)

Friday: Fall poetry fest is going on.  We will be attending.  No new vocab this week.

Our 2018 ACT results are in.  I know sometimes it seems like we mention the importance of tests a lot, as well as the ability to think for yourself.  Well we do, because they do: for admissions, scholarships, program eligibility, college class exemption, etc. –

 

The South English score went up .7 points

The South Reading score went up .5 points

Our overall composite score went up .5 points (one of only 2 SMSD schools to see an increase)

 

It was the first time South hit 24 in English and 25 in Reading in the last 5 years.

Honors:

Short Stories (pgs in text)
*We're going to leave The Pedestrian off the unit test.  It's done its part.
By the Waters of Babylon pg. 63
In the Shadow of Man pg. 80
Where Have You Gone, Charming Billy pg. 128
High Tide in Tucson pg. 496
Poems
Opportunity by Edward Rowland Sill
Dulce Et Decorum Est by Wilfred Owen
Naming of Parts by Henry Reed

Focal themes/concepts:
-Dealing with adversity at all stages of life and how literature reflects that as a universal struggle
-Changing perspective: how we change the way we view the world based on our environment, how and what we learn, and experience
-Influence of authority figures on our life experiences: How what we learn and know is affected by what we are told vs. what we see/do/experience

This is a basic set of guiding concepts.  It does not entail either the complete content or the literary specifics of the works.

Wordwright #1 today

VocabEssay #4 tomorrow/Thursday

Conferences Wed night 5-8

Glass Castle audio book

GET YOUR MAKEUPS DONE: some of you have placeholder 0's in the grade book.  These do not have to be permanent, but I will not remove them until the work is made up.

Last day of the quarter:

Good day to check in with me if you have individual questions

Last day to make up missing assignments without having a 0 added to the grade book.  THESE DO NOT HAVE TO BE PERMANENT, but they will be added as a "reminder" to get them done.  If this affects eligibility for extracurricular activities, you need to speak to me personally and get a make up plan in place.

Honors

We will add two poems, in addition to "Opportunity" to our short story/poetry unit.  The first one is called "Naming of Parts" by Henry Reed.  The second is "Dulce et Decorum Est" by Wilfred Owen.  That puts us at 3 poems and 4 stories.  Today is a good day to get started on those.  Hint: Those are the Wordwright poems too.  We'll take that on Tuesday next week.
Focal points for these poems and connecting them to the group:
-Ambiguous language and how it affects overall meaning/interpretation
-Connection to commonly seen depictions/attitudes toward war in other things you have read
-Consideration of how the change in weaponry over centuries of war could change our perception of it
-The rights of the individual (citizen) vs. the soldier who becomes part of a unified military body
-How war/violence's depiction in art/media affects the general public's view of it and of the people who "practice" it
-Whether or not war/violence/conflict is inevitable and how that concept is illustrated


English 10

"Dulce et Decorum Est" by Wilfred Owen and "Naming of Parts" by Henry Reed are two poems that you need to familiarize yourself with.  We will take the first of our quarterly poetry/short story analysis evaluations known as Wordwright over these two poems next week on Tuesday.

The Glass Castle: We will take a part 1 test (pgs. 1-75ish) at some point in the near future, SO GET TO READING.  If you've ever felt like you didn't belong somewhere, like your family wasn't "normal" enough, or like you were in a situation that you weren't sure you would ever be able to get out of, this might be a book you'll understand even more.

Wordwright Words
From the poems: haunting, flounder (verb), cud, zest, swivel, gutter (verb), obscene, ardent, breech, japonica, ecstasy, vile

From the questions: stanza, ironic, reverent, fluid, melancholy, immediacy, petulant, oratorical, hyperbole, detached, rapt, laborious, alliteration, meter, onomatopoeia, consonant, diction, bitter, lilting, syntax/syntactic, past participle, magnitude, abstract noun, formal

Tomorrow the majority of you will take the practice PSAT.  Use this PSAT Practice Material for basic preparation in class today.  If you know you have a weak spot, Google "PSAT practice" for more comprehensive practice material that is broken up into full tests with explanations of both answers and scoring breakdowns.  Although it will change for next year, you should also look up PSAT National Merit score cutoffs to see how close you are to qualifying for current recognition.

Vocab List 4 from last week.  Due to modified schedule this week, test/essay will not be until next week.

Honors: G-Class for poem "Opportunity" and guiding questions

VOCABULARY LESSON 4
1.  berate
2.  estrange
3.  euphoric
4. impetuous
5.  infallible
6.  maudlin
7.  regress
8.  relinquish
9.  ubiquitous
10.  zenith

The Glass Castle- Approx. pg 60-130

1.  Explain the realization that is taking shape between Lori and Jeannette as illustrated from pg. 67-70.  Specifically, what unwritten rule are they starting to question and why does it matter to the family as a whole?

2.  Why does Rex tell Jeannette that she is his favorite of the kids?  Specifically, what reasons do Lori and Brian have for losing faith in their father?

3.  As sad and run down as Battle Mountain is and as quickly as life seems to be spiraling downward, why is Jeannette sad to be leaving for Phoenix?

4.  Explain Rex’s rant on pg. 104-105 and how it illustrates the overarching problem with how he approaches life.

5.   Why does Rex begin drinking again right before they leave Phoenix for West Virginia?

6.  Rex is obviously intelligent and has the ability to do a lot of things that would make him quite employable.  Rose Mary can teach.  They also have ownership of the big adobe house in Phoenix and all of the possessions inside of it.  Despite all of these “positives” why can’t Rex and Rose Mary provide a stable, secure, “normal” life for their kids?  As a whole, what does Jeannette seem to think is missing from life for her parents?  Relate the quote from the end of pg. 61 to this philosophy.

Xello link for advisory:  Xello start

Today:

Eng. 10H: F451 Test

Eng. 10: Several options:
1. Short story credit recovery/revision option
2. See Glass Castle intro/guidance previously posted
3. Finish Glass Castle poverty intro on G-Class

The Glass Castle introductory guiding questions and things to look for (Hours 4,6)

1.  Define “checking out, Rex Walls style” and why it resonates so deeply with Jeanette in illustrating her father’s personality.

2.  Identify and explain one anecdote from the first section of reading that illustrates Rose Mary’s pride at being able to remain strong  in the face of adversity.  Be specific.

3.  Contrast the literal quality that either the Joshua tree or the Stars as Christmas Presents represented to Jeannette as a child compared to the metaphorical attributes they come to hold to her as an adult looking back. How did she see it THEN vs. how she sees it NOW?

4.  Give a literal description (what it is) as well as a symbolic definition(what it represents) of either the Glass Castle or the Prospector and what they represent to JW and her family.

5.  JW makes multiple strong references to fire.  Using the images and descriptions of her life so far, what reasonable inferences can we make about her fascination with fire? (Use 1 specific reference)

-the glass castle as a metaphor about the Walls family life

-the personalities of the characters individually and as a group and how they interact

-the END OF EACH CHAPTER typically contains a paragraph or at least a sentence that conveys some type of realization or message about life (their individual lives, their life as a family, and/or life in general)

-comparisons that Jeannette makes between her experiences and those of others

Finishing out F451 (Honors hours 2,3,5,7)

We will take the F451 test on Tuesday of next week, as previously discussed as the most likely date.  Here is what you need to/should do to be ready.  We will spend class time today and on Monday specifically addressing your questions as needed:

-Finish reading the book, researching/supplementing your understanding of core literary elements of it
-Use the previously posted guiding questions to establish your framework for how the test will be structured and what type of content you will see
-Directly compare Montag's journey through F451 to Barbara Kingsolver's "journey" in High Tide in Tucson.
-Notes?  I would
-Open book and notes? Yep, but doesn't do much good if that's all ya got.

Rest of this week: 

All classes.

Wed/Thurs: VocabEssay3

Friday: Short Story unit test in hours 4 and 6 (Non-honors).  If you are not here today,  you will need to read High Tide in Tucson (pg. 496) for Friday.  You will have time to read in class on Wed/Thurs.  If you are not caught up, you need to be by then.

Honors:
We will finish up with F451 next week.  Likely test date is Tuesday.  Short story unit test tbd.


Potential volunteer opportunity for cultural enrichment extra credit.  Come see me or email me if you are interested and I will get you more information/contact info.

The 32nd annual Shawnee Indian Mission Fall Festival is Oct 12-14. 60-ish craft/food vendors, kids games, pony rides, live music, etc...We still need volunteers for 2.5 hour shifts, especially on the Sunday.

Reminder that we have VocabEssay3 this week.  Still missing some V1's; those will probably start to turn into 0's in the next few weeks.  Don't jeopardize eligibility/grade due to this oversight if you are still missing it.

Honors: F451 home stretch in the next week or so.  Check in on G-Class for theme and concept prep for the second half of the book.  Short story intro test will be coming soon as well.

Standard: Short story theme link in G-Class.

Vocab List 3
ambiguous
dissident
embellish
fritter
ambivalent
inane
juxtapose
lethargic
sporadic
subsidize

HOMECOMING SCHEDULE ~ Friday, September 21 Shortened Traditional
7 Hour Assembly and Parade Schedule
1st Hour 7:40 – 8:10 (30 min.)
2nd Hour 8:15 – 8:45 (30 min.)
3rd Hour 8:50 – 9:20 (30 min.)
4th Hour 9:25 – 9:50 (25 min.)
Assembly 10:00 – 11:00 (60 min.)
5th Hour 11:00 - 12:25 (55 min. class + 30 min. lunch)
1st lunch 11:00 - 11:30 class 11:30 - 12:25
2nd Lunch 11:30 – 12:00 class 11:05 - 11:30; 12:00 - 12:25
3rd Lunch 12:00 – 12:30 class 11:05 - 12:00
6th hour 12:30 - 12:55 (25 min.)
7th Hour 1:00 – 1:30 (30 min.)
Parade participants released at 1:00
Release for Parade 1:30 - 1:40
Parade 1:40 - 2:15
Pep Rally in Stadium 2:15 - 2:30
Buses depart 2:47
Oktoberfest and KIDFEST 4:30 to 6:30pm SMS Gym

Check out the first/newest KSMS Advisory show.

Fahrenheit 451
Study questions: pg. 93-158 (page numbers are approximate and may not match your version exactly)

(93-110)How does what Mrs. Phelps say about her husband going off to war a perfect example of what is wrong with this society?

(93-110)State the different viewpoints on children based on Mrs. Phelps and Mrs. Bowles’ conversation.

(93-110)Reread the “Dover Beach” poem.  Why does this poem make Mrs. Phelps cry?  Base your answer on textual evidence and logical inferences.

(93-110)Describe the dream Beatty tells to Montag and use textual evidence to suggest why this upsets Montag so much.

(113-136) Reread the passage in which Montag realizes that Beatty wanted to die.  Using the text for evidence, rationalize why you believe this to be true.

(113-136)Why is it appropriate that war is finally declared at this point in the novel?  How does this correlate with the inner Montag and his relationship to society?

(113-136)Using textual evidence for support, state how Montag acts differently at Faber’s house this time than he did during his last visit there.

(137-158)What does Montag’s own desperate flight remind him of?

(137-158)Using textual evidence, mention several things Montag thinks about as he drifts down the river.

(137-158)Who are the members of the group Montag meets in the woods?  How do they think of themselves?

(137-158)Using textual evidence for support, discuss how the fire in the woods is different from the fires Montag was used to.

Fahrenheit 451

Study questions pgs. 71-93

Explain how Mildred reacts to Montag’s reading.

Symbolically, how has the hound evolved at this point in the book?

What is the general problem Montag has regarding which book to turn in to Beatty?

What happens/is happening to Montag on the subway?

What memory of his childhood does Montag have while riding on this subway?  How is it symbolic with what he attempts to do with the book?

What does Montag remember about his meeting in the park with Faber?  Provide textual evidence from that meeting that supports why Montag has thought of him at this point.

According to Faber, how has religion changed?

How does Faber view Montag?  How does he view himself?

Describe the plan Montag and Faber devise.

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

What device does Faber give Montag so they can communicate, somewhat ironically at this point?

Cite the three things Faber says are missing from a world without books and why they are significant?

Does Faber think the firemen are the only problem?  Will making the Fireman look like traitors make everything else okay?

Monday 9/17

Honors: F451 Part 1 Test

English 10: Short Story extra credit pre-test started in class

On Wed/Thurs this week we took VocabEssay 2.  If you missed either day and did not already make it up or make arrangements to make it up, please do so.  If you missed VocabEssay 1, please stay on top of things and get that taken care of so it does not drag on.

Friday

All classes: Google classroom theme response for short stories (and F451 for Honors)

Honors: F451 Intro and Part 1 test Monday.  Use today to review, read, set up notes and study work, ask questions in class, etc.

Eng10: Get caught up on short stories, vocab make-ups, etc.  In class story review for thematic elements of short stories.


Short Story List (so far)  Pg. 10 The Pedestrian, Pg. 63 By the Waters of Babylon, Pg. 128 Where Have You Gone, Charming Billy? Pg. 80 In the Shadow of Man

We will be looking at the following Ethics Bowl case study next week, so feel free to read and start to think about it:

VocabEssay #2 Wed/Thurs for all.  Be ready. 

Standard: We will touch base on the short stories we have read so far, as well as have some time to read the next one, and to study/prep for vocab #2.  We will talk about some patterns that I have noticed in the first round of VocabEssay grading and how to address them.

Honors: You should be able to answer these questions by the end of this week. We will talk about some patterns that I have noticed in the first round of VocabEssay grading and how to address them.



F451
Study questions pgs. 3-24 approx.

-Who is Montag and what does he do? How does he feel about his job?

-What makes Clarisse’s family different from the others in the neighborhood? (Be specific)

-Describe the atmosphere inside Montag’s house.

-What did Montag’s wife, Mildred, do?

-How does Mildred pass the time?

-What metaphor does the writer, Bradbury, use to describe the burning books?

-What do you think Montag has hidden in his house?

-Re-read the two conversations Montag has with Clarisse. What kinds of powers does Clarisse seem to have immediately over Montag?

-Using textual evidence give a description of the “handymen” that come to help with Mildred. Comment on their words and actions. Do they seem like modern day health providers? Can you tell if suicide attempts are common in this society? Provide evidence.

-Using textual evidence defend or deny Clarisse’s description of herself as “insane”.

-Bradbury states that Montag “felt his body divide”. What does this mean and find textual evidence to support your answer.

Pg. 25-50

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 this 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!”

Pgs. 48-68 

What does Montag call the people on TV? How does Mildred feel about them? Describe how Mildred reacts when Montag tells her about the old woman burning alive with the books. Use quotations from the book as support for your answer. Where did Montag hide the book he stole? Who found it? What did she try to do? What does Beatty say about Clarisse and her family? Use quotations from the book as support for your answer. What is the suggested, unspoken “deal” Beatty makes with Montag?

Reflect back on how Montag once describe the smell of kerosene to Clarisse. Use textual support to examine how the fact that it now makes him sick connects with the plot thus far. Using textual support, discuss the conclusions Montag reaches about books because of the old woman’s actions. 

Locate the section where Montag reflects on Mildred’s “second self”. Explain what he means by this.

Give your reaction to Beatty’s statement that everyone must be alike—not born free and equal but made equal.

Explain what you feel Montag is looking for in the books. Use textual support with your explanation.

All classes: VocabEssay 2 this week.

Honors: F451 Section 1 should be close to finished. Test early next week, Monday or Tuesday.

By the Waters of Babylon guiding questions:

What has happened in the story?  Figuring out WHEN it takes place is critical to this.

What are the likely reasons for why society is the way it is?

Why is the place John travels to forbidden?  What reason would leaders have for convincing people that something is off limits?

Why does John's father seem so reluctant to tell the rest of their people about the truth? 

Vocab List 2

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

Honors:
F451 Introduction ?'s from Tuesday.  You should be done with F451 section 1 by early (Mon/Tues) next week. 

Non-Honors:
The Pedestrian questions/response from G-Classroom.

Check in with me if you missed Vocab/Essay #1 last week.  The make up process in here is pretty harmless and does not involve hanging out in here for an hour after school or anything like that.

The first unit test we will have in all classes will be centered around the series of short stories we read to start the year, beginning with The Pedestrian from last week.  I will continue to update/notify, but don't ignore it just because we didn't spend a class period and do a worksheet over it.

Honors: Fahrenheit 451 book distribution today.  I will add introductory guiding questions and some discussion of in-class structure regarding novels over the course of today, but see below for F451 Introduction questions.  I will post the text of the intro at some point if anyone is stuck with a book copy that doesn't have it.  We will concurrently be reading a series of short stories that will tie in thematically with F451, so get ready to multitask.

Non-honors: We will discuss The Pedestrian and how it ties into the 5 step response model.  We will also continue to practice using the model on G-class and continue our short story reading unit.


F451 Introduction ?'s  (here is a link to Neil Gaiman's introduction to F451)

Focus on the three starters that Neil Gaiman describes on the first pg of the intro when writing about the "world of not yet."

How does Gaiman link the future and the present in describing this kind of writing?

How does the change in perspective (read it as a young boy, a teenager, an adult) affect the interpretation of what the book represents, and why does that matter?

Focus on the last three paragraphs of the intro

The Pedestrian guiding questions

Why do the police, and therefore the society, in the future consider Leonard Mead to be a threat?

Why does the police car say “no profession” when Leonard says that he is a writer?

Why does Bradbury include the description of Leonard’s house and what is symbolic about it?

This section of the textbook used to be called “Exiles, Castaways, and Strangers”.  Does Leonard fit any of these titles?  Which ones and how?

This story was written in the 1950’s but takes place in the future.  What aspects, if any, correctly mirror or are similar to our present society and the direction we are headed?

What images from the story help define the tone?  What do you think Bradbury’s tone is?

Explain the symbolism and irony present in the fact that Leonard is interrogated by a robotic police car.

Lost and Found:  White/pink earbuds.  Found in classroom last week.  White cords, pink metallic earpieces.

Remember, unless there is something specifically different, I will only post once to cover Wed and Thurs since they are typically the same. 

Vocab Test/Essay #1 in class on Wed/Thurs this week.  That means that you will get vocab list #2 next week on the block days.

Friday is a pep assembly, so shortened hours and no school Monday.

How to apply the 5 Step Model went down today.

Vocab Test/Essay #1 is Wed/Thurs this week.

Watched "The Haze" by artist coalition TeamLab and discussed the importance of perspective:  We tend to think of light as something that lets us see something else, but how does that change when the light itself is what we are supposed to see?

Vocabulary Resources:

Concept we discussed, will discuss, and you need to know:  Progress Trap (look it up)

Story to read: The Pedestrian, by Ray Bradbury

Guiding Questions for The Pedestrian

-Is Leonard Mead lonely?
-Is the entire world like this, or just this city?
-What specific type of sensory detail is emphasized and to what effect?
-What is the connection between the number of police cars and the PROGRESS TRAP concept?
-Why doesn't the story really end?

Remember, Vocab Test/Essay #1 is Wed/Thurs.

Google Classroom 5 Step Paragraph Model Practice.

Monday night is back to school night

Have a good weekend

Wed/Thurs will almost always be one post, unless something specific happens that separates them or a schedule change is made and they are no longer standard block days.

What makes a story great?  Voodoo.  Blowin' stuff up.  Unicorns. Guitars. Right hand drive Skyline GT-Rs imported from Japan.

Vocab List 1
1.  FACETIOUS
2.  DETRIMENT
3.  DEXTEROUS
4.  DISCRETION
5.  GREGARIOUS
6.  OPTIMUM
7.  OSTENTATIOUS
8.  SENSORY
9.  VICARIOUS
10.  SCRUPULOUS

Vocab Test 1 will be a week from Wed/Thur, so next week on Aug 29-30 depending on your hour.

If you have any questions about vocab, or anything else we have covered to this point, please ask.

Monday Aug. 27 is Back to School Night.  The main program starts at 7:00.  If parents have questions that either aren't covered or they are not able to make it, please feel free to contact me about that as well.

Code Red/Lockdown procedure review from our room in all hours.  Blog and Google Classroom review now that most people have access and my classroom blog has not been blocked by the district content filters.

Survey on Google Classroom:  Please complete and submit, as this will form a baseline for any conversation we have about your own perception of your strengths, weaknesses, comfort levels, etc. in English and give us a solid starting point for future conversations.  Please take time and consideration in your answers; generic answers won't help you or me, and there is no completion credit for just getting it done.

All hours:

Reviewed and revisited week #1's info as we move into the real stuff.  Hit critical high use pages on Teachanowski (extra credit, vocab essay examples, 5 step paragraph model, college writing center links)

First Google classroom assignment. 

Miss today?  Here's what we did:

Read through as many of these case studies as you want, but try to get at least 3.  Then answer the following questions for each.  On Fridays, we will usually do something that allows us to reflect on, and put into practice, things we did that week.  These are a great example of the kinds of readings we will use on Vocab Essays.

What is the problem in the case study?  Don't just focus on the obvious/surface level.

What is a possible solution/resolution to this problem?

Remember, explanation is always expected.  Use multiple perspectives and think big.

Ethical Case Studies

Have a good first weekend!

Google Classroom Codes:

Hour 2: wha2s2
Hour 3: ti2sj3
Hour 4: xm4cc2
Hour 5: qv6do3j
Hour 6: f0mcpye
Hour 7: gxl12d

Wednesday 8/15

Hopefully your chemical fire headaches/nausea have faded, happy Wednesday!

Obviously we have some pieces to pick up, especially in 5th hour, so we'll try to get that covered tomorrow and in the shortened 7th hour.  We'll see how tomorrow goes before we talk about Friday.  The schedule is probably available other places for tomorrow, but here it is too:

Late Start / Academic Support 7:30-8:45 (teacher collaboration time)

2nd hour 8:50 – 9:50am

4th hour 9:55 – 10:55am

5th hour 11:00am to 12:30pm

                                1st lunch 10:55 – 11:25; class 11:25-12:30

                2nd lunch 11:30-12:00; class 11:00 – 11:30 and 12:00-12:3

                                3rd lunch 12:00-12:30; class 11:00-12:00

6th hour 12:35 – 1:35pm

7th hour 1:40-2:40pm

Tuesday 8/14

Most of Tuesday was spent on answering questions from the info dump on Monday.  Let me know as we get into the semester about any questions you have regarding grades, class structure, etc.

Welcome back, or to South if you're new!  We went through a pretty standard rundown of class today, not to say that this will be a "standard" experience.  If you have any further questions about expectations, structure, or anything else you can think of, feel free to ask.  Remember, the only questions I can't possibly answer or help you answer are ones I don't know you have.

Oh.  Hello.  We are back.

Final grades will be posted by Tuesday of next week, although I will try to get things in on Friday.

MH quote of the day:
"Shoulda slept in" - Oso Grande

Reminders:
1. You do not need your computer for our class any longer.
2. You will have a hard copy of every piece of reading for the final.
3. You may use notes, printed or handwritten.
4. If you have an A in Skyward currently, you will be taking an Alternative Exam that does not require studying previously posted (May 10) exam readings.

Make sure for all of the readings for next week's final exam that you are thinking about the work's meaning, but also paying attention to technical literary elements.
Things to look for:
-Use of common "big ticket" literary elements such as: symbolism, imagery, language patterns, etc.
-Extended/ongoing metaphors as well as individual ones
-Use of perspective
-Use of "categories" of descriptors: weather, time, cycles, etc.
-Individual vs. Big Picture details
-How each deals with life cycles and how we treat the inevitable aspects of life, aging, beauty/worth death, etc.

This is not "everything" you'll need, but it's a good checklist for preparation.

Here is the link for most of the final exam reading for both Honors and Standard.  There may be others added in advance, and there will be one or two that are cold reads on the final.  There will be 50 questions, and they will be somewhat evenly distributed between the sources.

Bring your checked out books back to me.  We are filling out hold slips and signing them tomorrow if you do not.  I will not turn in the holds until next week (Monday or Tuesday) but still doing slips.

May schedule, including Finals Week

7th hour, your final read "test" is tomorrow (Wednesday)

Remember, extra credit WAS DUE LAST FRIDAY unless we worked something out in advance

Book "walk through" information.  This is all the info we would have gone through in class today.

Lord of the Flies:

The most important thematic concept from LOF comes from the William Golding quote that can be found in the notes section at the end of the book in which he states that the point of LOF is that no system of government matters if the people who make up the society are not morally sound.  In other words, rules don't matter if people don't follow them.  That's one of the reasons that you may have noticed that LOF doesn't contain an "enemy" that the boys can unite against to give them a common goal.  The closest thing is the Beast, which they know is made up and in their heads but some also believe is real.  The "problem" in LOF is that Jack views the island almost like an adventure camp where Ralph views it as a survival and rescue operation.  Ralph also holds much more firmly to the idea that they should govern as if they were at home in civilization.  There is some irony in this thinking, as "civilization" is currently involved in a war.  Along the way we also meet Piggy, who represents logic but is so defined by his other traits that nobody listens to him.  Simon represents goodness, but is quiet and reserved.  The littluns are representative of the general population who simply operates/lives under the umbrella of the decision makers in society.  The book follows a pretty clear arc as the boys move from civilized to savage.

Slaughterhouse Five:

As we have mentioned in class, one of the most important aspects of SH5 is not trying to explain every aspect of it, or at least not try to fit them all together.  One thing I would highly recommend is to reread Ch. 1 if you have finished the book.  There is a lot of symbolism in the various anecdotes in Ch. 1 such as the Children's Crusade, the anger of O'hare's wife, the "anti-war book" comment, and the recount of the story of the man who dies in the elevator incident.  Each of these, and some others, lends itself to some explanation of what happens in the rest of the book and how war itself cannot be explained, so the next logical effort seems to be explaining our reaction to war.  Special attention should be paid to the Tralfamadorian view on time and the events that "take place" in our world.  Although it seems to be a philosophy, or almost anti-philosophy, about how things work, Vonnegut seems to be using it more as an acknowledgement that despite the fact that we know war is a terrible thing, the nature of humans means that it will never stop.

Fastfood Nation

Worry less about the food aspect of this book, and more about how the argument is constructed.  Schlosser is not a nutritionist, a chef, a food critic, etc.  He is an investigative reporter/author.  The focus on FFN is much more about awareness of not only what we are eating, but awareness of how we think about food and the cultural elements of consumption of anything, but especially food.  One thing you should pay attention to and make note of is how he connects every aspect of the food industry that he studies back to its cultural impacts and connections to things like: socioeconomics, the American dream concept, political connections, how food mimics societal priorities, etc.

The Glass Castle

In reviewing GC, one of the most important style/organization elements is Walls' habit of ending each chapter with a summative "lesson" of some sort.  It's not always stated directly, but often takes the form of a summary of what she learned about life/her family/Rex/etc. through the telling of that chapter's "story."  Focus on Jeannette's relationship with each family member, and pay attention to how she differentiates between how she felt at the time the events were happening with how she feels about them as an adult looking back.  As long as you can identify a "how this helped shape who I am" lesson for Jeannette for the various stories she tells, you'll be in good shape.

Supplemental reading for the final read choice.  As you read your book, you might consider the "origins" of the problems each present.  I found this NPR article on loneliness interesting in thinking about how people connect to each other and to groups, and how we identify ourselves.

Being "Not Rich" at UM is a google doc that I referenced in class and was part of this week's advisory discussion.  While it is college specific, it has some interesting content in general about navigating a world where you don't have the security of money.

Final Read Choice "mini-test" will be Tuesday, May 8 for all classes.

We closed out Vocab for the year with Vocab 13 this week.  See me if you missed.

Poetry Slam today.

Monday: Vocab 13 reading part one.  Check G-Classroom

Today: Vocab 13 reading part two.  On Classroom as well.

Wed/Thurs: Vocab 13.  Last one of the year.  Readings from Mon/Tues will be sources for the essay.

Makeup work: Get on it.

If you are reading Fast Food Nation as your final read, I hope the irony of having a dancing cow and its sidekicks slap a fast food restaurant sticker on you at 7:15 in the morning in front of your public high school was not lost on you.

We will be working with this piece and others over the next few days in conjunction with your reading choice books, so give it a read if you want a head start.

See me about missing work.  Here are some still floating around:  Wordwright, TMC Test 3 Revisions, Various Vocabs

Final vocabulary of the year!
We are done with the Ethics Bowl Case Studies as vocabulary sources.  You will get the final source of the year for Vocab 13 next week.

Lesson 13
1.  connoisseur
2.  conspiracy
3.  contrite
4.  distraught
5.  germane
6.  lucid
7.  plight
8.  superficial
9.  symmetrical
10.  verbose

Wordwright #4 will be Tuesday, April 17.  Here is the reading source for it.

Resources for your reading choice books:

Slaughterhouse-Five

Slaughterhouse-Five Ch. 1-7 Guiding Questions

Kurt Vonnegut interview

Vonnegut interview specific to SH5 events


Lord of the Flies

Lord of the Flies Ch. 1-2 ?'s

LOF Ch. 3-4 ?'s

LOF Ch. 5-6 ?'s

LOF Ch. 8-10 ?'s

LOF Final ?'s 11-12


Glass Castle

Glass Castle resource 1

GC resource 2

Jeannette Walls interview


Fast Food Nation:

Eric Schlosser interview

Schlosser interview #2: What kind of person/author does he appear to be?

Food Inc. resources (This is the documentary that Schlosser is featured in)

Feature on Michael Pollan, another author of multiple books about food in America.

What did we do this week?

Monday-Tuesday: Kansas Reading Assessment

Wed/Thurs: Vocab/In-Class Essay 12 and KS Reading Assessment make-ups.  If you did not finish the assessment it is now out of my hands.  You will likely be pulled from seminar or a non-core class.

Friday: Martian Chronicles Test #3 revision.  Reading choice time.

Dress Light in 270 today, or maybe get in a session of hot yoga while you're here
(It's warm and going to get a lot warmer)

Kansas Reading Assessment today and tomorrow.  If you do not finish, or miss a day, the first round of make-ups will be after vocab on Wed/Thurs.  If you are not finished with the assessment (two sections) by Friday, counseling/admin will pull you to finish.

Vocab 12 is this week as usual.  English 10 is on Case Study #5 (School Choice)
English 10 Honors will be using Case Study #8 (The Cull)

Wordwright 4 will be either Monday or Tuesday next week, here are the words for it:
From the story: meditation, diminish, resume, furtive, unaccountably, frock coat, course (verb), promenade, conduct (noun), augment, emanate, conceive, assent
From the questions: introspective, grandiloquent, quaint, pathos, satire, active participle, cynical, mirror image, symbolism, auditory, hypochondria, subjective, spare (adjective), grim, metaphoric, subordinated, dismissive, hyperbole, indignation, apocalyptic, florid, emotive, vigor, sentimentality, allure, syntax, noncommittal, understatement, impending

To do:

-Make up missing assignments

-Choose and record book for final read

-Monday/Tuesday: Kansas State Reading Assessment

VOCABULARY  (Test will be Wed/Thurs 4/11 and 4/12)

Lesson 12

1. austere

2. esoteric

3. facsimile

4. grotesque

5. mesmerize

6. metamorphosis

7. notorious

8. perfunctory

9. provocative

10. travesty

Update on calendar items:

State assessment reading test will be Mon/Tues next week
Makeup for vocab, Martian Chronicles, etc. can be done tomorrow in class
Choose and record your book, don't waste time
Working on getting everything I have caught up

Sorry for the delay in getting posts up each day, but with the last week's wonky schedule and waiting on some info on upcoming testing, there hasn't been much to post.  Here's a brief overview and I'll get more details up tomorrow:

-book choice for final read
-state testing coming up
-Vocab 12 test likely next week after all
-odds and ends

English 10 Honors:  Your case study for Vocabulary 11 will be #5: School Choice.  Because it was delayed in delivery, I'll give you a hint: The topic will be connected to the theme of doing what is best for individuals vs. what is best for the greater good, and how that juxtaposition plays out in modern society. 

English 10: You will have case study #4: Breed Specific Legislation.  Your prompt will deal with diversity as connected to the essential question on the board in class about dealing with everyday problems.

Martian Chronicles #3 test postponed until Tuesday.  Be ready!

Vocab 11

1. advocate (Verb and Noun)


2. antipathy


3. emancipate


4. idiosyncrasy


5. imminent


6. impede


7. inclusive


8. jurisdiction


9. precarious


10. preposterous

Remember, The Martian Chronicles test will be Monday!

Happy first day of spring!  Today we will look further into our Q4 essential question about diversity and start talking about how that will incorporate into our final section of The Martian Chronicles and its test on Monday. 

Honors: Martian Chronicles Test #2 revision today in class.  If you are absent, see me about a make up revision time.

Welcome back on this fine Monday morning!  The sun isn't shining, it was probably dark when you woke up, and the sky is gray.  Woooohooooo!!! Happy early spring in Kansas! Today we are going to preview the next week or so as well as talk about goals for the final push of the year into 4th Quarter.

Essential Questions: How can being open to diversity allow us to solve everyday problems? How are differences and diversity important in a community?

Standards:
RL.9-10.6 -​ Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading
of world literature.
RI.9-10.7 –​ Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details
are emphasized in each account.
L.9-10.5 ​– Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
SL.9-10.5 Make strategic use of digital, media (e.g., textual, graphical, audio, visual, and interactive element) in presentations to enhance understanding of
findings, reasoning, and evidence to add interest.
W.9-10.KS Apply the 6+1 Traits of Effective Writing in producing and assessing writing: Ideas and Content, Organization, Word Choice, Voice, Sentence Fluency,
Conventions, and Presentation.

The Martian Chronicles
Part 3 guiding questions- These will cover Usher II on pg. 137 to the end of the book
The focus of this section will be on the concept of "fight" that happens once humans have established their presence on Mars.

April 2005: Usher II (pg. 137-157)

First of all, if you are not familiar with Poe's story "The Fall of the House of Usher," look up a summary, or read it, so the references and the chapter's events make sense.

What is Stendahl trying to create on Mars and why would somebody want something like this?

What has happened on Earth that has prompted Stendahl's seemingly monstrous creation?

Is Stendahl a hero or a villain?  Is doing something wrong/illegal to fight against something you feel is wrong, actually wrong?

August 2005: The Old Ones

Who is coming to Mars now and what does Bradbury's way of describing them seem to say about his opinion of what Mars has become?

September 2005: The Martian

Although rare, Martians still do exist.  Early in the book, they used their ability to read minds and change into humans to trick people in order to fight them off.  What has changed and why?

November 2005: The Luggage Store

What "happens" to people when they don't feel connected to something, even if they once were?  Honors students, this actually reminds me of the Singapore case study from Vocab 10.

November 2005: The Off Season

Who is Sam Parkhill and what is he trying to do on Mars?

There have been ominous moments of foreshadowing about what fate Earth is headed toward throughout the book.  What event finally takes place and what is implied about why it happened?

Why is Sam's wife so dismissive/skeptical about the hotdog stand he wants to open on Mars?

What does the hotdog stand represent symbolically, and how does it contrast the Martian "gift" to Sam?

November 2005: The Watchers

Why is the luggage "gone from the shelves" and what does it tell us about the people on Mars?

December 2005: The Silent Towns

This chapter is one of the best examples of irony in the entire book.  Every aspect of it is ironic, and this will be the primary focus.  Irony is the only thing you really need to look for in this chapter from a critical standpoint.  Irony. I-R-O-N-Y.

April 2026: The Long Years

What has Hathaway done, and why?

Overall, what has life on Mars turned into and how is it different from what was hoped for when people first started traveling here?  In other words, what problem could humans not escape?

August 2026: There Will Come Soft Rains

What cycle is beginning, or continuing and reaching a new level, in this chapter?

Despite a promise of near immortality due to AI and automation, what is nature proving, or technology disproving, in this chapter?

October 2026: The Million Year Picnic

Who are the Martians?

What is Bradbury's final point based on this "discovery?"

Below is the link to the NHSEB national tournament case studies.  Pretty good stuff.

High School Ethics Bowl national tournament case studies

Just to reiterate, here is an article explaining the the necessity for a strong skillset surrounding imagery and attention to detail in the English classroom.  This is a good read for both parents and students who just completed the Details: Art Replication Project, and will be good to revisit next year for AP English 11 where the use of images in conjunction with the literary sources will expand in both scope and depth.

P.S. If you didn't notice the use of "the" twice in a row in the first sentence, you weren't paying enough attention to detail.

Be on the lookout here on the blog, and just in general, for cultural enrichment opportunities.  This time of year is a good one as the weather starts to get nice and there are more and more outdoor opportunities and things that involve hands on activity than the winter indoor activity calendars typically allow.

You should be looking toward the finish line on "The Martian Chronicles."  We will close out discussion on it the week after spring break and take the third test the following week, likely Monday the 26th or Tuesday the 27th.

Honors students:  If you emailed me yesterday/this weekend about issues with your group, you will need to come talk to me in person with updates on where you are, whether the issue has been resolved, and if necessary, what steps we will take to make sure everything is taken care of.  This will be the most efficient and up to date way to handle the large number of emails I received from groups I was not already in communication with.

Last week:

Wed/Thurs: All classes Vocab 10 test/essay

Friday: All classes Martian Chronicles Test #2

Due to logistical and scheduling issues, the Martian Chronicles Test #2 will be moved to Friday. 

All classes:

Martian Chronicles Test #2 is Tuesday, Feb. 26

Vocabulary Test/Essay 10 is Wed-Thur this week.

Honors: 1 week until art replication project due.  Ask your questions now!

Big kid show and tell, details this week.

Looking for something to challenge your mind/vocab?  Check out this NPR word puzzle

The Martian Chronicles

Continued guiding questions for Test #2:

February 2002: The Locusts

Why is this chapter called "The Locusts?"  What is the significance of this, both from a literary and a historical/natural perspective?

What significance does the impact/imagery of the diction used in this chapter hold?


August 2002: Night Meeting

What are some possible explanations for this chapter?  (There is no right answer)

How does Bradbury's ambiguous approach to time, specifically the notion of past, present, and future, contribute to the overall presence of real life concerns in this book?

Why do you think the word "Time" is capitalized?  How does this small stylistic element change the gravity of its use as a tangible thing?


October 2002: The Shore

What is "the problem" with who is coming to Mars and why they are there?

Thoughts on the last line?


February 2003: Interim

The Oz comparison?


April 2003: The Musicians

What are the boys doing?

Once again we have "firemen" in a Bradbury work.  What does he seem to use this analogy for?  What do "firemen" do in Bradbury's world?

June 2003: Way in the Middle of the Air

Why is a racist white man so angry about black people leaving?

Explain the satirical nature of Teece's character, and why it's alarming that he may not be that much of an exaggeration.

When Silly shouts to Teece "What you goin' to do nights, now?"  what is he referring to?  What satirical commentary about racism in America is Bradbury clearly mocking?


2004-2005: The Naming of Names

What era(s) or element(s) of American history do the sophisticates represent?

Who "...pushes back" and why?  What is happening on Mars?

In case you missed it, here's the official word from our administration:

Just for your planning:

*If we have school tomorrow, it will be the normal Thursday EVEN block with a late start, and then Friday would then be the ODD block schedule.

**If school would be cancelled tomorrow, then Friday we would go with the traditional 7 period day.

Here's what that means for you: If we have school tomorrow, we have Vocabulary 10 Test tomorrow and Friday. If school is cancelled tomorrow, we will push Vocabulary 10 Test to next week's block days. For Martian Chronicles, you should still plan on finishing through pg. 137 (the chapter before Usher II) by Monday of next week. Test #2 will likely be Tuesday still.

No Vocabulary 10 test today 'cause we're not at school.  Just make sure you're ready to take it.  Could be tomorrow, could be next week.

Don't forget Vocabulary Test 10 tomorrow and Thursday!   

10: Case study for next week in G-Class along with some prep materials.

10 Honors: Case study #9: Questions of Loyalty.  Prep materials on G-Class.

New Martian Chronicles questions coming soon.  Test #2 will be either Monday Feb. 26 or Tuesday Feb. 27.

Vocabulary List 10

clandestine
contingency
egocentric
exonerate
incongruous
indigenous
liability
astute
reinstate
superfluous

English 10: Case study #3: What Morals Should Drive Driverless Cars.
I posted a link yesterday, but here's another one to give you more resources to consider.

English 10H: Case study will be given on Friday. Group check in.

Vocab for everyone will be on Wednesday/Thursday next week as always.  No school Monday/Tuesday next week.  We will discuss case studies in class on Friday in all classes.

Pixar short "Day and Night" on G-Class.  Martian Meets Modern.  The version on G-Class omits a specific speech about prejudice that comes in the form of a radio broadcast.  Find an original version for the full effect.

10: Case study #3 Self-Driving Cars.  The following resources will help you prepare for using this case study on next week's vocab.

Things that self driving cars will affect.

Isaac Asimov's "Three Laws of Robotics"
-A robot may not injure a human being or, through inaction, allow a human being to come to harm.
-A robot must obey orders given it by human beings except where such orders would conflict with the First Law.
-A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.

10 Honors
Only three weekends between now and the project due date. Let me know if you have questions or issues.

Wordwright #3 today

Don't forget that we are taking WordWright #3 on Monday.

The Martian Chronicles

Guiding Questions for Chapters 7-9

June 2001: and the Moon Be Still as Bright

Now that we know what has happened to the Martians, why is Spender still so worried about protecting Martian culture?

Spender knows he is not a Martian.  Why then does he proclaim that he is "the last Martian?"

Why doesn't Spender kill all of the men?

Why does Spender "allow" himself to be killed?


August 2001: The Settlers

Why do people come to Mars?


December 2001: The Green Morning

Wow, what an uplifting and inspirational chapter, right? (I'm serious about answering this question)

Is this a good or bad thing, or does it depend on your point of view?  Address both sides.

What does this chapter have in common with Rocket Summer, the first chapter in the book?

Case studies for Vocabulary 9:

English 10: Case 2- Best Man or Worst Man

Honors: Case 13- Losing Admission to Harvard

Wordwright #3 will be taken on Monday, Feb 12.

Friday 2/2:

Martian Chronicles check in question on Google Classroom.  This question should give you a good idea of the direction we are headed with the book.

Honors: Group project work day

English 10: Martian Chronicles read and work day.  Make up day for MC Test #1

Vocabulary list 9 came out on Wed/Thurs.

reiterate
utopia
tenacious
tantamount
raucous
ostracize
mandate
nihilistic
autonomy
recourse

Non-honors classes will use Case Study #2 on next week's test.  

Honors classes will get the case study number on Monday.

Lots of group work on the project in honors

Tuesday

Martian Chronicles Test #1 all hours

Martian Chronicles Test #1 is tomorrow.  It will cover the first 6 chapters, through pg. 63.

Honors: Art replication project groups assigned.  If you were absent I have the list at school or hopefully you have already been contacted by your group.

Some updates to think about over the weekend:

a. Honors students should start looking for possible art replication pieces using the Art Replication Resources tab on the right side of this page.  There are others out there, but I would like your source to be a reputable art archive or museum archive rather than just a google image search.

b. All students: We will push the Martian Chronicles test #1 to Tuesday and use Monday to discuss the first 6 chapters.  We will use the posted guiding questions, but we will also spend time on the overall, big picture narrative pattern that Bradbury is addressing.

Martian Chronicles Test #1 will be Monday Jan 29.  Don't forget!!!!

Martian Chronicles Study Questions #3

Chapter 5: The Taxpayer

Why do you think Bradbury makes the taxpayer (Pritchard) seem so wildly insistent about going to Mars?  What aspects of our culture and human nature, both positive and negative, is Bradbury likely trying to illustrate with this interaction?

Chapter 6: The Third Expedition

What do the towns and other things that the Martians have built, or projected, imply about the Earthlings' reasons for traveling to Mars?

What is some of the irony in how Bradbury implies Martians would feel about Earthlings traveling to Mars?

Why does this chapter end the way it does?  Why do the Martians continue the Earth-like facade after the deed is done?



Tuesday Jan 23: Enrollment meetings with counselors.  Enrollment check list before.  Full Case Study #1 analysis for vocab essay tomorrow/Thursday.  See earlier post for Vocab Case Studies.

Discussed the case study model for vocabulary essays for second semester (see previous blog post) for both regular and honors.  Make sure you read the post, as there are differences between how honors and standard classes will receive and address the material.

The Martian Chronicles: Next Monday, January 29 will be our first Martian Chronicles mini-test.  It will cover the first 6 chapters, so you should have read through "The Third Expedition" by Monday.  This is for all classes.

Argumentative Vocabulary Essay Case Study Update

In the following link you will find the pool of case studies that we will use for this semester's argumentative vocabulary essays.  This is the case study list from the 2017-2018 National High School Ethics Bowl competition, of which I am the sponsor/coach for the South team.  The NHSEB is coordinated through the Parr Center for Ethics at the University of North Carolina.

We will use these case studies as the foundation for the issues and arguments that will be featured on our vocabulary test/essays for the rest of the year.  Each Monday of the week of a vocabulary test, you will find out which of these case studies you will be addressing on that week's test.  Like last semester, I anticipate 7-8 vocabulary units this semester.  There are 15 cases, so we will only use about half of them.  Non-Honors classes will see the case studies in numerical order starting this week with #1, so you will probably only need to know the first 7-8.  Honors classes will not receive the cases in order, therefore, any pre-work done will require you to familiarize yourself with all of the cases.  You will notice as you read each case that there are a series of "study questions" but no question within the case itself, just a situation/predicament that is addressed.  On test day, I will ask you a specific question in order to guide your formation of your argument.  The question will not come verbatim from the study questions, but they will still provide you with solid guidance.

For this week's first test of second semester, we will begin with Case #1: Bodily Identity Integrity Disorder.  This applies to both honors and non-honors.

Vocabulary Argumentative Case Studies

The Martian Chronicles Study Notes continued:

August 1999: The Summer Night

What is starting to happen to more and more Martians and why does it alarm them?
What is this occurrence a likely foreshadowing of?

August 1999: The Earth Men
The men claim to be the second expedition but they don't know what happened to the first one.  What happened?

Why are the men so upset by the greeting they receive on Mars?  Indirectly, what does Bradbury seem to be criticizing about humans?

By having the Martians not care/not believe the Earthlings' stories, what "hard truth" does Bradbury propose even if there are other life forms besides on Earth?

Friday Jan 19: Enrollment presentation with counseling department

Wed/Thursday Jan 17-18: Full explanation/discussion/examples using the Purdue Argumentation Model and how we will apply it.  You will find examples and practice opportunities on Google Classroom.  The question/problem referred to on the GC assignments is "Should hardware/software developers be required to study the effects of their products beyond the point of purchase (in the real world) and modify the products' usability based on results?"

Due to the schedule for this week, our vocab test/essay will be pushed to next week. We will spend the block days this week working on a practice case study in the new vocab format. Remember that Friday is your pre-enrollment visit from counseling for next year. More details in class this week. Stay warmish.

Wed/Thurs Jan 10-11
Vocab words and grading change discussion. 

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

Introduction to argumentation.  This will be our writing focus this semester.  Details and links will be added, but this Purdue OWL template is a good simple start.

Case study discussion and example.  What will the format look like, and how will we prep for it?  Here's an example of what a "case study" resource might look like, paired with a prompt/question that will need to be answered in the vocab essay.

Martian Chronicles initial discussion and read time.

Tuesday, Jan. 9:

Discussion of some format changes in grading, specifically to vocabulary test/essay.

Literary magazine submission extra credit options: JOCO Elementia and South Inscriptions.  See earlier post for JOCO link.  Submission deadline is Feb. 1 for JOCO, so get on it if interested.  Inscriptions deadline is April 3 so you have a little more time on that one.

Guiding questions reflecting in-class discussion over getting started on The Martian Chronicles and connecting it to our media consumption intro to the semester can be found on G-Class. Read Rocket Summer and Ylla.

Check G-Class for today's topics and response items.  This is a continuation of last week's focus on media and how we connect to it.

If you have not taken your Semester 1 Exam yet, your grade has been entered as an Incomplete for the semester.  After 20 days, Incompletes automatically change to an F.  Get on it.

Click here for submission information to the Johnson County Library's literary magazine for teens, Elementia. The deadline for submissions is almost up.  Great opportunity to make your voice heard and to earn extra credit in class.

If you did not take the semester exam, please see me tomorrow.  We need to get things sorted out by the end of the day on Friday as grades finalize Friday night.