1st Per - Writing day.
2nd Per - Reading day
3rd Per - Grammar lesson with Mrs. Henley. Sentence structure continued. Homework: Do page 101 in your grammar WORKBOOKS. Front and Back. Identify the conjunctions and indicate the subordinating conjunctions in addition to the instructions the workbook gives. Due Monday.
4th Per - Grammar lesson with Mrs. Henley. Pronoun lesson. Page 76 -78 in your grammar books. Demonstrative pronouns are those that demonstrate, or show someone or something. "This, that, these, those." We also discussed antecedents, or the nouns that help us understand who the pronoun is talking about. You can't use a pronoun in a written sentence unless you have used an identifying pronoun before hand so we know who or what is being spoken of.
-Homework: Page 23 and 24 in your grammar book. Identify the pronoun and the antecedent noun that goes with it so we know who is being referred to.
-Due Monday.
5th Per - Sonnet recital. There were some really great examples of sonnets. We discussed a few more technicalities of what makes them work or not. For instance, I don't believe they accent is ever on the first syllable of a line. It always goes "Unstressed, stressed, unstressed, stressed." Some of you were showing some confusion over this point.
6th Per - Merchant of Venice. We finised reading and discussing Act I scene II. We talked a lot about women's rights, christianity, and judaism, and their historical places in society versus how we view these things today. No homework.
Mr. Hawley. Burlington School - Daily Class Instructions.
Thursday, March 31, 2011
Wednesday - March 31, 2011
1st Per - Writing Day
2nd Per - Reading day.
3rd Per - We finished our Poe story. Write a one page essay on whether you believe the narrator to be crazy or just deluded. Use 5 examples from the text to support your arguments.
4th Per - Poetry continued. You will be making a power point presentation about an author of your choice. In this power point, you should include:
-A biography of your author.
- Discuss his/her life, including birth, death (if not still alive), Kids, Jobs they worked (if they didn't make their living as an author - which most writers can't.)
- Include pictures.
-You will give a chronology of their poetic works. This doesn't mean you need to mention every poem he or she ever wrote. Rather, you should give a time line and discuss time frames in their lives when they might have published a book of poetry, or a certain famous poem came out, or a style of poetry that they tried for awhile.
-You will need to pick a poem and discect it for the class. Extra points will be given if it is memorized. Then discuss things like "Point of view" and other literary techniques the poet may have used.
5th Per: We looked at examples of other people's sonnets that are on the internet, and I assigned the class to create a sonnet of their own for class tomorrow. This can be fun, but extremely challenging.
6th Per: Continue working on Merchant of Venice. Do the character/plot map for the rest of Act I, scene II.
2nd Per - Reading day.
3rd Per - We finished our Poe story. Write a one page essay on whether you believe the narrator to be crazy or just deluded. Use 5 examples from the text to support your arguments.
4th Per - Poetry continued. You will be making a power point presentation about an author of your choice. In this power point, you should include:
-A biography of your author.
- Discuss his/her life, including birth, death (if not still alive), Kids, Jobs they worked (if they didn't make their living as an author - which most writers can't.)
- Include pictures.
-You will give a chronology of their poetic works. This doesn't mean you need to mention every poem he or she ever wrote. Rather, you should give a time line and discuss time frames in their lives when they might have published a book of poetry, or a certain famous poem came out, or a style of poetry that they tried for awhile.
-You will need to pick a poem and discect it for the class. Extra points will be given if it is memorized. Then discuss things like "Point of view" and other literary techniques the poet may have used.
5th Per: We looked at examples of other people's sonnets that are on the internet, and I assigned the class to create a sonnet of their own for class tomorrow. This can be fun, but extremely challenging.
6th Per: Continue working on Merchant of Venice. Do the character/plot map for the rest of Act I, scene II.
Wednesday, March 30, 2011
Tuesday - March 29, 2011
1st Per - Creative Writing - Writing day.
2nd Per - Honors English - Reading Day.
3rd Per - 8th Grade: Continue reading Poe's story "The Tell Tale Heart." Class discussion.
4th Per - 7th Grade: We began our study of poetry today. We took notes on the information in the text on pages 646 and 647.
5th Per - 12th Grade: Continue working sonnets.
6th per - 10th Grade: Continue with Merchant of Venice.
2nd Per - Honors English - Reading Day.
3rd Per - 8th Grade: Continue reading Poe's story "The Tell Tale Heart." Class discussion.
4th Per - 7th Grade: We began our study of poetry today. We took notes on the information in the text on pages 646 and 647.
5th Per - 12th Grade: Continue working sonnets.
6th per - 10th Grade: Continue with Merchant of Venice.
Monday, March 28, 2011
Monday - March 28, 2011
Week 11 Vocab.
affluent - (adjective) /ă floo ent/
1. flowing in or inundated with abundance
2. abounding in wealth, rich
Some infamous and affluent sovereigns in history, believing vast amounts of wealth to be all powerful, disdained the laws of their realm, perpetuated egregious unethical behaviors, and intimidated those who would have stood against them, all with the expectation of impunity for their pernicious acts!
discern- (v) /dis sern/
1. to come to know or recognize mentally, with the eyes, or with senses other than vision
2. perceive or recognize (something)
The vigilant boy stood by the fire truck, face ruddy from the caustic flames; he was able to discern the shape of a man coming out of the smoke, and recognized it to be his intrepid father rescuing his younger sisters from their burning home.
feasible - (adjective) /f ē zə bl/
1. capable of being done or carried out
2. reasonable, based on ease or convenience
3. possible even probable or likely
Before a new business opens, prefatory research is conducted to see if it is feasible and to ensure nothing would preclude its success. Likewise, many stipulations are likely as the business owners parley with town leaders and the community as all sides consider the business proposition and its feasibility.
perfunctory- (adjective) /per funk ter ē/
1. lacking in interest or enthusiasm; result of a routine
2. done without care, superficial
Test scores indicate that many students’ vocabulary study does not go beyond an incipient, perfunctory level, possibly because some students view the task as mundane failing to perceive its relevance, so they continue using a rudimentary application of word choice and make indiscriminate choices on the test.
sally - (v) /sal ē/
1. an action of rushing or bursting forth; outburst
2. to move forward abruptly; to not defer
Bristling at the insult, the woman did sally forth, jostling those standing nearby, in order to accost the brash speaker who so caustically made the scurrilous remark. (She is obviously no reticent, tremulous matron!)
Literary Terms :
exposition: The part of the story, usually near the beginning, in which the characters are introduced, the background is explained, and the setting is described.
expository: 1. A statement or rhetorical discourse intended to give information about or an explanation of difficult material. b. The art or technique of composing such discourses. 2. The part of a play that provides the background information needed to understand the characters and the action.
Spelling Week 14A with Hawley's definitions:
Deterrent: Preventer
Diaphragm: Barrier
Diarrhea: Runny Poop
Diesel: Smelly Gas
Dietition: Food Specialist
Diphtheria: Contagious disease
Dissension: Disagreement
Drunkenness: Intoxication
Dumbbell: Hand weights
Dum-dum: Sucker
Journal Entry Week 11: Describe or compare an experience from your childhood with that experience now. Christmas, birthdays, family trips, grandma's house, sleepovers at cousins houses, etc.
1st Per - Creative Writing: Write a 2 page journal entry on this week's journal entry topic.
2nd Per - Honors: New vocab week 11. Journal. Greek notes from week 5.
3rd Per - 8th Grade: Journal, Vocab week 11, and Spelling 14A
4th Per - 7th Grade: Same as 3rd Period.
5th Per - Same as 3rd Per EXCEPT the journal entry: Describe what you think you will remember most from the senior trip 20 years from now.
6th Per - Same as 3rd Per:
affluent - (adjective) /ă floo ent/
1. flowing in or inundated with abundance
2. abounding in wealth, rich
Some infamous and affluent sovereigns in history, believing vast amounts of wealth to be all powerful, disdained the laws of their realm, perpetuated egregious unethical behaviors, and intimidated those who would have stood against them, all with the expectation of impunity for their pernicious acts!
discern- (v) /dis sern/
1. to come to know or recognize mentally, with the eyes, or with senses other than vision
2. perceive or recognize (something)
The vigilant boy stood by the fire truck, face ruddy from the caustic flames; he was able to discern the shape of a man coming out of the smoke, and recognized it to be his intrepid father rescuing his younger sisters from their burning home.
feasible - (adjective) /f ē zə bl/
1. capable of being done or carried out
2. reasonable, based on ease or convenience
3. possible even probable or likely
Before a new business opens, prefatory research is conducted to see if it is feasible and to ensure nothing would preclude its success. Likewise, many stipulations are likely as the business owners parley with town leaders and the community as all sides consider the business proposition and its feasibility.
perfunctory- (adjective) /per funk ter ē/
1. lacking in interest or enthusiasm; result of a routine
2. done without care, superficial
Test scores indicate that many students’ vocabulary study does not go beyond an incipient, perfunctory level, possibly because some students view the task as mundane failing to perceive its relevance, so they continue using a rudimentary application of word choice and make indiscriminate choices on the test.
sally - (v) /sal ē/
1. an action of rushing or bursting forth; outburst
2. to move forward abruptly; to not defer
Bristling at the insult, the woman did sally forth, jostling those standing nearby, in order to accost the brash speaker who so caustically made the scurrilous remark. (She is obviously no reticent, tremulous matron!)
Literary Terms :
exposition: The part of the story, usually near the beginning, in which the characters are introduced, the background is explained, and the setting is described.
expository: 1. A statement or rhetorical discourse intended to give information about or an explanation of difficult material. b. The art or technique of composing such discourses. 2. The part of a play that provides the background information needed to understand the characters and the action.
Spelling Week 14A with Hawley's definitions:
Deterrent: Preventer
Diaphragm: Barrier
Diarrhea: Runny Poop
Diesel: Smelly Gas
Dietition: Food Specialist
Diphtheria: Contagious disease
Dissension: Disagreement
Drunkenness: Intoxication
Dumbbell: Hand weights
Dum-dum: Sucker
Journal Entry Week 11: Describe or compare an experience from your childhood with that experience now. Christmas, birthdays, family trips, grandma's house, sleepovers at cousins houses, etc.
1st Per - Creative Writing: Write a 2 page journal entry on this week's journal entry topic.
2nd Per - Honors: New vocab week 11. Journal. Greek notes from week 5.
3rd Per - 8th Grade: Journal, Vocab week 11, and Spelling 14A
4th Per - 7th Grade: Same as 3rd Period.
5th Per - Same as 3rd Per EXCEPT the journal entry: Describe what you think you will remember most from the senior trip 20 years from now.
6th Per - Same as 3rd Per:
Friday - March 24, 2011
Creative Writing - Read pet diaries to classmates. Reading day. Journal Entry due.
2nd Per - No students - College Class.
3rd Per:
4th Per:
5th Per:
6th Per:
Vocab test week 10. Spelling Test 13B.
3rd and 4th periods also had homework from Mrs. Henley that was to be due on Monday.
2nd Per - No students - College Class.
3rd Per:
4th Per:
5th Per:
6th Per:
Vocab test week 10. Spelling Test 13B.
3rd and 4th periods also had homework from Mrs. Henley that was to be due on Monday.
Friday, March 25, 2011
thursday - March 24, 2011
1st Per - Continue working on Pet diaries.
2nd Per - Compare and contrast the Francis Bacon Article with the Queen Elizabeth article. Read the speech by the Duchess Catherine for discussion on Tuesday.
3rd Per - Lesson taught by Mrs. Henley. She covered subordinating, dependent and independent clauses and conjunctions. Here is the worksheet she had the students do together in class. The notes on these things come from the GRAMMAR textbook on the pages noted.
NOTES: Sentence Structures
simple sentences (174)
compound sentences (175-176)
simple or compound? (177)
complex sentences (179)
compound or complex? (175-179)
**compound-complex sentences (181)
complex or compound-complex? (179-181)
4th Per - 7th Grade:
Mrs. Henley taught a grammar lesson today on word analogies. Here are the notes and worksheets she used in class.
Directions: The analogies below are word problems that consist of two word pairs. 1) Look at the first pair and decide how the two words relate to each other. Then select one of the words below so the second pair of words have the same relationship. 2) On the blank side of the T-chart identify the relationship the two pair of words in the analogy share. (Number your work to its correlating problem.)
Worksheet #1
1. BRIGHT : SUN :: ______ : BOULDER
• ROCK
• HEAVY
• DARK
2. SLEEVE : SHIRT :: LENS : ______
• WINDOW
• CAMERA
• PICTURE
3. RURAL : URBAN :: WALK : ______
• RUN
• STROLL
• MOVE
4. LENS : CAMERA :: TREE : ______
• FOREST
• SHUTTER
• LEAVES
5. PRIVATE : PUBLIC :: CORRECTION : ______
• ERASE
• EDIT
• ERROR
6. BOLD : SHY :: COMPLIMENT : ______
• INSULT
• POLITE
• CONGRATULATE
7. POLITE : RUDE :: ______ : LUCK
• MISFORTUNE
• CHANCE
• GAMBLE
8. QUIVER : SHUDDER :: ______ : INFORM
• LIE
• TELL
• SECRET
9. TALL : MOUNTAIN :: REFRESHING : ______
• WATER
• COOL
• HILL
10. ERROR : MISTAKE :: ______ : LARGE
• HEAVY
• BIG
• LITTLE
11. DARK : LIGHT :: ______ : SHOUT
• YELL
• TALK
• WHISPER
12. FEAST : BANQUET :: WEEP : ______
• CRY
• YELL
• EAT
Word Analogy Answers
Worksheet #2:
7.1.1 (a) Information for students about analogies:
Solving Analogies
Solving analogies is a terrific way to sharpen your thinking skills. It also is a good way to prepare for standardized tests.
An analogy is a type of word problem that consists of two word pairs. To solve the analogy you must find a word that correctly completes the second pair. At first glance, the words in an analogy may seem to have nothing to do with each other, but the words are always logically related. The first pair of words has a relationship similar to the second pair of words. To solve the analogy, you need to figure out that relationship.
Example:
GRACEFUL : CLUMSY :: HOT : _______
1. Read the analogy like this: Graceful is to clumsy as hot is to ‘blank.’
2. Then ask yourself: What's the relationship between graceful and clumsy? These words have opposite meanings – they are antonyms – so the second pair of words must also be antonyms.
3. Fill in the blank with a word that means the opposite of hot, and you’ve solved the analogy. The best answer is COLD.
Common Analogy Types
The word pairs in an analogy often have one of the following relationships:
Antonyms: Words that have opposite meanings, as in HOT : COLD
Synonyms: Words that have the same or similar meanings, as in UNHAPPY : SAD
Descriptive: One word describes the other word, as in FAST : CHEETAH
Part to whole: One word is a part or piece of the other, as in PIECE : PUZZLE
Item to category: One word is an item in the category named by the other, as in
BASEBALL : SPORTS BALLS
Some analogies will not fit into the categories above.
Example:
PUPPY : DOG :: KITTEN : _______
1. Read the analogy like this: Puppy is to dog as kitten is to ‘blank.’ The first pair of words are not related in any of the ways listed above.
2. Try reading the analogy as a sentence that expresses the relationships between the words: A puppy is a young dog, as a kitten is a young....?
3. To solve this analogy, fill in the blank with a word that best completes this sentence. CAT is the best answer.
Make some up using vocabulary or spelling words:
Worksheet #3:
Analogies
Complete each analogy by writing the best word in the blank.
1. December is to winter as September is to _______________.
spring cooler school autumn
2. Good is to better as cool is to _______________.
cold good cooler warm
3. Water is to liquid as ice is to _______________.
snow freezing solid slippery
4. Maid is to trade as cool is to _______________.
lower chill neat rule
5. Milk is to refrigerator as ice cream is to _______________.
flavors scoop frozen freezer
6. Fahrenheit is to thirty-two as Celsius is to _______________.
zero degrees freezing thermometer
7. Rain is to drop as snow is to _______________.
flake shovel storm white
"The power of an analogy is that it can persuade people to transfer the feeling of certainty they have about one subject to another subject about which they may not have formed an opinion. But analogies are often intentionally misleading. Their weakness is that they rely on the dubious principle that, as one logic textbook puts it, 'because two things are similar in some respects they are similar in some other respects.' An error-producing 'fallacy of weak analogy' results when relevant differences outweigh relevant similarities."
(Adam Cohen, "An SAT Without Analogies Is Like: (A) A Confused Citizenry . . .." The New York Times, March 13, 2005)
1. Tooth: Dentist :: Hair: -?-
2. Pure: Purify :: Short: -?-
3. Soccer: Ball :: Badminton -?-
4. Loose: Tight :: Deep: -?-
5. Wise: Wisdom :: Rough: -?-
6. Big: Bigger :: Bad: -?-
7. Polite: Impolite :: Responsible: -?-
8. Soccer: Field :: Basketball: -?-
9. Help: Helper :: Sail: -?-
10. Give: Given :: Swell: -?-
11. Actor: Actress :: Widower: -?-
12. Dog: Bite :: Bee: -?-
13. Feet: Socks :: Hands: -?-
14. Cats: Meow :: Cows: -?-
15. Doctors: Patients :: Teachers: -?-
16. Roof: Roofs :: Wolf: -?-
17. Careful: Carefully :: Fast: -?-
18. Circle: Cylinder :: Triangle: -?-
19. Cat: Kitten :: Pig: -?-
20. Hyena: Mammal :: Crocodile: -?-
Students should be allowed to look at their textbooks during examinations. After all, surgeons have X-rays to guide them during an operation, lawyers have briefs to guide them during a trial, carpenters have blueprints to guide them when they are building a house. Why, then, shouldn’t students be allowed to look at their textbooks during an examination?'
"'There now,' she said enthusiastically, 'is the most marvy idea I’ve heard in years.'
"'Polly,' I said testily, 'the argument is all wrong. Doctors, lawyers, and carpenters aren’t taking a test to see how much they have learned, but students are. The situations are altogether different, and you can’t make an analogy between them.'
• (Max Shulman, The Many Loves of Dobie Gillis. Doubleday, 1951)
5th Per - 12th Grade:
We dissected Shakespeare's Sonnet 18 - "Shall I compare thee to a summer's day?" Students wrote the sonnet out on their white boards, dred horizontal lines between each syllable, and put accents over the accented syllables. Then I had students come up to the boards around the room and write down one line each which we are going to review as a class on Monday to see if we are all in agreement. I also told students to start thinking about writing their own sonnet. It is challenging to get one correct that actually makes sense.
6th Per - 10th Grade:
We read a plot summary for Act 1 of the Merchant of Venice. In order to understand Shakespeare, you need to have a good knowledge of history, Greek and Latin literature, and a large vocabulary. It is also really helpful to go find some notes, or other explanation of what you are supposed to be reading. This is building background knowledge. Here is the plot summary I found on-line for the first act:
Act I
The first act opens in a street in Venice, where Antonio, a wealthy middle-aged merchant, talking to two acquaintances, wonders why he feels vaguely sad and apprehensive. When his friends suggest that, having many vessels at sea exposed to all the winds that blow, he necessarily is anxious, he denies it, as he does also being in love.
Before the cause of this strange melancholy is discovered, Bassanio joins this group with two companions, who talk and laugh and appoint a meeting at dinner, although Antonio seems disinclined for festivities. Still, as he has remarked that everyman has some part to play in the world, one of the speakers, Gratiano, expresses a preference for the role of fool, mirth and laughter being more desirable than melancholy.
Left alone with Bassanio, Antonio comments on the nonsense just uttered, before inquiring with whom his friend has fallen in love. In reply Bassanio states that, although enamoured of a beautiful lady, he cannot sue for her hand, because he has squandered his fortune, and is deeply in debt to Antonio and others. Instead of reproaching him, Antonio generously consents to make another loan, which Bassanio accepts in hopes of making all good when he has won Portia, the lady of Belmont, with whom he has found favour, although she is besieged with suitors. Because all his funds are at present at sea, Antonio decides to use his credit to borrow the necessary sum for his friend's use.
We are next transported to Portia's dwelling, where she is expressing great weariness of the world to Nerissa, her companion, who slyly suggests her mistress is suffering from superfluity, rather than from any other complaint. She supports the good advice she gives with- maxims, which Portia scorns or caps, ere she attributes her troubles to her father's lottery, which leaves her no choice in regard to her future husband. This father, however, was wise and virtuous, as Nerissa maintains, and his lottery scheme shrewd, for he decreed that Portia's suitors should select among three chests one of gold, one of silver, and one of lead that containing her portrait, or forfeit her hand.
Many suitors have already come, whom Nerissa names while Portia pithily describes them, vowing she feels little inclination for the horsey Neapolitan, the melancholy German, the fickle Frenchman, the dumb Englishman, the niggardly Scotchman, or the drunken Saxon, who have come to woo. She therefore feels no regret when told that these suitors, dreading the test, are about to depart, and joyfully exclaims, 'I dote on their very absence!'
Then Nerissa states that no suitor ever seemed so attractive as the Venetian Bassanio, who visited them in her father's lifetime, a man whom Portia charily admits was worthy of praise. Their conversation is interrupted by the announcement that the strangers wish to take leave, and that a Moroccan prince has just arrived to undergo the casket test. After expressing great readiness to speed the parting guests, Portia idly wonders whether the newcomer will prove a bolder, or more acceptable suitor than his predecessors.
We now behold a public square in Venice, where Bassanio is asking the money-lending Jew, Shylock, to loan Antonio three thousand ducats for three months. Gravely repeating each statement, Shylock thoughtfully remarks Antonio is a good man, although his funds, at present invested in fleets, seem in jeopardy. After some hesitation, he asks to confer with Antonio in person, so Bassanio invites him to dine with them both, an invitation the Jew scorns, fearing viands {their food} unclean. He therefore retorts in surly tones, 'I will buy with you, sell with you, talk with you, walk with you, and so following, but I will not eat with you, drink with you, nor pray with you.'
They are about to separate, when Antonio appears; whereupon Shylock mutters he hates him for being a Christian, and for lending money without interest, whereby sundry debtors have been saved from his clutches. On that account, he cherishes an 'ancient grudge' against Antonio, and, brooding upon past insults heaped upon him, determines to be revenged.
Pretending to consider the loan, he murmurs he can obtain the money from a fellow-countryman, so when Antonio joins them, there is some shrewd bargaining, in the course of which Shylock expresses ironical surprise that Antonio, who never deals with usurers, should apply to him. Confessing he has never done so before, and is breaking a rule merely to oblige his friend, Antonio listens to Shylock's exposition of Jacob's stratagem, which he quotes as a justification for usurious methods, adding piously that 'Thrift is blessing, if men steal it not.'
Carelessly retorting that even the devil quotes Scripture to attain his ends, Antonio shows contempt for such reasoning, while Shylock apparently cogitates on the subject of the loan. On being pressed to give a definite answer, he wonders that Antonio, who has frequently rated him on the Rialto, should apply to him for funds. His eloquent speech betrays how deeply such treatment rankles, but his manner is so offensive that Antonio haughtily informs him he will probably treat him with contumely again, and proposes borrowing only on a business basis. But, when he rashly offers to bind himself by any penalty the Jew chooses to impose, Shylock suddenly becomes pliant and friendly, and offers to loan the money without interest, provided Antonio will sign a bond pledging himself 'in a merry sport' to allow the Jew to cut a pound of his flesh on payment day, should the necessary sum not be forthcoming.
Believing such a condition imposed as a blind for granting a favour, Antonio gratefully accepts it, exclaiming: 'There is much kindness in the Jew' although Bassanio implores him not to subscribe to anything so extraordinary. To reassure his anxious friend, Antonio tells him that long before payment is due, he will have three times the amount at hand, and Shylock, fearing his revenge may escape him, urges immediate settlement, asseverating he would gain nothing by the forfeiture of the bond, as a pound of human flesh is of less value than the same amount of mutton.
Thus persuaded of Shylock's good faith, Antonio promises to meet him at the notary's, where, the document being signed, the money will be paid. So the Jew prepares to return home, where, an unscrupulous knave being in charge of his property, loss may accrue to him. He has no sooner departed, than Antonio vows he is growing kind, while Bassanio, who likes not 'fair terms and a villain's mind,' dreads the outcome of this affair, in spite of all his friend's confidence in his ventures.
2nd Per - Compare and contrast the Francis Bacon Article with the Queen Elizabeth article. Read the speech by the Duchess Catherine for discussion on Tuesday.
3rd Per - Lesson taught by Mrs. Henley. She covered subordinating, dependent and independent clauses and conjunctions. Here is the worksheet she had the students do together in class. The notes on these things come from the GRAMMAR textbook on the pages noted.
NOTES: Sentence Structures
simple sentences (174)
compound sentences (175-176)
simple or compound? (177)
complex sentences (179)
compound or complex? (175-179)
**compound-complex sentences (181)
complex or compound-complex? (179-181)
4th Per - 7th Grade:
Mrs. Henley taught a grammar lesson today on word analogies. Here are the notes and worksheets she used in class.
Directions: The analogies below are word problems that consist of two word pairs. 1) Look at the first pair and decide how the two words relate to each other. Then select one of the words below so the second pair of words have the same relationship. 2) On the blank side of the T-chart identify the relationship the two pair of words in the analogy share. (Number your work to its correlating problem.)
Worksheet #1
1. BRIGHT : SUN :: ______ : BOULDER
• ROCK
• HEAVY
• DARK
2. SLEEVE : SHIRT :: LENS : ______
• WINDOW
• CAMERA
• PICTURE
3. RURAL : URBAN :: WALK : ______
• RUN
• STROLL
• MOVE
4. LENS : CAMERA :: TREE : ______
• FOREST
• SHUTTER
• LEAVES
5. PRIVATE : PUBLIC :: CORRECTION : ______
• ERASE
• EDIT
• ERROR
6. BOLD : SHY :: COMPLIMENT : ______
• INSULT
• POLITE
• CONGRATULATE
7. POLITE : RUDE :: ______ : LUCK
• MISFORTUNE
• CHANCE
• GAMBLE
8. QUIVER : SHUDDER :: ______ : INFORM
• LIE
• TELL
• SECRET
9. TALL : MOUNTAIN :: REFRESHING : ______
• WATER
• COOL
• HILL
10. ERROR : MISTAKE :: ______ : LARGE
• HEAVY
• BIG
• LITTLE
11. DARK : LIGHT :: ______ : SHOUT
• YELL
• TALK
• WHISPER
12. FEAST : BANQUET :: WEEP : ______
• CRY
• YELL
• EAT
Word Analogy Answers
Worksheet #2:
7.1.1 (a) Information for students about analogies:
Solving Analogies
Solving analogies is a terrific way to sharpen your thinking skills. It also is a good way to prepare for standardized tests.
An analogy is a type of word problem that consists of two word pairs. To solve the analogy you must find a word that correctly completes the second pair. At first glance, the words in an analogy may seem to have nothing to do with each other, but the words are always logically related. The first pair of words has a relationship similar to the second pair of words. To solve the analogy, you need to figure out that relationship.
Example:
GRACEFUL : CLUMSY :: HOT : _______
1. Read the analogy like this: Graceful is to clumsy as hot is to ‘blank.’
2. Then ask yourself: What's the relationship between graceful and clumsy? These words have opposite meanings – they are antonyms – so the second pair of words must also be antonyms.
3. Fill in the blank with a word that means the opposite of hot, and you’ve solved the analogy. The best answer is COLD.
Common Analogy Types
The word pairs in an analogy often have one of the following relationships:
Antonyms: Words that have opposite meanings, as in HOT : COLD
Synonyms: Words that have the same or similar meanings, as in UNHAPPY : SAD
Descriptive: One word describes the other word, as in FAST : CHEETAH
Part to whole: One word is a part or piece of the other, as in PIECE : PUZZLE
Item to category: One word is an item in the category named by the other, as in
BASEBALL : SPORTS BALLS
Some analogies will not fit into the categories above.
Example:
PUPPY : DOG :: KITTEN : _______
1. Read the analogy like this: Puppy is to dog as kitten is to ‘blank.’ The first pair of words are not related in any of the ways listed above.
2. Try reading the analogy as a sentence that expresses the relationships between the words: A puppy is a young dog, as a kitten is a young....?
3. To solve this analogy, fill in the blank with a word that best completes this sentence. CAT is the best answer.
Make some up using vocabulary or spelling words:
Worksheet #3:
Analogies
Complete each analogy by writing the best word in the blank.
1. December is to winter as September is to _______________.
spring cooler school autumn
2. Good is to better as cool is to _______________.
cold good cooler warm
3. Water is to liquid as ice is to _______________.
snow freezing solid slippery
4. Maid is to trade as cool is to _______________.
lower chill neat rule
5. Milk is to refrigerator as ice cream is to _______________.
flavors scoop frozen freezer
6. Fahrenheit is to thirty-two as Celsius is to _______________.
zero degrees freezing thermometer
7. Rain is to drop as snow is to _______________.
flake shovel storm white
"The power of an analogy is that it can persuade people to transfer the feeling of certainty they have about one subject to another subject about which they may not have formed an opinion. But analogies are often intentionally misleading. Their weakness is that they rely on the dubious principle that, as one logic textbook puts it, 'because two things are similar in some respects they are similar in some other respects.' An error-producing 'fallacy of weak analogy' results when relevant differences outweigh relevant similarities."
(Adam Cohen, "An SAT Without Analogies Is Like: (A) A Confused Citizenry . . .." The New York Times, March 13, 2005)
1. Tooth: Dentist :: Hair: -?-
2. Pure: Purify :: Short: -?-
3. Soccer: Ball :: Badminton -?-
4. Loose: Tight :: Deep: -?-
5. Wise: Wisdom :: Rough: -?-
6. Big: Bigger :: Bad: -?-
7. Polite: Impolite :: Responsible: -?-
8. Soccer: Field :: Basketball: -?-
9. Help: Helper :: Sail: -?-
10. Give: Given :: Swell: -?-
11. Actor: Actress :: Widower: -?-
12. Dog: Bite :: Bee: -?-
13. Feet: Socks :: Hands: -?-
14. Cats: Meow :: Cows: -?-
15. Doctors: Patients :: Teachers: -?-
16. Roof: Roofs :: Wolf: -?-
17. Careful: Carefully :: Fast: -?-
18. Circle: Cylinder :: Triangle: -?-
19. Cat: Kitten :: Pig: -?-
20. Hyena: Mammal :: Crocodile: -?-
Students should be allowed to look at their textbooks during examinations. After all, surgeons have X-rays to guide them during an operation, lawyers have briefs to guide them during a trial, carpenters have blueprints to guide them when they are building a house. Why, then, shouldn’t students be allowed to look at their textbooks during an examination?'
"'There now,' she said enthusiastically, 'is the most marvy idea I’ve heard in years.'
"'Polly,' I said testily, 'the argument is all wrong. Doctors, lawyers, and carpenters aren’t taking a test to see how much they have learned, but students are. The situations are altogether different, and you can’t make an analogy between them.'
• (Max Shulman, The Many Loves of Dobie Gillis. Doubleday, 1951)
5th Per - 12th Grade:
We dissected Shakespeare's Sonnet 18 - "Shall I compare thee to a summer's day?" Students wrote the sonnet out on their white boards, dred horizontal lines between each syllable, and put accents over the accented syllables. Then I had students come up to the boards around the room and write down one line each which we are going to review as a class on Monday to see if we are all in agreement. I also told students to start thinking about writing their own sonnet. It is challenging to get one correct that actually makes sense.
6th Per - 10th Grade:
We read a plot summary for Act 1 of the Merchant of Venice. In order to understand Shakespeare, you need to have a good knowledge of history, Greek and Latin literature, and a large vocabulary. It is also really helpful to go find some notes, or other explanation of what you are supposed to be reading. This is building background knowledge. Here is the plot summary I found on-line for the first act:
Act I
The first act opens in a street in Venice, where Antonio, a wealthy middle-aged merchant, talking to two acquaintances, wonders why he feels vaguely sad and apprehensive. When his friends suggest that, having many vessels at sea exposed to all the winds that blow, he necessarily is anxious, he denies it, as he does also being in love.
Before the cause of this strange melancholy is discovered, Bassanio joins this group with two companions, who talk and laugh and appoint a meeting at dinner, although Antonio seems disinclined for festivities. Still, as he has remarked that everyman has some part to play in the world, one of the speakers, Gratiano, expresses a preference for the role of fool, mirth and laughter being more desirable than melancholy.
Left alone with Bassanio, Antonio comments on the nonsense just uttered, before inquiring with whom his friend has fallen in love. In reply Bassanio states that, although enamoured of a beautiful lady, he cannot sue for her hand, because he has squandered his fortune, and is deeply in debt to Antonio and others. Instead of reproaching him, Antonio generously consents to make another loan, which Bassanio accepts in hopes of making all good when he has won Portia, the lady of Belmont, with whom he has found favour, although she is besieged with suitors. Because all his funds are at present at sea, Antonio decides to use his credit to borrow the necessary sum for his friend's use.
We are next transported to Portia's dwelling, where she is expressing great weariness of the world to Nerissa, her companion, who slyly suggests her mistress is suffering from superfluity, rather than from any other complaint. She supports the good advice she gives with- maxims, which Portia scorns or caps, ere she attributes her troubles to her father's lottery, which leaves her no choice in regard to her future husband. This father, however, was wise and virtuous, as Nerissa maintains, and his lottery scheme shrewd, for he decreed that Portia's suitors should select among three chests one of gold, one of silver, and one of lead that containing her portrait, or forfeit her hand.
Many suitors have already come, whom Nerissa names while Portia pithily describes them, vowing she feels little inclination for the horsey Neapolitan, the melancholy German, the fickle Frenchman, the dumb Englishman, the niggardly Scotchman, or the drunken Saxon, who have come to woo. She therefore feels no regret when told that these suitors, dreading the test, are about to depart, and joyfully exclaims, 'I dote on their very absence!'
Then Nerissa states that no suitor ever seemed so attractive as the Venetian Bassanio, who visited them in her father's lifetime, a man whom Portia charily admits was worthy of praise. Their conversation is interrupted by the announcement that the strangers wish to take leave, and that a Moroccan prince has just arrived to undergo the casket test. After expressing great readiness to speed the parting guests, Portia idly wonders whether the newcomer will prove a bolder, or more acceptable suitor than his predecessors.
We now behold a public square in Venice, where Bassanio is asking the money-lending Jew, Shylock, to loan Antonio three thousand ducats for three months. Gravely repeating each statement, Shylock thoughtfully remarks Antonio is a good man, although his funds, at present invested in fleets, seem in jeopardy. After some hesitation, he asks to confer with Antonio in person, so Bassanio invites him to dine with them both, an invitation the Jew scorns, fearing viands {their food} unclean. He therefore retorts in surly tones, 'I will buy with you, sell with you, talk with you, walk with you, and so following, but I will not eat with you, drink with you, nor pray with you.'
They are about to separate, when Antonio appears; whereupon Shylock mutters he hates him for being a Christian, and for lending money without interest, whereby sundry debtors have been saved from his clutches. On that account, he cherishes an 'ancient grudge' against Antonio, and, brooding upon past insults heaped upon him, determines to be revenged.
Pretending to consider the loan, he murmurs he can obtain the money from a fellow-countryman, so when Antonio joins them, there is some shrewd bargaining, in the course of which Shylock expresses ironical surprise that Antonio, who never deals with usurers, should apply to him. Confessing he has never done so before, and is breaking a rule merely to oblige his friend, Antonio listens to Shylock's exposition of Jacob's stratagem, which he quotes as a justification for usurious methods, adding piously that 'Thrift is blessing, if men steal it not.'
Carelessly retorting that even the devil quotes Scripture to attain his ends, Antonio shows contempt for such reasoning, while Shylock apparently cogitates on the subject of the loan. On being pressed to give a definite answer, he wonders that Antonio, who has frequently rated him on the Rialto, should apply to him for funds. His eloquent speech betrays how deeply such treatment rankles, but his manner is so offensive that Antonio haughtily informs him he will probably treat him with contumely again, and proposes borrowing only on a business basis. But, when he rashly offers to bind himself by any penalty the Jew chooses to impose, Shylock suddenly becomes pliant and friendly, and offers to loan the money without interest, provided Antonio will sign a bond pledging himself 'in a merry sport' to allow the Jew to cut a pound of his flesh on payment day, should the necessary sum not be forthcoming.
Believing such a condition imposed as a blind for granting a favour, Antonio gratefully accepts it, exclaiming: 'There is much kindness in the Jew' although Bassanio implores him not to subscribe to anything so extraordinary. To reassure his anxious friend, Antonio tells him that long before payment is due, he will have three times the amount at hand, and Shylock, fearing his revenge may escape him, urges immediate settlement, asseverating he would gain nothing by the forfeiture of the bond, as a pound of human flesh is of less value than the same amount of mutton.
Thus persuaded of Shylock's good faith, Antonio promises to meet him at the notary's, where, the document being signed, the money will be paid. So the Jew prepares to return home, where, an unscrupulous knave being in charge of his property, loss may accrue to him. He has no sooner departed, than Antonio vows he is growing kind, while Bassanio, who likes not 'fair terms and a villain's mind,' dreads the outcome of this affair, in spite of all his friend's confidence in his ventures.
Wednesday, March 23, 2011
Wednesday - March 23, 2011
1st Per - Creative Writing: Continue working on the diary of a pet that was assigned on Tuesday. Due Friday. Turn in your journal entries I assigned you on Monday today as well. Topic: Your generation's greatest concern.
2nd Per - We are reading from page 373 in the text. There were 3 articles to read. One from Francis Bacon, one from Queen Elizabeth, and one from the Duchess Margaret. We will discuss these articles in class tomorrow.
3rd Per - We finished introducing Edgar Allen Poe to the class, and read about 1/2 of the short story "the Tell Tale Heart." Remember to keep in mind examples of irony, which comes in 3 kinds. These are identified on page 377 of your textbook.
4th Per - We discussed characterization and inferences in class today using the story "7th Grade" as our example. I asked the students to come up with 5 characterizations for 3 of the characters, and then 5 inferences for the entire story. These will be handed in tomorrow. We did a practice worksheet about this story, but it was not turned in.
5th Per - We began reading the sonnets found on pages 384 and continuing up to 390. We will dissect one of these in great detail tomorrow in class. You will get to try writing your own. Yea! So much fun!
6th Per - We read through act I, scene I together as a class with lots of discussion. It's critical to understand Greek and Latin historical references to fully understand Shakespeare - who was very well read and tried to improve how well English was received by the world at large. Most people of his day, thought English was the common, gutteral language of the uneducated and illiterate masses. Shakespeare is really one of the first who is seen as taking English to a new level that can be appreciated by the upper classes.
2nd Per - We are reading from page 373 in the text. There were 3 articles to read. One from Francis Bacon, one from Queen Elizabeth, and one from the Duchess Margaret. We will discuss these articles in class tomorrow.
3rd Per - We finished introducing Edgar Allen Poe to the class, and read about 1/2 of the short story "the Tell Tale Heart." Remember to keep in mind examples of irony, which comes in 3 kinds. These are identified on page 377 of your textbook.
4th Per - We discussed characterization and inferences in class today using the story "7th Grade" as our example. I asked the students to come up with 5 characterizations for 3 of the characters, and then 5 inferences for the entire story. These will be handed in tomorrow. We did a practice worksheet about this story, but it was not turned in.
5th Per - We began reading the sonnets found on pages 384 and continuing up to 390. We will dissect one of these in great detail tomorrow in class. You will get to try writing your own. Yea! So much fun!
6th Per - We read through act I, scene I together as a class with lots of discussion. It's critical to understand Greek and Latin historical references to fully understand Shakespeare - who was very well read and tried to improve how well English was received by the world at large. Most people of his day, thought English was the common, gutteral language of the uneducated and illiterate masses. Shakespeare is really one of the first who is seen as taking English to a new level that can be appreciated by the upper classes.
Tuesday, March 22, 2011
Tuesday - March 23, 2011
1st Per - Creative Writing: Write a story/journal describing life from the perspective of the family pet. 2 -3 pages, typed. Due Friday.
2nd Per - Honors: Students worked on reading their books for the historical biography today in class. Tomorrow, we will begin a unit on feminist literature from the Renaissance period.
3rd Per - We began looking at the background information from Edgar Allen Poe's short story "A Tell Tale Heart." We read and discussed the information from pages 376 and 377. The primary question we should be asking ourselves as we read is "Is the narrator insane or merely deluded?"
4th Per - 7th Grade: We FINALLY finished the story by Gary Soto "7th Grade." Assignment: Answer questions 1 - 7, 9 on page 268. On question #1, do a chart for only Victor and Teresa as your characters.
5th Per - 12th Grade: We are beginning a short unit on Shakespearean sonnets. Shakespeare was a genius who understood very well how to use the conventions of writing to do amazing things. You can read about what makes a sonnet on page 268 in your text, and then we are working on pages 384 - 390. We haven't actually started reading the actual sonnets yet, so don't worry about that till tomorrow.
6th Per - 10th Grade: We are beginning to read the play "The Merchant of Venice." This is a really cool play, with a great plot and story line, but it can be challenging for high school students to understand. Please read Act I Scene I for class tomorrow. Assignment: Create a "character/Plot map" for this play. Divide your paper into two halves. On the left hand side, write down every character you come across in chronological order. Once you have a character down, you need not repeat his name later on, but you do wnat to give yourself room to write about who he/she is. Basically, keep notes on the character and what he/she adds to the play. On the right hand side of the paper, keep note of what is happening in the plot of the play. Try and paraphrase or summarize the action so you can keep up in your head. I won't be in class tomorrow, so you'll need to read on your own.
2nd Per - Honors: Students worked on reading their books for the historical biography today in class. Tomorrow, we will begin a unit on feminist literature from the Renaissance period.
3rd Per - We began looking at the background information from Edgar Allen Poe's short story "A Tell Tale Heart." We read and discussed the information from pages 376 and 377. The primary question we should be asking ourselves as we read is "Is the narrator insane or merely deluded?"
4th Per - 7th Grade: We FINALLY finished the story by Gary Soto "7th Grade." Assignment: Answer questions 1 - 7, 9 on page 268. On question #1, do a chart for only Victor and Teresa as your characters.
5th Per - 12th Grade: We are beginning a short unit on Shakespearean sonnets. Shakespeare was a genius who understood very well how to use the conventions of writing to do amazing things. You can read about what makes a sonnet on page 268 in your text, and then we are working on pages 384 - 390. We haven't actually started reading the actual sonnets yet, so don't worry about that till tomorrow.
6th Per - 10th Grade: We are beginning to read the play "The Merchant of Venice." This is a really cool play, with a great plot and story line, but it can be challenging for high school students to understand. Please read Act I Scene I for class tomorrow. Assignment: Create a "character/Plot map" for this play. Divide your paper into two halves. On the left hand side, write down every character you come across in chronological order. Once you have a character down, you need not repeat his name later on, but you do wnat to give yourself room to write about who he/she is. Basically, keep notes on the character and what he/she adds to the play. On the right hand side of the paper, keep note of what is happening in the plot of the play. Try and paraphrase or summarize the action so you can keep up in your head. I won't be in class tomorrow, so you'll need to read on your own.
Monday, March 21, 2011
Monday - March 21, 2011
Journal Entry week 10 - What is your generation's greatest concern?
Spelling words 13B:
Coolly - Not hot
Counterfeit - Fake
Crystallize - to become crystaline
Czar - Caesar
Dachshund - Wiener dog.
Daffodil - Yellow spring flower.
Deductible - Money taken away
Deluxe - Very nice.
Demaogue - Inflamer of passions.
Despise - To really dislike someone, or to LOATHE them.
vocabulary Week 10. Sorry. We are having technical difficulties. Here is a list of the 5 words, but YOU WILL NEED TO LOOK THEM UP YOURSELF OR GET THE NOTES FROM MYSELF OR A FRIEND.
Acrimonious - Adjective
Culprit - Noun
Duplicity - Noun
Exacerbate - Vreb
Pernicious - Adjective
Literary Term: Cliché - a phrase or idea that's been done, heard or seen so many times it's lost it's value as a powerful part of speech. Idioms usually fall into this category.
1st Per - Creative Writing - We spent most of the period discussing college options and the rigour of various programs.
2nd Per: Honors English:
5th Per: 12th Grade English:
In both classes we discussed the senior trip and looked at some pictures. Vocab week 10 and Journal Week 10 were assigned for Wednesday. See the lists from above. 5th Period also got the spelling list for 13B assigned.
3rd Per: 8th Grade:
4th Per: 7th Grade:
6th Per: 10th Grade
All 3 grades were given vocabulary week 10, spelling list 13B, and Journal week 10. See the lists from above for these words.
Spelling words 13B:
Coolly - Not hot
Counterfeit - Fake
Crystallize - to become crystaline
Czar - Caesar
Dachshund - Wiener dog.
Daffodil - Yellow spring flower.
Deductible - Money taken away
Deluxe - Very nice.
Demaogue - Inflamer of passions.
Despise - To really dislike someone, or to LOATHE them.
vocabulary Week 10. Sorry. We are having technical difficulties. Here is a list of the 5 words, but YOU WILL NEED TO LOOK THEM UP YOURSELF OR GET THE NOTES FROM MYSELF OR A FRIEND.
Acrimonious - Adjective
Culprit - Noun
Duplicity - Noun
Exacerbate - Vreb
Pernicious - Adjective
Literary Term: Cliché - a phrase or idea that's been done, heard or seen so many times it's lost it's value as a powerful part of speech. Idioms usually fall into this category.
1st Per - Creative Writing - We spent most of the period discussing college options and the rigour of various programs.
2nd Per: Honors English:
5th Per: 12th Grade English:
In both classes we discussed the senior trip and looked at some pictures. Vocab week 10 and Journal Week 10 were assigned for Wednesday. See the lists from above. 5th Period also got the spelling list for 13B assigned.
3rd Per: 8th Grade:
4th Per: 7th Grade:
6th Per: 10th Grade
All 3 grades were given vocabulary week 10, spelling list 13B, and Journal week 10. See the lists from above for these words.
Monday, March 14, 2011
Monday - March 14, 2011
Thus proving that old men can be just as foolhardy as young men, here is the video proof of myself snowboarding last Friday at Sleeping Giant. Ibuprofin became a really good friend of mine over the next 2 days. You might say we developed an intimate relationship - or at least my tailbone did.
End of term grades are in the computer. EVERYTHING I have has been graded and entered. If you don't like your grade, it's not too late to bring it up, but IT IS TOO LATE to change your grade as it will appear on your report card. BUT you can STILL turn in late work for reduced credit - like always. The quarter is over, but the grades carry on till the end of the year.
Because I'll be gone the remainder of this week on the Senior trip, I won't be posting anything else till next Monday when we get back. Today's post will be effective for the entire week.
1st Per - work on projects all week.
2nd Per - Practice citations today, and gone the remainder of the week on senior trip.
3rd Per - Paws testing through the end of the week.
4th Per - Paws testing through the end of the week.
5th Per - practice citations today, and gone for the remainder of the week on the senior trip.
6th Per - Paws testing through the remainder of the week.
See you all on Monday!
Wednesday, March 9, 2011
Wednesday - March 9, 2011
For those few skeptics in class who didn't believe me, here is the Hawley trampoline video, as promised. :-)
1st Per - Both students gone. Would have been a day to work on the narrative poems due this Friday.
2nd Per - We went to the New York Times Book review section to look at some book reviews. Remember, it's not about regurgitating the book yet again. It's about discussing the pros and cons of the book and why it was good or why it wasn't. The biography is the place to summarize the book.
3rd Per - PAWS testing examples - both good and bad. Long and boring, I know, but it's got to be done. Journal, vocab, and spelling for week 9 were due today.
4th Per - same as 3rd today.
5th Per - Read John Milton's short poem "When I consider how my life is spent" on page 364. Then on a separate sheet of paper, put your philosopher's cap on and decode the poem. What is he saying here? After you decode it, and on the same paper, please write an informal response on opportunities you hope you won't have missed in 10 years time. It's kind of the opposite of a "Carpe Diem" poem. Instead of lamenting on opportunities lost, describe what you hope your life will be like in 10 years from now. What do you hope to have accomplished? If you knew that in 10 years, X would happen to you, what would you do about it now? Philosophical musing are highly encouraged here. This should probably be about 1 - 2 pages typed.
6th Per - Paws Testing review. We looked at good vs. bad answers and how they were scored. We also went over the PAWS testing schedule for each section in each class.
Here is the testing schedule sent out by Mrs. Williams.
Formatting may be off considerably!
7th Grade
Hawley
Monday
4th period
10:46 – 11:37
Writing Draft #1
George
1st and 2nd periods
8:00 – 9:47
Reading Sec 1
Tuesday
Hawley’s Sub
4th period
10:46 – 11:37
Writing Final #1
George
1st and 2nd periods
8:00 – 9:47
Reading Sec 2
Wednesday
Hawley’s Sub
4th period
10:46 – 11:37
Writing Draft #2
George
1st and 2nd periods
8:00 – 9:47
Reading Sec 3
Thursday
Hawley’s Sub
4th period
10:46 – 11:37
Writing Final #2
8th Grade:
8th Grade
Hawley
Monday
3rd period
9:51 – 10:42
Writing Draft #1
Olson
1st and 2nd periods
8:00 – 9:47
Reading Sec 1
Tuesday
Hawley’s Sub
3rd period
9:51 – 10:42
Writing Final #1
Olson
1st and 2nd periods
8:00 – 9:47
Reading Sec 2
Wednesday
Hawley’s Sub
3rd period
9:51 – 10:42
Writing Draft #2
Olson
1st and 2nd periods
8:00 – 9:47
Reading Sec 3
Thursday
Hawley’s Sub
3rd period
9:51 – 10:42
Writing Final #2
10th Grade:
10th Grade
Monday
Hawley
6th period
1:03 – 1:52
Writing Draft #1
Hawley’s Sub
1st and 2nd periods
8:00 – 9:47
Reading Sec 1
Tuesday
Hawley’s Sub
6th period
1:03 – 1:52
Writing Final #1
Hawley’s Sub
1st and 2nd periods
8:00 – 9:47
Reading Sec 2
Wednesday
Hawley’s Sub
6th period
1:03 – 1:52
Writing Draft #2
Hawley’s Sub
1st and 2nd periods
8:00 – 9:47
Reading Sec 3
Thursday
Hawley’s Sub
6th period
1:03 – 1:52
Writing Final #2
Tuesday, March 8, 2011
Tuesday - March 08, 2011
1st Per - Continue working on the missing assignments you both owe me.
2nd Per - We are doing a historical biography for the next 3 weeks. You will need to select a biography about a world leader (must be foreign - not American,) read it, and write a report. The book must be of decent size. I think anything from 175 - 350 pages is appropriate. If you can't find books that large, you may use a compilation of books, but then you will also need to include a bibliography at the end, and you will have more work for the second part of this assignment. If you only use one book, you need not include a bibliography.
3rd Per: We started reviewing Paws test information and we used the whiteboards to go over answers from the practice tests. We discussed test-taking methods and principles.
I passed out the vocabulary and assigned it as homework. Copies of it can be found on yesterday's post. The Vocab from Week 9, spelling from 13A, and journal (What do you do for fun?) will all be due tomorrow (Wednesday.)
4th Per: Same as 3rd Period. Vocab, spelling, and journal all due tomorrow.
5th Per: We FINISHED "Paradise Lost," finally. No homework for this story yet but stay on your toes
Journal # 9, Vocab and Spelling are due Tomorrow. See 3rd Period of today for details.
6th Per: - Same as 3rd Period. Journal # 9, vocab and spelling are al ue to me tomorrow.
2nd Per - We are doing a historical biography for the next 3 weeks. You will need to select a biography about a world leader (must be foreign - not American,) read it, and write a report. The book must be of decent size. I think anything from 175 - 350 pages is appropriate. If you can't find books that large, you may use a compilation of books, but then you will also need to include a bibliography at the end, and you will have more work for the second part of this assignment. If you only use one book, you need not include a bibliography.
- This report will contain two parts:
- Part I:
- is a biography of your person. 2/3 - 3/4 of you paper
- Discuss their life events from birth till death.
- consider things like family background and upbringing.
- Educational opportunities
- Marriage and family
- How they came to power
- How they ran their country
- How the country was perceived by the rest of the world during their leadership
- In short, I want a synopsis of the man/woman you are reading about.
- Part II:
- You will disect the book and do a review of it for me. 1/3 - 1/4 of you paper.
- Did you enjoy the book? Why? Why not?
- Use specific examples to support your conclusions.
- Was it interesting or did it put you to sleep?
- Did you learn much about your subject, or did it miss the point?
- etc.
- This will be due on Monday, March 28, 2011. It should be somewhere between 3 - 8 pages for the whole thing. Anything less is too short, and anything more is too long. Typed, double spaced, etc.
3rd Per: We started reviewing Paws test information and we used the whiteboards to go over answers from the practice tests. We discussed test-taking methods and principles.
I passed out the vocabulary and assigned it as homework. Copies of it can be found on yesterday's post. The Vocab from Week 9, spelling from 13A, and journal (What do you do for fun?) will all be due tomorrow (Wednesday.)
4th Per: Same as 3rd Period. Vocab, spelling, and journal all due tomorrow.
5th Per: We FINISHED "Paradise Lost," finally. No homework for this story yet but stay on your toes
Journal # 9, Vocab and Spelling are due Tomorrow. See 3rd Period of today for details.
6th Per: - Same as 3rd Period. Journal # 9, vocab and spelling are al ue to me tomorrow.
Monday, March 7, 2011
Monday - March 07, 2011
Week 9 Vocab List:
• comply /kəm plī/ (verb) – 1. to yield to a request or command; to act in accordance with someone’s wish; 2. meet specific standards
early 1400s., "to fulfill, carry out," from O.Fr. compli ; com – with or together ply - work with, use, apply (c.1300, shortened form of applien "join to, apply, fulfill”)
• finesse /fĭ nĕss’/ (noun, verb) – 1. (n) extreme delicacy in skill, action, or performance; tact and cleverness; refinement or delicacy of workmanship, structure, or texture 2. (v) to accomplish something by cleverness, good judgment, or skillful evasion; skillful handling of a situation : adroit maneuvering
1520s, M.Fr. finesse "fineness, subtlety," O.Fr. fin "subtle, delicate"
• gregarious /gri gār rē əs/ (adj.) – 1. sociable; enjoying the company of others (people) 2. tending to move in or form a group with others of the same kind; pertaining to a flock (animals) or crowd
gregar: compare Gk. ageirein "to assemble or agora public assembly," and L. gregare "to collect into a flock, gather;" -ous suffix forming adjectives from nouns, meaning "having, full of, having to do with, inclined to," from O.Fr. -ous, -eux, from L. -osus.
meaning in the sense of "sociable" first recorded 1789
• inundate /in ən dāt/ (tr. verb) – 1. to flood; to cover completely with water; 2. to overwhelm
1620s, from pp. stem of L. inundare "to overflow," from in- "onto" + undate: undare "to flow," from unda "wave" -ate O.E. commonly made verbs from adjectives
• preclude /prē klood/ (verb) – 1. to prevent the presence, existence, or occurrence of; to make impossible, as by action taken in advance 2. pre- vent someone from doing something
pre- prefix meaning "before," from O.Fr. and M.L. pre- both from L. prae (adv.) "before." 1610s, from L. praecludere "to close, shut off, impede," –clude: claudere "to shut"
Etymology key:
Gk. Greek, Indo-European language spoken in Greece in the classical period, c. 8c. B.C.E.-4c. C.E
L. Classical Latin, the Italic language of ancient Rome until about 4c. M.Fr. Middle French, the French language as written and spoken c. 1400-c.1600. O.E. Old English, the English language as written and spoken c.450-c.1100. O.Fr. Old French, the French language as written and spoken c. 900-1400.
*c. – circa; pp – past participle
LIT TERM: Analogy - the comparison of two pairs which have the same relationship. i.e. shoe is to foot as tire is to wheel (1st is on 2nd)
Spelling Words - List 13A
Word Hawley's Definition
Broccoli - Vegetable
Caffeine - Stimulant
Canister - Round container
Caribbean - Ocean between N and S America.
Catalogue - For sale
Cemetery - Dead people
Collectible - trinket
Colossal - gigantic
Competent - Able
Connoisseur - One who enjoys/knows.
Journal Entry: Describe what you do with your free time and who you do it with. How do you have fun?
Daily Classes:
1st Per - Creative Writing:
Continue working on Epic narrative poems.
Journal
2st Period - Honors:
Vocab week 9
Journal
Review of religious philosophers papers and Bartleby papers.
Discussion of university expectations as per homework requirements.
3rd Per - 8th Grade:
Journal
Review of essays and good writing expectations
4th Per - 7th Grade:
Journal
Review of Essays and good writing expectations
5th Per - 12th Grade:
Review of Essays and good writing expectations.
Review of University homework expectations and grading.
No Journal assignment yet.
6th Per - 10th Grade:
Review of Essays and Good writing expectations.
No Journal assignment yet.
• comply /kəm plī/ (verb) – 1. to yield to a request or command; to act in accordance with someone’s wish; 2. meet specific standards
early 1400s., "to fulfill, carry out," from O.Fr. compli ; com – with or together ply - work with, use, apply (c.1300, shortened form of applien "join to, apply, fulfill”)
• finesse /fĭ nĕss’/ (noun, verb) – 1. (n) extreme delicacy in skill, action, or performance; tact and cleverness; refinement or delicacy of workmanship, structure, or texture 2. (v) to accomplish something by cleverness, good judgment, or skillful evasion; skillful handling of a situation : adroit maneuvering
1520s, M.Fr. finesse "fineness, subtlety," O.Fr. fin "subtle, delicate"
• gregarious /gri gār rē əs/ (adj.) – 1. sociable; enjoying the company of others (people) 2. tending to move in or form a group with others of the same kind; pertaining to a flock (animals) or crowd
gregar: compare Gk. ageirein "to assemble or agora public assembly," and L. gregare "to collect into a flock, gather;" -ous suffix forming adjectives from nouns, meaning "having, full of, having to do with, inclined to," from O.Fr. -ous, -eux, from L. -osus.
meaning in the sense of "sociable" first recorded 1789
• inundate /in ən dāt/ (tr. verb) – 1. to flood; to cover completely with water; 2. to overwhelm
1620s, from pp. stem of L. inundare "to overflow," from in- "onto" + undate: undare "to flow," from unda "wave" -ate O.E. commonly made verbs from adjectives
• preclude /prē klood/ (verb) – 1. to prevent the presence, existence, or occurrence of; to make impossible, as by action taken in advance 2. pre- vent someone from doing something
pre- prefix meaning "before," from O.Fr. and M.L. pre- both from L. prae (adv.) "before." 1610s, from L. praecludere "to close, shut off, impede," –clude: claudere "to shut"
Etymology key:
Gk. Greek, Indo-European language spoken in Greece in the classical period, c. 8c. B.C.E.-4c. C.E
L. Classical Latin, the Italic language of ancient Rome until about 4c. M.Fr. Middle French, the French language as written and spoken c. 1400-c.1600. O.E. Old English, the English language as written and spoken c.450-c.1100. O.Fr. Old French, the French language as written and spoken c. 900-1400.
*c. – circa; pp – past participle
LIT TERM: Analogy - the comparison of two pairs which have the same relationship. i.e. shoe is to foot as tire is to wheel (1st is on 2nd)
Spelling Words - List 13A
Word Hawley's Definition
Broccoli - Vegetable
Caffeine - Stimulant
Canister - Round container
Caribbean - Ocean between N and S America.
Catalogue - For sale
Cemetery - Dead people
Collectible - trinket
Colossal - gigantic
Competent - Able
Connoisseur - One who enjoys/knows.
Journal Entry: Describe what you do with your free time and who you do it with. How do you have fun?
Daily Classes:
1st Per - Creative Writing:
Continue working on Epic narrative poems.
Journal
2st Period - Honors:
Vocab week 9
Journal
Review of religious philosophers papers and Bartleby papers.
Discussion of university expectations as per homework requirements.
3rd Per - 8th Grade:
Journal
Review of essays and good writing expectations
4th Per - 7th Grade:
Journal
Review of Essays and good writing expectations
5th Per - 12th Grade:
Review of Essays and good writing expectations.
Review of University homework expectations and grading.
No Journal assignment yet.
6th Per - 10th Grade:
Review of Essays and Good writing expectations.
No Journal assignment yet.
Tuesday, March 1, 2011
Tuesday - March 01, 2011
1st Per - Creative Writing:
Continue working on the Narrative epic poems that are due this weekend.
2nd Per - Honors
Continue reading Milton's Paradise Lost. One more day and we shoudl finish this up.
3rd Per - 8th Grade
Gone for History day.
4th Per - 7th Grade
We started reading a story by Gary Soto entitled "7th Grade" on page 258. No assignments from this yet, but pay very close attention the the characterizations used and the inferences you can make about the different characters in the story. We will be doing some writing and activities based on the story.
5th Per - 12th Grade:
We are moving on through Milton's Paradise Lost. We finished up on about line 140. This is very very very deeply rooted literature. The more you understand about all English literature, and the greater your background knowledge, the more this story will have meaning for you. As I say in class, "the more you know, the more you know." To fully understand and appreciate Milton, you need a good understanding of the Bible story of the creation, and Greek Mythology, as well as a strong vocabulary for archaic words. If you can take care of those details, though, this is some exquisitely rich literature that is destined to endure for centuries more. (I know. I sound like a dweeb there, but it's true. This is great writing!)
6th Per - 10th Grade:
We passed back papers today and I asked you to keep any "6 traits" of writing score sheets that you may get back. We will need those for district assessments at the end of the school year.
We had time in class to continue working on the "Change" essays assigned yesterday.
Continue working on the Narrative epic poems that are due this weekend.
2nd Per - Honors
Continue reading Milton's Paradise Lost. One more day and we shoudl finish this up.
3rd Per - 8th Grade
Gone for History day.
4th Per - 7th Grade
We started reading a story by Gary Soto entitled "7th Grade" on page 258. No assignments from this yet, but pay very close attention the the characterizations used and the inferences you can make about the different characters in the story. We will be doing some writing and activities based on the story.
5th Per - 12th Grade:
We are moving on through Milton's Paradise Lost. We finished up on about line 140. This is very very very deeply rooted literature. The more you understand about all English literature, and the greater your background knowledge, the more this story will have meaning for you. As I say in class, "the more you know, the more you know." To fully understand and appreciate Milton, you need a good understanding of the Bible story of the creation, and Greek Mythology, as well as a strong vocabulary for archaic words. If you can take care of those details, though, this is some exquisitely rich literature that is destined to endure for centuries more. (I know. I sound like a dweeb there, but it's true. This is great writing!)
6th Per - 10th Grade:
We passed back papers today and I asked you to keep any "6 traits" of writing score sheets that you may get back. We will need those for district assessments at the end of the school year.
We had time in class to continue working on the "Change" essays assigned yesterday.
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