Thursday, April 28, 2011
Thursday - April 28, 2011
1st - Describe your perfect partner. What are you looking for if you could find a "soulmate."
2nd
3rd
4th
5th
6th - Cummulative Vocabulary test over the whole year.
Tomorrow - READING DAY! BRING A BOOK OR LOSE 30 POINTS and maybe even earn a detention!!!
2nd
3rd
4th
5th
6th - Cummulative Vocabulary test over the whole year.
Tomorrow - READING DAY! BRING A BOOK OR LOSE 30 POINTS and maybe even earn a detention!!!
Wednesday - April 27, 2011
1st - No students. Taking the ACT test.
2nd - do a character sketch of one of the 7 main characters in the play "Earnest." Look for examples of hypocracy, irony, etc. Include quotes from the text in your paper. 2 - 4 pages. Due Monday.
3rd - Civil rights computer presentations.
4th - Poetry computer presentations
5th - Read through the end of act II in Macbeth for Tuesday. Complete CPM's for Act I and II.
6th - Read through page 78 in Merchant for Tuesday and complete CPM's.
2nd - do a character sketch of one of the 7 main characters in the play "Earnest." Look for examples of hypocracy, irony, etc. Include quotes from the text in your paper. 2 - 4 pages. Due Monday.
3rd - Civil rights computer presentations.
4th - Poetry computer presentations
5th - Read through the end of act II in Macbeth for Tuesday. Complete CPM's for Act I and II.
6th - Read through page 78 in Merchant for Tuesday and complete CPM's.
Tuesday, April 26, 2011
Tuesday - April 26, 2011
Welcome back! I hope everyone had a great Easter weekend!.
1st Per - Creative Writing: Write a "Dear John" letter. Assume you still love the person, but must break it off for other reasons. You don't get to hate him/her, or be spiteful or vindictive. What do you tell such a person?
2nd - Honors: Begin Act III in Earnest.
3rd - 8th grade: Computer day
4th - 7th Grade: Computer day
5th - 12th Grade: Read through page 425 in Macbeth. Answers questions 1,2,3,5,6,7,8 on page 245 for class tomorrow.
6th - 10th Grade: Read through pg 58 in Merchant.
1st Per - Creative Writing: Write a "Dear John" letter. Assume you still love the person, but must break it off for other reasons. You don't get to hate him/her, or be spiteful or vindictive. What do you tell such a person?
2nd - Honors: Begin Act III in Earnest.
3rd - 8th grade: Computer day
4th - 7th Grade: Computer day
5th - 12th Grade: Read through page 425 in Macbeth. Answers questions 1,2,3,5,6,7,8 on page 245 for class tomorrow.
6th - 10th Grade: Read through pg 58 in Merchant.
Thursday - April 21, 2011
1st - Creative Writing - Utopia due today.
2nd - Honors - Finish reading act II in Earnest. Complete CPM's for act II.
3rd - 8th Grade - computer day
4th - 7th Grade - Computer day
5th - 12th Grade - Macbeth through page 241.
6th - 10th Grade - Merchant through page 56.
2nd - Honors - Finish reading act II in Earnest. Complete CPM's for act II.
3rd - 8th Grade - computer day
4th - 7th Grade - Computer day
5th - 12th Grade - Macbeth through page 241.
6th - 10th Grade - Merchant through page 56.
Wednesday, April 20, 2011
Wednesday - April 20, 2011
1st - Continue Utopian writing project.
2nd - Read through page 55 in "Earnest" and have CPM's ready for Tuesday.
3rd - Discussion of what makes a good and a bad class presentation when using multi-media. Some rules to remember:
-Don't put too much text in one slide. Tons of text will make your audience's minds wander at best or fall asleep at worst. If you want to have lots of text on one slide, bring it in one bullet point at a time, discuss it as needed, then bring in the next point.
-Don't choose colors that can't be seen over the pictures. Black text over a black picture is nearly impossible to read. As is yellow on yellow, red on red, etc.
-Make sure your text is large enough to be seen by all. Tiny fonts are really anoying. This goes right back to having too many words on one screen. Split it up and use larger letters.
-Don't add too much pazazz. Really bright, or contrasting colors can be just as annoying or distracting as invisible colors. This goes for the backgrounds as well.
-Pick a theme or a color scheme and stick with it by and large. Don't have completely new backgrounds every slide. The goal is to enhance your presentation without drawing attention to all the extra flashy stuff. The focus should be on the message - NOT the method of presenting the message.
-FIVE SECOND RULE!!!!! DON'T flip through slides so fast nobody can process the pictures you are showning. Leave photos or other pics up on the screen for at least 5 seconds.
-Make sure you include a works cited page. This can just include the URL for this presentation, but you still need to give credit where it is due.
4th Per - Same as 3rd with computer time the last 15 minutes to work on presentations.
5th Per - Contine Maceth. Read through end of scene. No new reading for the night.
6th Per - Read silently or with a partner up to page 55. Contine C.P.M.'s
2nd - Read through page 55 in "Earnest" and have CPM's ready for Tuesday.
3rd - Discussion of what makes a good and a bad class presentation when using multi-media. Some rules to remember:
-Don't put too much text in one slide. Tons of text will make your audience's minds wander at best or fall asleep at worst. If you want to have lots of text on one slide, bring it in one bullet point at a time, discuss it as needed, then bring in the next point.
-Don't choose colors that can't be seen over the pictures. Black text over a black picture is nearly impossible to read. As is yellow on yellow, red on red, etc.
-Make sure your text is large enough to be seen by all. Tiny fonts are really anoying. This goes right back to having too many words on one screen. Split it up and use larger letters.
-Don't add too much pazazz. Really bright, or contrasting colors can be just as annoying or distracting as invisible colors. This goes for the backgrounds as well.
-Pick a theme or a color scheme and stick with it by and large. Don't have completely new backgrounds every slide. The goal is to enhance your presentation without drawing attention to all the extra flashy stuff. The focus should be on the message - NOT the method of presenting the message.
-FIVE SECOND RULE!!!!! DON'T flip through slides so fast nobody can process the pictures you are showning. Leave photos or other pics up on the screen for at least 5 seconds.
-Make sure you include a works cited page. This can just include the URL for this presentation, but you still need to give credit where it is due.
4th Per - Same as 3rd with computer time the last 15 minutes to work on presentations.
5th Per - Contine Maceth. Read through end of scene. No new reading for the night.
6th Per - Read silently or with a partner up to page 55. Contine C.P.M.'s
Tuesday, April 19, 2011
Tuesday - April 19, 2011
1st Per - Continue working on Utopian society
2nd Per - Begin Reading "Earnest" play. Read through page 31 and do Character Plot Maps for Act I.
3rd Per - Computer day for Civil Rights.
4th Per - Computer day for Poets.
5th Per - Contine Mabeth. Read through pag 420 to Act I scene 6. Do character Plot maps for all you have read up to this point.
6th Per - Contine Merchant of Venice. Read through the middle of page 51 at "Enter Lorenzo . . . " Keep up with the Character Plot Maps (CPM's).
2nd Per - Begin Reading "Earnest" play. Read through page 31 and do Character Plot Maps for Act I.
3rd Per - Computer day for Civil Rights.
4th Per - Computer day for Poets.
5th Per - Contine Mabeth. Read through pag 420 to Act I scene 6. Do character Plot maps for all you have read up to this point.
6th Per - Contine Merchant of Venice. Read through the middle of page 51 at "Enter Lorenzo . . . " Keep up with the Character Plot Maps (CPM's).
Monday - April 18, 2011
• 1st Period – Creative Writing:
o Weekly writing prompt - Create a utopian society. Discuss the culture you envision, the types of people who will populate it, how you enforce the laws, what the various laws are, etc. How do you trade for things you need? Money? Jobs? Credits? How do you divvy up the resources? Land? Education? Jobs? Food? How are rule-breakers dealt with? How do people gain access to your society if they aren’t born into it? Discuss potential downfalls you might envision. Describe in great detail your plan for how this society looks, runs, and functions. Due Thursday.
• 2nd Period – Honors
• 3rd Period – 8th Grade
• 4th Period – 7th Grade
• 5th Period 12th Grade
• 6th Period 10th Grade
o New Vocab week 14.
o Spelling 15B.
Journal prompt for the week: Recall an experience from kindergarten.
Spelling - 15B:
Hors d'oeuvres - Tasty treats
Illegibly - Can't read it
Imminent - Near
Impostor - Fake
Infrared - Rays
Innocuous - Harmless
Innuendo - Suggestive
Inoculate - Immunization
Installment - Payment Plan
Iridescent - Shiny
Vocab week 14:
confidant- n. /kŏn’ fĭ dŏnt/
1. One in whom you confide or with whom you share secrets
2. A close friend who is trusted to discuss ones your personal thoughts, feelings, problems or events
example: He was confident that his confidant would keep his secrets in confidence.
dubious- adj. /doo’ bē əs/
1. not sure of an outcome or conclusion
example: She was dubious about whether the spy could be trusted.
2. likely to be dishonest, untrustworthy, or morally worrisome in
some way example: It is a dubious proposition that they should probably eschew.
3. of uncertain quality, intention, or appropriateness
example: The paper included several dubious citations that the professor will check.
obsolescence- n. /ŏb sō lĕs’ әns /
1. the state, process, or condition of being or becoming obsolete
2. state which occurs when an object, service or practice is no longer wanted or of use even though it may still be in good working order
example: The obsolescence of Betamax tapes means video copies are nearly impossible to make.
quell- tr.v. / kwĕs /
1. to bring something to an end, usually my means of force
example: The police had to use tear gas to quell the rioting throng.
2. to allay a disturbing feeling or thought in a reassuring way
example: She tried to quell her fear by thinking good thoughts.
voluble- adj. /vŏl’ yoo bl/
1. talking easily and at length or involving lengthy talking
2. verbose, talkative, garrulous, vociferous, glib, loquacious
example: Being voluble is a good trait for television hosts.
3. rolling, turning or rotating easily; twining or twisting
example: The particles were voluble; (botany) It was a voluble vine.
Literary Term:
Epithet: an adjective or adjective phrase appropriately qualifying a subject (noun) by naming a key or important characteristic of the subject such as “peaceful dawn,” “sneering contempt,” “indescribable personality,” etc. Aptness, connotation,and effectiveness are key considerations in choosing epithets.
Abstract: Used as a noun, the term refers to a short summary or outline of a longer work. As an adjective applied to writing or literary works, abstract refers to words or phrases that name things not knowable through the five senses; they are not concrete. Symbols and ideas are abstract. Cliffs Notes ® are summarizing examples for abstracts of major literary works.
o Weekly writing prompt - Create a utopian society. Discuss the culture you envision, the types of people who will populate it, how you enforce the laws, what the various laws are, etc. How do you trade for things you need? Money? Jobs? Credits? How do you divvy up the resources? Land? Education? Jobs? Food? How are rule-breakers dealt with? How do people gain access to your society if they aren’t born into it? Discuss potential downfalls you might envision. Describe in great detail your plan for how this society looks, runs, and functions. Due Thursday.
• 2nd Period – Honors
• 3rd Period – 8th Grade
• 4th Period – 7th Grade
• 5th Period 12th Grade
• 6th Period 10th Grade
o New Vocab week 14.
o Spelling 15B.
Journal prompt for the week: Recall an experience from kindergarten.
Spelling - 15B:
Hors d'oeuvres - Tasty treats
Illegibly - Can't read it
Imminent - Near
Impostor - Fake
Infrared - Rays
Innocuous - Harmless
Innuendo - Suggestive
Inoculate - Immunization
Installment - Payment Plan
Iridescent - Shiny
Vocab week 14:
confidant- n. /kŏn’ fĭ dŏnt/
1. One in whom you confide or with whom you share secrets
2. A close friend who is trusted to discuss ones your personal thoughts, feelings, problems or events
example: He was confident that his confidant would keep his secrets in confidence.
dubious- adj. /doo’ bē əs/
1. not sure of an outcome or conclusion
example: She was dubious about whether the spy could be trusted.
2. likely to be dishonest, untrustworthy, or morally worrisome in
some way example: It is a dubious proposition that they should probably eschew.
3. of uncertain quality, intention, or appropriateness
example: The paper included several dubious citations that the professor will check.
obsolescence- n. /ŏb sō lĕs’ әns /
1. the state, process, or condition of being or becoming obsolete
2. state which occurs when an object, service or practice is no longer wanted or of use even though it may still be in good working order
example: The obsolescence of Betamax tapes means video copies are nearly impossible to make.
quell- tr.v. / kwĕs /
1. to bring something to an end, usually my means of force
example: The police had to use tear gas to quell the rioting throng.
2. to allay a disturbing feeling or thought in a reassuring way
example: She tried to quell her fear by thinking good thoughts.
voluble- adj. /vŏl’ yoo bl/
1. talking easily and at length or involving lengthy talking
2. verbose, talkative, garrulous, vociferous, glib, loquacious
example: Being voluble is a good trait for television hosts.
3. rolling, turning or rotating easily; twining or twisting
example: The particles were voluble; (botany) It was a voluble vine.
Literary Term:
Epithet: an adjective or adjective phrase appropriately qualifying a subject (noun) by naming a key or important characteristic of the subject such as “peaceful dawn,” “sneering contempt,” “indescribable personality,” etc. Aptness, connotation,and effectiveness are key considerations in choosing epithets.
Abstract: Used as a noun, the term refers to a short summary or outline of a longer work. As an adjective applied to writing or literary works, abstract refers to words or phrases that name things not knowable through the five senses; they are not concrete. Symbols and ideas are abstract. Cliffs Notes ® are summarizing examples for abstracts of major literary works.
Friday - April 15, 2011
• 1st Period – Creative Writing: Reading day. Turn in paper they were working on this week.
• 2nd Period – Honors English: No students.
• 3rd Period – 8th Grade: Quiz on spelling 15A. Then quiz on Vocab week 13
• 4th Period – 7th Grade: Same as 3rd Period
• 5th Period – 12th Grade: Same as 3rd Period
• 6th Period – 10th Grade: Same as 3rd Period
• 2nd Period – Honors English: No students.
• 3rd Period – 8th Grade: Quiz on spelling 15A. Then quiz on Vocab week 13
• 4th Period – 7th Grade: Same as 3rd Period
• 5th Period – 12th Grade: Same as 3rd Period
• 6th Period – 10th Grade: Same as 3rd Period
Thursday - April 14, 2011
OK guys. Sorry about the delay and the lack of details. Thursday's kind of a blur in my mind now, but here's what I have.
1st Per - Contine writing project from Monday.
2nd Per - Begin the plot summary for "Earnest." I explained the Character Plot maps, which can be found on here, in a previous posting from about 2 weeks ago.
3rd Per - Computers for Civil Rights project. We don't have much time on the computers, so make sure you use yours appropriately.
4th Per - Computers for Poetry project. Time is short, so work fast for this.
5th Per - Begin Macbeth play. Character plot maps were explianed (see previous post from about 2 weeks ago for detials).
6th Per - Contine Merchant of Venice Play. We discussed true love and how to recognize it. Bassanio is The MAN when it comes to wooing women!
1st Per - Contine writing project from Monday.
2nd Per - Begin the plot summary for "Earnest." I explained the Character Plot maps, which can be found on here, in a previous posting from about 2 weeks ago.
3rd Per - Computers for Civil Rights project. We don't have much time on the computers, so make sure you use yours appropriately.
4th Per - Computers for Poetry project. Time is short, so work fast for this.
5th Per - Begin Macbeth play. Character plot maps were explianed (see previous post from about 2 weeks ago for detials).
6th Per - Contine Merchant of Venice Play. We discussed true love and how to recognize it. Bassanio is The MAN when it comes to wooing women!
Thursday, April 14, 2011
Wednesday - April 13, 2011
1st Per - Writing project. Due Friday.
2nd Per - Cover letters and what to say/not say in them.
3rd Per - Computer day for civil rights project.
4th Per - Computer day for Poetry project.
5th Per - Begin Macbeth. Plot summary and background knowledge.
6th Per - Merchant of Venice - Read in class Act III, Scene 1 & 2.
2nd Per - Cover letters and what to say/not say in them.
3rd Per - Computer day for civil rights project.
4th Per - Computer day for Poetry project.
5th Per - Begin Macbeth. Plot summary and background knowledge.
6th Per - Merchant of Venice - Read in class Act III, Scene 1 & 2.
Tuesday - April 12, 2011
1st Per - 3 - 5 page writing project
2nd Per - Resumes: How to write one, what to include, and what to avoid.
3rd Per - Computer day for Civil Rights project. Choose 1 person of importance in the African civil rights movement and do a multi-media presentation on tha person. This should be 5 - 8 minutes, include a biography of your person's life, and a discussion of the ways in which they played a role, or helped with Civil Rights for African Americans. Please include a timeline, that included any contributions as well as repurcussions (punishment) they had to endure as well because of their actions.
4th Per - Computer day for Poetry projects. You will be doing a multimedia presentation of between 4 - 8 minutes about a poet of your choice. Please include a biography of the person, a chronology of their important writings, or books that have been published. Also, you will need to choose 1 of their poems, and present it to the class. If you memorize it, I will give you one point of extra credit per line memorized.
5th Per - cover letters and resumes concluded
6th Per - Merchant of Venice. Work in your small groups on the character plot maps through act II, Scene IX.
2nd Per - Resumes: How to write one, what to include, and what to avoid.
3rd Per - Computer day for Civil Rights project. Choose 1 person of importance in the African civil rights movement and do a multi-media presentation on tha person. This should be 5 - 8 minutes, include a biography of your person's life, and a discussion of the ways in which they played a role, or helped with Civil Rights for African Americans. Please include a timeline, that included any contributions as well as repurcussions (punishment) they had to endure as well because of their actions.
4th Per - Computer day for Poetry projects. You will be doing a multimedia presentation of between 4 - 8 minutes about a poet of your choice. Please include a biography of the person, a chronology of their important writings, or books that have been published. Also, you will need to choose 1 of their poems, and present it to the class. If you memorize it, I will give you one point of extra credit per line memorized.
5th Per - cover letters and resumes concluded
6th Per - Merchant of Venice. Work in your small groups on the character plot maps through act II, Scene IX.
Wednesday, April 13, 2011
Monday - April 11, 2011
Vocab week 15:
1. disparage- tr. verb - dis-pār’-əj :
a. to depreciate by indirect means, as invidious comparison; speak slightingly about
b. belittle; depreciate c. to bring reproach or discredit upon
2. eschew- tr. verb. ĕ-shoo’ :
a. to habitually avoid - especially on moral or practical grounds
Dr. Martin Luther King, Jr. appealed to the crowd to eschew violence.
b. to deliberately avoid using; abstain from; shun
3. fiasco- noun fē as’ ko :
a. debacle, disaster, shambles, mess, failure, flop; the opposite of success
b. something that is botched completely
c. an absolute, abject or utterly humiliating failure
After the rain, the dress got all muddy, and the groom fell off the dais and broke his leg.
The wedding was a fiasco…(but the marriage was not.)
4. laudable- adj. lah’- də-bl :
a. deserving or worthy of praise; admirable; commendable
Improving schools is a laudable goal.
b. healthy; salubrious; normal; having a disposition to promote healing
5. masticate- tr. verb – măs’ – tĭ – kāt :
a. to chew
b. to grind or crush (food) with, or as if with, the teeth
To masticate food is the first step of digestion, and it increases the surface area of foods
to allow more efficient break down by enzymes.
Literary Terms:
1.stanza, also called a strophe or stave, is a division of a poem consisting of two or more lines arranged together as a unit. More specifically, a stanza usually is a group of lines arranged together in a recurring pattern of metrical lengths and a sequence of rhymes.
The structure of a stanza is determined by the number of lines, the dominant meter, and the rhyme scheme. So, a stanza of four lines of iambic pentameter, rhyming abab, could be described as a quatrain. Others are tercet or terza rima (three lines) and ottava rima (eight lines). 2.The term strophe is often used interchangeably with stanza, although strophe is sometimes used specifically to refer to a unit of a poem that does not have a regular meter and rhyme pattern or to a unit of a Pindaric ode.
3.rime - In the study of phonology in linguistics, the rime is the portion of a syllable from the first vowel to the end, the part that is lengthened or stressed when a person elongates or accents a word in speech. A word is made of the onset or first consonant (optional), nucleus or vowel sound (obligatory) and coda or final sound. The rime is the nucleus + coda. The nucleus in all languages is not always a vowel, similar to the consonant –le syllable. "Rime" and "rhyme" are variants of the same word, but "rime" is used to mean specifically "syllable rime" to differentiate it from the concept of poetic rhyme.
4.rhyme- in the strict sense is also called a perfect rhyme. Examples are sight and flight, deign and gain, madness and sadness. Rhyme is used by poets and occasionally by prose writers to produce sounds appealing to the reader’s senses and to unify and establish a poem’s stanzas. End rhyme (i.e., rhyme used at the end of a line to echo the end of another line) is most common, but internal, interior, or leonine rhyme is frequently used as an occasional embellishment in a poem.
Vocabulary words - 15A
Gruesome - Nasty
Guerrilla - Fighter
Hara-Kiri OR Hari-Kiri - Japanese suicide
Harass - annoy
Honest - Truth
Hemorrhage - Bleed Profusely
Hemorrhoids - Blood blisters on your bottom
Heroes - Supperman
Hiccup - Tummy Jiggles
Hitchhiker - Hopeful traveler
Journal: What would you do with a BILLION dollars? Think really big.
Creative writing - No assigned topic this week. I just want a 3 - 5 page paper on a topic of your choice.
2nd Per - Honors: Vocab and journal entry.
3rd Per
4th Per
5th Per
6th Per - Vocab week 13, spelling 15A, and Journal. See above.
1. disparage- tr. verb - dis-pār’-əj :
a. to depreciate by indirect means, as invidious comparison; speak slightingly about
b. belittle; depreciate c. to bring reproach or discredit upon
2. eschew- tr. verb. ĕ-shoo’ :
a. to habitually avoid - especially on moral or practical grounds
Dr. Martin Luther King, Jr. appealed to the crowd to eschew violence.
b. to deliberately avoid using; abstain from; shun
3. fiasco- noun fē as’ ko :
a. debacle, disaster, shambles, mess, failure, flop; the opposite of success
b. something that is botched completely
c. an absolute, abject or utterly humiliating failure
After the rain, the dress got all muddy, and the groom fell off the dais and broke his leg.
The wedding was a fiasco…(but the marriage was not.)
4. laudable- adj. lah’- də-bl :
a. deserving or worthy of praise; admirable; commendable
Improving schools is a laudable goal.
b. healthy; salubrious; normal; having a disposition to promote healing
5. masticate- tr. verb – măs’ – tĭ – kāt :
a. to chew
b. to grind or crush (food) with, or as if with, the teeth
To masticate food is the first step of digestion, and it increases the surface area of foods
to allow more efficient break down by enzymes.
Literary Terms:
1.stanza, also called a strophe or stave, is a division of a poem consisting of two or more lines arranged together as a unit. More specifically, a stanza usually is a group of lines arranged together in a recurring pattern of metrical lengths and a sequence of rhymes.
The structure of a stanza is determined by the number of lines, the dominant meter, and the rhyme scheme. So, a stanza of four lines of iambic pentameter, rhyming abab, could be described as a quatrain. Others are tercet or terza rima (three lines) and ottava rima (eight lines). 2.The term strophe is often used interchangeably with stanza, although strophe is sometimes used specifically to refer to a unit of a poem that does not have a regular meter and rhyme pattern or to a unit of a Pindaric ode.
3.rime - In the study of phonology in linguistics, the rime is the portion of a syllable from the first vowel to the end, the part that is lengthened or stressed when a person elongates or accents a word in speech. A word is made of the onset or first consonant (optional), nucleus or vowel sound (obligatory) and coda or final sound. The rime is the nucleus + coda. The nucleus in all languages is not always a vowel, similar to the consonant –le syllable. "Rime" and "rhyme" are variants of the same word, but "rime" is used to mean specifically "syllable rime" to differentiate it from the concept of poetic rhyme.
4.rhyme- in the strict sense is also called a perfect rhyme. Examples are sight and flight, deign and gain, madness and sadness. Rhyme is used by poets and occasionally by prose writers to produce sounds appealing to the reader’s senses and to unify and establish a poem’s stanzas. End rhyme (i.e., rhyme used at the end of a line to echo the end of another line) is most common, but internal, interior, or leonine rhyme is frequently used as an occasional embellishment in a poem.
Vocabulary words - 15A
Gruesome - Nasty
Guerrilla - Fighter
Hara-Kiri OR Hari-Kiri - Japanese suicide
Harass - annoy
Honest - Truth
Hemorrhage - Bleed Profusely
Hemorrhoids - Blood blisters on your bottom
Heroes - Supperman
Hiccup - Tummy Jiggles
Hitchhiker - Hopeful traveler
Journal: What would you do with a BILLION dollars? Think really big.
Creative writing - No assigned topic this week. I just want a 3 - 5 page paper on a topic of your choice.
2nd Per - Honors: Vocab and journal entry.
3rd Per
4th Per
5th Per
6th Per - Vocab week 13, spelling 15A, and Journal. See above.
Friday, April 8, 2011
Friday - April 08, 2011
1st Per - Reading day.
2nd Per - No students
3rd, 4th, 5th, 6th - Vocab test week 12 and spelling test week 14B.
4th Period - Current events #5 due.
5th Period - Resume and cover letter due.
Enjoy prom and have a great weekend!
2nd Per - No students
3rd, 4th, 5th, 6th - Vocab test week 12 and spelling test week 14B.
4th Period - Current events #5 due.
5th Period - Resume and cover letter due.
Enjoy prom and have a great weekend!
Thursday, April 7, 2011
Thursday - April 07, 2011
1st Period: Write 1 1/2 pages on the metaphor "Life is like a pizza." Due Friday.
2nd Per: Sonnets continued, and time in class to work on writing your own.
3rd Per: Grammar lesson with Mrs. Henley on compound and complex sentences with adjective clauses. Homework: Pages 117-119 in your workbooks. Due Monday. See Mrs. Henley or a classmate for the notes.
4th Per: Grammar lesson with Mrs. Henley on Point of View - who is telling the story or writing the poem. See Mrs. Henley, or a classmate for notes. Homework: Worksheet on the counter. Due Monday.
5th Per: Work day. Many of you are succumbing to senioritis and your grades are rapidly slipping. DON'T fall behind now! You are almost done!
6th Per: Work on C.P. maps for act II scenes 5 - 9. I have sheets for you to use and fill these out over by my water fountain.
2nd Per: Sonnets continued, and time in class to work on writing your own.
3rd Per: Grammar lesson with Mrs. Henley on compound and complex sentences with adjective clauses. Homework: Pages 117-119 in your workbooks. Due Monday. See Mrs. Henley or a classmate for the notes.
4th Per: Grammar lesson with Mrs. Henley on Point of View - who is telling the story or writing the poem. See Mrs. Henley, or a classmate for notes. Homework: Worksheet on the counter. Due Monday.
5th Per: Work day. Many of you are succumbing to senioritis and your grades are rapidly slipping. DON'T fall behind now! You are almost done!
6th Per: Work on C.P. maps for act II scenes 5 - 9. I have sheets for you to use and fill these out over by my water fountain.
Wednesday, April 6, 2011
Wednesday - April 06, 2011
1st Period - Creative Writing: Use the words provided from the writing prompt today and write 3 short storys using those three sets of words in under 300 words per story or less. Due Tomorrow.
2nd Per - Honors: We worked on Sonnets today. Sonnets express emotion and are very strictly written. They must have 14 lines, containing 3 quatraines of 4 lines each and a couplet. The rhyme scheme must be ABAB CDCD, EFEF, GG. The lines are all written in Iambic Pentameter - 10 syllables per line with an unstressed syllable followed by a stressed syllable all the way across.
Assignment: Read 3 of the sonnets in your text and mark the syllable lines, the accents, and the rhyme scheme. Also, decode each of them and tell me what you think Shakespeare is trying to say.
ALSO: Attempt to write your own sonnet, and mark it up with syllables and accents and rhyme scheme all in the right places and used the right way. Be warned. This will cause you headaches. :-)
3rd Per: We began reading our Watson book in class today. Homework, read through chapter 2 for Monday and complete the character/plot map for those chapters.
4th Per: We chose our poets today. If YOU DON'T LIKE THE POET YOU CHOSE, you have unitl Friday to change it to someone else - WITH my approval. Here is the list of the poet each student will be working on.
Isaac B. - T.A. Barron
Cole - Jack Prelutskey
Rachel B. - Louis Carrol
Bethany - E.E. Cummings
Isaac S. - Robert Frost
Nathan - Gary Soto
Jill - Emily Dickinson
Alex - Donald Hall
Carly - Langston Hughes
Rachel N. - Alfred Noyes
Dalton - Carl Sandburg
Cheyenne - Henry Wordsworth Longfellow
Lizeth - Theodore Giesel
Monique - Rudyard Kipling
Jared - Al Young
Zariah - Garrison Keilor
Kye - Li Young Lee
Jazmine - ???
5th Per - Resumes and cover letters. You already covered this with Mrs. Jessup, apparently, so we are just going to do a quick refresher course in a day or two.
Assignment: Produce a resume and cover letter for a job you might apply for in Cody or West Yellowstone - something or someplace a tourist would be found around here. Due Friday.
6th Per - continue reading Merchant of Venice. Make sure you are making note of little details that I might ask on a test - I like to be picky. We have now read through Act II Scene 4 on page 27. Tomorrow in class, you will be on your own to try and get through a few scenes without my help.
2nd Per - Honors: We worked on Sonnets today. Sonnets express emotion and are very strictly written. They must have 14 lines, containing 3 quatraines of 4 lines each and a couplet. The rhyme scheme must be ABAB CDCD, EFEF, GG. The lines are all written in Iambic Pentameter - 10 syllables per line with an unstressed syllable followed by a stressed syllable all the way across.
Assignment: Read 3 of the sonnets in your text and mark the syllable lines, the accents, and the rhyme scheme. Also, decode each of them and tell me what you think Shakespeare is trying to say.
ALSO: Attempt to write your own sonnet, and mark it up with syllables and accents and rhyme scheme all in the right places and used the right way. Be warned. This will cause you headaches. :-)
3rd Per: We began reading our Watson book in class today. Homework, read through chapter 2 for Monday and complete the character/plot map for those chapters.
4th Per: We chose our poets today. If YOU DON'T LIKE THE POET YOU CHOSE, you have unitl Friday to change it to someone else - WITH my approval. Here is the list of the poet each student will be working on.
Isaac B. - T.A. Barron
Cole - Jack Prelutskey
Rachel B. - Louis Carrol
Bethany - E.E. Cummings
Isaac S. - Robert Frost
Nathan - Gary Soto
Jill - Emily Dickinson
Alex - Donald Hall
Carly - Langston Hughes
Rachel N. - Alfred Noyes
Dalton - Carl Sandburg
Cheyenne - Henry Wordsworth Longfellow
Lizeth - Theodore Giesel
Monique - Rudyard Kipling
Jared - Al Young
Zariah - Garrison Keilor
Kye - Li Young Lee
Jazmine - ???
5th Per - Resumes and cover letters. You already covered this with Mrs. Jessup, apparently, so we are just going to do a quick refresher course in a day or two.
Assignment: Produce a resume and cover letter for a job you might apply for in Cody or West Yellowstone - something or someplace a tourist would be found around here. Due Friday.
6th Per - continue reading Merchant of Venice. Make sure you are making note of little details that I might ask on a test - I like to be picky. We have now read through Act II Scene 4 on page 27. Tomorrow in class, you will be on your own to try and get through a few scenes without my help.
Tuesday, April 5, 2011
Tuesday - April 05, 2011
1st Period: Electricity is a recent development. Write about 12 things you can do when the power is off. Due tomorrow.
2nd Per: We FINALLY finished talking about Margaret Cavendish and her arguments for and against women's rights.
3rd Per: Begin looking through the Watson's book. Skim the book tonight and be ready to jump into chapter 1 tomorrow. The skimming should take you between 10 - 20 minutes. Read the chapter headings, and maybe a few lines from each chapter.
With this book, you are going to do a character and plot map for each chapter. On these, you will divide your paper in half.
-On the left hand side, you will write down the name of EVERY character you come in contact with in chronological order. Once a character has been introduced, you don't need to re-introduce him/her on your next chapter or scene. Write a bried description of who each person is. Antonio - Friend. Kenny - Narrator, Old Man Periwinkle - Crazy imaginary friend of Mr. Hawley, etc.
-On the right hand side, you will keep a running summary of each chapter or scene. This needs to be long enough to help you study for the tests - which I am very very very nitpicky on. I ask very detailed questions. Your chapter summary is the best place to find these kinds of answers - IF you have kept a good summary.
-On the bottom 10th of the page, you should have space for any notes you want to take. Words you looked up in a dictionary, comments we made in class that clarified passages, etc. Here is a picture of my mostly legible notes from the white board in class.
Each new chapter or act will have its OWN paper. Each one should be well labeled with the name of the the chapter/scene, page numbers of the chapter, your name, etc.
4th Period: In the text book, there are poems, or the introduction to poems on these pages.
663
666
678
669
-----
671
681
684
686
687
-----
692
695
698
699
-----
701
706
709
712
719
Choose ONE poem from each of the four sections and write about what you think the author is trying to say. What does it mean to you? one line answers will NOT be enough for a good grade on this assignment. You should make sure you label each poem with the name of the author, page number(s), title, and of course, your name and period. These are due in class tomorrow.
5th Period - We discussed the 4 articles by Margaret Cavendish from the text book on pages 377-379. Write for or against each of the four articles. Do you agree, or disagree with her statements. Why? Due tomorrow.
6th Period - Continue reading in merchant. Act II - Scene 1 and 2. Start a new page on your character/plot map for act II. No specific homework, except to keep up with the reading from the play.
2nd Per: We FINALLY finished talking about Margaret Cavendish and her arguments for and against women's rights.
3rd Per: Begin looking through the Watson's book. Skim the book tonight and be ready to jump into chapter 1 tomorrow. The skimming should take you between 10 - 20 minutes. Read the chapter headings, and maybe a few lines from each chapter.
With this book, you are going to do a character and plot map for each chapter. On these, you will divide your paper in half.
-On the left hand side, you will write down the name of EVERY character you come in contact with in chronological order. Once a character has been introduced, you don't need to re-introduce him/her on your next chapter or scene. Write a bried description of who each person is. Antonio - Friend. Kenny - Narrator, Old Man Periwinkle - Crazy imaginary friend of Mr. Hawley, etc.
-On the right hand side, you will keep a running summary of each chapter or scene. This needs to be long enough to help you study for the tests - which I am very very very nitpicky on. I ask very detailed questions. Your chapter summary is the best place to find these kinds of answers - IF you have kept a good summary.
-On the bottom 10th of the page, you should have space for any notes you want to take. Words you looked up in a dictionary, comments we made in class that clarified passages, etc. Here is a picture of my mostly legible notes from the white board in class.
Each new chapter or act will have its OWN paper. Each one should be well labeled with the name of the the chapter/scene, page numbers of the chapter, your name, etc.
4th Period: In the text book, there are poems, or the introduction to poems on these pages.
663
666
678
669
-----
671
681
684
686
687
-----
692
695
698
699
-----
701
706
709
712
719
Choose ONE poem from each of the four sections and write about what you think the author is trying to say. What does it mean to you? one line answers will NOT be enough for a good grade on this assignment. You should make sure you label each poem with the name of the author, page number(s), title, and of course, your name and period. These are due in class tomorrow.
5th Period - We discussed the 4 articles by Margaret Cavendish from the text book on pages 377-379. Write for or against each of the four articles. Do you agree, or disagree with her statements. Why? Due tomorrow.
6th Period - Continue reading in merchant. Act II - Scene 1 and 2. Start a new page on your character/plot map for act II. No specific homework, except to keep up with the reading from the play.
Monday, April 4, 2011
Monday - April 04, 2011
Spelling 14B with Hawley's definitions:
Exhilarate - To wake up
Extension - To lengthen
Fahrenheit (Capitalized on test) - Unit of heat
Fluoridate - To add fluoride
Forfeit - To give away/up
Fuchsia - Pretty pink flower
Fusillade - Multiple shooters
Garrulous - Talkative
Gorilla - Large monkey
Gray - Grey (no difference in spelling. Both are correct.)
Vocab Week 12:
chagrin- noun. shə-grin’ 1. distress of mind caused by humiliation, disappointment, or failure; 2. A keen feeling of mental unease, as of annoyance or embarrassment, caused
by a disconcerting event 3. vexation
chagrin- transitive verb 1. to vex or unsettle by disappointing or humiliating
consternation. noun. con-str-nā’-shən 1. a feeling of anxiety, dismay, dread, or confusion
2.a feeling of amazement or that hinders or throws into confusion
deride-verb. dē-rīd’ 1. to treat or speak with contempt; to laugh at in scorn or contempt;
2. to subject to unusually bitter or contemptuous ridicule; scoff or jeer at; mock.
perverse-adj. per-vers’ 1.turned away from what is right or good : corrupt
2. obstinate in opposing what is right, reasonable, or accepted; improper, incorrect
3. stubborn, peevish, petulant, cranky
precocious- adj. prē-ko’-shus Manifesting or characterized by unusually early development or maturity, especially in mental aptitude exhibiting mature qualities at an unusually early age
Literary Terms: (review)
Irony is an implied discrepancy between what is said and what is meant. It’s the use of words to convey the opposite of their literal meaning; a statement or situation where the meaning is contradicted by the appearance or presentation of the idea.
Here’s a phrase (with completion of the irony) from the song by Alanis Morissette “A traffic jam when you're already late”... to receive an award from the Municipal Planning Board for reducing the city's automobile congestion 80 percent.
1. verbal irony is when a person or author says one thing and means something else.
2. dramatic irony is when an audience perceives something that a character in the literature does not know.
3. irony of situation is a discrepancy between the expected result and actual results
Bonus: complete the irony of another (incomplete) phrase in the song
Journal: Describe your greatest stress in your life right now. What keeps you up at night with worry, or anxiety? Do you wonder if you'll pass Math? Is your grandparent near death? Are your parents fighting or broke? Etc. These entries can be sensitive. I guarantee to guard your privacy as I read these.
Class instructions:
1st Per - Brainstorm as many cliches as you can think of in the English language. "Proud as punch, Pretty as pie, Madder than a hornet," etc. Pick one of these and write a poem, using the cliche you chose as your first line. Due TOMORROW.
2nd Per - Vocab 12, spelling 14B, and Journal. See above.
3rd Per - Same
4th Per - Same
5th Per - Same
6th Per - Same
Exhilarate - To wake up
Extension - To lengthen
Fahrenheit (Capitalized on test) - Unit of heat
Fluoridate - To add fluoride
Forfeit - To give away/up
Fuchsia - Pretty pink flower
Fusillade - Multiple shooters
Garrulous - Talkative
Gorilla - Large monkey
Gray - Grey (no difference in spelling. Both are correct.)
Vocab Week 12:
chagrin- noun. shə-grin’ 1. distress of mind caused by humiliation, disappointment, or failure; 2. A keen feeling of mental unease, as of annoyance or embarrassment, caused
by a disconcerting event 3. vexation
chagrin- transitive verb 1. to vex or unsettle by disappointing or humiliating
consternation. noun. con-str-nā’-shən 1. a feeling of anxiety, dismay, dread, or confusion
2.a feeling of amazement or that hinders or throws into confusion
deride-verb. dē-rīd’ 1. to treat or speak with contempt; to laugh at in scorn or contempt;
2. to subject to unusually bitter or contemptuous ridicule; scoff or jeer at; mock.
perverse-adj. per-vers’ 1.turned away from what is right or good : corrupt
2. obstinate in opposing what is right, reasonable, or accepted; improper, incorrect
3. stubborn, peevish, petulant, cranky
precocious- adj. prē-ko’-shus Manifesting or characterized by unusually early development or maturity, especially in mental aptitude exhibiting mature qualities at an unusually early age
Literary Terms: (review)
Irony is an implied discrepancy between what is said and what is meant. It’s the use of words to convey the opposite of their literal meaning; a statement or situation where the meaning is contradicted by the appearance or presentation of the idea.
Here’s a phrase (with completion of the irony) from the song by Alanis Morissette “A traffic jam when you're already late”... to receive an award from the Municipal Planning Board for reducing the city's automobile congestion 80 percent.
1. verbal irony is when a person or author says one thing and means something else.
2. dramatic irony is when an audience perceives something that a character in the literature does not know.
3. irony of situation is a discrepancy between the expected result and actual results
Bonus: complete the irony of another (incomplete) phrase in the song
Journal: Describe your greatest stress in your life right now. What keeps you up at night with worry, or anxiety? Do you wonder if you'll pass Math? Is your grandparent near death? Are your parents fighting or broke? Etc. These entries can be sensitive. I guarantee to guard your privacy as I read these.
Class instructions:
1st Per - Brainstorm as many cliches as you can think of in the English language. "Proud as punch, Pretty as pie, Madder than a hornet," etc. Pick one of these and write a poem, using the cliche you chose as your first line. Due TOMORROW.
2nd Per - Vocab 12, spelling 14B, and Journal. See above.
3rd Per - Same
4th Per - Same
5th Per - Same
6th Per - Same
Friday, April 1, 2011
Friday - April 01, 2011
1st Per - No students.
2nd Per - No students.
3rd Per, 4th Per, 5th Per, 6th Per - Vocab test week 11 and spelling test from 14A.
Have a great weekend!
2nd Per - No students.
3rd Per, 4th Per, 5th Per, 6th Per - Vocab test week 11 and spelling test from 14A.
Have a great weekend!
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