Monday, September 30, 2013

 

ENGLISH - 1^st trimester – Day 20

 

1.      Collect homework: Interloper’s 1-5 and 9 themes

 

2.      Pickup new vocabulary sheet

 

5.      Discuss feuds and fights – including Huck Finn’s thoughts – and how feuds resemble rivalries – write definitions in our notes

 

6.      REVIEW short story: “The Interlopers” (pgs. 232-243)

 

7.      ANNOUNCEMENT: Test tomorrow on “The Interlopers” pgs. 232 – 243

 

9.      Identified 3 kinds of irony with comics and scenarios

 

10.  Next sentence type introduced – “5-things sentence”…(choose five items from the room then write them into a sentence by forming a relationship or connection between the items…) Then add a verb or a modal auxiliary (would, should, could, must, may, might, shall, can, will).

o   Make a single sentence out of what you have. (You will, of course, have to add words.)

o   Add chunking slashes

§  Share examples

o   Discussed our ability to do this.

 

11.  Using your notes, write down a sentence using the “Updike” pattern from the other day (remember the Ted Williams homerun in the 8^th inning video?)

 

12.  Study for test on “The Interlopers” pgs. 232 – 243 on Tuesday

a.       BEST WAY TO STUDY: Create a practice test

 

ENGLISH homework:

 

Study for test on “The Interlopers” pgs. 232 – 243 on Tuesday

 

Study for Friday’s vocabulary test

Friday, September 27, 2013

 

ENGLISH – 1^st trimester – Day 19

 

1.      Take fill-in-the-blank Prefix test (11 prefixes from “30-15-10” list)

2.      Next, write down:

a.       something you want really badly in your life…

b.      and explain what you are willing to do to get it

3.      Read the first paragraph on page 236.

                                                  i.      Ultimately, does Ulrich get what he wants?

                                                ii.      What does he have to do to get it?

4.      Is there anything for which you would hurt needy people in order to get?

5.      Watch video: The Interlopers (A Short Film by Ben Hurst)

 

ENGLISH homework:

 

PART 1:

Use your literary terms handout for definitions and look through “The Interlopers” (pg. 235-240) and write down an example of each of the following:

1.      irony  (pg. 4 of handout)

2.      internal conflict (man vs. himself) (pg. 1 of handout)

3.      omniscient narration (pg. 2)

4.      part of the setting that suggests something bad is going to happen (pg. 2)

5.      mood (pg. 2)

PART 2:

“The Interlopers” is a story about:

·         1. feuding 2. hatred 3. revenge 4. tragedy 5. death

·         6. pity 7. change of heart 8. forgiveness 9. hope

                                                  i.      Make a list or chart that lists the nine items/themes listed above.

                                                ii.      Find an excerpt from the story (word for word) that shows each of the above traits…no repeats

                                              iii.      Finally, identify which type of conflict each one represents (man vs. ____)

Thursday, September 26, 2013

 

ENGLISH - 1^st trimester – Day 18

Effort trumps talent.

Effort grows connections in your brain which make you smarter.  (Carol Dweck)

 

·         Number a paper 1 – 11. Without peeking, from memory only, write down the 11 prefixes on tomorrow’s test.

·         Next, create a T-chart with 3 columns and try to add both the meaning and an example of each of your 11 prefixes…

o   This is basically what your test will look like Friday. The prefixes will not be in alphabetical order! You will be asked to fill in blanks.

·         Follow up on fulcrum sentences (exit slips – while, before, after)

o   Explain what 2 of the following sentences are suggesting…

1^st hour

1. I was tired before I woke up.
2. I was in my bed before I went to put on my pjs.
3. I was in the air before the plane was started.
4. I’d read the book before it was released.
5. I was home before I was off the bus.
6. I was out the door before the bell rang.
7. I was listening to music before I got my iPod out.
8. I was at the game before I was in the car.

 

3^rd hour

1. She knew what would happen before she turned the page.
2. I was asleep in my bed before I unlocked the front door.
3. The money was out before the shoes were on.
4. He was on vacation before he even left.
5. I knew its name was going to be Fluffy before I even held it.

 

4^th hour

1. I was at her party before it even started.
2. I ate all the cake before they even cut it.
3. She was there before it even opened.
4. The mom had screamed before the baby even fell.

 

5^th hour

1. He got the job before he applied.
2. He knew they would be good friends before they even talked.
3. She knew he was her father before they met.
4. The audience was clapping before the dance was even over.
5. People were standing in line before the gates even opened.

 

·         Think about your list of 25 events in your life as I read the following story:

o   “The Farmer’s Luck” by Jon J. Muth -  from Zen Shorts

Once upon the time there was an old farmer who had worked his crops for many years.
One day his horse ran away. Upon hearing the news, his neighbors came to visit. “Such bad luck,” they said sympathetically.
“Maybe,” the farmer replied.

The next morning the horse returned, bringing with it three other wild horses.
“How wonderful,” the neighbors exclaimed.
“Maybe,” replied the old man.

The following day, his son tried to ride one of the untamed horses, was thrown, and broke his leg.
The neighbors again came to offer their sympathy on his misfortune.
“Maybe,” answered the farmer.

The day after, military officials came to the village to draft young men into the army.
Seeing that the son’s leg was broken, they passed him by. The neighbors congratulated the farmer on how well things had turned out.
“Maybe,” said the farmer.

o   As a follow up to our plotline assignment, answer questions 1-10…

Perspectives of luck:

1.      Why was the farmer lucky that his horse had run away?

2.      Why was the son lucky to have broken his leg?

3.      When is a time that you have felt lucky?

4.      What is an example of a time you felt unlucky? How was this different from feeling lucky?

5.      What do you do when you feel unlucky?

6.      Give an example of a time when you felt unlucky but as time passed realized that you were actually lucky.

7.      Do you know anyone that has bad luck but is still happy?

8.      Do you know anyone that had bad luck but is still successful?

9.      Do you think having good luck is necessary to being successful?

10.  If luck is not necessary to being successful than what is?

·          

·         Reviewed omniscient narration (pg. 233)

·         Previewed “The Interlopers” (read bits of beginning, middle, end; looked at illustrations; made predictions) – 2 minutes

·         Read “The Interlopers” by Saki – pgs. 232 – 240.

·         Begin homework

 

ENGLISH homework:

 

·         Study your flashcards (11 prefixes from “30-15-10” list) and your PINK master list for Friday’s PREFIX test.

·         Finish reading “The Interlopers” by Saki – pgs. 232 – 240.

Wednesday, September 25, 2013

 

ENGLISH - 1^st trimester – Day 17

 

"Everybody is a genius.  But, if you judge a fish on its ability to climb a tree, it will spend its whole life believing that it is stupid."   Albert Einstein

 

·         BEFORE I collect your homework, complete the following:

• Only typed papers will be collected (otherwise fill out a pink sheet)
• Number your story 1 – 25.
• Staple THEIR graph to your paper (on the top or bottom, doesn’t matter)
• stapler on center table

·         After attendance, Day 2 of 2 - Library Orientation

• Finish work on Works Cited/Bibliography assignment (from Library Orientation) – see Mrs. Blunt in library for details

·         To print (in library):

• File/Print/Printer (make sure “Printer” in NOT set on ADOBE PDF – but rather an “MC” printer)
• Adobe Pdf will not print your paper

 

ENGLISH homework:

Study your flashcards (11 prefixes from “30-15-10” list) and your PINK master list for Friday’s PREFIX test.

 

 

 

 

 

Tuesday, September 24, 2013

 

ENGLISH - 1^st trimester – Day 16

 

Late Start 2013 – 9:40

 

Pick up PINK handout from center table (complete list of prefixes/roots/suffixes)

o   Make 5 divisions…1. A,ab,abs – hyper 2.hypo – pro 3. Re – cred 4. Dict – therm 5 ver - -tude

o   You will be test on division 1 on Friday (a,ab,abs – hyper)

 

After attendance, Day 1 of 2 - Library Orientation

 

Began work on Works Cited/Bibliography assignment (from Library Orientation) – see Mrs. Blunt in library for details

 

ENGLISH homework:

 

·         Finish “inanimate object story” – remind them that it must be numbered 1 – 25.

o   DIRECTIONS: Using someone’s personal plotline as a guide, write a story about an inanimate object that experiences highs and lows in the same order. Number your paper 1 – 25. Due Wednesday. This is not a list of events, but rather, a short story.

§  STAPLE IT to your classmate’s graph – due Wednesday

§  NOTE: If a student does NOT have another student’s graph, he should switch with someone else in the room. Last case scenario: he may simply use his own.

 

        

·         Study your flashcards (11 prefixes from “30-15-10” list) and your PINK master list for Friday’s PREFIX test.

 

 

 

 

 

Monday, September 23, 2013

 

ENGLISH - 1^st trimester – Day 15

 

·         Write down the following 6 prefixes and write down as many words that used them:

1. abs-
2. bi-, (or bis-)
3. epi-
4. mis-
5. sub-
6. uni-

·         Review expectations of TYPED paper due Wednesday

o   Typed; Times New Roman 12 pt. font; numbered 1-25 (representing all 25 points of their graph)

·         How to Write – Day 1 - show Ted Williams video - Sentence structure mimicking – wrote like John Updike

·         Follow up on “John Updike” sentences – showed student examples then inferred what the author was saying - literal vs. suggested

o   infer what the author meant to say

·         EXIT SLIP

o   Create 3 “Updike” sentences...one each, using the 3 fulcrums: while, before, after

o   Turn this into me, at the door, as you leave today

·         Discuss - 30-15-10 list (from Deeper Reading by Kelly Gallagher)

o   And how students will be tested on these every other week.

o   Regular vocabulary one week; 30-15-10 the next

·         Complete 1-4…

1. Assemble a sentence from the book Winesburg, Ohio by Sherwood Anderson…
2. Pickup 30-15-10 – FLASHCARDS
1. Cut and fold
3. Put your test into your folder and return the folder to the table.
4. Hand in exit slip (see directions above) AT THE DOOR AT THE END OF THE HOUR

 

ENGLISH homework:

 

·         TYPED paper due Wednesday:

a.       Using someone’s personal plotline as a guide, write a story about an inanimate object that experiences their highs and lows in the same order as their graph. Number your typed paper 1 – 25 so the reader can track your story with the graph.

·         Begin studying your flashcards for Friday’s PREFIX test.

Friday, September 20, 2013

ENGLISH - 1^st trimester – Day 14

 

Checked homework: (list and graph of 25 items)

 

TAKE - Vocabulary test - #2

 

Complete Killgallon Activity #4 - # 1-5

 

·         Using someone’s personal plotline as a guide, write a story about an inanimate object that experiences highs and lows in the same order. Number your paper 1 – 25. Due Wednesday.

a.       Begin brainstorm of highs and lows for your story.

 

ENGLISH homework:

 

·         TYPED paper due Wednesday:

a.       Using someone’s personal plotline as a guide, write a story about an inanimate object that experiences their highs and lows in the same order as their graph. Number your typed paper 1 – 25 so the reader can track your story with the graph.

Thursday, September 19, 2013

 

ENGLISH - 1^st trimester – Day 13

 

WARMUP:

1. Using your OUTLINING notes from yesterday, create an outline using all the FOX lyrics on the board…
1. Divide them into categories
2. Add headings
2. Return yesterday’s tests
1. RECOLLECT after review
3. Review answers to Vocabulary #2 exercises

 

4. BEGIN HOMEWORK: Discussed how to create a personal plotline that includes 25 highs and lows of our own lives over the last few years (finish for Monday) – number the plotline (graph) and make a numbered key for your reference.

 

ENGLISH homework:

 

Study for tomorrow’s vocabulary test (the test will have a word bank and 20 fill-in-the-blank sentences – you provide the correct vocabulary word for each sentence)

 

FINISH: Create a personal plotline that includes 25 highs and lows from your life – use 2 sheets of paper for the following:

1.      On one paper, list your 25 highs and lows of our own lives over the last few years, chronologically (in code if necessary)

2.      On a separate paper, map the same 25 points (showing the highs and lows, graphically)

Wednesday, September 18, 2013

 

ENGLISH - 1^st trimester – Day 12

 

Check homework:

1. Back of vocabulary sheet
2. 5 cyborg behaviors

 

Clear desk for TEST on “The Most Dangerous Game”

 

Complete “chunking” exercises (divide sentences into meaningful chunks)

 

VIDEO LECTURE: Take notes while watching “Rules of Outlining” video

 

ENGLISH homework:

 

Study for vocabulary test on Friday (the test will have a word bank and 20 fill-in-the-blank sentences – you provide the correct vocabulary word for each sentence)

Tuesday, September 17, 2013

ENGLISH - 1^st trimester – Day 11

· Check homework:

o 13 questions (from handout)

o 10 complications/conflicts

· Review answers to 13 questions

· Take out your Literary Terms handout (page 2) – read the “Point of View” paragraph noting the 3 different kinds of narrators – then…

o Add one new definition to Point of View section:

§ Objective point of view is when a writer provides only facts.

· In Objective Point of View the reader has access to nobody's head.

· The advantage of Objective Point of View is that it’s a good discipline for you as the writer. It absolutely forces you to show-not-tell.

§ In Third Person Limited Point of View the reader has access to one person's head at a time.

§ In Omniscient Point of View the reader has access to everybody's head at the same time.

o DIRECTIONS: Make up one sentence for each of the 4 kinds of narrators from the story “The Most Dangerous Game” (1^st person, limited omniscient, omniscient, objective)

· REMINDER: First/last name, date, hour on EVERY ASSIGNMENT

· Complete back of vocabulary sheet #2 (all of it)

· Complete the following:

a. Imagine that the only things the cyborg understands about how real human beings are to behave is from what he learns from “The Most Dangerous Game”

i. Write down 5 POSITIVE THINGS that he would learn about the behavior of humans if we inputted the story “The Most Dangerous Game” into his memory.

ENGLISH homework:

· Finish the backside of vocabulary sheet #2 (all of it)

· Imagine that the only things the cyborg understands about how real human beings are to behave is from what he learns from “The Most Dangerous Game.” Write down 5 POSITIVE THINGS that he would learn about the behavior of humans if we inputted the story “The Most Dangerous Game” into his memory.

· Study for Wednesday’s test fill-in-blank and short answer test on “The Most Dangerous Game”

· Study for vocabulary test on Friday (the test will have a word bank and 20 fill-in-the-blank sentences – you provide the correct vocabulary word for each sentence)