Friday, December 19, 2014

ENGLISH – HOURS 1 & 3 – Day 16

· TAKE - Vocabulary test - #2

· Review expectations of TYPED paper due today

o 1^st person

o Numbered 1 – 25 (representing all 25 points of partner’s graph)

o Partner’s graph stapled onto your paper

o Typed; Times New Roman 12 pt. font;

· Type the life of your inanimate object

· PRINT and TURN IN FOR CREDIT

ENGLISH homework – HOURS 1 & 3:

Enjoy your break.

 

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ENGLISH – HOURS 4 & 5 – Day 16

· While we watch Odyssey video (1:33 – 2:59/end of video)…

· Finish questions 14 - 24 in your packet (after reading pgs. 1092-1101)

DUE at the end of the hour

ENGLISH homework – HOURS 4 & 5:

Enjoy your break.

Thursday, December 18, 2014

ENGLISH – HOURS 1 & 3 – Day 15 1. Write YOUR FIRST and LAST NAME on the back of the graph of your life (1-25). 2. Make sure your graph is numbered 1 – 25…and reflects the ups and downs of your life. 3. COLLECT numbered graphs (hang onto your LISTS)

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

i. Choose an inanimate object

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

4. Check your grades on prefix tests and MDG tests ENGLISH homework – HOURS 1 & 3: 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) ***************************************************************** ENGLISH – HOURS 4 & 5 – Day 14 1. Read page 1092 (quietly, to yourself) 2. Take out your PART 2 Odyssey questions 1 – 24 (we completed 1 – 13 yesterday) 3. Listen to The Odyssey (pg. 1092 – 1101/end) 4. Watch Odyssey video (43:00 – 1:46) ENGLISH homework – HOURS 4 & 5: Finish questions 14 - 24 in your packet (after reading pgs. 1092-1101) – DUE at the end of class on FRIDAY.




Fake Movie Posters

Wednesday, December 17, 2014

ENGLISH – HOURS 1 & 3 – Day 14

· TEST on “The Most Dangerous Game”

· After test, create 3 sentences that contain 3 different vocabulary words each from this week’s vocabulary list…no repeats. (REMINDER: Test Friday)

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

ENGLISH homework – HOURS 1 & 3:

· Use 2 sheets of paper for the following:

· On paper #1: List your 25 highs and lows of our own lives over the last few years, (in code if necessary)

· On paper #2: Graph your 25 points (showing the highs and lows, graphically)

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ENGLISH – HOURS 4 & 5 – Day 14

1. Take test (on pages 1025-1036 in textbook)

Read several more books of The Odyssey, Part 2 (pgs. 1078 – 1091)

b. Answer questions 1-13(in your packet) on Part 2 of The Odyssey.

3. Finish questions 1 – 13 in your packet (after reading pgs. 1078-1091)

ENGLISH homework – HOURS 4 & 5:

Finish questions 1 – 13 in your packet (after reading pgs. 1078-1091)

Tuesday, December 16, 2014

ENGLISH – HOURS 1 & 3 – Day 13

1. Check homework: ex. 1 & 2 (backside of vocabulary handout)

2. REVIEW answers to CONFLICT and POV handouts…

3. REVIEW answers to vocabulary #2 (ex. 1 only).

4. Take out a blank piece of paper…

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

i. Here’s a link to the video: https://dl.dropboxusercontent.com/u/14512809/Outlining.swf

5. Using your OUTLINING notes, create an outline using all the FOX lyrics... http://pop.genius.com/Ylvis-the-fox-what-does-the-fox-say-lyrics

a. Divide them into categories; Add headings (where necessary)

6. CONTINUED WORKING on sentence chunking.

ENGLISH homework – HOURS 1 & 3:

Study for Wednesday’s 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)

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ENGLISH – HOURS 4 & 5 – Day 13

· ADD TO YOUR NOTEBOOKS:

a. …these 3 definitions: epithet (pg. 1076), Homeric simile/epic simile (pg. 1077), the Greek law of hospitality (pg. 1049 at the top)

b. Then read lines 822 – 827 (found on pgs. 1070 – 1071) and decide which of the 3 it is an example of…

· Next, read over examples of Homeric similes from pages 1070, 1083, and 1101.

· Name examples of epithets from the Odyssey

a. What would be a good epithet for you?

· Read lines 10 – 15…what is Homer doing in this passage?

a. Next, read Tieresias’ warning lines 626 – 637 (pgs. 1062-1063)

· Read last book of Part 1: “The Cattle of the Sun God” (pg. 1071 – 1074)

· Play JEOPARDY – as review for tomorrow’s test

http://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?gamefile=1395419355

· Watch spoof of Odyssey: Cyclops Cave with voiceover

ENGLISH homework – HOURS 4 & 5:

· Read over and study for tomorrow’s test - pages 1025 – 1036.

· Play JEOPARDY – as review for tomorrow’s test

http://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?gamefile=1395419355

Monday, December 15, 2014

 

ENGLISH – HOURS 1 & 3 – Day 12

Pick up this week’s vocabulary sheet (on center table) – begin working on backside Ex. 1

Announce NEW test date…

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

INTRODUCTION TO -  Sentence “chunking” – meaningless vs. meaningful

a. Unscrambling sentences

b. Complete “chunking” exercises (divide sentences into meaningful chunks) – Killgallon ACTIVITY 1,2,3

ENGLISH homework – HOURS 1 & 3:

Complete backside of vocabulary handout for tomorrow (both exercises…1 & 2)

Study for Wednesday’s 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)

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ENGLISH – HOURS 4 & 5 – Day 12

1. While I collect homework: Odyssey packet of questions #1 – 52…begin the following:

Add these 5 KEY THEMES from The Odyssey to your notebooks:

a. Loyalty, devotion, and fortitude (courage; strength of mind)

b. The Greek ideal of strong mind and body

c. Wandering hero who weeps for home and family

d. Triumph of good over evil

e. Obedience to the laws of the gods

2. Next, take out your notes on the 5 Odyssey THEMES

a. Choose any 3 of the 5 and FOR EACH OF THE 3, briefly explain what would happen in a fictional story if it were based on that theme. (2 - 3 sentences each)

3. Check your ANSWERS to 1 – 52.

4. Watch excerpts of SPARKNOTES video (which reviews past Odyssey stories)…(start at 6:09 – 14:50)… https://www.youtube.com/watch?v=9fwoTWlrfYg

5. Pick up your graded homework off your table

a. Trade your practice tests with each other.

6. Announce test on the information on pages 1025-1036 in textbook – WED.

ENGLISH homework – HOURS 4 & 5:

Study pgs. 1025-1036 – TEST on Wednesday

Friday, December 12, 2014

 

ENGLISH – HOURS 1 & 3 – Day 11

a. Take prefix test – the test is named: “30-15-10 TEST #1”

a. Imagine that “The Most Dangerous Game” was a fable for cyborgs. Write down 5 positive lessons (or truths) that cyborgs would learn from the story if we inputted it into his memory. They must be positive.

i. For example: All people, all nationalities, are to be respected.

· Take out your Literary Terms handout (page 4) – read the 3 definitions at the top of the page - metaphor, simile, personification.

· NEXT: Complete the following:

o Identify metaphor, simile, personification in 7 examples from “The Most Dangerous Game”

Metaphor, simile, personification?

1. . . . but even you can’t see four miles or so through a moonless night.” “Nor four yards,” admitted Rainsford. Ugh? “It’s like moist black velvet.”

2. “It’s so dark,” he thought, “that I could sleep without closing my eyes; the night would be my eyelids.”

3. He struggles up to the surface and tried to cry out, but the wash from the speeding yacht slapped him in the face.

4. Ten minutes of determined effort brought another sound to his ears—the most welcome he had ever heard—the muttering and growling of the sea.

5. The revolver pointed rigidly as if the giant was a statue.

6. Rainsford’s impulse was to hurl himself down like a panther.

7. Zaroff was the cat; he was the mouse.

HANDOUT: Complete the “CONFLICT” handout for “The Most Dangerous Game” (on overhead)

ENGLISH homework – HOURS 1 & 3:

Finish above.

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ENGLISH – HOURS 4 & 5 – Day 11

By yourself, or with a partner, read the next several books of The Odyssey (pgs. 1059 – 1074 – “The Enchantress Circe” and “The Land of the Dead” and “The Sirens and Scylla and Charybdis”

COMPLETE questions 29 – 52 for Monday.

ENGLISH homework – HOURS 4 & 5:

Finish questions #1 - 52 from the Odyssey packet of questions (TO BE COLLECTED MONDAY)

Thursday, December 11, 2014

ENGLISH – HOURS 1 & 3 – Day 10

· Just like yesterday, number a paper 1 – 11…divide your paper into 3 columns, then from memory, fill in as much of the prefix handout as you can remember.

o After you’ve exhausted your memory, take out your PINK sheets and fill in the rest of your 3 columns.

· ADD TO NOTES: Take out your Literary Terms handout (page 2) – read the “Point of View” paragraph noting the 3 different kinds of narrators/points of view – then…

o Add the following notes to the Point of View section of your handouts (write SMALL in the margins of your handout):

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

· In Objective Point of View the reader has access to nobody's head…just the facts. (see drawing below)

· 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. (see drawing below)

§ In Omniscient Point of View the reader has access to everybody's head at the same time. (see drawing below)

§ SECOND person point of view: When the reader is directly addressed with YOU, YOUR, and YOURS

o DRAW these 3 pictures on their handouts, next to the appropriate definition…

NEXT….

o Watch short video…on “Point of View – First, Second, & Third Person”

· HANDOUT: Complete “Literary Skillmaster 1 – Point of View, Part 1” handout – both sides

· DIRECTIONS: Pretend you have been asked to rewrite 5 key moments from “The Most Dangerous Game,” however, the publisher would like to hear how the story would sound from each of the 4 kinds of Points of View (1^st person, 2^nd person, 3^rd person-limited-omniscient, 3^rd person omniscient, 3^rd person-objective). Write 2 sentences for each Point of View – choose any moments you want from the actual story. (10 sentences total)

· Begin homework:

ENGLISH homework – HOURS 1 & 3:

Study for Friday’s PREFIX test…perhaps create flashcards for the first 11 prefixes from “30-15-10” PINK master list - (a,ab,abs – hyper)

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ENGLISH – HOURS 4 & 5 – Day 10

Pickup Odyssey packet of questions

· Begin homework: Complete #1-28

With about 50 minutes left in each hour (exact class times are posted on each of my walls), stop class from answering questions and BEGIN THE VIDEO…

Watch the first 43 minutes of The Odyssey video…https://www.youtube.com/watch?v=7J0KzoJSAyY

ENGLISH homework – HOURS 4 & 5:

Finish questions 1 – 28 for tomorrow.

Wednesday, December 10, 2014

 

ENGLISH – HOURS 1 & 3 – Day 9

· WARMUP: Number a paper 1 – 11…divide your paper into 3 columns, then from memory, fill in as much of the prefix handout as you can remember.

· Make a list of 10 conflicts/complications (large and small) from “The Most Dangerous Game”

1. Next to each of your 10 conflicts…write

· Internal or external

· People against _____?_______

· (see your Literary Term handout for list of different conflicts)

2. Label one of your conflicts as the MAIN CONFLICT as “C”

3· Finish questions 1 – 13 (Most Dangerous Game REVIEW questions)

4· Make flashcards or STUDY for Friday’s PREFIX test.

ENGLISH homework – HOURS 1 & 3:

Finish 13 questions for tomorrow.

Study for Friday’s PREFIX test…perhaps create flashcards for the first 11 prefixes from “30-15-10” PINK master list - (a, ab, abs – hyper)

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ENGLISH – HOURS 4 & 5 – Day 9

· Watch 2-minute Cyclops cartoon…http://www.nicertube.com/e0e5jw23

· Continue working/writing your Fractured Cyclops story. COLLECTED TODAY.

ENGLISH homework HOURS 4 & 5:

none

Tuesday, December 9, 2014

 

ENGLISH – HOUR 1 & 3 – Day 8

On the same sheet as your 3 inferences/predictions, complete (AND TURN IN FOR CREDIT) the following Seven Crucial Questions for “The Most Dangerous Game” using your book and your Literary Terms packet…

1. Who is the protagonist? Who is the antagonist?

2. What words does the author use to describe the setting/locale of the story?

3. Describe the central conflict/problem the protagonist is facing?

Is the conflict psychological, physical, or both?

4. Describe how the protagonist's personality is revealed in the story with…

1. actions

2. words

3. other characters’ words

5. List the six stages of plot (exposition, conflict, rising action, climax, falling action, resolution)…for each stage, write a sentence from the story that occurs during that stage.

6. Describe 5 different moods the author tries to create in us as we read “The Most Dangerous Game.” For each mood, name the point in the story where the author tried to get us to feel it.

7. What is the theme/message of the story?

Begin REVIEW questions 1 – 13 (see handout) from “The Most Dangerous Game”…will finish, IN CLASS, tomorrow

Make flashcards for Friday’s PREFIX test? www.quizlet.com

ENGLISH homework – HOURS 1 & 3:

Study for Friday’s PREFIX test…perhaps create flashcards for the first 11 prefixes from “30-15-10” PINK master list - (a,ab,abs – hyper)

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ENGLISH – HOURS 4 & 5 – Day 8

1. Name 6 pretty big problems that some teenagers face that some parents (adults) don’t always realize.

2. You and a partner will work together to “fracture” the story of the Cyclops into a new story. While your story must change the original version, the overall "flavor" of your story must be similar: it must be clear to the reader from what story it derived.

3. There are lots of ways to change the original story:

· Change or swap the roles of the main characters.

· Have the story take place somewhere else.

· Have the story take place in another time period.

· Tell the story from a different character’s point of view.

· Make the problem of the story different.

· Change an important item in the story.

· You can even change the end of the story.

4. To begin, make a timeline that labels 15 main events from the Cyclops’ story – from beginning to end.

5. Next, choose one of the 6 big problems from today’s warm-up as your CYCLOPS.

6. Create a VENN DIAGRAM (two intersecting circles) with Cyclops in one circle and your choice for #5 (above) in the other circle.

· Then list 4 things they have in common and 2 things that they do not.

7. Decide on a theme…In other words, what deep message do you think the author hoped we would learn about life after reading his story?

§ Nothing obvious…do not write that we should stay away from one-eyed monsters. This is NOT theme. Themes are deeper than that.

8. Using your timeline (see #4), decide which events to keep and which to change.

9. Begin writing your Fractured Cyclops story…based on your choices in #8. Start at the beginning of the story…

· Will continue tomorrow.

ENGLISH homework – HOURS 4 & 5:

None

Monday, December 8, 2014

ENGLISH – HOURS 1 & 3 – Day 7

Pick up PINK handout (prefix/root/suffix list).

Take out 2 predictions from “The Most Dangerous Game”…

REMINDER: Write 3 predictions/inferences from the story using the following format: “Because the story says…I predict…”

Finish reading “The Most Dangerous Game” in Literature book p. 23 – 36/end.

Wrote up our 3^rd prediction after reading page 26.

ENGLISH homework – HOURS 1 & 3:

Study for Friday’s PREFIX test…perhaps create flashcards for the first 11 prefixes from “30-15-10” PINK master list - (a,ab,abs – hyper)

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ENGLISH – HOURS 4 & 5 – Day 7

If you haven’t already, turn in your 32 drawings from pgs. 1032/33…then…

Write your answers to the following…

• What is the difference between tangible and intangible?
• Name 2 examples of each.

ANSWERS:

TANGIBLE: perceptible by touch; solid

ex. man, Troy, shipmates, cattle

INTANGIBLE: unable to be touched; has no physical presence; abstract

ex. minds, will, valor, recklessness, adventures, time

Create a chart (like the one below): DIRECTIONS: list 2 tangibles and 2 intangibles from each story:

                                                       2 TANGIBLES         2 INTANGIBLES

· Tell the Story

· Calypso, the Sweet Nymph

· “I am Laertes’ son…”

· The Lotus Eaters

· The Cyclops

Read pages 1043 - 1059…as you read, fill out your chart…

ENGLISH homework – HOURS 4 & 5:

Finish reading and chart (see above).

Friday, December 5, 2014

 

ENGLISH – HOURS 1 & 3 – Day 6

1.      If you didn’t turn it in yesterday, I will collect:

·         ½ page commercial

·         6 plot points about an existing movie (or story)

2.      Take fill-in-the-blank vocabulary test

3.      List all the rules you can think of that explain when we capitalize words in English.

·         Ex.

                                                  i.      at the beginning of a new sentence

                                                ii.       

4.      Add any missing notes on Capitalization to your whiteboards as I show you notes…

 

5.      120 second PREVIEW of “The Most Dangerous Game” – formed first impressions of short story

6.      Discussed the difference between a guess and an inference

7.      As you listen to the story…pgs. 19 – 23 (stop after 1^st paragraph - top left column)

·         Write 3 predictions/inferences from the story using the following format: “Because the story says…I predict…” (TO BE COLLECTED TOMORROW)

ENGLISH homework: HOURS 1 & 3 ONLY:

none

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ENGLISH – HOURS 4 & 5 – Day 6

· Collect: Hero’s Journey stories

· FINISH FOR HOMEWORK (the drawing assignment). The GOAL is for them to make a rough drawing with enough detail that someone could look at their drawing and match it to its definition.

a. Using the character list on pages 1032 and 1033, imagine creating a MATCHING test that has 2 columns. The first column lists all the information on pages 1032 and 1033 BUT WITHOUT THE NAMES….in the right-hand column are a series of your drawings that represent each of the descriptions from the first column.

· REVIEW pgs. 1025 – 1036 in Literature book.

· Then read the first few pages of The Odyssey (pages 1037-1042)

a. (This is Homer beginning with a prayer for help.)

b. Calypso

· The first book of The Odyssey is titled, “Tell the Story.” (This is Homer beginning with a prayer for help.)

a. As a class, we discussed how to create 3 questions about this single story.

ENGLISH homework: HOURS 4 & 5 ONLY:

None.

Thursday, December 4, 2014

 

ENGLISH – HOURS 1 & 3 ONLY – Day 5

·         Like we did for the cyborg, list at least 5 abilities/talents that you (or other people) would say YOU have.

·         Next, write down what you hope to do with each of them in the future?

o   Write down something different for each talent.

·         Next, list 10 things that we would never buy no matter what (even if you had the money…you would still NEVER buy it).

o   When finished, circle your 3 top choices.

·         Give your list of 3 choices to someone at your table…(exchange papers)…

o   Looking at their list of 3, choose 1 of their top 3…this will be your topic for this next assignment:

§  List 10 ways that this thing could be used…other than the obvious…

·         For example: broccoli could be used as an eraser, giant powder puff, a small tree for my train set, as a microphone for a video, a door stopper, etc.

§  Next, using some of your list of 10 things, write a ½ page commercial that will persuade a person to buy the very thing they said they would never buy. (our first persuasive writing piece)

·         TO BE COLLECTED, TOMORROW

·         Next:

o   Pick up copy of Literary Terms handout

§  Read about the 6 different plotpoints including exposition, conflict, rising action, climax, falling action, and resolution.

o   Next, students will write up a believable example of a made-up movie that takes place in our FC lunchroom using each of the 6 plotline points (exposition, conflict, rising action...etc).

§  They are to write down what would happen in your movie at each of the 6 different plotpoints.

·         BEGIN HOMEWORK

ENGLISH homework – HOURS 1 & 3 ONLY:
1.      FINISH: List of 1-10 ideas and script for ½ page commercial for the thing that you would never buy (from yesterday’s classwork)

2.      Think of one of your favorite books or films.

a.       Next, number your paper 1 – 6.

b.      Then, using your 6 plotline notes (see handout), write a short sentence for each of the 6 plotline points as they relate to your film.

3.      Study vocabulary words for tomorrow’s test.

4.      Bring Literature book tomorrow

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ENGLISH – HOURS 4 & 5 ONLY – Day 5

·         Students: Pick up a copy of the handout “Introduction to the Hero’s Journey”

·         While I take attendance, students are to read the first page…

·         “Introduction to the Hero’s Journey”

a.       Use this handout to create and TYPE UP your own hero’s journey.

                                                  i.      Simply follow the directions for the activity on page 2 and 3 of the handout.

b.      Students are to type and print their answers by the end of the hour…even if they do not finish.

c.       FINISH with pen or pencil for tomorrow.

ENGLISH homework – HOURS 4 & 5 ONLY:

Students should FINISH their Hero’s Journey assignment BY HAND…they can use pen or pencil to finish the assignment.

 

Wednesday, December 3, 2014

 

ENGLISH – HOURS 1 & 3 only – Day 4

·         (approx. 15 minutes) FINISH CYBORG ASSIGNMENT (they all have one started already):

o   Add a 5-sentence paragraph to your CYBORG assignment…this time, write down what your cyborg could do the same ability, but for the dark side of things - to be mean or evil.

o   When finished, exchange your EVIL paragraph with someone else at your table and have them read it and make a drawing of it right on your paper.

§  When finished, turn it in …

o   COLLECT all cyborg classwork FOR A GRADE

§  Include name, date, hour in upper right hand corner of paper

·         (2 minutes) REVIEW THE ANSWER TO YESTERDAY’S HOMEWORK CHALLENGE: (which was, “Name a contraction whose apostrophe stands in for exactly 3 letters”)

·         (10 minutes) Complete the handout “Apostrophes in Contractions” (1 – 17)

·         (20 minutes) Complete the backside of your vocabulary sheet (ex. 1 & 2)

·         If time, each student creates an original, 10-sentence, fill-in-blank pretend practice test using this week’s vocabulary words.

ENGLISH homework – HOURS 1 & 3 only:

Study vocabulary words for Friday’s test.

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ENGLISH – HOURS 4 & 5 only – Day 4

·         Students will quietly read 12 pages (pgs. 1025 – 1036) and pretend they are a teacher and create one test question and ANSWER KEY for any 10 of the 12 pages. Starting with page 1025 and ending on page 1036.

a.       For example, using the information on page 1025, write up a test question (and a separate answer key)

b.      Do the same for page 1026

c.       Again for 1027…until you have 10 questions (and answers) total.

d.      They must use a variety of question styles… multiple choice, short answer, true/false, and ONLY ONE fill-in-the-blank style questions.

                                                              i.      TO BE COLLECTED TODAY

·         With any time remaining, have students begin this drawing assignment. The GOAL is for them to make a rough drawing with enough detail that someone could look at their drawing and match it to its definition.

a.       Using the character list on pages 1032 and 1033, create a MATCHING test that has 2 columns. The left-hand column you can copy from the information on pages 1032 and 1033...in the right-hand column, draw something that represents each of the descriptions from the first column. 

Home of Circe, the enchantress and goddess King of Phaeacia. Odysseus tells the story of his adventures to Alcinous’s court.

·         SAVE your work…we will finish on another day.

·         CONTINUE working on yesterday’s Hero’s Journey assignment (today, it can be handwritten)

a.       TO BE COLLECTED TODAY

ENGLISH homework – HOURS 4 & 5 only:

None

 

Tuesday, December 2, 2014

 

ENGLISH – 1st and 3rd hour only – Day 3

·         Check homework:

o   4 definitions

o   SIGNED contact sheet

§  REMEMBER: Fill out a pink sheet (on center table) if missing either assignment

o   Write down a list of similarities between the chairs in my room and your life.

·         Pickup this week’s vocabulary words

o   Test will be Friday…word bank at top…20 sentences: all fill-in-blank

·         English book online!!

o   http://my.hrw.com

§  Username – rfc2018

§  Password – onlinebook

ENGLISH homework 1st and 3rd hours only:

Add a 5-sentence paragraph to your cyborg work from yesterday that explains what your cyborg hopes to do with its incredible ability in the future. This should be something positive.

Challenge: name a contraction whose apostrophe stands in for exactly 3 letters

****************************************************************

ENGLISH – 4th and 5th hour only – Day 3

Collect signed contact sheet…(homework)

1.      List as many heroic traits as you can.

2.      List as many unheroic traits as they can.

3.      Explain why these various traits are heroic or unheroic.

4.      Name heroes—historical, contemporary, and fictional.

5.      Name some villains—historical, contemporary, and fictional.

6.      Once you have 2 good lists (from #4 and 5), answer the following questions:

1. Name a hero who some would consider a villain or name a villain who some would consider a hero.
2. Why would some people disagree about whether someone is a hero? On what grounds do we disagree?
3. What makes the heroes, heroes?
4. And what makes the villains, villains?

7. Brainstorm a list of  4 ways in which an author can develop the character of a hero other than what he DOES…

·         Hero’s Journey/Monomyth explained

o   Watch 3 videos about Hero’s Journey

In your PURPLE Literature book, read pgs. 1012 – 1013;

ENGLISH homework 4th and 5th hours only:

none

Monday, December 1, 2014

 

ENGLISH – HOURS 1 & 3 ONLY – Day 2

Take PRE-TEST – 28 questions

After test…complete both of the following (on a clean sheet of paper):

1. Using “Identifying Sentence Errors – Daily Warmups – 2010” solve #1
2. A jewelry box bears the following inscription:
   1. This box was not made by a truth-teller.
   2. EXPLAIN YOUR ANSWER TO THIS QUESTION: Did a truth-teller or a liar make the box?

Review classroom policies.

Individually…

- list 10 abilities for the cyborg (no superpowers; must be humanly possible).

- choose a favorite ability of the 10 and then

- create a back-story (past) for #2 (approx. 5-sentences) – use 1^st person Point of View (ex. When I was little…)

ENGLISH homework:

1. Parents send SIMPLE email with student name in subject line and parent name and relationship to student in body of email.

a. My email address: tvanbragt@rockfordschools.org

2. Return SIGNED contact information sheet

3. Write down the definitions to the 4 bolded words from the parent letter that you brought home

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ENGLISH – HOURS 4 & 5 ONLY – Day 2

Let’s refer back to the paragraph you wrote last class period. (re: “This is your life…”)

o To see a copy of the manifesto, click here: http://shop.holstee.com/pages/manifesto

o REMMBER: You were asked to “Be contrary” by listing 5 reasons some people would disagree with your chosen statement.

o Look over your list of 5 disagreements and make a list of 2 reasons for each (10 total) that a person would disagree with each of your statements. List 2 for each…they must be believable.

Ex. “When you eat, appreciate every last bite.”

· 1. They are diabetic and cannot eat the same kind of sweets anymore.

· 2. They are overweight and trying to lose weight

· 3. The food is prepared improperly…undercooked eggs, meat – might get food poisoning

· 4. Pie-eating or hotdog-eating contestant…fastest eater wins.

NEXT, write a believable statement about life that this person would believe (from their point of view)

FINALLY, write a paragraph (5 sentences minimum) from their perspective that explains how their line relates directly to their life.

Introduced to classroom blog: http://mrvanbragtonline.blogspot.com/

PARAGRAPH:

· Using the same technique as we used last class period, write about ONE of the following:

1. What did you want to be when you were little?
2. Explain what qualities would you look for in a college roommate?
   1. Be sure to explain WHY you want each quality.
3. Explain your answer: Would you want a roommate who is more similar to you or more different? Why?

Using “Identifying Sentence Errors – Daily Warmups – 2010” solve #1

A jewelry box bears the following inscription:

This box was not made by a truth-teller.

1. EXPLAIN YOUR ANSWER TO THIS QUESTION: Did a truth-teller or a liar make the box?

ENGLISH homework:

None

Tuesday, November 25, 2014

 

ENGLISH – 1^st and 3rd hours – Day 1

·         Took attendance and explained layout of room and expectations

o   Go to classroom blog

o   http://mrvanbragtonline.blogspot.com/

·         Read introductory letter to parents – asked questions about new teacher

·         While being introduced to teacher, we listed 10 things we noticed in the room - CONTEST for one-of-a-kind observations

·         Move tables into test taking formation.

·         My Expectations—Your Expectations

o   Give students a letter explaining your rules and expectations and then ask them to write Mr. Van Bragt a letter about your expectations of him.

·         “This sentence is false.”

o   Explain whether this sentence is true.

·         Explain TAP IN, TAP OUT…

·         PARAGRAPH: What did you want to be when you were little?

ENGLISH homework 1st and 3rd hours:

DUE TUESDAY…

Return signed contact sheet.

1.      Parents send SIMPLE email with student name in subject line and parent name and relationship to student in body of email.

1. My email address: tvanbragt@rockfordschools.org

2.      Write down the definitions to the 4 bolded words from the parent letter that you brought home

********************************************************************

ENGLISH – 4th and 5th hours – Day 1 Read the Holstee manifesto: “This is your life…” To see a copy of the manifesto, click here: http://shop.holstee.com/pages/manifesto

1. Without looking, write down what you remember from it.
   1. Every day will start with information on the monitors. Read it.
2. Completed the 20-question NO-COUNT pre-test for Trimester B.
3. After turning in your test, write a paragraph (5 sentences minimum) about a single line of the manifesto that relates directly to your own life.
4. Be contrary.
   1. List 5 reasons some people would disagree with your chosen statement.

ENGLISH homework: DUE TUESDAY… Return signed contact sheet. Parents send SIMPLE email with student name in subject line and parent name and relationship to student in body of email.

1. My email address: tvanbragt@rockfordschools.org

Friday, November 21, 2014

ENGLISH - 1^st trimester – Day 55

EXAM DAY 1 of 2

Take Practice Exam – review 2014.

Review answers.

Take exam.

ENGLISH homework:

none

Thursday, November 20, 2014

ENGLISH - 1^st trimester – Day 53

WARMUP: Use your phones (or somebody’s phone) to answer the following:

· 1. Define each of the following: marauders, reconciliation, absconded, omniscient, quarry, sensory details

· 2. Tell which story each of the vocabulary words above came from?

Check Exam Review guide answers

Practice identifying plurals and possessives.

Put the 5 steps on the writing process in order…then write down the difference between revising and editing.

• Drafting
• Editing
• Revising
• Prewriting
• Publishing

· Return Human Footprint papers

· Assemble “The Deep Sea” paragraph

· Complete MOOD/TONE handout –

• informal (OMG: “I think…” or “If you ask me…”
  vs. formal
• tone = the author’s tone = his tone of voice = Sarcastic, humorous, bitter, critical mockery, serious, ironic, sympathetic, angry

· Complete THERE/THEIR/THEY’RE 1 - 5

REMEMBER: To show joint possession, use ‘s with the last noun only; if two people SHARE the same thing, they also SHARE an APOSTROPHE;

· Have you seen Joyce and Greg’s new camper?

· Hernando’s and Maria’s expectations were quite different.

ENGLISH homework:

Use study guide and today’s practice exam to review for final exam.

Monday, November 17, 2014

 

ENGLISH - 1^st trimester – Day 54

·         WARMUP: Completed ex. 7 from Writer’s Choice book page 638 (include SURE or UNSURE)

·         Next, we discussed and took notes on the trick for deciding when to use “who vs. whom”

·         We returned to ex. 7 and checked our answers using the who, whom trick

·         Did the same for Whoever, Whomever…took additional notes on the trick to determine proper use of “whomever vs. whoever” – practiced identification with overhead “Exercise 8: Whoever and Whomever”

Making Inferences About Characters  Read each description and decide whether it best fits Madame Loisel, Monsieur Loisel, or Madame Forestier. Write the name of the character the description best fits.

1. A person used to being rich and comfortable with privilege is _________________
2. A considerate person willing to make sacrifices to please someone else  ____________
3. A vain person filled with envy for those who are better off ____________________
4. A person comfortable with his/her station in life_____________________________
5. A self-centered person who thinks little of anyone else’s happiness_____________
6. A person who suggests lying as a way to buy time __________________________

·         Complete “Practice in Possessives”

·         Why don’t writers always write chronologically? For each of the 5 organizational methods listed below, tell when you think a writer would choose it when writing an essay? In other words, what might the writer be writing about?

1.      Chronological order

2.      Spatial order (“space”)

3.      Cause and effect

4.      Comparison/Contrast

5.      Order of importance

ENGLISH homework:

Use study guide to review for exam.

For online practice, try these links:

·         Apostrophe practice: http://www.usingenglish.com/quizzes/39.html

·         Plural practice: http://www.usingenglish.com/quizzes/288.html

o   And http://www.usingenglish.com/quizzes/391.html

·         Author’s Purpose: http://www.thatquiz.org/tq/practicetest?TUAG7034

·         Fact or Opinion: http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html

·         www.my.hrw.com

o   Username – rfc2018

o   Password – onlinebook

Friday, November 14, 2014

 

ENGLISH - 1^st trimester – Day 52

·         Check class/homework from yesterday (40 direct/indirect from “Thank You, M’am”)

·         Rewrite the following 6 sentences so that the meaning is clear:

1.      He saw the deer using his binoculars.

2.      Walking along the beach, a rock scraped my foot.

3.      Juana only has algebra three days this week.

4.      In a tiny cage at the dog pound, we felt very sorry for the little bulldog.

5.      I saw her make a thrilling slalom run on my cousin’s television set.

6.      The governor agreed to punish every driver who endangers the lives of others without delay.

·         Open book to page 348 and read “The Necklace” from Literature book (pages 348 – 358)

·         Make a chart of 4 columns:

a.       Label them, left to right, at the top: SINGULAR, SINGULAR POSSESSIVE, PLURAL, PLURAL POSSESSIVE

b.      Add the following 18 words to your first column (labeled: singular):

                                                  i.      Friend, month, dollar, enemy, sheep, ox, teacher, bunny, notary public, attorney general, sister-in-law, wolf, Chris, Curtis, man, city, monkey, alto

c.       Fill in the other 3 columns…

ENGLISH homework:

Use study guide to review for exam.

For online practice, try these links:

·         Our Literature book can be found, online at

o   http://my.hrw.com/

o   Username – rfc2018    Password – onlinebook

·         Apostrophe practice: http://www.usingenglish.com/quizzes/39.html

·         Plural practice: http://www.usingenglish.com/quizzes/288.html

o   And http://www.usingenglish.com/quizzes/391.html

·         Author’s Purpose: http://www.thatquiz.org/tq/practicetest?TUAG7034

·         Fact or Opinion: http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html