ENGLISH - 1st trimester – Day 20
· Collect homework: Interloper’s 1-5 and 9 themes
· Pickup new vocabulary sheet
· Day 2 of 2 - Library Orientation
ENGLISH homework:
· Study for “Lesson Three” 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 – 1st trimester – Day 19
1. After turning in your test, find your life’s story (look for your graph stapled to it) and read through your life as an inanimate object.
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.
“He strayed away by himself from the watchers whom he had placed in ambush on the crest of the hill, and wandered far down the steep slopes amid the wild tangle of undergrowth, peering through the tree trunks and listening through the whistling and skirling of the wind and the restless beating of the branches for sight and sound of the marauders. If only on this wild night, in this dark, lone spot, he might come across Georg Znaeym, man to man, with none to witness - that was the wish that was uppermost in his thoughts. And as he stepped round the trunk of a huge beech he came face to face with the man he sought.”
i. Ultimately, what does he want and does Ulrich get what he wants?
ii. What does he have to do to get it?
iii. Write down 2 quotations from the story where you think each character may have been lying (not telling the truth).
4. In Demetri Martin’s book, This Is A Book, he writes from a genie’s point of view and he comically responds to all the people who find his lamp and wish for money. He argues that the conservation of wealth states that if a genie grants somebody’s wish for money, the genie must take the money away from families who are already quite poor or from the economies of developing countries or both.
· Is there anything for which you would hurt needy people in order to get?
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. ____)
Our Literature book can be found, online at
ENGLISH - 1st trimester – Day 18
LIBRARY ORIENTATION DAY 1 of 2
Began work on Works Cited/Bibliography assignment (from Library Orientation) – see Mrs. Blunt in library for details
ENGLISH homework:
· Study your flashcards (11 prefixes from “30-15-10” list) and your PINK master list for Friday’s PREFIX test. (a,ab,abs – hyper)
ENGLISH - 1st 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:
· Choose an emotion from the list. Compose an “Updike” sentence with a fulcrum word (before, while, after) that expresses that emotion figuratively, not literally.
· Number a paper 1 – 11. Without peeking, from memory only, write down the 11 prefixes on tomorrow’s test.
· On a clean paper, draw a T-chart with 3 columns and number it 1 - 11…
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.
· Think about your list of 25 events in your life as we listen to the following story:
o “The Farmer’s Luck” by Jon J. Muth - from Zen Shorts
o As a follow up to our plotline assignment, answer questions 1-11… 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. Describe how a person could experience bad luck but still be happy.
8. Describe a situation where a person you know had bad luck but is still successful.
9. Explain how you think having good luck is necessary to being successful?
10. If luck is not necessary to being successful than what is?
11. Explain how “The Farmer’s Luck” and “The Interlopers” are related.
· Reviewed “The Interlopers”
ENGLISH homework:
· Study your flashcards (11 prefixes from “30-15-10” list) and your PINK master list for Friday’s PREFIX test.
· You do NOT need to bring your Literature book to class on Thursday.
ENGLISH - 1st trimester – Day 16
Late Start 9:40
· Without re-using any of the words in the sentence, write down what any 2 of the following sentences says about the character in the sentence (what is it suggesting?)…
· For example “I’d read the book before it was released.”
· DON’T WRITE: He really wanted to read the book.
· DO WRITE: He loved this author and felt a real connection to his work.
4. The ball was in the hole while I was in mid swing.
5. The man was dead while he was alive.
6. She was silent while she was singing.
7. She checked out of the hotel before she even packed.
· 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.
· As you read, list 3 events from the story. Then write down what each event reminds you of in your life outside of school.
§ For example: When the story mentioned that Zaroff had a collection of heads, it reminded me of this kid in my grade school who always wanted to show off his collection of rare comic books.
· Begin homework
ENGLISH homework:
· Finish reading “The Interlopers” by Saki – pgs. 232 – 240.’
· Finish your list of 3 events from the story and what each event reminds you of in your life outside of school. (see example above)
· 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. (a,ab,abs – hyper)
ENGLISH - 1st trimester – Day 15
· Write down the following 6 prefixes and write down as many words as you can think of that use them:
· 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
· Review expectations of TYPED paper due Wednesday
o 1st 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;
· Complete the following…
i. infer what the author meant to say
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.
· Study your flashcards (11 prefixes from “30-15-10” list) and your PINK master list for Friday’s PREFIX test.
ENGLISH - 1st trimester – Day 14
· TAKE - Vocabulary test - #2
· Complete Killgallon Activity #4 - # 1-5
· Write YOUR FIRST and LAST NAME on your GRAPH.
a. I will collect and redistribute the GRAPHS to other classmates.
b. Exchange your GRAPH ONLY (not your list) with a classmate.
· 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. Due Wednesday.
a. Choose an inanimate object
b. Make an outline of some things associated with your object (be creative)
c. 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 1ST PERSON 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 their graph.
ENGLISH - 1st trimester – Day 13
Take out a blank piece of paper…
VIDEO LECTURE: Take notes while watching “Rules of Outlining” video
Here’s a link to the video: https://dl.dropboxusercontent.com/u/14512809/Outlining.swf
Create 2 sentences that contain 3 different words from this week’s vocabulary list…no repeats. (REMINDER: Test tomorrow)
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
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)
ENGLISH - 1st trimester – Day 12
Check homework (vocabulary sheet ex 1 & 2)…
TEST on “The Most Dangerous Game”
Complete “chunking” exercises (divide sentences into meaningful chunks)
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)
ENGLISH - 1st trimester – Day 11
· Similar to last night’s homework, imagine that “The Most Dangerous Game” was a fable for cyborgs. Name 5 lessons (or truths) that cyborgs are to learn from it.
· Please help hand back 13 questions (from handout)
o We will review your answers
· REMINDER: First/last name, date, hour on EVERY ASSIGNMENT
· Complete conflict assignments for “The Most Dangerous Game” (on overhead)
· Complete back of vocabulary sheet #2 (all of it)
ENGLISH homework:
· Finish the backside of vocabulary sheet #2 (all of it)
· 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)
ENGLISH - 1st trimester – Day 10
· 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 DRAW pictures of each on notes
· DIRECTIONS: Make up one sentence for each of the 4 kinds of narrators from the story “The Most Dangerous Game” (1st person, limited omniscient, omniscient, objective)
· Take out Friday’s MDG classwork: paragraph on ending; 10 conflicts
1. List the CLIMAX of the story
2. Label the conflicts that took place in the Rising Action with an “R”
· Open book to page 22. Read about the gargoyle.
1. What is irony (see handout).
2. Why is the gargoyle knocker ironic?
· Is it sarcastic (verbal irony)?
· Identified metaphor, simile, personification in 7 examples from “The Most Dangerous Game”
· Pick up this week’s vocabulary words and look them over.
· Begin homework:
ENGLISH homework:
· Announce NEW test date.
1. Study for Wednesday’s test fill-in-blank and short answer test on “The Most Dangerous Game”
· Complete the following:
o 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 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)
