Monday, December 12, 2011.

The Grapes of Wrath TEST

Work on final exam study guide. Final: Wednesday.

Friday, December 9, 2011.

Emotion dance presentation. Don't forget your test on The Grapes of Wrath.

Thursday, December 8, 2011.

Antigone Open-book TEST

http://my.hrw.com/

username: nterry68
password: p3x6x

Wednesday, December 7, 2011.


1) Read Antigone Scene 5, (discuss Teiresias' warning) Paean, and Exodos. Complete questions.


NOTE: Bring all the Antigone questions for check tomorrow.

Tuesday, December 6, 2011.

1) Passed out Final Exam Study Guide

2) Antigone: Completed Scene 2. Read Scenes 3 and 4 (Except Ode 4). Worked and discussed scenes as we read.


Read The Grapes of Wrath: Ch. 26-30.

Monday, December 5, 2011.

1) The Grapes of Wrath Ch. 22-25 quiz

2) Antigone Scene 1, Ode 1, Scene 2, Ode 2 (not finished)

Finish The Grapes of Wrath Ch 26-30 by Thursday.
To access lit book:
http://my.hrw.com
username: nterry68
password: p3x6x

Friday, December 2, 2011.

1) Read Antigone Prologue and Parados. Discuss questions regarding events and character personalities: Antigone versus Ismene. Complete questions for homework.

2) Vocabulary quiz 15.

NOTE: We will address The Grapes of Wrath Ch. 22 and 23-25 tentatively on Monday, 12/5

Access Book: http://my.hrw.com username: nterry68 password: P33x6x

Thursday, December 1, 2011.

1) The Grapes of Wrath Character Description

Directions: For each character do the following:
1) Identify the character in the novel.
2) Give a complete description of the character.
3) Explain the character’s traits: qualities and character flaws.
4) Explain each character’s desires and motivation (What does each character want and what/who is the obstacle preventing this want from being fulfilled.)

Ma Joad, Pa Joad, Tom Joad, Al Joad, Rose of Sharon Joad, Noah Joad, Ruthie Joad, Winfield Joad, Jim Casy, Granpa Joad, Granma Joad.

2) Check Vocabulary Lesson XV (15) Study for Quiz tomorrow!

If you did not finish the Antigone fill-in-the-blanks intro handout, come to complete it at lunch.

Wednesday, November 30, 2011.

1) Read Introductory background information on play Antigone and Greek Theater and take notes.

2) Complete Fill-in-the-blanks handout. Turn in.

3) Don't forget to complete Vocabulary Lesson XV (15), the last lesson in the workbook for this semester. Bring tomorrow to check in class. Quiz Friday.

4) Read The Grapes of Wrath through chapter 22. If you have finished, go on and read Chapters 23-25.

Tuesday, November 29, 2011.

1) Vocabulary Quiz 14 (XIV)
2) The Grapes of Wrath Ch. 19-20 reading quiz.
3) Intro notes to play Antigone.

Monday, November 28, 2011.

1) Final Exam Essay: Fall 2011. Choose your topic. 30% of final exam grade. If you were absent, make sure you see me to make this up ASAP.

2) Turn in Of Mice and Men Literary Analysis essay.

3) Your vocabulary quiz over Manter Hall vocabulary Lesson 14 will be tomorrow, 11/29
4) Homework assignment: Reading Schedule The Grapes of Wrath

Read Ch. 22 by Wednesday, 11/30
Read Ch. 23-25 by Friday, December 2
Read Ch. 26-28 by Monday, December 5
Read Ch. 29-30 by Wednesday, December 7
TEST: Thursday, December 8

Monday, December 12: Final exam review/questions over vocabulary and reading.

Tuesday, November 22, 2011.

1) Check vocabulary lesson XIV (14).
2) Complete viewing film Of Mice and Men and answer questions on handout passed out today.
3) Bring Of Mice and Men essay Monday 11/28.
4) Read The Grapes of Wrath Ch. 20-21.

Monday, November 21, 2011.



The Grapes of Wrath Chapters 17-19 question quiz.

Of Mice and Men Film

Make sure you bring vocabulary lesson 14 tomorrow to check. Quiz Monday November 28

Friday, November 18, 2011.

1) Vocabulary Quiz Lesson XIII (13).

2) Complete essay on Of Mice and Men.

NOTE: Don't forget to read The Grapes of Wrath chapters 17-19 by Monday, 11/21.

Vocabulary Lesson 14 due Tuesday, 11/22; Quiz Monday, 11/28

Thursday, November 17, 2011.

1) Reading quiz over ch. 14-16 in The Grapes of Wrath.

2) Check vocabulary lesson 13. Add words: frugal, dank, dour, rueful, austere, and chasten.

Review definitions of words. Quiz tomorrow.

3) Discuss chapters 14-16 in The Grapes of Wrath.

Bring OMM outline tomorrow..

Wednesday, November 16, 2011.

1) Review essay structure for Of Mice and Men essay assignment.

a) Structure of essay and its components.
b) Distributed handout with outline format and samples of thesis statements and topic sentences.
c) Distributed chart for textual evidence: Lead into quote, evidence, and commentary.

Students selected their thesis statement and worked on chart. Complete chart and outline for homework.

NOTE: Don't forget to bring Manter Hall vocabulary lesson XIII (13) and read The Grapes of Wrath Ch. 14-16.

Tuesday, November 15, 2011.

1) Complete Of Mice...Literary Analysis Character Chart. Complete for homework.

HOMEWORK: Don't forget to read The Grapes of Wrath ch. 14-16 by Thursday.
Vocabulary Lesson 13 due Thursday, 11/17

Monday, November 14, 2011.

1) The Grapes of Wrath Ch. 11-13 reading quiz.

2) Turn in Of Mice and Men chapter 1-6 questions.

3) Of Mice and Men TEST

4) Pick up Of Mice and Men Direct/Indirect characterization chart. Use your theme/literary device locator chart.

HOMEWORK: Read The Grapes of Wrath Ch. 14-16 by Thursday, November 17.
Vocabulary Lesson: 13 Due: Thursday, 11/17

Friday, November 11, 2011.

1) Completed the reading of Of Mice and Men Ch. 6. Discussed MOOD.

2) Vocabulary Quiz Less 11 and 12.

3) Completed Of Mice...Ch. 6 questions.

NOTE: TEST on Of Mice and Men Monday, November 14, 2011.

Thursday, November 10, 2011.

1) The Grapes of Wrath Reading quiz on chapters 9-10. Study for quiz tomorrow.

2) Check Manter Hall workbook vocabulary lessons 11 and 12 (review).

3) Begin reading Of Mice and Men Ch. 6. Discuss foreshadowing connected to chapter one: The little water snake appears in both chapters. Point out example of synecdoche inthe heron represented by the "head and beak." Also pay attention to Lennie's hallucination: Aunt Clara and the giant rabbit as symbols in the novel. We will finish tomorrow.

HOMEWORK: The Grapes of Wrath: Read Chapters 11-13 by Monday, November 14.

Wednesday, November 9, 2011.

1) Complete composition on "A Victim of Loneliness: Curley's Wife."
a) Use your own paper.
b) Write a complete heading and title.
c) Use pen and skip lines (double-spaced)
d) Write on front of notebook paper only
e) Highlight text evidence (quotes). Make sure you cite page number correctly.

HOMEWORK:

1) Complete Vocabulary Lessons 11 and 12 (Review). Bring tomorrow to class for a grade.
2) Read The Grapes of Wrath Ch. 9-10.
3) Work on Of Mice and Men questions Ch. 5. Cite textual evidence.


ACADEMIC ENGLISH: Per. 1-5:

Wednesday, November 9, 2011.
1) SSR and Log (Log # 3 pick up, except for Period 1).
2) Complete Of Mice and Men Chapter 5 questions. Stamp and pick up. (Except Per. 1)
3) Study vocabulary words from Of Mice and Men Glossary: "scrappy - writhed."
Quiz Friday.

Tuesday, November 8, 2011.

1) Check reading questions ch. 7-8. Discuss.
2) Begin reading Of Mice and Men Ch. 5.

NOTE: The Grapes of Wrath: Read Chapters 9-10 by Thursday, November 10.

Monday, November 7, 2011.

1) The Grapes of Wrath reading quiz over chapters 7-8. Complete these questions for homework.

2) Check Of Mice and Men Chapter 4 questions.

3) Begin reading Of Mice and Men Chapter 5.


The Grapes of Wrath Reading Questions Ch. 7-8

Directions: Answer the following questions in complete sentences.

What is the main point Steinbeck wants to make in Chapter 7?
Tom tells Jim Casy that Uncle John is a “lone man.” Why is he this way?
How does Uncle John try to make up for this?
How does Old Tom Joad (Pa) receive his son Tom?
What does Ma Joad worry that might have happened to Tom as a result of having been incarcerated?
Describe Grampa and Granma.
Who is Noah?
Why does Pa feel responsible for Noah’s behavior?
Where is Rosasharn, Tom’s sister, and what is her situation?
How does Al feel about his brother, Tom?

The Grapes of Wrath: Read Chapters 9-10 by Thursday, November 10.

Friday, November 4, 2011.

1) The Grapes of Wrath reading quiz over chapter 6.

2) Short Chapter 2 test Of Mice and Men

3) Vocabulary Quiz 9-10

The Grapes of Wrath: Read Chapters 7-8 by Monday, November 7

Thursday, November 3, 2011.

1) Complete reading of Of Mice and Men Ch. 4. Discuss power struggle between Candy and Curley's wife, and Curley's wife and Lennie, Crooks, and finally, Curley's wife exerting power over Crooks and Candy. Work on Chapter 4 focus questions.

2) Check Lesson 9 and 10 in vocabulary workbook.

3) Check theme locator chart for a grade.

4) Chapter 2 short TEST tomorrow as well as quiz on Vocabulary lessons 9 and 10.

The Grapes of Wrath: Read Chapters 7-8 by Monday, November 7

Wednesday, November 2, 2011.

1) Discuss elements of Chapter 4 in Of Mice and Men.

Themes: Loneliness and isolation, friendship and family, racism, and pursuit of the "American Dream."

2) Discuss the definition of power and its different forms: physical power, mental power, and status power. As we read chapter four, we identified the power exerted by one character over another:

1) Crooks ---Lennie
2) Lennie----Crooks
3) Candy---Curley's Wife
4) Curley's Wife---Crooks
5) Curley's Wife---Lennie
6) Candy---Curley's Wife
7) Curley's Wife---Candy/Lennie

NOTE: Don't forget to complete Manter Hall workbook's lessons 9 and 10. Bring to class tomorrow.

NOTE: Read Chapters 5 and 6 in The Grapes of Wrath.

Tuesday, November 1, 2011.

1) The Grapes of Wrath Reading Quiz Ch. 2-4

2) Pick up quizzes. Discuss chapters 2-4: Discuss symbolism in chapter three and characterization and motivation in chapters two and four.

3) Read Of Mice and Men chapter 3 section where George tells Lennie about their future dream and Candy's willingness to contribute his life-savings to George, whom he has known for only a day.

HOMEWORK: The Grapes of Wrath: Read Chapters 5 and 6 by Thursday.
HOMEWORK: Vocabulary: Complete lessons 9 and 10 (IX and X) in Manter Hall workbook. Due Thursday, 11/3; Quiz Friday, 11/4

Monday, October 31, 2011.

1) Review parts of speech pages in G.U.M. workbook. pp. 20-25

2) Parts of speech TEST

3) Work on Of Mice and Men Chapter 3 questions.

HOMEWORK: Read chapter 4 in The Grapes of Wrath. We will discuss tomorrow.

Vocabulary for this WEEK: Manter Hall workbook: Lessons 9 and 10. Due Thursday 11/3

Friday, October 28, 2011.

1) The Grapes of Wrath Chapter One Quiz.

2) Parts of speech: Check pp. 17, 18, 19. Be prepared for a tentative test over the parts of speech.

3) Of Mice and Men Vocabulary Quiz 2

HOMEWORK: Read The Grapes of Wrath Ch. 2-3. We will discuss Ch. 1-3 Monday.

Thursday, October 27, 2011.

1) Pass out PARTS OF SPEECH notes. Tear out G.U.M. workbook pp. 17-26. Bring tomorrow. You will have a grammar test on Monday over parts of speech, gerunds, participial phrases, and clauses. Students worked on these pages while The Grapes of Wrath books were stamped and distributed by number.

2) Students were asked to have their Theme locator charts for reading of Of Mice and Men Chapter 3. Questions for Chapter 3 were distributed. We discussed indirect characterization of Carlson and Curley's Wife and the reason Curley might have married a flirtatious woman and taken her to a ranch full of men. [Students stated that this would give Curley an excuse to pick fights with the men who respond to Curley's Wife's flirting.

NOTE: Study the second half of the Of Mice and Men Glossary vocabulary for a quiz tomorrow.

Wednesday, October 26, 2011.

1) Check/review G.U.M. workbook pages 14, 15, and 16. [verbs, verb phrases, action/linking verbs and transitive/intransitive verbs] Picked up for a 100 from students who were prepared with worksheets.

2) Of Mice and Men: Ch. 3: Read and fill out Locator Chart. Locator chart will be checked tomorrow, so be prepared to show your work.

NOTE: Vocabulary for this week will be last week's Of Mice...glossary, "liniment - writhe." Quiz: Friday, 10/28

Tuesday, October 25, 2011.

Tomorrow When the War Began TEST

Work on incomplete work from Of Mice and Men.

NOTE: Vocabulary Quiz 2 for Of Mice...will be moved to Friday 10/28

Monday, October 24, 2011. (Substitute)

1) Complete Of Mice and Men focus questions for Chapter 2.

2) When finished, complete TAKS-style analysis open-ended items with textual support.



Friday, October 21, 2011. Early dismissal. (Substitute)

1) Complete Of Mice and Men questions for Ch. 1

2) Complete paragraph for George.

Thursday, October 20, 2011.


1) Read Ch. 2 in Of Mice and Men. Discuss racial segregation and historical context of language used in Ch. 2. Discuss indirect characterization and foreshadowing. Record on chart.

Wednesday, October 19, 2011.

1) Of Mice and Men. Discuss examples of Lennie's childlike behaviors. Review textual examples from chapter one gathered yesterday from notes and literary device locater chart. Write a paragraph following this model:

“Steinbeck’s Lovable Characters: Lennie”

In chapter one of his novel Of Mice and Men, Steinbeck portrays Lennie as a huge man with the behavior and mind of a child. For example, ---------------------------------------------------------------------------------- “……………” (7). ----------------------------------------------------------------------------------------------------- Another example where Lennie displays a childlike attitude is when ------------------------------------------------------------------------------------“…………..” (12). ----------------------------------------------------------------------------------------------------------------------Finally, Lennie reveals his child mind when----------------------------------------------------“…………..” (16). -------------------------------------------------------------------------------------------------------------------------------------------------------------------------
[Write a reflective concluding sentence here.]

2) Once students finished paragraphs, they highlighted their quotes and traded with two other students for feedback. Example:

Name:_______________________Feedback:______________________________

Name: _______________________Feedback:______________________________

3) Turn in.

Tuesday, October 18, 2011.

1) Focus Question: How does Steinbeck’s use of indirect characterization in chapter one of his novel Of Mice and Men engage the reader?

Assignment:

A) Find and write three quotes from the text that show Lennie’s childlike behavior.

B) Find and write three quotes from the text that show George’s personality as temperamental but caring.

Students shared responses for participation points.

How does Steinbeck’s use of indirect characterization in chapter one of his novel Of Mice and Men engage the reader?

Steinbeck uses indirect characterization in chapter one of his novel Of Mice and Men to engage the reader by portraying the two main characters, George and Lennie, as likeable and believable.

In chapter one of his novel, Of Mice and Men, Steinbeck draws the reader in by revealing the actions, words, and thoughts of the two main characters, George and Lennie.

NOTE: DON'T FORGET TO STUDY WORDS FROM THE OF MICE AND MEN VOCABULARY HANDOUT: "LINIMENT" TO "WRITHE" . Quiz next week (Tuesday).

Tomorrow When the War Began test will be next Tuesday. Don't forget to finish reading this novel.

Monday, October 17, 2011.

1) Warm-Up:
a) Think of a time when you shared a dream/goal with a friend. Was it realistic? Were you able to fulfill this dream?

b) List five or more childlike (about age four-five) behaviors. Share with class.

2) Of Mice and Men Notes:

a) The setting of the novel is a farming area/ranch near Salinas, California in the early 1930s.

b) The novel consists of six (6) chapters. Each chapter begins with a setting so the novel can be easily adapted into a play.

Ch. 1: A clearing in the woods/brush by a river.
Ch. 2: A bunkhouse at the ranch
Ch. 3: A bunkhouse at the ranch
Ch. 4: Crooks' room
Ch. 5: The barn
Ch. 6: A clearing in the woods/brush by a river.

3) Introduce Theme and Literary Device Locater chart. Active reading jotting down pg. numbers.

4) Of Mice and Men: Read Ch. 1

Friday, October 14, 2011
1) Complete reading of "The Flood" p. 923 from old literature book. Answer questions.

2) Of Mice and Men Vocabulary Quiz #1 anguished - grizzled

Thursday, October 13, 2011.

Finished watching Steinbeck bio film. Students worked on questions relating to film and turned in work.

Wednesday, October 12, 2011.

PSAT TEST 17 min. classes. We checked G.U.M. workbook grammar homework.

Tuesday, October 11, 2011.

1) Review PSAT Writing section 1-39. Students explained the rationale for their choices.

2) Read Steinbeck Author Study in old literature book beginning on page 918.

3) Of Mice and Men Vocabulary packet was issued. First 25 words should be studied for quiz on Friday, 10/14.

P.S. Be patient with grammar packets and G.U.M. workbook pages. We will address these as soon as we can..

Monday, October 10, 2011.

1) Review "Characteristics of Effective Writing: Common problems associated with four characteristics of effective writing. Save chart and place in binder.

2) PSAT Practice TEST 5 pp. 24-30

Friday, October 7, 2011.
1) Vocabulary Quiz Lessons 7 & 8 + PSAT # 5 words added yesterday.

Thursday, October 6, 2011.
1) Check Vocabulary Lessons 7 & 8 in Manter Hall workbook. Add words: ingress, dubious, prevaricate, verbose, pariah, harbinger.

2) Check "A Sound of Thunder" assignment on sentence modeling. Students were called randomly to read their sentences. Assignment was picked up.

Wednesday, October 5, 2011.

1) Tear out G.U.M. workbook pages 9-16. Complete for homework.

2) View biographical film on John Steinbeck. Take notes.

VOCABULARY HOMEWORK: Complete Vocabulary Lessons VII and VIII.
P.S. Don't forget to bring completed "A Sound of Thunder" sentence modeling handout to class.

Tuesday, October 4, 2011.

1) Conference with students about outlines; students who did not bring their "A Sound of Thunder" outline completed worked on their outlines. This is a process and a grade.

2) Sentence Skills: Re-writing Run-On Sentences.

Monday, October 3, 2011.

1) Complete essay on indirect characterization using outline done for homework.

2) Complete Manter Hall Vocabulary lessons VII and VIII. Due Thursday, 10/6!

Friday, September 30, 2011.

1) Check "A Sound of Thunder" charts, analyze parts of outline and ways to construct a topic sentence from chart, and work on essay outline. Complete outline for homework.

P.S. Don't forget to complete grammar handout on sentence modeling.

Wednesday, September 28, 2011.

1) Review of parts of speech and phrases: prepositional, appositive, absolute, and participial; adjectives, adverbs, noun, and verb. Begin sentence modeling. Complete for HOMEWORK.

2) Complete chart with three examples of indirect characterization. Use for outline. See "A Sound of Thunder" handout with example of essay on foreshadowing given on Tuesday, September 27. Complete your outline but over indirect characterization: In "A Sound of Thunder," how does Ray Bradbury's use of indirect characterization affect the story? Remember, your thesis will answer this question.

See you on Friday, 9/30.

Tuesday, September 27, 2011.

1) Students reviewed the "absolute phrase." You can search for this concept on the internet for more examples: GMAT examples. They were given an exercise for labeling parts of speech and different phrases.

2) Students who did not finish the two essay questions from yesterday's test were given 20 minutes to do so while the students who did complete their essays worked on the grammar.

3) Students discussed examples of indirect characterization and viewed the handout on the essay outline for "A Sound of Thunder" foreshadowing in the story.

HOMEWORK: Students are to complete the labeling on the handout for model sentences.

Monday, September 26, 2011.

Short Stories and Literary Terms TEST

HOMEWORK: Read Tomorrow When the War Began. Follow reading schedule:

Tomorrow When the War Began by John Marsden Reading Schedule

Wednesday, Sept 21: Ch. 1
Thursday, Sept 22: Ch. 2&3
Friday, Sept 23: Ch. 4&5

Monday, Sept. 26: Ch. 6
Tuesday, Sept. 27: Catch-up day
Wednesday: Sept. 28: Ch. 7
Thursday, Sept. 29: Ch. 8
Friday, Sept. 30: Ch. 9



Monday, Oct. 3: Ch. 10
Tuesday Oct. 4: Ch. 11
Wednes. Oct. 5: Ch. 12&13
Thurs. Oct. 6: Ch. 14
Friday Oct. 7: Ch. 15

Monday, Oct. 10: Ch. 16
Tuesday Oct. 11: No Homework: PSAT test tomorrow
Wednesday: Oct. 12: Ch. 19
Thurs. Oct. 13: Ch. 20&21
Friday Oct. 14: Ch. 22 & Epilogue

Friday, September 23, 2011.

NOTE: Students received reading schedule for Tomorrow When the War Began

Tomorrow When the War Began by John Marsden Reading Schedule

Wednesday, Sept 21: Ch. 1
Thursday, Sept 22: Ch. 2&3
Friday, Sept 23: Ch. 4&5

Monday, Sept. 26: Ch. 6
Tuesday, Sept. 27: Catch-up day
Wednesday: Sept. 28: Ch. 7
Thursday, Sept. 29: Ch. 8
Friday, Sept. 30: Ch. 9



Monday, Oct. 3: Ch. 10
Tuesday Oct. 4: Ch. 11
Wednes. Oct. 5: Ch. 12&13
Thurs. Oct. 6: Ch. 14
Friday Oct. 7: Ch. 15

Monday, Oct. 10: Ch. 16
Tuesday Oct. 11: No Homework: PSAT test tomorrow
Wednesday: Oct. 12: Ch. 19
Thurs. Oct. 13: Ch. 20&21
Friday Oct. 14: Ch. 22 & Epilogue


1) Complete reading of "A Sound of Thunder" from old textbook. You can access through GOOGLE if you need to peruse text to answer questions.

2) Vocabulary Quiz Lesson V and PSAT # 4.

3) Complete study guide questions for "A Sound of Thunder."

HOMEWORK: Study for TEST on literary terms studied and short stories:

Refer to guide given on Thursday, and the following stories:

"The Interlopers"
"Harrison Bergeron"
"The Pedestrian"
"There Will Come Soft Rains"
"A Sound of Thunder"

Don't forget your "Technology" essay is due on Monday, 9/26

Thursday, Sept. 22, 2011.

1) Review guide for test on Monday over literary terms studied and short stories.

2) Check Vocabulary Lesson V. Study lesson V and PSAT list # 4 for quiz tomorrow

3) Read "A Sound of Thunder"

Wednesday, September 21, 2011.

NOTE: Due to glitch in electronic literature book, "Technology" essays will be due next Monday, 9/26. If you have your essay completed, turn it in.

1) PARTS OF SPEECH: Review of PRONOUNS:


NOUN: A NOUN is a word that NAMES a person, place, thing, or idea.
Classifications: common, proper; concrete, abstract; compound, collective.

Example: girl, Betty, chair, happiness birthright band

PRONOUN: A PRONOUN is a word that takes the place of a noun or group of nouns.
Classifications: personal, reflective, intensive, relative, interrogative, demonstrative, or indefinite.

Personal Pronouns: Refers to the one speaking (first person), the one spoken to (second person), or the one spoken about (third person).
I, me he, him it they, them
You she, her we, us

Possessive Pronouns These are personal pronouns that show ownership:
my, mine, our ours; your, yours his, her, hers, its, their, theirs



Reflexive and Intensive Pronouns.

Myself, ourselves (first person)
Yourself, yourselves (second person)
Himself, herself, itself, themselves (third person)

Reflexive pronouns refer to the subject of the sentence and function as a complement or as the object of a preposition. Ex.

I am not myself today. (myself is the predicate nominative identifying I)
Cecilia let herself in through a trap door. (Herself is the direct object of let)
The boys chose costumes for themselves. (themselves is the object of the prep. For)

Intensive pronouns add “intensity” and have no grammatical function in the sentence. (The sentence can do fine without them.)
Ray painted the mural himself.
The children dyed the eggs themselves.

Demonstrative pronouns. Used to point out persons or things. (Think of a pointing finger)

this, these that, those


Relative Pronouns: Introduce subordinate clauses.
Who, whom, which, that, whose

Interrogative Pronouns: Are used in questions.

Who? To Whom? For whom?, Which? Whose? What?

Indefinite Pronouns: Refer to a person, place, thing, or idea that may or may not be specifically named.

all
everybody
no one
another
everyone
one
any
few
other
anybody
many
several
anyone
most
some
both
neither
somebody
each
nobody
someone
either
none
such
something



2) Complete G.U.M. workbook page 8. Grade in class.

Monday, September 19, 2011.

1) Flowers for Algernon TEST and essay.

HOMEWORK:

2) Complete Manter Hall A Vocabulary Builder workbook Lessons V and VI (Review), pp. 9-11.

3) Complete essay "Technology" outlined on pg. 339 in literature book. Due Wednesday, 9/21



ENGLISH 2A ACADEMIC PERIODS 1-5

1) SSR and log

2) Vocabulary review.

3) PSAT Vocabulary List # 3 Quiz

Friday, September 16, 2011.

1) Begin to work on outlining essay on page 334.

2) Discussion on Flowers for Algernon and how Charlie's increase in intelligence affects him emotionally and socially.

3) Vocabulary Quiz Lessons III and IV + PSAT List # 3

HOMEWORK: REVIEW FOR TEST ON FFA.

Thursday, September 15, 2011.

1) Complete reading of "There Will Come Soft Rains." p. 326 in literature book.
Discuss stages of plot , protagonist and antagonist, literary elements of personification, metaphor, and simile.

2) Work on handout for "There Will Come Soft Rains".

3) Check Manter Hall Vocabulary Lessons III and IV. Quiz tomorrow on these lessons and ten PSAT # 3 words.

Wednesday, September 14, 2011.
CP ENGLISH
1) Work on Flowers for Algernon writing assignment:

Write two-three sentences describing the reactions of the following characters to Charlie’s becoming a genius: 1) Ms. Kinnian 2) Dr. Strauss 3) Professor Nemur 4) workers at the bakery 5) Rose 6) Norma 7) Fay 8) Charlie himself. See assignment sheet given today.

2) Discuss Ray Bradbury and his science fiction (biographical film clip).

3) Check and discuss questions for "The Pedestrian" read yesterday. Turn in completed questions.

4) Issue progress reports to students.


HOMEWORK: Note time you spend on technology for leisure (TV, Facebook, ipod, computer games, etc.)
Complete Vocabulary Lessons III & IV pp. 6-8 in Manter Hall Vocabulary Builder workbook. Study PSAT List #3 vocabulary words. See blog for 9/13


ACADEMIC ENGLISH (REGULAR)

Wednesday, September 14, 2011.
1) SSR and log.
2) Discuss Ray Bradbury and his science fiction (biographical film clip).
3) Read actively "The Pedestrian" annotating and underlining for mood, sensory details, similes, metaphors, and plot (Trace Mr. Mead's walk.)
4) Check/copy/review definitions of PSAT List # 3 words given yesterday.
Quiz Friday, 9/16

PSAT Vocab List #3
1. subtle- adj- not obvious; so slight as to be difficult to detect
2. poignant- adj- emotionally moving
3. zealot- n- someone fanatically devoted to a cause
4. vim- n- energy; enthusiasm
5. aversion- n- intense dislike
6. pallor- n- paleness; lack of (facial) color
7. matriculate- v- to enroll as a member of a college or university
8. plaintive- adj- melancholy; expressing sorrow
9. exasperation- n- irritation; aggravation
10. succulent- adj- juicy; full of vitality or freshness
11. behemoth- n- a huge creature
12. conjure- v- to imagine; to summon (as if by magical power)
13. wary- adj- cautious; mistrustful; on guard
14. wayward- adj- erratic; unrestrained; reckless
15. saunter- v- to walk about in a leisurely manner; to stroll

ISSUE PROGRESS REPORTS TO STUDENTS. PLEASE SHARE & REVIEW WITH YOUR PARENT/GUARDIAN

Tuesday, September 13, 2011.

1) Copy PSAT Voc. List #3


2) Complete review of focus questions for "Harrison Bergeron" 9-20

3) Read Ray Bradbury's "The Pedestrian," annotating and underlining sensory details.

HOMEWORK: Complete questions and chart for "The Pedestrian." Bring to class tomorrow.

HOMEWORK: Complete Manter Hall Vocabulary Workbook Lessons III and IV due Thursday 9/15 and study the following PSAT words:

PSAT Vocab List #3

1. poignant- adj- emotionally moving

2. zealot- n- someone fanatically devoted to a cause

3. vim- n- energy; enthusiasm

4. pallor- n- paleness; lack of (facial) color

5. matriculate- v- to enroll as a member of a college or university

6. plaintive- adj- melancholy; expressing sorrow

7. succulent- adj- juicy; full of vitality or freshness

8. behemoth- n- a huge creature

9. conjure- v- to imagine; to summon (as if by magical power)

10. wary- adj- cautious; mistrustful; on guard

Monday, September 12, 2011.

1) Flowers for Algernon Pop Quiz 3 (You should have completed reading this novel.)

2) Complete viewing of Ray Bradbury bio film: Ray Bradbury: An American Icon

Complete notes.

3) Check "Harrison Bergeron" focus questions 1-6...will complete check tomorrow.

Friday, September 9, 2011.

1) View bio film: Ray Bradbury: An American Icon : 25 minutes
2) Vocabulary quiz on Lessons I and II + PSAT List #2: 25 minutes

HOMEWORK: Finish the novel Flowers for Algernon. Test: 9/19

Thursday, September 8, 2011.

Check Vocabulary Lessons I and II.
Reading of Flowers for Algernon in the interim.
Homework: Read pp. 274-298

Wednesday, September 7, 2011.

Picture Day.

1) Students copied ten words for PSAT Vocabulary List #2. If you were absent get the vocabulary from a peer, or see teacher. Add these words to Manter Hall Building Vocabulary workbook Lessons I and II.

2) Complete "Harrison Bergeron" questions. Finish for homework.

HOMEWORK: Read Flowers for Algernon pp. 222-

Tuesday, September 6, 2011.

1) Pop quiz # 2 over Flowers for Algernon independent reading.

2) Discussion of plot diagram in "Harrison Bergeron." Picked up stamped homework.

NOTE: Tomorrow is picture day.

H.W.: Bring vocabulary lessons I and II on Thursday.
H.W.: Read FFA pp 222-247

Friday, September 2, 2011.

1) Vocabulary Quiz Flowers for Algernon & PSAT Voc. Quiz 2
(Words from FFA list 21-35 and PSAT List # 1.

2) Packets for Photo Day were distributed. Picture Day is Wednesday, 9/7. If you wish to purchase a photos, bring your check Wednesday.

3) Manter Hall vocabulary workbooks were distributed today. If you were excused for the pep rally or were absent, you need to pick one up on Tuesday, 9/6.

HOMEWORK:
1. Complete Lessons I and II all items except sentence scrambling pp. 3-5 in the Manter Hall
A Vocabulary Builder workbook. Study the prefixes and combining forms as well as the stems on p. 3 and p. 5.

2. Complete a plot diagram for the short story "Harrison Bergeron." p. 36 in your literature book.

Thursday, September 1, 2011. OPEN HOUSE AND EARLY DISMISSAL

1) Reading of short story "Harrison Bergeron"

HOMEWORK: Study PSAT Vocabulary word list.
CP: Don't forget to study Flowers for Algernon list 21-35 in addition to PSAT list.
CP: Don't forget to read Flowers for Algernon pp. 166-196

Wednesday, August 31, 2011.

NOTE: G.U.M. Workbooks were distributed by class, color-coded. Students wrote their names on all three sides.

1) Grammar Notes: A noun is a word that names a person, place, thing, idea/quality. There are three classifications of nouns:
Common-Proper boy-Victor
Concrete-Abstract brick-love
Compound-Collective
mother-in-law/herd
With the collective noun, if the noun is collective, it may be made plural. If the noun is plural, then it is not collective.

Notes on prounouns: personal, reflexive, intensive, demonstrative, etc. GUM workbook...

Students completed pp. 2, 3, 5-6 while "The Interlopers" notes and questions were checked for a daily grade.

OPEN HOUSE TOMORROW. Early dismissal.

Tuesday, August 30, 2011.

1) PSAT vocabulary list 1-15 + last 15 words from Flowers for Algernon list 21-35. Quiz Friday.
2) Read and create plot diagram for "The Interlopers" p. 426-435 in lit book. Discussed each part of the plot. Questions 1- 6: We will continue tomorrow.

3) Picked up Bio-poem cards.

HW: Read Flowers for Algernon pp. 114-138.

Monday, August 29, 2011.

1) Complete reading and analysis of "The Interlopers" by drawing and detailing the story with a plot diagram. Answer questions 1-6 on pg. 435 using complete sentences.

2) SUMMER READING TEST: Running Loose by Chris Crutcher and Watership Down by Richard Adams

Bio poems were not collected. Bring them tomorrow.

Don't forget your independent reading of Flowers for Algernon. pp. 83-113

Friday, August 26, 2011.

1) Pop quiz on independent reading of Flowers for Algernon: pp. 1-25

2) Vocabulary quiz over Flowers for Algernon vocabulary 1-20.

REMINDER: SUMMER READING TEST: MONDAY, AUGUST 29.

RUNNING LOOSE AND WATERSHIP DOWN

REMINDER: BRING COMPLETED BIO-POEM CARD. DON'T FORGET TO ATTACH PHOTO.

Thursday, August 25, 2011.

1) Students were given a literary elements handout and a glossary to review terms.

2) We reviewed elements of the short story [ setting, plot, character, point of view, and theme] with the analysis of "Little Red Riding Hood."

3) We discussed "Theme as a universal idea about life or human nature." Theme may cross/span time, space, and culture.

Wednesday, August 24, 2011.

1) Students reviewed dependent (adjective, adverb, and noun) clauses as well as independent clauses with LCD projector and their own handouts.

2) Then they traded their bio-poems with their neighbors to check for accuracy of line 6 in their poems, which asks for three independent clauses.

3) Students reviewed GERUNDS with LCD projector and then checked their poems for accuracy.

4) ) Students picked up colored index cards to complete their bio-poem, decorating it with their photographs and pictures to form a collage. Due Friday, 8/26

Tuesday, August 23, 2011.

Today, among 42 students, students viewed course outline, reviewed lists of personality adjectives for students to brainstorm about themselves, and took notes on independent clauses and gerunds, which they will use to write a bio-poem.

Note: Please bring rough draft of poem tomorrow [Please follow model.] for a daily grade.

Vocabulary: Passed out vocabulary list of words for Flowers for Algernon. Study words 1-20. Review: Thursday; quiz Friday, 8/26

Test on summer reading: Running Loose and Watership Down: Monday, 8/29

Monday, August 22, 2011.

First day of school.

1) We completed survey essay: "Why You Should Choose Me."

2) Distribution of books: Flowers for Algernon with reading schedule for the next 3 1/2 weeks.


TEST on summer reading: Running Loose and Watership Down.
Monday, August 29.

Friday, May 27, 2011

Last poem presentations.

Thursday, May 26, 2011.

Poem Presentations

Wednesday, May 25, 2011.

Poetry Presentations

Tuesday, May 24, 2011.

Oral Poem Presentation: Students will teach a poem to the class.

Monday, May 23, 2011.

POETRY TEST

Tear out pp. 85-106 and 195-212 and staple. Turn in. Take G.U.M. workbook home.

Friday, May 20, 2011.

Students completed "Eleven (11) Poems" Analysis.

REMINDER: POETRY TEST Monday 5/23 Make sure you study the glossary and all the notes and handouts studied in the last two weeks.

Thursday, May 19, 2011.

Students worked on Eleven (11) Poems Poetry Project. Vocabulary answers 1-20 for lesson 28 on board. Quiz Monday, 5/23

REMINDER: Poetry TEST Monday, 5/23

Wednesday, May 18, 2011.

Homework Check "O Captain, My Captain."

1. Practice end rhyme, rhyme scheme, internal rhyme, alliteration, and assonance with a section of the poem "The Raven" by underlining examples of internal rhyme, boxing examples of assonance, and circling examples of alliteration.

2. Begin Poetry Project Assignment: Eleven (11) Poems Analysis. Students will work with a partner to analyze eleven poems. Each poem is worth ten points.

REMINDER: Bring Vocabulary workbook Lesson 28 tomorrow. Quiz Friday.

Tuesday, May 17, 2011.

1. Use literature book pp. 768 - 775 to review prosody and poem analysis. Took up notes for a grade.

Homework: O Captain, My Captain.

Monday, May 16, 2011.

1. Read and anayze two types of poetry: metrical poetry and free verse with the poems"Nancy Hanks" and "A Negro Speaks of Rivers" by Langston Hughes (A reading of this poem by Langston Hughes himself can be accessed at Poets.org.) Students listened to oral reading by Mr. Hughes in class.

2. Students analyzed "Nancy Hanks" with questions and identification of form, rhyme scheme, mood, alliteration, assonance, onomatopoeia, exact rhyme, approximate rhyme. Students also scanned the poem to find the types and numbers of metrical feet in each line.4. Students analyzed "A Negro Speaks of Rivers" with questions and the same process above.

5. Students worked on a poem using onomatopoeia.
Per. 5: Voc. Quiz 27

Friday, May 13, 2011.

1. Read handout on Musical Devices: Alliteration , Rhyme & Onomatopoeia.

2. Pass out Glossary of Literary Terms and check off terms we have already reviewed.

3. Take Vocabulary Quiz 27 (Except Per. 5)

4. Work on handout: "Alliteration-Onomatopoeia-Metaphors-Similes.

Per. 5: Study words (27) for quiz. Per. 7: Bring three poems from packet on Monday: Anapestic, iambic monometer, and limerick.

Thursday, May 12, 2011.

1. Recite anapestic poem done for homework. (Except Per. 7) (Homework grade)

2. Read "Rhythm Lesson" packet and write a twelve-line iambic monometer with a partner. Recite. (grade)

3. Check Vocabulary Lesson 27 (XXVII). Quiz tomorrow.

HOMEWORK: Write a limerick following the sample in the packet. Bring tomorrow. Also, study for vocabulary quiz.

Per. 7:

Wednesday, May 11, 2011.

1) Rhythm and meter: Copy on a sheet of paper and scan the verse "Now I lay me..." and count the iambs identifying lines two and four as iambic tetrameter. Metrical Lines per feet in each line:
monometer = one foot per line
dimeter = two feet per line
trimeter = three feet per line
tetrameter = four feet per line
pentameter = five feet per line
hexameter = six feet per line
heptameter = seven feet per line
octometer = eight feet per line

Scan "Hickory, dickory dock..." define as dactylic dimeter.
Scan "Twinkle, twinkle little star..." identify lines as trochaic trimeter.

Complete "Elements of Poetry" and "The Wilderness Tamed" reviewing

stanza: A group of lines that form a unit of poetry

form: How the poem appears on paper: One must determine how many stanzas of how many lines? Some poems are irregular while some may be the form of a diamond, a snake, etc.

rhyme scheme: The recurring end rhyme patterns in a poem: abcb, abba, abab, etc.

Tuesday, May 10, 2011.

1.Writing Response: What is Poetry to Me? One page. Share with class.

2. Read together "The Sounds of Poetry: Rhythm and Meter" View examples of metrical lines by scanning the unstressed and stressed syllables to find the meter.

3. Meter lesson.

4. Explain Allegory assignment.

REMINDER: Complete Vocabulary Lesson 27. Due Thursday 5/12. Quiz: Friday 5/13.

Monday, May 9, 2011..

English 2 Final Exam Essay: Spring 2011.

Friday, May 6, 2011.
1) Vocabulary Quiz 26 (XXVI)

2) "How Much Land Does a Man Need?" Writing Assignment: Write a one-two page response . Title: "Wealth" How can seeking wealth lead to problems? What kind of wealth should we seek? Please write thoughtfully and neatly.

3) Complete assignment on page 736 (all). On separate sheet of paper.

4) Work on GUM workbook grammar packet.

REMINDER: MONDAY: FINAL EXAM ESSAY. BRING PEN AND PLENTY OF PAPER.

May 5, 2011.

Read "How Much Land Does a Man Need" lit book pp. 718-734. Answer questions on p. 735. Turn in vocabulary workbook for homework grade check.

Wednesday, May 4, 2011.

1. Discuss ALLEGORY: A story that takes place on two levels: a literal level and a symbolic level. The literal story may tell a tale that seems ordinary, of people and events. However, on the symbolic level, the people and events represent abstract ideas or concepts, such as freedom, evil, or goodness. Tie to The Tragedy of Othello: Desdemona, Iago, and Othell0 and what these characters symbolize. Discuss samples of literal and symbolic levels: desk: literal: a place to sit and read/write; symbolic: represents/symbolizes learning, education, success, etc.

2. Read "The Blue Stones" (Literature book pp.688-693) Answer questions on page 693.

3. Per. 5: Write ideas for a short allegory with a partner.

Monday, April 25, 2011. Voc. Quiz 25. Complete Othello Act IV questions.

Thursday, April 21, 2011. Check Vocabulary Lesson XXV (25). View film version of Othello, ACT IV (4). Film Quiz. REMINDER: Voc. Quiz on Lesson 25 Monday, April 25.

Wednesday, April 20, 2011. Complete reading of Othello ACT IV.Take notes: ACT IV: -Iago gets specific about Desdemona's infidelity. Othello has epileptic seizure. Iago tells Othello to hide and eavesdrop (listen in hiding) on Cassio's conversation. Cassio comes back and tells Iago about his being with Bianca. Othello thinks Cassio is talking about Desdemona. Bianca comes and tosses handkerchief to Cassio. In the meantime, visitors from Venice arrive to talk business with Othello. In anger, out of nowhere, Othello slaps Desdemona. Lodovico, (a gentleman from Venice and Desdemona's distant cousin) demands Othello to make amends to Desdemona for hitting her.Othello questions Emilia about Desdemona's fidelity. Emilia defends Desdemona as innocent. Othello questions Desdemona and calls her terrible names. Desdemona asks Iago for help. Desdemona and Emilia talk about cheating on husbands. Desdemona says she would never betray Othello. Emilia says if the price were right, she would to make her husband king. HOMEWORK: Bring completed Vocabulary Lesson 25 XXV to class tomorrow.

Tuesday, April 19, 2011. Voc. Quiz 23 XXIII. Read Othello ACT IV, Scene 1 to line 260, p. 214. Homework: Review on web vernacular version.

Monday, April 18, 2011. Film review. Othello TEST ACTS I-III. Voc. Quiz Less. 23 XXIII tomorrow.

Friday, April 15, 2011. Review for TEST on Othello ACTS I, II, and III on Monday, April 18. Quiz on Less 23 postponed for Monday, 4/18

Thursday, April 14. Work on Othello ACT III questions. TEST on Acts I-III on Monday, 4/18.

Wednesday, April 13, 2011. Work on Othello ACT III questions. You should be able to finish at least through number 11 from Scene 3. You will receive a grade for this task. You will finish the remainder tomorrow. REMINDER: Bring Voc. Lesson 23 definitions and sentences tomorrow. You may work the sentences in the workbook for extra practice. TEST ON OTHELLO ACTS I, II, AND III, MONDAY, APRIL 18.

Friday, April 8, 2011: Complete questions for Othello ACT II. Substitute teacher Monday, April 11, 2011: Complete character chart. Tuesday, April 12, 2011 Complete reading of Othello ACT III. Discuss allusion, soliloquy, and comic relief. Also discuss dramatic and verbal irony.

Thursday, April 7, 2011. Read Othello ACT II and begin ACT III to page 149. Discuss "allusion" with "nine heads of Hydra and Chaos.

Wednesday, April 6, 2011. Read The Tragedy of Othello, ACT II to page 109. Reading from audio CD of begining of Scene 1 in ACT II. Discussion of characters of Cassio and Iago. REMINDER: No vocabulary lesson this week. Lesson 23 due next Thursday 4/14. Quiz 4/15

Monday, April 4, 2011. Vocabulary Quiz 22 XXII. Work on Othello questions for ACT I. Finish for homework by accessing text through the internet. Type "Othello" and click on "No Fear Shakespeare." Bring completed questions tomorrow. Make sure you staple your drawing as the cover sheet and the question handout as the last page.

Friday, April 1, 2011. Presentation by TPP (School Newspaper) and Carrillon (yearbook) to recruit new staff members. Complete ACT I in The Tragedy of Othello. Draw picture, color it of any scene in ACT I. Label your picture ACT I, Scene ____. Vocabulary Quiz 22 XXII will be given Monday, April 4.

Thursday, March 31, 2011. 1. Pass back Vocabulary Lesson 3 (-suffix "ment"). Study for quiz tomorrow 4/1 Shakespeare film-clip quiz. Use notes. Read The Tragedy of Othello, Act I, Scene 1-part of 2.

Wednesday, March 30, 2011. 1. Pop Quiz on Intro to Shakespeare film clip notes. Grade in class. 2. View film clip on Introduction to The Tragedy of Othello, Moor of Venice. Complete notes in packet. REMINDER: BRING VOCABULARY LESSON 22 TOMORROW.

Tuesday, March 29 Take notes on handout. Bring tomorrow to continue background on play Othello. 1. View film clip on Introduction to Shakespeare. If you missed this film, go to the Bellaire library datebase United Streaming and type Shakespeare. 2. Take notes on handout. Please ask for handout if you were absent today.

Monday, March 28, 2011 I Had Seen Castles TEST If you were absent today, you need to come make up this test, which consists of scantron and essay. Be sure you bring your study guide packet and notes.

Friday, March 25, 2011.

1. Vocabulary Quiz 21 XXI.

2. Complete I Had Seen Castles study guide packet. Review for test.

I Had Seen Castles test: Monday, 3/28

Thursday, March 24, 2011.

1. Benchmark: "My Losing Season."

2. Check Vocabulary Lesson 21. Quiz tomorrow.

2. Work on I Had Seen Castles packet.

Wednesday, March 23, 2011.

1. I Had Seen Castles Pop Quiz 3

2. Work on packet.

3. Bring Vocabulary Lesson 21 + Definitions and sentences tomorrow.

Tuesday, March 22, 2011.

1. Completed reading of I Had Seen Castles pp 82-97. Discussed effects of WWII on soldiers fighting the battles.

2. Worked on I Had Seen Castles Reading Guide packet.

Monday, March 21, 2011.


Recap I Had Seen Castles. Read p. 72-82.


Take notes on symbolism in I Had Seen Castles:

1) Explain motif of "birds flying" and symbolism of birds, castle, sheep, and empty room.

2) Explain symbolism and connection of first chapter empty room p. 4 to passage on pg. 76.

3) Explain TONE and attitude in novel.

Notes:

Motif: a recurring image, idea, or theme in a work of literature, film, etc.

Symbol: a symbol represents something larger/greater than itself.

Symbols in I Had Seen Castles:

Castle: symbol of John's childhood

pg. 25-26 The castle is a gift from father as a young child. He plays with it until he outgrows it and then sees it in the basement during his teen years growing up. John is growing up; he no longer plays with the toy castle, but he is still a growing teen.pg. 70-71: John sees a real castle far off in the distance. John becomes a grown man with childhood a great distance away.

sheep: soldiers, innocent and naive; following the government's instructions, they waited for the farmer (the government) to take them home, but many were killed in war (sheep lay bloody, half alive) like many of the soldiers, who died almost immediately after beginning to fight, alone and afraid.


Birds: symbolize freedom; the birds recur throughout the novel, first on pages 4, 59, and 70.

Empty room: symbolizes the trauma of war. See page 4 and page 76.



TONE IN I HAD SEEN CASTLES

TONE IS SERIOUS, SOMETIMES BITTER AND SARCASTIC.

JUXTAPOSITION* OF IMAGES, SCENES & EVENTS THAT ARE OPPOSITES:

*placed side by side to create contrast.



1) HAPPY SOLDIERS VS. DIRTY, BLOODY SOLDIERS



2) SHEEP IN BEAUTIFUL SUNNY MEADOW WITH FLOWERS

VS.

SLAUGHTERED, BLOODIED SHEEP WITH BOWELS SPILLED OVER THE

MEADOW FLOWERS.


3) PEOPLE DANCING & LIVING THE GOOD LIFE IN THE U.S.A. VS.

AN INJURED SOLDIER IN EUROPE “SEARCHING FOR HIS ARMS.”


IS THE VOICE PRO-WAR OR ANTI-WAR??

Friday, March 11, 2011.


1. Vocabulary Quiz XX (20)

2. Work on I Had Seen Castles packet.

Have a great spring break!!!

Thursday, March 10, 2011.

1. Check Vocabulary Lesson XX (20), sentences and definitions.

2. I Had Seen Castles Pop Quiz 2 pp. 33-67

REMINDER: Study for Vocabulary quiz tomorrow.

Wednesday, March 9, 2011.
(Tuesday we had a guest speaker: Author Ashley Hope Perez)

1. I Had Seen Castles Pop Quiz 1; check for grade.

2. Read I Had Seen Castles pp. 59-71 Discuss symbols: birds, (motif) castle, and sheep.

Bring Voc. Lesson 20 to check in class. Quiz: Friday, 3/11

Monday, March 7, 2011.

1. Review vocabulary words:
squalor (n)
reprieved (v)
stupor (n)
voracious (adj)
dismay (n)
nonchalant (adj)
wryly (adv)
exploitation (n)
stoic (adj)
miser (n)
permeate (v)
pacifist (n)

2. Read I Had Seen Castles pp. 33-55

3. Reminder: Complete Vocabulary Lesson 20. Bring Thursday. Quiz Friday 3/11

Wednesday, March 2, 2011.

1. Passed out graded work to place in portfolio. Place all graded TAKS essays in folder.

2. Introduce I Had Seen Castles. Read pp. 1-16

REMINDER: V0cabulary Quiz Lesson 19 tomorrow. Review words.

Tuesday, March 1, 2011.

ELA TAKS TEST. 17 minute classes.

Brain teaser: "The Picture"

Reminder: Vocabulary Quiz Lesson 19: Thursday, March 3.

February 25, 2011. (Early dismissal and report cards)


1. Mini-workshop on semicolons and commas, independent clauses and their proper punctuation.

2. Revising and Editing: "A World Apart" benchmark. Classwork grade.

3. Peer revision/sharing of essays.

Thursday, February 24, 2011.

1. Discussed VOICE in essay writing. Voice is the way your writing "sounds" on the page. We read different examples of writing to discover voice as well as methods for adding voice to writing: dialogue, description, reflection, emotion, etc. (Handout)

2. Analyzed RUBRIC LIST: (Handout) We read examples of each of the scores 5, 3, and 1 on the rubric. This is a self-analysis handout. Use it anytime you write a paper.

1. Idea Development
2. Organization
3. Voice
4. Word Choice
5. Conventions
6. Sentence Fluency

Use this RUBRIC to revise your essays: "Surroundings" and "Important Choice". Bring essays to class tomorrow.

Wednesday, February 23, 2011.

1. Students who were absent or did not finish the "Revising and Editing" section of the test completed it today(Per. 5: Lauren and Carly)

2. Peer grading of final draft of "Special Place" essay: two/three graders if there is discrepancy.

3. With the essay and scantron in hand, students analyzed the breakdown of the TAKS test on the Tally Sheet and tallied their scantron and essay scores: 44 to meet minimum expectations with at least a 2 on the essay to pass the WHOLE TEST, and a total of 64 points for Commended Performance.

3. Viewed and discussed samples in "Explode a Moment" handout. If you were absent you need to ask for handout. Samples include the following moments "exploded" by student writers:

a) I rode my horse and jumped a fence. (The Jump) Notice how the writer adds similes, metaphors, and personification to enhance her writing.
b) I saw my dad leave for good. (Dad)
c) I was jealous of my little sister. (Powder)
d) I walked into the water but was at first afraid. (The Beach)
e) I twirled my yo-yo and hit my brother. (The Yo-Yo)

See handout "Explode a Moment" to see the passages above which have been developed by student writers.


4. HOMEWORK ASSIGNMENT: Complete the following and bring to class tomorrow:

"IMPORTANT CHOICE" Essay

Write an essay about a time you made an important choice.

Include at least :

2 snapshots
2 thoughtshots
1 metaphor
1 simile
1 example of personification

Bring to class tomorrow. It is important that you come to class prepared.

Tuesday, February 22, 2011.

1. Peer revision of "Special Place" essay. Two students will revise each essay with a printed rubric. The rubrics will be then stapled onto the top of the essay and given back to the writer.
The writer will then take the essay home and rewrite the final draft on a sheet provided.

2. Complete "Revising and Editing" part of TAKS test: 32-51 on scantron. 51 will be hand-written on the bottom of scantron.

3. Begin rough draft of "Surroundings Essay" :

Write an essay explaining how your surroundings can affect your life. One sheet, front and back. Include at least two snapshots, two thoughtshots, one metaphor, one simile, and one example of personification.

Bring final "Special Place" essay written on lined sheet to class tomorrow.
Bring completed "Surroundings" essay (first draft) to class tomorrow.

Monday, February 21, 2011.

1. Review examples of snapshots and thoughtshots.

2. Examine essay samples of score 4 essays.

3. Examine sensory details and elaboration with "grandmother" essays by L. Hansberry and Maya Angelou.

4. Box or highlight two examples of snapshots and two of thoughtshots in your essay. Add one example of each:

1 simile
1 metaphor
1 personification

Rewrite your essay and bring tomorrow.

Make sure you note:

Thoughtshots involve the following:

Think, wonder, evaluate, make judgments, criticize, ponder, reminisce, express feelings in writing.

Do not use "YOU" use "I"

Be sure to write a personal narrative, write about what you know, and write from your heart.

Thursday, February 17, 2011.

1. Complete the open-ended short response questions: 29, 30, 31.
2. Begin writing the essay.

Write an essay explaining how a person can feel connected to a special place.

You should:

Write about the assigned topic.

Make your writing thoughtful and interestingMake sure that each sentence you write contributes to your compositon as a whole.

Make sure that your ideas are clear and easy for the reader to follow.

Write about your ideas in depth so that the reader is able to develop a good understanding of what you are saying.

Proofread your writing to correct any errors in spelling, capitalization, punctuation, grammar, and sentence structure.

Write on one sheet, front and back.

Wednesday, February 16, 2011.

The assignment for Tuesday, 2/15 was to read pp. 510-517 in literature textbook. If you were absent, you may do this at home. Answer questions 1-23 and 1-6 on page 521 on a sheet of paper.

1. "My Father Sits...TAKS practice test. We will go through a complete test in parts and keep a tally of your individual scores to help you identify your strengths and weaknesses. Today you will complete reading and 1-28 and if time allows, 29-31.

Details for NOVEL PROJECT: DUE TOMORROW!!!

Project must be typed, neatly arranged in this order:

1) Cover sheet decorated (optional) with the name of the book, author, and your name, date, period, and teacher.

2) Assignments 1, 11, 14, 15, and 18---in this order.

Your test MUST have a key separate from the test as well as the essay questions answered.

3) The last page will be your log sheet.

4) Staple all the pages neatly. Please do not place project in a plastic folder, binder, etc.

Monday, February 14, 2011.

1. Read "Long Walk to Forever" Respond to question on a sheet of paper using ACE. This is your rough draft.

2. Farewell to Manzanar Ch. 12-22 TEST.

3. Finish "Long Walk..." response.

REMINDER: Be prepared to take Vocabulary Lesson 19 quiz tomorrow.
REMINDER: Novel project due: Thursday, 2/17

Wednesday, February 9, 2011.

1. Read Farewell to Manzanar ch. 18, 19, 20 (to page 139--did not finish 20).

2. Discuss and complete questions for these chapters on Farewell Ch. 18-22 handout.


REMINDER: Voc. Lesson 19 and sentences+ definitions due tomorrow.

REMINDER: NOVEL PROJECT DUE FEBRUARY 17, 2011. See blog for 2/8 for details.

Tuesday, February 8, 2011.

1. Read silently Ch. 17-22, or wherever you left off yesterday.

2. Question handout for Ch. 18-22 were passed out today.

3. Last chance to turn in Voc. Lesson 18 for a late quiz grade.

REMINDER: Vocabulary Lesson 19 XIX is due Thursday, 2/10.

REMINDER: Novel project due February 17.

Details for NOVEL PROJECT:

Project must be typed, neatly arranged in this order:

1) Cover sheet decorated (optional) with the name of the book, author, and your name, date, period, and teacher.

2) Assignments 1, 11, 14, 15, and 18---in this order. Your test MUST have a key separate from the test as well as the essay questions answered.

3) The last page will be your log sheet.

4) Staple all the pages neatly. Please do not place project in a plastic folder, binder, etc.

Monday, February 7, 2011.

Vocabulary Review: Lesson 18 will be counted for a quiz grade.

1. Parts of speech review on the board. Label the following sentence with the corresponding parts of speech:

Wow! The talented girl skated skillfully across the ice in the stadium, but she fell terribly hard and lost first place in the competition because she made this mistake.

2. Parts of Speech test.

3. Read Farewell...Ch. 16- Answer question handout for Ch. 12-17.

REMINDERS:

Novel project due February 17, 2011.

Vocabulary Lesson 19 due Thursday, February 10.

Thursday, February 3, 2011.
Take notes on ch. 12-13. Quiz on these chapters.


Wednesday, February 2, 2011.

1. Take Benchmark TEST. "The Bracelet."

2. Complete Farewell... TEST Essay questions.

3. Read Farewell...Chapters 12-13. Quiz tomorrow.

HOMEWORK REMINDER: Bring Lesson 18 (Review) completed in PEN.

NOTE: Novel Project due: February 17.

Tuesday, Feb. 1, 2011

1. Farewell to Manzanar Ch. 1-11 TEST 1-50 + essay questions.

Per. 5 students received the novel project handout.

Monday, January 31, 2011.

Per. 5:

1. Voc. Quiz 17 (XVII)

2. Work in groups on Farewell to Manzanar Study Guide packet.

Per. 7:

Work in groups on Farewell to Manzanar Study Guide Packet.

Friday, January 28, 2011.

1. Period 5: Attended presentation for the Apartheid Memorial Event in the Multipurpose Room. Speakers' discourse related to racism and prejudice in South Africa before the apartheid laws were changed.

1. Period 7: Worked in groups on Farewell packet.

2. Vocabulary Quiz XVII (17).

Test on Farewell Ch. 1-11 postponed for Tuesday due to presentation.

Thursday, January 27, 2011.

1. Check Vocabulary Lesson XVII (17), sentences and definitions. Quiz tomorrow.

2. Break into groups to continue comprehension questions in Farewell to Manzanar study guide packet.

Farewell to Manzanar Ch. 1-11 TEST Monday, 1/31

Wednesday, January 26, 2011.


1. Read Farewell to Manzanar Ch. 9-11 Discuss envents and sentiment leading up to riot in camp as well as division and animosity between Japanese "patriots" and people who cooperated with the camp authorities and MPs considered "inus" collaborators or informers.

Notes: Loyalty oath and paths toward exiting the camp: infantry, back to Japan, or relocation to the interior of the country warranting a sponsor.

Notes: Greatest disgrace for Japanese man: charge of disloyalty.


Notes: Effects of Manzanar internment on Jeanne and Wakatsuki family:

What they lose:

1) freedom

2) home/property

4) Family closeness/unity

5) Father (gone for nine months and when he returns, he is abusive.)

6) Life in the real world/society/normal school/healthy food

7) Peace


Passed out study guide for Chapters 6-11.
Reminder: TEST on Farewell to Manzanar Ch. 1-11: Monday, 1/31/2011
Reminder: Complete Workbook Lesson 17 (XVII) sentences and definitions. Quiz: Friday, 1/28

Monday, January 24, 2010 and

Tuesday, January 25.

1. Farewell to Manzanar Chapter 5: Check study guide for chapters 3-5.
Discuss effects of Manzanar internment on Wakatsuki family.

2. Read Farewell to Manzanar Ch. 6-8.

Vocabulary for this week: Manter Hall Workbook Lesson 17 XVII.

Reminder: Keep up with log and independent reading of novel.
Reminder: TEST on Farewell to Manzanar Ch. 1-11 Monday, 1/31

Thursday, January 20, 2011.

1. Divide students into assigned groups Per. 5: [1-8] and Per. 7: [1-7].
2. Work on Farewell to Manzanar Comprehensive Question Study Guide packet. Foreward - Ch. 5 Most students completed 14 questions, worth aprox. 7 pts. each.
Number of questions correct divided by 14.
If more or less, the score will be adjusted accordingly.
3. Follow Rule 4 and following expectations:

1. Everyone must be on task.
2. Do not divide questions or work in isolation.
3. DO NOT skip questions.
4. Use pen and respond thoughtfully with detail.

Note: You will be graded on the quality of your work, not the quantity.

REMINDER: Study reverse side of Farewell to Manzanar Glossary for quiz tomorrow.

Wednesday, January 19, 2011.


1) Copy notes:

a) Wakatsuki family moves from Ocean Park, CA, an all Caucasian neighborhood to

b) Terminal Island, populated exclusively by recent Japanese immigrants, uneducated and speaking only Japanese. Jeanne and Kiyo were bullied in this place.

c) All Japanese families are evacuated from Terminal Island due to its proximity to the Long Beach Naval Station.

d) From Terminal Island, the family moves to Boyle Heights, a L.A. Downtown ghetto neighborhood, where Jeanne first encounters racial prejudice from her second grade teacher.

e) From Boyle Heights the family is finally bused to Manzanar, an all-Japanese internment camp.

TERMS: Manzanar means "apple orchard" in Spanish.

The Japanese internees' motto was "Shigata ga nai" which means It cannot be helped. / It must be done.


2. Read silently Farewell... Chapters 2, 3, 4, and 5. Most students read through chapters 3/4.
If you were absent, try Googling "Farewell to Manzanar" to access novel online.
3. Farewell... Chapters 1-2 focus question handout was passed out.

REMINDER: Study the words from your Farewell... Glossary (continued) handout, reverse side of last week's words.

Tuesday, January 18, 2011.

1. Introduction to Farewell to Manzanar, a memoir about the Japanese internment camps in America during WWII. Read Ch. 1 and take notes. Please get notes from peer if you were absent.

Terms to copy from Pg. 8 in book:

Issei:

Nisei:

Sansei:

Notes: Please retrieve notes from peer.

2. View film clips on Pearl Harbor and Japanese interment at Manzanar (background).

REMINDER: Vocabulary for this week are the words on the reverse side of the Farewell...glossary handout from last week.

Friday, January 14, 2011.

1. Farewell...Voc. Quiz 1

2. Read "A Eulogy for Dr. Martin Luther King, Jr.": literature book pp. 981-983.
Answer questions 1, 2, 4.

3. Read Play: "Peaceful Protest, Lasting Freedom."

Have a great three-day weekend!

P.S. Don't forget to read your novel and log in the pages.

Thursday, January 13, 2011.

1. Check 29 sentences for Farewell to Manzanar vocabulary.
2. Pick up Night poem typed. Staple brainstorm web to back of poem.
3. Read "Montgomery Boycott" literature book p. 968-979.

Discuss degrading, boycott, militant, perpetuation, and coercion.

Discuss Thoreau's words: "We can no longer lend our cooperation to an evil system" as well as Dr. King's thoughts: "He who accepts evil without protesting against it is really cooperating with it."

REMINDER: Study vocabulary on Farewell to Manzanar Glossary handout:
abate to turbulent 29 words. Quiz tomorrow.

Wednesday, January 12, 2011.

1. Answer questions 7-16 from "Notes from a Novice" p. 7 in Preparation for TAKS workbook.
Write down next to selected answer where/how you found answer.

2. On a sheet of paper, answer 17, 18, and 19. Use ACES.

A- Answer the question.
C- Cite evidence.
E- Explain evidence.
S- Summarize without going off topic.

REMINDER: Bring sentences for words on vocabulary list for Farewell to Manzanar.
REMINDER: Night poem due tomorrow.

Tuesday, January 11, 2011.

1. Complete active reading of "All the Years of Her Life" with side annotations.

2. Complete 1-6; check in class.

3. Passed out vocabulary; ask for handout when you return from absence.
Write a sentence with each word and bring on Thursday.

Quiz: Friday, 1/14 Do not bring workbook lesson this week.

Monday, January 10, 2011.

Check homework: Novel and Log.

1. Night quiz. Check in class. Please make this up if you were absent.

2. Model reading with paragraph annotation: "All the Years of Her Life"

Thursday, January 6, 2011

Distribution of Independent Reading Log handouts. Make sure you have a book to show me on Monday, 1/10 and your log signed by your parent or guardian.

1. Check homework: Lesson XVI + sentences and definitions. Brainstorm words for poem while homework is being checked and stamped.

2. Review of Vocabulary Lesson XVI (16) pp. 27-28 + definitions + sentences.

3. Clarification/explanation of "Night" poem assignment. Due: Thursday, 1/13

Note: If absent, please ask for handouts.

REMINDER:
a. Voc. Quiz on Lesson 16 [+ eleven "Night" words] tomorrow.

b. Bring independent reading log and physical novel tomorrow.

Wednesday, January 5, 2011.

Turn in two compositions: "Resolutions for 2011" and "Fighting With Parents."

1. Discuss from NIGHT p. 940 Can Humanity triumph over evil? Discuss whether there is more good than evil or vice-versa.

2. Read excerpt from Ellie Weisel's memoir Night pp. 942- 947. Read the Nobel Prize Acceptance Speech on page 948. We will discuss this acceptance speech tomorrow.

REMINDER: Bring Vocabulary Lesson XVI + sentences and definitions tomorrow.
Add the following words "From Night"

1. din (N) a jumble of loud noises
2. emaciated (adj) extremely thin, especially as a result of starvation
3. interminable (adj) endless, or seemingly endless
4. notorious (adj) having a widely known, usually very bad reputation; infamous
5. stature (N) a person's height
6. reprieve (N) the delay of punishment; the state of giving relief from an execution
7. feeble (adj) weak
8. ration (N) a food allowance for one day
9. meager (adj) deficient in quality or quantity; very little in amount
10.inheritance (N) something passed down from one generation to the next
11.torment (verb) to cause severe suffering; to torture
Quiz Friday, 1/7

Tuesday, January 4

Happy New Year 2011!

English 2B Expectations: Copy these on a sheet of paper.

1. I must arrive on time and be in my seat ready to learn at the ring of the bell. If I have an assignment to turn in, I need to have it ready on my desk, not in my backpack. If I am tardy, I need to obtain my tardy slip before coming to class.
2. While in class, I need to be respectful and on task at ALL TIMES. Petty talk and talking across the room even in a low volume during class is unacceptable.
3. I have a right to my opinion, but I am expected to keep it to myself unless I am asked by my teacher to share it.
4. When I respond to questions in writing, I must NOT begin with a pronoun (He, she, it, they, you) , "that," "to," "because," or any other subordinate conjunction. I will use complete sentences which restate the question.
5. I am expected to avoid being loud or disorderly when entering the classroom.
6. I am expected to be careful with the following homonyms:
their- belonging to them
there- in that place
they're- they are

your - belonging to you
you're - you are

its - belonging to it

it's - it is

too - also, very (degree)

7. I will avoid using the following words in my formal writing: things, stuff, alot of, freaked out, sucks, sucked.

Composition: Title: "My Resolutions for 2011"

Write a one page composition about this topic with three detailed 10th grade level paragraphs elaborating on:
1) Your goal(s),
2) Why these goals are important, and
3) Your specific plan for accomplishing these goals.

Please ask for handout when you return.

Bring completed Vocabulary lesson XVI pp. 27-29 in Manter Hall workbook. Don't forget to write out definitions and a sentence [that shows the meaning of the word] for each word.

Add the following words to the words from lesson 16:
Vocabulary for this week: Words "From Night"
1. din (N) a jumble of loud noises
2. emaciated (adj) extremely thin, especially as a result of starvation
3. interminable (adj) endless, or seemingly endless
4. notorious (adj) having a widely known, usually very bad reputation; infamous
5. stature (N) a person's height
6. reprieve (N) the delay of punishment; the state of giving relief from an execution
7. feeble (adj) weak
8. ration (N) a food allowance for one day
9. meager (adj) deficient in quality or quantity; very little in amount
10.inheritance (N) something passed down from one generation to the next
11.torment (verb) to cause severe suffering; to torture
Quiz on Lesson XVI and words from the Night list: Friday 1/7

2. Read article "Fighting with Parents" respond with one page reflection. See handout.
Complete the two writing assignments and bring tomorrow, Wed. 1/5

3. Browse, search, ask your friends, or go to the library to find a novel (fiction) of your choice 300+ pages. You will be reading and completing a project over this novel.