CW= classwork HW=Homework
Students are required to bring their planner to every class. As a school wide policy, this will help provide clarity to students and parents about assignments and homework.
Please encourage your child to bring these items to class.
Please encourage your child to bring these items to class.
9/4
Helpful links for web-quest:
1. Klondike
2. Jack London
3. Yukon Trails
9/3/20
Take the personality test by clicking here.
3/12
CW: Started to type MCR rough drafts
HW: Rough drafts are due tomorrow (Friday, 3/13)
3/11
CW: Began writing MCR outline. Students who are out this day should download the MCR outline posted above and begin completing it.
MCR prompt details:
Marcus Tullius Cicero, Commonwealth
“For our country did not beget and educate us gratuitously, or without the expectation of receiving our support. She does not afford us so many blessings for nothing, and supply us with a secure refuge for useless idleness and self–indulgence; but rather that she may turn to her own advantage the nobler portion of our genius, heart, and counsel; and give us back for our private service, only what she can spare from her public interests.”
Walt Whitman, “I Hear America Singing” I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
John Fitzgerald Kennedy
“And so, my fellow Americans, ask not what your country can do for you, ask what you can do for your country.”
Prompt:
What do these three passages say about a person’s responsibility to contribute to society?
HW: Finish MCR outline.
3/10
CW: (Farris out):Students worked on defining allegory, alliteration, allusion, anti-hero, caesura, conceit, and couplet.
HW: Read thirty minutes.
3/9
CW: Analyzed slam poetry for meaning.
HW: Read thirty minutes.
3/6
CW: Mrs.Farris out - substitute plans with poetry packet.
HW: None
3/5
CW: Annotated the poem, "Life is Fine" by Langston Hughes and wrote similar poems following the template.
HW: Finish poems.
3/4
CW: Introduction to the Harlem Renaissance; took notes and read two poems by Langston Hughes.
Harlem, New York during the 1920s/30s where African Americans created art, music, and literature.
3/3
CW: Completed test on Cyrano; began research Harlem Renaissance (see what to research below):
3/2
CW: Played a review game to review for test tomorrow.
HW: Study for test tomorrow.
2/28
CW: Watched video version of Cyrano to review for test on Tuesday.
HW: Study for Cyrano test on Tuesday.
2/27
CW: Final day in class to finish essays! Essays are due tonight!
HW: Share final drafts of Cyrano essay by midnight tonight to [email protected].
2/26
CW: Continued to work on essay rough drafts.
HW: Finish final draft by Thursday!
2/25
CW: Continued to write rough drafts and peer edited work to prove understanding of expectations.
HW: Final drafts due Thursday by midnight turned in to [email protected].
2/24
CW: Finished outlines for essays; began writing rough drafts.
HW: Rough drafts due February 25th at the end of class.
2/21
CW: Continued working on outline; used ifaketext.com to practice modernizing archaic language.
HW: Rough Draft due: Tuesday, February 25 at the end of class
Final Draft: Thursday, February 27 at 11:59 pm on Google Drive
2/20
CW: Introduced Cyrano essay (see prompt below) and started completing the outline.
Choose three traits that your character exhibits throughout the story and create an essay that explains HOW you know these are his/her traits and WHY they are significant to the story
Example thesis:
[Character name] exhibits qualities of jealousy, dishonesty, and self-sacrifice.
Essay due dates:
HW: Outline is due Friday, 2/21. Outline is linked on this website at the top of the page.
2/19
CW: Finished Act V of Cyrano; discussed symbolism and theme and finished video.
Symbol: an object that represents an idea
Autumn = symbol for sadness/grief or preparing for an end - end of the play and Cyrano
Theme: the life lesson of a story/what the story teaches readers
Turn in reflection:
Do you think Cyrano’s death is fitting for the way he lived? Why or why not?
Write a four sentence summary of Cyrano’s Act V.
HW: Finish summary.
2/18
CW: Added Latin and Greek roots to our chant (see notes below); read Act V, and underlined passages that included autumn/fall.
Erro: wander
Ex: out of
Extra: outside
Facio: make
HW: Turn in comprehension questions by Wednesday (tomorrow).
2/12
CW: Student work day. Students began working on comprehension questions (posted below).
Act IV Comprehension Questions. You must answer in complete sentences on a separate sheet of paper. Do not answer on here. Due: Wednesday, February 19th.
2/11
CW: Finished reading Act IV of Cyrano; practiced roots; watched film version for comparison.
HW: Read thirty minutes.
2/10
CW: Took quiz over Cyrano Act II and III; played Kahoot for "fun Friday" time that was missed due to the snow day.
HW: None!
2/6
CW: Played a "dating game" to practice characterization. Students guessed character's identities. We also read Cyrano pages 99-110.
HW: Study for quiz tomorrow!
2/5
CW: Reviewed root words which will be on the quiz on Friday; read Cyrano from page 89-99 and discussed how the cadets feel about war and famine.
HW: Study for roots and Cyrano quiz on Friday!
2/4
CW: Modernized Cyrano by rewriting scenes in updated language and acted them out.
HW: Study for quiz on Friday.
2/3
CW: Learned new root words, reviewed propaganda techniques; read Act III and looked for propaganda from Cyrano. Chronos: time
Cresco: grow
Cum: with
Curro: run
Demos: people
HW: Quiz over roots and Cyrano on Friday.
1/31
CW: Learned propaganda techniques in order to identify them being used in advertisements.
HW: Turn in missing assignments!
1/30
CW: Analyzed literature for types of conflict and completed a conflict worksheet.
HW: Finish conflict sheet and turn in any missing assignments!
1/29
CW: Read and acted out Act III of Cyrano.
HW: Diary entry due tomorrow. See expectations of assignment under yesterday's date.
1/28
CW: Took Act I and II quiz on Cyrano; wrote diary entries for main characters (see requirements below); review Act II using this link: https://quizlet.com/214239174/cyrano-de-bergerac-act-2-study-questions-ms-long-flash-cards/
Write a diary entry for a character:
1/27
CW: Finished character analysis charts and presented them to the class; learned roots chant (see below); studied for quiz tomorrow.Ab: away
Ad: toward
Amo: love
Audio: hear
Auto: self
Bene: good
Circum: around
Celer: fast
HW: Study for Act I and II quiz tomorrow.
1/24
CW: Created character analysis charts for characters; watched the movie version of Act II to review.
HW: Study for quiz on Tuesday.
1/23
CW: Began reading Act III; completed character page (see below);
1. Cyrano reminds me of (add a historical figure or actor and explain why):
2. Cyrano reminds me of this animal:
3. In an emergency, Cyrano would:
4. Cyrano's motto would be...
Then, describe his relationship with Christian and Roxane.
HW: Finish character page.
1/22
CW: Finished reading Act II of Cyrano out loud with annotations.
HW: Review Cyrano.
1/21
CW: Read Act II of Cyrano out loud with the class to check for understanding.
HW: Review Cyrano.
1/17
CW: Took roots quiz and played a review game to review concepts learned this week.
HW: Finish computer research by Tuesday, January 21st.
1/16
CW: Students used computers to research the real life of Hercule-Savinien Cyrano de Bergerac.
1. When and where was he born?
2. What was he famous for?
3. Add five more facts about his life.
4. Then, look up ten words from the play you don’t know and add their dictionary definitions.
HW: Research is due by Tuesday, January 21st. Please share your work with [email protected].
1/15
CW: Reviewed time period background information; began reading Act II of Cyrano.
HW: Study for quiz on Friday; finish comprehension questions by tomorrow.
1/14
CW: Reviewed main characters in Cyrano and began completing comprehension questions (due January 16th).
Students must restate the prompt and answer questions on a separate sheet of paper for full credit.
1. Where and when does Act I take place?
2. Who is Ragueneau?
3. Describe Montfleury.
4. What does Cyrano do to Montfleury?
5. Why do you think some people make fun of the way other people look?
6. Why does Cyrano think no woman will love him? Who does Cyrano love?
7. Why is Ligniere afraid to go home?
8. How does Cyrano help Ligniere?
9. Does Cyrano come off as insecure or confident? Why?
HW: Study for roots quiz on Friday; finish comprehension questions by Thursday.
1/13
CW: Students learned new root words (see notes below), and finished reading Cyrano Act I.
1. sentio - Latin, to feel/be aware
a. sensible - possessing good mental perception
b. sentry - guard, especially a soldier
2. sequor - Latin, follow
a. sequel - something that follows
b. sequence - the process of following an order
3. Solvo - Latin, loosen
a. dissolve: to change or cause to change into liquid
b. solvent: capable of dissolving
c. solution: mixture of varying answers
4. specto - Latin, look at
a. spectator: one who views/eyewitness
b. speculate: to ponder
c. perspective: a particular viewpoint
Foreign phrases:
Ad hoc, Latin: concerned with a particular purpose
Caveat emptor, Latin: buy at your own risk
Pro forma, Latin: for the sake of being formal
HW: Study for your roots quiz on Friday!
1/10
CW: Took pre-assessment to gauge learning and understanding of English concepts; finished reading Act I silently.
HW: Finish reading Act I by Monday.
1/9
CW: Began reading Act I of Cyrano de Bergerac aloud.
HW: Bring your copy of Cyrano every day to class - tomorrow you will finish reading Act I alone.
1/8
CW: Learned two new terms (see below); completed a character chart for Cyrano and annotated the text. Students who miss today will need to meet with Mrs. Farris to get caught up.
Soliloquy = an actor speaking his/her thoughts aloud for the audience to hear
Aside = Words spoken by an actor to the people watching the play, that the other characters in the play do not hear.
HW: Bring Cyrano to class every day.
1/7
CW: Began building background knowledge on Edmond Rostand and Cyrano de Bergerac.
Drama = an art form that allows us to become a spectator or participant in a story
Pantomime = performers express meaning through movement and music
HW: Read for thirty minutes.
12/18 and 12/19
CW: Students took final exam.
HW: Enjoy break!
12/17
CW: Studied for final exam.
HW: Study and finish study guide.
12/16
CW: Watched the film version of "The Gift of the Magi" and "The Necklace" in order to prepare for the final exam.
Watch the films here: https://www.youtube.com/watch?v=lHsPszJtafs&t=160s
https://www.youtube.com/watch?v=eEYKlV0vkIs
HW: Study for final exams!
12/13
CW: Took quiz over root words.
HW: Finish study guide; review for finals.
12/12
CW: Played the review game "Castle Attack" to prepare for our final exam.
HW: Study for roots quiz tomorrow!
12/11
CW: Reviewed types of irony using short video clips (see definitions below); completed theme for "Santaland Diaries."Dramatic: when the audience or the reader is aware of something that a character does not know.
Situational: when the outcome of a situation is inconsistent with what we expect would logically or normally occur.
Verbal: when a speaker or writer says one thing but actually means the opposite.
HW: Begin studying for finals.
12/10
CW: Took notes about O. Henry; read "Gift of the Magi" and answered the questions below:
12/9
CW: Learned new Latin and Greek roots (see notes below); rewrote a part of "The Necklace,"
1. Manus - Latin, hand
a. manuscript: a text written by hand/unpublished text
b. manufacture: assemble by hand or by machinery
c. manual: to perform by hand
2. Morphe - Greek, form
a. morphology: the study of forming words
b. metamorphosis: a transformation
3. Neos - Greek, new
a. neoclassic - classical music or literature
b. neology - the creation of a new word or expression
4. Pan - Greek, all
a. Pangaea - when the earth was one continent
b. pandemonium - noisy confusion
5. Pedis - Latin, foot
a. pedal - a small pad for the food used on a bicycle
b. biped - an animal with two feet
6. pro bono publico - Latin
for the public good
7. sine qua non - Latin
something absolutely indispensable
HW: study for roots quiz on Friday!
12/6
CW: Reviewed "The Necklace," and theme. Answered the questions below:
Reading Questions for “The Necklace” by Guy de Maupassant
1. How does de Maupassant describe Mathilde Loisel? How does this affect your opinion of her? Do you know anyone like her? What are they like? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What does Madame Loisel feel should rightly have been hers? _____________________
____________________________________________________________________________________
3. What did Madame Loisel dream of? _______________________________________________
4. What things did Madame Loisel love? _____________________________________________
5. Who did Madame Loisel not like to visit? Why? ____________________________________
_____________________________________________________________________________________
6. What was Madame Loisel’s motivation in buying a fine dress and borrowing what she thought was an expensive piece of jewelry?
___________________________________________________________________________________
7. How much did Madame Loisel want to spend on a dress? _________________________
8. Why was this a problem for her husband? _________________________________________
9. What did Madame Loisel think was most humiliating? ____________________________
_____________________________________________________________________________________
10. Where does Madame Loisel go to borrow jewelry? _________________________________
11. Why do you think she had such a good time at the ball?
____________________________________________________________________________________
12. After the party, what did Madame Loisel not want the other women to see? ________
_____________________________________________________________________________________
13. What did Madame Loisel tell her friend about the necklace? ______________________
____________________________________________________________________________________
14. How long did Madame Loisel age in the week of the party? _______________________
15. How much would a new necklace cost the couple? _______________________________
16. What did the Loisels have to do after they bought the necklace? __________________
____________________________________________________________________________________
17. How long did it take the Loisels to get out of debt? ______________________________
18. What did Madame Loisel conclude after she thought about what life would be like had she not lost the necklace? _____________________________________________________
19. Who does Madame Loisel blame for all her trouble? _____________________________
20. What are some possible themes of this story? ____________________________________
21. What was her motivation in replacing the necklace? What does this say about her?
__________________________________________________________________________________________________________________________________________________________________________
22. Explain Mathilde Loisel’s attitude toward honesty. What would change about her
situation—indeed, her whole life—if she were more honest?
__________________________________________________________________________________________________________________________________________________________________________
23. Describe a time when you, or someone you know, wanted an item really badly. Why did you or your acquaintance want it? What happened?
__________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
24. Write a sentence that includes chagrin in it:
__________________________________________________________________________________________________________________________________________________________________________
HW: Finish the questions.
12/5
CW: Took notes on background of Guy de Maupassant (see below); previewed vocabulary and then read "The Necklace" out loud.
HW: None!
12/4
CW: Wrote timed essays.
HW: None!
12/3
CW: Began writing an outline for our timed writing essay. See prompts and requirements below:
12/2
CW: Took test over Dr. Jekyll and Mr. Hyde.
HW: Get ready for the essay tomorrow!
Essay choices include:
11/22
CW: Finished the film version of the novel; began to review for test. See review below:
Know the following:
11/21
CW: Completed reflection questions (see below); and began watching the film version of Dr. Jekyll for a compare/contrast project.
HW: Study for Dr. Jekyll test on Monday, December 2nd.
11/20
CW: Finished Dr. Jekyll and Mr. Hyde by listening to an audio-recording.
Guiding question: Who is the true monster - Hyde or Jekyll?
HW: Begin studying for test over the book on Monday, December 2nd.
11/19
CW: Reviewed chapter 8 and wrote summary; read chapter 9 and completed below analysis:
These two characters are finally revealed as the same person.
Go back through the book and find places that the author hinted that they were the same. What connections did the author show you?
HW: Study for test on Monday, December 2nd.
11/18
CW: Substitute teacher - Mrs. Farris was out on a field trip. Students took an open book quiz on Dr. Jekyll and Mr. Hyde.
HW: Read chapter 8.
11/15
CW: 7th graders attended the Monet exhibit - no class.
HW: Study for roots and chapter 4-6 quiz on Monday.
11/14
CW: Read "Little Match Girl" for elements of Gothic fiction; completed a study guide for the quiz on Monday.
HW: Study for roots and chapter 4-6 quiz on Monday.
11/13
CW: Learned about Robert Frost and read his poem, "Fire and Ice." Read chapters six and seven of Dr. Jekyll and Mr. Hyde and wrote summaries.
HW: Study for quiz on Monday.
11/12
CW: Learned about poet William Blake and read the poems, "Songs of Innocence," and "Songs of Experience." Read chapter five.
William Blake:
11/11
CW: Learned root words and vocabulary; read chapter four and participated in discussion.
1. Hypo: Greek, under/beneath
a. hypothesis: an educated guess
2. Jacio, Latin, throw
a. reject: person or thing that is dismissed
b. projector: an object that sends a picture to another surface
3. Judex: Latin, judge
a. judge: form an opinion
b. prejudice: biased opinion
c. judicial: relating to a court of law
4. Juro: Latin, swear
a. jury: a group that makes a decision
5. Macros: Greek, long/large
a. macrocosm: the universe
6. Malus: Latin, bad
a. malice: a desire to deliberately harm
Foreign phrases:
In toto: Latin, altogether/entirely
Modus operandi: Latin, a method or procedure
HW: Study for quiz over chapters 4-6 of J and H and root words on Friday.
11/8
CW: Took quiz over chapters one-three of Dr. Jekyll and Mr. Hyde; finished artistic interpretations of scenes.
HW: Bring your book to class every day.
11/7
CW: Read chapter three of Dr. Jekyll and Mr. Hyde; summarized the chapter; reviewed foreshadowing.
HW: Study for quiz over chapters 1-3 tomorrow.
11/6
CW: Reviewed elements of Gothic fiction (see below):
HW: For quiz on Friday, you need to know:
11/5
CW: Discussed allusion (see notes below); discussed tone and mood in art and how that is similar to writing.
Today's task:
Allusion: a literary device where an expression is designed to call something to mind without mentioning it explicitly; an indirect or passing reference
Examples:
HW: Finish artwork if you haven't yet; study for quiz on Friday.
11/4
CW: Reviewed chapter one; read chapter two of Dr. Jekyll and Mr. Hyde and summarized chapter.
HW: Study for quiz over chapters one-three on Friday.
10/30
CW: Read and summarized chapter one of Dr. Jekyll and Mr. Hyde. See summary below:
10/29
CW: Finished watching the documentary and took notes on Robert Louis Stevenson (see below).
Robert Louis Stevenson:
10/28
CW: Began to build background knowledge on the Victorian Era before reading Dr. Jekyll and Mr. Hyde.
Filled out a chart while watching a documentary. View the documentary here.
What I Know: What I Want to Know: What I Learned:
1.
2.
3.
Write at least thirty facts learned from the documentary.
HW: Bring Dr. Jekyll to class.
10/25
CW: Read the original version of "The Tell Tale Heart" by listening to this audio-recording. Then, completed comprehension questions about the story (see below):
1. Who is telling this story (narrating)? Is it first, second, or third person?
2. What is your first impression of the narrator? What does he try convincing the reader of?
3. How does the narrator feel about the old man in general? What, then, specifically, is it about the man that troubles/bothers the narrator? Why? How often does the narrator mention this "thing" in the story?
4. What does the narrator tell us he does every night? Why?
5. How does the narrator feel immediately after he commits murder? Do his feelings change? If so, how and why?
HW: Finish comprehension questions.
10/24
CW: Reviewed tone and mood of a text and read "The Tell Tale Heart" by Edgar Allan Poe.
Answered questions about the play below:
10/23
CW: Substitute teacher - Mrs. Farris out for a funeral
Students completed creative writing stories by choosing a prompt from below and writing a two page story that includes character development, a beginning, middle, and end.
a. With five seconds left on the clock, Jack Miller stole the ball.
b. The fog was so thick I had to feel my way along the brick wall. When I came around the corner, __________.
c. Ocean spray blinded me as the surf from the storm towered over my family's boat.
d. What looked at first like pepperoni bits, started moving across my pizza.
HW: Finish short story.
10/22
CW: Substitute teacher - Mrs. Farris out for a funeral
Copy the roots and vocabulary words below into your binder under "word work" and then answer the questions about "Annabel Lee."
1. Fero - Latin, bring/bear
a. fertile - productive, rich in resources
b. ferry - to carry things by boat
2. Fragilis - Latin, breakable
a. Fragile - easily damaged/breakable
b. Fragment - a piece
c. Frail - feeble or weak
3. Finis - Latin, end
a. Finish - end or conclusion, complete
b. Finite - having clearly defined limits
4. Homos - Greek, same
a. homogenous - similar type
b. homonym- words that sound the same but differ in meaning
5. Hyper - Greek, over/beyond
a. hypersensitive - excessively tense
Foreign Phrases:
1. In extremis - Latin, in extreme circumstances
2. In medias res - Latin, in the midst of things
Annabel Lee:
Copy these vocabulary words into your short stories section of your notebook under "Annabel Lee" by Edgar Allan Poe:
1. coveted - envied
2. dissever - to separate
3. sepulchre - tomb
4.seraphs - angels
Now, answer these questions on a google doc to turn into me ([email protected]). Title your page "Annabel Lee".
1. How does Annabel Lee die, and why?
2. What lines are repeated throughout the poem? Why do you think that is?
3. Where is Annabel Lee buried?
4. What is the narrator's mental condition? (hint: is he unstable, happy, etc)
5. Write a summary of the plot of “Annabel Lee” (one sentence per stanza minimum).
6. In literature, the feeling that is created when reading is called the mood. List three examples of how Poe establishes mood through word choice.
HW: Finish your answers on your google doc if you haven't finished, and bring Jekyll and Hyde to class October 25th.
10/21
CW: Substitute teacher - Mrs. Farris out for a funeral
Students watched the modernized film version of "The Purloined Letter" by Wishbone and completed the compare/contrast worksheet.
HW: Bring Jekyll and Hyde to class October 25th.
10/18
CW: Finished reading "The Purloined Letter" and acted out main parts for understanding.
Answered written reflection questions and turned them in:
HW: Bring Jekyll and Hyde to class by October 25th.
10/17
CW: Continued reading "The Purloined Letter" and acted out main parts for understanding.
Question: What makes a great detective story?
HW: Bring Jekyll and Hyde to class by October 25th.
10/16
CW: Took notes on Edgar Allan Poe and Gothic Literature (see below); began reading "The Purloined Letter,"
Poe:
Elements of Gothic:
10/15
CW: Took a timed writing test to demonstrate writing ability (see prompts below):
Essay choices (pick one):
10/10 - 10/14 FALL BREAK
10/9
CW: Substitute teacher - Mrs. Farris was at a training. Students worked on comprehension questions for chapters 4-7 of the novel, Call of the Wild. You can find these questions below:
Due: Wednesday, October 16th
These questions need to be answered on a separate sheet of notebook paper. You must restate the prompt and write in complete sentences for full credit.
CHAPTER 4:
Create a greeting card from Buck’s point of view to his family in the Santa Clara Valley.
Include:
10/8
CW: Participated in a debate on Call of the Wild using text evidence as proof of understanding.
HW: None
10/7
CW: Prepared for debate by finding text evidence. Use this link to review 7th grade roots: https://quizlet.com/_78bk5u
HW: Be ready to debate tomorrow!
10/4
CW: Took roots quiz; prepared for our debate which will take place on Tuesday, 10/8.
HW: Prepare for debate!
10/3
CW: Worked on comic strips which are due tomorrow; prepared for debate; played Kahoot to review for roots quiz.
Debate teams:
Round One (pro nature faker): Isaiah, Jordan, Jesse, Scott
Round One (con nature faker): Riley, Jonathan, Kayla
Judges: Miguel, Makenzie, Olivia
Round Two (living with John Thornton): Antonio, Tori, Brad, Joey
Round Two (living in the wild): Chloe, Jace, Henry
Judges: Charlotte, Hope, Austin
HW: Comic strip is due tomorrow; roots quiz is tomorrow.
10/2
CW: Reviewed chapter six and read chapter seven, thereby finishing the novel. Answered analysis questions.
HW: Study for roots quiz on Friday; finish comic strip by Friday.
10/1
CW: Finished reading and annotating chapter five; began reading chapter six and then started to create comic strips.
Comic Strip Creation Requirements:
Using your own artistic skills, create a comic strip illustrating the sequence of main events in chapter five or six of Call of the Wild. Your comic must include:
HW: Finish chapter six; work on comic strips (due Friday); study for quiz on Friday.
9/30
CW: Learned new roots and vocabulary words (see below); read chapter five of Call of the Wild and added annotations.
Curro - Latin, run
1. cursive: handwriting where the letters are connected
Demos - Greek, people
1. Demographic: Study of vital social statistics in a population
2. Democracy: Political control shared by the people
Erro - Latin, wander
1. Erratic: deviating from the expected
2. Error: a mistake
Ex - Latin, from/out of
1. Extinction: no longer existing
2. Exclusion: to leave out
Extra - Latin, outside
1. Extravagant: overspending
2. Extraordinary: unusual; outside of the ordinary
Facio - Latin, make
1. Facsimile: a reproduction (copy)
2. Effect: something brought about
Foreign phrase: persona non grata (Latin, an unacceptable person)
HW: Study for roots quiz on Friday.
9/26
CW: Students took a roots and vocabulary quiz to demonstrate understanding; began reading chapter five.
HW: None!
9/25
CW: Students gathered text evidence for both sides of the argument "is Jack London a nature faker?" by following a teacher model and class example. Students gathered evidence from chapter one of Call Of the Wild.
HW: Study for roots/vocab quiz tomorrow!
9/24
CW: Defined nature faker (see definition below) and read "The Other Animals" by Jack London. This article is Jack London's defense against being a nature faker. Groups summarized each paragraph to determine meaning.
Definition of nature faker. : a writer who misrepresents facts about nature usually attributing to animals traits or habits which they are not known to possess.
HW: Study for roots quiz on Thursday.
9/23
CW: Learned new root words and vocabulary words (see below); read chapter four of Call of the Wild and annotated for instances of nature fakery.
Celer - Latin, swift
a. celerity: quickness of action
b. accelerate: to get faster
c. accelerando: playing the music faster
circum- Latin, around
a. circumference: perimeter of a circle
b. circulation: to move something freely (as in blood)
c. circled: to revolve or move in a circle
chronos - Greek, time
a. chronological: a fixed order of events
b. chronic: habitually, continually happening
cresco - Latin, grow
a. crescendo: to play the music louder
b. decrescendo: to play the music quietly
cum - Latin, wiht
a. accumulate: to amass, gather up, or compile
b. cumbersome: unwiedly, awkward to move
Foreign phrase: carpe diem - Latin, seize the day!
HW: Study for roots quiz on Thursday!
9/20
CW: Alternative schedule today for pep rally (shorter classes): Defined vocabulary words for chapters 1-3 in Call Of the Wild.
HW: None!
9/19
CW: Final day to finish MCRS in class! Students typed and printed the final drafts of the MCRs.
HW: Finish typing and print out the MCR essay at home if you did not finish in class.
9/18
CW: Students peer edited rough draft papers using a feedback form.
HW: Make sure rough draft is finished and edited for tomorrow!
9/17
CW: Students began writing rough drafts of the MCR essay. Final drafts will be due on Thursday.
HW: Finish rough draft of essay by tomorrow.
9/16
CW: Took roots quiz; began Medium Constructed Response Essay.
Prompt:Choose three idioms from the list below and write an essay to explain their meaning and give examples of how the truth of the idiom appears in everyday life.
The grass is always greener on the other side of the road: You use this proverb to say that the things other people have or their situations always look better than your own, even when they aren’t really that way.
Beauty is only skin deep: while someone may be beautiful on the outside, their character—what's inside -- is what matters.
You can lead a horse to water but you can’t make him drink: you can give someone an opportunity but can’t force them to take it.
Don’t count your chickens before they hatch: You shouldn't assume that something will definitely happen before it really does. Don't make plans based on predicted results that haven't occurred yet.
Birds of a feather flock together: people of similar interests, background, or characteristics will often hang out with each other; people who have similar ideas or values tend to stick together.
Make a mountain out of a molehill is an idiom referring to over-reactive, histrionic behavior where a person makes too much of a minor issue.
To read between the lines means to understand the implicit meaning in a written communication, a spoken communication or a situation.
Bite the hand that feeds you.If someone bites the hand that feeds them, they behave badly or in an ungrateful way toward someone who they depend on.
Sit on the fence: to delay or avoid making a decision or choice; not take sides in a dispute.
HW: Finish outline for MCR; finish comprehension questions.
9/13
CW: Substitute teacher - students reviewed parts of plot.
HW: Study for roots quiz on Monday.
9/12
CW: Reviewed roots words by playing Pictionary; chose fifteen words from chapters one and two to define and find synonyms for in Call of the Wild.
HW: Study for roots quiz on Monday; finish comprehension questions by September 17th.
9/11
CW: Work day today - students finished the split page handout to analyze chapter three; students began working on comprehension questions for chapters one through three (posted below), and began studying for quiz on Monday.
Due: Tuesday, September 17th
These questions need to be answered on a separate sheet of notebook paper. You must restate the prompt and write in complete sentences for full credit.
CHAPTER 1:
9/10
CW: Read chapter three of Call of the Wild. Listen to the chapter here: https://www.youtube.com/watch?v=ffjokuA4I-A
Students completed a split page handout to analyze the chapter.
HW: Split page handout due Thursday.
9/9
CW: Learned new vocabulary words using root words (see below); re-read page 7 for examples of mood and tone.
Mood: the reader's feeling towards a text (the atmosphere)
Tone: the author's feeling toward's the text
ab - Latin/away from
abdicate: to give up claim to
abominable: hateful
absence: to be away from
ad - Latin, to/from
adverb: modifies a verb
adjective: modifies a noun
amo - Latin, love
amorous: a feeling of love
amiable: friendly
audio - Latin, hear
audience: the assembled listeners at an event
inaudible: unable to be heard
auto - Latin, self
autocracy: a form of government where one person has absolute power
autobiography: an account of a person's life written by that person
bene - Latin, good/well
benefactor: a person who gives money to help
beneficial: resulting in good
HW: Study for roots quiz on Monday. Bring Call of the Wild to class every day.
9/6
CW: Students practiced identifying characterization in Call Of the Wild by completing an incident chart. Students analyzed the text for underlying meaning.
HW: Finish incident chart by Monday.
9/5
CW: Read chapter two of Call of the Wild and added annotations to determine meaning of the text.
Written reflection:
Page 15: “The first theft marked Buck as fit to survive in the hostile Northland environment. It marked his adaptability, his capacity to adjust himself to changing conditions, the lack of which would have meant swift and terrible death. It marked, further, the decay or going to pieces of his moral nature…”
Do dogs have moral standards and ethics? Do they have a code?
HW: Read thirty minutes.
9/4
CW: Read chapter one of Call of the Wild and annotated the epigraph for theme.
HW: Bring your copy every day to class!
9/3
CW: Took notes on Jack London (see below); discussed agree/disagree statements in connection with "nature faker."
Jack London:
19th century American author and journalist
Traveled to Yukon during the Klondike Gold Rush
He was working class but very talented writer despite his low education
Essential Question: Is Jack London a “nature faker”? Can any writer create a believable and compelling non-human character without becoming a “nature faker?”
HW: Bring Call of the Wild to class every day.
8/30
CW: Students built their background knowledge by completing a film guide over the Klondike Gold Rush.
HW: Students need to bring their copy of Call of the Wild to class every day, starting September 3rd.
8/29
CW: Students read articles to build background knowledge on the Klondike Gold Rush. Students began creating newspaper articles over either the gold rush itself, sled dogs, or Jack London.
HW: Finish newspapers by Tuesday; turn in syllabus tomorrow.
8/28
CW: Students set up binders; took pre-assessment to determine their knowledge
HW: Get syllabus signed by Friday; remember to turn in questionnaire.
8/27
CW: Students finished standardized Maps reading test.
HW: Syllabus due Friday; questionnaire due today.
8.26
CW: Students took a standardized Maps reading test to demonstrate their understanding of language arts concepts.
HW: Syllabus due Friday; student questionnaire due tomorrow.
8.23
CW: Students played a "get to know you" game to develop community; students began a questionnaire to demonstrate their grasp of mechanics and syntax. Questionnaire questions below:
Answer these questions using complete sentences to prove your understanding of syntax and mechanics. Restate the prompt in each, and answer on a separate sheet of notebook paper.
8.22
CW: Students received a class syllabus that must be signed and returned; students watched book trailers of the novels we will read and made predictions.
HW: Signed syllabus is due August 30th.
8.21
CW: Students took an online personality test to determine the qualities that make them unique and completed a written reflection.
Online personality test
HW: Finish written reflection
8.20
CW: New students met teachers and got a feel for their schedule rotation.
HW: None!
Helpful links for web-quest:
1. Klondike
2. Jack London
3. Yukon Trails
9/3/20
Take the personality test by clicking here.
3/12
CW: Started to type MCR rough drafts
HW: Rough drafts are due tomorrow (Friday, 3/13)
3/11
CW: Began writing MCR outline. Students who are out this day should download the MCR outline posted above and begin completing it.
MCR prompt details:
Marcus Tullius Cicero, Commonwealth
“For our country did not beget and educate us gratuitously, or without the expectation of receiving our support. She does not afford us so many blessings for nothing, and supply us with a secure refuge for useless idleness and self–indulgence; but rather that she may turn to her own advantage the nobler portion of our genius, heart, and counsel; and give us back for our private service, only what she can spare from her public interests.”
Walt Whitman, “I Hear America Singing” I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
John Fitzgerald Kennedy
“And so, my fellow Americans, ask not what your country can do for you, ask what you can do for your country.”
Prompt:
What do these three passages say about a person’s responsibility to contribute to society?
HW: Finish MCR outline.
3/10
CW: (Farris out):Students worked on defining allegory, alliteration, allusion, anti-hero, caesura, conceit, and couplet.
HW: Read thirty minutes.
3/9
CW: Analyzed slam poetry for meaning.
HW: Read thirty minutes.
3/6
CW: Mrs.Farris out - substitute plans with poetry packet.
HW: None
3/5
CW: Annotated the poem, "Life is Fine" by Langston Hughes and wrote similar poems following the template.
HW: Finish poems.
3/4
CW: Introduction to the Harlem Renaissance; took notes and read two poems by Langston Hughes.
Harlem, New York during the 1920s/30s where African Americans created art, music, and literature.
- Some common themes represented during the Harlem Renaissance
- Experience of slavery
- African-American folk traditions on black identity
- Effects of institutional racism
- The experience of modern black life in the urban North
3/3
CW: Completed test on Cyrano; began research Harlem Renaissance (see what to research below):
- What was it?
- When did it happen?
- Who was involved?
- Name three poets and the titles of at least one of their poems.
3/2
CW: Played a review game to review for test tomorrow.
HW: Study for test tomorrow.
2/28
CW: Watched video version of Cyrano to review for test on Tuesday.
HW: Study for Cyrano test on Tuesday.
2/27
CW: Final day in class to finish essays! Essays are due tonight!
HW: Share final drafts of Cyrano essay by midnight tonight to [email protected].
2/26
CW: Continued to work on essay rough drafts.
HW: Finish final draft by Thursday!
2/25
CW: Continued to write rough drafts and peer edited work to prove understanding of expectations.
HW: Final drafts due Thursday by midnight turned in to [email protected].
2/24
CW: Finished outlines for essays; began writing rough drafts.
HW: Rough drafts due February 25th at the end of class.
2/21
CW: Continued working on outline; used ifaketext.com to practice modernizing archaic language.
- Go to http://ifaketext.com/
- Choose the characters you want to have speaking to each other - ie Cyrano encouraging Christian, Christian messing up and sending dumb texts to Roxane, Ragueneau sending weird poems/song lyrics to people...etc. The possibilities are endless!
- You should have at least three different text conversations, fifteen lines each.
- When you are finished, either screenshot it to add to a google doc, or send the link in an email to [email protected]
HW: Rough Draft due: Tuesday, February 25 at the end of class
Final Draft: Thursday, February 27 at 11:59 pm on Google Drive
2/20
CW: Introduced Cyrano essay (see prompt below) and started completing the outline.
Choose three traits that your character exhibits throughout the story and create an essay that explains HOW you know these are his/her traits and WHY they are significant to the story
Example thesis:
[Character name] exhibits qualities of jealousy, dishonesty, and self-sacrifice.
Essay due dates:
- Outlines due Friday, 2/21 in the middle of class
- Rough Draft: Tuesday, February 25 at the end of class
HW: Outline is due Friday, 2/21. Outline is linked on this website at the top of the page.
2/19
CW: Finished Act V of Cyrano; discussed symbolism and theme and finished video.
Symbol: an object that represents an idea
Autumn = symbol for sadness/grief or preparing for an end - end of the play and Cyrano
Theme: the life lesson of a story/what the story teaches readers
Turn in reflection:
Do you think Cyrano’s death is fitting for the way he lived? Why or why not?
Write a four sentence summary of Cyrano’s Act V.
HW: Finish summary.
2/18
CW: Added Latin and Greek roots to our chant (see notes below); read Act V, and underlined passages that included autumn/fall.
Erro: wander
Ex: out of
Extra: outside
Facio: make
HW: Turn in comprehension questions by Wednesday (tomorrow).
2/12
CW: Student work day. Students began working on comprehension questions (posted below).
Act IV Comprehension Questions. You must answer in complete sentences on a separate sheet of paper. Do not answer on here. Due: Wednesday, February 19th.
- Why does Cyrano write to Roxane every day? How many times a day did he write?
- What makes Christian think Roxane doesn’t love him?
- How does Roxane sneak past the Spaniards?
- What does Roxane hide in her carriage? How does she hide it?
- Who comes with Roxane to Arras?
- On page 114 (Act IV, scene x), Cyrano says he will have to avenge “two deaths.” Why is one of those deaths his own happiness?
- What is going on with de Guiche’s scarf at the beginning of Act IV, and why is this a symbol of cowardice?
- Why does Cyrano lie to Christian as he is dying?
- What is the cliffhanger ending of Act IV? Why do you think the playwright ended things this way?
2/11
CW: Finished reading Act IV of Cyrano; practiced roots; watched film version for comparison.
HW: Read thirty minutes.
2/10
CW: Took quiz over Cyrano Act II and III; played Kahoot for "fun Friday" time that was missed due to the snow day.
HW: None!
2/6
CW: Played a "dating game" to practice characterization. Students guessed character's identities. We also read Cyrano pages 99-110.
HW: Study for quiz tomorrow!
2/5
CW: Reviewed root words which will be on the quiz on Friday; read Cyrano from page 89-99 and discussed how the cadets feel about war and famine.
HW: Study for roots and Cyrano quiz on Friday!
2/4
CW: Modernized Cyrano by rewriting scenes in updated language and acted them out.
HW: Study for quiz on Friday.
2/3
CW: Learned new root words, reviewed propaganda techniques; read Act III and looked for propaganda from Cyrano. Chronos: time
Cresco: grow
Cum: with
Curro: run
Demos: people
HW: Quiz over roots and Cyrano on Friday.
1/31
CW: Learned propaganda techniques in order to identify them being used in advertisements.
HW: Turn in missing assignments!
1/30
CW: Analyzed literature for types of conflict and completed a conflict worksheet.
HW: Finish conflict sheet and turn in any missing assignments!
1/29
CW: Read and acted out Act III of Cyrano.
HW: Diary entry due tomorrow. See expectations of assignment under yesterday's date.
1/28
CW: Took Act I and II quiz on Cyrano; wrote diary entries for main characters (see requirements below); review Act II using this link: https://quizlet.com/214239174/cyrano-de-bergerac-act-2-study-questions-ms-long-flash-cards/
Write a diary entry for a character:
- Pick your character.
- Write in first person and assume the identity of a character.
- Express the character’s motivations, fears, and internal conflicts.
- Incorporate illustrations to symbolize or emphasize the content of their character’s diary.
- Write at least eight sentences.
1/27
CW: Finished character analysis charts and presented them to the class; learned roots chant (see below); studied for quiz tomorrow.Ab: away
Ad: toward
Amo: love
Audio: hear
Auto: self
Bene: good
Circum: around
Celer: fast
HW: Study for Act I and II quiz tomorrow.
1/24
CW: Created character analysis charts for characters; watched the movie version of Act II to review.
HW: Study for quiz on Tuesday.
1/23
CW: Began reading Act III; completed character page (see below);
1. Cyrano reminds me of (add a historical figure or actor and explain why):
2. Cyrano reminds me of this animal:
3. In an emergency, Cyrano would:
4. Cyrano's motto would be...
Then, describe his relationship with Christian and Roxane.
HW: Finish character page.
1/22
CW: Finished reading Act II of Cyrano out loud with annotations.
HW: Review Cyrano.
1/21
CW: Read Act II of Cyrano out loud with the class to check for understanding.
HW: Review Cyrano.
1/17
CW: Took roots quiz and played a review game to review concepts learned this week.
HW: Finish computer research by Tuesday, January 21st.
1/16
CW: Students used computers to research the real life of Hercule-Savinien Cyrano de Bergerac.
1. When and where was he born?
2. What was he famous for?
3. Add five more facts about his life.
4. Then, look up ten words from the play you don’t know and add their dictionary definitions.
HW: Research is due by Tuesday, January 21st. Please share your work with [email protected].
1/15
CW: Reviewed time period background information; began reading Act II of Cyrano.
HW: Study for quiz on Friday; finish comprehension questions by tomorrow.
1/14
CW: Reviewed main characters in Cyrano and began completing comprehension questions (due January 16th).
Students must restate the prompt and answer questions on a separate sheet of paper for full credit.
1. Where and when does Act I take place?
2. Who is Ragueneau?
3. Describe Montfleury.
4. What does Cyrano do to Montfleury?
5. Why do you think some people make fun of the way other people look?
6. Why does Cyrano think no woman will love him? Who does Cyrano love?
7. Why is Ligniere afraid to go home?
8. How does Cyrano help Ligniere?
9. Does Cyrano come off as insecure or confident? Why?
HW: Study for roots quiz on Friday; finish comprehension questions by Thursday.
1/13
CW: Students learned new root words (see notes below), and finished reading Cyrano Act I.
1. sentio - Latin, to feel/be aware
a. sensible - possessing good mental perception
b. sentry - guard, especially a soldier
2. sequor - Latin, follow
a. sequel - something that follows
b. sequence - the process of following an order
3. Solvo - Latin, loosen
a. dissolve: to change or cause to change into liquid
b. solvent: capable of dissolving
c. solution: mixture of varying answers
4. specto - Latin, look at
a. spectator: one who views/eyewitness
b. speculate: to ponder
c. perspective: a particular viewpoint
Foreign phrases:
Ad hoc, Latin: concerned with a particular purpose
Caveat emptor, Latin: buy at your own risk
Pro forma, Latin: for the sake of being formal
HW: Study for your roots quiz on Friday!
1/10
CW: Took pre-assessment to gauge learning and understanding of English concepts; finished reading Act I silently.
HW: Finish reading Act I by Monday.
1/9
CW: Began reading Act I of Cyrano de Bergerac aloud.
HW: Bring your copy of Cyrano every day to class - tomorrow you will finish reading Act I alone.
1/8
CW: Learned two new terms (see below); completed a character chart for Cyrano and annotated the text. Students who miss today will need to meet with Mrs. Farris to get caught up.
Soliloquy = an actor speaking his/her thoughts aloud for the audience to hear
Aside = Words spoken by an actor to the people watching the play, that the other characters in the play do not hear.
HW: Bring Cyrano to class every day.
1/7
CW: Began building background knowledge on Edmond Rostand and Cyrano de Bergerac.
Drama = an art form that allows us to become a spectator or participant in a story
Pantomime = performers express meaning through movement and music
HW: Read for thirty minutes.
12/18 and 12/19
CW: Students took final exam.
HW: Enjoy break!
12/17
CW: Studied for final exam.
HW: Study and finish study guide.
12/16
CW: Watched the film version of "The Gift of the Magi" and "The Necklace" in order to prepare for the final exam.
Watch the films here: https://www.youtube.com/watch?v=lHsPszJtafs&t=160s
https://www.youtube.com/watch?v=eEYKlV0vkIs
HW: Study for final exams!
12/13
CW: Took quiz over root words.
HW: Finish study guide; review for finals.
12/12
CW: Played the review game "Castle Attack" to prepare for our final exam.
HW: Study for roots quiz tomorrow!
12/11
CW: Reviewed types of irony using short video clips (see definitions below); completed theme for "Santaland Diaries."Dramatic: when the audience or the reader is aware of something that a character does not know.
Situational: when the outcome of a situation is inconsistent with what we expect would logically or normally occur.
Verbal: when a speaker or writer says one thing but actually means the opposite.
HW: Begin studying for finals.
12/10
CW: Took notes about O. Henry; read "Gift of the Magi" and answered the questions below:
- What are the two valuable possessions belonging to Della and Jim?
- How much money did Della have at first to buy Jim’s gift?
- What did Della do to get additional money for his gift?
- What gift did Della buy for Jim?
- How did Jim get additional money to buy Della’s gift?
- What gift did Jim buy for Della?
- Did things work out the way Jim and Della planned? Explain why or why not.
- How is this story an example of irony?
- What is a theme of the story? Use text evidence as proof.
12/9
CW: Learned new Latin and Greek roots (see notes below); rewrote a part of "The Necklace,"
1. Manus - Latin, hand
a. manuscript: a text written by hand/unpublished text
b. manufacture: assemble by hand or by machinery
c. manual: to perform by hand
2. Morphe - Greek, form
a. morphology: the study of forming words
b. metamorphosis: a transformation
3. Neos - Greek, new
a. neoclassic - classical music or literature
b. neology - the creation of a new word or expression
4. Pan - Greek, all
a. Pangaea - when the earth was one continent
b. pandemonium - noisy confusion
5. Pedis - Latin, foot
a. pedal - a small pad for the food used on a bicycle
b. biped - an animal with two feet
6. pro bono publico - Latin
for the public good
7. sine qua non - Latin
something absolutely indispensable
HW: study for roots quiz on Friday!
12/6
CW: Reviewed "The Necklace," and theme. Answered the questions below:
Reading Questions for “The Necklace” by Guy de Maupassant
1. How does de Maupassant describe Mathilde Loisel? How does this affect your opinion of her? Do you know anyone like her? What are they like? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What does Madame Loisel feel should rightly have been hers? _____________________
____________________________________________________________________________________
3. What did Madame Loisel dream of? _______________________________________________
4. What things did Madame Loisel love? _____________________________________________
5. Who did Madame Loisel not like to visit? Why? ____________________________________
_____________________________________________________________________________________
6. What was Madame Loisel’s motivation in buying a fine dress and borrowing what she thought was an expensive piece of jewelry?
___________________________________________________________________________________
7. How much did Madame Loisel want to spend on a dress? _________________________
8. Why was this a problem for her husband? _________________________________________
9. What did Madame Loisel think was most humiliating? ____________________________
_____________________________________________________________________________________
10. Where does Madame Loisel go to borrow jewelry? _________________________________
11. Why do you think she had such a good time at the ball?
____________________________________________________________________________________
12. After the party, what did Madame Loisel not want the other women to see? ________
_____________________________________________________________________________________
13. What did Madame Loisel tell her friend about the necklace? ______________________
____________________________________________________________________________________
14. How long did Madame Loisel age in the week of the party? _______________________
15. How much would a new necklace cost the couple? _______________________________
16. What did the Loisels have to do after they bought the necklace? __________________
____________________________________________________________________________________
17. How long did it take the Loisels to get out of debt? ______________________________
18. What did Madame Loisel conclude after she thought about what life would be like had she not lost the necklace? _____________________________________________________
19. Who does Madame Loisel blame for all her trouble? _____________________________
20. What are some possible themes of this story? ____________________________________
21. What was her motivation in replacing the necklace? What does this say about her?
__________________________________________________________________________________________________________________________________________________________________________
22. Explain Mathilde Loisel’s attitude toward honesty. What would change about her
situation—indeed, her whole life—if she were more honest?
__________________________________________________________________________________________________________________________________________________________________________
23. Describe a time when you, or someone you know, wanted an item really badly. Why did you or your acquaintance want it? What happened?
__________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
24. Write a sentence that includes chagrin in it:
__________________________________________________________________________________________________________________________________________________________________________
HW: Finish the questions.
12/5
CW: Took notes on background of Guy de Maupassant (see below); previewed vocabulary and then read "The Necklace" out loud.
- French author who is generally considered the greatest French short story writer.
- In 1869 he volunteered to serve in the army during the Franco-Prussian War.
- During the 1880s Maupassant created some 300 short stories, six novels, three travel books, and one volume of verse.
HW: None!
12/4
CW: Wrote timed essays.
HW: None!
12/3
CW: Began writing an outline for our timed writing essay. See prompts and requirements below:
- What instances of foreshadowing do you see throughout the novel?
- Who is the true monster - Mr. Hyde or Dr. Jekyll? Why?
- Why did Dr. Jekyll create Hyde? How does this connect to the theme of man’s duality?
- Why do you think Stevenson chose to tell the story from Utterson’s point of view rather than use Jekyll’s from the beginning? How does this choice increase the suspense of the novel?
Requirements:
- Write your introduction, main argument with explanation, and conclusion paragraphs (at least three paragraphs, but can be more).
- Add in at least two quotes from the text.
12/2
CW: Took test over Dr. Jekyll and Mr. Hyde.
HW: Get ready for the essay tomorrow!
Essay choices include:
- What instances of foreshadowing do you see throughout the novel?
- Who is the true monster - Mr. Hyde or Dr. Jekyll? Why?
- Why did Dr. Jekyll create Hyde? How does this connect to the theme of man’s duality?
- Why do you think Stevenson chose to tell the story from Utterson’s point of view rather than use Jekyll’s from the beginning? How does this choice increase the suspense of the novel?
11/22
CW: Finished the film version of the novel; began to review for test. See review below:
Know the following:
- Basic plot info--what happens in the book, where it happens, when it happens
- Author of book, time period
- Characters
- Hyde
- Jekyll
- Utterson
- Lanyon
- Poole
- The maid
- Carew
- Themes (be prepared to write a paragraph explaining how the theme is shown)
- Duality of man
- Good vs evil--nature of man
- Setting and how it influences the story
- How does Jekyll deal with Hyde at the end of the book?
- Compare the film with the book
- Compare and contrast Jekyll and Hyde in three ways.
- Although for a few months Jekyll tried to lead a normal life, he did not seal up the entrance to his laboratory, nor did he get rid of Hyde's clothing. Discuss the significance of this decision.
11/21
CW: Completed reflection questions (see below); and began watching the film version of Dr. Jekyll for a compare/contrast project.
- Jekyll doesn’t speak for himself until the final chapter. Why do you think that is?
- Good versus evil is the novel’s biggest theme. What parts of the plot show that this is a theme?
- Who wins in the end: Jekyll or Hyde? How do you know?
HW: Study for Dr. Jekyll test on Monday, December 2nd.
11/20
CW: Finished Dr. Jekyll and Mr. Hyde by listening to an audio-recording.
Guiding question: Who is the true monster - Hyde or Jekyll?
HW: Begin studying for test over the book on Monday, December 2nd.
11/19
CW: Reviewed chapter 8 and wrote summary; read chapter 9 and completed below analysis:
These two characters are finally revealed as the same person.
Go back through the book and find places that the author hinted that they were the same. What connections did the author show you?
- Page 8
- Page 16
- Page 19
- Page 22-23
- Page 35
- Page 39
HW: Study for test on Monday, December 2nd.
11/18
CW: Substitute teacher - Mrs. Farris was out on a field trip. Students took an open book quiz on Dr. Jekyll and Mr. Hyde.
HW: Read chapter 8.
11/15
CW: 7th graders attended the Monet exhibit - no class.
HW: Study for roots and chapter 4-6 quiz on Monday.
11/14
CW: Read "Little Match Girl" for elements of Gothic fiction; completed a study guide for the quiz on Monday.
HW: Study for roots and chapter 4-6 quiz on Monday.
11/13
CW: Learned about Robert Frost and read his poem, "Fire and Ice." Read chapters six and seven of Dr. Jekyll and Mr. Hyde and wrote summaries.
HW: Study for quiz on Monday.
11/12
CW: Learned about poet William Blake and read the poems, "Songs of Innocence," and "Songs of Experience." Read chapter five.
William Blake:
- born in London on November 28, 1757
- Two of his six siblings died in infancy.
- From early childhood, Blake spoke of having visions—at four he saw God “put his head to the window”;
- around age nine, while walking through the countryside, he saw a tree filled with angels.
- What are the images of innocence?
- What images do you see of the difficulties of child labor?
- Write a paragraph comparing and contrasting the two poems.
11/11
CW: Learned root words and vocabulary; read chapter four and participated in discussion.
1. Hypo: Greek, under/beneath
a. hypothesis: an educated guess
2. Jacio, Latin, throw
a. reject: person or thing that is dismissed
b. projector: an object that sends a picture to another surface
3. Judex: Latin, judge
a. judge: form an opinion
b. prejudice: biased opinion
c. judicial: relating to a court of law
4. Juro: Latin, swear
a. jury: a group that makes a decision
5. Macros: Greek, long/large
a. macrocosm: the universe
6. Malus: Latin, bad
a. malice: a desire to deliberately harm
Foreign phrases:
In toto: Latin, altogether/entirely
Modus operandi: Latin, a method or procedure
HW: Study for quiz over chapters 4-6 of J and H and root words on Friday.
11/8
CW: Took quiz over chapters one-three of Dr. Jekyll and Mr. Hyde; finished artistic interpretations of scenes.
HW: Bring your book to class every day.
11/7
CW: Read chapter three of Dr. Jekyll and Mr. Hyde; summarized the chapter; reviewed foreshadowing.
HW: Study for quiz over chapters 1-3 tomorrow.
11/6
CW: Reviewed elements of Gothic fiction (see below):
- It combines horror, fiction, death and sometimes romance and moments of joy.
- Key elements include:
- Nightmares, heroes, villains/evil characters, young and innocent women, fear and using the settings as way of representing feelings and thoughts. Darkness and light.
HW: For quiz on Friday, you need to know:
- The basic plot points and characters so far (check your summaries!)
- Where and in what era the book takes place.
- The author.
- Elements of Gothic fiction.
11/5
CW: Discussed allusion (see notes below); discussed tone and mood in art and how that is similar to writing.
Today's task:
- Select a scene from Dr. Jekyll and Mr. Hyde.
- Create a draft pencil sketch about that scene.
- You’ll just use pencil but consider what colors would BEST reflect the tone/mood of that scene. Write the colors you’d add on the back.
- Choose one or two words from the scene that demonstrate the tone or mood and add them to the sketch like “agitated” or “repulsive” or “seclusion”.
Allusion: a literary device where an expression is designed to call something to mind without mentioning it explicitly; an indirect or passing reference
Examples:
- Disney’s The Lion King is an allusion to Shakespeare’s Hamlet.
HW: Finish artwork if you haven't yet; study for quiz on Friday.
11/4
CW: Reviewed chapter one; read chapter two of Dr. Jekyll and Mr. Hyde and summarized chapter.
HW: Study for quiz over chapters one-three on Friday.
10/30
CW: Read and summarized chapter one of Dr. Jekyll and Mr. Hyde. See summary below:
- Characters: Mr. Utterson and Mr. Enfield
- Action: Utterson and Enfield go for a walk. They stop at a creepy door. Enfield tells Utterson about witnessing Mr. Hyde trample a little girl.
- Conflict: Man vs. Man Man vs.Nature Man vs. Himself - Man v. Man because Hyde has a conflict with a little girl
- How/Why Questions: Why did Hyde trample the girl? How does Utterson feel about hearing this story?
10/29
CW: Finished watching the documentary and took notes on Robert Louis Stevenson (see below).
Robert Louis Stevenson:
- Born on November 13, 1850, in Edinburgh, Scotland
- Stevenson became a literary celebrity during his life when works such as Treasure Island, Kidnapped, and Strange Case of Dr. Jekyll and Mr. Hyde
- Strange Case of Dr. Jekyll and Mr. Hyde, which was an immediate success.
- jarring and horrific exploration of various conflicting traits lurking within a single person
- The book became famous internationally and inspired stage productions and more than 100 films.
10/28
CW: Began to build background knowledge on the Victorian Era before reading Dr. Jekyll and Mr. Hyde.
Filled out a chart while watching a documentary. View the documentary here.
What I Know: What I Want to Know: What I Learned:
1.
2.
3.
Write at least thirty facts learned from the documentary.
HW: Bring Dr. Jekyll to class.
10/25
CW: Read the original version of "The Tell Tale Heart" by listening to this audio-recording. Then, completed comprehension questions about the story (see below):
1. Who is telling this story (narrating)? Is it first, second, or third person?
2. What is your first impression of the narrator? What does he try convincing the reader of?
3. How does the narrator feel about the old man in general? What, then, specifically, is it about the man that troubles/bothers the narrator? Why? How often does the narrator mention this "thing" in the story?
4. What does the narrator tell us he does every night? Why?
5. How does the narrator feel immediately after he commits murder? Do his feelings change? If so, how and why?
HW: Finish comprehension questions.
10/24
CW: Reviewed tone and mood of a text and read "The Tell Tale Heart" by Edgar Allan Poe.
Answered questions about the play below:
- Describe the mood of the prologue. Which words and phrases create the mood?
- Based on his description of the Old Man in Scene 1, what can you tell about the Villain’s state of mind?
- In the prologue, the Villain states that he is not mad (crazy) and that he will prove it to you. By the end of the play, does he prove his point? Why or why not?
- The ravens are not a part of Poe’s original story. How do they contribute to the mood and to our understanding of the story?
10/23
CW: Substitute teacher - Mrs. Farris out for a funeral
Students completed creative writing stories by choosing a prompt from below and writing a two page story that includes character development, a beginning, middle, and end.
a. With five seconds left on the clock, Jack Miller stole the ball.
b. The fog was so thick I had to feel my way along the brick wall. When I came around the corner, __________.
c. Ocean spray blinded me as the surf from the storm towered over my family's boat.
d. What looked at first like pepperoni bits, started moving across my pizza.
HW: Finish short story.
10/22
CW: Substitute teacher - Mrs. Farris out for a funeral
Copy the roots and vocabulary words below into your binder under "word work" and then answer the questions about "Annabel Lee."
1. Fero - Latin, bring/bear
a. fertile - productive, rich in resources
b. ferry - to carry things by boat
2. Fragilis - Latin, breakable
a. Fragile - easily damaged/breakable
b. Fragment - a piece
c. Frail - feeble or weak
3. Finis - Latin, end
a. Finish - end or conclusion, complete
b. Finite - having clearly defined limits
4. Homos - Greek, same
a. homogenous - similar type
b. homonym- words that sound the same but differ in meaning
5. Hyper - Greek, over/beyond
a. hypersensitive - excessively tense
Foreign Phrases:
1. In extremis - Latin, in extreme circumstances
2. In medias res - Latin, in the midst of things
Annabel Lee:
Copy these vocabulary words into your short stories section of your notebook under "Annabel Lee" by Edgar Allan Poe:
1. coveted - envied
2. dissever - to separate
3. sepulchre - tomb
4.seraphs - angels
Now, answer these questions on a google doc to turn into me ([email protected]). Title your page "Annabel Lee".
1. How does Annabel Lee die, and why?
2. What lines are repeated throughout the poem? Why do you think that is?
3. Where is Annabel Lee buried?
4. What is the narrator's mental condition? (hint: is he unstable, happy, etc)
5. Write a summary of the plot of “Annabel Lee” (one sentence per stanza minimum).
6. In literature, the feeling that is created when reading is called the mood. List three examples of how Poe establishes mood through word choice.
HW: Finish your answers on your google doc if you haven't finished, and bring Jekyll and Hyde to class October 25th.
10/21
CW: Substitute teacher - Mrs. Farris out for a funeral
Students watched the modernized film version of "The Purloined Letter" by Wishbone and completed the compare/contrast worksheet.
HW: Bring Jekyll and Hyde to class October 25th.
10/18
CW: Finished reading "The Purloined Letter" and acted out main parts for understanding.
Answered written reflection questions and turned them in:
- Why do you think the author never opens the letter for us to read?
- How many deceptions did you notice in this story? What are they?
- What does the letter represent or symbolize?
- What elements of this story seem similar to Poe's usual murder-and-mayhem style? Can we call this horror or gothic, or is it pure detection? How could the two genres be related?
- Challenge: How do you see the Seneca quote illustrated in the story?
HW: Bring Jekyll and Hyde to class by October 25th.
10/17
CW: Continued reading "The Purloined Letter" and acted out main parts for understanding.
Question: What makes a great detective story?
HW: Bring Jekyll and Hyde to class by October 25th.
10/16
CW: Took notes on Edgar Allan Poe and Gothic Literature (see below); began reading "The Purloined Letter,"
Poe:
- Born 1809
- originator of both horror and detective fiction.
- He was the first author to try to make a professional living as a writer.
- terrifying blend of fiction and horror with a little romance thrown in.
- Traced back to the Middle Ages
- It's still popular today with current authors such as Stephen King and is considered a category within Romantic literature.
Elements of Gothic:
- Decaying or ruined scenery
- The use of the supernatural within the text
- An isolated (whether voluntary or involuntary) protagonist
- An antagonist that is the epitome of evil (usually a man and usually due to a fall from grace)
- Real life fears (death, murder, destruction) are the same as in real life but at a much higher stake
10/15
CW: Took a timed writing test to demonstrate writing ability (see prompts below):
Essay choices (pick one):
- Where was Buck happiest - in the wild or when he was domesticated (living with humans)?
- Was Jack London a Nature Faker?
- Mercedes, the only female character in The Call of the Wild, is weak, unlikable and selfish. Is London necessarily suggesting that women had no place in the Klondike, or is Mercedes gender irrelevant to her flaws?
- How is the theme of the primordial illustrated in the novel?
10/10 - 10/14 FALL BREAK
10/9
CW: Substitute teacher - Mrs. Farris was at a training. Students worked on comprehension questions for chapters 4-7 of the novel, Call of the Wild. You can find these questions below:
Due: Wednesday, October 16th
These questions need to be answered on a separate sheet of notebook paper. You must restate the prompt and write in complete sentences for full credit.
CHAPTER 4:
- Describe Buck’s qualities as the new team leader. How is he similar to Spitz? How is he different?
- Is Buck homesick during this time?
- What happens to Dave during this chapter?
- Name three things that Buck’s new owners, Hal, Charles, and Mercedes, do that suggest that they are inexperienced in taking an Arctic journey.
- Name two ways the new owners mistreat the dogs.
- Who forcibly takes Buck from his new owners? Why does he do it?
- What happens to Hal, Charles, and Mercedes?
- Why does Buck grow to “love” Thornton more than any of his other owners?
- How does Thornton express his love for Buck?
- What bet does Thornton make for $1000?
- What is John Thornton searching for? Does he succeed?
- What line in the book tells you that Buck is a good hunter? Add the page number.
- When Buck reenters the camp after the tragedy, what does he see first?
- How does Buck seek his revenge?
- What Yeehat legend develops about Buck?
Create a greeting card from Buck’s point of view to his family in the Santa Clara Valley.
Include:
- Where is Buck located now?
- What challenges has he overcome?
- Does he miss his old family?
- What does he think about on the trail?
- Where is he headed?
10/8
CW: Participated in a debate on Call of the Wild using text evidence as proof of understanding.
HW: None
10/7
CW: Prepared for debate by finding text evidence. Use this link to review 7th grade roots: https://quizlet.com/_78bk5u
HW: Be ready to debate tomorrow!
10/4
CW: Took roots quiz; prepared for our debate which will take place on Tuesday, 10/8.
HW: Prepare for debate!
10/3
CW: Worked on comic strips which are due tomorrow; prepared for debate; played Kahoot to review for roots quiz.
Debate teams:
Round One (pro nature faker): Isaiah, Jordan, Jesse, Scott
Round One (con nature faker): Riley, Jonathan, Kayla
Judges: Miguel, Makenzie, Olivia
Round Two (living with John Thornton): Antonio, Tori, Brad, Joey
Round Two (living in the wild): Chloe, Jace, Henry
Judges: Charlotte, Hope, Austin
HW: Comic strip is due tomorrow; roots quiz is tomorrow.
10/2
CW: Reviewed chapter six and read chapter seven, thereby finishing the novel. Answered analysis questions.
HW: Study for roots quiz on Friday; finish comic strip by Friday.
10/1
CW: Finished reading and annotating chapter five; began reading chapter six and then started to create comic strips.
Comic Strip Creation Requirements:
Using your own artistic skills, create a comic strip illustrating the sequence of main events in chapter five or six of Call of the Wild. Your comic must include:
- 5 panels neatly created with a straight edge or a ruler that depict a specific scene
- Color!
- Legible handwriting underneath each panel to show narration and/or speech bubbles to show conversation
- Two quotes with page numbers incorporated in the comic strip
- Correct spelling and grammar.
HW: Finish chapter six; work on comic strips (due Friday); study for quiz on Friday.
9/30
CW: Learned new roots and vocabulary words (see below); read chapter five of Call of the Wild and added annotations.
Curro - Latin, run
1. cursive: handwriting where the letters are connected
Demos - Greek, people
1. Demographic: Study of vital social statistics in a population
2. Democracy: Political control shared by the people
Erro - Latin, wander
1. Erratic: deviating from the expected
2. Error: a mistake
Ex - Latin, from/out of
1. Extinction: no longer existing
2. Exclusion: to leave out
Extra - Latin, outside
1. Extravagant: overspending
2. Extraordinary: unusual; outside of the ordinary
Facio - Latin, make
1. Facsimile: a reproduction (copy)
2. Effect: something brought about
Foreign phrase: persona non grata (Latin, an unacceptable person)
HW: Study for roots quiz on Friday.
9/26
CW: Students took a roots and vocabulary quiz to demonstrate understanding; began reading chapter five.
HW: None!
9/25
CW: Students gathered text evidence for both sides of the argument "is Jack London a nature faker?" by following a teacher model and class example. Students gathered evidence from chapter one of Call Of the Wild.
HW: Study for roots/vocab quiz tomorrow!
9/24
CW: Defined nature faker (see definition below) and read "The Other Animals" by Jack London. This article is Jack London's defense against being a nature faker. Groups summarized each paragraph to determine meaning.
Definition of nature faker. : a writer who misrepresents facts about nature usually attributing to animals traits or habits which they are not known to possess.
HW: Study for roots quiz on Thursday.
9/23
CW: Learned new root words and vocabulary words (see below); read chapter four of Call of the Wild and annotated for instances of nature fakery.
Celer - Latin, swift
a. celerity: quickness of action
b. accelerate: to get faster
c. accelerando: playing the music faster
circum- Latin, around
a. circumference: perimeter of a circle
b. circulation: to move something freely (as in blood)
c. circled: to revolve or move in a circle
chronos - Greek, time
a. chronological: a fixed order of events
b. chronic: habitually, continually happening
cresco - Latin, grow
a. crescendo: to play the music louder
b. decrescendo: to play the music quietly
cum - Latin, wiht
a. accumulate: to amass, gather up, or compile
b. cumbersome: unwiedly, awkward to move
Foreign phrase: carpe diem - Latin, seize the day!
HW: Study for roots quiz on Thursday!
9/20
CW: Alternative schedule today for pep rally (shorter classes): Defined vocabulary words for chapters 1-3 in Call Of the Wild.
HW: None!
9/19
CW: Final day to finish MCRS in class! Students typed and printed the final drafts of the MCRs.
HW: Finish typing and print out the MCR essay at home if you did not finish in class.
9/18
CW: Students peer edited rough draft papers using a feedback form.
HW: Make sure rough draft is finished and edited for tomorrow!
9/17
CW: Students began writing rough drafts of the MCR essay. Final drafts will be due on Thursday.
HW: Finish rough draft of essay by tomorrow.
9/16
CW: Took roots quiz; began Medium Constructed Response Essay.
Prompt:Choose three idioms from the list below and write an essay to explain their meaning and give examples of how the truth of the idiom appears in everyday life.
The grass is always greener on the other side of the road: You use this proverb to say that the things other people have or their situations always look better than your own, even when they aren’t really that way.
Beauty is only skin deep: while someone may be beautiful on the outside, their character—what's inside -- is what matters.
You can lead a horse to water but you can’t make him drink: you can give someone an opportunity but can’t force them to take it.
Don’t count your chickens before they hatch: You shouldn't assume that something will definitely happen before it really does. Don't make plans based on predicted results that haven't occurred yet.
Birds of a feather flock together: people of similar interests, background, or characteristics will often hang out with each other; people who have similar ideas or values tend to stick together.
Make a mountain out of a molehill is an idiom referring to over-reactive, histrionic behavior where a person makes too much of a minor issue.
To read between the lines means to understand the implicit meaning in a written communication, a spoken communication or a situation.
Bite the hand that feeds you.If someone bites the hand that feeds them, they behave badly or in an ungrateful way toward someone who they depend on.
Sit on the fence: to delay or avoid making a decision or choice; not take sides in a dispute.
HW: Finish outline for MCR; finish comprehension questions.
9/13
CW: Substitute teacher - students reviewed parts of plot.
HW: Study for roots quiz on Monday.
9/12
CW: Reviewed roots words by playing Pictionary; chose fifteen words from chapters one and two to define and find synonyms for in Call of the Wild.
HW: Study for roots quiz on Monday; finish comprehension questions by September 17th.
9/11
CW: Work day today - students finished the split page handout to analyze chapter three; students began working on comprehension questions for chapters one through three (posted below), and began studying for quiz on Monday.
Due: Tuesday, September 17th
These questions need to be answered on a separate sheet of notebook paper. You must restate the prompt and write in complete sentences for full credit.
CHAPTER 1:
- In Chapter one, who does Buck live with? Is his life easy or difficult? How do you know?
- What important lesson did Buck learn from the man with the club?
- How did Francois begin to earn Buck’s respect? Describe what happened.
- The title of this chapter is “Into the Primitive.” What does the word “primitive” mean?
- What happens to Curly in this chapter?
- What lesson does Buck learn about where to sleep at night?
- What is one thing that Dave and Sol-leks live for?
- On page fourteen, it states, “[Buck] did not steal for the joy of it, but because of the clamor of his stomach.” This means that Buck is starting to steal food. What does this show about Buck’s ability to adapt for survival? Is he changing?
- Describe Spitz’s character by using one or two pieces of evidence (quotes) from the text.
- How does Buck try to take over leadership from Spitz? What does Buck do to him?
- Define the word primordial. How does this connect to the chapter’s title?
9/10
CW: Read chapter three of Call of the Wild. Listen to the chapter here: https://www.youtube.com/watch?v=ffjokuA4I-A
Students completed a split page handout to analyze the chapter.
HW: Split page handout due Thursday.
9/9
CW: Learned new vocabulary words using root words (see below); re-read page 7 for examples of mood and tone.
Mood: the reader's feeling towards a text (the atmosphere)
Tone: the author's feeling toward's the text
ab - Latin/away from
abdicate: to give up claim to
abominable: hateful
absence: to be away from
ad - Latin, to/from
adverb: modifies a verb
adjective: modifies a noun
amo - Latin, love
amorous: a feeling of love
amiable: friendly
audio - Latin, hear
audience: the assembled listeners at an event
inaudible: unable to be heard
auto - Latin, self
autocracy: a form of government where one person has absolute power
autobiography: an account of a person's life written by that person
bene - Latin, good/well
benefactor: a person who gives money to help
beneficial: resulting in good
HW: Study for roots quiz on Monday. Bring Call of the Wild to class every day.
9/6
CW: Students practiced identifying characterization in Call Of the Wild by completing an incident chart. Students analyzed the text for underlying meaning.
HW: Finish incident chart by Monday.
9/5
CW: Read chapter two of Call of the Wild and added annotations to determine meaning of the text.
Written reflection:
Page 15: “The first theft marked Buck as fit to survive in the hostile Northland environment. It marked his adaptability, his capacity to adjust himself to changing conditions, the lack of which would have meant swift and terrible death. It marked, further, the decay or going to pieces of his moral nature…”
Do dogs have moral standards and ethics? Do they have a code?
HW: Read thirty minutes.
9/4
CW: Read chapter one of Call of the Wild and annotated the epigraph for theme.
HW: Bring your copy every day to class!
9/3
CW: Took notes on Jack London (see below); discussed agree/disagree statements in connection with "nature faker."
Jack London:
19th century American author and journalist
Traveled to Yukon during the Klondike Gold Rush
He was working class but very talented writer despite his low education
Essential Question: Is Jack London a “nature faker”? Can any writer create a believable and compelling non-human character without becoming a “nature faker?”
HW: Bring Call of the Wild to class every day.
8/30
CW: Students built their background knowledge by completing a film guide over the Klondike Gold Rush.
HW: Students need to bring their copy of Call of the Wild to class every day, starting September 3rd.
8/29
CW: Students read articles to build background knowledge on the Klondike Gold Rush. Students began creating newspaper articles over either the gold rush itself, sled dogs, or Jack London.
HW: Finish newspapers by Tuesday; turn in syllabus tomorrow.
8/28
CW: Students set up binders; took pre-assessment to determine their knowledge
HW: Get syllabus signed by Friday; remember to turn in questionnaire.
8/27
CW: Students finished standardized Maps reading test.
HW: Syllabus due Friday; questionnaire due today.
8.26
CW: Students took a standardized Maps reading test to demonstrate their understanding of language arts concepts.
HW: Syllabus due Friday; student questionnaire due tomorrow.
8.23
CW: Students played a "get to know you" game to develop community; students began a questionnaire to demonstrate their grasp of mechanics and syntax. Questionnaire questions below:
Answer these questions using complete sentences to prove your understanding of syntax and mechanics. Restate the prompt in each, and answer on a separate sheet of notebook paper.
- Who do you live with?
- Where do you live? Describe your home.
- Where do you do your homework?
- What frustrates you most about school?
- What do you enjoy about school?
- What motivates you?
- What else do you need me to know in order for you to be your most successful self?
- Do you like being around people all the time or do you need time to yourself to recharge?
- What do you do for fun?
- What are your secret talents?
- What do you hate?
- Who is someone you look up to? Why?
- How far away do you live from school? What time do you have to get up in the morning?
- What does a classroom need most to be successful?
- What are your goals for the future?
- Who are your best friends right now?
- Who is someone you think could use a friend?
- What did you do this summer? What was your favorite part?
- If you could be any food, or any animal, what would you be and why?
8.22
CW: Students received a class syllabus that must be signed and returned; students watched book trailers of the novels we will read and made predictions.
HW: Signed syllabus is due August 30th.
8.21
CW: Students took an online personality test to determine the qualities that make them unique and completed a written reflection.
Online personality test
HW: Finish written reflection
8.20
CW: New students met teachers and got a feel for their schedule rotation.
HW: None!