Monday, December 12, 2011.

Final exam study quide - review.

Friday, December 9, 2011.

Antigone open-book TEST

Thursday, December 8, 2011.

Antigone Open-book TEST

http://my.hrw.com

username: nterry68

password: p3x6x

Wednesday, December 7, 2011.

1) Passed out Final Exam study guide and students removed G.U.M. workbook pages listed.

2) 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


Antigone: Completed Scene 2. Read Scenes 3 and 4 . Worked and discussed scenes/questions as we read.

Monday, December 5, 2011.

1) Antigone Scene 1, Ode 1, Scene 2, Ode 2

Friday, December 2, 2011.

1) Study words/SSR.

2) Antigone Prologue & Parados: Discuss questions regarding events and character personalities: Antigone versus Ismene using quotes and supporting evidence. Discuss succinct responses to TAKS-style questions regarding Antigone and Of Mice and Men.

3) Vocabulary Quiz PSAT #6

4) Finish questions for homework. Access Book: http://my.hrw.com username: nterry68 password: P33x6x

Thursday, December 1, 2011.

1) SSR

2) Pass out papers for individual folder. Pick up signed progress reports for homework grade.

3) Check Antigone Intro (Per. 1) Read Antigone Prologue and Parados.

Homework: Study for PSAT List #6 vocabulary quiz tomorrow.

Wednesday, November 30, 2011.

1) SSR and log

2) Complete reading of background to play Antigone and work on "Fill-in-the-blanks" handout. Turn in this assignment.

3) Study Vocabulary words for PSAT # 6. Quiz Friday.

Tuesday, November 29, 2011.

1) SSR and log

2) Read Sophocles and His Theater background to Greek play Antigone.

3) Take notes:

1. Antigone is a Greek tragedy written by Sophocles around 450 B.C. It is the third play of a trilogy dealing with the tragedy of the Ill-Fated House of Thebes.

1) Oedipus the King
2) Oedipus at Colonus
3) Antigone

Greek plays were performed on a flat, circular area called the "orchestra."
The wall behind the orchestra for the actors to enter and exit is called the "skene."
The theater resembled a modern-day stadium.
The seats were built into the hillsides, which were used as a natural seating area.
To aid the viewing, the actors wore shoes with raised platforms and well-padded costumes. They also wore large masks with exaggerated features.

The chorus consisted of fifteen men, whose leader was the choragus.

The function of the chorus:

a) Took part in the action of the play, representing the city elders.
b) Reacted to the play as citizens might
c) Commented on the play and interpreted it for the audience in a series of chanted poems or odes.
d) Announced the entrance of certain actors.

A tragic play needs a tragic hero. Characteristics of the tragic hero:
a) Has high social standing
b) Has a tragic flaw
c) Realizes his flaw only after it is too late.

Monday, November 28, 2011.

Final exam essay.

Monday, November 21, 2011.

Of Mice and Men film.

Friday, November 18, 2011.

1) Issue paperbacks to students for working on essay at home.

Work on chart (Gather quotes for evidence) for Of Mice and Men essay.

You are expected to complete chart and begin outline. Finish first draft of essay for homework.

Due Monday.


NOTE: Quiz for PSAT # 6 list will be on Monday, 11/28

Thursday, November 17, 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.

Wednesday, November 16, 2011.

No SSR today.

Students received PSAT Vocabulary List # 6.



Students worked on their character analysis chart for Of Mice and Men.

Tuesday, November 15, 2011.


1) SSR and LOG

2) Introduce and explain Of Mice...Literary Analysis Character Chart. Students worked on this chart and will receive a daily grade.

Monday, November 14, 2011.

1) SSR and log.

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

2) Of Mice and Men TEST

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

Friday, November 11, 2011.

1) SSR and LOG

2) Vocabulary Quiz 4 "scrappy - writhe."

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

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

Thursday, November 10, 2011.

1) SSR and log

2) Complete reading of Of Mice and Men Ch. 6. Discuss setting and foreshadowing connected to chapter one: The identical setting and the little water snake appears in both chapters. Discuss the different moods in the chapters and how these moods are created. Point out example of synecdoche in the heron represented by the "head and beak." The little snake is devoured by the large heron. The heron may represent society "devouring" Lennie, represented by the little snake. (Man vs. society). Also pay attention to Lennie's hallucination: Aunt Clara and the giant rabbit as symbols in the novel. Aunt Clara may symbolize Lennie's childhood and his lack of a loving mother; instead he is reared by the strict and stern Aunt Clara. Perhaps this explains his need to "touch soft things." The rabbit may represent Lennie's feelings of guilt and his greatest fear: abandonment by George.

NOTE: Study Of Mice and Men Vocabulary Glossary: "scrappy - writhed" Quiz tomorrow.

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) SSR and Log

2) Of Mice and Men: Complete reading of Chapter 5. Discuss foreshadowing of Curley's wife death: The incident in Weed, Lennie's killing of the mice he pets, Lennie's crushing Curley's hand, Lennie's killing of the puppy---all foreshadow Lennie's killing Curley's wife. Also, discuss George's comment to Candy: "I ain't gonna let 'em hurt Lennie." This statement will have significance in chapter 6. Fill in Theme/Literary Device locator chart.

3) Discuss Steinbeck's treatment of Curley's wife's death. He gives her respect by having everything/animal in the barn become "quiet." Steinbeck also portrays her as a sweet, young girl who is finally at peace, and gives Curley's wife a moment of silence by stopping time, which gives her respect after her death. (Pp. 92-93).

4) NOTE: Don't forget to study vocabulary words from Of Mice and Men Glossary: "scrappy - writhed." Quiz Friday, November 11.

Monday, November 7, 2011.

1) SSR and log

2) Check Of Mice and Men Chapter 4 questions. Discuss.

3) Begin reading Of Mice and Men Chapter 5 using Theme/Literary Devices Chart locator.

NOTE: Vocabulary to study for the week: Of Mice and Men Glossary: " scrappy - writhed".

Friday, November 4, 2011.

1) SSR and log

2) Quick Quiz Of MIce and Men

3) Of Mice and Men Vocabulary Quiz 3 "liniment-rouged."

Thursday, November 3, 2011.

1) SSR and log.

2) Complete reading of Of Mice and Men Ch. 4.

3) Work on Chapter 4 questions.

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.

NOTE: Study Of Mice and Men Glossary words: liniment - rouged

Wednesday, November 2, 2011.

SSR and log

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 study Of Mice and Men Glossary words: "liniment - rouged." Quiz Friday 11/4

Tuesday, November 1, 2011.

1) Complete Of Mice and Men questions for chapter 3. Students' papers were stamped on the right if finished. If not on task and not finished, these were stamped on the left of the last question completed.

2) Check questions and discuss major themes and character motivation in chapter 3.

HOMEWORK: Study Of Mice and Men Glossary vocabulary words: "liniment - rouged"

NOTE: Do not lose Of Mice and Men question handouts. These will be counted together as a test grade.

Monday, October 31, 2011.

1) SSR and LOG

2) Review Of Mice...Chapter 2 questions. Discuss and clarify.

3) Quiz on Of Mice...Chapter 2 (will count as a test grade)

4) Work on Chapter 3 questions.

HOMEWORK: Study words from Of Mice Glossary: liniment - rouged Quiz Friday, 11/4

Friday, October 28, 2011..

1) SSR and log

2) Complete reading of Of Mice and Men Chapter 3. pp. 61-65. Discuss Curley and motivation for fight. Discuss foreshadowing.

3) Return questions for OMM Ch. 2. Complete questions for homework. The book is online or come to complete at lunch.

4) Of Mice and Men Vocabulary Quiz 2 "confide - grizzled."

NOTE: Be prepared for a short test on Chapter 2 in Of Mice and Men.

5) Students received Progress Reports. Share with parent/guardian.

Thursday, October 27, 2011.

1) SSR and log

2) Students were asked to have their Theme locator charts for reading of Of Mice and Men Chapter 3. We read Ch. 3 to page 61 top. 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 words confide - grizzled of the Of Mice and Men Glossary vocabulary for a quiz tomorrow.

Wednesday, October 26, 2011.

1) SSR and log

2) Finish Of Mice and Men Chapter 2, and begin Chapter 3 to page 48.

3) Theme/Literary Device Locator chart check for grade. You must keep up with this chart.

NOTE: Vocabulary for this week are last week's words from Of Mice and Men Glossary: "confide - grizzled."

Quiz: Friday, Oct. 28.

Tuesday, October 25, 2011.

1) SSR and LOG

2) Complete reading of Of Mice...Ch. 2 and logging in theme/literary device locater chart.


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.


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

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

2) Complete paragraph for Lennie.

Thursday, October 20, 2011.

1) SSR and log. Students turned in completed logs.


2) 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.

Last day to turn in AST essay for full credit.

Vocabulary quiz on OMM Glossary words confide - grizzled: Tuesday, Oct. 25.

Wednesday, October 19, 2011.

1) SSR and LOG. Check students' log and pick up completed logs for project grade.

2) 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.

3) 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.]

4) Study Of Mice and Men vocabulary from glossary handout "confide - grizzled"
Quiz Tuesday, 10/25

Tuesday, October 18, 2011


1) SSR and LOG (Turn in log as soon as you complete it; this log is a project grade!)

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

3) Complete reading of Chapter One in Of Mice and Men.
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.

NOTE: Study vocabulary words from Of Mice and Men Glossary handout: "confide -grizzled"
Quiz: Next Tuesday 10/25

Monday, October 17, 2011.

1) SSR and LOG (Period 1)

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

Complete reading of "The Flood" p. 923 from old literature book. Answer questions.
Of Mice and Men Vocabulary Quiz #1 anguished - complacently

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.

SSR and log.

Tuesday, October 11, 2011.

1) SSR and LOG: Log will be picked up for project grade next week. Make sure it is neatly organized, written in pen, with the pages tallied for each page.

2) Read Steinbeck Author Study beginning on page 918 in old literature book. We discussed Steinbeck's driving force behind his work: An appreciation for the decency of the common person. Steinbeck was a voice for the common laborer, whose biased depiction in newspapers was negative. Read the excerpt "The Flood" from The Grapes of Wrath. (We only began reading this.)

3) Of Mice and Men Vocabulary List # 1

1. anguished - adj. : feeling great suffering, worry, or grief
2. appraise – v : to judge the quality or worth of; to set a price for
3. apprehension – n : an anxious feeling of foreboding [a strong inner feeling or notion of a future misfortune, evil, etc.; presentiment] or dread
4. apprehensive – adj. : feeling apprehension
5. avert – v : to turn away from
6. belligerently – adverb: showing a readiness to fight or quarrel; in a rude way
7. bemused – adj. : stupefied; preoccupied in thought;
8. bindle – n : slang for a bundle of bedding carried by a hobo
9. bridled – adj : harnessed; restrained
10.burlap – n : a coarse cloth made of jute or hemp used
for making sacks(ie for potatoes )
11.complacent - adj. : satisfied

Study for quiz on Friday, 10/14

Monday, October 10, 2011.

1) SSR and LOG

2) PSAT Practice TEST 5 (Per. 1: Reading)

Friday, October 7, 2011.

1) SSR and log
2) View biographical film on John Steinbeck. Take notes.


Thursday, October 6, 2011.

1) SSR and log. Book check.

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


Wednesday, October 5, 2011.

1) SSR and log.

2) Complete "Indirect Characterization in A Sound of Thunder" outline and conference with me. Then complete essay.

Tuesday, October 4, 2011.

1) SSR and Log

2) 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.

Monday, October 3, 2011.

1) SSR and log: Log check for grade.

2) Use chart to complete outline; if outline is completed for homework, check accuracy as discussed with document camera.

Friday, September 30, 2011.

1) Return graded charts to students, check those who did not complete charts on Wednesday, and work from "A Sound of Thunder" charts, analyzing parts of outline and ways to construct a topic sentence from chart. Work on essay outline. Complete outline for homework.

Wednesday, September 28, 2011.

1) SSR and log.

2) Discuss indirect characterization. Complete chart with three examples of indirect characterization: Character - Direct Quote and Page Number - Inference about Character

3) Turn in your work for a grade. If you did not finish, access story online and finish for homework.

NOTE: No voc. quiz this week, except for Per. 1: PSAT Vocabulary Quiz #4 from last week. Make sure you make up any missed quizzes from last week on Friday. Last chance!!

September 27, 2011.

1) SSR and log: Students were given new logs, they turned in completed logs, and others checked to complete their log to turn in.

2) Students discussed/viewed enactment examples of indirect characterization; clarified the concept, and viewed the handout on the essay outline for "A Sound of Thunder" foreshadowing in the story.

Students will find three examples of indirect characterization in "A Sound of Thunder."

Friday, September 23, 2011.

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 PSAT # 4. (Except students from Period 1 who will take quiz on Monday)

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"

Thursday, Sept. 22, 2011.

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

2) Read "A Sound of Thunder" p. 75 in old literature book.

Homework: Study lesson V and PSAT list # 4 for quiz tomorrow3

Wednesday, Sept. 21, 2011.

1) SSR and log

2) Review of NOUNS and PRONOUNS: Active notetaking for a grade.

PARTS OF SPEECH

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). [These are the "gossip" pronouns :)
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

Tuesday, September 20, 2011.

1) SSR and log

2) PSAT Vocabulary List #4

PSAT Vocab List #4

1. surreptitiously- adv- secretly

2. deliberate (v) - to consider carefully

3. legible- adj- capable of being read

4. arboretum- n- a place where trees are cultivated and studied

5. bevy- n- a group

6. penultimate- adj- next to last

7. morbid- adj- gruesome; relating to disease; abnormally gloomy

8. gait- n- manner of walking

9. ebullient- adj- exhilarated; full of enthusiasm and high spirits

10. eloquence- n- fluent and effective speech

11. chide- v- to scold; to express disapproval

12. resolve- v- to conclude; to determine

13. interminable- adj- endless

14. reticent- adj- not speaking freely; reserved

15. peruse- v- to examine closely

Study these words for a quiz on Friday 9/23

3) Introduce Direct and Indirect Characterization, Predicting with Clues from Text, and Foreshadowing.

4) Begin reading "A Sound of Thunder" p. 72 in old textbook in classroom. If you are absent, you can access it online by typing the title from Google or another search engine.

Monday, September 19, 2011.

1) SSR and log

2) Vocabulary review.

3) PSAT Vocabulary List # 3 Quiz

Friday, September 16, 2011.

1) SSR

2) Complete reading of "There Will Come Soft Rains." p. 328 in literature book.
Discuss stages of plot , protagonist and antagonist, literary elements of personification, metaphor, and simile.

3) Complete questions 1, 2, 3, and 5, 6 using complete sentences in blue/black ink. Write neatly.

HOMEWORK: Study and make flashcards for words on PSAT List # 3. Quiz Monday, 9/19

Thursday, September 15, 2011.

1) SSR

2) Complete questions for "The Pedestrian." Complete sensory detail chart for homework.

HOMEWORK: Study Voc. PSAT List #3. See blog for Wednesday 9/14.

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

Tuesday, September 13, 2011.

1) SSR 10 minutes

2) SSR Reading LOG check for a daily grade.

3) Complete Bio film clip: Ray Bradbury: An American Icon


Study Vocabulary for this week: 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

Monday, September 12, 2011.

1) Sustained Silent Reading

2) Review of vocabulary PSAT List # 2

3) PSAT Vocabulary List #2 Quiz

Friday, September 9. 2011.

1)SSR

2) View film on Ray Bradbury.

Vocabulary Quiz for PSAT List # 2 will be next Monday 9/12. Study notes and questions for "Harrison Bergeron" and "The Interlopers."

Thursday, September 8, 2011.

1) SSR

2) Review focus questions for "Harrison Bergeron."

3) View bio film: Ray Bradbury: An American Icon" 15 minutes

Wednesday, September 7, 2011.

Picture Day.

1) Sustained silent reading of selected novel. Complete log for Sept. 7. Select one or more unfamiliar vocabulary words and record on log sheet.

2) Students copied/reviewed fifteen words for PSAT Vocabulary List #2. If you were absent get the vocabulary from a peer, or see teacher.

HOMEWORK: BRING "HARRISON BERGERON" handout tomorrow.

Tuesday, September 6, 2011.

1) Began Sustained Silent Reading program (project grade)

2) Discussed questions for "Harrison Bergeron." 1-7

Friday, September 2, 2011.

1) Review for vocabulary quiz.

2) Vocabulary Quiz PSAT Voc. Quiz 1

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

HOMEWORK: Bring a paperback novel of your choice for sustained silent reading.

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.

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

OPEN HOUSE TOMORROW.

Tuesday, August 30, 2011.

1) PSAT vocabulary list 1-15 Quiz Friday.

2) Discuss plot diagram for "The Interlopers" p. 426-435 in lit book. Discussed each part of the plot. Questions 1- 6.

3) Picked up Bio-poem cards for hw grade 80.

Monday, August 29, 2011.

1) Complete 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: You Don't Know Me by David Klass

Friday, August 26, 2011.

1) Vocabulary Quiz Literary Terms 1

2) Reading of "The Interlopers" p. 430

Picked up completed bio-poem cards. Turn in on Monday for -10



Thursday, August 25, 2011.

1) Review of Literary Terms for quiz tomorrow.

2) Begin reading "The Interlopers" p. 426.

Wednesday, August 24, 2011.

1) Students were given a literary elements handout and a glossary to work on as I checked for completion of their bio-poem and picked up their survey.

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) 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, students viewed course outline, took notes on independent clauses and gerunds, which they will use to write a bio-poem. We worked together as a class, each student as well as Mrs. Grai writing her/his own bio-poem. Bring draft of poem to class tomorrow.

Monday, August 22, 2011.

First day of school. We completed survey essay: "Why You Should Choose Me."

TEST on summer reading: 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.

1. POETRY TEST

2. Worked on Vocabulary Lesson 9: Economics. Complete and turn in for a grade.

3. 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.

Day Two: Students worked on Eleven (11) Poems Poetry Project.


REMINDER: Poetry TEST Monday, 5/23

Wednesday, May 18, 2011.

1. Practice end rhyme, rhyme scheme, internal rhyme, allilteration, 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 Assignement: Eleven (11) Poems Analysis. Students will work with a partner to analyze eleven poems. Each poem is worth ten points.

Tuesday, May 17, 2011.

1. Use literature book pp. 768 - 775 to review prosody and poem analysis.

Took up notes for a grade.

Monday, May 16, 2011.

1. Complete Vocabulary Lesson 8: "Domestic Life." Turn in for grade. If you were absent you need to make this up ASAP.

2. 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.

3. 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.

Friday, May 13, 2011.


1. Check off Glossary of Poetry Terms the poetical terms we have reviewed in class. Define last 10 with definitions in literature book glossary.

2. Take Quiz Lesson 7: Clothing and Fabrics.

3. Work on handout from "How Much Land Does a Man Need?"

Thursday, May 12, 2011.

1. Rhyme, Alliteration, and Onomatopoeia. Read handout and work on Alliteration-Onomatopoeia-Similes and Metaphors handout.

REMINDER: Study for Vocabulary Quiz Lesson 7: "Clothing and Fabrics" tomorrow.

Thursday, May 12, 2011.

1. Read handout on Sound Effects: "Rhyme, Alliteration, and Onomatopoeia.

2. Work on worksheet reviewing concepts of Alliteration, Onomatopoeia, Metaphors, and Similes.

3. Passed out graded Vocabulary lessons 5, 6, and 7. There will be a quiz on Lesson 7 "Clothing and Fabrics" tomorrow.

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

Period 2/4: 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: division in a poem
form: How the poem appears on paper: How many stanzas of how many lines?
rhyme scheme: The recurring end rhyme patterns in a poem: abcb, abba, abab, etc.

Turn in notes for a grade.

Tuesday, May 10, 2011.

1. Complete Vocabulary Lesson 7: "Clothing and Fabrics." Turn in for grade.

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

3. 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.

Monday, May 9. 2011.

English 2 Final Exam Essay (30% of final exam grade)
Spring 2011.

Friday, May 6, 2011.

1) "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?

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

3) 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.

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.

Tuesday, May 3, 2011. 1. Complete Vocabulary Lesson 6: "City Planning and Building" for quiz grade. GUM Workbook: Tear out pages 235-256; 379-382 and work on first pages: Capitalization.

Monday, May 2, 2011. The Tragedy of Othello ACTS IV and V TEST.

Friday, April 29, 2011. Review for Othello ACTS IV and V. Bring signed study guide for grade.

Wednesday, April 27, 2011.

Per. 2 and 4: Complete reading of The Tragedy of Othello ACT V (5). View film up to scene where Othello kills Desdemona.

Monday, April 25, 2011. Complete Othello ACT IV questions.

Thursday, April 21, 2011. View film version of Othello, ACT IV (4). Film Quiz on Othello ACT IV.
Happy Earth Day tomorrow!

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.

Tuesday, April 19, 2011. Per. 1 Read Othello ACT IV with audio. Read Scenes 1 and 2 to pg. 228. Complete Vocabulary Lesson 5 "Business" and turn in for grade.
Per. 2 & 4: Othello TEST ACTS I-III. Also, Vocabulary Lesson 5 "Business."

Monday, April 18, 2011. Othello ACTS I-III TEST. Per. 1 Per. 2&4: Film review ACTS I-III.

Friday, April 15, 2011. Review for TEST on Othello ACTS I, II, and III. Monday, April 18.

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

Wednesday, April 13, 2011. 1. Voc. Lesson 4 quiz. Work on Othello Act III questions. 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. Study Lesson 4 "Art and Music" for quiz on Wednesday, 4/13!!

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 pages: Per. 1: 105; Per. 2: 107; and Per 4: 109 Scavenger hunt (with audio CD) in original text for lines.

Monday, April 4, 2011. Vocabulary Quiz 3 "ment". 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 and Carillon to recruit new members. Complete reading of ACT I in The Tragedy of Othello, and draw a picture of any scene in ACT I. Vocabulary Quiz 3 "Ment" will be given Monday, April 4.

Wednesday, March 30, 2011. 1. Check Vocabulary Lesson 3 "suffix MENT" for grade. Quiz Friday, April 1 2. View film clip Introduction to The Tragedy of Othello, Moor of Venice.

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.

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 2"Sequ" Except Period 1 who will take it Monday.

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. Work on I Had Seen Castles packet.

Reminder Tomorrow: Vocabulary Quiz Lesson 2 "Sequ"

Wednesday, March 23, 2011.

1. Check Vocabulary Lesson 2 "Sequ" for a grade. Quiz Friday.

2. Work on I Had Seen Castles packet.

Tuesday, March 22, 2011.

1. Completed reading of novel I Had Seen Castles pp. 80-97. Discussed effects of WWII on soldiers fighting the war in Europe.

2. Passed out Vocabulary Lesson 2 "Sequ" worksheet.

Bring vocabulary worksheet tomorrow to check in class.

Monday, March 21, 2011.

1. Recap I Had Seen Castles. Begin reading p. 60 - pg. 76. Explain motif of "birds flying" and symbolism of castle and sheep. (Per. 1: Read only to pg. 76. ) Per. 2&4 read to page 79.

2) Explain symbolism and connection of first chapter empty room to pg. 76.

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

Castle: 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.

Friday, March 11, 2011.

1. Vocabulary Quiz 1 "Scribe"

2. Work on I Had Seen Castles packet.

Have a great spring break!!!

Thursday, March 10, 2011.

1. Check Vocabulary Lesson 1 "Scribe" for a grade. Quiz tomorrow.

2. I Had Seen Castles Pop Quiz 1

Wednesday, March 10.

1. Read I Had Seen Castles pp. ...

Per. 1: 40-52
Per. 2&4: pp. 45-59

2. I Had Seen Castles Voc. Quiz

Reminder: Bring Voc. Lesson 1 "Latin Root "Scrib" tomorrow to check in class.

Monday, March 7, 2011.

1. Review I Had Seen Castles Reading Guide questions to pg. 32.

2. Read beginning on page 33 to
Per. 1: page 40
Per. 2& 4 : page 45

3. Reminder: Study for Vocabulary Quiz: Wednesday, 3/9

Wednesday, March 2, 2011.

1. Reviewed solution to "The Picture".

2. Introduce I Had Seen Castles. Read pp. 1-16. Discussed World War II and its implications for a family living in Pittsburgh, PA in the late thirties, early forties.

Tuesday, March 1, 2011.

ELA TAKS test. 17 minute classes...except for period 1.

Brain teaser: The Picture.

Monday, February 28, 2011.

1. Per. 1: Tally scores from practice TAKS test: "My Father Sits..."

2. View and analyze various essays to determine why these are 2, 3, or 4.

3. Passed out RUBRIC for students to check their writing.

4. Read TAKS Reminders handout.

Friday, February 25, 2011 (Report Cards and Early Dismissal)

1. Revising and Editing: "A World Apart" benchmark.

2. Peer review of essays. Turn in essays when done.

Thursday, February 24, 2011.

1. Peer revision of essays: "Surroundings" and "Important Choice"

2. Tally scores from "My Father Sits...TAKS test with scantron, OER (short answer), and essay. Analyze how many points you are away from commended performance.
(Except Per. 1 with nine students absent).

3. Viewed samples of student essays (released test) for "Important Choice" on LCD projector& document camera. Students went up to read essays.

Wednesday, February 23, 2011.

1. Students who were absent or did not finish the "Revising and Editing" section of the test completed it today.

2. Peer revision of "Surroundings" essay with rubric sheet. Final draft will be written on lined paper provided. Not all students completed the homework.

3. Viewed and discussed samples in "Explode a Moment" handout. If you were absent you need to ask for handout.

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. Revise "Special Place" essay by placing a box around one example of snapshot, one example of thoughtshot, one simile, one metaphor, and one example of personification. If you don't have these, then box the places where these are needed.

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 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 simile1 metaphor1 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.

Friday, February 18, 2011.

1. Students completed OER questions 29, 30, and 31 for "My Father Sits in the Dark".

2. Students viewed sample OER responses 0, 1, 2, and 3 as well as essays (1-4) from released test on document camera.

3. Essays and questions were stamped. Bring re-written essays on Monday, 2/21.

Thursday, February 17, 2011.

1. Complete the open-ended short response questions: 29, 30, 31. Per. 1: Come to finish these at lunch if you have not finished.

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 interesting
Make 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.

Monday, February 14, 2011.

1. Per. 1 only: 9066-911 film clip

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

Wednesday, February 9, 2011.

1. Read Farewell...Ch. 20-21. (Did not finish Ch. 21)

Per. 1: Passed out comprehension questions for Ch. 18-22.

REMINDER: Vocabulary quiz on the words with the 4: QUIZ TOMORROW 2/10

1. assent v. to agree
2. capitulate v. to give up
3. desolation n. a state of barrenness; abandonment
4. foment v. to cause to grow; incite
5. guileless adj. free of deceit or cunning; innocent
6. inaudible adj. not abe to be heard
7. intangible: adj. incapable of being perceived by the senses; cannot be felt, touched, etc.
8. interim: n. period of time between events
9. overt: adj. obvious; easy to observe
10. posthumous: adj. occurring after death
11. premonition: n. an inner sense of foreboding; a knowing that something bad will happen
12. rapt: adj. deeply absorbed; deeply interested in something where nothing else matters around you.
13. rescind: V. to reverse or cancel
14. subside: V. to sink to a normal level; to calm/go down Ex. rain that subsides lets up.
15. subterranean: adj. underground

Tuesday, February 8, 2011.

1. Pass out Farewell Focus questions for Ch. 18-22. Ask for handout if absent.

2. Read Ch. 18-19. Completed/discussed questions as we read.

3. Don't forget to study words for Farewell...Vocabulary Quiz 4: Words with a 4.
Rescheduled Quiz: Thursday, 2/10.

Monday, February 7, 2011.

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 Per. 1: Completed Farewell... Ch. 15 only. Answer question handout for Ch. 12-17.

NOTE: Vocabulary quiz 4 for Farewell Glossary words will be next Thursday.

Thursday, February 3, 2011. (Cold weather day)
Read Farewell to Manzanar, Ch. 15 and 16 except Per. 1.
Friday, February 4, 2011: No school: Bad weather day.

Wednesday, February 2, 2011.

1. Farewell...Read Ch. 12-13. Take notes.

2. Quiz on these chapters (12-13). Use notes.

3. Read Farewell...Chapter 14 in class.

4. Per. 4: Review MOYA test (grade). Needs to read Ch. 14.
REMINDER: Study the Farewell...Glossary Words with a 4. Quiz Friday, 2/4

Tuesday, Feb. 1, 2011.

Per. 1: The Bracelet benchmark + read Ch. 12-13 in F.Manzanar

Per. 2: "

Per. 4: Read Ch. 12-13 + notes and summary + quiz

Monday, January 31, 2011.

Farewell to Manzanar Ch. 1-11 TEST

Friday, January 28, 2011.

1. Vocabulary Review: * words from glossary.

2. Farewell... Vocabulary Quiz 3 * .

3. Discuss/check Ch. 6-11 handout.

Farewell to Manzanar TEST: Monday, 1/31

Thursday, January 27, 2011.

1. Read Farewell to Manzanar Ch. 10-11; Per. 1: Ch. 9-11.

2. Benchmark "The Bracelet" Period 2 and 4 only.

3. Work on Farewell to Manzanar Ch. 6-11 questions.

REMINDER: Vocabulary Quiz on words with * : TOMORROW Friday, 1/28

Farewell to Manzanar TEST: Monday 1/31

Wednesday, January 26, 2011.

1. Read Farewell to Manzanar Ch. 8-9 [Except Per. 1 who read through Ch. 8.] Discuss .

Notes: Effects of Manzanar internment on Jeanne and Wakatsuki family: What they lose:

1) freedom
2) privacy
3) 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

Reminder: Study Farewell...Glossary words with * [See yesterday's blog] 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. Per. 4 only.
Discuss effects of Manzanar internment on Wakatsuki family.

2. Read Farewell to Manzanar Ch. 6-7.

Vocabulary for this week: Fifteen Farewell to Manzanar Glossary Words with the * :
acquiescence, amorphous, appalling, benevolent, blanched, conjure, gaudiness, ludicrous, mortified, sedate, semblance, sustenance, tenacious, unscathed, volition. Quiz Friday, 1/28

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

Thursday, January 20, 2011.

1. Complete Farewell to Manzanar focus questions for ch. 1-2. Stamp for completion. [Except Period 1] Grade.

2. Read Ch. 3 in class.

REMINDER: Study the words from Farewell...Glossary marked off with STARS for vocabulary quiz tomorrow.

Wednesday, January 19, 2011.

1. Read Chapter 2

Take 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.

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.

REMINDER: Study the words marked with the star from your Farewell... Glossary handout.

Tuesday, January 18, 2011.

1. Introduction to Farewell to Manzanar, a memoir about the Japanese internment camps in America during WWII. Read Ch. 1.

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 with the star on the Farewell...glossary handout . This handout was passed out to every on level class except for period 2.

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!

Thursday, January 13, 2011.

1. Read "Montgomery Boycott" literature book p. 968-979.

[To access literature book online: http://my.hrw.com Username: nterry68 Password: p3x6x]

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 for this week. See blog for Tuesday, 1/11. Quiz tomorrow.

Wednesday, January 12, 2011.

1. Complete questions 7-16 from "Notes from a Novice" p. 7-9 in Prep for TAKS workbook. Write down next to selected answer wher/how you found the right answer.

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

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

3. Analyze student responses with document camera. Look at some responses critically to help students revise their responses.

REMINDER: Study vocabulary for this week. See blog for Tuesday, 1/11

Tuesday, January 11, 2011.

1. Copy vocabulary for this week:
FAREWELL…VOCABULARY FOR WEEK OF JANUARY 10-14 Quiz Friday 1/14

abate: v. to lose intensity

alleviate v. to make more bearable

arrogance: n. overbearing pride

boisterous: adj. rowdy; noisy and high-spirited

internment: n. wartime confinement of people

ominously: adverb: threateningly

patriarch: n. male leader of a clan or family

pelt: v. to bombard; to hit sharply over a surface
making noise

sabotage: n. in wartime, a destructive act to aid the enemy

savory: adj. strongly flavorful

scuttle: v. to move quickly like a rabbit or an insect

sinister: adj. relating to evil


2. Read "Notes from a Novice" with side annotions.

3. Answer questions 7-16.

January 10, 2011.


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

2. Complete 1-6 Check. (Except Per. 4).

Thursday, January 6, 2011.

1. Essay on Sustained Silent Reading. (25 minutes)

2. Assignment: From Night and Elie Wiesel's Nobel Peace Prize Acceptance Speech.
With a partner, complete questions 1-11 on page 949---one paper with both names on it. Write neatly and follow Rule/Expectation #4. (25 minutes).

REMINDER: Study your vocabulary words from the selection "From Night" See blog for Tuesday, 1/4 for words if you lost the sheet.

Wednesday, January 5, 2011.

Turn in composition: "Resolutions for 2011" or Letter of Negligence

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.

3. Read the Nobel Prize Acceptance Speech on page 948. We will discuss this acceptance speech tomorrow.

REMINDER: Study 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, 2011

Happy New Year!

English 2B Expectations: Copy the following 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 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 will 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 istoo - also, very (degree)

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

Composition: "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 are important, and
3) Your specific plan for accomplishing these goals.


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

Study parts of speech of these words and their definitions for quiz on Friday, 1/7

Wednesday, January 5, 2011

1. Read "from Night" Holt McDougal Literature textbook pg. 942-947 and take notes.

2. Discuss passages from memoir.

REMINDER: HOMEWORK:Study following words:

din (N)
emaciated (adj)
interminable (adj)
notorious (adj)
stature (N)
reprieve (N)
feeble (adj)
ration (N)
meager (adj)
inheritance (N)
torment (verb)

QUIZ: Friday, 1/7