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COPY, PASTE, and SEND THIS ADDRESS to yourself in an email:
 * mfc3067.wikispaces.com **

THIS IS my email for the times you 'share' your documents with me:
 * mfc3067@gmail.com **

**Link to THE ODYSSEY syllabus** (aka. homework/reading schedule for //The Adventures of Ulysses//)


 * Link to the ideas for the ODYSSEY project **


 * 5/30, 6/1 - 6/4 **


 * GEORGE CLOONEY BONUS FILM ESSAYS **

__** The Antihero **__
 * Protagonist is not necessarily a noble character
 * Not a 'good guy'
 * Seemingly self-interested / selfish
 * Opposes authority
 * Feels alienated
 * Very American
 * So why "LIKE" this sort of character?


 * //O Brother, Where Art Though// (based on Homer's //Odyssey//)**
 * Explain how this is based on The Odyssey. There are many ALLUSIONS.

//**Ocean's Eleven**//
 * Citing examples from the film, explain how the protagonist is an **antihero** and **Ulysses-like**.
 * Does Danny Ocean = Ulysses?
 * Do Benedict's casino = the Walls of Troy?
 * Is there a Helen or a Penelope?

//**Fantastic Mr. Fox**//
 * Citing examples from the film, explain how the protagonist is an **antihero** and **Ulysses-like**.


 * ** ....continues these themes: **
 * 1) The hero is an 'antihero.'
 * 2) THe hero relies on his clever schemes (Ulysses = Fox = Danny = Everett)
 * 3) The hero needs to win back his family
 * 4) His tragic flaw is 'hubris.'
 * 5) He must learn from his sins.


 * **...the film itself**
 * 1) Visually unique (No computer graphics!)
 * 2) Extreme attention to detail
 * 3) Dialogue is quick, witty, and quirky


 * 5/29/14 **


 * BASD track meet **


 * 5/28/14 **


 * Odyssey projects **


 * 5/27/14 **


 * Algebra Final **


 * 5/23/14 **


 * Field Day **


 * 5/22 **


 * Odyssey Projects **


 * 5/20 & 5/21 **


 * Keystone Exams **


 * 5/19/14 **


 * ODYSSEY TEST **


 * 5/16/14 **


 * 1. "The Return" - ** quiz II


 * 2. Last class day to... **
 * **Read** the book
 * **Work** on the project
 * **Study** any terms


 * 3. Upcoming schedule: **
 * **Monday - TEST** (be able to explain and connect the terms to the story
 * **Thursday - PROJECT PRESENTATIONS** (any electronics should be worked out in advance)


 * HW: Finish "The Return" part III and study for the test **


 * 5/15/14 **


 * 1. "The Return" - ** quiz 1


 * 2. Final two terms ** (total of 15?)
 * hero
 * Odysseus (aka. Ulysses


 * 3. If your Odyssey project is complete, begin studying the terms. **

**4.** **Odyssey projects**

**HW - "The Return" part II & begin studying for Monday's test**


 * 5/14/14 **


 * 1. "The Return" - 147-155 **


 * 2. "Nausicaa" quiz II **


 * 3. Universal Human Experiences **
 * Scroll down to 4/25 and click your class' list of experiences
 * Compare your modern list to the experiences of the people in THE ODYSSEY.
 * Why would this and MANY ancient Greek stores remain so popular, even centuries later?
 * Why do we enjoy stories that depict human weaknesses (as well as strengths)?


 * 4. ODYSSEY projects **
 * Only today, Thursday, and Friday to work on them (due next Thursday the 22nd)

**5. TEST monday the 19th**: Check the syllabus for the format of the test.


 * HW: The Return (part 1): pages 147 - 155 **


 * 5/13/14 - Baltimore **


 * 5/12/14 **


 * 1. Read "Nausicaa" (pages 129 - 146) **
 * half of it should have been read over the weekend
 * quiz on 129 - 137

**2. Two new terms:**
 * **Episode**
 * **Epic**

**3. ODYSSEY projects**

**HW - Nasicaa (pages 138 - 146)**


 * 5/9/14 **


 * 1. READING INDEX test: **
 * Click this link.
 * Then click the blue button in the bottom left: SCHOLASTIC READING INVENTORY.
 * Enter the user name (your student ID. You MIGHT need to include a ZERO in front your number if it starts with a 9)
 * Enter your password:
 * Pw-
 * lower case initial of your last name
 * Upper case initial of your first name
 * MIDDLE four numbers of your student ID
 * So if I were a student: Pw-cM6958
 * This link explains the range of your scores. (Mr. Dando can explain what percentiles mean.)

2. "Calypso' and "Ino's Veil" quiz

3. Begin reading "Nausicaa"

4. ODYSSEY projects.


 * HW: Read Nausicaa first half (129 - 137) **


 * 5/8/14 **


 * 1. "Cattle of the Sun" quiz **


 * 2. Begin reading "Calypso" (2nd half) and "Ino's Veil" **


 * 3. New terms: **
 * **theme**
 * **allusion**
 * **siren**
 * **nymph**
 * **femme fatale**

**4. ODYSSEY projects**

**HW: "Calypso" and "Ino's Veil" (pages 115 - 128)**


 * 5/7/14 **


 * 1. 15 - 20 minutes to read the first half of "Calypso" (106 - 114) **


 * 2. ODYSSEY projects. **


 * HW - Read "Calypso" ( ** first half)


 * 5/6/14 **


 * 1. READING SURVEY **
 * Click this link.
 * Then click the blue button in the bottom left: SCHOLASTIC READING INVENTORY.
 * Enter the user name and password I give you.
 * Follow directions.


 * 2. An optional quiz on "The Sirens" and "Scylla and Charybdis" is available. **


 * HW: Read //The Odyssey: "//The Cattle of the Sun" (96 - 105) **


 * 5/5/14 **


 * 1. "The Land of the Dead" quiz - ** 10 points (plus bonus)

**2. Begin reading "The Wandering Rock," "The Sirens," and "Scylla and Charybdis"** (pages 82 - 95)


 * 3. Explanation and link to The Odyssey project. **


 * HW: **
 * **"The Wandering Rock," "The Sirens," and "Scylla and Charybdis"** (pages 82 - 95) **


 * 5/2/14 **


 * 1. "Circe" quiz - ** 20 points (plus bonus)

**2. Begin reading "The Land of the Dead"** (pages 71 - 81)


 * 3. Two new terms: "HUBRIS" and "TRAGIC FLAW" **


 * HW: "The Land of the Dead" **


 * 4/30/14 **


 * 1. QUIZ on "Cannibal Beach" ** (short chapter so a different kind of quiz).


 * 2. Read over this list of points that a certain high school teacher believes are the qualities that make someone an archetypal hero. (You do NOT need to complete the "Activities Tasks.") **
 * Is Atticus Finch one?
 * Is Ulysses one?
 * How are Ulysses' men clearly different than he is?
 * ** You don't have to write anything down...just be able to discuss it after looking over the link. **


 * 3. Because we will be at Freedom tomorrow...your next two nights' worth of homework will result in a DOUBLE LENGTH quiz on Friday. **
 * Use the rest of this period to get ahead with your reading.
 * The "Circe" chapter runs from pages 47 - 70.


 * HW - By Friday read "Circe" 47 - 70 **.


 * 4/28/14 & 4/29/14 **


 * 1. KEEPER OF THE WINDS ** (quiz)

**2.** One new term to add: **ARCHETYPE**
 * What are the qualities of an 'arch'?
 * What is a 'type'?
 * Contrast 'archetype' with 'prototype' and 'stereotype.'
 * Think of modern day examples of 'archetypes.
 * Ulysses is considered to be an 'archetypal man' in literature. Why?


 * HW - Your reading for Wednesday's quiz....only 6 pages: "Cannibal Beach." **


 * 4/25/14 **


 * 1. CYCLOPS CAVE quiz **


 * 2. As per the syllabus... take ODYSSEY notes on ODYSSEY terms **


 * Odyssey
 * literature
 * universal
 * universal human experience


 * 3. Discuss universal human experiences according to... **
 * 8-0 (3rd period)
 * 8-1 (2nd period)
 * 8-6 (4th period)
 * 8-8 (1st period)


 * 4. Gets started reading your April 25th homework.... **


 * HW - "Keeper of the Winds" (pages 27 - 40) **


 * 4/24/14 **


 * 1. COMPLETE VERB TESTS - ** for those who need time

**2. COMPLETE** and return your story self evaluation.

**3. Continue your reading.** ("The Ciconians" and "The Lotus-Eaters" should have been read.)

**4. Quiz** on pages 4 - 15?

**5.** intro to **THE ODYSSEY** - one of the oldest stories ever printed on some of this school's oldest paper ever
 * //** What are the events, emotions, thoughts, and actions that MOST humans will experience during their lifetimes? **// (as a group, create ONE GoogleDoc. Share with mfc3067 at the end of the period.)


 * HW - The Cyclops Cave **


 * 4/23/14 **


 * 1. Review HW - ** pages 205 & 209

**2. Take VERB test** - pages 155,153, 215, and 219
 * Follow directions explicitly


 * 3. Upon completion of the test, place it in your class's folder and... **
 * Pick up a copy of //The Odyssey// (//The Adventures of Ulysses//)
 * Pick up your story evaluation sheet
 * Pick up and complete a SELF-EVALUATION half sheet; complete it and return it to me.


 * HW - The Ciconians & the Lotus-Eaters **


 * 4/22/14 **
 * 1. Grammar p. 203 **
 * ** GRAMMAR TEST TOMORROW **
 * Complete 205 & 209 for homework
 * We will review it before the test tomorrow


 * 2. Last day for STORY READING **
 * You will receive your completed evaluation sheet tomorrow.
 * You will also evaluate **YOUR OWN STORY** tomorrow.


 * HW: Complete 205 & 209. If you study, revisit pages 97 & 98 (IRREGULAR VERBS) **


 * 4/21/14 **

**1. Grammar p. 199.** Complete in class NOW.

2. STORY READING
 * Overall, very good job. You're taking it seriously and your comments should be helpful to the 'authors' when they receive their evaluation forms.
 * Please select stories from the board have fewer evaluations.
 * Remember to score it 1 - 4.
 * 4 = A
 * 3 = B
 * 2 = C
 * 1 = F
 * ** FInish story reading today...or...tomorrow? **


 * HW - Grammar review: page 203 **


 * 4/17/14 **


 * 1. Grammar p. 195. ** Any questions?

**2.** I did not receive many **//TO KILL MOCKINGBIRD//** sheets; even if you were absent, the plot is EASY to Google in order to answer the questions.


 * 3. STORY READING: **
 * **GOOD HELPFUL EVALUATION:** //"I liked the plot of this story! The cliffhanger at the end makes me wonder what happened to them. Grammar could be improved, but I liked the characters' attitudes expressed in the dialogue. Grade Proposal = 3"//
 * **LOUSY UNHELPFUL EVALUATION:** //"I think you should've added more to the story. 3"//
 * **Continue reading and evaluating** stories from your section first. Select stories from another section if enough stories are not available.
 * **GOAL** - Read at least half of the stories in your class. (Maybe today and Monday will do it?)


 * HW: grammar p. 199 **


 * 4/16/14 **


 * 1. //To Kill a Mockingbird// - ** worth 30 points. Make sure it's thorough.


 * 2. Grammar p. 193 & 195 - INDIRECT OBJECTS **
 * An INDIRECT OBJECT can receive a DIRECT OBJECT.
 * There will be no INDIRECT OBJECT unless there's a DIRECT OBJECT.
 * "The warden handed Xavier the prison keys."


 * 3. STORY READINGS and EVALUATIONS **
 * Place your story title at the top
 * For each story, **write a written evaluation of it and assign it a 'grade' from 1 - 4.**
 * For stories read aloud: take brief notes while you listen or read along
 * Take your time; don't let your brain get fried
 * Take a break from reading when needed


 * HW - grammar p. 195 **


 * 4/15/14 **
 * 1. All stories will be accessible to read tomorrow. **


 * 2. "Appetizer" **
 * First person narrator
 * real time
 * knowledgeable author
 * IS IT A TALL TALE?


 * 3. //To Kill a Mockingbird// **
 * Discuss questions 4 and 5.
 * Complete the film


 * HW: **
 * ** Mockingbird questions due **
 * ** Story reading and evaluation begins **

"The Appetizer" - p. 300
 * 4/14/14 **


 * 4/11/14 **

**1. Transitive verb HW** - p. 191

**2.** Discussion of #3 and #4 of //**To Kill a Mockingbird**//

**3.** Part III of the film. Answer #5.


 * HW **
 * ** To Kill a Mockingbird #1 - #5 **
 * ** Your stories are due! **


 * 4/10/14 **


 * 1. Transitive verb HW - **p. 189 (EVERY space should have a word!)


 * 2.** Time permitting, discuss #2 and #3 of **//To Kill a Mockingbird//**


 * 3.** Part II of the film. Answer question #4.


 * HW**
 * Grammar p. 191 (mildly shifted directions)
 * To Kill a Mockingbird #1 - #4 should be complete.


 * 4/9/14 **


 * 1. GRAMMAR - What is a 'transitive' verb? ** What does the root TRANS mean? What are other TRANS words in your arsenol?
 * Review page 187


 * 2. **//** To Kill a Mockingbird **//
 * Complete question #1 pre-movie


 * HW : **
 * ** Grammar p. 189 **
 * ** //To Kill a Mockingbird// questions #2 and #3 **


 * 4/7/14 & 4/8/14 **

**1. STORIES** (Last day to work on them **IN CLASS**):
 * ALL stories must be shared with mfc3067@gmail.com right NOW (allow me commenting rights).
 * ALL stories must allow **ANYONE WITH THE LINK** to view (but not edit).
 * You **MAY want to HIDE classmates' comments** (since all classmates will be reading them).
 * ALL stories must **totally complete by Monday April 14th.**

**2. ALL FOUR bonus writing opportunities still available. (I've received none thus far).**

**HW: Grammar - read page 185 (transitive verbs) and complete page 187 for WEDNESDAY**


 * 4/4/14 **


 * 1. YOUR STORIES: **
 * **RENAME** your story as its title. **REMOVE** your name if you want it anonymously read by your classmates.
 * **CHANGE the SHARE settings** under the "Who has access" part. Select "Anyone who has the link."
 * If you have not done this, **ADD mfc3067@gmail.com to your share list** so that I have access to it.


 * 2. LAST BATCH of grammar sheets ** (ever) ** : **
 * p. 185 & 187 - transitive vs. intransitive verbs
 * p. 189 & 191 - transitive vs. intransitive verbs
 * p. 193 & 195 - indirect objects
 * p. 199 & 203 - indirect objects & verb review
 * p. 205 & 209 - verb review


 * 3. Continue writing/rewriting your masterpieces. **

**4. BONUS WRITING:** Scroll down on April 2nd and April 3rd to find **FOUR possible bonus** **writing prompts** (200 words each). All should be fairly enjoyable to write.

**5. PRACTICE your quotation skills** by attempting the online quiz links provided yesterday.


 * 4/3/14 **

**1. Using QUOTES in dialogue.** I found a nice 4th grade level website. Let's read the rules and then you will practice. See how wonderfully you do:
 * A slightly challenging online quiz.
 * An easier quiz.
 * This one is multiple choice. You just have to select which of the three sentences incorporates the quotes properly.


 * 2. STORY GROUPS: **
 * Do we understand what revision and rewriting are? Or do we not //want// to understand because it means more work to make something even better? (Wall*E and Planet Uflara)
 * Is anyone helping anyone else? Do we REALIZE that paragraphs, capitalization, spelling, and punctuation DO matter?
 * Even if you are writing in 'slang' or 'dialect,' there are standard RULES that help English speaking people read your stories.

**3. BONUS writing.** Check out yesterday's #4 for the "My Evening" bonus opportunity. You may still complete it, print it out, and submit it to me.


 * 4. ADDITIONAL BONUS WRITING prompts that I devised (at least 200 words each): **
 * **#1** - Select an 'issue' you believe strongly about. It could be national, local, school, household, etc. Explain your stance on this issue.
 * **#2** - Explain a certain 'situation' that happens or IS happening in school right now. You MAY want to change names of teachers and students.
 * **#3** - Write about yourself...sort of like those "50 Random Facts" like I see on Youtube. BUT put your facts into a paragraph.


 * 4/2/14 **


 * 1. STORY GROUPS: **
 * ** All stories, yes even though they're incomplete, should be shared with group members. **
 * ** All stories should be shared with me, __ mfc3067@gmail.com __, TODAY even though incomplete. **
 * ** Silently read the draft of a story (so far) authored by each group member. **
 * ** You can make WRITTEN comments on the side margins. **
 * Ask questions about what confuses you.
 * Suggest sections that need to be cut out or cleaned up.
 * Comment on what you LIKE about it and how to include MORE of it.
 * Comment on the 'interest factor': IS it keeping your interest?
 * Don't worry about proper paragraphs, spelling, or dialogue quotations yet (many writers seem to have on continuously huge paragraph going at this point).


 * 2. YOUR STORIES: **
 * Most of you are taking this **VERY seriously** and are **expanding these short stories into novellas** (yes, it's a real word). **Very good effort.**
 * With THAT in mind, I may need to rethink my original 'all stories read aloud' idea. Most stories will be too long to be read aloud.
 * AND **your peers** should be involved in the **'grading' process**, along with **you**, and along with **me**. It's NOT just the LONGEST story gets the highest grade.


 * 3. WORK TIME IN CLASS: **
 * I am open to providing you with **as much class time as needed** if everyone needs it.
 * However, **some people have begun to 'stray'**...and so some of this may need to be **finished at home**.
 * Students who 'think' they are finished can come to me for **bonus writing activities** or **help other group members** by inserting comments on their story drafts.
 * ** No DUE DATE yet. **


 * 3. Questions: **
 * Why is there such a fascination with **BULLYING**?
 * Why is there such grotesque and graphic violence in your 'realistic fiction' stories?
 * Are **YOU** as an author savvy enough to have a character who kills and maims all these 'bulliers' in your stories without being caught? Are **YOU** that clever?
 * Doesn't there **HAVE to be a reason** for all your characters to be psychopathic?
 * If your setting is in a concentration camp, or Area 51, or a forest wilderness...don't you have to **RESEARCH a** **bit** (beyond favorite boy or girl names) to write a realistic story?
 * Haven't we spent enough time on CHARACTERIZATION to give yours SPECIFIC character traits? Even bizarre science fiction should include **BELIEVABLE characters**. (Bugs Bunny is one of the most developed characters of all time.)
 * Are you writing about what you **KNOW** or are **you mimicking the AWFUL books** that are being published?

(This isn't a THROWAWAY bonus...like some of you churn out those social studies gists in about 30 seconds without any real thought . If you WANT extra, WORK for it.)
 * 4. BONUS (200 word minimum) **
 * "MY EVENING" - Write about your evening at home (either last night or tonight). There probably won't be a HUGE conflict BUT...your brief story should include a....
 * FIRST person point of view
 * CHARACTERS
 * a vividly described SETTING
 * DIALOG


 * WRITE it in a GOOGLEDOC or word processor of your choice. Print it out at home or in my room right as class begins tomorrow. **


 * 3/31/14 & 4/1/14**


 * 1. Grammar p. 151 **


 * 2. Alter you share settings for your stories: **
 * Share your story with each member of your group
 * Make sure you type their gmail addresses accurately
 * Make sure they "CAN COMMENT" but NOT "CAN EDIT"!

**3. Continue writing your own tales** and/or r**eading and writing comments on other stories in your group.**


 * 3/28/14**


 * 1. Grammar pg. 149** (one side only)


 * 2. DAY 2 of drafting your //magnum opus//. You may... **
 * **sit** wherever you wish
 * **listen** to whatever **clean music** you wish while you work (should not be heard by anyone else)
 * **NOT** talk to other classmates
 * **NOT** be on googlechat
 * **NOT** share ideas with anyone else


 * 3/26 & 3/27**


 * 1. There IS a reason I made you watch //Twelve Angry Men,// //Rear Window,// and the //Wallace and Gromet// episodes...**
 * ** ...and complete all those pre-writing exercises **
 * ** ....and made you write a lengthy character sketch **
 * ** ....and look up all that information about YA fiction **
 * ** ...and attempt to write blurbs. **
 * __** DOES ANYONE KNOW WHAT THE REASON IS? **__


 * 2. TODAY you begin writing your stories. You may... **
 * **sit** wherever you wish
 * **listen** to whatever **clean music** you wish while you work (should not be heard by anyone else)
 * **NOT** talk to other classmates
 * **NOT** be on googlechat
 * **NOT** share ideas with anyone else


 * 3. STORY GROUPS (last 15 minutes of class): **
 * Share your story ideas with other group members.
 * Offer suggestions and ideas from other group members.
 * Accept, discuss, or reject suggestions from other group members.


 * 4. THE STORY ITSELF: **
 * Independent but collaborative (a new way...it may be a disaster...but we'll try)
 * All stories will first be shared within your discussion group...and hopefully dissected, revised, and improved.
 * All stories will be shared **with the entire class...somehow.**
 * All stories should have a strong sense of the story elements we've practiced in depth:
 * plot
 * character
 * setting
 * point of view
 * ** 600 word minimum ** (the standard 2 to 3 pages, 12 point Times New Roman, etc.)


 * 3/24/14 & 2/25/14**


 * 1. As we tried last week,** **discuss each "blurb" in your group. What genre would you classify each one as?**
 * When sophomores John and Lorraine played a practical joke a few months ago on a stranger named Angelo Pignati, they had no idea what they were starting. Virtually overnight, almost against their will, the two befriended the lonely old man; it wasn't long before they were more comfortable in his house than their own. But now Mr. Pignati is dead. And for John and Lorraine, the only way to find peace is to write down their friend's story - the story of the Pigman. - THE PIGMAN


 * Sixteen-year-old Austin Szerba interweaves the story of his Polish legacy with the storyof how he and his best friend, Robby, brought about the end of humanity and the rise of an army of unstoppable, six-foot tall praying mantises in small-town Iowa. To make matters worse, Austin's hormones are totally oblivious; they don't care that the world is in utter chaos: Austin is in love with his girlfriend, Shann, but remains confused about his sexual orientation. He's stewing in a self-professed constant state of maximum horniness, directed at both Robby and Shann. Ultimately, it's up to Austin to save the world and propagate the species in this sci-fright journey of survival, sex, and the complex realities of the human condition. - GRASSHOPPER JUNGLE


 * Jonas' world is perfect. Everything is under control. There is no war or fear or pain. There are no choices. Every person is assigned a role in the Community. When Jonas turns twelve, he is singled out to receive special training from The Giver. The Giver alone holds the memories of the true pain and pleasure of life. Now, it is time for Jonas to receive the truth. There is no turning back. - THE GIVER

> Tomboy Scout Finch comes of age in a small Alabama town during a crisis in 1935. She admires her father Atticus, how he deals with issues of racism, injustice, intolerance and bigotry, his courage and his love. - TO KILL A MOCKINGBIRD >
 * >> "You never really understand a person until you consider things from his point of view .. until you climb into his skin and walk around in it."
 * When fifteen-year-old Clary Fray heads out to the Pandemonium Club in New York City, she hardly expects to witness a murder -- much less a murder committed by three teenagers covered with strange tattoos and brandishing bizarre weapons. Then the body disappears into thin air. It's hard to call the police when the murderers are invisible to everyone else and when there is nothing―not even a smear of blood―to show that a boy has died. Or was he a boy? This is Clary's first meeting with the Shadowhunters, warriors dedicated to ridding the earth of demons. It's also her first encounter with Jace, a Shadowhunter who looks a little like an angel and acts a lot like a jerk. Within twenty-four hours Clary is pulled into Jace's world with a vengeance, when her mother disappears and Clary herself is attacked by a demon. But why would demons be interested in ordinary mundanes like Clary and her mother? And how did Clary suddenly get the Sight? The Shadowhunters would like to know... - CITY OF BONES


 * 2. As a group or individually, create four or five BLURBS for a possible story idea. Each group should be prepared to share the best one or two with the class...aloud.**


 * 3. Write a blurb of your own that is BASED ON YOUR REAL LIFE EXPERIENCES. Of course you my need to 'embellish' the events or scenario if you do not believe your life is exciting enough!**


 * 4.Your stories: **
 * Independent but collaborative (a new way...it may be a disaster...but we'll try)
 * All stories will first be shared within your discussion group...and hopefully dissected, revised, and improved.
 * All stories will eventually be shared with the rest of the class.
 * All stories should have a strong sense of the story elements we've practiced in depth: **600 word** **minimum** (at least a few pages pages, using a readable font like 12 point Times New Roman, etc.)
 * plot
 * character
 * setting
 * point of view


 * 3/21/14 **


 * 1. REVIEW YA fiction questionnaire responses **
 * What IS it?
 * What are the qualities?
 * What do you think are the top genres? And explain each.
 * What are some common THEMES, SCENARIOS, SITUATIONS?

>
 * 2. As a group discuss each "blurb" (it's a good word...look it up). What genre would you classify each one as?**
 * Cinder, a gifted mechanic, is a cyborg. She’s a second-class citizen with a mysterious past, reviled by her stepmother and blamed for her stepsister’s illness. But when her life becomes intertwined with the handsome Prince Kai’s, she suddenly finds herself at the center of an intergalactic struggle, and a forbidden attraction. Caught between duty and freedom, loyalty and betrayal, she must uncover secrets about her past in order to protect her world’s future. - CINDER
 * What was once the western United States is now home to the Republic, a nation perpetually at war with its neighbors. Born into an elite family in one of the Republic's wealthiest districts, fifteen-year-old June is a prodigy being groomed for success in the Republic's highest military circles. Born into the slums, fifteen-year-old Day is the country's most wanted criminal. But his motives may not be as malicious as they seem. - LEGEND

>
 * In December of 1938, a chemist in a German laboratory made a shocking discovery: When placed next to radioactive material, a Uranium atom split in two. That simple discovery launched a scientific race that spanned 3 continents. In Great Britain and the United States, Soviet spies worked their way into the scientific community; in Norway, a commando force slipped behind enemy lines to attack German heavy-water manufacturing; and deep in the desert, one brilliant group of scientists was hidden away at a remote site at Los Alamos. This is the story of the plotting, the risk-taking, the deceit, and genius that created the world's most formidable weapon. This is the story of the atomic bomb. - BOMB
 * The Garretts are everything the Reeds are not. Loud, messy, affectionate. And every day from her rooftop perch, Samantha Reed wishes she was one of them . . . until one summer evening, Jase Garrett climbs up next to her and changes everything. As the two fall fiercely for each other, stumbling through the awkwardness and awesomeness of first love, Jase's family embraces Samantha - even as she keeps him a secret from her own. Then something unthinkable happens, and the bottom drops out of Samantha's world. She's suddenly faced with an impossible decision. Which perfect family will save her? Or is it time she saved herself? - MY LIFE NEXT DOOR

>
 * Clay Jensen returns home from school to find a mysterious box with his name on it lying on his porch. Inside he discovers thirteen cassette tapes recorded by Hannah Baker, his classmate and crush who committed suicide two weeks earlier. On tape, Hannah explains that there are thirteen reasons why she decided to end her life. Clay is one of them. If he listens, he'll find out how he made the list. - THIRTEEN REASONS WHY
 * Miles "Pudge" Halter's whole existence has been one big nonevent, and his obsession with famous last words has only made him crave the "Great Perhaps" (François Rabelais, poet) even more. He heads off to the sometimes crazy, possibly unstable, and anything-but-boring world of Culver Creek Boarding School, and his life becomes the opposite of safe. Because down the hall is Alaska Young. The gorgeous, clever, funny, sexy, self-destructive, screwed-up, and utterly fascinating Alaska Young, who is an event unto herself. She pulls Pudge into her world, launches him into the Great Perhaps, and steals his heart. - LOOKING FOR ALASKA


 * 3. As a group or individually, create four or five BLURBS for a possible story idea. Each group should be prepared to share the best one or two with the class...aloud.**


 * 4.Your stories: **
 * Independent but collaborative (a new way...it may be a disaster...but we'll try)
 * All stories will first be shared within your discussion group...and hopefully dissected, revised, and improved.
 * All stories will eventually be shared with the rest of the class.
 * All stories should have a strong sense of the story elements we've practiced in depth: **600 word** **minimum** (at least a few pages pages, using a readable font like 12 point Times New Roman, etc.)
 * plot
 * character
 * setting
 * point of view


 * 3/20/14 **

**1. The Wrong Trousers** questions.

**2. Read, study, absorb the material from the links found on THIS PAGE.** (You may have to copy and paste the links into the browser.)


 * 3. In groups, discuss... **
 * ** What IS young adult fiction? **
 * ** What KINDS (or genres) are there? **
 * ** What are some typical THEMES or SCENARIOS that occur? **
 * ** What makes it GOOD? **
 * ** What is overdone (cliche) or BAD? **


 * 4. In which genre will YOU write? **


 * 5. Stories will eventually be in GoogleDocs, but you may begin on paper if you prefer. Questions yet to be answered: **
 * How long?
 * How it will be scored?
 * How it will be presented?


 * 3/19/14 **


 * 1. One last FREEWRITING sample. ** (Begin thinking in terms of writing a STORY.)


 * 2. So a GOOD story usually... **
 * will set up an INTERESTING story line
 * provide us with INTERESTING, well-developed characters
 * present many little INTERESTING points along the way (and often some foreshadowing) to lead us to an ending.

**3. As requested: Wallace and Gromit - "The Wrong Trousers." Click THIS LINK and complete the questions by tomorrow for a class participation grade.** (On paper, as a Googledoc, or print out the worksheet...it matters not which.)


 * HW: Wallace and Gromit questions **


 * 3/18/14 **


 * 1. Subject Verb agreement with COMPOUND SUBJECTS. **
 * ** If the subjects are joined by AND, make the agreement PLURAL. **
 * The Strickland Brothers AND Jovanni (has, **have**) the most self-proclaimed swag on the planet.
 * ** If the subjects are joined by OR or NOR, make the verb agree with WHICHEVER subject is closer to it. **
 * Jovanni OR the Strickland Brothers (has, **have**) the most self-proclaimed swag on the planet.
 * The Strckland Brothers NOR Jovanni (**has**, have) the most self-proclaimed swag on the planet.

**2.** Subject Verb agreement: **SINGULAR INDEFINITE PRONOUNS** (homemade work sheet called 'tricky things')


 * 3. GOOD JOB on the freewriting exercises: **
 * Your minds were flowing.
 * You had no difficulty creating scenarios.
 * Your were creative.
 * ** BUT the series of images were often random or intentionally bizarre. **


 * Look up the word scenario. **

**4. FREE WRITING (day 2)**: Create a quick 3 to 5 minute scenario inspired by the music pieces you hear. **Your scenarios SHOULD BEGIN TO include detailed setting, characters, plot, dialog, various points of view, etc.**


 * 3/17/14 **

**1.** Review several sentences from **grammar pages 141 & 145**.

**2. Complete grammar page 147**, but ADD the following directions: label any DIRECT OBJECT **(D.O.)**, PREDICATE ADJECTIVE **(P.A.)**, and PREDICATE NOMINATIVE **(P.N.)**.


 * 3. Reveal prewriting exercises C & D ** (the point of view exercises) ** and E & F ** (the setting exercises)


 * 4 FREE WRITE ** (not allowing yourself to stop writing OR to think too much) to create a quick ** 3 to 5 minute written scenario ** inspired by the music pieces you hear. Your scenarios may include detailed setting, characters, plot, dialog, various points of view, etc.


 * HW - none **


 * 3/14/14 **


 * 1. Action and Linking Verbs - ** pages 133 & 137 (yesterday's homework)


 * 2. Subject - Verb Agreement **
 * Singular subjects get singular verbs (p. 141)
 * Plural subjects get plural verbs (p. 145)

**3. If most of you need time to finish the prewriting exercises (C, D, E, F), you may.** (The rest of you may 'work' on other tasks in a quiet, unassuming manner.)


 * HW: grammar 141 & 145 / All prewriting exercises. **


 * 3/13/14 **


 * 1. Book Fair - ** Hall conduct/behavior...will it be too difficult to manage?


 * 2. Wallace and Gromit: //A Close Shave// **
 * Many examples of FORESHADOWING (and irony as well).
 * Let's hear some.
 * Were there any details that went 'nowhere'?


 * 3. Action verbs vs. Linking verbs? **

**LINKING VERBS** are verbs that LINK the subject to a word AFTER the verb that either IS the subject or DESCRIBES the subject. > Words that come //after// **LINKING VERBS** can be **PREDICATE NOMINATIVES** or **PREDICATE ADJECTIVES.**
 * read page 125 (list of **LINKING** verbs....**which sometimes are ACTION verbs**)
 * read pages 126, 127, and 131

> Words that come after **ACTION VERBS** can be **DIRECT OBJECTS** (D.O. - remember those?)
 * reivew page 129 **(Predicate Nominatives)**
 * complete page 131 **(Predicate Adjectives)**
 * complete page 137 **(Action or Linking verb)**

**4. Continue with pre-writing exercises. Show me what you already have completed.**


 * HW: grammar pages 131 & 137 **


 * 3/12/14 - ** Book Fair tomorrow ** ($$$) **


 * 1. Grammar p. 129 **


 * 2. A detour? What is FORESHADOWING? **
 * SOMETIMES story tellers INTENTIONALLY mislead us.
 * BUT foreshadowing is an EXCELLENT technique to keep your audience interested.
 * WALLACE & GROMIT: //A Close Shave.//

**3.** Compile a chart of possible ** FORESHADOWING clues ** on the left side of the page, and how (or if) they are resolved on the right side.


 * HW: Wallace and Gromit chart due tomorrow. Pre-Writing exercises C, D, E, F due Monday. ** (just show them, don't 'share')


 * 3/11/14 **


 * 1. WORK on and then SHOW ME ALL COMPLETED PREWRITING EXERCISES ** (except for the last exercise...G).
 * Share your pieces of work with at least two other classmates.
 * It would be nice to hear audible examples of C, D, E, and F. But I won't coerce you.


 * 2. LINKING VERBS - What is the difference between action and linking? **

**LINKING VERBS** are verbs that LINK the subject to a word AFTER the verb that either **IS the subject** or **DESCRIBES the subject**.
 * read page 125 (How can a verb SOMETIMES be linking but SOMETIMES action?)
 * read pages 126, 127, and 131

> Words that come after LINKING VERBS can be PREDICATE NOMINATIVES or PREDICATE ADJECTIVES. > Words that come after ACTION VERBS can be DIRECT OBJECTS (D.O. - remember?)
 * complete page 129 (Predicate Nominatives)
 * complete page 131 (Predicate Adjectives)
 * complete page 137 (Action or Linking verb)


 * HW: Grammar...only page 129 needs to be complete for tomorrow. **


 * 3/7/14 - __ READ ALL DIRECTIONS BEFORE ASKING ANY QUESTIONS __**


 * 1. No grammar today. **Pick it up again on Monday (along with your quiz scores).


 * 2. A day to SOLIDLY work on your prewriting exercises. The exercises can be found here.**


 * 3. MUSIC is fine.** (Too much chatter = moved seat. Too much time on wrong site = no laptop).


 * 4. EXERCISE C.** We will hear about 10 good ones half way through class.


 * 5. EXERCISE D.** Read the description. I wrote a HALF COMPLETED 250 word sample if you care to read it.


 * 6.** If completed, move into the **SETTING** exercises. I have completed a sample of **EXERCISE E.** if interested in reading it.


 * 7. EXERCISE F** is another setting exercise


 * PLENTY OF WORK? **


 * 3/6/14 **

**1. TRICKY VERBS:** supplemental sheets
 * Review Exercise B
 * Exercise 7
 * Exercise 13

**2.** Ace the **TRICKY VERBS** quiz

**3. Exercise C** (writing the final scene from Jeff or Lisa's perspective)
 * Once again here are ALL the Prewriting exercises.
 * Share your scene with at least one other classmate. EVERYONE should have one to read aloud if called upon.
 * Let's hear some good ones (today or tomorrow).

**4. Complete Exercise D**....similar to Exercise C. But what's the difference? Do we understand?


 * HW: If you are all productive today...NO HOME WORK. After the quiz, you should be independently writing. All of these writing remaining exercises (C, D, E F) should be of substantial length and content. **


 * 3/5/14 **


 * 1. REVIEW homework grammar 121 & 123 **


 * 2. QUIZ TOMORROW on "tricky verbs" (20 to 30 points) **
 * Fill in the blank with the proper form of the verb
 * Study pages 117, 118, and 119.
 * Memorize the present, past, past participle for sit/set, rise/ raise, and lie/lay.
 * Be able to identify direct objects (D.O.)

**3. Complete exercise 10...it's on the back of p. 123**. (We will go over it in 10 minutes.)

**4. Complete exercises 7, 13, and review exercise B.** (We will go over these before tomorrow's quiz.)

**5. Narrative prewriting**: exercises A & B should be complete.

**6. Lead into REAR WINDOW plot and Exercise C** (writing the final scene from Jeff or Lisa's perspective)
 * MUST be completed in GoogleDocs. MUST share your scene with at least one other classmate. EVERYONE should have one to read (even if it is NOT your own).
 * Let's hear some good ones.


 * HW - Be ready for tomorrow's quiz. **


 * 3/4/14 **


 * 1. SUBMIT 'side character POV' entry. **

---> sit vs. set (p. 117) ---> rise vs. raise (p. 118) ---> lie vs. lay (p. 119) - The trickiest of the three pairs
 * 2. Tricky verbs **
 * (The forms of **SIT, RISE**, and **LIE** will **NOT** be followed by a D.O.)
 * Grammar p. 121 (lie/lay sit/set rise/raise)
 * Grammar p. 123 and supplemental sheet exercise 10 (lie vs. lay)


 * 3. Complete EXERCISES A and B for the prewriting portion of the story project upon which we are embarking: **
 * **Here are the exercises.** Complete on paper OR GoogleDocs.
 * Here is a sample of how I myself completed **EXERCISE A.** (...just to show that there isn't just ONE way of looking at it.)


 * 4. Continue on with Pre-Writing Narrative Exercises. **


 * HW: Grammar pages 121 & 123. Prewriting exercises A & B. **


 * 3/3/14 **


 * 1. GRAMMAR - page 113 & 115 ** (refresh memories about D.O.)

**2.** **Read alouds** of journal entries (either one).

**3.** **REAR WINDOW Finale**: "How are Jeff and Lisa's story connected to the Thorwald story? How would it make an impact on their future lives?"


 * 4.** **Let us read over the first exercises of a** **story writing project**.


 * **Complete exercises A and B; you may work with a partner or two on these parts.**


 * HW: Write another 100 -200 word point of view paragraph journal/diary entry but THIS time as one of the SIDE characters. You are writing about your day as the film ends: **


 * Thorwald
 * Miss Torso
 * One of the Newlyweds
 * Miss Lonely Heart
 * The Musician
 * Woman who had a dog
 * The Artist/Sculptor


 * 2/28/14 **


 * 1. Difference between FILM and DRAMA ** (movie vs. play)
 * //Rear Window// has elements of BOTH

**2.** Read alouds from either journal entry. (Jeff, Lisa, or Doyle)

**3.** //**Rear Window**// finale. How are the Jeff/Lisa story ultimately tied up with the Thorwald story?


 * HW: none **


 * 2/27/14 - half day **

Rear Window: the plot thickens


 * HW: Write a diary or journal entry AS IF you are Jeff or Lisa or DOYLE (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel. 100 words isn't much.**


 * 2/26/14 **

"Battle by the Breadfruit Tree" ---> worth 10 points. Some of you have submitted nothing.

__**POINT OF VIEW PRACTICE TASKS**__ **1.** Lisa or Jeff (100 - 200 word journal/diary entry about their day) ---> 10 points.


 * 2.** As if you're the mother baboon --> 10 points.


 * 3.** As if you're the old man in "Tell-Tale Heart" --> 10 points.


 * 2/25/14 **

**A.** Make sure students have their red literature books in class.

**B.** **TASK 1**: Based on our first day's viewing of Rear Window, write a diary or journal entry AS IF you are Jeff or Lisa (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel the situation between you both. 100 - 200 words.

**C. TASK 2** : Write a diary or journal entry AS IF you are the mother baboon from yesterday's selection "Battle by the Breadfruit Tree (pages 483 - 489). Her first 'person' POINT of VIEW retelling of that action will be FAR different than the photographer in the tree. 100 - 200 words.

**D. TASK 3** : Read or Re-read "The Tell-Tale Heart" from pages 381 - 384. Write a diary or journal entry AS IF you are the old man about to be murdered. What is going through YOUR mind during the days leading up to your death AND during those long moments before your death? 100 - 200 words.


 * 2/24/14**

A. Make sure students have their red literature books in class.

B. Read silently or aloud (sub choice) "Battle by the Breadfruit Tree" on pages 483 - 489.

C. Answer the following questions either verbally (class discussion) or in writing (on paper). The substitute can write them on the board while students read perhaps. (Anything on my board may be erased.)

1. Why are these men in Africa? 2. Why hasn't their task been going very well? 3. What is the "battle" that takes place all about? 4. What are the fighting techniques that the leopard and mother baboon use? 5. Why does the narrator wait so long to use his rifle? Should he have shot the leopard? 6. Why does the mother wait so long to cry for help? 7. Explain who really wins the battle. 8. Why doesn't the battle ever make it on film?


 * 2/21/14**

1. **REVIEW homework**. Direct objects from pages 113 & 115.

**2**. As you can guess, from the previous 'character' work we have been doing, we are building up to a **major story writing project.** Next up, with many practice exercises to go with it, a film by Alfred Hitchcock.

**3. REAR WINDOW** - Conflict and Point of View
 * In most films, the camera is much like a '3rd person narrator.' Explain if you can.
 * Without using any dialogue in the opening scene, what information is Alfred Hitchcock (director) able to present about the setting, characters, point of view?


 * Pay attention to the characters seen from L.B. Jeffries' POINT of VIEW. Which ones seem as if they will be important to the story. Why?
 * L.B. has some initial personal conflicts? What are they? (His job, Stella, and Lisa Fremont play a part).
 * What does Stella's main arguments with Jeff have to do with?
 * At the end of today's segment, Jeff becomes suspicious about someone. Who is it and Why?


 * FOR TUESDAY the 25th: Write a diary or journal entry AS IF you are Jeff or Lisa (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel. 100 words isn't much.**


 * FOR MONDAY the 24th: Final character sketches shared with mfc3067@gmail.com by the morning of Monday the 24th. **


 * 2/20/14**

> **ex. Alexa shook the hand of her island friend after the shipwreck.** > The **subject DOES** the action. > The **verb IS** the action. > The **direct object RECEIVES** the action.
 * 1. DIRECT OBJECTS** - receive the action of an action verb.


 * 2.** Last day to work on CHARACTER SKETCHES in class.
 * **BUT the due date is Monday the 24rd** (in case you want to work at home over the next four nights).


 * 3. BONUS:** Just as you wrote a brief character sketch of a juror (some of you FAR too brief), write a brief 100 - 200 word sketch of someone in your section. (Put their name at the bottom so I can tell who it is). Handwritten on paper OR printed out. Not shared.


 * HW:**
 * - complete p. 113 & 115 due tomorrow the 21st**
 * - Character Sketches due Monday the 24th.**


 * 2/19/14**


 * 1.** Review a bit for **12 ANGRY MEN quiz**. Then actually take the quiz.


 * 2.** Character sketches. One more day to work on them in class?
 * **TITLE them properly**
 * **SHARE it with me: mfc3067@gmail.com.**
 * **Allow me to COMMENT.**


 * 3.** If you believe you are completely finished, **please share your sketch with another student.** Allow him or her the ability to comment.

4. Once again, please refer to the assignment and scoring guide.


 * HW: none**


 * 2/18/14**


 * 1.** Please look over yesterday's agenda, and remember to refer to **my instructions** for the writing assignment.


 * 2.** What to name it and how to share it are explained **near the bottom.**


 * HW - Study your 12 ANGRY MEN chart for tomorrow's quiz.**


 * Tentative due date for Character sketch: Friday 2/21. (Last day to work in class will be Thursday 2/20). **


 * 2/17/14**

1. Submit hard copy of 12 ANGRY MEN practice sketch HW.

2. **Continue with your** CHARACTER SKETCH writing. Instructions are HERE.

3. **People continue to ask,** "how long should it be?" **I have given no length requirement, but** 500 words **(give or take) should be about average length.**

4. **Some things to keep in mind about** HOW to describe one's CHARACTER**:**

SPEECH: ** what they say / how they talk ** LOOKS: ** physical description / how they dress ** ACTIONS: ** what they do / how the move (body language) / demeanor / facial expressions ** THOUGHTS: ** how their thoughts and attitudes are expressed ** OTHERS: ** what other people say or think about the character / how they react **

5. **Some things to keep in mind about** how you will be EVALUATED**:**

- CONTENT **– plenty of detailed information about your chosen character** - VARIETY **– the use of multiple writing techniques to fully develop the character** - ORGANIZATION **– your material is well arranged and easy to follow** - STYLE **– your writing has a flow and moves smoothly from point to point** - CARE **– you proofread to spellcheck and clean up minor errors**

HW: Open notes...(your OWN notes!) quiz on //12 Angry Men// on WEDNESDAY the 19th (aka. in two school days.)

2/12/14

1. IRREGULAR verb form quiz.

2. Character sketches**
 * Instructions for this assignment are found **HERE. **
 * Please read carefully and begin.
 * Make certain to read EVERYTHING before asking questions about what you are to accomplish.


 * HW: Brief practice sample sketch of a 12 ANGRY MEN juror (see my example).**


 * 2/11/14**


 * 12 ANGRY MEN**
 * Open note quiz Friday
 * Full movie can be found on Youtube
 * Any 'character' questions thus far?


 * HW - Study for irregular verb quiz (pages 97&98)**


 * 2/10/14**

1. **IRREGULAR VERB QUIZ on Wednesday the 12th**. Number 1 - 20 on a sheet of paper. Write the following:
 * 1) ** past of 'to LIE' (meaning rest) **
 * 2) ** past of 'to RIDE' **
 * 3) ** past participle of 'to FALL" **
 * 4) ** past of 'to BE" **
 * 5) ** past participle of 'to FREEZE' **
 * 6) ** past of 'to COME' **
 * 7) ** past of 'to BLOW' **
 * 8) ** past participle of 'to KNOW **
 * 9) ** past of 'to GO' **
 * 10) ** past participle of 'to GO' **
 * 11) ** past of 'to HAVE' **
 * 12) ** past participle of 'to RING' **
 * 13) ** past of 'to HANG' **
 * 14) ** past of 'to SING' **
 * 15) ** past participle of 'to SET' **
 * 16) ** past of 'to SWIM' **
 * 17) ** past participle of 'to SIT **
 * 18) ** past of 'to SHAKE' **
 * 19) ** past participle of 'to BRING' **
 * 20) ** past of "to BEGIN' **


 * 2. Get back into your Google accounts: **
 * Section number / last name / first initial (ex. **80freemana@gmail.com**)
 * Create a new document
 * Name it according to the format - **81takacseCHARACTER**


 * 3. CHARACTER SKETCHES: you will be selecting a 'character'...real or fictional / alive or dead / known to you personally or not **
 * What does the word CHARACTER mean?
 * How do we know what someone's characteristics are?
 * How do we judge someone's character?
 * speech /what they say / how they talk
 * looks / physical attributes
 * actions actions / what they do / how they move /body language / demeanor
 * what OTHERS say or think


 * 4. Without providing the JUROR NUMBER, write five sentences that describe the CHARACTER of one of the jurors in the film. **


 * HW: **
 * 1. Irregular verb form quiz on Wednesday **

**2. 12 Angry Men open note quiz on Friday.** (I will provide a sentence and you will write the juror number next to it.) So make sure you update your chart as we finish the film tomorrow.


 * 2/7/14**


 * 1. Helping verb quiz - LIST ALL 23 of them.**


 * 2. 12 Angry Men - part II.**


 * 2/6/14**
 * 1. CHARACTER SKETCHES INTRO**
 * **12 ANGRY MEN** (yes, another black and white film)
 * Murder trial - jurors without names
 * Are they all angry?


 * 2. What could intimidate people in a group setting?**
 * physically small / timid
 * elderly
 * less educated
 * poor
 * foreign


 * HW - Memorize 23 helping verbs for quiz**


 * 1/31/14**


 * 1. Review homework 105/107** (selected sentences)


 * 2. Complete p. 109** as a class


 * 3.** Take another variation of **IRREGULAR VERB QUIZ.**

__** HW - None....but begin to study **__
 * A. Memorize helping verbs on p. 88 (AGAIN) for a __ 23 point quiz on TUESDAY 2/4 __**


 * B. Study irregular verb sheet p. 97/98 for a __ 20 point quiz on THURSDAY 2/6. __**
 * **PRESENT TENSE (no helping verb)**
 * **PAST TENSE (no helping verb)**
 * **PAST PARTICIPLE (helping verb before it such as HAS, HAVE, or HAD)**


 * 1/30/14**


 * 1. HW - p. 103**


 * 2. Book Talks (8-8 and 8-1 already finished)**


 * 3. CHARACTER SKETCH INTRO**
 * Dove Beauty sketches (men vs. women)
 * Write a 5 - 7 sentence sketch about someone in class without naming him/her


 * HW: grammar page 105/107: follow directions**


 * 1/29/14**


 * 1. COLORS grade proposals due -** (-3 from Y score in not submitted)


 * 2. Book talks remaining**
 * 8-8 = 4
 * 8-1 = 5
 * 8-0 = 13
 * 8-6 = 10


 * 3. Faux irregular verb quiz** for 8-0 and 8-6 only


 * HW: Complete grammar p. 103**


 * 1/28/14**


 * 1. Book talks**


 * 2. Irregular verb FAUX quiz (p. 100 with some answers already filled in).**
 * **How well do you speak your own language?**


 * HW: Colors grade proposals due**


 * 1/27/14**


 * 1. GRAMMAR HW** (review pages 53 and 55...old sheets)


 * 2. Remaining "COLORS" presentations**


 * 3. Book talks**


 * 4. VERB TENSES**

- What's the difference? - A similarity: **NO HELPING VERBS.**
 * PRESENT TENSE vs. PAST TENSE verbs**

- 'ed' vs. a different form - One of the wonders of verbs: they are the only kinds of words that change their form in order tell WHEN something happened. (This is an EASY way to tell if you're working with a verb
 * REGULAR vs. IRREGULAR** verbs (read page 94 and 95)

- **no helping verb** vs. **'have,' 'has,', or 'had'** - complete page 100 correctly on your own, and you'll master the quiz
 * PAST vs. PAST PARTICIPLE** (pages 97 and 98)


 * HW**
 * Tonight: complete grammar page 100
 * For Wednesday: Colors grade proposals
 * Explain how GREAT your project was in terms of CREATIVITY, EFFORT, NEATNESS, and PRESENTATION
 * Propose a grade - 40 point maximum


 * 1/24/14**


 * 1. "COLORS" -** Directions are specific! "You will WRITE a creative piece..."
 * Creativity
 * Effort
 * Presentation
 * Neatness


 * 2. BOOK TALKS** - once again...as on the instructions...
 * No reading
 * Speak up (you even have mic!)
 * If you refuse, parent email home


 * 3. Review grammar homework 87/91** (NOT CONFUSING)


 * HW: Old grammar sheets pp. 53/55**


 * 1/23 - After days off and two snow days**


 * 1. A mix of....**
 * **COLORS presentations**
 * **BOOK TALKS**


 * 2. Easy Grammar VERBS**
 * **p. 81 & 83 (what a verb is and contractions)**
 * **p. 87 & 88 (contractions and helping verbs)**
 * **p. 89 & 91 (verb phrases)**


 * HW - complete pages 87 & 91**


 * 1/14 - 1/16 **


 * 1. Study Island testing **


 * 2 BOOK TALKS **


 * 3. "Hedgehog in the Fog" - bonus **


 * 1/13/14 **
 * 1. ** FINISH impromptus


 * 2. Practice book talks **
 * groups of three
 * face your audience
 * watch time

**3.** My book talk

**HW - Practice your talk / Colors piece due next Tuesday the 21st.**


 * 1/10/14 **
 * - PREPARED for Book talks on Monday **
 * **You may use notecards/paper to help, but no reading!**

**- COLORS projects due 1/21/14**

1. Begin and end with **impromptu speeches** (yes, it fits in with the "Colors" project.)
 * 1/9/14 **

2. **'Colors' Project**: Underlying concepts
 * Research 'however you can' and be able to explain in YOUR OWN WORDS the overall importance or explanation of the following terms/people/ideas. DON'T TAKE ANY "NOTES" (ie. Don't copy random sentences word for word)...instead, READ and comprehend!
 * 1) Sigmund Freud / "Free Association" technique / Stream of Consciousness
 * 2) "BEAT Generation" / "BEAT Poets" / BEATniks
 * 3) Improvisation and "Free-Form" (in Jazz and Poetry)
 * 4) Ken Nordine --> Word Jazz --> "Colors" Album

1. TOUCH up and submit your book talk presentations.
 * 1/8/14**

2. IMPROMPTU speeches.

HW - Practice your book talks 

**1/7/14 - SNOW DAY** 

**1/6/14**  A. BRING to class your independent reading book and COMPLETE the reading of your novel for the book talk. (Of course that SHOULD already be completed.

B. WRITE out your two minute book speech (a summary of the book in 1.5 to 2 written pages)...TIPS:
 * CATCHY opening
 * BACKGROUND of story (genre, style, setting)
 * MAIN CHARACTERS' ACTIONS in the plot (too many people's names become too confusing)
 * MAJOR PLOT events only (difficult to do, but try to keep it to 5 - 10 KEY events to explain)
 * LEAD UP to a good place to conclude but DON'T include the ending.

C. For students who DON'T have their books in school and CAN'T write out their book talk because they haven't read it yet (?!?), they may read independently from their red lit books.

D. HOMEWORK - a completely written book talk presentation using the format above

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1/3/14 -SNOW DAY** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1/2/14** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. BOOK TALK NOVELS -** should be read by Monday the 6th <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. COLORS QUIZ -** pick up further with it tomorrow <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**3. IMPROMPTU SPEECHES -** continue <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**HW: read to complete your novel!** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/19/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. Grades are up to date** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. Book Talk Novels:** no book? no credit. You should be READING it already. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**3. //It's a Wonderful Life//** - part 3. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**DUE TOMORROW:**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**Vocab bonus**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">//**It's a Wonderful Life**// **character sheet**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/18/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. VOCAB TEST BONUS** (can **add 10 points** to test score...not the percentage)
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Packet contains 20 "challenge" words
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Define each one
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">PROPERLY us each in a sentence OF YOUR OWN that lets me know YOU know what you're talking a about!
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">DUE Friday the 20th

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**2. It's a Wonderful Life: continue character sheet**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/17/13 - snow day** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/16/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. 60 Point Vocab test** (Greek/Latin lessons 1 & 2) <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. When completed...**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">place test in folder
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">pick IT'S A WONDERFUL LIFE handout

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**3. Vocab Bonus opportunity available tomorrow**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/13/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. SHOW completed homework (11 question 'mock' vocab quiz for lesson 2)** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. ADMINISTER the quiz to a fellow classmate** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**3. Continue IMPROMPTU book talks** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**HW: Study vocab words for lessons 1 & 2. TEST MONDAY** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/12/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. Students to Governor Wolf and Miller Heights** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. "How the Grinch Stole Christmas"** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/11/13**
 * 1. Cover 2A, 2B, 2C and REVIEW **

**2. Create an 11 sentence fill in the blank quiz using the words from Lesson 2** (remember mine?)
 * Provide the words at the bottom (or back) as a 'word bank'
 * Make an answer key for yourself on a separate sheet.
 * A classmate will take your 'quiz' on Friday.


 * 3. IMPROMPTU TALKS (25 points) **
 * Select a random topic from the box (If you don't like it, pick another. BUT you're stuck with that one).
 * If you go OFF track or stall...CLASS raise hands and the timer stops.
 * Continue speaking and the timer re-starts
 * 2 minutes of speaking = A / 1 minute = B / trying = C


 * HW: Complete your Lesson 2 quiz for Friday. Vocab test on Monday. **

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/10/13 - SNOW** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/9/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. Vocab lessons 2A, 2B, 2C** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. Novels for Book Talks selected by Wednesday** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**3. Vocab test (60 points) on Greek/Latin lessons 1 & 2 on Friday.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/6/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. CHILDREN'S BOOK WINNERS should be posted before today's activity period.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. TWO MINUTE BOOK talks**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Review handout and explanation of the assignment
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Novels should be selected by Wednesday the 11th.
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Talks begin January 7th.

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**3. GREEK / LATIN vocab -** View and discuss the lesson 2 vocab words**.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/5/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. Final day to present children's books** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. GREEK and LATIN VOCAB - Lesson 2: NUMBERS (three, four, ten, hundred)** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">Discuss the SIX roots for the 11 vocab words
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">Begin exercises 1A, 1B, and 1C

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**12/3 - 12/4** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**Children's book presentations**


 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Be an attentive, respectful audience
 * <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">Be an EXUBERANT reader and presenter

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/27 - 12/2: THANKSGIVING break. Working on children's books?** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/25/13 & 11/26/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Last two work days on children's book.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Books due when you enter the school on December 3rd.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/22/13**
 * 1. GREEK & LATIN VOCAB: "I paid attention the last two days" Quiz (Lesson 1)**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. Children's book** work day AND **OFFICIAL EXTENSION:** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">
 * ** THE DUE DATE IS TUESDAY, DECEMBER 3rd when you get to school. **
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**If __YOU__ are here, but your book is __NOT__, it is late. (No last minute touch ups).**
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**Your** ** presentation is 25% of your grade **<span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**; make sure you practice.**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/21/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. REVIEW** Greek and Latin vocab homework (1A, 1B, and 1C) <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. Children's book** work day AND **OFFICIAL EXTENSION:**
 * ** THE DUE DATE IS TUESDAY, DECEMBER 3rd when you get to school. **
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**If __YOU__ are here, but your book is __NOT__, it is late. (No last minute touch ups).**
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**Your** ** presentation is 25% of your grade **<span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**; make sure you practice.**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/20/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. GREEK and LATIN VOCAB - Lesson 1: NUMBERS**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Discuss the FIVE roots for the 12 vocab words
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Begin exercises 1A, 1B, and 1C

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**2. Children's book** work day**.**

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**HW - Complete Exercises 1A, 1B, and 1C (pages 6 - 8). CAREFULLY read the instructions for 1B!** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/19/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. CHILDREN'S books** work day**.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. TITLES** for scoring sheets required. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/18/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. LAST full week to work on children's books.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. Must have a TITLE by tomorrow.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/15/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. GRAMMAR TEST (100 points) ** - with a focus on PREPOSITIONS...I'm sure you all studied this sheet. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. SEVEN work days** left for children's books. Do any of you need to take your book home this weekend? <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">3. **TITLES of books needed by next week** (in order to make a scoring sheet comprised of all books in your section). <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**HW: none?** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/13/13** <span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> **1. Review GRAMMAR p. 63 & 65**

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** 2. Grammar sheets to review for Friday's test: **


 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 4 - **LIST of PREPOSITIONS**
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 13 - prepositional phrases (what they are and aren't)
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 17 - object of the prepositional phrase
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 23 - compound subject
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 26 - **LIST OF HELPING VERBS**
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 27 - box NOT...never double underline
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 31 - infinitives (to + a verb). not a verb or prepositional phrase
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 35 - command sentences (YOU is the subject)
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">p. 42 - preposition vs. adverb

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">**3.** In the style of those yellow **"FOR DUMMIES"** books, I've included a one page review sheet.

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**4. Children's books work.**

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**HW: STUDY for PREPOSITION test.**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"><span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/12/13**
 * 1. Review GRAMMAR p. 59 & 61**

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** 2. Grammar sheets to review for Friday's test: **


 * p. 4 - **LIST of PREPOSITIONS**
 * p. 13 - prepositional phrases (what they are and aren't)
 * p. 17 - object of the prepositional phrase
 * p. 23 - compound subject
 * p. 26 - **LIST OF HELPING VERBS**
 * p. 27 - box NOT...never double underline
 * p. 31 - infinitives (to + a verb). not a verb or prepositional phrase
 * p. 35 - command sentences (YOU is the subject)
 * p. 42 - preposition vs. adverb

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif; font-size: 12.727272033691406px;">**3.** In the style of those yellow **"FOR DUMMIES"** books, I've included a one page review sheet.

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**4. Children's books work.**

<span style="background-color: #ffffff; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**HW: Complete grammar review sheet p. 63 & 65.**

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/11/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**1. Review GRAMMAR p. 57** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**2. Collect story ideas and notes** from when we were reading 'famous' books aloud**.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** 3. Grammar sheets to review for Friday's test: **
 * p. 4 - **LIST of PREPOSITIONS**
 * p. 13 - prepositional phrases (what they are and aren't)
 * p. 17 - object of the prepositional phrase
 * p. 23 - compound subject
 * p. 26 - **LIST OF HELPING VERBS**
 * p. 27 - box NOT...never double underline
 * p. 31 - infinitives (to + a verb). not a verb or prepositional phrase
 * p. 35 - command sentences (YOU is the subject)
 * p. 42 - preposition vs. adverb

**4**. In the style of those yellow **"FOR DUMMIES"** books, I've included a one page review sheet. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**5. Children's books work.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**HW: Complete grammar review sheet p. 59 & 61.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/8/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**-GRADE grammar p. 55 and COMPLETE the other side (grammar p. 57)** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- I have run off some extra PREPOSITION LIST and HELPING VERB LIST handouts** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Sample book (in verse)** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- ROUGH DRAFTS COMPLETED today!** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/7/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- COMPLETE grammar p. 55.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- CREATIVITY:** "Little Blue and Little Yellow" is more creative than tracing pictures from a laptop screen. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- WORK ETHIC: You are receiving a score every day.**
 * ** Traced artwork doesn't usually score well. **
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** Laughing **
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** Nonsense **
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** Just 'chilling **
 * <span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** "Watching" each other work...these are NOT the attributes of 'work' in MY gradebook. You have an explanation of this assignment. REFER to it. **

<span style="font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">** - SUPPLIES and MONEY needed: **
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**colored pencils**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**glitter glue**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**better construction paper colors**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**black markers/sharpies**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**a few decent pair of scissors**

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**- HARD BOUND book vs. SEPARATE SHEETS (pros and cons)**

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**- SHOW notes and ideas** from the sample books we read last week.

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**HW: Rough draft** (text that will be on each page and a rough drawing of each page) **due at the end of class tomorrow.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/6/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**-** Review GRAMMAR p. 53. <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Where are we with the ROUGH DRAFTS of these stories?**
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Remember...minimum of 24 pages
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Rough drafts include the TEXT and SKETCHES for each page
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">New due date for the rough drafts...11/8/13
 * <span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">Begin collecting "DONATIONS" to purchase extra supplies. (Hopefully better than boxes of tissues donations which amounted to ZERO)

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**- 10 point class participation grade for every class member on task. (**Points may be lost as well.)

<span style="font-family: HelveticaNeue,Helvetica Neue,Helvetica,Arial,Lucida Grande,sans-serif;">**HW - Rough draft of children's book and monetary donations for supplies by FRIDAY.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">

<span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**11/4/13** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Complete grammar page 53 (we completed and reviewed p. 51 on Friday)** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Children's book project. Get your summaries back to work from.** <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;"> <span style="display: block; font-family: HelveticaNeue,'Helvetica Neue',Helvetica,Arial,'Lucida Grande',sans-serif;">**- Students should begin writing and sketch the first draft of their stories. The TEXT can written on notebook paper. The ART can just be rough sketches on computer paper or notebook paper.**


 * 11/1/13**
 * 1. Complete and review grammar page 51. **


 * 2. Children's books...it's starting already: **
 * "I AM working." (don't point blank lie to me)
 * "I can't do anything; my partner's not here." (then work alone)
 * "We're finished."(are you KIDDING me?)
 * "I'm waiting for her to finish the drawings." (WRONG!)


 * 3. MOST of you have ideas but NOT a fleshed out story. Things must happen for a reason: **
 * For an example, and a stale one at that, "A BULLY doesn't suddenly 'realize' he's been wrong and change his ways."


 * 4. Classroom work ethic. You may GAIN or LOSE 10 points per day. **
 * Maturity
 * Productivity
 * No excuses
 * Relatively Peaceful


 * SUBMIT TODAY: A completed Caldecott Project summary sheet (on the back of the instructions for the project). Then begin your rough draft/story board sketches. **


 * 10/30 & 10/31/13**
 * 1. Read, analyze, and discuss sample children's books: PLOT, CHARACTERS, TONE, WRITING STYLE, ART, THEMES.**

1. Submit and discuss GROUNDHOG DAY questions.
 * 2. Begin SUMMARY of your story.**
 * 10/28/13**

2. Introduction to Caldecott Project (see handout).

3. TAKES NOTES using that Caldecott sheet about the books and ideas we cover in class: (Yes, by taking notes for ideas you will receive the almighty POINTS that you crave.)
 * PLOT
 * CHARACTERS
 * TONE
 * WRITING STYLE
 * ARTWORK
 * THEME

4. QUESTION: What are some themes or common ideas that run through children's books (ages 8 and 9 years old)?


 * HW: Grammar page 49. **


 * 10/28/13**


 * 1.** Review homework GRAMMAR p. 47 (6 - through 15)


 * 2.** GROUNDHOG DAY finale...still should be working on number 3.


 * HW: Complete ALL GROUNDHOG DAY questions 1 - 6.**

10/25/13 1. We will save a **"FACTS OF LIFE" discussion** for another time.

2. **Grammar - page 47. IF it were a test...how would you FARE?**
 * **Complete number 1 - 5** starting with "In the bushes along the road stood and elephant..."
 * ** For numbers 1 - 5 **
 * 0 - 4 wrong = A
 * 5 - 8 wrong = B
 * 9 - 12 wrong = C


 * 3. GROUNDHOG DAY **
 * **Still answering # 3.** What 'steps' or 'changes' have you seen Phil going through so far?
 * You'l get **a BIT of an answer for #4**, but not the full answer.


 * HW - FINISH the p. 47 side of the grammar sheet. **

<span style="font-family: verdana,helvetica,sans-serif; font-size: 11.818181991577148px;">**10/24/13 - literature books needed**

<span style="font-family: verdana,helvetica,sans-serif; font-size: 11.818181991577148px;">1. Written response on paper: "**What do you know about the welfare system in America, and what is your opinion of it?** Is it good, bad, or sometimes both? Does it help or hurt? Does it work? Why or why not?"

<span style="font-family: verdana,helvetica,sans-serif; font-size: 11.818181991577148px;">2. **Read** individually or aloud as a group **"Getting the Facts of Life" from pages 286-294**.

<span style="font-family: verdana,helvetica,sans-serif; font-size: 11.818181991577148px;">3. Written response on paper: "**After reading the story, how has your view of welfare changed...if at all?**The author has a purpose...and writes based on her experiences. What do you think her purpose is? What is she trying to communicate to us? Do you agree with her or not? Why?"


 * 10/23/13 **


 * 1. TOMORROW: ** Lit. books needed for periods 2, 3, 4, and 7.


 * 2. GROUNDHOG DAY **
 * Keep adding qualities and adjectives to QUESTION #1.
 * Keep adding to the UNHEROIC qualities in QUESTION #2.
 * Begin #3. This will require __ THOUGHT __. (Hint: Phil goes through 2 or 3 phases in today's portion of the film).


 * HW: Grammar pages 41 & 43 complete.**


 * 10/22/13 **

1. Where are we in grammar?

2. Collect and discuss last night's 'slavery' questions. Are most of us slaves in some way? (even the HEDONIST is a slave.)

3. Continue this theme with the film GROUNDHOG DAY. Answer questions on handout THOROUGHLY.
 * The themes and questions are serious.
 * The themes and questions relate to real life and growth.
 * The themes and questions are somewhat difficult and ambiguous.
 * If you won't invest more than 30 seconds of thought and effort per question, your 'grade' will reflect that.


 * 4. QUESTIONS 1 & 2 should be answered...perhaps the beginnings of #3. **

** Continuing the Issues of HEROISM (or lack thereof) ** 1. Why did the rebel slave tell Harriet, "I'm going back'?
 * 10/21/13 **

2. Read the MOSES excerpt handout (which I've carefully condensed to coincide with the Harriet Tubman selection) and answer these questions on paper:
 * What is you opinion of the Israelites and the way they treat Moses?
 * Are these people and their behavior "TYPICAL" or "UNIQUE"? Explain.
 * What do you think of God's final punishment? Fair or unfair? Why.
 * (What's this bit about "YEAST" in the beginning? Any ideas?)


 * HW: Unusual discussion prompt to be answered on paper: **
 * ** What are the BENEFITS ** (yes that's right) ** of slavery? **
 * ** What exactly IS slavery? **


 * 10/2/13 **

= = =**Warm Up:** Who is the 'captain' and how has he "fallen cold and dead"? In other words, who does the captain metaphorically represent?=
 * O Captain! My Captain! **


 * 1) Review simile/metaphor/extended metaphor.
 * 2) What is the extended metaphor in "O Captain! My Captain!"? Go over questions.
 * 3) Think-Pair-Share: Categorize the images into the three major topics listed on the worksheet (sailing, death, celebration).

=Exit Ticket: On a lined sheet of paper. (Rip in half and share)= =What does Whitman mean when he says, "It is some dream that on the deck, You've fallen cold and dead." Isn't it supposed to be reality? Or did the speaker actually dream the ship's arrival home and the captain's death?=


 * 10/1/13 **


 * O Captain! My Captain! **

Metaphor vs. Simile-- comparison of two unlike things
 * Simile = like or as
 * Metaphor = no like or as

Extended Metaphor-- Story level metaphor; the author uses the same metaphor for the same topic for the entire story/poem/song


 * 9/30/13 **


 * Harriet Tubman: Conductor on the Underground Railroad**


 * Finish summaries
 * What have we learned about Harriet Tubman?
 * How do the people who supported slavery explain their point of view? What are some of the benefits of slavery?
 * How could Harriet Tubman be considered a villain?
 * Is she a true hero?


 * 9/27/13 **


 * Harriet Tubman: Conductor on the Underground Railroad**


 * Read "Harriet Tubman: Civil War Spy"**

Key Word Summaries- Highlight only important phrases and words and write these words down. Make a summary using these words.


 * Next, using your summaries of Harriet Tubman: Conductor on the Underground Railroad, highlight and rewrite the key words. Then write a summary using these key words in less than 5 sentences for the entire story.**


 * 9/26/13 **


 * Harriet Tubman: Conductor on the Underground Railroad**

Summaries- Summarize each page in 3 sentences or less (pages 551-558)


 * 9/25/13 **

Infinitives: " TO + verb " NOT is not a verb
 * Grammar- **
 * This is NOT a prepositional phrase

**Harriet Tubman: Conductor on the Underground Railroad**

K-W-L Chart: What do we know about Harriet Tubman? What would we like to learn about her?


 * 9/24/13 **


 * "The Dinner Party"**

Internal monologue- a person's thoughts that are expressed to the audience in a work of literature such as a play
 * Write an internal monologue for the hostess's thoughts throughout the story. Rewrite the story through her eyes in her point of view. What was she thinking as the action of the story was occurring?
 * Handed in to be graded out of 10 points

1. Axe Apollo commercial- What are the stereotypes seen?
 * 9/23/13 **

2. Male/Female Stereotypes list

3. Read "The Dinner Party" pg. 508 in __The Language of Literacy__
 * How is the hostess a hero?


 * 9/19/13 **

1. Hero Collage- What does "hero" mean to you? - What are some common character traits of heroes?

2. September 11- Flight 93 video clips - Who are the heroes in this situation? What makes them heroic? What would you do in this type of situation?

3. Exit slip-- Who is your hero? What types of heroic traits does this person have?


 * 9/18/13 **


 * 1. Setting up your Google Account: section number, last name, first initial. **

- click this link (or follow along on handout) for an [|explanation of the final aspect of the oral presentations] - complete speeches and video viewing - begin your self-analysis (ie. the paragraph)
 * 2. Finish up the final piece of the SPEECHES project **

3. **WHO AM I? (a bit different from your three distinctive things or your interview info)**


 * Your own 'personality profile'
 * 100% confidential
 * 1 full page = full credit (25 points)

- new grammar concept (p. 23): **COMPOUND SUBJECT.**
 * 4. GRAMMAR if we get to it... **
 * complete grammar p. 25

- **HELPING VERBS (p. 26).** These are verbs that WILL have to be memorized and are ALWAYS double underlined in sentences.

- new grammar concept (p. 27): **"NOT"**
 * complete grammar p. 29


 * 9/17/13 **

1. **Final preposition quiz:** worth 12 points (+2 bonus)

- click this link (or follow along on handout) for an [|explanation of the final aspect of the oral presentations] - complete speeches and video viewing - begin your self-analysis (ie. the paragraph)
 * 2. Finish up the final piece of the SPEECHES project **

3. **WHO AM I? (a bit different from your three distinctive things or your interview info)**
 * Your own 'personality profile'
 * 100% confidential
 * 1 full page = full credit (25 points)


 * 4. GRAMMAR if we get to it... **

- new grammar concept (p. 23): COMPOUND SUBJECT.


 * complete grammar p. 25

- HELPING VERBS (p. 26). These are verbs that WILL have to be memorized and are ALWAYS double underlined in sentences.

new grammar concept (p. 27): "NOT"
 * complete grammar p. 29


 * HW: create a new Google account using the following format: section number, last name, first initial **
 * ** 88ortizd **
 * ** 81grayj **
 * ** 80moorehouse **
 * ** 86sharpr **

- Continue speeches and video analyses (HANG ONTO YOUR SCORED RUBRICS!)
 * 9/16/13 **

HW - Study for LAST preposition quiz (letters "r" through "w")


 * 9/13/13 **

- 'i-p' preposition quiz


 * worth 11 points (bonus if all 13 are included)

- Continue speeches and video analyses


 * HW: None **

- review p. 21 - book fair - oral presentation rubric and video viewing/scoring - oral presentations
 * 9/12/13 **
 * grade as you watch
 * DON'T STOP videos when they are running
 * DON'T SCORE between videos...keep them rolling
 * Partners need to 'agree' on scoring
 * The speaker can add up points afterward...but not in the hall


 * HW: memorize "i" through the letter "p" **


 * 9/11/12 **

1. "b - f" preposition quiz (number 1 - 13...the extra TWO are bonus)

2. Practice one more round of speeches.

3. REAL speeches 'filmed'


 * HW: Complete grammar page 21 **

- Review prepositional phrases (complete grammar pages 19 & 21)
 * 9/10/12 **

- Oral presentations rubric

- Oral presentations practice (in 3's)
 * Take turns giving your talk
 * Stand / speak loudly and clearly / 'face' your audience
 * Watch me for your 'time'

- **practice for REAL oral presentations**
 * hw: **
 * - memorize 'b' through 'f' prepositions **


 * 9/9/13**


 * 1. Why are we as human beings 'attracted' to the pain, embarrassment, and humiliation of others? **


 * 2. Why Learn Grammar? **
 * p. 4 - list of prepositions (to be memorized). A preposition is ALWAYS at the beginning of a prepositional phrase (p. 17)
 * around


 * A prepositional phrase BEGINS with a PREPOSITION and ends with SOMETHING (noun/pronoun).
 * around the corner


 * The SOMETHING at the end of the prepositional phrase is called the OBJECT of the prepositional phrase.
 * around the corner ("CORNER" is the object)


 * Prepositional phrases will NOT be the subject or verb of the sentence (p. 13)
 * The SUBJECT is who or what the sentence is about.
 * The VERB is what happens or what "is" in the sentence.

3. Complete page 15.

4. Complete any stray interview questions. Finish writing your 1 - 2 page speech.


 * HW: Transfer your written speech into note form (NO READING OF SPEECHES). **
 * ** ...almost like going from a FINAL COPY to a ROUGH DRAFT **


 * 9/5/13**

1. Preposition quiz (list the "a" prepositions)

2. TWO MINUTE BIOGRAPHIES - refer to the horizontal side of the handout
 * The speeches must be organized and thorough.
 * If you're short on information, WHOSE fault is that?


 * HW - Write speech in paragraph form (250 - 350 words)**


 * 9/4/13**

INTERVIEWING

1. Write down answers to questions 2. Spend at least 30 minutes before switching 3. Make an effort to get to know your 'interviewee.'


 * HW:**
 * Generate MORE and BETTER questions**
 * Study and memorize the prepositions beginning with the letter "a" (from grammar sheet)**


 * 8/30/13 & 9/3/13 (Labor Day Weekend)**


 * TWO MINUTE BIOGRAPHY (instructions also on handout )**

1. INTERVIEW an 'unknown' classmate for interesting biographical information 2. DEVELOP good interview questions 3. PRESENT your information in a two minute speech. 4. In groups, write as many GOOD personal interview questions as possible (group with most GOOD questions receives bonus points)
 * Avoid 'yes'/'no' questions; ask open-ended questions
 * Ask follow up questions to answers you receive. These won't be on your question list...so LISTEN to the answers.
 * Ask questions requiring stories or interesting details.


 * HW - List of the 35 good interview questions (leaving room for answers)**


 * 8/28/12 - 8/29/12**

1. Student INFORMATION FORMS & BINDERS

2. Textbook Distribution

3. Rules!!! In writing, respond to the following prompts:


 * What typical school or classroom rules do you feel are UNNECESSARY?
 * Then why are they in place? Why have them at all?
 * Explain the difference between school and other types of rules: domestic rules, social rules, civic rules (laws), fashion rules, etc.
 * Why do we break rules?
 * Why is it necessary to have ANY rules?


 * 8/27/13**

1. What types of things do teachers TYPICALLY talk about on the first day of school? (ie. What seems important to THEM?)

2. What types of things do students TYPICALLY want to know about on the first day of school? (ie. What is important to YOU?)


 * Logistics**
 * Attendance
 * Seating (silent activity...we'll learn a lot TODAY!)
 * Student information form (why? 120 parent contacts)
 * Textbook inventories (not yet)
 * What is needed for class: binder and handouts (daily), book (when required), agenda book, a writing item, effort

1. Write and be prepared to share 3 - 5 distinctive facts about yourself:
 * Activity**
 * family background
 * your interests
 * a unique opinion
 * talents or skills
 * what you like/dislike
 * etc.

2. Answer approximately 3 (or so) questions from classmates.
 * Any question is fine (as long as it isn’t embarrassing, too personal, about something illegal, etc.).
 * Class should ask questions about your 'distinctive facts.'


 * HW: Student information form / 3 ring binder**