10th summer reading assignment

Read about the summer reading assignment here.

preparation for the final

1. Study your vocab roots!  There will be matching, multiple choice, and/or sentence-writing prompts.

2. Create the Google Doc for your self-assessment.  Title it "[First] [Last] Accomplishments [period]," and share it with me.

In that document, list everything you've done / accomplished / learned this year in this English class!  For ideas / evidence, examine...
* Your brain
* The class blog
* The assignment blog
* Your folder
* Your journal

This is a prewrite for the final--the more you can list today, the easier the final will be!

roots study guide

The roots study guide (a list of all the roots that may appear on the final) is at this link.

the Lit Circle Assessment

... is available as a Google Doc.  Be sure to carefully follow all instructions!

Journal #39

Reflect on the year.  What have you learned?  How have you changed?

OR

Write me a letter.  "Dear Mr. Anderson..." and go from there.

Journal #38

Reflect on your reading progress.

What have you accomplished this year?  Have you met your reading goals?  Do you have good reading habits?  How well do you understand what you read?

Journal #37

On the final, you'll be expected to match roots and their definitions and/or connected words, and, in some cases, to 

write a sentence correctly using the root in a word.

In your journal, describe and reflect.

1. What study method did your group use?

2. How well do you know the roots?

3. What will you have to do to ready yourself for the final?

agendas, June 11-15

Monday, 6/11

Goals:

* To bolster our vocabulary

* To reflect on and strengthen prior learning

Tasks:

0: Previewing the week; instructions for tasks

1. Vocabulary review

2. Journal #37

3. Lab Time: Biblical Allusion-blogging

Tuesday, 6/12

Goals:

* To demonstrate understanding of the texts we've read

* To prepare for the Lit Circle Assessment

Tasks:

0: Instructions

1. Group Work (Literature Circles)

2. Journal #38

3. Turning in Work

Wednesday, 6/13

Goals:

* To read for focus and fluency

* To reflect on our reading progress

Tasks:

0: Instructions

1. Reading Time

2. Calculating WPM / Reading Records

Thursday, 6/14

Goals:

* To demonstrate understanding of the texts we've read

* To prepare for the Lit Circle Assessment

Tasks:

0: Instructions + Preview of the Assessment

1. Group Work (Literature Circles)

2. Journal #40 (last of the year)

3. Scoring Journals (they'll be collected Monday)

Friday, 6/14

The Lit Circle Assessment!

Week 12 roots

Fa, fat, fess
Fac, fact, fect
-fic, -fy, -ify
Fing, fig, fict
Simil, simul, sembl
Quasi-
Non-, ne-
Sap, sip

Journal #36

Use five root-based words in either...

* A persuasive speech using 3 rhetorical devices

OR

* a 6-line iambic pentameter poem (rhyming or not)

agendas, June 4-8

Monday, 6/4

Goals:

* To augment our vocabulary

* To practice / reinforce writing skills

Tasks:

1. Presentations (along with Journal #35)

2. New Vocab

3. Journal #36: vocab practice


Tuesday, 6/5

Goals:

* To practice critical reading

* To appreciate the creativity of our peers

Tasks:

1. Presentations (along with Journal #35)

2. Journal #36 (as needed)

Wednesday, 6/6

Goals:

* To practice critical reading

* To appreciate the creativity of our peers

Tasks:

1. Presentations (along with Journal #35)

2. Bible as Literature / Evidence of Learning

Thursday, June 7

Goals:

* To practice critical reading

* To appreciate the creativity of our peers

Tasks:

1. Presentations (along with Journal #35)

2. Bible as Literature / Evidence of Learning

Friday, June 8

Goals:

* To practice critical reading

* To appreciate the creativity of our peers

Tasks:

1. Presentations (along with Journal #35)

2. Bible as Literature / Evidence of Learning

allusion preassessment

what's on your mind?

Share something with the class.

100-150 words.

Check for spelling, conventions, etc.

Journal #35

This is an ongoing journal entry.  

As different individuals and groups present, write down one "takeaway" per presentation.  

A "takeaway" is something you...

* Learned from the presentation

* Found interesting about the presentation

* Thought about as a result of the presentation

* etc.

Journal #34

What are some ways you can engage your audience when it's your turn to present?

Take a couple minutes to list some ideas.

agendas, May 29-June 1

Tuesday, 5/29

Goals:

* To augment our vocabulary

* To practice public speaking

* To appreciate our colleagues' creativity

Tasks:

1. Journal #34

2. Discussion

3. New Latin roots

Wednesday, 5/30 (2nd period only, EOC schedule)

Goals:

* To augment our vocabulary

* To practice public speaking

* To appreciate our colleagues' creativity

Tasks:

1. Presentations

2. Journal #35

3. Work time.




Thursday, 5/31 (2nd period only, EOC schedule)

Goals:

* To augment our vocabulary

* To practice public speaking

* To appreciate our colleagues' creativity

Tasks:

1. Presentations

2. Journal #35

3. Work time.



Friday, 6/1

Goals:

* To practice our writing skills. 

Tasks:

1. Allusion preassessment (on this blog)
2. Blogging (on the class blog)

Week 11 roots

Ratio
Prob
Judic
Cred
Fid
Doc, doct
Dub, dubit
Scrib, script

Journal #33

Why do people read fictional stories? What's the value in reading something that we know isn't true, or didn't really happen?

Journal #32

What did you accomplish today?

What resources do you still need?

What changes do you need to make, if any?

Week Ten Latin roots

Anim
Vit, viv
Mort
Mir
Mor
Mord, mors
Dorm
Somn

Journal #31

5-minute freewrite.

Topics (if you need 'em):

Individual superheroes vs. team efforts: which is more entertaining?

The unconscious mind

Pizza as a metaphor for your life

Is it ever right to lie?

Hockey

agendas, May 21-25

Monday, 5/21

Goals:

* To practice public speaking

* To augment our vocabulary

* To write for focus and fluency

Tasks:

1. Journal #31

2. Quick Public Speaking Practice

3. New vocab roots

4. Roots drawings


Tuesday, 5/22

Goals:

* To practice public speaking

* To practice our revision skills

* To progress on our projects

Tasks:

1. Quick Public Speaking Practice

2. Revision practice / formative assessment

3. Project work time

4. Journal #32


Wednesday, 5/23

Goals:

* To practice public speaking

* To read for focus, fluency, and/or enjoyment

Tasks:

1. Book Preview / Reading Time

2. Reading Records

3. Public Speaking Practice

Thursday, 5/24

Goals:

* To practice public speaking

* To read for fluency and comprehension

Tasks:

1. Journal #33: Pre-reading

2. Article

3. Response

4. Reflection

5. Project Work Time

6. Public Speaking Practice



Friday, 5/25

Goals:

* To practice public speaking

* To progress on our projects

Tasks:

1. Public Speaking Practice 

2. Project Work Time; checking out books

3. Returning work

progress survey

Journal #30

Say something persuasive.  One good sentence.

You might start like this:

"I encourage you..."

"I demand that..."

"It is my hope that..."

"To make the world a better place, we should..."

Journal #29

List three takeaways from today's presentation by the UW-Tacoma rep.

Journal #28

After today's work / project time...

What did you accomplish today?

What are your plans for the future?

Answer in a short paragraph, 5-7 sentences.

Journal #27

"What's in a name? That which we call a rose

by any other word would smell as sweet...."

What should Mr. Anderson name his son?

1. The name

2. The reasons for the name

3. The potential pitfalls

4. What this says about our culture, you, or Mr. Anderson

week 9 roots

This is the first week of Latin roots.


Ped
Manu
Mand
Digit
Sens, sent
Cern, cert, cret
Crim, crimin
Sci

Journal #26

5-minute freewrite.

Topics (if you need 'em):

Mother's Day

Weather

The Avengers

Science

Regret

agendas, May 14-18

Monday, 5/14

Goals:

* To augment our vocabulary

* To write for focus and fluency

Tasks:

1. Journal #26

2. Turn in Greek roots drawings

3. New roots (Latin!)

4. New roots drawings

5. Games

6. Calendar sign-up

Have you turned in your journal?


Tuesday, 5/15

Goals:

* To progress on our projects

* To read for enjoyment

Tasks:

1. Warmup: Journal #27

2. Discussion

3. Project work time

4. Reflection: Journal #28 (return to class at 2:32)



Wednesday, 5/16

Goals:

* To see "real-world" public speaking in action

* To learn why English is so important after high school

* To consider preparing for college

Tasks:

1. Guest presenter from the UW-Tacoma

2. Journal #29


Thursday, 5/17

Goals:

* To practice public speaking

* To work on our projects

Tasks:

1. Journal #30

2. Super-Quick Speech Practice

3. Rubrics 

4. Project work time

Have you turned in your journal?

Friday, 5/18

Goals:

* To practice public speaking

* To check our progress in the class

* To augment our vocabulary

Tasks:

1. Journal #30 (if you haven't finished)

2. Super-Quick Speech Practice

3. Skyward

4. Student Survey

5. Project work time

Romeo and Juliet creative project

9^th English Romeo and Juliet Performance Project, Spring 2012

Your task: creatively appropriate Romeo and Juliet, and perform and/or present your work in the coming weeks.

You might…

·       Write and recite a long poem (or series of shorter poems) based on the story

·       Write a sequel / change the ending / add a character (“fan fiction”)

·       Modernize / adapt the play

·       Change it from verse to a prose narrative

·       Make a movie or skit (5-10 minutes in length)

·       Something else approved by Mr. Anderson

Your work, obviously, won’t be entirely original—but it must be entirely yours.

You must include a 1-page written explanation of your performance (i.e., 200-300 words explaining your thought process, your creative choices, and how your work ties to a theme or themes in the play.)  If you’re part of a group, you still have to write an individual explanation.

The kind of project you choose will determine the materials you’ll need.  

Journal #25

a. How important is it to be original?  If it is, why?  If not, why not?

b. Notes / thoughts on the Baz Luhrmann adaptation, Romeo + Juliet

week eight roots

chiro-
pod
cephal
dactyl
osteo
derm

ton, ten

ec, eco

agendas, May 7-10

Monday, 5/7


Goals:
* To augment our vocabulary
* To consider adaptation

Tasks:
1. New roots
2. Roots drawings
3. As time permits: video

Have you finished your R&J essay + checklist? 


Have you finished your Act III quotes?




Tuesday, 5/8

Goals:
* To understand aspects of Shakespeare's creative process
* To consider the importance of originality in artistry
* To develop ideas for adaptations

Tasks:
1. Journal #25a
2. The Tragical History of Romeus and Juliet
3. Journal #25b
4. The Project

Wednesday, 5/9

Goals:

* To consider the importance of originality in artistry

* To develop ideas for adaptations

Tasks:

1. Romeo + Juliet continued

2. Continuing Journal #25b: thoughts / observations about the film

Project planning sheets, Journals 1-25 are due THURSDAY.

Thursday, 5/10

Goals:

* To consider the importance of originality in artistry

* To develop ideas for adaptations

Tasks:

1. Romeo + Juliet continued

2. Finishing Journal #25b: thoughts / observations about the film

3. Discussion / Reflection

4. Turning in journals 1-25

5. Project Sheets due

interrogating the text

Using questions as a means of understanding

1. Read the text out loud
2. Along the way, develop three columns on your poster paper:

1. Tricky vocab

2. Factual questions ("What is this saying?  Who is this?  What's happening here?").

3. Thinking questions
* Opinions / evaluations
* WHY
* Insight-based
* Would require a short-answer or essay response

5 items per column is the minimum

Journal #24

What do you think about the ending of Romeo and Juliet?

If you could change it, how would you?  Why?

Journal #23

Make a real-world connection to Romeo and Juliet.

agendas, April 30 - May 4

Monday, 4/30
Goals:
* To augment our vocabulary


Tasks:
1. New vocab roots!
2. Roots drawings
3. Lab time


Tuesday, 5/1
Goals:
* To understand a rich and complicated text

Tasks:
1. Watching the film
2. Journal #24
3. Discussion


Wednesday, 5/2
Goals:
* To understand a rich and complicated text
* To develop useful questions

Tasks:
1. Small groups: reading Act IV (groups of 4-5)
2. Interrogating the Text
3. Recap / Reflection as time permits



Thursday, 5/3
Goals:
* To understand a rich and complicated text
* To increase comprehension through activiting

Tasks:
1. Small groups: reading Act V out loud

2. Choose your method of interacting with the text to share out

* Interrogating the Text
* Rich Picture
* Timeline
* ?

3. Discussion  / Sharing Out


Friday, 5/4

Goals:
* To understand a rich and complicated text
* To increase comprehension through game-playing

Tasks:
1. Developing questions for SuperQuiz!
2. SuperQuiz!


Have you finished your R&J essay + checklist?

Have you finished your Act III quotes?

week 7 roots

mono-
bi-
di-, dia-
iso-
nom,-onomy, -onomous
onym

[By now you should have 45 total roots]

Romeo and Juliet essay checklist

Name:                                                                                                                              Period:

My Romeo and Juliet essay…

_________                  Is written in the “literary present” tense

When writing about literature, make it seem as though the story is taking place right now. For example [present tense verbs bolded]:

Romeo and Juliet wish to be secretly married. Friar Laurence, despite his advice to go slowly, agrees to marry them. He hopes that the marriage will bring the feuding families together.

_________                  Uses formal words rather than slang / conversational style

“Romeo is strongly attracted to Juliet,” is better than “Romeo wants to get with Juliet.”  “Love makes him act foolishly,” is better than “Love makes him go bonkers.”

_________                  Does not use “you”

_________                  Eliminates unnecessary “I think” or “I feel” statements (they’re usually redundant)

                                   

_________                  Smoothly integrates quotes

“Fate is a powerful force; as Romeo puts it, he is ‘Fortune’s fool,’” is better than, “Romeo says, ‘O, I am Fortune’s fool!’  This quote is saying that…”

_________                  Has no noticeable errors in conventions (spelling, grammar, etc.)

_________                  Is shared with jvahomework@gmail.com

Author’s Note (explaining revisions, improvements, etc.)