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.)

agendas, April 23-25

Monday, 4/23


Watch most recent scenes of Romeo and Juliet
Intro to timeline graphic organizers (with examples)
Intro to insight
Explanation of activity
We will get into assigned groups
Groups will work on the timeline graphic organizer activity
Groups will report out
Exit slip

Tuesday, 4/24

Homework: essay checklist
About the activity
Make real-life connections to the play
Get into assigned groups
Discussion and note-taking on prompts (~20 min)
Reflection on discussion (~5 min)
Intro to persuasive speeches (10-15 min)
Exit slip (~4 min)

Wednesday, 4/25

Announcements / instructions
Go over rubric
Get into groups
Work on speeches
Present out
Reflection/comments on speeches
Final assessment

Journal #22

After the skits based on Act III of Romeo and Juliet are finished...

1. Best Actor in a Leading Role

2. Best Supporting Actor

3. Best Overall Production

Journal #21

After today's reading / work time:

What did you accomplish today? What did you learn?

roots, week 6

helio
dyn, dynam
chron
chrom, chromat
meter, metr
cycl
bio
phys
psych
astr

agendas, April 16-20

Monday, 4/16
Goals:
* To understand a rich and complicated text
* To understand choices directors make

Tasks:
1. Previewing the text: reading Act III, scene 1
2. Reader's Theater
3. The film

Have you finished your essay and shared it with me on Google Docs?

Tomorrow: new vocab


Tuesday, 4/17

Goals:
* To augment our vocabulary
* To understand a rich and complicated text


Tasks:
1. New roots!
2. Roots drawings
3. R&J continued; quotes


Have you finished your essay and shared it with me on Google Docs?

Act III: 8 quotes


Wednesday, 4/18
Goals:
* To read for focus and fluency
* To understand a rich and complicated text


Tasks:
0. Quote Sheet Samples
1. Reading / Work Time
2. Journal #21


Thursday, 4/19
Goals:
* To understand a rich and complicated text
* To bring a text to life in performance


Tasks:
0. Brief preassessment for next week's activities
1. Forming small groups
2. Reading Act III: scenes 3-5
3. Summaries on notecards
4. Preparing dramatic presentations (as time permits)

Friday, 4/20
Goals:
* To understand a rich and complicated text
* To bring a text to life in performance

 Tasks:
1. Preparing your skit (15-20 min)
2. Performances
3. Reflection: the Tony Awards (Journal #22)
4. The Shakespeare Challenge (as time permits)

Romeo and Juliet in-class write (Acts I and II)

Instructions are here.

You'll use Google Docs.

Journal #20

Five-minute freewrite.


Need a topic?

Break!

agendas, April 9-13

Monday, 4/9

Goals:
* To augment our vocabulary

Tasks:
1. Journal #20
2. New roots!
3. Roots drawings
4. Roots practice
5. Neologisms


Tuesday, 4/10
Goals:
* To understand a rich and complicated text

Tasks:
1. Watching Act II, scenes 1-2
2. Interactive lecture over same
3. Quote Sheet from Act II (7 needed from this act)


Wednesday, 4/11
Goals:
* To understand a rich and complicated text
* To read for focus and fluency

Tasks:
0. Quotes Quiz (from Act II:1-2)
1. Reading Time
2. Calculating WPM
3. Review


Thursday, 4/12

Goals:
* To understand a rich and complicated text


Tasks:
1. Small Groups: reading Act II:3-6 aloud

* Ask questions along the way (notecard if you need it)
* Go quickly--if your group doesn't finish Act II, you'll need to finish tonight

2. The Film


Goals:
* To understand a rich and complicated text
* To demonstrate this understanding in writing


Tasks:
1. Quick recap / Quote Sheets - finishing Act II

2. Writing Assignment, D-12 lab (on Google Docs)

roots, week 5

ortho-
paleo-
neo-
hier-, hiero-
theo
geo

Spring Break!

There is no official homework for Spring Break.

It is, however, a great time to catch up on missing work, study your vocab, read a great book, or read ahead in Romeo and Juliet.

Enjoy your break!

Journal #19

You're one of the characters from Romeo and Juliet. Rap about your situation.


* At least 10 lines
* Rhyming
* Demonstrates your understanding of one of the conflicts in Act I
* Shakespearean language is OPTIONAL
* Partner up if you want to

Samson vs. Gregory
Prince vs. Feuding Families
Tybalt vs. Benvolio
Benvolio vs. Romeo
Paris vs. Capulet
Nurse and Lady Capulet vs. Juliet
Mercutio vs. Romeo
Tybalt vs. Capulet
Romeo vs. Juliet

Journal #18

Who's the most dramatic person you know? Describe and/or explain.

Journal #17

Concerning today's group work using Rich Picture Graphic Organizers...

How well did your group work together?

How well did your drawing show the events of Act 1 scene 1?

How might this activity help you in other areas of study?

agendas, Mar. 26-30

Monday, 3/26

Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J

Tasks:
0. Book checkout
1. Intro to the 3-day lesson
2. Intro / review: rich picture graphic organizers and summarizing
3. Group formation
4. Creating organizers
5. Presentations
6. Preparation for tomorrow
7. Journal #17: Reflection


Tuesday, 3/27
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J

Tasks:
1. Receive instructions
2. Join groups
3. Read Act 1, scenes 2-3
4. Whole class discussion


Wednesday, 3/28
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J

Tasks:
1. Recap / instructions
2. Join groups
3. Choose jobs
4. Write summary
5. Create a Rich Picture Graphic Organizer
6. Report out
7. Reflection


Thursday, 3/29
Goals:
* To understand a rich and complicated text
* To understand the themes of the play

Tasks:
1. Journal #18
2. Film, Act 1 Scene 4
3. Discussion / Reflection; quotes page
4. Film, Act 1 Scene 5 (as time permits)


Friday 3/30

Goals:
* To understand a rich and complicated text
* To understand the themes of the play

Tasks:
1. Act 1 recap; finishing quote sheets
2. Journal #19: The Rap Battle / Poetry Slam
3. The Battle / Slam
4. Collecting quote sheets

Journal #16

1. Your pop-culture question (related to relationships)

2. What does that film / song / TV show / whatever teach you about relationships?

Journal #15

Choices from today's reading / work time.

You might write about anything (a 30-min freewrite).

You might write about what you read.

You might write about what you accomplished today / what you've learned recently.

Journal #14

Notes on irony. See Mr. A. if you were gone.

Journal #13

Spelling bee! Try to spell championship words from National Spelling Bees past.

Or, write about your own experiences as a speller.

agendas, March 19-23

Monday, 3/19
Goals:
* To learn new roots
* To appreciate the complexity of English

Tasks:
1. Journal #13: Spelling Bee!
2. New roots
3. ?


Tuesday, 3/20

Goals:
* To understand the intricacies of irony
* To learn the various types of irony

Tasks:
1. Journal #14: notes on Irony
2. Group task: irony skits


Wednesday, 3/21
Goals:
* To read or write for focus and fluency

Tasks:
0. Skits (as needed)
1. Reading and/or Writing Time
2. Journal #15 (which you might have already started for writing time)


Root drawings are due today.

Work expectations:
1. No talking
2. Working on English

week four prefixes

Archae-, archa,
Hetero-
Homo-
Oligo-, olig-
Pan-, panto-
Poly-

Journal #12

a. What is irony? What does it mean when something is "ironic?"


b. List at least 2 things that are ironic from the Twilight Zone episode "Time Enough at Last."

week 3 roots / affixes

arch, archi
dem
gen
-gon
log
-ology

Journal #11

For 5th period:
What’s one thing you would change in the education system? Why? How would it work better? (Be prepared to share your thoughts.)


For 2nd / 6th period:
Think of an interesting location here at CHS. (Inside the building)

* About why that place is important
* The history of that location
* A story--real or imagined--involving that location

agendas, Mar. 12-16

Monday, 3/12
Goals:
* To widen our vocabulary

Tasks:
1. New roots (notes in back of journal)
2. Games
3. Blogging assignment: roots stories


Tuesday, 3/13 [5th period only]

Tasks:
1. Journal #11
2. Public Speaking Practice
3. Computer assignment in E-1 computer lab (using 6 rhetorical devices)


Wednesday, 3/14 [2nd and 6th only]
Goals:
* To learn effective impromptu techniques
* To practice engaging delivery
* To practice speaking fluency

Tasks:
1. Journal #11
2. Prep for the CHS Tour
3. The CHS Tour
4. Reflection discussion


Thursday, 3/15
Goals:
* To demonstrate our initial understanding of irony

Tasks:
1. Journal #12a
2. Twilight Zone: "Time Enough at Last"
3. Journal #12b



Friday, 3/16
Goals:
* To read for focus and fluency
* To show how we've learned various roots

Tasks:
1. Reading Time
2. Reading Records / Calculating WPM
3. Roots Quiz
4. ?

digital freewrite, Friday, March 9

As part of our continued emphasis on writing, and, specifically, to bolster your writing fluency, today's task is to write at least 1000 words. How will you accomplish this? By writing uninterrupted for 30 solid minutes.

Here's how.

Create a new Google Doc. Get started writing, and don't stop.

The sub will keep track of time. Your goal is to continue writing; not stopping, not correcting, not obsessing over the details. It's the same as when we write in our journals. Stay focused, and let others stay focused: NO TALKING. (If you have a question for the sub, raise your hand.)

Need a topic to get you started?

* Your favorite sport or athlete
* A time you solved a tricky problem.
* A time you had to persuade others to change their minds.
* Drama
* Relationships
* Once upon a time...
* In a galaxy far away...
* If I were President...
* It's time for change...


Don't worry if your writing leads you in different directions, though. That's the nature of a freewrite.

The sub will inform you when 30 minutes have passed. Then, at that point, I want you to find the best written (or otherwise most interesting) passage from your freewrite, highlight it, and then briefly write about why you chose it.

Title your document like so: [First] [Last] freewrite [period]. For example:

Marvin Martian freewrite 5th

Then share it with me.

DON'T FORGET TO SHARE IT WITH ME!

Journal #10

Part A: Tips for giving an effective impromptu speech.

* Gather your thoughts

* Have a framework / approach

* Be a contrarian / aim to surprise

* Be yourself (i.e., don't try too hard to be clever, funny, cute, or likable)


Part B: Reflection
Regarding your public speaking skills, what’s one thing you’re going to focus on this semester? What can I help you with? What questions or concerns do you have?

Journal #9

Choose a passage from your independent reading book to read dramatically to a partner.

Your partner writes in your journal!

Give feedback on your partner's dramatic reading.

1. One thing they can work on
2. Two things they did well

Consider...

* Vocal work (accents, dynamics, etc.)
* Distinguishing the narrator from the characters
* Getting into the spirit of the story
* Enunciation / clarity

Journal #8

Five-minute freewrite.

Need a topic?

Career plans.
Scary movies.
Elections.


When you're finished, feel free to calculate your WPM.

rhetorical device slide show

Check it out!

week 2 prefixes

eu-
caco- (kak-)
mega-, megalo-
micro-
macro-
tele-, tel-, telo-

agendas, March 5-9

Monday, 3/5

Goals:
* To learn new Greek roots / prefixes
* To practice dramatic presentation

Tasks:
1. New roots
2. Visual notes
3. Dramatic practice
4. ???


Tuesday, 3/6
Goals:
* To learn new rhetorical devices
* To practice identifying rhetoric in action
* To practice our blogging skills

Tasks:
1. Journal #8
2. New rhetorical devices
3. Lab time


Wednesday, 3/7
Goals:
* To read for focus and enjoyment
* To practice our dramatic presentation skills

Tasks:
1. Reading Time
2. Reading Records
3. Dramatic Reading
4. Journal #9


Thursday, 3/8
Goals:
* To learn effective impromptu techniques
* To practice engaging delivery
* To practice speaking fluency

Tasks:
1. Journal #10a
2. Impromptu Speaking Practice


Friday, 3/9

Tasks:

1. Journal #10b
2. Practice roots quiz (online)
3. Digital Freewrite (on Google Docs)

week 1 roots

anthrop
biblio, bibl
phon
graph, gram
scop, skept

Journal #7

A. Reflect on rhetoric. What have you learned so far about rhetorical devices? What are you confused about? What's helping you learn? What's not helping? Any questions?


B. Stump Mr. Anderson
Word or Movie Trivia! (4-answer multiple choice, whichever you choose.)

agendas, Feb. 27-Mar. 1

Monday, 2/27
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding

Tasks:
1. The best speech from last night's Oscars?
2. Three more rhetorical devices
3. Practice: "I'd like to thank..."
4. If time permits: Stump Mr. Anderson, movie edition

Did you finish the persuasive letter--and share it with me?


Tuesday, 2/28
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding

Tasks:
1. More rhetoric in action
2. Roots!
Week 1 list; visual notes


Wednesday, 2/29
Goals:
* To read for focus and fluency

Tasks:
1. Reading Time
2. Calculating WPM
3. Reading Records
4. Journal #5 (for 5th and 6th periods)

Did you finish the persuasive letter--and share it with me?

Do you have the five roots from yesterday?


Thursday, 3/1
Goals:
* To apply new knowledge
* To demonstrate understanding of rhetoric

Tasks:
1. Computer Lab (2nd and 6th)

1. CHS Tour (5th)

sample persuasive letter

Improve the letter at the following link. Carefully follow the instructions!

rhetorical devices

Have these listed in the back of your journal. (Give yourself about 4 pages for all of them.)

For each, write a definition and provide an example.


1. Anaphora
2. Epistrophe
3. Polysyndeton
4. Asyndeton
5. Anadiplosis
6. Epanalepsis
7. Expletive

Journal #6

Part A
As you watch and listen to Dr. King's most famous speech, jot down...

* Things you notice about the words he uses
* Things you notice about the way he speaks
* Any memorable phrases

Part B
Write a persuasive speechlet that uses 3 of the 4 techniques we've learned. (Anaphora, Epistrophe, Asyndeton, Polysyndeton)

Journal #5

For exactly 5 minutes, mindfully imitate: copy an interesting passage from the book you're reading. As you copy, think about the author's style--the rhythm of the words, especially.

When you're done, consider: what does it feel like to write as that author?

poetic terms

Meter
Poetic rhythm. Measured in "feet."

Metrical Foot
A measure in poetry. Usually two or three syllables.

Stressed
Accented or emphasized syllable in a word. For instance, in the word "neighbor," "NEIGH" carries the stress. (Opposite: Unstressed)

Iamb
A two-syllable metrical foot, unstressed/stressed (like "aBOUT")

Anapest
A 3-syllable foot, un/un/stressed (like "sevenTEEN")

Iambic Pentameter
5 iambs in a line, for a total of 10 syllables. "aROUND the ROCKS the RUGged RAScal RAN"

Journal #4

A. Five-minute freewrite.
Write and don't stop. (Don't go back. Don't correct.)

If you get stuck, keep writing the same thing until you get unstuck.


Need a topic?

Neighbors.

When finished, record your WPM.


B. Turn your prose into a poem.
Take a significant part of your freewrite and rewrite it as 6-8 lines of blank verse (unrhymed iambic pentameter)

You might have to change words / change the order of words to make it fit the rhythm of iambic pentameter

agendas, Feb. 21-24

Tuesday, 2/21
Goals:
* To learn about "blank verse"
* To write rhythmically
* To have fun


Tasks:
1. Journal #4A: 5-minute freewrite
2. Journal #4B: turning prose into poetry
3. Computer Lab: publishing a poem

Wednesday: Reading Day
Thursday: Introduction to Rhetoric
Friday: Rhetoric, Part II

"Style is all rhythm. Once you get that you can't use the wrong words." -- Virginia Woolf


Wednesday, 2/22
Reading Day
Journal #5


Thursday, 2/23
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit


Tasks:
1. Video / Journal #6A
2. Discussion
3. Rhetoric and Rhetorical Devices
4. Facilitated Practice (Journal #6B)

Journal #3

What's an anapest?

Write an original limerick.

Journal #2

Part A: Write two lines of iambic pentameter.


Part B: Write a four-line rhyming poem in iambic pentameter.

Journal #1

The "Plot Twist" exercise.

See Mr. Anderson for full instructions.

agendas, Feb. 13-16

Monday, 2/13

Goals:
* To write with a focus on action

Tasks:
1. The Plot Twist Exercise (Journal #1)
2. Reflection


Tuesday, 2/14
Goals:
* To write with a focus on rhythm
* To understand the structure of a sonnet
* To understand iambic pentameter
* To work on our Scottish accents


Tasks:
1. Sonnets
2. Journal #2

Wednesday, 2/15
Goals:
* To read for focus and comprehension
* To write with rhythm


Tasks:
1. Reading Time (30 min)
2. Journal #2 part B
3. Sharing


Thursday, 2/16

Goals:
* To learn another metrical foot: the anapest!
* To write rhythmically
* To have fun


Tasks:
1. The Anapest (Journal #3)
2. A Terrifying Glimpse into the Mind of a Child: "It's a Good Life," from The Twilight Zone

agendas, Feb. 6-10

Monday, 2/6
Goals:
* To provide information about our vocab knowledge
* To understand the role of pop culture in our lives
* To discuss the nature of "generation gaps"

Tasks:
1. Brief vocabulary pre-assessment
2. The Pop Culture Challenge
3. Discussion / Reflection

4. Have you turned in your journal?


Tomorrow: work / reading day, + lit circles!


Tuesday, 2/7
Goals:
* To read for focus and comprehension
* To prepare for the final


Tasks:
1. Reading time / work time
2. Literature Circles (the last of the semester!)
3. Final Lit Circle reflection


Tomorrow: the Final!


Wednesday, 2/8
2nd period final

Friday, 2/10
5th and 6th period finals

preparing for the final Literature Circle art project

9th English Final Project, Winter 2012

Your task is to artistically or creatively represent your experience as a reader and thinker during this literature circle project—and, on the day of the final, to share that learning with your classmates in an informal conversation, as you proudly share your work.

What are some ways you might achieve this?

You might…

• Create a poster-sized collage of the most memorable characters from your book
• Create a poster-sized timeline of your reading experience (what you thought about, connections you made, etc.)
• Create an abstract artwork that expresses themes from the book
• Write a series of poems that are inspired by the book
• Write a short story based on a character from your book, sharing an excerpt with us
• Draw a fantastic comic strip based on your book (at least 20 panels)
• Do something else that works, approved by Mr. Anderson

You must include a 1-page written explanation of your piece (i.e., 200-300 words explaining your thought process, your artistic choices, etc.)

The kind of project you choose will determine the materials you’ll need. Start your initial planning below:

Things I’ve Learned or Experienced as a Reader

Favorite Moments / Thoughts About the Book

Preferred Project Type

Materials Needed (Poster paper, markers, etc.)

Journal #55

After today's lit circles:

* How's your group going?
* How are you progressing through your book? Are you enjoying it?
* Any obstacles or challenges?
* Any suggestions?

Write a solid paragraph (75-100 words)

Journal #54

What's one thing you wish adults understood about teenagers?


OR


What's the weirdest part of the high school experience?


Write a solid paragraph - 75-100 words.

Journal #53

Literary "sampling."

Take a line from your book. Use it to create something new--as the start of a new story / scene, poem, rap, etc.

Journal #52

Preparation for today's literature circles. Write about your novel:

Character
* Who is the protagonist of your story?
* What is that character like? Physical features? Personality? Other important traits?
* What makes you sympathetic to the protagonist? Is s/he likable? How well do you relate to the protagonist?
* Is there an antagonist? If so, who?


Conflict
* What is the primary conflict? What type is it?
* Are there any secondary conflicts?
* How do these conflicts keep the story moving forward?
* Are the conflicts realistic?
* Can you predict the resolution of the primary conflict?

Journal #51

Narrate your life in the 3rd person.

Indirectly characterize yourself.

In other words, give us a clue to your personality WITHOUT directly telling us about it.

"Show, don't tell."

agendas, Jan. 30-Feb. 3

Monday, 1/30
Goals:
* To add to / spruce up our literary toolkit
* To more deeply understand literature

Tasks:
1. What We Talk About When We Talk About Literature
2. Journal #51


Tuesday, 1/31
Goals:
* To have productive discussions
* To share our learning with the class

Tasks:
1. Brief practice quiz
2. Preparation
3. Literature Circles
4. Sharing Time


Wednesday, 2/3
Goals:
* To read for fluency and comprehension

Tasks:
1. Reading Time
2. Reading Records
3. Journal #53


Thursday, 2/2
Goals:
* To share our learning as a class
* To improve as writers

Tasks:
1. Brief Group Meetings
2. Presentations
3. Journal #54



Friday, 2/3
Goals:
* To have good discussions about literature
* To understand our books more in-depth

Tasks:
1. Preparing Tasks (working quietly and independently)
2. Literature Circles
3. Journal #55 - reflections
4. Journals turned in!

if you were gone Friday, 1/27...

... be sure to see Mr. Anderson to pick up your Lit Circle task--you missed it!

Journal #50

Reflect on your first-ever literature circle.

1. What did you do?
2. How did you do individually?
3. How did you do as a group?
4. What should you do differently next time?

Journal #49

Some thoughts: use as many as you like to write a solid paragraph about your first experience with this book.

What are your initial impressions of the book?
What do you think about the main character (protagonist)?
How does the author draw you into the story?
Which seems most important so far: setting, plot, character? Why?
What's the very first sentence? How does it "hook" you?

Journal #48

Write a story about winter--true, or fictional--and we'll try to guess if it's true.

1 page or so.

You might write about...

* Being trapped in the storm
* A winter vacation
* ?

If it's true, make it seem like fiction--dramatic and detailed!

If it's a tall tale, make it realistic enough to fool people!

agendas, Jan. 23-27

Monday, 1/23
Goals:
* To review material in an engaging way
* To practice working in groups

Tasks:
1. Journal #48: Truth or Tall Tale?
2. Sharing stories


Tuesday, 1/24
Goals:
* To dive into our books

Tasks:
1. Book Checkout
2. Reading Time (in our Literature Circle novels)
3. WPM / Reading Records
4. Journal #49
5. Updates: finals, thoughts from Journal #47, etc.


Wednesday, 1/25
Goals:
* To have successful group discussions

Tasks:
1. Prep for discussions / task list
2. Literature Circles!
3. Reflection: Journal #50


Thursday, 1/26
Goals:
* To connect themes to the real world
* To practice blogging skills (linking, blockquoting)

Tasks:
1. Reading schedule check-in
2. Task preview
3. Lab time (blogging)



Friday, 1/27
Goals:
* To make personal connections to literature
* To learn from others
* To have effective discussions

Tasks:
1. Individual task preparation
2. Literature Circles
3. Exit Slip

Journal #47

* How can I improve my teaching?
* How can we improve as a class?
* What are we doing well?
* What would you like to do / see in the future?

Journal #46

1. Imagine yourself as an expert on teenage behavior and issues. You might be...

* Psychologist
* Teacher / school official
* Law enforcement officer
* Parent
* Social worker / counselor
* Journalist
* Scientist
* ???


Write about teenage issues FROM YOUR IMAGINED PERSPECTIVE. In other words, you'll pretend to be that expert. (Don't forget to give yourself an official title!)


2. When finished, reflect on the experience.

If you participated, describe how. If you didn't, explain why--and how you could have.

Journal #45

Either...

* Pick an interesting word from today's reading. Write about what it means, why it's interesting, how it connects to the story

OR

* Stump Mr. Anderson! A word, plus a multiple choice list of definitions

Journal #44 (the reading process)

The basics are below. Mr. Anderson elaborated on them in-class.

1. Prepare
What you do before you read.

2. First Dare
Reading for the first time.

3. Repair
What you do to check / fix understanding.

4. Share
Discussing, drawing, writing, reflecting...

Journal #43

Notes on theme.

agendas, Jan. 9-13

Monday, 1/9
Goals:
* To understand O Brother Where Art Thou
* To understand theme

Tasks:
1. Finishing the film
2. Discussion
3. Theme: what it is, and isn't
4. Journal #43
5. Part II


Tuesday, 1/10
Goals:
* To understand theme
* To understand the stages of the reading process
* To learn from others

Tasks:
1. Viewing a short film on aging. / discussion
2. The Reading Process / Journal #44
3. Previewing Texts
4. Lab Time


Wednesday, 1/11

Goals:
* To practice the stages of the reading process
* To read for focus and fluency

Tasks:
1. Reading Time
2. Reading Records
3. Calculating WPM
4. Journal #45

Stump Mr. Anderson (as time permits!)


Thursday, 1/12
Goals:
* To practice discussion / thoughtful questions / perspective-taking
* To prepare for tomorrow's activity

Tasks:
1. Journal #46a: prepare for discussion
2. Expert Panel Discussion
3. Journal #46b: reflection
4. Preparing for tomorrow's activity



Friday, 1/13
Goals:
* To review material in an engaging way
* To practice working in groups

Tasks:
1. Forming teams
2. Creating questions
3. SUPERQUIZ!
4. Journal #47

Journal #42

After today's reading time...

Who was your neighbor?
What did they read about today?

Journal #41

Choose any one of the following prompts.

Write for 10 minutes.

Have you made any resolutions for the new year? Explain. (If not--why not? What are your thoughts on resolutions?)

How was your break? (If you traveled, describe your odyssey back home as an adventure--a hero's journey.)

What comes to mind when you think of revenge?

agendas, Jan. 3-6

Welcome to 2012!


Tuesday, 1/3
Goals:
* To get back in the groove
* To understand the Odyssey

Tasks:
1. Journal #41
2. Slaughter in the Hall: the 22nd chapter, as read by Ian McKellen


Wednesday, 1/4
Goals:
* To provide data on the effectiveness of visual notes
* To read for enjoyment

Tasks:
1. One-Question Quiz
2. Library Time
3. Discussion / Journal #42

Permitted activities in the library:
1. Searching shelves for a book, magazine, or newspaper
2. Checking out a book
3. Silently reading a book, magazine, or newspaper

Journal #42 will be toward the end of class


Thursday, 1/5
Goals:
1. To understand the historical context / allusions related to The Odyssey
2. To enjoy a classic film

Tasks:
1. Watching O Brother Where Art Thou?
2. On a worksheet, taking note of historical references, Odyssey connections, and more


Friday, 1/6
Finishing the film. Worksheets due.