February 6, 2017 - February 10, 2017 Agenda

Monday, February 6th: 
 

Vocabulary Workshop, Unit 4 will be assigned tomorrow. Please bring your book on Tuesday, February 7^th.

The next due date for the AR test and reading log is: Friday, March 25^th!!!!!!!

The Enchantress Circe

Page 673

The Wind God

Laestrygonians

The Island of Circe

Vocabulary:

Fawning: showing excessive attention; displaying exaggerated attention or flattery

Pigsty: a pigpen

Swine: a very large pig

Please write in your reading log:

A brief summary of what we read today – the Wind God and The Hall of Circe.

Then write what lesson each story, the Wind God and The Enchantress Circe,  can give us

Tuesday, February 7th: 

Passed back tests

To improve your grade, please rewrite the question, and the correct answer on a separate sheet of paper; then staple the paper onto your test and turn in for a higher grade!  This will be due on Thursday, February 9^th.

Assigned Unit 4 Vocabulary – due Tuesday, February 14^th!

Read “The Odyssey, pages 675 – 676

Discussion of Hades, Demeter, Persephone, and Tereisias.

 Wednesday, February 8th: 
 

Either read your new AR book, which is due on Friday, March 25^th or work on your vocabulary, unit 4, which is due on Tuesday, February 14^th.

Vocabulary Unit 4, pages 51 - 57

Definitions (page 51 – 53)

Write the word, the part of speech, the definitions, and the brief sentence underneath:

1.     Annul (verb) to reduce to nothing; to make ineffective or inoperative; to declare legally invalid or void. The state legislators voted by an overwhelming majority to annul  the out-of-date law.

Carolina and Jennifer drew a time-line of the Odyssey up to the Isle of the Enchantress Circe,

Read The Odyssey, from pages 676 to 677.

Read from lines 624 – 634 and then write down what you think Teriesias is saying.

Cattle: a herd of cows, plural for cows.

What did Teriesias predict:

1.     Poseidon will pay him back for blinding his son.

2.     The crew will land on the island of Helios, which is owned by Helios, the sun god, who has cattle and sheep on his island. The crew will be starving and will eat Helios’ cattle and sheep, which will gravely anger him. Helios will have Zeus destroy Odysseus’ ship, and the only survivor will be Odysseus.

3.     Odysseus will return to Ithaca to find his home overrun with rude and insolent men who are “eating his family out of house and home”. The men are drinking his wife’s wine and eating her food, are flirting and harassing the maids, and trying to force Penelope into choosing one of those dirty bums to marry her.

Thursday, February 9th: 

 

Your next AR reading log and AR test will be due by Friday, March 25^th.

Warm-ups:

Please write a sentence for each of the following words from Vocabulary Unit 4

1.     Annul: (verb = action or state of being) to reduce to nothing; to make ineffective or inoperable; to declare legally invalid or void.

Sentence: After a brief unhappy honeymoon, the couple decided to annul their marriage.

Write your own sentence: ­­­­­­­­­­­­­­­________________________________________________________

2.     Blasé: (adjective = to describe something or someone) indifferent, bored as a result of having enjoyed many pleasures, apathetic.

Sentence: Having rich parents and being spoiled by them, Elizabeth was very blasé when her mother told her they were going to Disneyland for the week.

Write your own sentence:________________________________________________________

Read The Odyssey, page 678 - 679

The Sirens, Scylla, and Charybdis

Reading log (for tomorrow)

       

Back to the Island of Circe

Odysseus returns to the island of Circe after visiting the Land of the Dead

Circe gives further instructions to Odysseus on how to avoid the Sirens, get past Scylla and to avoid being sucked down by the whirlpool Charybdis.

Circe warns Odysseus about the Isle of Sirens which is where the Sirens live, hideous half-bird, half-women creatures who sing men to their deaths. Men who hear the beautiful singing of these wretched creatures will leap overboard to swim to the island to be closer to the music, but there they will die. The island is littered with the dried bones of those men who couldn’t resist the hideous creatures’ music.

Circe tells Odysseus that he should hear this music – he is after all Odysseus! - but that he should put beeswax in the ears of his men so they cannot hear. (Being ordinary men they would not be able to resist the Sirens’ music.) He should instruct the men to tie him firmly (to lash him) to the mast of the boat and if, while listening to the Sirens’ music, he is so overwhelmed by their seductive powers that he begs the men to untie him, then his men must tie him even more firmly to the mast.

Circe then warns him about the even more hideous Scylla. She has twelve legs, unjointed tentacles like an octopus. Scylla has serpent necks with six heads on each swaying neck. Each head has a mouth of triple serried teeth (like a knife).

Vocabulary:

Den: a cave where an animal or monster sleeps.

Abominably: So horrible as to be deserving of hatred.

Gullet: throat and esophagus (the tube that runs from the throat to the stomach).

From each ship she takes one man for each gullet.

Vocabulary:

Promontory: a high cliff overlooking a body of water.

Circe tells him that on the other side of the strait (narrow body of water between two land masses) lies Charybdis (Ka rib dis) which is a huge whirlpool that sucks down all the water three times a day and then vomits it back up (spews) like a geyser. Avoid it and stick as close as you can, Cire warns him, to the opposite side of the strait (close to Scylla) and away from Charybdis. Better you lose a few men than the entire ship.

Circe then warns him about the Island of Thrinakia, the Island of Helios, the sun god who sees all and hears all as he, in his chariot, drives his thundering steeds across the sky each day. Nothing escapes him. He keeps on his island cattle and sheep which he loves very much. These beeves and kine have never been born nor never die. Do not eat them, Circe warns Odysseus, for if you do you will meet certain death at the hands of the angry gods.

Friday, February 10th: 
Warm-up Activity: Read the definitions and the sentences using the two vocabulary words from Unit 4. Then, write your own two original sentences using the same vocabulary words.

Vocabulary Unit 4:

Bolster: (verb = action or state of being) to give a boost to

Diana’s mom always tells her daughter how smart she is to bolster her self-confidence.

Deplore: (verb = action or state of being) to feel or express regret or disapproval.

Many parents deplore what they see as an excessive use of cellphones by their children.

Many parents deplore the fashion of “sagging”.

 Open your literature book to The Odyssey, page 679, line 695 and read.

We read from page 679 to page 683 and line 695 to line 828

Stopped at “…So these were borne aloft in spasms toward the cliff.”

January 9, 2017 - January 13, 2017 Agenda

Monday, January 9th:
Sign students in
Went over the class syllabus and contract

Tuesday, January 10th:
Kahoots
Vocabulary Workshop, Level C, Units 2 and 3

Wednesday, January 11th:
Go over the Hero's Journey
The Ordinary World
The Refusal
The Arrival of the Mentor
Crossing the First Threshold 
The Supreme Ordeal (with the Abyss)
The Return of the Elixir
Watch "The Hero's Journey Featuring Mulan" 
Begin reading The Odyssey
Reading logs


Thursday, January 12th:
Continue reading The Odyssey 
Draw a picture of Calypso's cave
Reading log

Friday, January 13th:
Go to the library to get AR books

October 12, 2015 - October 16, 2015 Weekly Schedule

 

 

Monday, October 12th: 

BIC:

1^st and 3^rd Periods:

Work on the graphic organizers:

1.     Why do the authors start out by stating that the team of researchers “interviewed over 800 youth and young adults and conducted over 5, 000 hours of online observations as part of the most extensive U.S. study of youth media use”? How does this statement impact the reader’s perceptions of the authors and the article?

My Thoughts:

Dalicia: The more data there is in a study, the more people will believe it.

The researchers wanted to show their study was credible, valid and reliable. The more students the researchers interviewed and the longer amount of time the researchers spent on the study the more reliable, credible, and valid the study is.

Evidence from the Text:

“….interviewed over 800 young adults and conducted over 5,000hours of online observations as part of the most extensive U.S. study of youth media use.”

They found that “… social network and video sharing sites…are now fixtures of youth culture.”

My Thoughts Now (Confirmations, new ideas, or differences after talking with a partner).

Write at least two things that you and your partner have discussed. Even if both of you are in agreement write at least two things you are in agreement.  Example:

Both my partner and I agree that social media can be used to publicize someone’s music – just look at Justin Bieber. He shot to fame after posting a lot of videos on youtube.com.  We also use social media to keep in contact with friends who have moved away.

2.    In the third paragraph, the authors state, “Many adults worry that children are wasting time online, texting, or playing video games.” How does the information in the Research Summary (paragraphs 1-3) support and/or contradict this concern? Cite specific evidence from the text to support your response.

My Thoughts:

The study contradicts many adults’ fears that teenagers use social media too often.

The study finds that teenagers use social media to do research on topics that they cannot find at school. They can use social media to find help on homework; for example, like “Tutor.com”.  Other sites are “Quia” and Khan Academy.

Evidence from the Text:

In the text, “The digital world is creating new opportunities for youth to grapple with social norms, explore interests, develop technical skills, and  experiment with new forms of self-expression.”

Asiah: “These activities have captured teens’ attention because they provide avenues for extending social worlds, self-directed learning, and independence.”

My Thoughts Now (Confirm new ideas, or differences after talking with a partner.)

Many members of our class revealed that they keep blogs, or create online video characters, or create youtube videos. My classmates also use on-line tutoring, such as “Tutor.com” or Khan Academy or Kahoot.it for help in their classes.

Sentences:

My partner and I agree on the following two things

Or

My partner and I disagree on the following

Or

I used to think that…..but my partner convinced that……

Vocabulary:

Compelling: fascinating, causing one to have intense interest in something.

3.    In the third paragraph, it states, “The researchers explain why youth find ‘online activities compelling and important’. Explain the use of the word “compelling” in relation to the benefits of online activity. Cite evidence from the text to support your response.

My Thoughts:

 Some students get really fascinated by the things they find on the internet which keeps them searching for more and more information.  Other students use the internet to find new interests and to discover their own creativity. Some of my classmates have created video characters, blogs, and plays on line. Others have created their own youtube videos.

Evidence from the Text:

“A smaller number of youth use the online world to explore interests and find information that goes beyond what they have access to at school or in their local community.”

Students “….can also find opportunities to publicize and distribute their work to online audiences, and to gain new forms of visibility and reputation.”

My Thoughts Now:

Some of my classmates have created video characters, blogs, and plays online. Others have created their own youtube videos.

4.    The first major finding of the article is that “Youth use online media to extend friendships and interests.” What are some examples of “friendship driven” online activity? What skills or competencies are teens gaining from this type of online interaction? Cite evidence from the text to support your response.

What are some examples of “interest driven” online activity? What skills or competencies are teens gaining from this type of online interaction? Cite evidence from the text to support your response.

Friendship-driven activities:

Facebook

Instagram

Snapchat

Tumblr

Twitter

Flickr

Vine

What skills are you learning from these activities?

You can interact with your family members and friends who live far away.

These friendship-driven interactions can strengthen friendships.

These activities can also teach social norms; for example, if someone is committing cyber-bullying or is saying nasty, racist things, the on-line community can quickly let that person know s/he is being inappropriate, thus reinforcing good social behavior.

Evidence from the Text:

“…youth learn rules for social behavior.”

Asiah: “(Students) can always be ‘on’, in constant contact with their friends through private communication like instant messaging or mobile phones, as well as in public ways through social network sites such as Myspace and Facebook.”

My Thoughts Now (Confirmation, new ideas, or differences after talking with a partner).

Lyn: Parents need to chill out about social media. Lyn uses Facebook and Snapchat to stay in touch with friends.

Timerica: We can use Facebook to maintain contact with family and friends who are far away to offer support. Soldiers use social media to maintain much needed contact with their families in time of war and separation.

Turn in your graphic organizer now.

Answer number one on a separate sheet of paper. Do not write the questions! Incorporate the questions in your answer!

The authors’ perspective on the worry of adults that teenagers spend too much time on social media contradicts that fear. Their research shows….

Tuesday, October 13^th: 

1st Period:

8:00 – 8:15

Work on the graphic organizers

1st and 3rd Periods:

 Work on the “Evidence Based Questions”:

Please do not write the answers. Incorporate the questions in your answers.

1.     What is the authors’ perspective on the worry of adults “….that children are wasting time online, texting, or playing video games?

Possible answer starters:

The author’s perspective on adult worries that kids waste time online is that….

Or

Despite adult worries, researchers have found that kids are not wasting time on the internet. In fact, the researchers have discovered that teens are…..

How does the research support the authors’ perspective?

Possible answer starters:

The research supports the authors by showing that…..

Or

After 5,000 hours of interviewing 800 youth, the researchers found that….

Be sure to use evidence from the text to support your response!

2.     Why is it important for teens to have both “friendship driven” and “interest driven” engagement with online media and learning?

Possible answer starters:

It is important for teens to have both “friendship driven” and “interest driven” engagement with media because….. With friendship driven engagement, teens can…..With “interest driven” engagement, teens can….

Don’t forget to cite evidence from the text to support your response!

3.     According to the authors, “New Media forms have altered how youth socialize and learn, and raise a new set of issues that educators, parents, and policymakers should consider.” What is different about the way youth socialize and learn through online interactions? Cite evidence from the text to support your response.

Possible answer starters:

The differences in the way teens socialize and learn are…

Or

New media have changed the way youth learn and socialize by…..

Or

Before new media, students learned in a classroom with face-to-face interaction with a teacher. The students socialized face to face, or by phone, or by letters. New media have changed the way students learn and socialize. Now….

Don’t forget to cite evidence from the text to support your response!

4.     Why is it important for adults to understand how youth engage with digital and online media? Cite evidence form the text to support your view!

Possible answer starters:

It is important that adults understand how youth engage with digital and online media. Youth engage….

Don’t forget to cite evidence from the text.

5.     How do the language and structure of the text support the authors in providing factual information and expressing their point of view on that information? Cite evidence from the text to support your response.

Possible answer starters:

The researchers chose specific language and structured the text to show that their research was credible. The researchers noted that…..and provided information which substantiated that claim.

Now, let’s look at the essay prompt!

Prompt:

In the 21^st century, technology is changing the way that we interact with each other. How do today’s youth interact with digital and online media?

After reading the summary of findings from the Digital Youth Project, write an essay in which you determine the author’s point of view on a central idea of the text, and analyze how this point of view is advanced through the use of language and structure of the text. Be sure to use evidence from the text to support your response.

Be sure to:

·      Include relevant facts, definitions, concrete details, quotes, or other information

·      Use appropriate transitions

·      Use precise language and vocabulary to inform or explain your topic

·      Establish and maintain a formal style

·      Provide a concluding section that follows from and supports your analysis.

 

Essay:

Five paragraph essay

The essay must include:

·      an introductory paragraph

·      a minimum of three body paragraphs

·      a concluding paragraph

Introductory Paragraph:

The introductory paragraph should include:

·      the title and subject of the study

·      the thesis statement of the essay

·      the three main points you will cover in the essay

The Body Paragraphs:

Each of the body paragraphs should include:

·      a mini-topic sentence stating the main idea of the paragraph

·      a development of the main idea supported by evidence

·      the evidence may be quotations or paraphrasing

·      each piece of evidence must be correctly cited

·      transitional sentence which provides a bridge to the next paragraph

The Concluding Paragraph:

The concluding paragraph should include:

·      A one sentence summation of each main point

·      A final concluding sentence which sums up the thesis statement

Remember, do not introduce new topics or information in the concluding paragraph!

Note: The author first presented  the topic that adults think and fear that teens waste too much time on digital and social media.

The author then presented the information that a study, which involved interviewing 800 teens over 5, 000 hours debunked the adult fears that new media are bad for students.  The information that this was a USC and Berkeley led research team doing the most extensive work on this topic, interviewing 800 students over a 5,000 hour period lends credibility, validity and reliability to the findings. 

The author then organized and presented the findings in clearly defined sections:

·      research summary

·      major findings:

o    social media extend friendship and interests

o    youth engage in peer-based, self-directed learning

o    the implications are that adults must play a role in teens’ interest-driven participation in learning.

FOR HOMEWORK TONIGHT, PLEASE FINISH THE GRAPHIC ORGANIZER, THE FIVE QUESTIONS, AND THE 5 PARAGRAPH ESSAY. ALL OF THIS WILL BE DUE TOMORROW, WEDNESDAY, OCTOBER 14TH!  

 

Wednesday, October 14th: 

Special Bell Schedule: 

PSAT 8:15 - 11:52

Thursday, October 15th: 

8:15

Your essay, your evidence-based questions, and your graphic organizers will be due today!

If you have turned in everything then do silent sustained reading in the book you checked out from the library. Please remember to do your reading log for each section of the book you read. Remember that the book must be finished by November 3^rd.

Please turn in  your signed AR parent letter as soon as possible. It is worth 50 points!

If you have turned in everything and forgot to bring your book, then please read HOLT HANDBOOK; pages 156 – 161, and do exercises 4 and 5: Verb Tenses.

Friday, October 16th: 

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BIC: 8:00 – 8:15

1^st Period and 3rd Period: 

Silent Sustained Reading in your AR book!

Don’t forget to work in your reading log.

Make a prediction, or make a  comment or write a summary each time you read a portion of the book.

Remember the first book and its accompanying reading log needs to be turned in by Tuesday, November 3^rd.

For Homework:

HOLT HANDBOOK, pages 157 – 161; exercises 4 and 5

This will be due on Tuesday, October 20^th.

For Exercise 4, write both sentences and identify which tense each sentence is.

For Exercise 5, write the sentence in the tense given in parenthesis.

Example:

Maria always went home at five o’clock. (Past)

 

 

 

September 15, 2015 - September 18, 2015 Weekly Schedule

Tuesday, September 15th: 

1st Period:

Write original sentences using words #16 – 20 from Unit One Vocabulary.

Tomorrow, Wednesday, September 16^th,  there will be a short test over the twenty vocabulary words from Unit One.

Presentations of Scenes:

“The Driver in the Armored Tank”

Jalani, Jayla, Eric, Jonathan

“The Soldier Killed in the Tank”

Michael, Stephanie, Taylor, Anselmo

In their scene they got the order of the killings in the wrong sequence

3^rd Period:

Study for the Unit One Vocabulary Test

Test

Presentations of the Scene:

“The Informant”

Jonathan, Ashley, Yulma, Kristina, Kimberly

Good Staging

Kristine – good, narrator, also playing the grandmother

Ashley – pharmacist

Cooper, Sharon, Lynn, Reyna, Josslyn

Good script, details, interesting take, a lot of good exposition, had connections

Good staging 

Wednesday, September 16^th:

BIC:

8:00 – 8:15

Fill out the parent form for tomorrow’s Back to School Night, take it home with you, and give it to your parents.

8:00 – 8:15

Unit One Vocabulary Test

Disregard 1. Pronunciation

ll. Part of Speech:

Identify the vocabulary words #5 - #7 according to which part of speech they are: noun, adverb, verb, adjective, interjection. Circle the correct letter.

lll. Spelling:

Circle the vocabulary word #8 – 10 that is incorrectly spelled

IV. Definition:

Write the correct vocabulary word #11 – 14 next to its definition.

V. Synonyms:

Circle the correct synonym for the vocabulary word #15 – 18

vi. Antonyms:

Circle the correct antonym for the vocabulary word #19 – 22

Vll. Completing the Sentence:

Fill in the blanks with the correct vocabulary words #23 – 25.

8:45

Start reading "The Most Dangerous Game"; page 12

Please use a pen and paper for your class notes.

1.     Find evidence where the story is set (what is the setting). Find the quotations or several quotations which supplies the information where the story is set.

2.     Find evidence which supplies the information about the occupation of the men.

3.     According to Rainsford, into what two categories is the world divided?

Answers:

Awrath:
The setting: “…as it pressed its thick warm blackness upon the yacht.”

The ship is passing past “Ship-Trap Island”

They are sailing towards South America. How do we know this?

“It will be light in Rio.”

Ki:

“…through a moonless Caribbean night.”

Ki and Regina:

“The world is divided into two categories – those who hunt and those who don’t. And fortunately, we hunt.” The men are hunters.

Hunters:

Regina: Rainsford is going to wind up on the island.

Jasmine: He is going to wake up on the island.

Anselmo:

Rainsford heard gunshots from the island.

“Again, he heard the sound….someone had fired a gun.”

Awrath acts out how Rainsford lands in the water.

Read up to page 7, “….was blacked out entirely by the lights.”

Period 3:

Brief Study period for the Unit One Vocabulary Test

Take Unit One Test

Thursday, September 17^th:

BIC:

Correct your Unit One Vocabulary

Title your paper “Unit One Vocabulary Test Corrections

For those of you who made lower than an “A”, please rewrite each word you missed, write the part of speech, write the definition, write two synonyms, and an original sentence. This will raise your test one letter grade.

Example:

1.    Evolve (Verb): to develop gradually; to rise to a higher level.

Synonyms: Unfold, emerge

Original Sentence: We will apprise you of the story as it evolves.

Most scientists believe that higher life forms evolved from lower ones.

Begin reading “The Most Dangerous”; page 7

Vocabulary for “The Most Dangerous Game”

Opaqueness: solid, cannot be seen through it.

Perils: dangers

Lacerated: cut, scratched

Crimson: red

Stained crimson: implies that the weeds are stained with blood

Rainsford is finding the evidence of a hunt of a fairly large animal.

Palatial: having the characteristics of a palace

Chateau: a large luxurious country home.

Mirage: an illusion usually in a desert.

Gargoyle: a small statue of a frighteningly ugly demon usually found on churches to ward  off other demons.

Discern: to discover with one’s eyes, to see

Synopsis:

Rainsford has fallen over board and has to swim to “Ship-Trap Island”, a wild and desolate place. As Rainsford is swimming he hears a high pitch scream of a animal, perhaps wounded, in pain, and terrified, and then another scream which is cut short by another pistol shot. He is so exhausted  that when he at last stumbles on the rocky dangerous shore he falls immediately asleep.

When he awakens it is well into the afternoon. Rainsford sets forth to find another human, for he reasons where there are pistol shots there are humans. The path is ragged with over grown jungle, untamed and mysterious. There is trampled grass stained crimson, the site of some tortured animal’s death gasp, and a .22 cartridge nearby.  Rainsford continues his trek through the jungle and stumbles upon an incongruous sight – a chateau in the middle of a godforsaken jungle island. The chateau glitters like a village lit with many lights and Rainsford makes his way towards what is most certainly a mirage.  The chateau is massive, with a heavy door and a knocker in the shape of a gargoyle. Rainsford knocks. The door opens and a river of glaring gold light flows out. Standing framed by the door is a massive human being holding a revolver squarely at Rainsford’s chest. Rainsford stammers out an introduction. Just as the giant raises his thumb to cock the trigger, he suddenly strikes a salute with his free hand and clicks his heels. Descending down the stair is an elderly but strikingly handsome man in evening dress who has apparently called off with an unseen signal his body guard. The tall elegant man introduces himself as General Zaroff, a Cossack, who explains that the giant is deaf and mute, but is savage – like himself. And he smiles with his red lips and his very pointed teeth. Is he a vampire, this General Zaroff?

Period 3:

Passed back the Unit One Vocabulary Test

Went over how to make corrections

Gave them time to work  on it while I took roll.

This will be due tomorrow.

Began reading “The Most Dangerous Game”

Read to the bottom of page 7

Review notes on setting, etc.

Friday, September 18th: 

 

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BIC:

8:00 – 8:20:

Pass out the “The Most Dangerous Game” Vocabulary Packet.

Work on the vocabulary and grammar packet for “The Most Dangerous Game”.

Lore: Knowledge, including stories, myths and legends, about a particular occupation, or a place or location, or a group of people.

Examples:

The story of Davy Jones’ locker is part of sailors’ lore.

At Thanksgiving we love to sit around the dinner table and listen to stories about our family - about how our grandmother came to this country alone when she was sixteen, how our Aunt Maria started the family business on a dare, and other stories from  our family lore.

Our uncle falling into a mud puddle with hogs  is part of the family lore from my father's side. 

In stage lore, saying “MacBeth” aloud in a theatre is bad luck. Abraham Lincoln's  growing up in a lean-to shack in the forests of Illinois is an example of American lore from the history of our country. 

Perils: dangers. 

In Peril: in danger

Perilous is an adjective. It means dangerous. 

Example: We experienced a series of perils – a spider bite, mosquitoes, a bear visit, and a capsized boat – on our so-called “fun” camping trip.

The passengers on the Titanic were in peril when the ship hit the ice berg. 

The refugees had to make a perilous trek across the desert to get to safety. 

8:30 Read “The Most Dangerous Game” 

How do we know Zaroff is rich?

General Zaroff is very rich. His tailoring is done by a tailor in London who only sews for people who are dukes, princes, and  kings.

Zaroff owns a huge palatial chateau in the middle of an island. 

He dresses in evening clothes for diner. 

Zaroff dines on only the finest foods and champagnes brought in by boat from the outside.  

Medieval: It is the time period between 400 A.D. and 1300 A.D.

Amenities: Comforts and conveniences

Affable: friendly, genial, easy to get along with

Appraising: sizing up; trying to figure something out about someone.

Filet Mignon: an expensive cut of steak.

Debacle: Overwhelming defeat.

Zaroff is referring to the Russian Revolution of 1917, when the Russian Czar and the entire Russian nobility were overthrown and the communist system of government was installed. Rich people, like Zaraff, had their lands and money stripped from them and were plunged into poverty. Zaroff managed to avoid that by leaving the country with his money.

Quarry: prey

What does General Zaroff hunt? Men

Where do the men come from? From ships that founder on the rocks around the island.

How does General Zaroff get the men to the island?

General Zaroff has set up lights surrounding the island, so that on dark nights  the lights can be turned on, fooling the ship’s captain into thinking there is a channel there and a clear passage; but there is no channel there, only sharp rocks. The ship hits the sharp rocks, and the bottom of the ship is torn off, leaving the men stranded on the island.

Stopped at top of page 16; “Rainsford, with an effort, held his tongue in check.”

Period 3: 

Collected the corrections for the vocabulary test. 

Passed out the vocabulary packet for "The Most Dangerous Game". Assigned the first two words on the vocabulary portion in class. Went over the words lore and perils in class. Checked to make sure students are working. 

Read up to page 14, “Civilized? And you shoot men?!” Right column in the middle of the page.

Final event: Answer the three questions: What does Zaroff hunt? Where does he get the men?  How does he get the men onto the island?

Discussion.