September 26, 2016 - September 30, 2016 Weekly Agenda for 9th Grade English: The Most Dangerous Game

Monday, September 26th:
Silent Sustained Reading

Complete the reading log entry on what you have read in your AR book

Pass out the Parent Accelerated Reader Program Letter – due Friday!

Read “The Most Dangerous Game”
Pages 216 - 218
Reading log:
Vocabulary
Summary Prediction

Tuesday, September 27th:
  

Period 3:

Silent Sustained Reading

Reading log:

Date, pages read, summary, comment, prediction

“The Most Dangerous Game”

Page 18; bottom of the left column

Vocabulary:

Rowels: wheel with sharp spurs worn by cowboys to make their horses go faster.

Futile: pointless, destined to fail,

Tapestry: a thick, heavy carpet or drape, usually with a design or scenes woven into the pattern.

Questions over pages 18 to 19:

Do not copy the questions but incorporate the questions in your answers:

1.     What did Rainsford do to try to elude Zaroff? “He executed  a series of intricate loops; in this way, he tried to lay down an impossible trail to follow. (Onyx)

2.     Where did Rainsford hide out after trying to elude Zaroff? Rainsford hid in the crotch of a tree high above ground, behind heavy foliage. (Carolina)

3.     Describe General Zaroff as he was intently walking down the trail? You may use quotations from the story to support your answer. Zaroff was smoking, and his eyes were fixed in concentration as he was following the trail. (Shianne)

4.     Describe General Zaroff’s response as he scans the tree. His eyes stopped right below the branch where Rainsford is lying!!!!!! (Carolina)

5.     What is  Zaroff’s response when his eyes stop just below Rainsford’s hiding place? He smiles and walks away. (Shianne)

6.     What does this say about Zaroff? He easily figured out the trail! And it would be too easy to kill Rainsford and he wants to prolong the game…..(Shianne)

7.     Why does this deeply frighten Rainsford? It seems to Rainsford that General Zaroff is not completely human. The trail Rainsford laid down was impossible to follow, yet Zaroff easily found him.

Vocabulary:

Elude: to avoid getting caught, avoid being seen.

Malia: To steal the Queen’s crown, the thief has to elude her guards.

Wednesday, September 28th:

Silent Sustained Reading

Reading log: Summary, Comment, Prediction

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

Read “The Most Dangerous Game”

Page 18 – 19

Reread and then write a brief description of what happened:

1.     What is the Malay Man-Catcher? A larger dead tree was propped precariously against a smaller living tree. Rainsford made a small cut on a bough (branch) causing it to stick out or protrude. When Zaroff stepped on the bough, the old dead tree came crashing down. However, it only delivered a glancing blow on Zaroff’s shoulder, but did not, unfortunately, kill him.

2.     Describe what it is.

3.     What happened to General Zaroff?

Vocabulary:

Precariously:  describing something that is unsteady or unstable, as if it is about to fall.

Sheath: a holster which is where one places a knife when not in use.

Protruding: sticking out

Bough: a tree branch

Sapling: a small tree

Reread pages 19 – 20 and describe what Rainsford does next:

Rainsford digs a pit or a trench or a hole to make the “Tiger Pit”.

He then cuts down some saplings and sharpens them into deadly spikes which he then plants at the bottom of the pit. Next, Rainsford gathers leaves and grasses together in a sort of carpet and then covers the hole of the pit to camoflage it. Then he then hides behind a log and waited…..

Thursday, September 29th: 
 

Class uncooperative today

Read “The Most Dangerous Game” silently

Answer questions 1 – 8 at end of story

Turn in as test

Friday, September 30th: 
Pass out the Freytag Plot Pyramid
Show the class the youtube video on plot
The students take notes on the video
The students are then to go through "The Most Dangerous Game" and place the  plot points on the Freytag Pyramid.

Elements of Plot:

Plot is the organized sequence of events that make up the story.

Exposition:

Sets up the story

Includes the setting, which is time and place

Includes the central characters’ back story or history

Sets up the events or situation that occurred before the story begins

Rising Action:

A series of events of increasing tension and conflict, which builds to the climax.

Climax:

The point of greatest tension

The point at which the fate of the protagonist turns to victory or defeat.

Falling Action:

The events that occur after the climax and after the conflict has been resolved.

Resolution:

The final tying up of all loose ends of the story.

 

Letter to Parents About the Accelerated Reader Program

Accelerated Reader Program

What is Accelerated Reader (AR)?

AR is a computer program that helps teachers manage and monitor students’ independent reading practice. Students select books at their own levels and read them at their own pace. When finished, the students take a short book quiz on the computer. (Passing the quiz is an indication that the student understood what was read.) AR gives both students and teachers feedback based on the quiz results, which the teacher then uses to help the students set goals and direct ongoing reading practice.

Students using AR choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them.

I will help the students choose books at appropriate reading levels that are challenging without being frustrating, ensuring they can pass the quizzes and experience success.

How much will the students read each day?

According to research, students who read at least 30 minutes a day with an 85% comprehension rate (average percent correct) on AR quizzes see the greatest gains. I am requiring that students read at home for at least 20 minutes five times a week. I will provide some time in the classroom for SSR (Sustained Silent Reading). 

ZPD and Point Goals

Students received a ZPD (Zone of Proximal Development) range after taking the STAR Reading test.  Attached is their ZPD range as well as the number of points they need to have read prior to winter break, December 15, 2017). Students must pass each book quiz with a score of 85% in order to be given full credit for reading the book. However, students do get some points when they pass with 70% or higher. In addition, students may read as many books as they like in order to reach their point goal. The following chart indicates the dates I will check the point goal progress.

The student must read two AR books this semester. They may check the books out of the school library, the neighborhood library, or they may buy the book.  By the due dates below, the students must have finished the books, written a reading log, and taken the AR test for their books. 

The student must keep a reading log for each book s/he read, and a minimum of five entries on their reading logs. The reading log must have the dates and the pages s/he read, a five line summary of what s/he read, a brief comment, and a prediction. The student will turn the reading log for their AR book at the same time s/he turns in the test. 

The student can take the AR test in the library. The student cannot access the test from home. The test may be taken in the school library before school, during nutrition, lunch, and after school. 

Last Day to Turn in AR Reading Log and Test: 

October 20, 2017 - date by which the student must finish the first book, and turn in the reading log, and the test results.

November 1, 2017 - date by which the student must finish the second book, and turn in the reading log, and the test results.

If you have additional questions, please feel free to contact me at jkatbridge@aol.com or bridges@lausd.net; contact the librarian Sherri Whitham at slw9414@lausd.net or visit the Accelerated Reader website at www.renlearn.com/ar.

Kind regards,

Kate Bridges, HHS, English Teacher 

Sherri Whitham, HHS, Teacher Librarian

Please sign and return this slip to indicate you are aware of your son’s or daughter’s responsibility regarding the AR program.

Student Name: _________________________________   

Student Signature: ______________________________

Parent or Guardian Signature: _____________________________________

Letter to Parents About the Accelerated Reader Program

Accelerated Reader Program

What is Accelerated Reader (AR)?

AR is a computer program that helps teachers manage and monitor students’ independent reading practice. Students select books at their own levels and read them at their own pace. When finished, the students take a short book quiz on the computer. (Passing the quiz is an indication that the student understood what was read.) AR gives both students and teachers feedback based on the quiz results, which the teacher then uses to help the students set goals and direct ongoing reading practice.

Students using AR choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them.

I will help the students choose books at appropriate reading levels that are challenging without being frustrating, ensuring they can pass the quizzes and experience success.

How much will the students read each day?

According to research, students who read at least 30 minutes a day with an 85% comprehension rate (average percent correct) on AR quizzes see the greatest gains. I am requiring that students read at home for at least 20 minutes five times a week. I will provide at least 20 minutes twice a week in the classroom for SSR (Sustained Silent Reading). 

ZPD and Point Goals

Students received a ZPD (Zone of Proximal Development) range after taking the STAR Reading test.  Attached is their ZPD range as well as the number of points they need to have read prior to winter break, December 16, 2016). Students must pass each book quiz with a score of 85% in order to be given full credit for reading the book. However, students do get some points when they pass with 70% or higher. In addition, students may read as many books as they like in order to reach their point goal. The following chart indicates the dates I will check the point goal progress.

The student must read three AR books this semester. They may check the books out of the school library, the neighborhood library, or they may buy the book.  By the due dates below, the students must have finished the books, written a reading log, and taken the AR test for their books. 

The student must keep a reading log for each book s/he read, and  a minimum of five entries on their reading logs. The reading log must have the dates and the pages s/he read, a five line summary of what s/he read, a brief comment, and a prediction. The student will turn the reading log for their AR book at the same time s/he turns in the test. 

The student can only take the AR test in the library. The student cannot access the test from home. The test may be taken in the school library before school, during nutrition, lunch, and after school. 

Last Day to Turn in AR Reading Log and Test: 

October 17, 2016 - date by which the student must finish the first book, and turn in the reading log, and the test results.

November 18, 2016 - date by which the student must finish the second book, and turn in the  reading log, and the test results.

December 9, 2016  - date by which the student must finish the third book, and turn in the reading log, and the test results.

If you have additional questions, please feel free to contact me at jkatbridge@aol.com or bridges@lausd.net; contact the librarian Sherri Whitham at slw9414@lausd.net or visit the Accelerated Reader website at www.renlearn.com/ar.

Kind regards,

Kate Bridges, HHS, English Teacher 

Sherri Whitham, HHS, Teacher Librarian

Please sign and return this slip to indicate you are aware of your son’s or daughter’s responsibility regarding the AR program.

Student Name: _________________________________   

Student Signature: ______________________________

Parent or Guardian Signature: _____________________________________

September 19, 2016 - September 23, 2016 9th Grade English; "The Most Dangerous Game"

Monday, September 19th
"The Most Dangerous Game" vocabulary packet
Begin reading "The Most Dangerous Game"

Silent Sustained Reading:

Please bring your AR book to class every day this week.

You will have the opportunity to read your AR book for a few minutes in class each day.

How to Do Your Reading Log:

Your name – upper right hand corner

Class period – upper right corner underneath name

Title of the book and author on the first line of the paper.

To the left, please write the page numbers you read, from where you started to where you stopped during each reading session.

A brief synopsis (summary) of what you read.

Plus a brief comment.

A prediction

Example of How to Do the AR Reading Log: 

Lord Loss by Darren Shan

Shianne:

Pages 1 – 10: Grubbs is a young student who got caught smoking cigarettes at school. He is now in the principal’s office with his mother. His mother is yelling at the principal for allowing this to happen. Grubbs goes with his mother who continues yelling at him, and he knows he’s really in trouble, when she says, “Just wait until your father comes home!”

Comment: Oh, he’s in trouble, now! I honestly think cigarettes are far worse than pot.

Prediction: I think he’s going to get grounded.

There should be a minimum of five entries per AR book.

The final day to turn in your reading log and the AR test for your current AR book is Monday, October 17^th.

Read “The Most Dangerous Game”, pages 4 – 5. Stopped at the paragraph break in the right column of page 5.

Tuesday, September 20th: 
Silent Sustained Reading
Reading log of what you have just read in your AR book. Refer above to how to do your reading logs. 
Continue reading "The Most Dangerous Game"
Discussion of exposition
Theme



Wednesday, September 21st: 

"The Most Dangerous Game"

Pages 5, 6, 7

Pair up, look for the following information and write in your new reading log the following information:

The description of the setting

What is the mood of the story. Look for words that set up the mood.

1.     “The old charts call it Ship-Trap Island.” (page 5)

2.     “Sailors have a curious dread of the place….Some superstition.” (page 5)

Carolina and Jennifer:

Page 6

“Even cannibals wouldn’t live in such a godforsaken place.”

Onyx and Rachel:

Page 5

“…dank tropical night was palpable as it pressed its thick warm blackness in upon the yacht.”

Shianne and Odalys:

Page 6

“There was no breeze. The sea was as flat as a plate glass window."

Sofia and Gina:

Page 6

“This place has an evil name among sea-faring men.”

Jasmin and Pauline:

Page 6:

“Even that tough minded old Swede  who’d go up to the devil himself and ask him for a light...had a strange look in his eyes....”

Page 6: 

Maricarmen and Maiya

"This place has a reputation. A bad one.”

Samantha and Malia

Page 6:

“Sometimes I think evil is a tangible thing – with wave lengths, just as sound and light has.”

Kimberly and Mercedes:

Page 6

“An evil place can, so to speak, broadcast evil…”

Onyx and Rachel

Page 6

“…the muffled throb of the engine that drove the yacht swiftly through the darkness.”

Danny

Page 6

“Don’t you feel anything? – As if the air about us was actually poisonous?”

Julio:
Page 6

“What I felt was a sort of mental chill.”

Carolina and Jennifer

Page 6

It was so dark that he thought he could sleep without closing his eyes. "...the night would be my eyelids.”

Vocabulary:

Palpable: capable of being touched

Tangible: Real, material, touchable

Leering: To grin in a mocking, disrespectful way

Chateau: a country home

Palatial: having the qualities of a palace; large and splendid.

Gargoyle: A statue of a goblin or a demon placed on old churches, buildings, and mansion to scare away evil spirits.

Rainsford knocks on the door of the chateau. When the door opens a huge man is standing there holding a revolver straight at Rainsford’s chest.

What happens next?

Thursday, September 22nd: 
Silent Sustained Reading

Reading logs:

Summary, comment, prediction

“The Most Dangerous Game”

Readers:

Kate

Mercedes

Vocabulary:

Czar: a Russian word for king

Baron: it is a degree of royal rank. Just below a duke.

Summary:

Just as Ivan is about to pull the trigger to kill Rainsford, he suddenly stops and salutes. A very unusual man is descending the staircase in formal evening wear. His name is General Zaroff.

Zaroff tells Rainsford that Ivan is a Cossack - "A strong fellow but deaf and dumb (mute)."

Foreshadowing:

Samantha: something which references an event that is going to happen later in the story.

Zaroff  and Ivan are Cossacks, a group of people known for their fierceness on the battlefield, their skill as horsemen and their cruelty.  Zaroff invites Rainsford to dinner where he tells him he has grown bored with hunting.

Zaroff is very rich. The guest bedroom has a bed of “baronial splendor” – or worthy of a baron.  The suit laid out for Rainsford to wear is made by a tailor who makes clothes only for kings and princes. The table in the dining hall is long enough to seat forty men.  And the walls of the great dining hall are lined with animal heads……

Prediction: What do you think is going to happen next? 

Friday, September 23rd:

Silent Sustained Reading

Read log after reading: summary, comment, prediction

Read “The Most Dangerous Game”

Page 10

Right hand column, fourth paragraph; begin with “The general smiled.”

Vocabulary:

Surmounted: to overcome

Quarry: prey

Crimea: a peninsula south of Russian which juts into the Black Sea 

Caucasus: mountain range between southeastern Europe and western Asia.

Prolonged: extended 

Debacle: complete and total disaster; a failed mission 

The debacle Zaroff is referring to is the Bolshevik Revolution in 1917 in which the Czar, his government, and the ruling aristocracy were overthrown by people who set up a communist system of government which would redistribute the wealth to peasants. 

The War: World War 1, 1914 - 1918, was centered in Europe, and at the time one of the bloodiest wars in history. 

Monte Carlo: a gambling resort in the tiny country of Monaco on the Mediterranean Sea. 

The Ganges: a river in northern India and Bangladesh, thought to be sacred.

Imprudent: Unwise 

Condone: to allow an activity of dubious morality by saying nothing or doing nothing, thereby allowing it to occur.  

Quizically: mild amusement 

Naive: innocent; not knowing or understanding the ways of the world; looking at the world from the perspective of a child

Who does the general hunt?

Humans

What is General Zaroff’s attitude towards the men he hunts?

Carolina, “A thoroughbred or a thoroughbred dog is worth than these men.”

Samantha, “Scum of the earth.”

Jasmin, “Mongrels!”

How does he get these men on the island?

Onyx and Carolina:

He tricks them by making them think that there is a lighthouse where there is actually rocks.

Read from page 10 – 16; stopped on the right column, second paragraph – “He hummed a snatch of song from the Folies-Bergere.

Write a brief summary of what we have read, a comment, and a prediction.

Projecting into the future: 
"The Most Dangerous Game" packet will be due
"The Most Dangerous Game" test
Break into groups of four to construct "The Most Dangerous Game" board game

Projecting into the future:
"Can Animals Think?"
Write a persuasive essay on "Can Animals Think?"

September 12, 2016 - September 16, 2016 Weekly Agenda; AR

Monday, September 12th:
Library for orientation and receiving lauds email accounts

Tuesday, September 13th: 
Library to take the Star Test for reading levels.

Wednesday, September 14th: 
Pass out the students Star Reading Levels 
Library today for orientation and to check out books for AR 

Thursday, September 15th: 
Library for final orientation and tests over library procedures.
If you have not yet found an AR book,  please do so today.

Friday, September 16th: 

Please bring your AR book today to read in class.

At the end of the period, on a sheet of paper, write the name of the book, the page numbers that you read, and a minimum of a five line summary, and a comment about the book, and a prediction.

 

September 6, 2016 - September 9, 2016 9th Grade Agenda: The Sniper

Tuesday, September 6th: 

Vocabulary:

Julio, Karla, Pamela

Wrangle: to fight or to wrestle with something difficult  or to argue loudly

Churlish: rude

Revert: to go back to a prior state

Acted out “The Sniper” as a review for the test: 

The actors acted out the short story while I asked questions prodding the kids about what happened next.  The kids, following the story in the book, called out the action while the actors acted it out.

Actors: Ashanti, Carolina, Jennifer, Kate, Pamela

Wednesday, September 7th: 

Passed out “The Sniper” packet to the following students:

Ashley, Samantha, John, Danny, Odalys, Shianne, Karla, Jennifer

"The Sniper" packet will be due for the above students on Friday, September 9th.

Test over "The Sniper"

Part 2 of “The Sniper” Test

Liam O’Flaherty writes about people who are living in the middle of a civil war. How would you describe his feelings about war?

On a separate sheet of paper, write a paragraph explaining your point of view and citing parts of the story that influence your opinion.

Thursday, September 8th: 

Could not access Kahoot.it.com to do vocabulary review for students. Went to Plan B instead. 

Assigned: Holt Handbook:  pages 15 - 16

Do exercise 8 and exercise 9

Exercise 8:

Please write out the entire sentences and underline the main verb and the helping verb

Exercise 9:

Please write out the entire sentences and underline the main verb, the helping verb, and the verb phrase

Friday, September 9th: 

Finish pages 14 – 15, exercises 8 and 9 in Holt Handbook

Acted out the verb sentences:

1.     did need

2.     has designed

3.     must spend

4.     will be using

5.     does walk

6.     will be exercising

7.     is reminding

8.     Must wear

9.     Should try

10. Might not / have healed

Do improv using verb tenses

Read “Do Animals Think?”; page 27 in Holt Literature and Language Arts

Read up to page 28 to first heading.

For Monday, outline and do Cornell notes on reading.  

August 29, 2016 - September 2, 2016 Weekly Agenda for 9th Grade English; The Sniper

Monday, August 29th: 

Warm-ups: Vocabulary Presentations:
Three students create a scene using three of the twenty vocabulary words from Unit One, Vocabulary Workshop:Level C

Essay: 

Go over the format of the essay:

Introduction 

Thesis statement

One sentence per point (3 altogether)

Transitional sentence

1st Body Paragraph

Mini-thesis statement 

State issue

Develop issue - give scenarios, real life situations

Evidence

Cite evidence

Explain how this supports your position 

Repeat for 2nd 

3rd Body Paragraph

Counter claim

Conclusion

State your opinion 

State in one sentence each point 

Conclusion 

Tuesday, August 30th: 

Warm-ups:
Vocabulary Word Presentations:  Collaborate, Hover, Revert

Performers: Ashanti, Samantha, Sandra

Setting: A war. A civil war. Ireland. The sniper was  a  Republican.  He was fighting the free staters. What countries did these two sides represent? Ireland and England.

Civil War: a war that occurs inside a country, tearing the country and families apart.

Please answer in complete sentences in legible (able to be read) and neat:

1.     What is a fanatic? Carolina and Sandra get two points!

2.     What is the sniper fanatical about?  Points: John and Danny – fanatical about who the sniper shot?  He is fanatical about the war. He wants freedom from England so that his country is free.

3.     The author’s use of the phrase “cold gleam” implies: the sniper is enjoying what he is about to do – which is to kill someone. 

4.     What risk did the sniper take? Points: Carolina and Sandra – he risked getting shot.  The Sniper lit a cigarette and the light can be seen in the dark.

  Please finish answering the questions over “The Sniper”. Please write in complete sentences and use quotations from the short story. 

Wednesday, August 31st:

Passed out the vocabulary, irony, and verb packets fro "The Sniper"
Go over "Developing Vocabulary"

Vocabulary word:
Envelop: to wrap or to cover

Student vocabulary sentence:
Ashanti:

We enveloped his presents in wrapping paper.

Vocabulary word:
Fleecy: soft, light , like  wool.

John: My pillow resembled a nice fleecy sheep; it was very fleecy and soft.

Vocabulary word:
Beleaguered: to be harassed, to be besieged, to be encircled by an army.

A young mother who has three small children under the age of five may feel beleaguered.

For Homework: Finish "Developing Vocabulary" tonight.

Classwork: Start working on “Situational Irony” – did the first box in class.

Did improv on situational irony.

Participants: Itsel, Kate, Carolina, Julio, Ashanti

Mother finds drugs in the bedroom of her two daughters. One is a perfect child – straight “As”; the other one is a wild child. Mom immediately suspects the wild child and threatens to kick her out, until the perfect child confesses.

Bring the packet to school tomorrow.

Thursday, September 1st:

Warm-ups: 

Vocabulary Presentations:

Following students performed a sketch using three vocabulary words:  Jasmin, Maricarmen, Maiya
Vocabulary words: discordant, rubble, wrangle

Please do not use: collaborate, discordant, rubble, wrangle

Worked on “The Sniper” handout: Situational Irony

Finish “The Sniper” packet for homework over the weekend and turn it in on Tuesday, September 6^th.

Did “The Verb Game” – someone demonstrates an action verb and everyone in circle does it.

Did “Pass the Clap” to wake the kids up

Collected the discussion questions to “The Sniper”

August 22, 2016 - August 26, 2016 Weekly Agenda for 9th Grade English: Persuasive Paper

Monday, August 22nd: 
 

Tomorrow, please bring your vocabulary book, Level C.

Read “Do Parents Have Different Hopes and Standards for Their Sons and Daughters?

Readers:

Mercedes

Vocabulary:

Anonymous: unknown

Aggregate: Different elements combined for a result

"Boys vs. Girls: Should parents apply same rules to both genders?"

Reader:

Pamela

 Thesis Statement is what the essay is about and also expresses your position or opinion on the subject.

On a separate sheet of paper, write your thesis statement. You may change it or even change your position on the topic. 

Tuesday, August 23rd: 

Today, Vocabulary, Level C, Unit One will be assigned; Unit 1 will be due on Monday, August 29th. 

 How to do the homework for Vocabulary Level C, Unit 1

Vocabulary, Level C

Unit One will  be due on Monday, August 29^th

Pages 21 – 27
Definitions: 

Pages 21 – 23

All twenty words!

Definitions:

Write the word

Write the part of speech (it’s in parenthesis)

Write the definition

Write the sentence

Write the synonyms

1.     Adage (n.) a proverb, a wise saying

Sentence: One way to begin an informal speech or an oral report is to quote an old adage.

Synonyms: maxim, a saw, aphorism

Be sure to do all twenty  words from page 21 to page 23

Pages 24 – 25:

Completing the Sentence; 1 – 20

All you have to do for Completing the Sentence is write the correct vocabulary word.

Synonyms; page 25

1 – 15

Write the short phrase; underline the bold faced word, then write the correct vocabulary word which is the synonym for the bold faced word.

Example:

1.     As the ad campaign slowly unfolded: evolved

Antonyms; page 25

16 – 20

Write the short phrase, underline the bold faced word, then write the correct vocabulary which means the opposite of the vocabulary word.

16. Surprised by the harmonious ending of the piece: discordant

Be sure to do all five antonyms the same way

Page 26; Choosing the Right Word

Just write the correct vocabulary words for sentences 1 – 20

Page 27:  Vocabulary in Context

Read “A Dynamic and Creative Duo”

Answer the questions 1 – 5

Write the brief phrase and then the letter and the correct word.

This is due on Monday, August 29<sup>th

Wednesday, August 24th:</sup> 

Write an original sentence using one of your vocabulary words:

Adage: an old wise saying; for example: “Early to bed, early to rise, makes a person healthy, wealthy, and wise.

Bonanza: a rich mass of ore or gold. Sudden appearance of wealth or gold.

Ashanti:

Grope: to fumble about searching for something

I had to grope for her glasses because they fell off during the night.

Eli:

Jostle: to make or force one’s way through a group of people

As Zack was walking through the hallway he was jostling people’s backpack.

Collaborate: to cooperate

Briana: She collaborated with her sister on a class project.

Theatre Improv:

Shianne, Danny, Onyx

The thesis of the paper:

I agree that there should be different standards of behavior for boys and girls because boys and girls are different and have different needs.

 I believe that the same standard of behavior should be applied to both boys and girls because they are individuals and should have the same rights.

The thesis statement should have both the topic of the persuasive essay and your position on the topic.

Decide which side of the thesis you are on: Then find evidence to support your opinion in the handouts and underline it.  Please notice from which handout you found the evidence. 

Jasmin:

“Boys vs. Girls”

According to Myrna Beth Haskell, the writer of “Boys vs. Girls”, Researchers have found that there are gender differences in the brain, such as girls having more seratonin and stronger neural connections than boys, and boys having less oxytocin (love chemicals which makes mothers love their babies). In part, neurological differences account for characteristics such as boys being more impulsive and girls being more communicative.

Maricarmen:

“All teens experience risk and parents should be observant,” Michael Assel, associate professor of pediatrics at University of Texas cautions.

Onyx:

“In her book, Pink Brain, Blue Brain: How Small Differences Grow into Troublesome Gaps – and What We Can Do About It?  Neuroscientist Lise Elliot explains that there is little solid evidence of organic sex differences in children’s brains.

For homework tonight: Find two more examples of evidence and write them in your notes.