October 24, 2016 - October 28, 2016 9th Grade English; The Cask of Amontillado

Monday, October 24th:
Review Friday's grammar homework: Holt Handbook; "Adjective Clauses"; pages 101 - 104; exercises 2 and 3
Turn in Sadlier Vocabulary Workshop: Level F; Unit 2
Warm-up:
Write two sentences with an adjective clause using two vocabulary words

In-Class Work: 
 

Pass back work 

You may turn in your Animal Intelligence research paper by submitting it to turnitin.com

Open your grammar book and take out your exercise 2 and exercise 3 homework:

Relative pronouns: who, whom, whose, which, where, when, that

Relative pronouns are usually next to the words that they are linking to the adjective clause.

Kate:

Exercise 2

1. That  (relative pronoun) commonly appear in comic strips.

……symbols (noun)

   that (relative pronoun)

commonly appear in comic strips   

2. Where a swiftly departing character was previously standing.

3. When cartoonists want to make something appear hot or smelly

4. That is supposed to be shaking.

5. Who is moving

8. Who  likes to doodle and draw

10. Now you know a  “language” (that) almost nobody outside the cartooning profession knows.

Exercise 3

1. As I entered the building a painting that was colorful caught my eye.

2. The photographer who was patient sat on a small ledge all day.

3. The two attorneys argued all week over the contract that was important.

4. The team of mountain climbers decided to try to reach the peak that was the tallest.

 Pair up and do #5 – 10.

Do not write the original sentence. Please write the sentence with the adjective clauses.

This is going to be due at the end of the period.

Please write your full name in the upper right hand corner

Please write the title, which is “Adjective Clauses”,  pages 102 – 104, exercises 2 and 3

Skip a line and then begin your work on the third line.

Turn in your Unit 2 Vocabulary homework and your grammar homework, adjective clauses.

 

Tuesday, October 25th:
Warm-up: Write two sentences with an adjective clause using two vocabulary words
Pass out and review the vocabulary packet for "The Cask of Amontillado"
Begin reading "The Cask of Amontillado"
In-class Work:
Passed out “The Cask of Amontillado” vocabulary and figurative language packet today.

Vocabulary:

Preclude: to do something ahead of time to prevent something unwanted from happening. To prevent

Eli:

The teacher precluded the students from talking at the beginning of class.

Maricarmen:

Ditching class precluded me from passing my classes.

Julio:

I did my homework to preclude myself from getting an “F”.

Carolina:

Redresser: A person who sets something right.  Someone who rights a wrong.

The manager at Macy’s redressed the sloppiness of the customers by picking up the clothes on the floor.

Shiane:

Shiane redressed her friend’s jealousy by telling her that she was wrong.

Martha Steward redressed her criminal acts by serving time in jail.

Onyx:

Imposture: an act of fraud or deception

A word that ends with “ion” or “ure” it is a noun.

Shiane:

Only through an act of imposture were Shawn (Sean) and Tyrone able to rob a bank.

Eli:

Martha Stewart did acts of imposture in her youth but she changed her wicked ways.

Samantha:

As soon as the immigration officer saw the fake passport, he knew the traveler was committing an imposture.

Imposter is a person who is doing an act of imposture or fraud.

Brianna: What is “accosted”?

Read “The Cask of Amontillado” – page 173

Cask is a large barrel filled with wine

It is in first person narration

The narrator is unreliable

Readers:

Hellen

Vocabulary:

Impunity: freedom from punishment

Retribution: punishment

Immolation: destruction; particularly destruction from fire

Connoisseurship: expert knowledge in a particular field, particularly gems, wine, and art.

Utter: (verb)to say

Utterance: (noun) the act of uttering or the things that were uttered

You who know my soul would not ever think that I would actually utter a threat against Fortunado.

Avenged: to get revenge; to redress a wrong that’s been committed. To achieve justice for someone who has been wronged.

He is definitely going to be avenged, but he is going to do it in a way that he will not get caught – there will be no risk of him getting caught.

A wrong is unredressed when retribution overtakes its redresser.

A wrong has not been avenged when the avenger is punished.

Stop at page 174, after first paragraph  

Wednesday, October 26th:
Warm up: Write two sentences with an adjective clause using two vocabulary words
Go over packet of "The Cask of Amontillado"
Continue reading "The Cask of Amontillado"

Thursday, October 27th:
Warm-up: Write two more sentences with an adjective clause using two vocabulary words
Finish reading "The Cask of Amontillado"

Friday, October 28th:
Finish reading "The Cask of Amontillado" 

October 17, 2016 - October 21, 2016 Weekly Agenda for 9th Grade English; Research Paper

Monday, October 17th: 
Work on your research paper
Your research paper will be due on Tuesday, October 18th.

Your first AR test and reading log are due today!

Assign Vocabulary Workshop: Level F; Unit 2
Pages 28, 29, 30, 31, 32, 33, 34
Due Monday, October 24th
Definitions: 
Write the word, the part of speech, the definition, and the brief phrase 
Completing the Sentence: 
You do not have to write the complete sentence; you just have to write the correct word. 
Synonyms: 
Write the phrase, and then write and underline the correct vocabulary word 
Antonyms: 
Write the phrase, and then write and underline the correct antonym for the vocabulary word 
Choosing the Right Word: 
You do not have to write the complete sentence; you just have to write the correct word. 
Vocabulary in Context 
Write the sentence and then the correct word. 
This will be due Monday, October 24th. 
 

Tuesday, October 18th: 
Your research paper will be due today.
It must be:
Typed
12 font
Double spaced
Three pages
250 words per page
750 words total
You may include pictures
You must cite your sources
You must have three different sources

Assign: Holt Handbook; pages 100 - 104; this will be due on Thursday, October 20th.
Page 101; Exercise 1: "Identifying Independent and Subordinate Clauses", #1 - 10
Pages 102 - 103; Exercise 2: "Identifying Adjective Clauses" #1 - 10
Pages 103 - 104; Exercise 3: "Revising Sentences by Supplying Adjective Clauses", #1 - 10 
Due Thursday, October 20th. 

In-Class Work: 
Students who turned in their work on time will get extra credit. Please turn in your TYPED essay to: turnitin.com

9^th Grade English

Class ID: 13628756

Class Enrollment Password: English9

Went over how to format the research paper:

MLA Format of Research Paper

On the left hand side of the paper:

Write your name

Last name, first name

Period 3

19 October, 2016

Make sure you have a title

2^nd Page: on the upper right hand side of the page, write your last name and the page number like this:

Moreno 2

 Be sure to cite:

According to Linden Jones in “Can Animals Think”, …………

 Assigned today:

Vocabulary Workshop, Unit 2, pages 28 – 34

Quickly went over; changed due date to Monday, October 24^th. 

For tomorrow: assign the Holt Handbook Grammar "Adjective Clauses".

 
Wednesday, October 19th: 
PSAT SPECIAL SCHEDULE 
NO 3RD PERIOD
Breakfast in the Class: 15 minutes
1st Period - 3 hours 37 minutes
Lunch
Periods 2, 4, and 6:  49 minutes each
Dismissal Time: 3:06

Thursday, October 20th:
In-Class Work:
Turnitin.com

Class I.D.: 13628756

Class Enrollment Password: English9 (no space)

For tonight:

Do Exercise 1, “Identifying Independent and Subordinate Clauses”,  #1 - 10

Write the italicized clause, and identify it as either independent or subordinate.

Due tomorrow, Friday, October 21^st!

GRAMMAR NOTES FOR ADJECTIVE CLAUSES!!!

A sentence has to have a subject, a verb, and has to make sense.

A verb is a word that is or describes an action

Hellen likes to run.

Itzel likes to dance.

Hellen actually HATES to run.

Brianna likes twerking.

Kate loves baseball.

A subject is what the sentence is about.

Although I set the alarm

“I” is the subject

How to determine the subject?

Ask yourself who or what is doing the action.

“Set” is the verb

Who is setting the alarm?

I am!

The word that receives the action of the verb is the direct object.

Julio mailed the letter to Danny.

Julio is the subject – Who mailed the letter? Julio did; therefore, Julio is the subject.

The verb is “mailed”

What got mailed? The letter got mailed; therefore, the letter is the direct object.

The letter is the direct object

“To” is a preposition

Danny is the indirect object or the subject of the preposition

Preposition: to, at, for, of, from, like,

A preposition is usually a small word that connects the verb to a noun. It describes a relationship to space or time.

The jelly beans are IN the jar.

The cat is ON the roof.

Friday, October 21st: 
Minimum Day: dismissal at 12:39
Turn in last night’s homework

Make sure your first and last name is on your paper

Title on the first line: “Adjective Clauses; Page 100, Exercise 1

Skip a line, then start your homework

1.     Baseball is a game

Independent

This is going to be due by 9:45

Then for homework, please do exercises 2 and 3 for homework. This will be due on Monday, October 24^th.

Exercise 2 is on pages 102; please do #1 – 10 

Read page 101 - 102; then do exercise 2; #1 - 10

Underline the relative pronoun (who, whom, whose, which, that) and then write the adjective clause. The adjective clause almost ALWAYS follows the relative pronoun - who, whom, whose, which, that. 

 Exercise 3 is on pages 103 – 104; please do #1 – 10 

Change the sentences by adding a relative pronoun (who, whom, whose, which, that)  after the noun and then turn the rest of the sentence into an adjective clause.

An adjective describes a noun

The pretty cat

An ugly house

Goofy glasses

Gucci glasses

Lazy dog

Blue eyes

Dirty shoes

Ripped jeans

New shoes

Hairy arms

Hungry hippos

Tired dog

Messy hair

Adjective clause is a group of words that act like an adjective

Relative pronoun: who, whom, whose, which, that

Relative pronouns act like gates or doors to adjective clauses:

 Luis, who likes running,  has decided to enter the marathon.

We met the singer whose new cd was released this week.

October 10, 2016 - October 14, 2016 9th Grade English Agenda; Animal Intelligence Research Paper

Monday, October 10th: 

Remember: your AR reading log and test will be due in a week, October 17th. 

Watched video about orangutan and face recognition 

Read article about animal consciousness 

Discussion 

Begin work on the thesis statement 

Tuesday, October 11th: 

Open your books to page 27, “Can Animals Think”

Please take out the paper from yesterday, “How Do Animals Think?” 
Thesis Statement sample: 

If animals are smarter than human have given them credit for, or some animals are as smart or even smarter than humans - whales, dolphins, and elephants – then we should rethink our right to hunt animals, and/or our right to eat other animals.

The research paper is due on Tuesday, October 17^th.

The research paper should be three pages long.

Outline for the Essay:

First Paragraph:

Grabber paragraph should be interesting enough to grab the reader’s attention.

The first paragraph should let the reader know what the research is about and the writer’s position on the topic.

The first paragraph should include the thesis statement.

The thesis statement is a sentence that tells the reader what the essay is about and your position or opinion is about the topic.

Body paragraphs:

Mini-topic sentence

Develop the topic

You develop the topic by:

1.     Stating  the situation

2.     Explaining the situation

3.     Describing the situation

4.     Giving examples

5.     Citing experts

6.     Then you conclude the paragraph by a transitional sentence which will lead you to the next paragraph.

You cite by writing this:

According to Eugene Linden, in the article, “Can Animals Think?”, then write quotation, and then explain it.

Wednesday,  October 12th:

No School today!

Thursday, October 13th:

Get out a sheet of paper and a pen and please write this down:

For today:

Please write down your thesis statement for your research paper.

Some possible topics might be:

1. Animals can think; therefore, we should not hunt animals for sport.

2. Animals are much smarter than we give them credit for; therefore, we should not eat animals.

3. Because animals can think and feel, perhaps more than we realize, we should treat animals better, particularly those animals we use for food.

4. Humans are much smarter than animals, and it has not been shown that most animals are capable of higher level thinking; therefore, humans should feel free to hunt and eat animals.

5. Because we live in the same ecological environment as animals, it is important that we treat animals in a humane manner.

Humane: in a compassionate manner; not cruel.

On a separate sheet of paper, write the thesis statement.

Then write the first quotation, with its source. (Citing or citation is writing who and where you got the quotation.)

Then explain or put in your own words (paraphrase) what the quotation is about. 

Second Step:

Look in “Can Animals Think?” in your text book, or look at the notes you took from the video, or from the article, “Animal Consciousness”and find three pieces of evidence to support your thesis statement.

Friday, October 14th:

By 11:05 students must have their:

Thesis statement

Two quotations

For homework over the weekend:

Find an additional quotation

Paraphrase, or explain, or expand the three quotations

Remember: your AR reading log and test will be due on Monday, October 17th. 

By Monday, you should:

Write your introductory paragraph

Write your body paragraph

Write your concluding paragraph

October 3, 2016 - October 7, 2016 Weekly Agenda for 9th Grade English; Research Paper: Animal Intelligence

Monday, October 3rd: 
No school!

Tuesday, October 4th:
"The Most Dangerous Game" vocabulary packet
"The Most Dangerous Game" Test
Assign Vocabulary, Level C, Unit Two; this will be due on Friday, October 7th.


Wednesday, October 5th: 
Begin work on the research paper, "Can Animals Think and Reason?"
Video - Animal Consciousness
"Dolphins in the Mirror"
Take notes
Which animals can identify themselves in a mirror?
What does that seem to say about the animals' intelligence?
Briefly describe Professor Reiss' experiment with dolphins and mirrors.
What were some of the things the dolphins did in front of the mirror?
What did Professor Reiss do to the elephant's face in the Bronx Zoo?
What is the youngest age some dolphins are able to identify themselves in the mirror?
What is the average age most human children are able to identify themselves in the mirror?

"Inside the Minds of Animals" - Ted Ed Talks
What did Aristotle believe about animal intelligence?
What did Descartes believe about animal intelligence?
How do elephants access hard to reach food?
What can octopus do with jars?
What is the story about Hans the Horse?
What does this show about the intelligence of Hans the Horse?
At this point do we know if a dog can feel good about outsmarting us?

Read "Time: Can Animals Think?"
Take notes on reading
Discuss

Thursday, October 6th: 
Video: Whale Watching

“Can Animals Think?”

Page 27

“And neither did I….”

Reread the paragraph from “And neither did I… to “Lending a Helping Tail” on page 28

Discuss with your neighbor what you just read.

Write a brief paragraph summarizing what you just read.

Guiding Questions:

What did the two psychologists realize about the chimpanzees they were teaching to speak?

The animals could not talk like humans.

Who is Washoe?

A young female chimpanzee

What did she learn to do?

She learned 130 words in American Sign Language.

What is a big debate going on in science?

Whether animals can think

What does “water bird” mean?

Washoe saw a swan swimming in a lake and created the word “water bird”

What does the author think might be a better way to measure animal intelligence?

Sophia and Sandy:

If animals could communicate with humans, they could help themselves.

The main idea is animals don’t want to cooperate.

Onyx and Rachel:

Washoe learned more than 130 words in American Sign Language.

Jennifer and Danny:

They are most inclined to help themselves when it benefits them.

Read “Lending a Helping Tail” to “The Keeper Always Falls for That One”

Vocabulary:

Assess: to test or to judge

Awry: going in the wrong direction

Write a short summary of what we just read.

Friday, October 7th: 
Vocabulary Level C; Unit 2 will be due today.
Grammar
Holt Handbook; "Identifying Independent and Subordinate Clauses", exercises 1. This will be due at the end of the period

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?"