September 30, 2011 The Necklace

THE NECKLACE

The Necklace

Page 160

Class notes:

Vocabulary

Dowry: property that a woman brings into a marriage. The property or money is part of the marriage contract. If a woman’s family is poor than her prospects for marriage were slim.

Incessantly: without stopping or ceasing

Nyallah: I have been incessantly wanting pie lately.

Tia: I incessantly tapped on the desk while waiting for the surgery to begin.

Niceties (noun): small but important perks of good living

Chocolate; caramel; ice cream; play station 3 - all these are niceties of the modern teenager's life.

Disconsolate: so unhappy that one cannot be roused out of the depression; in a state where nothing can make one happy

Cassey: Mathilde was disconsolate because everything around her made her unhappy.

Tatevik: She was worthy of more than what she had. What would bring her happiness?

She wanted the niceties of life: nice clothes; jewels;

nice furnishings;

Tapestries: thick, luxurious wall coverings made of beautiful, expensive material with beautiful designs on it of pastoral scenes.

Mathilde wants the life of a rich person like Oprah.

She is beautiful and young.

Curios: rare, expensive and unusual items; knickknacks.

Tureen: large bowl

Sphinx: a mysterious character from Greek mythology that had the body of a lion, wings, claws and the face of a woman;

Convent: a place where nuns live and work; like a monastery but for nuns;

Convent school: Catholic school where the teachers are nuns and priests.

Setting: the nineteenth century (1800 – 1899); Paris, France

Vexation: annoyance; anger, irritation

Loisel is Mathilde’s last name

Monsieur Loisel worked as a clerk for the Ministry of Education

What did he come home with: an invitation to a fancy-shmancy party.

Is Mathilde happy about the party? No! Why? Because she does not have a fancy-shmancy dress or jewels.

It is written in 3^rd person pov. Do we know what anyone but Mathilde is thinking? No, we just know what Mathilde is thinking. Therefore, it is 3^rd person pov, from her point of view.

Franc: an old fashioned form of money used in France until the 1990’s. It would be the equivalent of the dollar.

Loisel gives her 400 francs to buy a nice dress.

Loisel saved the 400 francs to buy a rifle so he could go hunting with his friends while on vacation; instead, he decides to give his wife the 400 francs to buy a nice dress for the party.

Madame Forestier: convent school friend of Madame Loisel; very wealthy woman with lots of jewels, one of which she loans to Mathilde.

Venetian: from Venice, Italy

Was Mathilde a hit at the party?

Adulation: the state of adoring; the state of being viewed with great awe.

How late did she stay at the party?

Why did Mathilde run out of the party?

Martyrs: someone who suffers for a long time

Could the name of the street be a sort of foreshadowing?

September 26, 2011 - September 30, 2011 Agenda for 9th Grade Honors English

Monday, September 26th:

Break into groups, rehearse and then present to class.

Tuesday, September 27th:

Continue the presentations.

Wednesday, September 28th:

Work on the Irony handout for THE SNIPER

Go over Unit One of Vocabulary form Vocabulary Workshop

Assign grammar homework; due Monday, October 3rd

Thursday, September 29th:

No school

Friday, September 30th:

Read "The Necklace"

Pass out "The Necklace" vocabulary and irony packet

SEPTEMBER 19, 2011 WEEKLY AGENDA for 9TH GRADE HONORS ENGLISH

Monday, September 19th:
Final touches on your group presentations
Begin presenting.
The presentations should include the following:
Some sort of visual presentation, such as posters, to outline the main ideas.
A narrator to provide cohesion and direction
At least two dramatizations of the conflict between the Irish and the British

Tuesday, September 20th:
Your Unit One Vocabulary Workshop homework is due today.
Pass out vocabulary, Irony and vocabulary handouts for “The Sniper”
Go over the vocabulary and irony concepts

Wednesday, September 21st:
Begin reading “The Sniper”

Thursday, September 22nd:
Discussion of ‘“The Sniper”
Discussion of Irony
Break into groups of four
Rewrite the “The Sniper” from the pov of the four other characters in “The Sniper” plus the “omniscient” pov.

Friday, September 23rd:
Continue working on POV rewrites of “The Sniper”
We will present these on Monday, September 26th.

The Sniper Historical Background

-->

September 15, 2011

The Sniper

Break into groups, read and take notes for the group’s section of the Irish/British Conflict.

Write at least one important date on the time line on the board.

Prepare what the narrator is going to read:

It should be the over view of what the presentation will be about.

Each group should have a poster or some sort of visual that people can look at and/or read to understand the main idea.

The students can have bullet points for the poster.

Each group should prepare a script dramatizing the events for their section of the history of the Irish/British conflict.

Each group should rehearse their scene(s).

ON THE DAY OF THE PRESENTATION:

The narrator should give to the audience the main ideas and the important dates for her/his group’s section. A visual of some sort, such as a poster, should be displayed to help with the audience’s understanding.

Then each group should act out the important events of its part of the Irish history handout.

Vocabulary

Vocabulary Homework for Week of August 27, 2012

Unit One in VOCABULARY WORKSHOP: Level C

Definitions:

1. Write the vocabulary words on pages 21, 22, 23

2. Write the part of speech: (adj.) write the definitions and the brief phrase.

Completing the Sentence: (pages 24 and 25) (Be sure to write the correct subtitle for each section you are doing!) In each section, please be sure to write the title. This section is entitled: COMPLETING
THE SENTENCE:

1. Just write the word, not the entire sentence! (Sentences 1 – 20)

Example:

1. Laggards

SYNONYMS (page 25; 1 - 15) Please be sure to write the title for this section: SYNONYMS

1. Write the sentences! Underline the boldfaced word. Write the correct vocabulary word and underline it!

Example:

1. As the ad campaign slowly unfolded; evolved

ANTONYMS:  (pages 25 and 26; 16 - 20)

1. Write the sentence. Underline the boldfaced word. Write the correct vocabulary word and underline it. 

Example:

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

Choosing the Right Word (page 26)

1. Just write the correct word!

Example:

1.Collaborated

Due on Wednesday, September 5, 2012

hollywoodhighschool.net

teachers

Bridges

blog

9^th Grade

Monday, September 12, 2011
Assign Unit One in Vocabulary Workshop
Due Date: Friday, September 16th
Break into groups
Read assigned information on The Irish and British Conflict
Write a short scene dramatizing the conflict to present to the class

Tuesday, September 13th:
Shortened day
Continue working on reading, writing and rehearsing short scene dramatizing the Irish/British conflict



Wednesday, September 14th:
Present the individual scenes to class
Pass out vocabulary and irony packet to class
Due date for the packet is Monday, September 19th.

Thursday, September 15th:
Read "The Sniper"

Friday, September 16th:
Finish "The Sniper"
VOCABULARY WORKSHOP, Unit One is due today

Card Stacking:









Aliases:

One sidedness
Ignoring the Counter-Evidence

Examples of Propaganda Technique: Assertion

Assertion:

Assertion is frequently used in advertising and in modern propaganda. An assertion is an enthusiastic statement presented as fact without any supporting evidence - which is not to say that in advertising, the product is not good or the best, but no evidence is given to support the assertion. It is frequently implied that the statement requires no explanation or supporting evidence.

If  you say something often enough, people will come to believe it.

Assertions are easy to spot in advertising:
"Did you know that nine out of ten people need a new mattress?" - Leeds Mattress,
but can be dangerous for they frequently include half-truths or lies.

Ideas for Mythology Section

Ideas for Mythology Section:

Divide into groups of four

Hand out to each group a packet on one myth:

Included in the packet is a myth plus:

1. Background information about myth

2. Themes found in myth

3. Modern day application for myth

Students read and answer questions about their group’s myth.

1. Myths were used to explain natural occurrences:

a. What are the occurrences your myth explains?

b. What modern day remnant remains from myth?

l. Example: the word cereal from the goddess Ceres

2. Example: the psychiatric term Narcissistic Personality Disorder

They present the myth to the class.

They create a script which is modeled on the myth but updated to modern times.

Possible Myths to Be Used:

Narcissus and Echo

Psyche and Cupid

Chronos and Zeus

The Titans

Persephone, Demeter and Hades

Arachnid and Athene

Poseidon

MAY 30, 2011 - JUNE 3, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, May 30th:
No school!

Tuesday, May 31st:
Watch film of Act 3, Scene 1 of ROMEO and JULIET
Go over Act 3, Scene 1
Pair up and analyze Scene 1 for comprehension
Act out the duel between Mercutio and Tybalt, and Romeo and Tybalt
For homework:
1. Work on the "Characters' Emotions Chart"
2. Go through the text we read in class today and find three quotations which deal with a character's emotional state or thoughts. Write down the quotations on the "Quotation" graphic organizer; then write in your own words what the character is saying. This will be due on Wednesday, June 1st.

Wednesday, June 1st:
Pass out Act 3 Vocabulary and Figurative Language Handout
Read Act 3, Scene 2
Pair up and analyze Scene 2 for meaning, characterization, plot, and figurative language
Share with class. Class discussion
For homework:
1. Work on the "Characters' Emotion Chart"
2. Go through the text we read in class today and find three quotations which deal with a character's emotional state or thoughts. Write down the quotations on the "Quotation" graphic organizer; then write in your own words what the character is saying. This will be due on Thursday, June 2nd.

Thursday, June 2nd:
Read Act 3, Scene 3
Pair up and analyze Scene 3 for meaning, characterization, plot and figurative language
Share with class. Class discussion
For homework: Read the above. It's the same.

Friday, June 3rd:
Read Act 3, Scene 4 and Scene 5
Pair up and analyze Scenes 4 and 5 for meaning, characterization, plot and figurative language
Share with class. Class discussion.
For homework: Read the instructions for Tuesday and Wednesday. It's the same.

WEEKLY AGENDA FOR MAY 23, 2011 - MAY 27, 2011

9th GRADE HONORS ENGLISH

Monday, May 23rd:

Review for test on Act 2 of ROMEO and JULIET

Please bring your notes, your Act 2 Vocabulary and Characterization Handout

Tuesday, May 24th:

Test over Act 2 of ROMEO and JULIET

Wednesday, May 25th:

Read Act 3 of ROMEO and JULIET

Pair up; read for comprehension, vocabulary and figurative language

Thursday, May 26th:

Read Act 3 of ROMEO and JULIET

Pair up; read for comprehension, vocabulary and figurative language

Friday, May 27th:

Finish Act 3

Act out the duel between Mercutio and Tybalt

Review for test over Act 3

May 16, 2011 - May 20, 2011 9B Honors English

MAY 16, 2011 - MAY 20, 2011

CST TESTING

9TH GRADE HONORS ENGLISH

Monday, May 16th:

Review packet for CST

Capitalization

Colons

Placement of Modifiers

Active and Passive Voice

Revising for Parallelism

Consistency of Tense

Manuscript Form

Combining Sentences Using Subordinate Clauses

Run-On Sentences

Semi-Colons

Commas with Interrupters

Tuesday, May 17th:

No class today: CST Testing

Wednesday, May 18th:

No class today: CST Testing

Thursday, May 19th:

Collected CST packet today

Paired up; read Act 2, Scene 4 from Mercutio's "Old Hare Hoar" to end of scene

Went over for comprehension, vocabulary, figurative language.

Read Act 2, Scene 5 up to Nurse's entrance

For homework: Reread Juliet's soliloquy; write down and identify all metaphors, similes, personifications and allusions.

Friday, May 20th:

Go over last night's homework

Read Act 2, Scenes 5 and 6; pair up and go over for comprehension, vocabulary, and figurative language.

Pass out ROMEO and JULIET Act 2 Vocabulary and Characterization Handout; the Characterization Handout and the Quoting the Text Handout.

MAY 9, 2011 - MAY 13, 2011

WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, May 9th:

Read Act 2, Scene 3 of Romeo and Juliet

Pass out handout for Act 2: Vocabulary and Characterization

For homework tonight:

Go through Act 1 and discover two examples of Romeo using figurative language to express his moods.

Go through Act 2 and discover two examples of Romeo using figurative language to express his moods.

Have Romeo's mood changed? If so, how have they changed?

Tuesday, May 10th:

Read Act 2, Scene 4 of Romeo and Juliet

Pass out "Quoting the Text"

Pass out "Characters' Boxes of Emotions"

Holt Handbook homework will be due today: Holt, pages 105 - 108; exercise 5 and Review A: "Identifying Subordinate Clauses".

Wednesday, May 11th:

Read Act 2, Scene 5 of Romeo and Juliet

Go over figurative language

Thursday, May 12th:

Romeo and Juliet test

Friday, May 13th:

Read Act 3, Scene 1 of Romeo and Juliet

MAY 2, 2011 - MAY 6, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, May 2nd:
ROMEO and JULIET Act 1 Test
Correct in class

Tuesday, May 3rd:
Go over the Noun Clause Handout
Begin reading Act 2 of ROMEO and JULIET
For homework tonight, find as many metaphors, similes, personifications, allusions and alliterations as possible in Act 2, Scene 2. This wil be due tomorrow.

Wednesday, May 4th:
Please bring the Holt Handout book; pages 109 - 111; exercise 6 will be assigned and
will be due on Friday, May 6th
Go over last night's homework: the figurative language found in Act 2, Scene 2 of ROMEO and JULIET
Continue reading ROMEO and JULIET

Thurday, May 5th:
Continue reading ROMEO and JULIET
Find examples of figurative language in the Friar's speech in Act 2, Scene 3: metaphor, simile, personification, inversion, paradox.

Friday, May 6th:
Go over grammar homework
Break into groups and find examples of figurative language in Act 2, Scene 4.
Continue reading ROMEO and JULIET

Grammar

Exercise 7 on page 91 Handout on NOUN CLAUSES.

This is due on Wednesday, April 27^th.

A predicate is everything that is not the subject. The verb is in the predicate.

Bob knows who broke the window.

BOB IS THE SUBJECT

KNOWS IS THE VERB

PREDICATE: KNOWS WHO BROKE THE WINDOW

RELATIVE PRONOUN: WHO (introduces the noun clause)

The VERB in the NOUN CLAUSE is broke

Predicate Nominative: Window

ANSWER TO NUMBER 1! The noun clause is: WHO BROKE THE WINDOW!!!!!!!

The NOUN CLAUSE is being used as a direct object. (It receives the action of the verb.)

A prepositional phrase begins with a preposition.

Anna is sitting in the chair.

APRIL 25, 2011 - APRIL 29, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, April 25th:
Pass out Noun Clause Handout; go over; this will be due on Wednesday, April 17th.
Break into groups, and prepare selection of your group’s part of Act 1, Scene 5 to present to class.

Tuesday, April 26th:
Unit 7 Vocabulary will be due today.
Make masks for the party scene!
Learn a simple dance for the scene.

Wednesday, April 27th:
Noun clause handout is due today.
Perform scenes

Thursday, April 28th:
Act 1 test over ROMEO and JULIET

Friday, April 29th:
Begin reading Act 2 of ROMEO and JULIET
HOLT HANDBOOK, pages 109 - 111; exercise 6 will be assigned today. This will be due on Tuesday, May 3rd.

APRIL 11, 2011 - APRIL 15, 2011
9TH GRADE HONORS ENGLISH AGENDA





Monday, April 11th:
Go over Act 1 handout on vocabulary, blank verse and iambic pentameter
Watch Act 1 of ROMEO and JULIET

Tuesday, April 12th:
Shortened day!
You will be broken into groups and given a selection of Act 1, Scene 5 to act out.
Unit 7 Vocabulary will be assigned today. This will be due on Monday, April 25th.

Wednesday, April 13th
The Noun Clause Handout will be given to you today. This will be due on Tuesday, April 26th.
Make masks and learn a dance for ROMEO and JULIET!

Thursday, April 14th:
Please bring your HOLT HANDBOOK to class today; pages 109 – 111, exercise 6 will be assigned. This will be due on Wednesday, April 27th.
Perform your scenes today!

Friday, April 15th:
Test over Act 1
Your Act 1 vocabulary, blank verse and iambic pentameter handout will be due today.

April 4, 2011 - April 8, 2011 Weekly Agenda for 9th Grade English

APRIL 4, 2011 – APRIL 8, 2011

WEEKLY AGENDA FOR 9^TH GRADE ENGLISH

Monday, April 4^th

Unit 6 Vocabulary Jeopardy!

Read and act out Act 1, scene 3 of ROMEO and JULIET

Tuesday, April 5^th:

Regular Schedule!

Iambic Pentameter/Prose and Poetry Handouts

Read and act out Act 1, scene 4 of ROMEO and JULIET

Analyze “Queen Mab” speech by Mercutio; divide into groups of three and choose one scene from the speech to act out.

For homework tonight: Select four scenes from the speech to illustrate; then write the lines underneath as captions. This will be due on Thursday, April 7^th.

Wednesday, April 6^th:

Please bring your HOLT HANDBOOK:

Pages 106, 107, 108; exercise 5 and Review A will be assigned today and will be due on Monday, April 11^th.

Read and act out Act 1, Scene 5 of ROMEO and JULIET

Break into groups of five and select a portion of Scene 5 which you will perform in front of the class.

We will learn a dance and perform it to music as part of the performance of Act 1, Scene 5

Thursday, April 7^th:

Perform Act 1, Scene 5 of ROMEO and JULIET

Friday, April 8^th:

Review for Act 1 test over ROMEO and JULIET

Test

For the Week of March 28, 2011:

How to do the vocabulary homework:

Unit 6 Vocabulary
Write the word; the part of speech; the definition and the short example
Completing the Sentence:
Just write the word
Synonyms:
Write the entire list of words and then write and underline the vocabulary words.
Antonyms:
Same as synonyms!
Choosing the Right Word:
Just write the right word.

Grammer:

HOLT HANDBOOK; adverbial clauses; pages 104 - 106; exercise 4

On the grammar homework:
Write the entire sentence
Underline the adverbial
Circle the subordinate conjunction
Tell how the adverbial phrase is being used.
Whenever we climb Mount Shasta, we are thrilled by the view.
Adverbial clause describes the verb
An adverbial clause is introduced by something called a subordinate coordinating conjunction:
As
As if
As long as
Although
Before
Since
When
The words which follow the subordinate coordinate conjunction are part of the adverbial clause.
The adverbial clause answers the following questions:
When something was done
How it was done
Under what condition
Why it was done
To what extent something was done

1. If you look through newspapers from the first half of the twentieth century, you will see many pictures of Gandhi. (Under what circumstance do you find a picture of Gandhi – if you look through the newspapers!)

This man led India to Independence from Britain, and he took his spinning wheel wherever he went. (The adverbial clauses answers where? Where he would take his spinning wheel? Wherever he went!)

MARCH 28, 2011 - MARCH 30, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, March 28th:
Read and act out Act 1, Scene 1 of ROMEO and JULIET

Tuesday, March 29th:
Grammar homework is due today; HOLT HANDBOOK; adverbial clauses; pages 104 - 106; exercise 4.
Oxymoron handout
Read and act out Act 1, Scene 2 of ROMEO and JULIET

Wednesday, March 30th:
Unit 6 Vocabulary is due today.
Act One Vocabulary and Iambic Pentameter handout
Read and act out Act 1, Scene 3 of ROMEO and JULIET

Thursday, March 31st:
Read and act out Act 1, Scene 4 of Romeo and Juliet
Analyze Mercutio's "Queen Mab" speech. Divide into groups of three; choose one scene from Mercutio's "Queen Mab" speech and act it out.
For homework tonight:
Choose four scenes from Mercutio's speech; illustrate the four scenes and then write the lines underneath as captions. This will be due on Tuesday, April 5th.

MARCH 21, 2011 - MARCH 25, 2011

Weekly AGEND FOR 9TH GRADE HONORS ENGLISH

Monday, March 21st:

If you haven't already begun work on the essay portion of the CAHSEE DIAGNOSTIC, please begin on it today.

Assign Vocabulary Unit 6; this will be due on Friday, March 25th

Tuesday, March 22nd:

Finish the essay portion of the CAHSEE DIAGNOSTIC

Please bring your vocabulary book and HOLT HANDBOOK (grammar)

Adverbial Clauses; pages 104 - 106, exercise 4 will be assigned today; this will be due on Thursday, March 24th.

Wednesday, March 23rd:

Begin working on ROMEO and JULIET

Shakespearean Insults

Thursday, March 24th:

"Words from Shakespeare"

ROMEO and JULIET

Friday, March 25th:

"Phrases from Shakespeare"

ROMEO and JULIET

March 14, 2011 - March 18, 2011 Weekly Agenda for 9th Grade English; The Odyssey, Death in the Palace, Odysseus and Penelope

MARCH 14, 2011 - MARCH 18, 2011
Weekly Agenda for 9th Grade Honors English






Monday, March 14th:
Finish reading "Death in the Palace"
Reading logs: comprehension, vocabulary, literary devices
Read Odysseus and Penelope
Reading logs: comprehension, vocabulary, literary devices
Pass out "Book 12, Developing Vocabulary";go over vocabulary words

Tuesday, March 15th:
Pass out the "Epic Handout"
Pass out "Books 16 and 17, Developing Vocabulary"; go over vocabulary words
Review the story

Wednesday, March 16th:
THE ODYSSEY test

Thursday, March 17th:
Go over THE ODYSSEY test

Friday, March 18th:
Begin ROMEO and JULIET
Shakespearean Insults

MARCH 7, 2011 - MARCH 11, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS

Monday, March 7th:
Vocabulary Walk Around: Pair up and write the correct vocabulary word and a correct sentence using the vocabulary word from Unit 5 under the definition which will be posted on the wall.
Read "The Beggar and the Nurse"
Reading Log
Read "The Beggar and the Bow"
Reading Log

Tuesday, March 8th:
Vocabulary Walk Around: Pair up and write the correct vocabulary word and a correct sentence using the vocabulary word from Unit 5 under the definition which will be posted on the wall.
Read "Death in the Hall"
Reading log
Review Conflict: External and Internal

Wednesday, March 9th:
Write five sentences with adjective clauses using words from Unit 5
Read "Odysseus and Penelope"
Reading log
Review figurative language: metaphors, similes, personification

Thursday, March 10th:
Go over vocabulary and literary terms handouts
Essay will be assigned today.
Go over structure and tips for good essay writing.

Friday, March 11th:
Begin working on ROMEO and JULIET
Shakespearean Insults!
Begin reading and acting out Act 1, Scene 1 of ROMEO and JULIET

February 28, 2011 - March 4, 2011
Weekly Schedule for 9th Grade Honors English

Monday, February 28th:
Break into groups and work on scenes for “The Sirens”, “Scylla” and “Charybdis”


Tuesday, March 1st:
Read “The Sirens”, “Scylla”, “Charybdis”

Do a reading log for each book, which should include a brief summary; at least three vocabulary words plus their definitions; and any examples of figurative language you might encounter.

Break into groups and work on scenes

Assign handout on adjective clauses; this will be due on Thursday, March 3rd


Wednesday, March 2nd:
Present scenes from THE ODYSSEY

Vocabulary Walk Around: Definitions will be posted on the wall; pair up and write the correct Vocabulary Unit 5 word next to the definition.


Thursday, March 3rd:
Adjective Clause handout is due today; go over in class

Vocabulary Walk Around: Vocabulary words will be posted on the wall; pair up and write a sentence using the vocabulary word from Unit 5. You must do at least three sentences.

Read THE ODYSSEY; “The Trip Home to Ithaca” and “The Father and Son Reunion”

Do the reading log for each book which should include a brief summary; at least three vocabulary words plus their definitions; and any examples of figurative language you might encounter.


Friday, March 4th:
Write five sentences with an adjective clause using your Unit 5 vocabulary.

Read “The Beggar and the Faithful Dog” and “The Beggar”.
Do a reading log for each book, which should include a brief summary; at least three vocabulary words plus their definitions; and any examples of figurative language you might encounter.

FEBRUARY 22, 2011 - FEBRUARY 25, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

No School on Monday!




Tuesday, February 22nd:
Your Vocabulary Unit 2 is due today. After we go over the homework in class, you cannot turn it in late.
Read Odysseus and Circe
Read Odysseus and the Land of the Dead
Reading logs

Wednesday, February 23rd:
I won't be here today. There will be a field trip to the Ahmanson to see 33 Variations.
Today finish watching The Odyssey

Thursday, February 24th:
Assign handout on "Adverbial Phrases"; this will be due on Tuesday, February 29th.
Read Odysseus and "The Sirens", "Scylla and Charybdis"

Friday, February 25th:
I won't be here today or Monday so continue reading "The Island of Helios"

Monday, February 28th:
Continue reading "The Court of Alcinous" and "The Meeting Between Father and Son".

February 14, 2011 – February 18, 2011
Weekly Agenda for 9th Grade Honors English

Monday, February 14th
Watch The Odyssey

Tuesday, February 15th:
Go over format for rewriting the Exposition essay
Go over questions 18, 19 and 20 on multiple choice section for Exposition Unit for District Assessment




Wednesday, February 16th:

Assign:
Vocabulary Unit 5
This will be due on Tuesday, February 22nd.

Directions for Vocabulary Unit 5:

Definitions:
Write the word; write the part of speech; write the definition; write the small phrase

COMPLETING THE SENTENCE
(pages 37 – 38)
Just write the correct vocabulary word

SYNONYMS:
(pages 38 – 39)
Write all the synonyms; write and underline the correct vocabulary word:
1. gloomy, sullen, morbid, doleful: morose

ANTONYMS:
(page 39)
Write all the antonyms; write and underline the correct vocabulary word:
1. transparent, clear, bright, perceptive: opaque

CHOOSING THE RIGHT WORD:
(page 40)
Just choose the right word.
Due on Tuesday, February 22nd.

Assign:
Holt’s Handbook
Pages 432 – 433; Parts A, B, and C
This will be due on Thursday, February 17th.

In class:
Pair up with a buddy; look at Part A and identify whether the exercises 1 through 10 are sentence fragments or sentences. Write down if they are fragments or complete sentences.

1. To begin on page 10 and read the rest of the chapter. Sentence Fragment.
Needs a subject!
2. Because we did not have any other homework over the weekend. Sentence fragment. Does not express a complete thought.
3. Learning to speak a second language is one of my goals. Sentence
4. If you will be allowed to leave class early next Tuesday afternoon.
Sentence fragment. (Subordinate Clause. It needs a independent for it to make sense.)
5. Irritable from the lack of sleep, the child began to whine.
Sentence
6. Sentence fragment
7. Sentence
8. Sentence fragment
9. Sentence
10. Sentence Fragment

Assign for Friday, February 18th:
B. Revising Sentence Fragments:
Do numbers 11 – 15; rewrite the sentence fragments so that they are complete sentences.

C. Identifying and Revising Run-On Sentences
16 -25; identify the correct sentence; identify the run-on and then correct it.
Holt’s Handbook; B and C; pages 432 – 433; due on Friday, February 18th.

Thursday, February 17th:
Using five words from your Unit 5 vocabulary, write five complete sentences correctly using the words.
Your rewrite of your exposition essay is due today.
Watch THE ODYSSEY

Friday, February 18th:
Using five words form your Unit 5 vocabulary, write five complete sentences correctly using the words.
Go over grammar homework in class; "Identifying Run-on"; Parts B and C; pages 432 - 433.
Watch THE ODYSSEY

The rewrite of the exposition essay will be due on Thursday, February 17th.

The Unit Five vocabulary homework will be due on Tuesday, 22nd.

Bring your Holt’s Handbook tomorrow (Wednesday, February 16th)



Exposition Essay
Introduction:
You must have a hook (something that grabs your reader’s attention!)
1. Ask three questions:
a. Have you ever thought about getting a tattoo?
b. Do you know where tattoos came from
2. You can use an anecdote (short usually humorous story to make a point)
You need a thesis statement.
Thesis statement states your position and states what the essay is going to be about.
Develop thesis statement

2nd Paragraph:
(Body paragraph)
Why people get tattoos.
State one reason people get tattoos.
Use quotations or you can paraphrase (put in your own words)
Cite (or tell where you got the information) your sources.

3rd Paragraph:
Another reason people get tattoos.
(Similar to 2nd paragraph)

4th Paragraph:
Draw back to getting a tattoo
Mini-statement stating the topic of this paragraph (Drawbacks)
Give an example
Cite evidence from the packet
Give another example
Can be anecdotal

If you have thought about getting a tattoo and can’t wait until you are eighteen to get one without parental approval, you might want to think first about the drawbacks. First, there is the issue of disease. Many health officials warn about going to unlicensed tattoo parlors where the tattoo artists are untrained and the needles may be unsterilized. There have been many cases of transmissions of serious diseases, such as aids, hepatitis-B and other blood borne diseases, from the use of unsterilized needles. My cousin unfortunately developed hepatitis-b by having a prison tattoo applied with an unsterilized needle.

Conclusion
(Fifth paragraph)
You wrap up your essay by restating the main points of your essay.

How to cite:
In the article “Tattoos: Fad, Fashion or Folly” by Linda Bickerstaff, “Tattoos dated back to the stone age.”
According to Linda Bickerstaff in her article, “Tattoos: Fad, Fashion or Folly”, Tattoos dated back to the stone age.”
jkatbridge@aol.com
Tattoos can be beautiful and can express the individual. Many people use tattoos to express the experience of their lives. They view their bodies as a canvas to express the beauty of their lives’ experiences.

Expository Writing: "Homecoming"

The Homecoming

1. Added information for the writer’s purpose

2. Foreshadowing

3. Summarizing

4. So we can know who Ishi is.

5. Autobiography (story about oneself)

6. Researching a personal, family history: a story about his ancestors

What is the main idea of the first paragraph?

To introduce Ishi or a mini-bio of Ishi.

What did you learn about the relationship between Ishi and the surrounding people?

Ishi was fascinated by the people whom he saw. He was interested in how they interacted.

How would Ishi’s account of his life differ from the accounts of other people at that time?

Ishi’s life was more hard working; everything had to be done by hand. Depending on the season, Ishi didn’t always have enough to eat.

What point about the American Indian culture does the writer make with his description of current times in lines 61 – 69?

The Indian tribes now have casinos, a white man’s invention, to make money. The Indian tribes have adopted the white man’s ways, but the white man has not adopted the Indian way very much. There are exceptions with environmentalism and the reverence for the earth and for living things.

What is the purpose of the author in writing this piece?

Wouldn’t be as believable if written by a white man. He could observe it but not experience it. To inform the reader about Ishi. To get us thinking about Ishi and other “Ishi’s” in the world.

Page 81

Synthesizing Sources

Main Idea Supporting Evidence

“Homecoming” Personalize Ishi

To present Ishi as a human

To make us feel closer to Ishi

Richard Rodriguez’ Main Idea in “Homecoming”

To personalize Ishi

Evidence: When white Californians first encountered Ishi, he was about forty years old, naked, close to starvation and friendless and without family.

His remains were defiled (disrespected) by an autopsy; his brains were put in a jar and shipped to the Smithsonian for further investigation. His ashes were scattered.

Marina:

His body and not his spirit was defenseless against modern infection.

Rodriguez wanted to show the humanity of the man and to honor his memory.

Home: welcome; comfortable; comfort, warmth; open arms; relaxation; safe; sanctuary; love; hope;

Anthropology: the study of different cultures

What did the scientists learn from Ishi?

Medical uses of more than 200 plants.

“Wild as It Ever Was”:

Main Point:

Document about

Evidence:

EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)

(Do when we return either from Thanksgiving or Christmas Break)

DAY ONE:

Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.

Show pics from internet to illustrate symbols:

Symbol for Justice

The Caduceus

The Cross

Yin/Yang

Ambiguity:

Signs which could be interpreted as two faces or a goblet.

Irony:

Have students break into groups of three to demonstrate the three types of irony.

Day 2:

Read pages 66 - 67 together as a class.

Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.

Begin reading “Homecoming” by Richard Rodriquez

Day 3:

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Day 4:

Skills Review: Vocabulary (page 82)

SECOND PART

Day 1:

BEFORE YOU READ (page 83)

Read “Codes of Conduct: Literary Focus and Reading Skills” together as class

Read Vocabulary Development: page 84

(Choose pairs of students to act out the vocabulary words:

Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous

Read Denotation and Connotation

Write a description of a slender person you like.

Write a description of a slender person you don’t like.

Compare

Day 2:

“Codes of Conduct” (page 85) Read together as a class

AFTER YOU READ (page 89)

Pair up and discuss; share with the class

Style

Analyze

Style

Identify

Style

Interpret

Interpret

Analyze

For homework: SKILLS PRACTICE (page 90)

Day 3:

SKILLS REVIEW (page 91) Read together as a class

Vocabulary and Comprehension

ELEMENTS OF LITERATURE (page 92)

Irony and Ambiguity

Symbolism and Allegory

For homework: Students bring in symbols and explain what they mean

“Hurdles” (page 97) (Cartoon)

After You Read (page 100)

Effect

Cause

Ambiguity

Irony

Connect

For homework: Skills Practice (page 101) and Skills Review (page 102)

Third Part

Day One:

BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)

Literary Focus: Symbols and Allegory

Reading Skills: Making Inferences

Vocabulary Development

Connotation/Denotation

“Prologue from Walking with the Wind”; read together as a class

AFTER YOU READ (page 111)

Pair up and discuss; share with class:

Identify

Clarify

Cause and Effect

Infer

Visualize

Symbolism

Cause and Effect

Interpret

Fluency

Clarify

Symbolism

Clarify

SKILLS PRACTICE (page 113)

For homework:

Allegory Chart

Vocabulary and Comprehension

Go over in class

Day Two:

LITERARY RESPONSE and ANALYSIS (page 115)

Using Primary and Secondary Sources

“Kennedy’s Assassination” by Eric Sevareid; read together as a class

“For Me, It Was a Dramatic Day”; read together as a class

AFTER YOU READ; work together as a class (page 118)

For homework:

CONSTRUCTED RESPONSE (page 118)

Day 3:

LITERARY RESPONSE and ANALYSIS (page 119)

“Internment”; Read together as a class

BEFORE YOU READ (page 122)

“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”

“Internment” (poem); page 123

AFTER YOU READ; page 124

Pair up and work together; share with class

For Homework:

Reading Check, Thinking Critically

Day 4

BEFORE YOU READ; “How to Eat a Guava” (page 125)

Read together as a class:

Literary Focus: Style: Diction and Imagery;

Tone: An Attitude

Background

“How to Eat a Guava”; (page 126) Read together as a class

“The Tropics in New York”; (page 128) Read together as a class

AFTER YOU READ; (page 129)

“Reading Check”; read and discuss as a class

“Thinking Critically”; read and discuss as a class

“Literary Criticism”: read and discuss as a class

Constructed Response; for homework