August 24, 2015 - August 28, 2015 Weekly Schedule for 9th Grade English

Monday, August 24th: 

Period 1:

Reviewed verb tenses in HOLT HANDBOOK, pages 146 - 151; assigned pages 151 - 152, exercise 2; collected. Go over tomorrow.
Went over maps of England and Ireland
Time for Kids:www.timeforkids.com/destination/ireland/history-timeline
Took notes on the time line

Period 3:

Go over maps of England and Ireland
Go over time line of Irish History: Got up to 1608; King James
Take notes on the time line.
youtube.com The Irish Potato Famine - Keith Hughes
Take notes on the video
Discussion
Begin reading "The Sniper"

Tuesday, August 25th: 

Shortened Day!

Period 1: 

Review yesterday's in-class assignment: HOLT HANDBOOK; pages 151-152; Irregular Verb Tenses
 Vocabulary Workshop: Level C, Unit One is due today.
Read "The Sniper"
The Sniper; page 4

Universal themes:

What is a theme?

It can be a topic picked by someone.

The author picks the theme.

Arath: The theme is the author’s message.

Dalicia has heard that the theme is the author’s message.

Regina: The theme is the moral of the story.

We all experience common events in our lives – birth, death of a loved one, a loss of something important, an event which changes us in some way – and writers use these experiences  into stories which tell us something about ourselves.

Read “Before You Read”

Setting:

Time and Place: Dublin, Ireland, in the 1920’s.

There is a civil war going on. 

Civil War is a war,

 which takes place inside a country where the citizens of this country are at war with each other.

We are going to explore themes of loyalty and betrayal.

Liffey: a river that runs through Dublin.

Beleaguered: being stressed out by constant troubles, annoyances, etc.

Spasmodically: occurring at irregular intervals.

The sound of guns is being compared to the sound of dogs barking.

Ascetic: (adjective describing someone who denies him/herself basic comforts.) Thin, rawboned, haunted.

Fanatic: a person who has a extreme  devotion to a cause.

Period 3: 

Finished the time-line for Irish history.
Read "The Sniper"
-->

Take care of books tomorrow – Nicole, Jay-Nice, Caterin need books.

Finished Time Line

Started reading “The Sniper”; got up to page 5, end of first paragraph.
Quickly went over theme and vocabulary words: spasmodically, beleaguered, etc.

Wednesday, August 26th: 

Period 1: 

BIC:  Went over the verb tenses for the Diagnostic Test on Verbs in the HOLT HANDBOOK; pages 144 - 145:

1.     ask, say

2.     sitting, spotted

3.     folded, hopped

4.     saw

5.     lying

6.     reached

7.     Correct

8.     Took

9.     Correct

10. Clamped

11. Did

12. Known/begun

13. Correct

14. Given/lost

15. Came/Set

16. Correct

17. Gone/Chose

18. Correct

19. Went/Lay

20. Correct

21. Attacked

22. Lay/Was

23. Jumped/Lying/Made

24. Given

25. Written

Pass out the vocabulary, grammar, literary packet for “The Sniper”

 Went over the vocabulary component of the packet for "The Sniper' and assigned it for homework tonight.

Period 3: 

The vocabulary homework is due today.
Pass out the Vocabulary and Grammar Handout on "The Sniper" 
Read "The Sniper"

Thursday, August 27th: 

Periods 1 and 3:

Read “The Sniper”

Class Notes

Vocabulary:

Title for today’s work: (Please put on the top line)

Class Notes for “The Sniper”; page 4

Vocabulary:

Parapet: is a protruding barrier at the top of a building, which is an extension of the building. It prevents people from falling or jumping. It was also used at the top of castles as a defensive barrier behind which soldiers would hide to shoot their arrows.

Sniper: an assassin

Guerillas: military rebels who are not associated with an established government army, but frequently are rebelling against the government.  The guerilla soldiers fight by stealth, by bombings, and by sniper fire.

Paroxysm: a sudden attack of pain or spasm

Report: loud noise

Ruse: a plan or a trick

Silhouette: an outline or a shape of a person, an animal, or an object.  

Finished reading “The Sniper”

Discussion

Setting: Evening, dusk in Dublin, Ireland in the 1920’s.

Protagonist: the Sniper who is a Republican and is against the British government.

His antagonists: The informant, the soldier in the armored car, the other sniper

Describe the protagonist: ascetic,

Ascetic: disciplined, does not indulge himself in creature comfort.

Fanatic: extremely devoted to a cause.

Where has he been all day? On top of the roof, fasting. He finally eats a sandwich. He drinks some whiskey. He then smokes, taking a risk.

Went over the first part of Situational Irony; assigned the rest of the “Understanding Situational Irony”, and “Applying Skills” and “Reader’s Response” for homework tonight.

Situational Irony: When a situation that is expected to occur is the opposite of what actually does occur.
Examples: 

Nemo: When he touches the boat. Dory knows how to read.

Did the first three boxes in “Understanding Situational Irony”.

For 3^rd Period homework: Finish the boxes for “Understanding Situational Irony”.

Friday, August 28th: 

Period 1: 

-->

Went over Situational Irony; discussion of the expected outcomes and the ironic outcomes of each plot point of “The Sniper”.

Went over “Applying Skills” and “Reader’s Response”

The entire packet will be due on Tuesday. Please make sure you do the pages on “Verbs” and “Revising Paragraphs”.

Discussion Questions:

Pair up and read the discussion questions. You should discuss each question with your partner. You may use your class notes to help you answer the questions.  Then write your answers using your best penmanship, and using correct grammar. Make sure you answer the question completely, using the names of the characters. Please do not use pronouns. Make sure you answer each question.

Process of discussing and answering:

1.     Define any words you don’t know.

Fanatic: someone who is obsessed with someone or something. Sometimes

a fanatic can become dangerous and resort to violence. A person can be obsessed over many things such as politics, religion, a person, an idea.

Irrational: not rational. Not logical. Someone who is irrational is not thinking clearly, but is arriving at dangerous conclusions, which are not based on evidence.

Discuss with your partner what the sniper is fanatical about. 

Discuss with your partner what the phrase “cold gleam” in the sniper’s eye implies.

Cold implies or suggests a lack of warmth or feelings of concern for another.

Gleam implies or suggests enjoyment or glee.

Students not on task, not concentrating, not doing homework or classwork:

Ky Blackwell

Stephanie Calderon

Taylor Devers

Jennifer Gonzalez

Jayla Jackson

Jasmine Salazar

Angelica Solano

Michael Solorzano

Period 3:

The Vocabulary and Grammar Handout on "The Sniper" will be due today.
Present your rewrites of "The Sniper" to the class today. 
-->

Period 3:

Go over Situational Irony

“Applying Skills”: Irony in Cinderella is that, despite being told by her evil step-mother that she is too ugly to attend the ball, Cinderella not only goes to the ball but marries the handsome prince.

“Reader’s Response”

Will go over “Verbs” and “Revising Paragraphs” on Monday. The entire packet will be due on Tuesday, September 1^st.

Pass out “The Sniper”: Discussion Questions.

Pair up, discuss the questions, and answer on your own paper.

Discussion Questions:

Pair up and read the discussion questions. You should discuss each question with your partner. You may use your class notes to help you answer the questions.  Then write your answers using your best penmanship, and using correct grammar. Make sure you answer the questions completely, using the names of the characters. Please do not use pronouns. Make sure you answer each question.

Process of discussing and answering:

1.     Define any words you don’t know.

Fanatic: someone who is obsessed with someone or something. Sometimes

a fanatic can become dangerous and resort to violence. A person can be obsessed over many things such as politics, religion, a person, an idea.

Irrational: not rational. Not logical. Someone who is irrational is not thinking clearly, but is arriving at dangerous conclusions, which are not based on evidence.

Discuss with your partner what the sniper is fanatical about. 

Discuss with your partner what the phrase “cold gleam” in the sniper’s eye implies.

Cold implies or suggests a lack of warmth or feelings of concern for another.

Gleam implies or suggests enjoyment or glee.

Did improv showing situational irony:

Timerica, Isabel, Kristina – mom finds ept in daughters’ room; assumes it’s the “bad” daughter, but it is the good daughter.

August 18, 2015 - August 21, 2015

 

Thursday, August 20^th:

1^st Period:

Today we are going to room 506 to get our books for the semester:

ELEMENTS of LITERATURE

HOLT HANDBOOK (grammar)

VOCABULARY WORKSHOP: Level C

Assignment:

VOCABULARY WORKSHOP: Level C

Unit 1; pages 21 – 23

 Directions on how to do the assignment: 

Please do all twenty words: Adage through Wrangle

Write the word

Write the part of speech

Write the definition

Write the sentence

Write the antonym

Write the synonym

Write a grammatically correct sentence using the word.

This will be due on Tuesday, August 25^th.

Example:
 

1.
Adage

Part of speech: noun

Definition: a proverb, a wise saying

Examples:

“People who live in glass houses shouldn’t throw stones.”

“Early to bed, early to rise, makes a person healthy, wealthy, and wise.”

“The early bird gets the worm.”

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

Synonym: a maxim, an aphorism

Antonym: None

Create your own sentence:

When people used to tell me the old adage, “The early bird gets the worm”, I always respond with my own adage, “Yeah, but the early worm gets eaten.”

3rd Period:

Today we are going to room 506 to get our books for the semester:

ELEMENTS of LITERATURE

HOLT HANDBOOK (grammar)

VOCABULARY WORKSHOP: Level C

Eleven students did not receive the vocabulary book, level C. Make copies for them.

Assigned Unit One; will be due on Wednesday, August 26^th. Went over the first  five words with the class:

1.
Adage
Part of speech:
Definition:
Sentence:
Examples of an adage (see above)
Synonym:
Antonym: None
Create your own sentence:

2.
Bonanza
Part of speech:
Definition:
Sentence:
Example of a bonanza
Synonyms:
Antonym: None 
Create your own sentence

3.
Churlish

Part of speech:

Definition:

Sentence:

Examples of churlish behavior:

Synonyms:

Antonyms:

Create Your Own Sentence:

4. 
 Citadel

Part of Speech:

Definition:

Synonyms:

Examples of a citadel:

Create Your Own Sentence:

5.
Collaborate

Part of Speech:

Definition:

Synonyms:

Antonyms:

Examples of collaboration:

Create Your Own Sentence:

Friday, August 21st: 

1^st and 3rd Periods: 

Quick review over Verbs:

Assignment: 

Holt Handbook, pages 144 – 145

Diagnostic Preview:

Sentences 1 – 25.

Read the sentences, and then write the correct verb forms. 

Due at the end of the period.

In the upper right hand corner of your paper, please write the following:

Please write your complete name – first name and last name

Please write the period – Period 1

Please write the date – August 21, 2015

Please title your work from HOLT HANDBOOK Diagnostic Preview; pages 144 – 145

Please do sentences 1 – 25

Write the correct verb forms only. Make sure that both verbs are in the same tense. 

How to do the Diagnostic Review:

Just write the correct verbs forms. If the sentence is correct, write the letter "C" for correct.

1.     Every time I ____ my parents for a pet, they _____, “No, not in an apartment.”

(ask, say)

 Every time I asked my parents for a pet, they said, “No, not in an apartment.”

Or

Every time I ask my parents for a pet, they say, “No, not in an apartment.”

2.     One day last year, I was setting on the front steps reading the newspaper, when I  spot an ad for a female ferret.

Correct Answer: Sitting and Spotted 

 

May 27, 2014 - 30, 2014 Weekly Agenda for 9 B Honors English

Tuesday, May 27th:

Read Act 3

Discussion

Class Notes

Pass out Act Three Test

Act Three Test will be due on Friday, May 30th.

Wednesday, May 28th:

Shortened Day

Watch Zeffirelli's film, ROMEO and JULIET

Thursday, May 29th:

Read Act Four

Watch film 

Pass out Act Four test; this will be due on Monday, June 2nd.

Friday, May 30th:

Read Act Five

Watch film 

Act Three Test will be due today

The final will be a test over Act Five

May 19, 2014 - May 23, 2014 Weekly Agenda for 9B Honors

Monday, May 19th:
Review Act 1, Scene 4
Comprehension
Vocabulary
For Homework: In Act 2, Scene 5, pages 237 - 238, lines 1 - 17, analyze Juliet's speech which begins, " The clock struck nine when I did send the nurse...." for meaning and figurative language, such as metaphor, simile, personification, imagery, allusion, etc. Explain what Juliet is saying and why.  Identify the figurative language and explain the meaning of it.
This will be due tomorrow.

Time line of ROMEO and JULIET

Read Act 3, Scene 1
Comprehension
Vocabulary
Plot points

Tuesday, May 20th:
Pass out Act 2 Vocabulary and Characterization Handout and go over
The Act 2 Vocabulary and Characterization Handout will be due on Thursday, May 22nd.
Review Act 3, Scene 1, Romeo's scene with Nurse
Watch Zeffirelli's film version of ROMEO and JULIET, Act 1

Wednesday, May 21st:
Act Two Test is due today
Juliet's soliloquy, Act 2, Scene 5, pages 237 - 238, is due today. We will go over it in class.
Watch Zeffirelli's film version of ROMEO and JULIET, Act 2.

Thursday, May 22nd:
Act Two Vocabulary and Characterization Handouts are due today
We will go over it in class.
Watch Zeffirella's version of ROMEO and JULIET; Act 2

Friday, May 23rd:
Watch Zeffirella's version of ROMEO and JULIET; Act 3
Read ROMEO and JULIET; Act 3
Class Notes

May 12, 2014 - May 16, 2014 Weekly Agenda for 9B honors English

Monday, May 12th:

Finish reading Romeo and Juliet, Act 1, Scene 5

Discussion

Act out

Tuesday, May 13th:

The Queen Mab Four Panel Illustration is due

Read and discuss Act 2, Scenes 1 and 2

Go over Act 2, Scene 2 and find metaphors, similes and personifications which reference light. 

Turn in for a grade

Wednesday, May 14th:

Romeo and Juliet Act 1 Test is due today

Passed out handout on "Blank Verse, Rhymed Verse and Prose"; briefly went over

The handout "Blank Verse, Rhymed Verse, and Prose" will be due on Friday, May 16th. 

Tonight for homework: 

Review Act 2, Scene 2; 

1. Find examples of light and darkness, light and heaviness which express

Romeo's mood; write them down. Explain what Romeo is saying when he uses these metaphors, similes and personifications.

2. Find examples of allusions (references to Greek mythology); write them down and explain what Romeo or Juliet means when they use the allusions

3. Find examples of motifs; for example, references to birds. 

Read Romeo and Juliet, Act 2, Scene 3

Discussion of the Friar's soliloquy 

Comprehension

Vocabulary

Figurative language

Turn in for a grade

Thursday, May 15th:

Read Romeo and Juliet, Act 2, Scene 4 today

Discussion 

Comprehension

Vocabulary

Figurative language

Turn in for a grade

Friday, May 16th:

Read Romeo and Juliet, Act 2, Scene 5 today

Discussion of Juliet's soliloquy

Comprehension

Turn in for a grade

Vocabulary

Figurative Language

May 5, 2014 - May 9, 2014 9 B Honors English

Monday, May 5th:
Read Romeo and Juliet; Act 1, Scene 2
Discussion
Answer six questions over the reading

Tuesday, May 6th:
Read Romeo and Juliet; Act 1, Scene 3
Discussion
Answer questions over the reading
Worksheet on Romeo and Juliet Adjective Clauses; this will be due on Wednesday, May 7th

Wednesday, May 7th:
Read Romeo and Juliet; Act 1, Scene 4
Assignment: "Queen Mab" Speech; page 807; Mercutio: lines 53 - 93
Choose four scenes from the speech, illustrate each of the four scenes and caption each of the scenes with the appropriate lines from the scene. This will be due on Tuesday, May 13.

Thursday, May 8th:
Read Romeo and Juliet; finish Act 1, Scene 4
Discussion of Queen Mab
Questions

Friday, May 9th:
Read Romeo and Juliet; Act 1, Scene 5

Monday, May 12th:
Finish reading and then act out Romeo and Juliet's party scene, Act 1, Scene 5
The Act 1 open book test will be due on Wednesday, May 13th.

April 28, 2014 - May 2, 2014 Weekly Agenda for 9 English HB

Monday, April 28th:
Finish graphic organizers
Begin work on the questions for the Common Core Assessment
Begin work on the essay portion for the Common Core Assessment

Tuesday, April 29th:
Special schedule. No 1st period today.

Wednesday, April 30th:
Finish work on the essay portion for the Common Core Assessment

Thursday, May 1st:
Special schedule. No 1st period today.

Friday, May 2nd:
Read Romeo and Juliet; Act 1, Scenes 2 and 3
Discussion
Reading logs
Watch video

April 21, 2014 - April 25, 2014 Agenda for 9th Grade English

Monday, April 25th:
Watch film of Act 1

Tuesday, April 26th:
Pass back work.
The final draft of the research paper is due today.
Read Act 1, Scenes 1, 2 and 3
Analyze for comprehension, characters, relationships, and figurative language

Wednesday, April 27th:
No Period 1 today

Thursday, April 28th:
Read Act 1, Scenes 4 and 5
Analyze for comprehension, characters, relationships, and figurative language

Assignments:

Create a chart detailing Romeo's references to light and dark in the First Act.

"Queen Mab" illustration will be assigned today and will be due on Monday, April 28th.
Find four scenes from Mercutio's speech in Act 1, Scene 4 and illustrate the scenes. At the bottom of each panel, write the lines which the drawings are illustrating.

Friday, April 29th:
No Period 1 today.

Unfortunately, we have to take time away from ROMEO and JULIET  to do the district Common Core Assessment next week.

April 7, 2014 - April 11, 2014 Agenda for 9th Grade Honors English

Monday, April 7th:
In library
The rough draft with all the note cards are due today!

Tuesday, April 8th:
Watch Act 1 of Romeo and Juliet

Wednesday, April 9th:
Read Act 1, Scene 1 of Romeo and Juliet
Discussion: Vocabulary, Context, Puns, Characters, Relationships

Thursday, April 10th:
Passed out MLA Work Cited Page
Passed back rough drafts
Final draft and worked cited page due on Tuesday, April 22nd.

Divide class into Capulets and Montagues
Pass out the Shakespearean Insult Sheet
Class gets to "Bite their thumbs" and insult each other!
Pass out the Oxymoron Worksheet!
Discussion of Shakespeare's use of oxymorons

Friday, April 11th:
Shortened day: each period is 35 minutes.
Watch the Zefferelli version of Act 1, Scene 1 of "Romeo and Juliet"

April 1, 2014 - April 4, 2014 Agenda for 9th Grade Honors English

Tuesday, April 1st:
In library today
Your note cards will be returned to you today
We will go over how to write a research paper

Wednesday, April 2nd:
No first period today.

Thursday, April 3rd:
In library today
Continue working on your rough draft

Friday, April 4th:
In library today
Your rough draft will be due today.

March 24, 2014 - March 28, 2014 9th Grade Honors English

Monday, March 24th:
Meet in library
Your final draft of "The Hero's Journey" is due today - no exceptions!
Continue working on note cards for you research paper

Tuesday, March 25th:
Meet in library
Five note cards are due today

Wednesday, March 26th:
Meet in library
Five more note cards are due today

Thursday, March 27th:
Meet in library
Continue working on note cards

Friday, March 28th:
Meet in library
Your note cards are due today.

March 17, 2914 - March 21, 2014 Agenda for 9th Grade English

Monday, March 17th:
Go over note cards: fifteen cards will be due on Friday, March 19th
One note card due at the end of the period.
Go to library to do research

Tuesday, March 18th:
No first period today.
Periods 4 - 7 today.

Wednesday, March  19th:
Library today.
Continue doing research: five cards are due today at the end of the period.

Thursday, March 20th:
Continue doing research: five cards per day are due at the end of each  period.

Friday, March 21st:
Continue doing research: five cards per day are due at the end of each period.
By the end of today you should have fifteen note cards.
Go over the rough draft today.
Your rough draft will be due on Tuesday, March 25th.

How to Do Note Cards

Please make sure you have your full name and date in the upper left hand corner of each page of your note cards.
Number your note cards.
On an 8 by 11 sheet of paper, write the title and the author, the page number,
or the url of your source.
Underneath the title or the url of your source, write Quotation:
Then copy exactly what is written from  your source.
Skip a line, then write Analysis:
Then, in your own words, explain, expand and/or comment on the quotation.
Remember, using seven consecutive words written by someone else without giving him/her credit is plagiarism.
You may put two notecards on the same paper, but you must draw a box around each one to delineate them.

Example:

Notecard #1:
Heroes of the Holocaust, Ted Gottfried, page 14

Quotation:
The Jews were a Semitic people who originated in the Middle East. Their mass exodus from that region was provoked by a series of religious wars between the empires of Islam and the Christian crusaders. Between the sixth and the seventh centuries the minority Jewish population was targeted as heathen by all sides.

Analysis:
The Jews were a product of a diaspora, which means that they were forced from their homeland and made to live in foreign countries amid alien cultures. The people of these foreign countries saw the Jewish immigrants as strange, resented their presence, seeing them as intruders.

March 10, 2014 - March 14, 2014 Agenda for 9th Grade Honors English

Monday, March 10th:
Please turn in your Hero's Journey Essay today.
Remember your Vocabulary Workshop, Unit 5 will be due tomorrow.
Begin researching for a topic that interests you.

Tuesday, March 11th:
Vocabulary Workshop, Unit 5 is due today.
Went over the letter of intent
Went over topics for research
Went over "How to Do Note Cards"
Continue researching for a topic that interests you.

Wednesday, March 12:
Pass out "How to Do Bibliography Cards"
Library to go research

Thursday, March 13th:
Work on the letter of intent

Friday, March 14th:
The letter of intent is due today.
Begin work on research and note cards

MARCH 3, 2014 - MARCH 7, 2014 9th GRADE HONORS ENGLISH

Monday, March 3rd:
Work on essay on "The Hero's Journey"

Tuesday, March 4th:
Shortened Day
Work on essay on "The Hero's Journey"
Assign Vocabulary Workshop: Level C; Unit 5
Unit 5 will be due on Monday, March 10th

Wednesday, March 5th:
Work on essay on "The Hero's Journey"

Thursday, March 6th:
Work on essay on "The Hero's Journey"

Friday, March 7th:
The essay on "The Hero's Journey" will be due today.

February 24, 2014 Ninth Grade Honors English B

NINTH GRADE HONORS ENGLISH B

February 24, 2014 - February 28, 2014

Monday, February 24th:

Please bring your handout on the Hero's Journey to class today.

Choose either option #1 or #2 and begin the rough draft of your essay

Tuesday, February 25th

Meet in the library today - canceled

Go over the Hero's Journey handout; compare the journey with Odysseus and another story of your choosing: LORD of the Rings or Harry Potter, etc. 

Wednesday, February 26th:

"The Hero's Journey" discussion continues

Thursday, February 27th:

Meet in the library today for library orientation
Go over format for The Hero's Journey Essay 
The essay will be due on Tuesday, March 3rd, 

Friday, February 28th:

Meet in the library
Orientation on "MLA"

Go over the format for the "letter of intent"

February 17, 2014 - February 21, 2014 Agenda for English 9B

Monday, February 17th:
No school today.

Tuesday, February 18th:
Block schedule today.
Finish reading "Death in the Great Hall"
Captain's Log

Go over Vocabulary Unit 4
Go over grammar homework: HOLT HANDBOOK; Participial Phrases; Exercises 3, 4, and Review D; pages 77 - 81.

Wednesday, February 19th:
No 1st Period today.

Thursday, February 20th:
Read  "The Reunion of Odysseus and Penelope"
Captain's Log

Friday, February 21st:
The Odyssey Test today; you may use your notes but you cannot use your book.

February 10, 2014 - February 14, 2014 Weekly Agenda for English 9B

Monday, February 10th:
Time Line is due today!
Gallery Walk
Go over participial phrases
Close reading
Captain's Log

Tuesday, February 11th:
Continue reading THE ODYSSEY
Review "The Beggar and the Faithful Dog"
Reflective questions on the "The Beggar and the Faithful Dog": ironies, figurative language, symbols and themes.
Read "The Epic Continues"
Close reading
Captain's Log

Wednesday, February 12th:
Go over the answers to Vocabulary Unit 4
Continue reading THE ODYSSEY: "Test of the Great Bow"
Close reading
Captain's Log

Thursday, February 13th:
Grammar is due today: Holt Handbook: "Participles and Participial Phrases:; pages 77 - 81; exercises 3, 4, and Review D.
Read "Death in the Great Hall" from THE ODYSSEY
Close reading
Captain's Log

Friday, February 14th:
Finish reading "Death in the Great Hall" from THE ODYSSEY
Close reading
Captain's Log

Vocabulary Unit Four in VOCABULARY WORKSHOP

Vocabulary Unit 4

Definitions:

1. annul (v.) to reduce to nothing; to make ineffective or inoperative; to declare legally invalid or void. 

For extra credit, write the sentence.

Completing the Sentence: (pages 54 – 55)

Just write the words, 1 – 20

Example: 

1. Qualms (for extra credit, you may write the full sentences.)

Synonyms: (page 55)

Write the phrase, underline the boldfaced word and the correct vocabulary word which means the same as the boldfaced word.

Example: 

1. named on the regiment’s roster: muster

Antonyms: (page 55)

Write the phrase, underline the boldfaced word and the correct vocabulary word, which means the opposite as the boldfaced word. 

Example:

16. arrived wearing a gaudy outfit: staid

Choosing the Right Word: (page 56)

You just have to write the word, not the entire sentence, but if you want extra credit, you may write the sentence. 

Example: 

1. Sustain 

Vocabulary in Context: (page 57)

Read the two paragraphs on cycling and then answer the questions 1 through 6.  Be sure to write out the phrase and then the letter and the answer. 

Example: 

1. The meaning of obsessed is: A. preoccupied. 

February 4, 2014 - February 8, 2014 English 9B

Monday, February 3rd:

Continue working on the time line for The Odyssey
Vocabulary Unit 4 will be assigned today. This will be due on Friday, February 8th.

Tuesday, February 4th:

Continue working on the time line for The Odyssey; finish for homework tonight.
Begin reading "The Return of the King"
Close reading
Class notes
Grammar homework: "Introductory Clauses"; this will be due on Thursday.

Wednesday, February 5th:

No 1st Period today

Thursday, February 6th:

Time line for The Odyssey will be due on Monday, February 11th.
Continue reading The Odyssey
Close reading
Class notes
Grammar homework is due today.

Friday, February 7th:

Continue reading The Odyssey
Close reading
Class notes
Unit Four Vocabulary is due today
Assign Participial Phrase in HOLT HANDBOOK; exercises 3,4, 5 and Review D.
This will be due on Tuesday, February 11th.

January 27, 2014 - January 31, 2014 English 9B

Monday, January 27th:

Read THE ODYSSEY
The Land of the Dead
Back to the Isle of Circe
Discussion
Reading Log

Tuesday, January 28th:

Read THE ODYSSEY
"Charybdis and Scylla"
Discussion
Reading Log

Wednesday, January 29th:

Read  THE ODYSSEY
"The Land of the Dead"
Close reading
Discussion
Reading Log

Thursday, January 30th:

Read THE ODYSSEY
"Back to the Isle of Circe"
"The Sirens", "Scylla", "Charybdis", The Cattle of the Sun"
Close reading
Discussion
Reading logs

Friday, January 31st:

Review THE ODYSSEY
Begin work on the time line for "The Odyssey"

January 21, 2014 - January 24, 2014 9B English Agenda

 Tuesday,
 January
 21st:


Go 
over
 “The Cyclops”
 in
 THE 
ODYSSEY

Finish 
reading
 “The
 Cyclops”

Review 
“The
 Cyclops”
 for 
comprehension,
 vocabulary,
 figurative 
language, 
themes,
etc.


Tomorrow:
 The 
grammar 
hand 
out
 is
 due!




Wednesday,
 January 
22nd:

Review 
the
 grammar 
homework

Hand
out 
and 
read 
the 
class
 syllabus
 for 
English
 B

Review
 “The 
Cyclops”;
 reread 
and
 write 
how 
Odysseus
 managed
 to 
escape
 from
 the Cyclops’ 
cave.

Discussion



Thursday, January
 23rd:

Review 
the 
time
line
 for
 THE
 ODYSSEY

Read
 THE 
ODYSSEY;
 “The
 Isle
 of
 Circe”; 
reading 
logs

Discussion



Friday, 
January
24th:

Break 
into 
groups
 and
 create 
a
 vocabulary
 word
 study
 for
 one
 word 
from
Vocabulary 
Unit
 3;
 present 
to 
class.

Continue
 reading
 THE
 ODYSSEY



Reading 
logs;
 discussion

 




 

January 13, 2014 - January 17, 2014 Weekly Agenda for 9th Grade Honors English

Monday, January 13th:Class Check in
Syllabus

Tuesday, January 14th:

Read THE ODYSSEY: "The Island of Laestrygonions", "The Wind God"

Please bring your VOCABULARY WORKSHOP; Vocabulary Unit 3 will be assigned and will be due on Tuesday, January 21st. 

Wednesday, January 15th:

NO FIRST PERIOD TODAY

Thursday, January 16th:

Grammar: "Active and Passive Voice"; this will be due on Friday, January 17th.

Read THE ODYSSEY: "The Cyclops"

Friday, January 17th: 

VOCABULARY WORKSHOP; Vocabulary Unit 3  will be due today. 

Continue reading THE ODYSSEY: "The Cyclops"

Agenda for 2014 9th Grade Spring Semester

Lesson Plan for 9th Grade for Spring Semester 2014:

January 13 - 17: 

The Island of Laestrygonions

The Wind God

The Cyclops

Vocabulary and Literary Packets

Active and Passive Voice

Vocabulary Unit 3

January 21 - 24:

The Island of Circe

The Island of the Dead

The Island of Circe

Scylla and Charybdis

Vocabulary and Literary Packets

Grammar: Run-on sentences 

Vocabulary Unit 4

January 27 - 31:  

The Island of Helios

The Beggar and the Faithful Dog

The Test of the Great Bow

The Reunion of Odysseus and Penelope

Grammar and Literary Packets

Test: Choose one book; turn into script and act out

Grammar: Commas with Introductory Elements

Vocabulary Unit 5

February 3 - 14: 

Short research paper on Greek Gods and Goddesses

Library research

Note cards: 15

Bibliography

Outline of Paper

Rough Draft

Final Draft 

February 18 - 21:

PERSPECTIVES in MULTICULTURAL LITERATURE

Begin work on the Persuasion Unit

   Perspectives in Multicultural Literature

   Academic Vocabulary; page 3

   Informational Text; pages 4 and 5

   Before You Read; pages 6 and 7

   "Rising Tides"; pages 8, 9, and 10

February 24 - 28:

"An Arctic Floe of Climate Questions"; pages 11 and 12

After You Read; pages 13 and 14

Before You Read; page 15

"Where I Find My Heroes"; pages 16 and 17

"Heroes with Solid Feet"; pages 18, 19 and 20

After You Read; page 21

Informational Text; pages 22 and 23

Using the Sources; pages 24

Before You Read; pages 24 and 25

Essay

March 3 - 14: 

Romeo and Juliet

Act One

Reading logs

Class Notes 

Handouts

Open Book Test

Act out

Grammar: Commas with Independent Clauses

Vocabulary Unit 6

March 17 - 28:

Romeo and Juliet

Act Two

Reading Logs

Class Notes

Handouts

Open Book Test

Act out

Grammar: Commas with Items in a Series

Vocabulary Unit 7

March 31 - April 11:

Romeo and Juliet

Act 3

Reading Logs

Class Notes

Handouts

Open Book Test

Act out

Grammar: Semi-colons

Vocabulary Unit 8

April 14 - 18:

Spring Break

April 21 - 30:

Romeo and Juliet

Act 4

Reading logs

Class Notes

Handouts

Open Book Test

Act out 

Grammar: Colons

Vocabulary Unit 9 

May 1 - 9:

Romeo and Juliet

Act 5

Reading Logs

Class Notes

Handouts

Open Book Test

Act out

Grammar: The Prepositional Phrase A & B

Vocabulary Unit 9 

May 12 - 16:  

Romeo and Juliet Essay 

Grammar: The Participle and Participial Phrase

The Gerund

The Infinitive

The Appositive 

Vocabulary Unit 10

May 19 - 30: 

NIGHT

Read

Research historical background of book:

Articles, films, documentaries 

Grammar: The Adjective Clause

The Adverbial Clause 

Coordinating Conjunction

June 1 - 6: Essay on NIGHT 

December 16, 2013 - December 20, 2013 Common Core Assessment for 9th Grade

What is Schneier’s perspective on the debate surrounding Security versus Privacy?

His premise is: Privacy is not about hiding a wrong; it is about an inherent human right, and a requirement for maintaining the human condition with dignity and respect.

My Response:

Jennifer: The real argument or debate is not “security versus privacy” but rather liberty versus control.

Evidence: 

Adriana: Watch someone long enough and you will find something to arrest him or blackmail him with.

Rebecca: Tyranny, whether it arises under threat of foreign physical attack or under constant domestic authoritative scrutiny, is still tyranny.

Jessyka: Cardinal Richelieu understood the value of surveillance when he said,”If one would give me six lines written by the hand of the most honest man, I would find something in them to arrest – or just have him hanged.”

Marissa: Someone who wants to arrest you can find something – even in the most honest person’s life – to arrest him for.

Having that much power – to survey someone is a violation of basic human rights.

Madelyne: Who is watching the watcher.

No one watches the people in power who is watching us. 

Your partner’s thoughts:

Kahilayah: agrees with the author’s basic tenet that privacy is a fundamental right.
Rebecca agrees

3. According to Schneier, what dangers does unchecked surveillance pose to those who are doing no wrong?

My response:

Privacy is an inherent human right and constant surveillance violates the human right to dignity and respect.

Evidence: 

(Adriana) For if we are observed in all matter we constantly under threat of correction, judgment, criticism, plagiarism of our own uniqueness.

Roger: The government determines what is right and wrong and can change the definition of what is wrong whenever they want.

Evidence: 

Anton:  Cardinal Richelieu believed that if one could have six lines written by the most honest man alive and within those six lines if one looked hard enough, one could find reasons to arrest or even hang that man.

Madelyne: The government can blackmail you or arrest you.

Sometimes the government gets it wrong and arrests the wrong person who is innocent of the crimes he or she is being accused of. Surveillance is an inexact science and can be misinterpreted – sometimes deliberately.

Zatie thinks that everything is not what it seems and surveillance can create a “lose-lose” situation, where both the watched and the watcher loses.

Synthesis: (Putting together what you think and what your partner thinks):

Anton: The government should treat us fairly.

Lily: Privacy is very important. We have survived this long without constant surveillance so we can continue on without it.

Madelyne: It’s not fair that the government can change rules whenever it wants.  It can be totally arbitrary.

Jazzmyn: Surveillance is not always accurate and can be proven wrong.

Jennifer: Who watches the watchers?  Sometimes people in positions of power lie and because of their titles, they have more credibility and so people believe them.

“In the Basic Battle Between Privacy and Security, Security Always Wins” by Cris Cillizza

1.  Cillizza states that “fear is a very powerful motivator when it comes to public opinion.” Obama uses many words that suggest danger in the quote provided by Cillizza. How does Cillizza use Obama’s language to support his premise that Americans favor security over privacy? Provide evidence from the text to support your answer.

My Response: 

Obama is saying that the information they are gathering is to make the intelligence officers in the fields, the soldiers on the battle field and the folks back home safe, and he is not going to do anything to jeopardize that.

Evidence:

“U.S. national security is dependent on those folks ….their missions or might get them killed.”

Partner’s Thoughts:

They should gather information. Privacy is important but so is security.

Evidence:

Some of the words Obama uses to suggest that we are in danger are: “…put people at risk…men and women in uniform that are sent into battlefield….dangerous positions…easily compromised….people back home have their backs…they are not left high and dry….put in even more danger than they may already be….I make no apologies….as Commander in Chief…or information that might get them killed….’

Obama’s choice of diction (word choice) are words that have denotative and connotative suggestions of danger.

Partner’s Thoughts:

Jessyka thinks that Obama is trying too hard to be liked but it’s not working. Some people hate him.

Jazzmyn: They should gather information; privacy is important but so is security. Security protects us from danger but it might also violate our freedom.

Zatie: Surveillance is important because it protects the safety of the people.

Madelyne: How can the government investigate innocent people but fail to capture criminals.

Jazzmyn:  The government should snoop on people who are guilty rather than on people who are innocent.

2. Cilliza claims that “Obama has, and will continue to, default to the desire to protect the country rather than peoples’ privacy.” How does the statement by Obama that Cilliza provides support and/or contradict this claim?

My Response:

 Evidence: 

"Leaks related to national security can put people at risk...dangerous situations that are easily compromised, at risk."

3. Cillizza implies that the government’s collection of data is being used to stop terrorist attacks.  Does the citation from Obama support this stance. Cite evidence from the text to support your response.

My Response:

Evidence: 

The leaking of the NSA surveillance puts men and women in uniform that Obama has sent into the battlefield at risk.  These leaks can also put our intelligence officers, who are in dangerous situations which are easily compromised, at risk as well.  The implication is that yes, the surveillance is being used to combat terrorism.

Skip to:

 Optional Writing Planner: Security vs. Privacy Writing Task

Please fill in the boxes:

1. What is each writer’s claim: Schneier                        Cillizzi

2.What persuasive methods

Does each writer uses to

Construct his argument?

3. Provide examples from

the text that illustrate

effective methods the writer

uses.

4. What makes these

examples effective?

Do these examples appeal

To logic or to emotion?

5. Another method the writer

uses effectively is:

December 2, 2013 - December 6, 2013 Weekly Agenda for 9th Grade Honors English

Monday, December 2nd:
Finish reading The Trojan War; Parts 3 and 4

Tuesday, December 3rd:
Shortened Day
Read A Son Searches for His Father
Read The Isle of Calypso
The Odyssey Vocabulary and Literature Handout
Discussion and Reading Logs



Wednesday, December 4th:
No Class today

Thursday, December 5th:
Read Princess Nausicaa and "I Am Laertes' Son"
Discussion and Reading Logs

Friday, December 6th:
Read The Island of Laestrygonions
Read The Cyclops
The Odyssey Vocabulary and Literature Handout
Discussion and Reading Logs