Sunday, March 23, 2014

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.

Sunday, March 16, 2014

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.

Friday, March 14, 2014

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.


Sunday, March 09, 2014

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

Friday, February 28, 2014

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.

Monday, February 24, 2014

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"




Sunday, February 16, 2014

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.

Sunday, February 09, 2014

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

Wednesday, February 05, 2014

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

Friday, January 31, 2014

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.



Saturday, January 25, 2014

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"








Tuesday, January 21, 2014

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

 



 

Monday, January 13, 2014

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"


Saturday, January 11, 2014

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 




Sunday, December 15, 2013

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:

Sunday, December 01, 2013

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

Thursday, November 28, 2013

November 18, 2013 - November 22, 2013 Weekly Agenda for 9th Grade Honors English

Monday, November 18th:
Library Orientation

Tuesday, November 19th:
No class today

Wednesday, November 20th:
Read, take notes and act out Part 1 of The Iliad

Thursday, November 21st:
Read, take notes on Part 2 of The Iliad

Friday, November 22nd:
Read, take notes on Parts 3 and 4 of The Iliad

Sunday, November 10, 2013

November 12, 2013 - November 16, 2013 9th Grade English Agenda

Tuesday, November 12th:
The rough draft is due today.
Break into groups and do peer editing.

Wednesday, November 13th:
The final draft of your essay on "The Cast of Amontillado" is due today
Finish the dvd, "The Odyssey"
Begin reading the background to "The Iliad"
Break into groups to act out

Thursday, November 14th:
The grammar homework on active and passive voice from the HOLT HANDBOOK will be due today.
Continue reading the background to "The Iliad"
Break into groups to act out

Friday, November 15th:
Finish reading the background to "The Iliad"
Break into groups to act out

Wednesday, November 06, 2013

Class Notes for November 6th; Essay Format for "The Cask of Amontillado"



From the beginning we know that Montresor plans revenge on Fortunato, however, we never really  know why he hates Fortunato so much – aside from the insults he supposedly has given him. It is during Carnival, a time of great celebration and gayety, that Montresor decides to lure Fortunato by the promise of amontillado into the catacombs to kill him.

The name of the narrator is Montresor; Mon tre sor  sounds a bit like “monster”.

In the first paragraph, please include:

The title of the short story, “The Cask of Amontillado”, and the name of the author, Edgar Allen Poe.

A brief synopsis of the story – no more than three or four lines.

The thesis statement so that we know what your essay is going to be about.

A reference to Poe’s use of irony, setting, and the unreliable narrator to create the mood of “The Cask of Amontillado”.  Example: Poe’s use of irony, the eerie setting and Montresor’s unreliability as a narrator helps to create the gothic dark mood of his “The Cask of Amontillado”.

In the second paragraph, or the first body paragraph, please include:

A thesis statement so that the reader knows what the paragraph is about.

If you are discussing irony, be sure to develop the thesis of Poe’s use of irony.

Give specific examples of irony from the story either through quotation or by paraphrasing.

Then explain or discuss the quotation or the paraphrase to show how it is ironic.
Example: Poe uses situational irony from the very beginning of the short story, from the title – the word casket derives from the word cask – to the setting – Carnival is a time of gayety and not one normally associated with a murder – and the name of the victim, Fortunato, who is clearly not fortunate.

If you want to do more paragraphs on the various ironies Poe uses, you may; you might do one paragraph on the many examples of verbal irony:

Examples of verbal irony:

Montresor tell Fortunato that they must go back for Fortunato is sick and he cannot be responsible if anything happens to him.

Montresor “implores Fortunato to turn back as they descend deeper into the catacombs.

There are many, many more examples of verbal irony in “The Cask of Amontillado.”


Please mention briefly the examples of dramatic irony.

Examples:

Fortunato says that he will not die of a cough, which is true, he won’t die from a cough.

Montresor tells Fortunato the family’s Latin motto, which is "No one attacks me without punishment. Dramatic irony is displayed because Fortunato fails to understand  how Montresor intends to apply that motto to him. 

Montresor pulls out a trowel, a mason's tool, and tells Fortunato that he is a member of  the Masons, a secretive and exclusive organization; Fortunato, unaware of Montresor's true intentions toward him, fails to grasp the sick joke. 

In the final paragraph, briefly go over the main points in your essay, and then write your concluding thought. 

Do not include new information in your final paragraph. 





Monday, November 04, 2013

IRONY CHART FOR THE CASK OF AMONTILLADO




IRONY CHART for “The Cask of Amontillado”

Situational Irony:
1. The title itself - "The Cask of Amontillado". A cask is a barrel of wine but it is also the root word for casket.
2. Setting: The story takes place during Carnival, which is supposed to be a time of great happiness and joy and celebration, not murder.
3. Fortunato is  dressed in motley, which is how a clown or a court jester dresses.
4. The name, Fortunato,  is ironic because the name means fortunate and clearly, Fortunato is not.

Look for three more examples of situational irony:




Verbal Irony: When a character says one thing but means the opposite.  It is different from sarcasm because in verbal irony, the speaker DOES NOT WANT the listener to know he is not telling how he really feels or what his intentions are. 

Look for three examples of verbal irony.





Dramatic: When a character does not know something in the story but other characters and the audience know.

Look for three example of dramatic irony.