Dec 20

--make up common assessments
--other make-up work since mid-terms if necessary

Dec 19

--students take common assessment
--see Mr. Schappert to arrange make-up if necessary

Dec 18

--review for common assessment
--review notes until you can return to class; see mr. Schappert for copy of review hand-out

Dec 17

• Students read all Dickinson selections from p. 548 to page 554
• discussion questions on p. 556

Dec 16

• Review Free Verse / create examples from Whitman and Dickinson
• Same as above for Figurative Language /
• Read Whitman “Beat! Beat! Drums!”
• #9 on p. 541.  (Why is Free Verse an appropriate form for Whitman’s poems?  Support your opinion) / as the text points out, there are no rules with Free Verse, so it is an appropriate form for Whitman due to his individualistic views on America and life in general
• read about Emily Dickinson p. 546 / define:  inventive punctuation and irregular capitalization 
• read “Because” on p. 548 / students do: A and B on p. 548

Dec 13

DOL

--terance dont run very good but he always enters run for you’re life a five mile race held on labor day

Class Activities:

--read Whitman "Song of Myself," and "Spider" beginning on p. 534
--text analysis questions on p. 537
--identify Figurative Language in both poems / also briefly discuss in your notebook what makes these poems examples of Free Verse

Dec 12

DOL

--sally who did you see at the pizza wagon last night megan asked after Algebra class

Class Activities:

--read Whitman on p. 530
--read information on p. 531 about Free Verse
--read "I Hear America Singing" on p. 532
--do the Text Analysis questions on p. 532
--also, there is a handout from class you must ask me for when you return

Dec 11

DOL

--by the time the fourth of july parade ended the light drizzle became a downpour and few people remain on main street

Class Activities:

--students write Short Narratives today
--see post on 12/6 for writing prompt.  complete narrative and hand in.
--be sure narrative is complete with Exposition, Rising Action, Climax, Falling Action, and Resolution
--and a Title! (always Title your writings!)

Dec 6

Short Story Workshop

consider the following writing prompt:

"Write a short story in which a character reacts to an unexpected event in his/her neighborhood.  In your story, try to entertain peers and adults by presenting a lively description of how the main character and other handle the unexpected event, an dwhat happens as a result."

--you may write fiction, or non-fiction
--if you write non-fiction, about yourself, challenge yourself to not write in 1st person, but rather 3rd person

--make some notes on the following aspects of the short story to chart out your story as a pre-writing assignment

1. Exposition
2. Rising Action
3. Climax
4. Falling Action
5. Resolution

--we will be writing them in class on tuesday, 12/10 as a timed writing assignment.  Considering your pre-writing will be extremely helpful for you on that day.

Dec 5

DOL

--neither of my parents are able to take me to the village theater to see oscar wilde play the importance of being earnest

Class Activities:

--finish reading "The Masque of the Red Death"
--begin at line 80 on p. 450
--answer questions 6 and 9 on p. 453 to be handed in

Dec 4

DOL

--marks Father is a engineer at the ace farm equiptment co his Mother is a illustrator at herrera publications inc

Class Activities: 

--read about American Gothic Literature p. 312
--begin reading "The Masque of the Red Death" line 79 p. 450
--question 'B' on p. 448 in notebook

Dec 3

DOL

--tito had ought to call his Mother so that shell know weather she should plan for less people

Class Activities:

--reread "The Raven" beginning on p. 436
--be sure to have definitions for each of our  3 Literary Sound Devices:

--Onomatopoeia
--Internal Rhyme
--Alliteration

--on p. 441 do questions 5, 6 and 7 (hand in to teacher when you return to school)

Dec 2

DOL

--mr arceneaux stated i used ravioli machine from italy and how they came out real good

Class Activities:

Look up the following terms before reading "The Raven"

--Internal Rhyme

--Onomatopoeia

--Alliteration

--Read "The Raven" by Edgar Allan Poe on p. 436

--E p. 438 and G p. 439 for Sound Devices / H p. 440 for Inference

Nov 26

Continue with writing assignment introduced yesterday (Nov 25)

--writing assignment listed below:

Comparing Thoreau and Gandhi

We’ve read excerpts from Thoreau’s“Civil Disobedience” and Gandhi’s “On Civil Disobedience.” You will now do a writing project comparing the two texts. There is one writing assignment, but you will have a choice between two rubrics. Read the assignment below and then choose which rubric will be best for you. Remember, this assignment will be counted as a Summative Assessment.

We have also studied many different concepts related to our readings. You will have a choice of which concepts to write about. They are listed on the back with room for taking notes.

Henry David Thoreau’s ideas influenced many 20^th-Century reformers, including Gandhi. What connections do you see between views Thoreau presents in his text and the beliefs that Gandhi presents in his? Cite evidence from both texts to support your answer.

For the A (possible 100 points)

--Topic Sentence introducing your ideas with literature titles punctuated correctly and author names (10 pts)

--discussion of ideas that properly answers the question (20 pts)

--One paraphrased idea from eachtext as your text support; remember you must still provide analysis of the idea as if it were a direct quote (30 pts)

--Use of 3 of our 5 terms properly anywhere in your discussion (30 pts)

--a title (10 pts)

For the B (highest grade 85 points)

--Topic Sentence introducing your ideas with literature titles punctuated correctly and author names (10 pts)

--discussion of ideas that properly answers the question (30 pts)

--One paraphrased idea from either text as your text support; remember you must still provide analysis of the idea as if it were a direct quote (20 pts)

--One direct quote from the other text as additional text support, complete with analysis (10 pts)

--Use of 2 of our 5 terms properly anywhere in your discussion (10 pts)

--a title (5 pts)

Romanticism and its different elements

Transcendentalism and its different elements

Civil Disobedience

Satyagraha, or Non-Violent Resistance

Non-Conformity

Nov 25

--Review the terms:   "Civil Disobedience," "Transcendentalism," "Romanticism," "Satyagraha, or Non-Violent resistance," and "Non-Conformity"

--Read from Thoreau "Civil Disobedience" selected passages:  P. 393 line 70 to line 90 / p. 393 line 91 to 113 / p. 396 (last complete paragraph)  

--Paraphrase each selection in 2 to 3 sentences

--begin the following writing assignment

 

Comparing Thoreau and Gandhi 

We’ve read excerpts from Thoreau’s “Civil Disobedience” and Gandhi’s “On Civil Disobedience.” You will now do a writing project comparing the two texts.  There is one writing assignment, but you will have a choice between two rubrics.  Read the assignment below and then choose which rubric will be best for you.  Remember, this assignment will be counted as a Summative Assessment. 

We have also studied many different concepts related to our readings.  You will have a choice of which concepts to write about.  They are listed on the back with room for taking notes. 

Henry David Thoreau’s ideas influenced many 20^th-Century reformers, including Gandhi.  What connections do you see between views Thoreau presents in his text and the beliefs that Gandhi presents in his?  Cite evidence from both texts to support your answer.

 

For the A (possible 100 points) 

--Topic Sentence introducing your ideas with literature titles punctuated correctly and author names  (10 pts)

                --discussion of ideas that properly answers the question  (20 pts)

                --One paraphrased idea from each text as your text support; remember you must still provide analysis of the idea as if it were a direct quote  (30 pts)

                --Use of 3 of our 5 terms properly anywhere in your discussion  (30 pts)

                --a title  (10 pts) 

 

For the B (highest grade 85 points) 

          --Topic Sentence introducing your ideas with literature titles punctuated correctly and author names  (10 pts)

          --discussion of ideas that properly answers the question  (30 pts)

          --One paraphrased idea from either text as your text support; remember you must still provide analysis of the idea as if it were a direct quote  (20 pts)

          --One direct quote from the other text as additional text support, complete with analysis (10 pts)

          --Use of 2 of our 5 terms properly anywhere in your discussion (10 pts)

          --a title  (5 pts)

 

Romanticism and its different elements

 

Transcendentalism and its different elements

 

Civil Disobedience

 

Satyagraha, or Non-Violent Resistance

 

Non-Conformity

Nov 22

Common Assessment 11.2

--see Mr. Schappert to make arrangements to take the exam

Nov 21

DOL

--the development of the u s social security system occurred in 1935 under the administration of president franklin d roosevelt senator morris roberts tells us

Class Activities

--answer the following practice selected response questions for common assessment on friday Nov 22

“The consequence [of war] is not the progress of a nation but its decline…” 

The prefix de means “opposite.” In the passage above, the word decline most likely means: 

a.           To rise up                     c.  to rest

b.          To fail in strength d.  to motivate

 

 

“Socrates was misunderstood, and Jesus and Galileo, and every pure and wise spirit that ever took flesh.  To be great is to be misunderstood.” 

The prefix mis means “incorrect.” In the passage above, the word misunderstood most likely means: 

a.           To be loved     c. wrongly judged  

b.          listened to        d.  solitary

 

--Paraphrasing:  restatement of a text or passage in different words (our own words)
--Examples: 

• From Emerson:  “There is a time in every man’s education when he arrives at the conviction that envy is ignorance; that imitation is suicide; tha the must take himself for better for worse as his portion….”
• Paraphrased Emerson:  Each person eventually discovers that they must accept who they are and that they must attempt to be the  best they can with what they have
• From Crucible:  Proctor:  “She thinks to dance with me on my wife’s grave! And well she might, for I thought of her softly.  God help me, I lusted, and there is a promise in such sweat.  But it is a whore’s vengeance, and you must see it; I set myself entirely in your hands.  I know you must see it now.”
• Paraphrased from Crucible:  Proctor begs the court to recognize that Abigail is seeking revenge on his family for being put out by Elizabeth who discovered that he had had an affair with her (Abigail).

--Paraphrase these quotes from Gandhi:

• “There are two ways of countering injustice.  One way is to smash the head of the man who perpetrates injustice and to get your own head smashed in the process.”
• “This other method is Satyagraha.  One who resorts to it does not have to break another’s head; he may merely have his own head broken.  He has to be prepared to die himself, suffering all the pain.

Nov 20

DOL

--he dont know weather he can attend tonites meeting but well be informed by him later today

 

• Students read Gandhi on p. 400  /  do questions #1 and #2 on p. 401
• review for Common Assessment 11.2 
  Prefix:  placed before a word; used to modify the word’s meaning
              Examples:  “mis,” “pre,” “un,” “re,” “pro”
   
  Paraphrase:   restatement of information in one’s own words
              Quote from text:  “Her father was a man who cherished no sentimental reverence for woman, but a firm belief in the equality of the sexes.”
              Paraphrase of quote:  Miranda’s father believed in the equality of men and women
   
  Transcendentalists:  American authors believed that individuals are capable of discovering truth through intuition; that ‘transcendent forms’ of truth existed beyond reason and experience.
              Examples:  Ralph Waldo Emerson’s “Self-Reliance” and Henry David Thoreau’s “Civil Disobedience”
   
  Theme / Plot / Character / Setting
   
  Satire:  literary technique in which foolish ideas or customs are ridiculed for the purpose of improving society
              Example:  in “The Devil and Tom Walker,” Washington Irving satirizes ‘religious hypocrisy,’ and ‘marriage.’
   
  Flashback:  a scene that interrupts the action of a narrative to describe events that took place at an earlier time
   
  Flash-forward:  a scene set in the future that interrupts the plot
   
  Participial Phrase:  (see review sheet from class)
   
  Imperative Sentence:  a sentence that expresses a request, or a command
              Example:  Go to the store and buy a container of milk, a loaf of bread, and a stick of butter.
   
  Transition Word:  helps to create a strong connection between ideas in a piece of writing
              Examples:  at last, still, however, nevertheless, after
   
  Punctuating Dialogue: 
              Examples:  Julie said, “I would like to go to the beach on Sunday.”
                                 “I would like to go to the beach on Sunday,” Julie said.
                                 “I would like,” Julie said, “to go to the beach on Sunday.”

 

Also, go through the first 10 items on the following "Participial Phrases" handout

 

The participial phrase is always used as an adjective phrase to modify a noun or pronoun. It includes the participle together with its modifiers, objects, or predicate words.

The present participle form always ends in -ing, but the endings for past perfect and passive perfect participles may vary.

Walking rapidly, we reached the town in fifteen minutes.

Annoyed by the noise, the teacher spoke sharply to the class.

Tom, having won the chess game, looked up happily.

Having won every game but one, Ohio State now led the Big Ten.

Directions:  Underline the participial phrase in each of the following sentences. Watch for past and present participles.

Example: Mr. Flynn, annoyed by Joe's question, answered him impatiently.

1. Having been on the road for four days, the Todds were exhausted.

2. That hymn, sung by many generations of churchgoers, is my favorite.

3. Climbing slowly, we approached the top of the hill.

4. Surprised by my question, Mrs. Osmond blushed.

5. Phil, worn out by his long trip, slept for twelve hours.

6. Watching me closely, the dog came toward me.

7. Staring out the window at the rain, Bob became more and more impatient.

8. Having been hurt in the first game, Al sat on the bench for the rest of the season.

9. The plates, brought from Denmark by my grandmother, are on display in the dining room.

10. The cookies, baked this morning, were all gone by five o'clock.

11. Having come out in the cool night air, Mr. Troy looked up at the sky.

12. The children, waiting for the play to begin, grew bored.

13. Working hard all day, the boys finished the job by dinner time.

14. Driven from their homelands, many people each year seek refuge in the United States.

15. Jumping up and down, the cheerleaders urged the team on.

Nov 19

Re-read Emerson "Self-Reliance" beginning on p. 370
read Emerson "Nature" on p.  373

* see Mr. Schappert for the day's handout when you return to school

* Until returning to school, work on the following activity, which is part of the handout.

1.      Craft a Thesis Statement about Emerson.  Be sure to include a Theme that you believe is present in his work, the concept of Transcendentalism, and the reason you feel the two are related. 

Also, be sure your sentence is complete.

(Note:  consider first creating your thesis statement in your notebook, as it may need to be worked and re-worked.  Then, provide the final draft written clearly below.

Nov 18

DOL

--consuela and erica have got to meet ms johnston at 300 pm so that she can learn their new cheerleaders routines

Class Activities:

• Read "The Art of the Essay" p. 366 / 367. Take notes on Organization and Supporting Details section
• Read “Meet the Author” p. 368
• Read “Self-Reliance / write 2 quotes that relate to Transcendentalism Ideas
• After reading:  Activity ‘A’ on p. 371 / Activity ‘B’ on p. 372 / also, the ‘Analyze Visuals’ activity on p. 371

Nov 15

DOL

--after several attempts in class darnell was able to liquefy the granules bringing it to a boil and separated the components

Class Activities:

 

--Quickwrite:  think of a person you know or have read about who has led a life you truly admire.  How has this person made a difference in the world?  Describe his or her impact on family, community, or country in a short writing.

 

--Read “Psalm of Life” on p. 344 and “Tide” on p. 346 

--answer questions below: 

 

"Psalm"

 

--Choose a line from the poem and discuss how it might be connected to the painting on p. 345 in terms of Theme. 

--What, according to the speaker, is our “destined end,” or purpose?

 --Analyze the metaphor in lines 17-18.  What is Longfellow saying about the world and life by comparing them to a battlefield and a bivouac? (use the footnote on the bottom of p. 344 for vocabulary help)

 

“The Tide Rises, The Tide Falls”

--In terms of the literal level, what is the difference between the day and the traveler in lines 13-14?

 

--Longfellow repeats the line “the tide rises, the tide falls” throughout the poem.  What idea is he trying to emphasize about the difference between nature and human life through this repetition?

 

--What, according to the speaker, should people do to give their lives purpose?  Do you agree or disagree?  Explain.