Thursday December 18, 2014

Honors 9- Today we are sharing our projects. Have a great winter break!!!

English 10- Today we are sharing our flash fiction projects. Have a great winter break!!!

Wednesday December 17, 2014

Honors 9- Today we shared our article projects. Your projects are due today!

English 10- Today we worked on our flash fiction projects.

Tuesday December 16, 2014

Yesterday's deadline has passed: No more make-up work will be accepted.

Honors 9- Today we continued to work with the graphic organizer for the poem My Papa's Waltz. Please remember that your article projects are due tomorrow. They must be turned in a hard copy tomorrow.  NO EXCEPTIONS on this.

English 10- Today we started the flash fiction project. This will be due at the end of class Wednesday. If you missed class, please see me for directions, as there are specific constraints that I have to assist you with. 

Monday December 15, 2014

All Make-up work is due today by 5:30pm.

No Exceptions!

Honors 9- No vocab this week. Today we reviewed tone, diction, and syntax. We also began to look at connotation.We will be using these skills to analyze the poem My Papa's Waltz by Theodore Roethke.

English 10- Today we started reading and analyzing the short story Bill's Little Girl by Zona Gale.

Friday December 12, 2014

All Make up work for Quarter 2 is due no later than December 15, 2014

NO EXCEPTIONS!

Honors 9- Today we took vocab quiz 7. We finished looking at the article outline and expectations for the article project due December 17.

English 10- Today we looked at the assessments from Fences. I handed back quizzes and discussed grades.

Thursday December 11, 2014

All Make up work for Quarter 2 is due no later than December 15, 2014

NO EXCEPTIONS!

Honors 9- Today we analyzed the outline for the article. We practiced creating titles, hooks and creating background information. Projects will be due December 17. Reminder: Vocab Quiz tomorrow! Here are the words if you need them:

Vocab List #7

Ardent- (Adj.) Intense, passionate

Licentious-  (Adj.) Unrestrained by law or general morality; lawless; immoral

Numismatist- (N.) A coin collector

Paucity- (N.) a scarcity, a lack of something

Pensive- (Adj.) engaged in, involving, or reflecting deep or serious thought

Epigram- (N.) a concise saying or remark expressing an idea in a clever and amusing way

Obstinate- (Adj.) Stubborn, refusing to change one's opinion or chosen course of action, despite attempts to persuade one to do so

Orator- (N.) a public speaker, especially one who is eloquent or skilled

Amalgamate- (V.) combine or unite to form one organization or structure

Hone- (V.) to sharpen; refine or perfect (something) over a period of time

English 10- Today we completed the writing assessment for quarter 2 and Fences. If you were absent, you have until December 15 to complete the assessment. No Exceptions!!

Wednesday December 10, 2014

All Make up work for Quarter 2 is due no later than December 15, 2014

NO EXCEPTIONS!

Honors 9- Today we finished up analysis of Story of an Hour, or students were in the computer lab to work on their writing assessments. Your quarter two writing assessment (article project) is due to me by December 17. No Exceptions!

English 10- Today we started the quarter 2 writing assessment.

 If you have not completed the Act one quiz, you have until this afternoon to take it. If you missed the Act two quiz, you have until Friday after school to take it. DUE TO GRADES BEING DUE, THERE ARE NO EXCEPTIONS ON THIS!

Tuesday December 9, 2014

Honors 9- Today we read Kate Chopin's Story of an Hour and continued our analysis to include topic and theme. Your quarter two writing assessment (article project) is due to me by December 17. No Exceptions!

English 10- Today we read Act two scenes 3 through 5. All classes have finished the play. We completed Act two quiz. If you have not completed the Act one quiz, you have until this afternoon to take it. If you missed the Act two quiz, you have until Friday after school to take it. DUE TO GRADES BEING DUE, THERE ARE NO EXCEPTIONS ON THIS!

Monday December 8, 2014

All Make up work for Quarter 2 is due no later than December 15.  NO EXCEPTIONS!

Honors 9- 

Today we read The Story of an Hour by Kate Chopin and students answered the following prompt:

Your objective is to read Kate Chopin’s The Story of an Hour and then write a paragraph making a claim that argues whether you think the ending of the story is ironic or not. Make sure you clearly explain your reasoning.

You will be successful in writing a paragraph that clearly illustrates claim and you support it with evidence from the text. 

English 10- Today we read Act scene one and two. If you have not taken Act 1 quiz, you have until Wednesday after school to make it up. No exceptions.

Thursday December 4, 2014

Honors 9- Today we are continuing research in the computer lab.

English 10- Today we completed the comprehension quiz for Fences Act 1, then we started reading Act 2.

Wednesday December 3, 2014

Honors 9- Today we are doing research on topics in the computer lab for the Quarter 2 writing assessment, which is due December 17. See yesterday's entry for directions.

English 10- We completed a Type 2 quiz activity to analyze Act 1 scene 4. We are closely analyzing this scene, as it tells us a lot about the character and conflict that Troy, the main character, is facing. This scene will drive us for the rest of the play.

Tuesday December 3, 2014

Honors 9- Today, we went over the Quarter 2 writing assessment, which is due December 17, 2014--No Exceptions!! If you missed class today, it is imperative that you meet with me to get the assignment. We will be in the computer lab Wednesday and Thursday this week to start research.

English 10- Today we read through Act 1 Scene 4. We are analyzing character development and conflict while beginning to hypothesize topics and themes that are emerging.  Scene 3 and 4 comprehension worksheet is due tomorrow! Here are the questions if you need them:

Please answer the following questions in complete sentences.

Act One, Scene Three.

Why doesn’t Troy want Cory to pursue a career in sports?

What would Troy prefer that Cory do for a living?

Compare Troy’s view on money to Cory’s

  

Explain Troy’s attitude toward being a father.

What does Rose suggest that Cory needs from Troy?

Describe the relationship between Troy and Cory.

Act One, Scene Four.

Describe the relationship between Rose and Cory.

What is the result of Troy’s complaint at work?

How does Troy’s promotion contradict his view on society?

Explain the irony in Troy’s promotion.

Describe Troy’s father.

What happened to Troy’s mother?

Compare Troy and his father.  What are their similarities and differences?

What becomes of Troy after he leaves home?

Why is Troy unsupportive of Lyons’ aspirations as a musician?

Explain the analogy Troy uses at the very end of the scene.

Monday, December 1, 2014

Honors 9- Today I handed back papers and discussed. We then read Gentlemen, Your Verdict. Here is the writing prompt that accompanies the piece:

Now, you must write a letter to the judge responsible for reviewing Oram's decision. Your job is to make a claim about Oram's actions and defend your claim to the judge. Was Oram right or wrong? Why? Should he be remembered as a hero or a criminal? How will you appeal (rhetorical devise) to the judge?

Tuesday November 25, 2014

Honors 9- Today we worked on the social topic article analysis project. If you did not complete this, it is due December 1. Please see yesterdays post for directions if you did not receive them yesterday.

English 10- Today we read Act 1 scene 3 in Fences and analyzed the significance. You should have completed Act 1 scene 1 and 2 study guides.

Monday November 24, 2014

Honors 9- Today students got their assessments back and we discussed how students performed and any areas missed. I assigned homework for the pro/con social articles students chose on their own. Here is the assignment if you were absent:

Identifying Claim and Evidence

                                                                                                

Due Monday December 1, 2014

Directions: Annotate both articles for evidence and claim. When you have completed annotations, please complete this organizer and writing prompt.

Topic/Social issue:                                                         

Title of article pro/for:

Author’s name:

Website URL:

Author’s claim:

Types of evidence:

Title of article con/against:

Author’s name:

Website URL:

Author’s claim:

Types of evidence:

Writing prompt: After reading and annotating both articles, write a constructed response identifying which article is the stronger article. Keep in mind, this is not the article that you agree with the most, it is the article in which the author has best supported their claim. Consider who the author is. Consider the source of the article. Evaluate the evidence. Identify ethos, pathos and logos. Identify the article with the best supported claim. Use evidence from each text to support your thinking. Attach both of your annotated articles and your written response to this sheet to turn in.

English 10- Today we focused on getting through Act 1 scene one and two and started working on questions for each scene.

                                                

Wednesday- Friday November 21st, 2014

Honors 9- We worked on ethos, pathos and logos and created projects in small groups. Vocab quiz 5 was taken on Friday. See me immediately to make this up.

English 10- We were introduced to the setting, context and time frame of August Wilson's Fences. We started reading Act 1 scene one. 

Tuesday November 18, 2014

Honors 9- Today you will need to go to each of these links and read the stories from each page.  Answer the questions that go with each article.

http://articles.latimes.com/2011/jun/12/opinion/la-oe-rollin-kevorkian-20110612

http://www.nytimes.com/2012/11/01/opinion/suicide-by-choice-not-so-fast.html?_r=0

For question #3 for the article “Assisted suicide: Jack Kevorkian Was Just a Sideshow"
here is the italicized section the questions refers to:

Almost no one in the pro assisted suicide movement — and there are several organizations now trying to make physician-assisted death available to more Americans — believe anyone should be killing anyone.

It's about the (qualified) patient ending his own life when he chooses with (qualified) help.

Directions: Today you will to go to my class page at http://misterwellsclass.blogspot.com/ and read the two articles that have web page links under today’s class. After you have read the articles, you will need to answer the following questions for each article on a separate sheet of paper. These two articles contain one strong pro-assisted suicide claim, and one con or against assisted suicide claim. Hopefully, this activity will give you an idea of the types of articles that you will need to select for your own analysis project. If you do not finish this in class today, please complete it for homework.

Questions for the article:

“Suicide By Choice: Not So Fast” From the NY Times

1.      Would the author have been a good candidate for assisted suicide? Why?

2.      What do doctors think of the author?

3.      How could a “loved one’s look of exhaustion” or “nobody wants you at the party” persuade one to pick assisted suicide?

4.      Is the author for or against assisted suicide?  Identify the author’s claim. 

5.       What are the authors best examples of evidence supporting their claim?

Questions for the article:

“Assisted suicide: Jack Kevorkian was just a sideshow” From the LA Times

1. What does the author want to do?  What is his problem?

2. What are some potential problems with assisting in someone’s death? 

3. Reread the italicized words.

Almost no one in the pro assisted suicide movement — and there are several organizations now trying to make physician-assisted death available to more Americans — believe anyone should be killing anyone.

It's about the (qualified) patient ending his own life when he chooses with (qualified) help.  What does the author think the difference is between “killing someone” and assisted suicide?

4.      How did the mother react to being given the option of “suicide?”

5.      What is the author’s claim? Rewrite it here:

6.      What are the author’s best examples of supporting evidence?

v  Lastly, after reading these two articles, look at the types of evidence, the authors, and the publications. Regardless of your stance on assisted suicide, decide which article supported their claim the best.



English 10- Today we continued to work on the quarter 2 reading assessment analyzing The Raven by Edgar Allan Poe.

Monday November 17, 2014

Honors 9- If you did not complete the assessment from last week for Why I Want a Wife, it is now up to you to find the time to complete it. You have one week from today to complete it. I have 2nd and 3rd period available, as well as before school and after school by appointment.
  Today we were in the computer lab. We discussed claim and students searched the internet to find one pro and one con article on a social topic of your choice. Please visit www.procon.org for inspiration and direction. Once you have identified your two articles please make sure I check you off on my sheet. We will be completing a future assignment with these articles. Also we have Vocab test #5 this week, here are the words:

Vocab List #5

1.       appease (v) to placate, soothe, bring peace to, or pacify; to give in to or make concessions to in order to gain peace

2.       ascetic (n) a person who gives up the comforts of society and leads a life of austere  self-discipline, especially as an act of religious devotion (adj) self-denying; austere

3.       condone (v) to forgive, overlook, or disregard (an offense) without protest or censure

4.       disparity (n) the condition or fact of being unequal in age, rank, or degree; difference;  unlikeness, incongruity, dissimilarity

5.       elusive (adj) tending to elude grasp, perception, or mental retention elude (v) to avoid or escape from, as by cunning, daring or artifice; to evade

6.       hypothetical (adj) based on a hypothesis; conjectural; uncertain; based on a supposition

7.       lax (adj) showing little concern; remiss; negligent; not strict; unenforced; not taut or firm

8.       preclude (v) to make impossible or impractical by previous action; to prevent

9.       retract (v) to take back or disavow (a statement, accusation, offer, or verbal contract)

10.   servile (adj) slavish in character or attitude; obsequious; submissive

English 10- Today we continued to work on the quarter two reading assessment analyzing explicit and implicit conflict in Edgar Allan Poe's The Raven.

Friday November 14, 2014

Honors 9- Today we completed the reading assessment for Judy Brady's Why I Want a Wife. Please be prepared to go to the computer lab in room 242 next Monday.


English 10- Today we are working on the reading assessment for Edgar Allan Poe's The Raven.

TESTING DAYS Tuesday November 11 through Thursday November 13, 2014

Honors 9- Due to varied schedules during testing, most classes will not be on the same pacing. We will be completing satire projects, reviewing writing that I hand back to you, reviewing author's purpose and completing the reading assessment for quarter 2.


English 10-Due to varied schedules during testing, most classes will not be on the same pacing. We will complete reading logs for the Richard Wright excerpt, outline a proficient response to our writing prompt and start the reading assessment for quarter 2 on Edgar Allan Poe.

Monday November 10, 2014

Honors 9- Today we shared satire projects. Just a note- if you did not complete this project, it will have a harsh impact on your grade. I will consider make up projects if you conference with me.

English 10- Today we started analyzing the excerpt from Black Boy by Richard Wright identifying types of conflict and if the conflict is being stated implicitly or explicitly by the author. This assignments correlates directly to the reading assessment we will be taking at the end of this week into early next week.

Thursday November 6, 2014

English 9- Today we looked at several visual examples of satire. If you missed today, please see me right away for directions.

English 10- Today we completed The Scarlet Ibis and completed the characterization graphic organizer, as well as the plot diagram.

Wednesday November 5, 2014

Honors 9- Today the entire class period was dedicated to completing satire projects, which are DUE MONDAY, November 10!

English 10- We continued reading and annotating The Scarlet Ibis. 

Tuesday November 4. 2014

Honors 9- Today we finished A Modest Proposal. I collected annotations and answers to prompts

English 10- Today we took extensive reading analysis notes and started to look at the back ground of The Scarlet Ibis. If you missed today, please get your notes from a classmate or see me for help. If you have not turned in your LOTF book you need to do so immediately!

Monday November 3, 2014

Welcome Back!!! Hope you had a relaxing and recharging break!!!

Honors 9- Please make sure you have your A Modest Proposal annotations and paragraph for discussion tomorrow. Here is the prompt for the paragraph if you need it:

Answer the following prompt in paragraph form, using evidence from the text:

“What is Swift proposing that the Irish do with their poor children and why is he proposing this? Explain author’s purpose (think about author’s craft) in writing this piece? Create and discuss a theme that you identified in the text.”

Today, I introduced the satire writing assignment. I have attached the hand out here for reference:

Assignment Due November 10

Creating your own satire

As we have looked at satire, we have seen examples in videos, we have looked at written pieces, viewed cartoon examples and we have discussed music examples.

Now it is your turn to create your own form of satire.

For this assignment, you and a partner have the freedom to create your own piece of satire in the desired form you would like. You can create an editorial, make a video, draw a cartoon, create a song, create a rap, or anything else you can possibly think of. (Run your idea by me if you are choosing something outside of this.) It is important that your piece is truly satirical—make sure you review our class made definition and elements beforehand. If you do a song or video, please include a script. There is no specific length, just make sure it is long enough and clear enough to be satirical. This assignment will be due November 10. On that day, you will be sharing your piece with the class! Have fun with this!

English 10- Today we turned in our LOTF writing assignment and checked in books.We started reading The Scarlet Ibis and worked on completing annotations and a graphic organizer. 

Friday October 24, 2014

Honors 9- Today we did a satire exercise

English 10- HOME WORK FOR BREAK:

Extended Writing Assignment for Lord of the Flies. Due Monday November 3, 2014. No late work accepted.

To finish up Lord of the Flies, I want you to write a Type 3 paper responding to the following prompt:

“Identify one topic from the book and develop that topic into a theme. Discuss how a symbol and character development drove and developed this theme.”

FCA’s:

1.       Thoughtful and demonstrated organization of ideas

2.       Clear topic and theme

3.       3 quotes from the text

Please be prepared to turn in a quality paper Monday November 3^rd, I will not be accepting any late work for this assignment..

Wednesday October 22, 2014

Honors 9- Today you are reading and annotating A Modest Proposal. 


English 10- If you did not attend the field trip with us today, you read The Veldt by Ray Bradbury and answered some short questions about the piece.

Tuesday October 21, 2014

Honors 9- Today we turned in Anthem writing prompts and I collected books. If you were absent, I need to get your book back so you will not be charged for it. Today were were introduced to the satirical piece A Modest Proposal, Swift and Ireland in the 1700's.

English 10- Today we analyzed topics and themes from LOTF and read the article "Lord of the Flies is still a Blueprint for Savagery" and began writing about reflections and correlations. The field trip is tomorrow. If you are attending, make sure you bring a lunch! We will meet in the commons at 9:20 am sharp!!!

Monday October 20, 2014

Honors 9- Today Vocab #4 was handed out, quiz on Friday. We finished developing our definition of satire as a class that we will use going forward. In addition, we reviewed the Anthem writing prompt and class time was given for students to continue working on this. The Anthem writing prompt is due tomorrow.

English 10- We looked at expectations for the field trip on Wednesday. We reviewed chapter 12 and discussed our reflections on the book overall. In addition, we identified topics from the book and worked on developing themes out of these topics. Some classes began to construct a compare and contrast outline.

Friday October 17, 2014

Honors 9- Today we looked at the last two chapters of Anthem and were introduced to the final writing prompt:

Many topics and themes arise in Ayn Rand’s Anthem. Identify a topic and develop it into a theme. Please discuss this theme using one of the lenses we have used to discuss theme, such as character development, setting, conflict etc. In addition, please choose one area of author’s craft to discuss as well. Remember to always use specific evidence from the text.

English 10- Chapters 10, 11, and 12 in LOTF

Thursday October 16, 2014

ASPIRE/PACT testing today

Wednesday October 15, 2014

ASPIRE/PACT testing today

Tuesday October 14, 2014

Honors 9- Today we continued to work on our definitions of satire and identifying the elements of satire.

English 10- Today we are finishing chapter 9 and looking at chapter 10. You will need to be finished with chapter 11 questions- if you are unable to complete them in class they will be homework.

Monday October 13, 2014

Honors 9- Today we started looking at satire and the elements of satire through 3 short video clips. We will develop our own working definition of satire tomorrow. Please make sure you have completed all of Anthem. We will finish up with the novel this week and turn the book back in.

English 10- Today is the day! ALL PERMISSION SLIPS AND MONEY FOR THE FILED TRIP IS DUE! NO EXCEPTIONS! We will finish reading chapter 8 of LOTF and complete questions together. We will then move on and work on chapter 9.

Thursday October 9, 2014

Honors 9- Today we took vocab quiz #3. We read chapter 8 and 9 together.

English 10- Today we finished the character development graphic organizer and definitions.

Monday October 6, 2014

Honors 9- Today we finished assessments, turned in Narrative #2 project and read chapter 7 in Anthem. Please be through chapter 7 tomorrow. If you want to read ahead, you can read chapter 8 as well.

English 10- Today we finished assessments and I handed out Lord of the Flies chapter 7 questions. Chapter 7 questions will be due tomorrow.If you haven't finished your assessment, you will need to set up a time to complete it before Wednesday October 8th!!

All permission slips for our field trip on October 22nd, must be turned in no later than Monday October 13!! I can't make any exceptions on this so please get them turned in!!!

Friday October 3, 2014

Honors 9- Reading assessment day. Remember that the final drafts of narrative #2 are due Monday!

English 10- Assessment day. Field Trip permission forms are due 10/13! No Exceptions! Make sure you are getting your teacher's signatures and your parent's signatures!

Thursday October 2, 2014

Honors 9- Reading assessment


English 10- Reading/writing assessment

Wednesday October 1, 2014

Honors 9- Today I introduced the reading assessment that students will be taking Thursday/Friday.  Make sure you are prepared! We also completed peer reviews of the narrative #2 assignment. Due Monday: Narrative #1 rough draft, Narrative #2 Rough draft, Narrative #2 Final Draft, Completed Peer review sheet.

English 10- LOTF Chapter 6 questions due. Today we worked on the first portion of the Quarter 1 assessment. We will complete it Thursday/Friday depending on your class period.

Tuesday September 30, 2014

Honors 9- Today we took a quiz over chapters 1-6. The rest of the period was available for students to work on narrative #2. Remember that tomorrow a rough draft of narrative #2 is due for peer review!


English 10- Today we finished the quote exercise and students turned in completed chapter 5 questions. You will need to complete chapter 6 questions before the start of class tomorrow. Remember that your field trip permission slips and $8 will be due by October 13, no exceptions! If you are struggling with this let me know as soon as possible.

Monday September 29, 2014

Honors 9- Today I handed back vocab quizzes and your first narratives. I also assigned Narrative assignment number 2. Here are the directions if you were not here or lost the sheet:

Narrative Assignment #2

The goal of the second part of this project is to look at how manipulating point of view and perspective can significantly change a story.  For the next steps in this narrative process, you are going to re-write your narrative, changing the perspective--possibly even the point of view.  By Wednesday, you will need a draft of your narrative #2 in which the perspective has changed. We will then complete peer revisions.  A clean, final copy will be due Monday October 6^th. This entire process is going to count as a summative assessment grade.  Your final copy will need to be a minimum of two pages, completed in type 3 format with the following FCA’s:

1. Clear point of view demonstrating a change in perspective from Narrative one to Narrative two

2. Proper capitalization

3. (You create your own here) Decide something that you want to focus on. If you are having trouble I can provide suggestions.

Finally, you must include this sheet filled out with your final draft:

1. What was the original point of view and perspective of Narrative #1?

2. How did you change the perspective of your story? What impact did it have? What did you consider when you switched perspectives?

English 10- Today I handed out permission slips for the field trip to Denver Center for the Performing Arts in which we will see the live theatrical version of Lord of the Flies. This will be a really fun trip! Make sure you have all aspects of the permission slips filled out and returned with your $8 payment no later that October 12. I cannot accept any late permission slips or payments. If you are struggling with this let me know ASAP.

In addition to this we looked at specific quotes from chapters 3, 4, and 5 and analyzed their importance. We took notes to support our future reading and writing. Please be done with chapter 5 questions by tomorrow. 

Friday September 26, 2014

Honors 9- Today we completed vocab quiz 2. We completed group discussion questions around chapter 2 of Anthem. Your homework for the weekend is to read all of chapter 3. (It is only a couple pages long!)

English 10- Today I collected all the questions based around chapters 3 and 4. I also looked at the character development quotes from yesterday's assignment. In addition, today we did grade conferences and discussed what students need to do to improve their grades. Note: All make up work is due no later than October 6th.

Thursday September 25, 2014

Honors 9- Today we completed independent writing for chapter one in Anthem. Your homework is to finish your questions if you are unable to complete them in class. Also, please make sure you have read through chapter 2 by tomorrow! Vocab Quiz Tomorrow!!

Here are the questions for Anthem chapter one if you need them:

Answer the following questions with specific support (including quotes) from the text. 

1        

1    1. When Equality is in school, what is his “curse”?  Why  is it a curse?

2. Equality wants to go to the Home of the Scholars.  Why does he say “we were happy” when he is told he is to be a Street Sweeper?

 3. Equality and International discover the tunnel from the Unmentionable Times.  What does he do there that is the “crime that changed all things for us” (29)?  Why is this a crime in this society?  Why does it change things for him?

English 10- Today we looked at the character development of Ralph, Piggy and Jack through the first four chapters of The Lord of The Flies. Your homework is to complete the chapter comprehension questions 1 through 12 for chapter 5. Here are the questions if you need them:

Chapter 5 Comprehension Questions. 

1.  What does Ralph decide about the meeting that he is about to have? 

2.  What does this say about how Ralph is changing? 

3.  What does Ralph start to realize about his appearance? 

4.  What did Ralph, Jack, and Piggy not have the “wit” to do? 

5.  What does Ralph realize a chief needs to be able to do? 

6.  Where does Piggy stand at the beginning of the assembly? 

7.  What is the first thing Ralph lists as something that the boys have failed to do? 

8.  What is Ralph’s second complaint? 

9. What is Ralph’s third complaint? 

10.  What do all the littluns laugh about while Ralph is talking?

11.  What is Ralph’s fourth command? 

12.  What does Ralph say about fires for cooking? 

13.  What is the last thing Ralph tries to talk about before he loses control?

14.  What does Jack have to say about the littluns’ fear? 

15.  What did the boy named Phil think he saw?

16.  What did the boy really see? 

17.  How does Maurice get the littluns to stop crying? 

18.  According to Percival, where does the beast live? 

19.  What does Simon suggest about the beast? 

20.  What do the boys vote on? 

21.  Why does Ralph not blow the conch? 

22.  Why is Piggy afraid of Ralph giving up control? 

Wednesday September 24, 2014

Honors 9- Today we completed group comprehension questions for chapter one of Anthem. Remember to be studying your vocab words for Friday's quiz.


English 10- Today we completed the comprehension questions for chapter 3 and started comprehension questions for chapter 4. Your homework is to finish questions 1 through 12 for chapter 4 if you were unable to finish them in class.


All classes please note: All makeup work for quarter one is due by October 6! No exceptions!

September 23, 2014

Honors 9- Today we took notes on author's craft. We completed a Type one writing to kick off our whole class novel reading of Anthem by Ayn Rand. Please have chapter one completed by tomorrow.

English 10- Today we took a quiz for chapter 3 and completed a literature analysis of selected quotes from chapters 1-3 in The Lord of the Flies. If you have not completed reading chapter 3, you are behind. Tonight there is no assigned reading, except to get caught up.

Monday September 22, 2014

Honors 9- Today I handed out the vocab words for this week. Here they are for those of you that didn't receive them:

Vocab List 2. Quiz on Friday!

sage (n) a person, usually elderly, who is venerated for wisdom, experience, and judgment (adj) having, proceeding from, or showing wisdom and calm judgment; judicious; wise

tangible (adj) discernible to the touch; capable of being touched visible and appraisable; corporeal capable of being exactly comprehended that which can be treated as a fact; real; concrete

verbose (adj) using or containing an excessive number of words; wordy; talkative

 advocate (v) to speak in favor of; recommend; support (n) a person who argues for a cause; a supporter or defender

comply (v) to act in accordance with a command, request, rule, wish, or the like

deride (v) to speak of or treat with contemptuous mirth; to scoff at derision (n) scoffing; ridicule; an object of ridicule; a laughingstock derisive (adj) mocking, scoffing

divert (v) to turn aside from a course or direction; to deflect; to distract; to amuse or

entertain

euphony (n) agreeable sound, especially in the phonetic quality of words euphonious (adj) agreeable to the ear

infamy (n) evil fame or reputation infamous (adj) notorious; having a bad reputation; detestable; loathsome

philanthropy (n) the effort or inclination to increase the well-being of humankind, as by charitable aid or donations; love of mankind in general; actions or institutions designed to promote human welfare

English 10- Today we completed an interactive quiz over chapter 2 and began reading chapter 3 in The Lord of The Flies. Homework: You need to be done with chapter 3 by tomorrow! We will have a quiz. 

Friday September 19, 2014

Honors 9- Today we took vocab quiz 1. After we finished The Gift of the Magi and started the point-of-view writing activity. Note: The first narrative assignment is due Monday!

English 10- Today we took reading quiz over chapter 1. We took this quiz as a practice and a reminder for students to keep up with me on readings. Please make sure that you have completed Chapter 2 by Monday. This is only 28 pages long!

Thursday September 18, 2014

Honors 9- Today we outlined the first narrative project, which is due on Monday. The requirements for this are listed under Wednesday September 19, 2014. Don't forget, we have a vocab quiz tomorrow!

English 10- Today we looked at the critical elements we need to consider while reading chapter one, including: setting, topic, theme, foreshadowing and symbolism. Tonight you only need to read 28 pages- Much of it we may finish in class. This will mean that you just have read to the start of Chapter 3.

Wednesday September 17, 2014

Honors 9- You need to have completed The Birds for tomorrow's work. If you did not complete reading it, you can find the text at this link:

http://gpschools.schoolwires.net/cms/lib05/MI01000971/Centricity/Domain/299/BirdsStory.pdf

Today I assigned the first narrative writing assignment. Here is what you need to know:

Things you need to consider and account for:

•POV

•Character development (you need at least 2 players)

•Setting

•Dialogue

•Conflict

•Theme and thematic elements (Don’t get to hung up here, do the best you can. Avoid "Disney" endings i.e. "They lived happily ever after")

•Minimum of 2 pages, Double space if typed, skip lines if you are hand writing it.  Due Monday!!

•Has to be about an experience that happened to you, for this one, write about what you know


English 10- Today we started reading The Lord of the Flies. Make sure you are through page 20 by tomorrow!

Tuesday September 16, 2014

Honors 9- Today we completed the writing prompts for The Necklace and started reading The Birds. Don't forget that there will be a vocab test on Friday.

English 10- Today I checked out a copy of the novel The Lord of The Flies to each student. If you were not in class, please see me right away. We will start reading the book tomorrow! Here are some things to consider about having been checked out a book:

It is your responsibility to take care of your book. Don’t lose it, don’t destroy it!

Bring it with you everyday!!!

You will have some reading to complete at home. Make sure you keep up with our pace in the class. I will give quizzes from time to time to check that students are staying caught up on reading.

Monday September 15, 2014

Honors 9- We took notes on point of view and concluded reading The Necklace. Today I assigned the vocab words for this weeks quiz. The quiz will be Friday.  Here are the words with definitions:

Vocab list for the week of September 15. Quiz will be given Friday

abstract (n) a statement summarizing the important points of a given text (adj) theoretical; not applied or practical. Considered in theory, rather than with reference to a particular instance or example.

guile (n) insidious, treacherous cunning; craftiness; slyness; trickery

belittle (v) to represent or speak of as small or unimportant; to depreciate or disparage; to cause

to seem less or little

censure (n) an expression of blame or disapproval (v) to express severe criticism or disapproval

deference (n) submission or courteous yielding to the opinion, wishes, or judgment of another (v)

to comply with or submit to the opinion or decision of another

eccentric (adj) departing or deviating from the established norm, model, or rule; an odd or erratic

person or thing

facilitate (v) to free from difficulties or obstacles; to make easier; to aid or assist

mar (v) to damage or deface; to spoil the quality of; to injure. marred (adj) damaged, defaced, spoiled, injured

parsimony (n) unusual or excessive frugality; extreme economy; stinginess

recalcitrant (adj) stubbornly resistant to authority, domination, or guidance; unruly

English 10- Today we finished analyzing the Stanley Williams articles and the writing assignment was given. The writing prompts are due tomorrow.  Here are the prompts:

1. How did Williams’ use his power in the first article? How did he use his power differently in the second?

2. Given what you know now about Williams’ life, do you think he has redeemed himself for his crimes?

3. Make a claim for Williams to either be released, serve out a life prison sentence, or receive the death penalty.

Friday September 12, 2014

Honors 9- Today we finished The Necklace and started to look at topics that arose from the story.  We will develop these into themes next week and answer some short questions before we launch into The Birds. Next week we will also begin the first narrative writing assignment. Note: Your first independent reading bookmark should be turned as soon as possible.

English 10- Today we will finish up the two articles we have been analyzing over the past couple of days--which have been about Stanley Williams.  Today we will form a claim about him and his actions while looking at how he used his power. There will be written questions due Tuesday.

Tuesday September 9, 2014

Honors 9- Today we completed the re-write group activity using student work. We purposely identified proficient work. Remember to bring your independent reading book and your bookmark tomorrow.


English 10- Today we finished the group writing prompts and started the next article. Our purpose for annotating this article is to "form an opinion about John Doe."

Due Tomorrow!

Honors 9- The questions to The Sniper are due 9/9. Here are the questions:

Reading Questions for The Sniper (Remember to always use a quote from the text.)

1.       Two possible themes for The Sniper are _______________________and_______________________. Two quotes from the text that support these themes are...

2.       What is the internal and external conflict(s) that happen in the story?

3.       Hypothesize the significance of the author not using names in the story.

4.       Explain why this story is considered ironic? What does it mean for something to be ironic?

5.       Apply the concepts that we have learned about the importance of setting and theme to this story.  

6.       Apply the concepts that we have learned about character development and theme to this story.

English 10- Complete annotations and completed graphic organizer is due for Bury my Heart at Wounded Knee

Honors 9 The Sniper text

Here is the the text for The Sniper:

The long June twilight faded into night. Dublin lay enveloped in darkness but for the dim light of the moon that shone through fleecy clouds, casting a pale light as of approaching dawn over the streets and the dark waters of the Liffey. Around the beleaguered Four Courts the heavy guns roared. Here and there through the city, machine guns and rifles broke the silence of the night, spasmodically, like dogs barking on lone farms. Republicans and Free Staters were waging civil war.

On a rooftop near O'Connell Bridge, a Republican sniper lay watching. Beside him lay his rifle and over his shoulders was slung a pair of field glasses. His face was the face of a student, thin and ascetic, but his eyes had the cold gleam of the fanatic. They were deep and thoughtful, the eyes of a man who is used to looking at death.

He was eating a sandwich hungrily. He had eaten nothing since morning. He had been too excited to eat. He finished the sandwich, and, taking a flask of whiskey from his pocket, he took a short drought. Then he returned the flask to his pocket. He paused for a moment, considering whether he should risk a smoke. It was dangerous. The flash might be seen in the darkness, and there were enemies watching. He decided to take the risk.

Placing a cigarette between his lips, he struck a match, inhaled the smoke hurriedly and put out the light. Almost immediately, a bullet flattened itself against the parapet of the roof. The sniper took another whiff and put out the cigarette. Then he swore softly and crawled away to the left.

Cautiously he raised himself and peered over the parapet. There was a flash and a bullet whizzed over his head. He dropped immediately. He had seen the flash. It came from the opposite side of the street.

He rolled over the roof to a chimney stack in the rear, and slowly drew himself up behind it, until his eyes were level with the top of the parapet. There was nothing to be seen--just the dim outline of the opposite housetop against the blue sky. His enemy was under cover.

Just then an armored car came across the bridge and advanced slowly up the street. It stopped on the opposite side of the street, fifty yards ahead. The sniper could hear the dull panting of the motor. His heart beat faster. It was an enemy car. He wanted to fire, but he knew it was useless. His bullets would never pierce the steel that covered the gray monster.

Then round the corner of a side street came an old woman, her head covered by a tattered shawl. She began to talk to the man in the turret of the car. She was pointing to the roof where the sniper lay. An informer.

The turret opened. A man's head and shoulders appeared, looking toward the sniper. The sniper raised his rifle and fired. The head fell heavily on the turret wall. The woman darted toward the side street. The sniper fired again. The woman whirled round and fell with a shriek into the gutter.

Suddenly from the opposite roof a shot rang out and the sniper dropped his rifle with a curse. The rifle clattered to the roof. The sniper thought the noise would wake the dead. He stooped to pick the rifle up. He couldn't lift it. His forearm was dead. "I'm hit," he muttered.

Dropping flat onto the roof, he crawled back to the parapet. With his left hand he felt the injured right forearm. The blood was oozing through the sleeve of his coat. There was no pain--just a deadened sensation, as if the arm had been cut off.

Quickly he drew his knife from his pocket, opened it on the breastwork of the parapet, and ripped open the sleeve. There was a small hole where the bullet had entered. On the other side there was no hole. The bullet had lodged in the bone. It must have fractured it. He bent the arm below the wound. the arm bent back easily. He ground his teeth to overcome the pain.

Then taking out his field dressing, he ripped open the packet with his knife. He broke the neck of the iodine bottle and let the bitter fluid drip into the wound. A paroxysm of pain swept through him. He placed the cotton wadding over the wound and wrapped the dressing over it. He tied the ends with his teeth.

Then he lay still against the parapet, and, closing his eyes, he made an effort of will to overcome the pain.

In the street beneath all was still. The armored car had retired speedily over the bridge, with the machine gunner's head hanging lifeless over the turret. The woman's corpse lay still in the gutter.

The sniper lay still for a long time nursing his wounded arm and planning escape. Morning must not find him wounded on the roof. The enemy on the opposite roof coverd his escape. He must kill that enemy and he could not use his rifle. He had only a revolver to do it. Then he thought of a plan.

Taking off his cap, he placed it over the muzzle of his rifle. Then he pushed the rifle slowly upward over the parapet, until the cap was visible from the opposite side of the street. Almost immediately there was a report, and a bullet pierced the center of the cap. The sniper slanted the rifle forward. The cap clipped down into the street. Then catching the rifle in the middle, the sniper dropped his left hand over the roof and let it hang, lifelessly. After a few moments he let the rifle drop to the street. Then he sank to the roof, dragging his hand with him.

Crawling quickly to his feet, he peered up at the corner of the roof. His ruse had succeeded. The other sniper, seeing the cap and rifle fall, thought that he had killed his man. He was now standing before a row of chimney pots, looking across, with his head clearly silhouetted against the western sky.

The Republican sniper smiled and lifted his revolver above the edge of the parapet. The distance was about fifty yards--a hard shot in the dim light, and his right arm was paining him like a thousand devils. He took a steady aim. His hand trembled with eagerness. Pressing his lips together, he took a deep breath through his nostrils and fired. He was almost deafened with the report and his arm shook with the recoil.

Then when the smoke cleared, he peered across and uttered a cry of joy. His enemy had been hit. He was reeling over the parapet in his death agony. He struggled to keep his feet, but he was slowly falling forward as if in a dream. The rifle fell from his grasp, hit the parapet, fell over, bounded off the pole of a barber's shop beneath and then clattered on the pavement.

Then the dying man on the roof crumpled up and fell forward. The body turned over and over in space and hit the ground with a dull thud. Then it lay still.

The sniper looked at his enemy falling and he shuddered. The lust of battle died in him. He became bitten by remorse. The sweat stood out in beads on his forehead. Weakened by his wound and the long summer day of fasting and watching on the roof, he revolted from the sight of the shattered mass of his dead enemy. His teeth chattered, he began to gibber to himself, cursing the war, cursing himself, cursing everybody.

He looked at the smoking revolver in his hand, and with an oath he hurled it to the roof at his feet. The revolver went off with a concussion and the bullet whizzed past the sniper's head. He was frightened back to his senses by the shock. His nerves steadied. The cloud of fear scattered from his mind and he laughed.

Taking the whiskey flask from his pocket, he emptied it a drought. He felt reckless under the influence of the spirit. He decided to leave the roof now and look for his company commander, to report. Everywhere around was quiet. There was not much danger in going through the streets. He picked up his revolver and put it in his pocket. Then he crawled down through the skylight to the house underneath.

When the sniper reached the laneway on the street level, he felt a sudden curiosity as to the identity of the enemy sniper whom he had killed. He decided that he was a good shot, whoever he was. He wondered did he know him. Perhaps he had been in his own company before the split in the army. He decided to risk going over to have a look at him. He peered around the corner into O'Connell Street. In the upper part of the street there was heavy firing, but around here all was quiet.

The sniper darted across the street. A machine gun tore up the ground around him with a hail of bullets, but he escaped. He threw himself face downward beside the corpse. The machine gun stopped.

Then the sniper turned over the dead body and looked into his brother's face.