Important Message for 12R

Due to a momentary brain fade on my part, I assigned a section of Beowulf instead of assigning the essay rewrite. If you read this before spending more of your weekend than necessary on homework, just get the reading done. I'll assign the rewrite on Monday.

If you get it all done, so much the better.

Apologies!

Cheers,
Mr. L

PS: Everyone else: I'll update the rest of the classes a bit later.

Reason, Beowulf and Some Nuclear Fallout

10R

Students wrote about the most disturbing image from the Bradbury story. The nature of nuclear weapons was discussed and the Cold War was touched upon as historical context for the story. Excellent discussion!

Students continued filling out fiction analysis outline.

HW: Study for the vocab quiz.

11R

Students wrote their reaction to the Jefferson quote:

Fix reason firmly in her seat, and call to her tribunal every fact, every opinion. Question with boldness even the existence of a God; because, if there be one, he must more approve of the homage of reason, than that of blindfolded fear.

Reactions were shared. The quote was also applied to the events of 9.11.

Read some historical context for the Enlightenment, and took some notes:

I. Colonists gained experience in self-government
A. Didn’t consider independence
B. King George imposed foolish regulations
C. Outrage erupted into war

II. The Age of Reason
A. 17th century thinkers changed the way people viewed the world
1. Galileo, Newton, etc.
B. Believed in the power of reason and science to further human progress
C. Faith takes a back seat
D. Man basically good, not evil
E. Influential Enlightenment thinkers:
1. Locke, Hume, Voltaire
F. Influenced American thinkers
1. Jefferson, Franklin, Madison, Washington, etc.
a) They were Deists
b) Deism is the theistic belief that a supreme God exists and created the physical universe, but does not intervene in its normal operation. It claims to derive the existence and nature of God from reason.

HW: Study for vocab quiz

12R

Wrote about the events of 9.11 to start, then moved into the opening of Beowulf through line 58. discussed. finished up to 103 and discused the theme.

HW: Read through 227

A Sermon, A Hero and a House

Important Note

As there are only class sets of anthologies available, so students may not take one home, any readings missed due to absence must be made up in school or at home from another source. See me if you have any questions. Absentees are responsible for getting the reading done on their own time.

10R

Read "There Will Be Soft Rains," started analysis outline in notebook when finished. I conferenced with remaining students during class.

11R

Reviewed yesterday's notes on Colonial Period. Introduced Jonathan Edwards, one of the leaders of the Great Awakening. Read excerpts from "Sinners in the Hands of an Angry God" , noted theme and tone.

12R

Split into groups to discuss last night's homework. Shared answers. Final discussion on "The Seafarer."

Introduced "Beowulf." Read Historical context.

HW: Read through line 58.

Some Notes, Some Reading

All classes:

Definition:

Allusion: a reference an author makes to people, places, and events from history or literature outside his or her own work.

Added "There are three types of irony: verbal, dramatic and situational" to the definition of irony.

There will be a vocabulary quiz by the end of the week. Students will have to define the words and provide examples.

Breakdown by Grade

10R

Handout:

"Suggestions for Analyzing Fiction:"

Title of work

Author name

I. The “Big Four”

a. Characters (both major and minor)
b. Theme (central message or insight into life)
c. Plot (general summary, subplots)
d. Setting (time, place, and circumstances of events)

II. Plot Breakdown

a. Motivating factor (an ambition or objective which leads to conflict)
b. Conflict (struggle between opposing forces – man vs. nature, youth vs. old age)
c. Complication (circumstances that make the major character’s struggle more difficult)
d. Suspense (feeling of curiosity or uncertainty about the outcome of events)
e. Climax (turning point of highest action at which the conflicting forces win or lose)
f. Dénouement (last event of resolution)

III. Analytical Elements

a. Point of view (author’s manner of telling the story – 1st or 3rd person)
b. Special techniques of author (imagery, symbolism, irony)


The outline was applied to the story, "The Last Unicorns:"


Title: “The Last Unicorns”

Author: Edward Hoch

I. The “Big Four”

A. Characters: Shem, bearded man, Noah
B. Theme: saving the unicorns
C. Plot: Shem tries to buy unicorns. Bearded Man says no. Shem tries to steal them. BM stops him. Shem tells Noah, can’t save unicorns.
D. Setting: Long ago, green fertile valley, farm, raining

II. Plot Breakdown

A. Motivation: Save the unicorns
B. Conflict: BM won’t give them up`````
C. Complication: SAA
D. Suspense: Why does Shem want the unicorns?
E. Climax: Shem trying to steal the unicorns
F. Dénouement: Shem talking to Noah

III. Analytical Elements

A. POV: Third Person
B. Techniques: allusion to the story of Noah in The Bible

The author of the next story, Ray Bradbury, was introduced.

11R

Read about Puritans, Pilgrims and the Great Awakening as historical context for passage by Jonathan Edwards. Discussed impact on American culture.

12R

Handed out historical context outline for the course. Reread and discussed "The Seafarer." Discussion centered around the impact of Christian thought on the Anglo-Saxon outlook, which had been primarily centered on fatalism. HW: Analyzing Literature number 1&2 of hand out.

Themes and Tones II

All classes were given directions for expanding Friday's activity and worked on it through the end of the period.

I pointed out that certain careless errors would not be tolerated, expecially the tendency of many to use the lower case 'i' where 'I' is correct, as in I, I'll, I'd and I'm. Email and cell phone texting habits are infecting some of their writing.

As students worked, I conferenced with them individually on their initial writing assignment the first day of school.

Today's work is to be finished and edited for homework. I will make corrections and comments, and return it to them as soon as I can for a final rewrite.

Tomorrow, classes will return activities in the grade level anthology books.

Oh the Irony...

Started classes with a journal activity inspired by the last update: If your life is a story, what is the title? A good title will lead you to the your theme.

Responses were excellent: "The Road to Somewhere," "The Circus," "The Roller Coaster," Between Two Worlds,"...

Students were told to consider this activity carefully as it would be officially assigned for a major grade on Monday. The options for the assignment, as outlined in the last post, were discussed.

Some handouts were returned signed. Many were not. Monday will be the last day to return for credit.

All classes were given the definition of irony:

Irony is a literary or rhetorical device, in which there is an clash or discordance between what a speaker / writer /actor says or does, and what he or she means or what is generally understood.

Breakdown by Grade:

Grade 10:

First short story of the year was read: "The Last Unicorn" by Howard Koch. Language which implied the story's tone was discussed. We'll do a little more with this on Monday.

Grade 11:

Read the excerpt of "The Iroquois Confederacy" in the anthology with particular attention to the last paragraph:

"We now do crown you with the sacred emblem of the deer's antlers, the emblem of your Lordship. You shall now become a mentor of the people of the Five Nations. The thickness of your skin shall be seven spans -- which is to say that you shall be proof against anger, offensive actions and criticism. Your heart shall be filled with peace and good will and your mind filled with a yearning for the welfare of the people of the Confederacy. With endless patience you shall carry out your duty and your firmness shall be tempered with tenderness for your people. Neither anger nor fury shall find lodgement in your mind and all your words and actions shall be marked with calm deliberation. In all of your deliberations in the Confederate Council, in your efforts at law making, in all your official acts, self interest shall be cast into oblivion. Cast not over your shoulder behind you the warnings of the nephews and nieces should they chide you for any error or wrong you may do, but return to the way of the Great Law which is just and right. Look and listen for the welfare of the whole people and have always in view not only the present but also the coming generations, even those whose faces are yet beneath the surface of the ground -- the unborn of the future Nation."

Tone and theme were discussed. (Anyone interested can find the full text of the Constitution HERE.)

We'll wrap this piece up on Monday.

Grade 12:

We continued reading "The Seafarer," an Old English, Anglo-Saxon poem, the existence of which goes back to the oral tradition of pre-Christian northern Europe. For those interested, you can view the work in the original HERE.

Themes and Tones

Today all classes received class policy handouts (see post below), which are to be signed and returned tomorrow.

The following words and their definitions were copied into notebooks and discussed:

Theme: a unifying idea that is a recurrent element in literary or artistic work
Ex: “Never give up.” “Accept what can’t be avoided.” “The need of the one outweighs the need of the many.”

Tone: a literary technique, that is a part of composition, that encompasses the attitudes toward the subject and toward the audience implied in a literary work. Tone may be formal, informal, intimate, solemn, sad, playful, serious, ironic, condescending, or many other possible attitudes.

Students tend to have a difficult time comprehending theme and tone. We talked about both in relation to music, paintings, TV shows, movies, etc. Also, the idea that human beings organize information in narrative terms: people tell stories, and those stories contain the attitude (tone) the storyteller wishes to communicate, as well as the lesson, or idea (theme).

They were then asked to consider their own lives as stories, and to determine what the theme and tone may be. They wrote in their journals for five to ten minutes. The majority of students were actively engaged in this task, leaving me very encouraged indeed.

I am aware that some, or more, may have had difficulty. They were told that we would return to this task in the next couple days for more work. Essentially, students will be required to expand this assignment into either a four paragraph essay:

*Introduction
*Discuss the "biographical" theme and supporting details. What is the theme of your life right now? Why? Themes may center around a conflict (you against _________.), desire (I want _________, but __________ is in the way.), good fortune, friendship, family, etc. If you have difficulty finding a them, please see me for guidance. One way to think about it is to ask yourself, "If my life is a story, what is the title?" The answer will lead you to the theme.
*Discuss your "biographical" tone. What is the primary feeling in your story? Why? Give examples.
*Conclusions: Did you learn anything from this exercise?

OR

Write an actual narrative... the story of this stage of your life. Use language that will imply the tone. Again, think of a title that will point you in the direction of a theme... but don't state the theme directly. Write this from either the first or third person.

Any question, hit the email link above, or see me. Again, this has not been officially assigned... but will be. Get a jump on it!

Day 1: It's Almost June

You think I'm kidding. I'm not. In a couple blinks, Turkey Day will be upon us. A blink later and the first marking period is in the can and it's Ho! Ho! Ho! and Santa hats.

That's around one blink per month. The point is that quite a few I'll-do-it-laters will pile up in a blink and before you know it the ladder won't reach the top of the hole.

In other words, commit to keeping up. You'll be glad you did.

I'm looking forward to seeing everyone and you have my word that I will commit myself to doing everything possible to assist you in having a successful school year in English. If you have any questions or concerns please get in touch.

All classes will be given the following to be signed and returned:

TO: STUDENTS, PARENT(S), GUARDIAN(S), AND CAREGIVER(S)
FROM: MR. LAMBERT, ENGLISH DEPARTMENT
SUBJECT:ENGLISH 10, 11, 12

Welcome to your English class. Please take a moment to read over this sheet: it is a general introduction to the policies and guidelines for my English courses. If you have any questions, please feel free to contact me at the high school (775.5710) or by e-mail (mlambert@gloversvilleschools.org). I look forward to meeting you and to having an exciting, memory-making year!

CLASSROOM GUIDELINES

• Take care of personal stuff before class: locker, phone, etc.
• Come to class on time and bring required material.
• Do your own thoughtful and original work (i.e. avoid plagiarism).
• Participate fully: learn, read, write, enjoy yourself, and stay awake.
• Show respect for yourself, your environment, and other people.
• Be responsible about missed classes - see me about absences.
• Assume that all work, including classroom participation, is graded.
• Turn in your work on time – no late work is accepted.
• Listen actively – which means no headphones in class.
• Make-up work will be provided for those with legitimate concerns.
• Talk with me...

I do not bite. If you have any concerns about the class, please come see me. If you don't know where to start... bring chocolate. I will know that this is a signal and will act accordingly. I'm available before and after school most days, but schedule a time with me just to be sure.
____________________________________________

I try to update my website as often as time allows. Don’t depend on it for anything you should have gotten in school! However, you may find activities, notes, homework/project assignments and extra info at mrlsclass.blogspot.com

Mr. L’s Unavoidable Directions for Completing Homework/Project Assignments:

1) Meet the assignment’s deadline.
a) I mean it. Seriously.
2) Handing in means publishing. In other words, the writing is to the best of your ability. If it’s a single draft assignment, I expect to see corrections made, neatly, on the paper. If it’s a final copy, it’s been edited close to perfection.
a) ‘Texting’ shorthand will result in the assignment being handed back with extreme prejudice and considered ‘not done.’
3) Beware the temptation to plagiarize from, or otherwise inappropriately use, Internet sources. I’ve been Googling much, much, longer than you.
4) All work must have your FULL name on every page, and the date and period at the top of the first page.
5) A regular assignment will be to construct multiple choice questions from reading passages or book chapters. I’m not interested in concrete questions with obvious answers. Rather, I will expect questions dealing with inferences, vocabulary, cause and effect, author’s purpose, tone or theme. Include answers.
a) Really good questions may be chosen for inclusion on quizzes and tests.
b) Questions may be e-mailed to me according to the following directions (I encourage you to do this.):
i) Your name and period in the subject line
ii) Name, period and assignment in email body.
iii) Question, followed by four choices labeled A through D.
iv) Answer on last line
6) All work is to be in either pencil, blue or black ink.
7) If using a computer, please use Times New Roman, font 12, one inch margins, double spaced.
8) Expect all work handed in to a mean a grade.

The Watsons Go to Birmingham II

Students are required to read one chapter in the book each night and, of course, complete a well written chapter summary. We are up to chapter six as of today.

I have noticed some students are indeed making the effort to correct punctuation and capitalization errors. Well done! These skills need to be a habit! However, awkward phrasing and sentence structure continues to be a problem. Students are aware of the strategies for fixing grammatical errors, not the least of which is to read their writing aloud where possible, whisper or mouth the words where reading aloud may be a distraction to others and, finally, to develop an 'internal voice' to identify where improvements are needed.

Of course, this skill will not correct nonstandard verbal habits that find their way into writing. Students need to apply their knowledge of the rules of grammar and, at last, ask for editing assistance.

Due to the Social Studies State Assessment, I will not see period three until Thursday. They need to keep up during this time and expect a quiz.

The first spelling/vocab review list was copied down yesterday. Students were told that defintions, completed by Thursday, would result in 25 extra credit points added to their last quiz. List one is as follows:

REVIEW LIST #1


against
believe
occurred
embarrass
familiar
envelope
language
jealous
weight
similarities
article
enough
characteristic
commitment
independence
mathematics
privilege
parallel
immigrant
beautiful

The Watsons Go to Birmingham I

We started reading this delightfully amusing, but ultimately tragic, civil rights story last week. Requirements are the same as with Devil's Arithmetic: well considered chapter summaries for each chapter.

Special attention is going to be paid in the remaining weeks on the quality of student writing. Chapter summaries will occasionally be edited and rewritten for a grade (Minor grades to start and then major grades once expectations are firmly in mind).

One strategy I am encouraging to write effective summaries is to divide each chapter into 'scenes.' A scene ends whenever the setting shifts. Each scene should be described in two or three sentences, concentrating on the main points and not getting caught up in smaller details.

Sentences are to be complete, grammatically correct and composed according to the conventions of written English; that is, correctly punctuated and capitalized.

Students should have read through chapter five by Monday.

The Devil's Arithmetic IV

Students took a quiz yesterday on chapters 11-16 and today rewrote the chapter 18 summary for a major grade.

The book must be finished tonight and all summaries ready to be checked for another major grade. Also, the book exam is tomorrow. There are 30 short answers and two essays to be completed in one period. I told each class that anyone who needs more time must plan on finishing after school.

Spelling test will be on Tuesday.

The Devil's Arithmetic III

Students should be finished through chapter 16 for tonight. There will be a quiz tomorrow on chapters 11 through 16 tomorrow. Keep up with chapter summaries!

Friday's spelling/vocab quiz was today. This weeks list is as follows:

Vocabulary #28


1. similarities – (adj.) likenesses; having same features, but not exactly alike

2. beautiful – (adj.) giving pleasure to the senses or mind

3. requirement – (n) a need

4. encyclopedia – (n) a book or set of books giving information about all branches of knowledge, or about one subject intensively

5. essential – (adj.) indispensable

6. familiar – (adj.) well known; often seen or experienced

7. diversity – (n) variety

8. remember – (v) to keep in one’s mind

9. important – (adj.) having or able to have a great effect

10. strength – (n) the quality of being strong

The Devil's Arithmetic II

Students should be done through chapter 6 for today and chapter 8 for tomorrow. Chapter summaries are checked on a daily basis. There was a quiz today and summaries 1 through 6 were checked for a minor grade.

Vocabulary #27


1. jealous – (adj.) feeling or showing resentment toward someone considered a rival

2. parallel – (adj.) of lines or planes traveling at the same distance from each other

3. cemetery – (n) a burial ground other than a church yard

4. nuisance – (n) a source of annoyance

5. probably – (adv.) likely to happen or be true

6. poetry – (n) a poet’s art or work

7. calendar – (n) a chart showing the days, weeks, and months of a particular year

8. bulletin – (n) a short, official statement of news

9. closet – (n) a small storage room or cabinet

10. emergency – (n) a serious happening or situation needing prompt action

The Devil's Arithmetic I

Today we started The Devil's Arithmetic by Jane Yolen, a Holocaust story. We read the first chapter together and I modelled how to write a chapter summary. Chapter summaries will be written in notebooks in the following format:

1) Date and chapter number
2) Write a title for the chapter, should reflect the main idea
3) While reading, seperate the chapter into scenes. Write a few sentences explaining the action or improtant ideas in each scene.

Model for chapter 1:

Chapter 1: Annoyance

Hannah doesn’t want to go to Passover dinner. Hannah is being picked up by her mom at Rosemary’s house. They argue about going to Grandma’s for Passover. On the way Hannah argued a bit with her brother Aaron. He’s scared about asking the Four Questions. Hannah comforts and encourages him. At Grandma’s Aunt Eva greets Hannah with a kiss. Eva is her favorite and Hannah is named after Eva’s dead friend.

We'll try to finish about two chapters each day, one in school, one at home. Students need to read chapter 2 and write the chapter summary.

Spelling test tomorrow.

Presentations

Research Presentations started today. Anyone called on who did not have there's ready lose 10 points and must present tomorrow.

We will be starting our final novel of the year, The Devil's Arithmetic, later in the week.

Come in tomorrow with definitions for 20 extra credit points!

Vocabulary #26


1. article – (n) a particular or separate thing

2. characteristic – (adj.) showing a distinctive feature

3. independence – (n) being free from control by another person or thing

4. obstacle – (n) a thing that obstructs progress

5. weight – (n) an object’s mass numerically expressed according to a recognized scale of units

6. author – (n) the writer of a book or article

7. auditorium – (n) the part of a building where the audience sits

8. guest – (n) a person visiting by invitation

9. comfortable – (adj.) giving ease and contentment

10. respect – (n) admiration felt toward a person or thing, and the politeness arising from this

Reminders

Poetry project is due Wednesday! Read the directions carefully! (Directions can be found HERE.)

We will spend one more day (Monday) in the library doing research for the research project. if note cards aren't finished by then, you are on your own to do so. We will spend the next three days in the computer lab writing text and gathering images. Remember that care and creativity in completing your poster counts!

Completed projects are dur May 4th!

No spelling next week.

Research Project

Book Projects were due today! I have given a one day extension, after that, grades wil be reduced.

Reminder! Poetry Project is due April 30th! (see 4/9 post for details)

No spelling this week.

Yesterday we started on a Social Studies based research project. Monday and Tuesday, Mrs. Delilli presented instructions on how to write notes and cite sources. The rest of the week, students will work on gather information from their sources by filling out source cards and note cards. Rubric is below:

Research Project
Over the next two weeks we will be working together on research skills. The topics are important events or people in American history. We will have time in the library with Mrs. DeLilli working on necessary research skills along with time to investigate your own topic.

This information will be presented in a poster format to your class. The poster must include:

1. Your topic, in bold, easy to read writing
2. Pictures, graphics- either hand drawn or prints with captions
3. Information from your 3 sources in a well organized, logical, sequenced order. Typed information can be presented in a report format, or it can be separated into sections to coordinate graphics.
4. Reference page of 3 sources used- typed and attached to the back of the poster.

Dates to Remember

April 21, 22- research techniques/ skills
April 23, 24, 25 (maybe 28)research (note taking) in library
April 28, 29, 30 (maybe 31)- computer lab
May 4- projects due, presentations begin

General Rubric

Note cards: 20 pts.
Source cards: 15 pts.
Written Info: 30 pts.
Graphics: 15 pts.
Reference page: 10 pts.
General appearance: 10 pts
This project counts for two grades.

Poetry

Note: Tomorrow is a spelling test and a quiz on petry terms.

Yesterday we began a poetry unit with a review of terms and the analysis of of two poems from the literature book. The first three stanzas of Jean Little's "Growing Pains" was distributed and read. Students were to write the fourth stanza and a paragraph explaining why they chose to end the poem in the manner they did. The poem, with it's final stanza (which was discussed today) is below:

Growing Pains by Jean Little

Mother got mad at me tonight and bawled me out.
She said I was lazy and self-centered.
She said my room was a pigsty.
She said she was sick and tired of forever nagging
but I gave her no choice.
She went on and on until I began to cry.
I hate crying in front of people. It was horrible.

I got away, though, and went to bed and it was over.
I knew things would be okay in the morning;
Stiff with being sorry, too polite, but okay.
I was glad to be by myself.

Then she came to my room and apologized.
She explained, too.
Things had gone wrong all day at the store.
She hadn't had a letter from my sister and she was worried.
Dad had also done something to hurt her.
She even told me about that.
Then she cried.
I kept saying, "It's all right. Don't worry."
And wishing she'd stop.

I'm just a kid.
I can forgive her getting mad at me. That's easy.
But her sadness . . .
I don't know what to do with her sadness.
I yell at her often, "You don't understand me!"
But I don't want to have to understand her.
That's expecting too much.

Today another poem was read and responses were written in journals.

A Hole in the House by Mr. Lambert

There is a little hole in the house;
Here on the bed,
There on the chair.

There is a little hole in the house;
On the floor’s windowlight;
Before the winter fire.

There is a little hole in the house;
On the stair,
Soft foot thumping.

There is a little hole in the house;
Warm and rumbling,
Near my ear.

There is a little hole in the house;
Where the dogs worry,
And the children sigh.

Responses to yesterday's assignment, "Growing Pains", were read and the final stanza was examined.

Directions for the poetry project were distributed:

1) 5 original pieces of poetry, typed and illustrated.
2)A favorite poem, written either by you or someone else. Typed, with an explanation as to why this is your favorite poem and identifying the poetic devices used.
3) Due date: April 30. This leaves enough room so as to avoid conflict with the book project (due April 22). BUT START CONSIDERING YOUR PEOMS NOW!

Students my use poetry forms introduced in class:

Sense Poem:
EMOTION seems COLOR
LIKE – describe an image or feeling
I SEE…………
I HEAR……….
I SMELL……….
I TOUCH……..
I TASTE……..

Example:

Loneliness seems golden yellow
Like the hazy colors fall days bring
I see the leaves of red
I hear the birds announce themselves
I smell burning leaves that signal the end
I touch no one, for I stand alone
I taste the salt of my tears

Bio Poem:

A bio poem allows the writer to focus on the characteristics of a person or animal, anything or anyone. It requires the writer to put themselves in the subject’s shoes.

Line 1: First Name
Line 2: Four Descriptive Traits
Line 3: Sibling Of…….
Line 4: Lover Of……
Line 5: Who Fears….
Line 6: Who Needs…..
Line 7: Who Gives…..
Line 8: Who Would Like To See
Line 9: Resident Of….
Line 10: Last Name

Ex:

Tom
Tall, tasty, feathery, vicious
Sibling of Clucky Chicken and Big Bird
Lover of vegetarians and ham eaters
Fears Mr.Butterball and Pilgrims
Needs to run around
Gives nourishment and leftovers
Would like to see birds unite and revolt
Resident of Old McDonald’s farm
Turkey

*Students may use other forms, but ONLY ONE OF EACH, or write free verse. other forms may be hiaku:

1) Haiku contain three lines. The first line contains five syllables, the second has seven, and the last has five.

2) Choose a general topic. Haiku usually focus around imagery, namely nature. Haiku do not tell stories and almost never involve people's actions. Haiku simply convey an abstract concept -- usually an emotion or reflective thought.

3) Choose a season. Since virtually all haiku focus on nature, the season is important for coming up with the imagery. With so few words in the poem, simple phrases like "cherry blossoms" or "falling leaves" can create lush scenes, while reflecting the tone of the verse.

Examples;

As the wind does blow
Across the trees, I see the
Buds blooming in May

Falling to the ground,
I watch a leaf settle down
In a bed of brown

Branches stretching out
To grab the sunsets colours
Night is approaching.
-Lisa H., age 11

Extra credit: A song with appropriate lyrics can be brought in and played in class. You will need the lyrics typed, the cd, an explanation of the poetic devices used and why you liked the song. (I must preview the song before presenting it to class.)

Reminders!

Fridays spelling/vocab test is postponed until Monday. Also, all students should be reading a novel and writing chapter summaries. These summaries need to be well written!

Due date for book projects is April 22.

Anne Frank and Coming Attractions

Finished the play today. Students read their parts extremely well.

Next week I hope to begin a poetry unit, handout a pile of back work and send writing portfolios home. When we get back from spring break we'll start the research unit.

Next week's spelling list:

Spelling Vocabulary #25


1. against – (prep) in opposition to

2. commitment – (n) an obligation or pledge

3. privilege – (n) a special right or advantage granted to one person or group

4. excuse – (v) to overlook or pardon because of circumstances or some other reason
(n) a reason put forth for overlooking a fault

5. individual – (adj.) single, separate; of or for one person

6. thought – (n) the process or power of thinking

7. review – (n) a general survey of past events or of a subject
(v) to survey

8. apostrophe – (n) the sign used to show that letters or numbers have been omitted, to show the possessive case, or to show plurals of letters

9. comma – (n) the punctuation mark indicating a slight pause or break in a sentence

10. adjective – (n) a word added to a noun to describe a quality or modify a meaning