10R

Journal: What were two unexpected events in chapter 14 and how did they affect the outcome?

Discussed the nature of suspense, how writer's and directors create suspense and analyzed the chapter (14)

11R

Pd 1: Discuss chapter 14; note how the humor of the chapter was delivered
Pd 7: same

Note: Wound up reading independently. Students caught up began tonight's assignment.

Hw: Chapter 15 (pd 7 will construct 2 multiple choice questions for the chapter.)

English Lit

Read through last night's assignment. Discussed possible symbolism in the story: Why the "Green Night?" Discussed the realism in the story and the effect of both realism and the fantasy elements put together.

Gave 2nd handout which covers the middle of the story which the excerpt from the anthology leaves out.

SK Ch 13, Green Knight, Little Tree: an Interesting Chapter

10R

Wrote in journal: Why does Zoe consider Simon "bewildered by time?"

Discussed chapter 13 in detail starting with the dream sequence and the significance of the dream, the importance of her time with Lorraine and the development in the the relationship with her father.

HW: read chapter 14: period 4 must write m/c questions.

11R

Pd 1: finally take quiz, discuss chapter 12 and 13. HW chapt 14 plus blog.

Pd 7: Journal: Describe the role of the black man in chapter 13. HW chapt 14 plus blog.



English Lit

Write: Impression of the Green Knight; characteristics

Review the "bob and wheel" structure with handout. Set up with that handout which intros Arthur's court and gives a counterpoint to the GK's atitude.

Reread last night's assignment again, then review and revise what is thought of the GK. Continue reading to 138.

HW: read through 235.

Vampires, Quizzes and the Bob and Wheel

10R

Collect HW.

New vocab:

Profound: showing intellectual penetration or emotional depth; great, important meaning

Thesis: A statement that is maintained by argument

Warm-up: Look over chapter 12 and your blog entry and answer one of the following questions:

~What is the most important moment in the chapter? Why?
~What is the most important phrase, sentence or groupd of sentences in the chapter? Why?

Discuss answers.

HW: Chapter 13 plus blog. Pay particular attention to the dream sequence.

NOTE: We will be finshing the book by the end of the week. One more quiz, then an exam before the next unit (poetry).

11R

Quiz on chapters 9 through 12.

Period 1: Read chapter 13 for hw plus m/c questions

Note: quiz postponed for Pd 1 until tomorrow due to absence of too many students.

Pd 7 took quiz, began chapter 13 in class.

English Lit

New vocab from last week:

Romance: a medieval narrative, originally one in verse and in some Romance dialect, treating of heroic, fantastic, or supernatural events, often in the form of allegory.

Allegory: a story meant to be read symbolically.

Check notes. Review "Green Man" image in prep for Sir Gawain and the Green Knight (SGATGK). View Jack-In-The-Green lyrics and listen to the song. (Handout)

Introduce the poem, look for patterns. Define "Bob and Wheel" rhyme pattern. (Handout)

BOB-AND-WHEEL: A metrical devise in some alliterative-verse poetry of the fourteenth century. The first short line of a group of rhyming lines is known as the "bob" and the subsequent four are a quatraine called the "wheel." The bob contains one stress preceded by either one or occasionally two unstressed syllables (i.e., the bob is only two or three syllables long). Each line of the wheel contains three stresses. Together, the bob-and-wheel constitutes five lines rhyming in an ABABA pattern. Since it matches the alliterative pattern of the first part of the stanza, but also fits the rhyme scheme of the last five lines, the "bob" serves as a structural bridge between the alliterative sections and the rhyming sections of the poem.

Read first two pages of SGATGK for HW.

Weekend Update

10R
Took book quiz yesterday and checked book logs which, from now on on student recommendation, will be called blogs because the word is cool.

Chapter 13 should be read for Monday, with period 4 constructing 2 m/c questions.

11R
Both classes read chapter 12 and worked on their blogs. Blog check and quiz will be given on Monday.

12R
Worked on essays to be handed in on Monday.

Quickie Update!

10R
Book quiz tomorrow on chapters 9-11. Make sure a really good log is written for chpater 11. (wink, wink, nudge, nudge)

Know the new vocabulary words...

Reading logs will also be checked.

11R

Book quiz tomorrow on chapters 9-12. Make sure a really good log is written for chpater 12. (wink, wink, nudge, nudge)

Know the new vocabulary words...

Reading logs will also be checked.

12R

Vocabulary:

Prosody:
1. the science or study of poetic meters and versification
2. a particular or distinctive system of metrics and versification

Examined Chaucer's prosody for The Pardoner's Tale. and determined that the verse is in iambic pentameter (to be formally defined later), in rhymed pairs (called heroic couplets).

Did some preliminary work in prep for Sir Gawain and the Green Knight.

Tomorrow, students will have the opportunity to work on the essay that is due so assistance can be given as needed.

Vampires, Whiskey Making and the Pardoner Wraps Up His Tale

10R

Added a vocab word:

Anguish: excruciating or acute distress, suffering, or pain

Discussed chapter 9.

HW: Period 4 is to finish chapter 10 by Thursday (there won't be class tomorrow due to the PLAN test), and construct 2 m/c questions for the chapter plus reading log

Period 5 should read at least up to page 115 and complte a reading log

11R

Went over the essay from the Regents listening activity. Focused on keeping the essau to the point on the task sheet and not just summarizing.

Discussed chapter 9 in Little Tree, "Granpa's trade."

HW: Period 1, read chapter 10 + log

Period 7, read chapter 10 and construct 2 m/c questions for the chapter plus reading log

12R

Finished reading the Pardoner's Tale. Students read assigned lines. Discussed writing activity for this passage:

Write an essay analyzing "The Pardoner's Tale." An analysis is not a plot summary; it is an explanation of how the various elements in a literary work fit together. In analyzing Chaucer's tale, consider at least three of these elements: characters, plot, dialogue, moral, rhyme scheme, similes, symbolism.

I recommend reading the passage over again, this time making notes and deciding which elements should be included. First draft due by Friday.

Tomorrow we will start "Sir Gawain and Green Night" after an brief analysis of Chaucer's poetic style to set us up for the differing style of this next piece.

Quiz Day!

10R

Took quiz on chapters 5 through 8. Book logs were checked and a grade was taken. Students are reminded to follow the reading log directions. Some are leaving out pieces or are not writing enough.

HW:
Pd. 4, read chap 9 plus log
Pd. 5, read chap 9 plus log and construct 2 m/c questions on the chapter to be handed in or emailed to me.

11R

Took quiz on chapters 5 through 8. Book logs were checked and a grade was taken. Students are reminded to follow the reading log directions. Some are leaving out pieces or are not writing enough.

HW:
Pd 1: read chap 9 plus log and construct 2 m/c questions on the chapter to be handed in or emailed to me.
Pd. 7: read chap 9 plus log

12R

Handed back Arthur essays. Went over what corrections need to be made, with special attention to sentence structure, using concise language (for example, avoiding passive voice), and making sure evidence from the passage is used to support an argument. Students had time to revise their work.

HW:

Finish reading "The Pardoner's Tale," prepare assigned lines and finish revising essays.

PLAN Prep, PSAT Prep and Chaucer

10R

Guidance came into both classes to fill out bubble sheets for the practice ACT test PLAN)to be given next Wednesday. Students should be done with chapter 6, and will read through page 73 for tonight, plus reading log.

Also, write one m/c question for chapter 6.

11R

Guidance came into both classes to fill out bubble sheets for the PSAT to be given next Wednesday. Students are to read chapter 7 for tomorrow.

12R

Listened to a cover of "Barbara Allen."

Introduced Chaucer/Canterbuty Tales, read some biographical info. Read the Pardoner's description from the Prologue. HW: Read "The Pardoner's tale" through line 125. (The linked site is a wonderful source for the whole work and side by side English translations. We'll go over this in class tomorrow.)

Quizzes, Poetry and Give Backs

10R
Started class with a journal entry, then students read while work was returned. We went over the short story exam and yesterday's quiz.

Should be finished through chapter 6 for tomorrow.
11R

Quiz on chapters 1 through 4. Log check. Read through chapter 6 for tomorrow.

12R

Read 2 poems from the Medieval Period: "The Twa Corbies" and "Barbara Allan"

Students should study these two poems, with special attention to cadence and pronunciation, in preparation for Chaucer.

Mallory Essays and questions due tomorrow.

Mellow Monday

10R

Added two vocabulary words:

Empathy: understanding and entering into another's feelings. Different than sympathy which is to feel sorry for; empathy is to feel the same as.

Hedonism: Pursuit of or devotion to pleasure, especially to the pleasures of the senses

Collected reading logs for a major grade. Also took a quiz on chapters 1-4 Students are reminded to include chapter titles and page numbers on log entries.

11R

Period one, once again, had a lean attendance. Students were directed to continue reading Little Tree through chapter 5, be ready for a quiz and a log check tomorrow.

Period seven: same as period one, except should read through chapter 6 for tomorrow.

12R

Viewed and discussed some of the elements of the Code of Chivalry and Courtly Love.

Gave directions for Mallory assignment:

1. Read page 90.
2. Assignments for the passage;
a. Thinking and Writing (pg. 101)
i. Include Applying, #10 in your answer
b. Construct three multiple choice questions. You may use the information on page 90, the questions on page 101, or construct your own.

Advanced Warning:

Those of you checking in...

There will be a quiz Monday on the readings so far (10R and 11R only).

Silver Kiss, Little Tree, Mallory

10R

Discussed Simon and the nature of vampires. Noted that there are parallels between Simon and Zoe: they are both alone and somewhat tragic. Chapter 2 contained a lot of mystery: Who is the boy? Why is Simon watching him? Is Simon connected to the killings?

Short stories were returned and added to writing folders.

HW: Read chapters 3 and 4

11R

Checked reading logs. Discussed "The Way" as defined by Grandpa: Take only what you need. Don't take the best. Relatd this to the larger world.

HW:
Pd 1: ch. 3 and 4

Pd 7: ch. 4 and 5

12R

Handed back grendel stories and exams. Dicussed themes in the srthur legend. Karma came up, as in the necessity, particularly in literature, for events to balance. Therefore, since Arthur's conception was flawed, he too was seduced by his half sister, Morgan, resulting in the birth of Mordred.

HW: Finish the story.

Just about finished Mallory

Book Logs and Mallory

10R

Discussed chapter one of The Silver Kiss with attention to Zoe's emotional state and her sense of isolation. Particular attention was payed to her encounter at the end of the chapter. Students copied a model reading log entry:

The Silver Kiss by Annette Klause

Date 10/1 Chapter 1 Pg. 1-12 “Alone”

Zoe’s Mom may be dying from cancer, her father has become distant, her best friend is moving. She’s alone, frustrated, hurt, and angry. Her friends don’t know how to deal with her, she isn’t allowed to spend time with her mother. She sits in the park at night, sees a boy whose beauty breaks through her defenses and she cries.

The tone is lonely and sad. Death or abandonment seem to be developing themes.

Author’s language is very descriptive.

Finish chapter 2 for homework. Reading log wil be checked for a grade.

11R

Pd 1: Read chapter one together and copied model reading log entry. Read chapter 2 for homework, complete reading log for a grade.

Pd. 7: Discussed chapter one, copied log model, started chapter 3 in class. Finish chapter 4 for homework. logs will be checked for a grade.

Model:

Date 10/1 Chapter 1 Ch. Title: “Little tree”

LT’s Mom died, leaving him alone. He goes with his grandparents. They are Indian, and are kind and loving. They take him to their home in the mountains, where he is welcomed by the environment, the trees, the spring, the wind and the dogs.

Tone: a little sad, protected, comforted, safe, welcome

Theme; learning Indian ways, prejudice

Note: Make-up for Regents practice is today at 2:20!

12R

Finished discussing the Arthur legend in general terms, then handed out a page of Mallory's Morte d' Arthur and read it to them in the original Middle English. Then began reading the excerpt.

HW: continue reading up through bottom of page 98.

The Silver Kiss, Little Tree and an Exam

10R

Viewed a short film of "The Open Window." Briefly discussed how the film compared with the story in the book.

Distributed the novel, The Silver Kiss, by Annette Curtis Klaus. Directions for book logs were given. Format should be:

Title, Author

Date Chapter # Pg #’s Ch. Title

Highlights
Theme? Evidence
Tone? Evidence
Figurative language?

Students must choose chapter titles as they finish each chapter. Logs shouldn't take any longer than 5 to 10 minutes and must be completed in the journal section of the notebook. Logs will be checked on a regular basis, but not every day.

We started the book together, and discussed the emerging tone and theme as revealed in just the first 2 pages. Students must finish the first chapter. We'll do the first log together tomorrow.

11R

Similar to above, except we are reading "The Education of Little Tree" by Forrest Carter.

Many students were absent first period, so the few who were here were given the books and may read ahead. Seventh period will have to finish chapter one.

12R
Exam on "Beowulf", "The Seafarer" and the Anglo-Saxon period.

Regents, Outlines, 13th Warrior Finale

10R
Short stories were checked for completeness. They are to be edited for homework. Look them over for theme, completeness of setting, conflict, climax, etc.

Also, unit test on this unit is probably tomorrow. Study!

11R

Began the listening portion of a Regents exam. Students are to finish the multiple choice questions and essay for homework.

12R

Finished The 13th Warrior. Discussed similarities to Beowulf. Students were told to consider this question carefully as they will have to explore it for the test on Wednesday.

Reminder...

10R classes: Your short stories are due on Monday! Once again, the directions are:

A dollar coin is the factor that determines whether someone lives or dies. Write a short story in which a color is a symbol and death is personified.

Think tone and theme, setting, conflict, characters, climax and resolution.

Also, you need to have the 'Analyzing Fiction' outline done for "The Open Window."

Review, a Little More Saki, Thirteenth Warrior Pt 3

10R
Discussed "The Open Window," especially the nature Vera. Went over the homework.



11R

Review for Monday's exam. Know all vocabulary and contents of your notes. If you're missing anything, this may help:

Iroquois Constitution: for the Five tribes to combine in order to defend themselves, leader should be peaceful, understanding, caring, welcoming, be reasonable, open to criticism, decisions should care for the coming generations (pre-colonial)

Sinners in the Hands…:
Written by Jonathan Edwards; man is flawed, God has already made up his mind what to do with you (predestination), God doesn’t like you very much, you can be saved if you follow the rules (The Great Awakening)

Declaration: Written by Thomas Jefferson;
People have rights, they can’t be taken away, purpose of government is to protect them, when government doesn’t do this, people have the right to change it (Enlightenment)

Self-Reliance: Written by Ralph W. Emerson

Be yourself, you have a purpose different from anyone else, find it and follow it, not the crowd (Romanticism)

Civil Disobedience: Henry D. Thoreau
Government is best which governs least, people should let their governments know how they feel (Romanticism)

You will find notes by scanning down all of September's posts. Look under 11R.

12R

Continued the movie. Will finish on Monday.

Listening, a Little Saki and The Thirteenth Warrior

Apologies for not posting yesterday! This will happen when time doesn't allow.

10R

Went over directions for short story project:

A dollar coin is the factor that determines whether someone lives or dies. Write a short story in which a color is a symbol and death is personified.

Any further questions, please let me know. Due Monday.

The story, "The Open Window" by Saki was distributed. We read the intro and questions were assigned:

Recalling: 1, 2 in complete sentences. 3 and 4 will be written and answered as multiple choice questions.

Interepreting: number 6

Analyzing Literature: numbers 1 and 3.

Whatever's not done will be finished for homework.

11R

Due to absences, a practice listening activity was done. Tomorrow we'll review for exam on Monday. Also, formal practice for Regents Exam, Part 1, will be next week.

12R

We started the movie, The Thirteenth Warrior yesterday. This will continue for the next class or so.

Finally...

10 R

Finished up Masque of the Red Death. Students answered questions Interpreting 6,7,8 but also turned them into multiple choice questions. Question 9 was answered in complete sentences. Understanding Allegory #1 was also done.

Finish for HW, multiple choice questions may be emailed to me.

11R

Students were given Civil Disobedience by Thoreau, and read it independently. Period 1 was assigned questions 1,2,3 in recalling. Period 7 was assigned 1, 3 and 5.

12R

Students recited their lines and this went very weel. Everyone obviosly worked at preparing thier parts. Well done!

We finished the poem, discussed the significance of the final battle and the aftermath. Question seven was assigned to be finished for Friday.

We watch The Thirteenth Warrior starting tomorrow!

Poe, Emerson, Research

Note: Due to a family emergency, I had to leave early and was not available for after school student conferences. I know a few were expecting to see me. Apologies.

10R

Vocab quiz. Students were reminded that quizzes could be retaken after school next week.

We continued with "Masque," focusing on the significance of the clock. Students were reminded that the purpose for reading is the location of phrases and sentences that are comprehensible, which are underlined.

11R

Vocab quiz. Students were reminded that quizzes could be retaken after school next week.

Continued with Emerson as with Poe. Students had to work the rest of the essay.

12R

Discussed the research project further. Directions from yesterday's post were read and explained.

Lines for Monday's readings from Bewoulf were assigned. I assigned myself a fair share, and hope to find the time to study them! At the end of the period, the student before me volunteered to take more lines.

Now where do mine start?!! :)

Class was given time to browse the anthology or work on their lines while I conferenced with students on the final draft of their essay.

Have a great weekend.

Poe, Emerson, Beowulf

10R

Began reading "The Masque of the Red Death" by Poe. Students were reminded that the story should be read with symbolism in mind. We read through page 175 column one, then discussed the possible symbolism associated with the structure of the palace and the lighting of the rooms.

As the rooms are at angles to one one another, and therefore not visible from any one room, the rooms represent stages of life ending in the black room awash with a "deep blood color." This last was decided to represent death and called the "Death Room."

HW:

Read through to the last full paragraph on page 176
Study for quiz

11R

Added some vocabulary:

Calvinism: emphasizing predestination, the sovereignty of God, the supreme authority of the Scriptures

Enlightenment: philosophical movement of the 18th century, characterized by belief in the power of human reason and by innovations in political, religious, and educational doctrine.

Romanticism: a movement in literature and art during the late 18th and early 19th centuries that celebrated nature rather than civilization; "Romanticism valued imagination and emotion over rationality"

(Note: These won't be on tomorrow's quiz.)

Began examining Emerson" "Self-reliance". Students were asked to highlight or underline those sentences and phrases in the first paragraph which were most comprehensible for the purpose of identifying the theme of the essay. They were told that doing this effectively will be of tremendous value on the Regents Exam.

The parts which surfaced the most are highlighted below:

There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. Not for nothing one face, one character, one fact, makes much impression on him, and another none. This sculpture in the memory is not without preestablished harmony. The eye was placed where one ray should fall, that it might testify of that particular ray. We but half express ourselves, and are ashamed of that divine idea which each of us represents. It may be safely trusted as proportionate and of good issues, so it be faithfully imparted, but God will not have his work made manifest by cowards. A man is relieved and gay when he has put his heart into his work and done his best; but what he has said or done otherwise, shall give him no peace. It is a deliverance which does not deliver. In the attempt his genius deserts him; no muse befriends; no invention, no hope.

Other lines were brought up according to each student's comfort with Emerson's figurative language, but these were the basics and well illustrate his point. This activity went very well.

HW: Do the same, underline or highlight sentences and phrases most comprehensible, in the rest of the essay.

12R

The "Battle with Grendel's Mother" was concluded. Imagery was discussed along with Beowulf's larger than life character. We talked about the nature of glory, honor and self-awareness. Beowulf is a character who is totally self-aware yet not conceited. The glory he seeks is, in the long run, of benefit not just to himself, but to the others who are in his protection.

HW: Finish the short piece begun on Monday, writing parts of the story from Grendel's point of view.

Lines will be assigned tomorrow. Each student must prepare those lines for presentation to the class on Monday.

The upcoming research project was discussed A general idea was given in order to allow them to start working if they wish. Instructions and time line will be developed and distributed in the near future. Basically, students will survey the various periods of English Literature and select the one of greatest interest:

Periods
Anglo-Saxon
Medieval
English Renaissance
Seventeenth Century (1625-1660)
Restoration (1660-1798)
Romantic
Victorian
Modern
Contemporary

Students will be required to select the period and describe it in full, including what sets it apart from the previous period. (Special consideration will be given for anyone choosing the Anglo-Saxon period. Other requirements will be needed for this.) The students will choose a particular author from that period and write a biography which will include information regarding style, contributions and impact and a critical analysis of a selected work by that author. Finally, each student will attempt to demonstrate the particular style of the period, and perhaps of their chosen author, in an original work of their own.

Of benefit here is that just about everything before the Modern Period will be available on the Internet.

Jefferson, Beowulf, Goodbye Bradbury, Hello Poe

10R

Completed the outline for "...Soft Rains":

“There Will Come Soft Rains”

By Ray Bradbury

I. The Big Four

a. Characters: the house, dog
b. Theme: technology makes life easy, but it can also control and destroy us.
c. Plot: automated house provides for a missing family, continues operating until a fire starts and destroys it; family killed in nuclear blast
d. Aug. 4, 2026, Allendale, CA

II. Plot Breakdown

a. House is trying to survive after family is gone
b. House versus nature
c. Tree branch crashes through window, fire starts
d. Suspense: where is everybody?
e. Climax: house trying to fight the fire
f. Denouement: House dies, but it still is giving the time

III. Analytical Elements

a. Third person
b. Personification, imagery

Introduced two new vocabulary words:

Symbol: something used for or regarded as representing something else; ex. The grim reaper=death, huskie=football team, eagle=America

Allegory: a story meant to be read symbolically.

Distributed "Masque of the Red Death" and read the intro page on Edgar Allen Poe.

11R

Read the last three paragraphs of the Declaration and summarized Jefferson's purpose: present a reasoned argument to justify the colonies' rebellion.

Contrasted the beliefs in the source of a governments authority; feudal = the divine right of kings; Enlightenment = power originates with the people, for the purpose of protecting the unalienable rights endowed upon men by 'the Creator.'

Added the following to the vocabulary list;

Parallelism: the repeated use of phrases, clauses, or sentences in structure or meaning to strengthen an argument

Jefferson used this device effectively in the Declaration in his list of grievances.

HW:

Handout: "Self-reliance" by Ralph Waldo Emerson
Directions: Read the first paragraph. Underline all phrases and sentences for which the meaning is clear, and that point to what the theme may be. This is a challenging bit of writing!

12R

Continued with Beowulf through line 542. Discussed the use of symbolism, dream imagery, and elements of the 'Hero Quest'. For example, Beowulf's leap into the water brought him to an underground battle-hall where he fought Grendel's mother. This is an example of the hero's journey to the underworld.

HW: read through to line 622. Students are encouraged to note their thoughts in the margins.

Also discussed assigning students ten lines that they would present to the class. This will be done for the section titled, "The Last Battle."

Rewrites and Such...

All classes received Fridays vocab quiz, and were told that retakes and makeups were available after school until Friday. Students were also told that tests and quizzes may be retaken after school as needed and that essay rewrites will always be accepted for an improved grade.

In other words, you are in control of the grade you receive.

There was some confusion with the sub's directions yesterday. Some finished the essay rewrite, some didn't. All were told that the final was due tomorrow.

10R
Examined the construction of Regents exam multiple choice questions, including what makes a good 'distractor' (wrong answer). They then tried their own hands in constructing m/c questions for the Bradbury story, "There will Come Soft Rains."

11R

Pd. 1: We went over the first two paragraphs in the Declaration of Independence, noting the evidence of Enlightenment thinking. Jefferson layed out the foundation of an argument which supported the assertion that the colonies had a right to rebel.

Pd. 7: Lots of absences, so essays were handout and final copies begun.

12R

Discussed Beowulf's speech to Hrothgar and how he emerges as a larger than life character. We also talked over the battle with Grendel and read the introduction to the next section.

Students were told that they can continue the activity in which they write the story from Grendel's point of view. I'll take that on Friday.

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

Independent Book project and Anne Frank

I haven't spoken to Mr. Rohrs yet, but all signs seem to indicate last week went smoothly.

Students should be well into their independent novels at this time. There are two requirements: 1) a brief but well written summary for each chapter (think who, what, when, where, why, how) and 2) a book project chosen from the list and descriptions distributed today. Some students may wish to do the diary project, which can accomplishment both requirements in one assignment. All requirements are due April 22, although I recommend completing the assignment before spring break if at all possible.

We are continuing the Anne Frank reading in the anthology today.

Spelling Vocabulary #24


1. research – (n) careful study and investigation, in order to find new facts or information

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

3. periodical – (n) magazine etc. published at regular intervals

4. reliable – (adj) able to be trusted due to consistent quality of performance

5. library – (n) a collection, room, or place where books are read or borrowed

6. language – (n) words and their use

7. mathematics – (n) the science of number, quantity, and space

8. immigrant – (n) a person who has come into a foreign country as a permanent resident

9. occurred – (v) came into being as an event or process

10. believe – (v) to accept as true

March 24 to 28

All students in periods three and seven are to obtain and begin independently reading a novel of appropriate length and reading level. Although there may be graphic novels that are appropriate for this assignment, I will not be available to okay them. So no graphic novels at this time.

Requirements:
* Well written paragraph/summary for each chapter
* Book project, to be explained when I get back.
* Due date for all completed work is April 22, although I strongly recommend getting everything done by April 10, before spring break.

I will be at a conference for the week. Mr. Rohrs will be my substitute. Academic classes will finish the movie To Kill a Mockingbird, probably Monday and Tuesday. If the movie finishes early enough, directions for an essay will be distributed, discussed and the essay will get started and finished for homework. If not enough time, the essay will be written in class on Wednesday and completed for homework as needed.

Spelling/Vocab for this week (3/24-3/28):

Vocabulary 21

1. illiterate - (adj.) unable to read or write

2. afford - (v) to have the financial means for

3. difficult - (adj.) hard to do or achieve

4. responsible - (adj.) accountable for the care or welfare of another

5. suffered - (v) felt pain or distress

6. official - (adj.) of or pertaining to an office or post of authority

7. summary - (n) condensed form; concise

8. collapse - (v) to fall down or inward suddenly

9. volunteer - (v) to offer one’s services; give of one’s own free will

10. illegible - (adj.) not readable or decipherable

Spelling/Vocab for NEXT WEEK (3/31-4/4):

Spelling Vocabulary #24


1. research – (n) careful study and investigation, in order to find new facts or information

2. encyclopedia – (n) a book or set of books giving information about all branches of knowledge, or about one subject intensively
3. periodical – (n) magazine etc. published at regular intervals

4. reliable – (adj) able to be trusted due to consistent quality of performance

5. library – (n) a collection, room, or place where books are read or borrowed

6. language – (n) words and their use

7. mathematics – (n) the science of number, quantity, and space

8. immigrant – (n) a person who has come into a foreign country as a permanent resident

9. occurred – (v) came into being as an event or process

10. believe – (v) to accept as true

Instructions for the To Kill a Mockingbird essay:

Theme: the central or unifying message or lesson in a work of art or literature

In a well written essay, identify and define a theme of this story, discuss details from the story which prove this is a theme, then explain if you think the theme was presented in a convincing manner.

In your essay, be sure to:
• Identify and define the theme
• Fully discuss whether or not the theme was convincing
• Include an introduction and conclusion
• Provide enough details from the story to support your theme (thesis-proof)
• Edit your work for spelling, punctuation and sentence structure.

By Wednesday or Thursday, classes will begin reading a dramatic rendering of The Diary of Anne Frank in the literature anthology.

The Giver: The Last Word

Yesterday the exam was given, the essay was finished for homework. Today we took the vocab quiz then discussed the controversy surrounding The Giver, and the issue of banning books.

Looking ahead: next week students will be assigned an independent book project. Details will be given on Monday, but they should start looking for a book. Should be a chapter book at an appropriate reading level.

Also, next week we'll view the movie To Kill a Mockingbird.


Vocabulary 21



1. illiterate - (adj.) unable to read or write

2. afford - (v) to have the financial means for

3. difficult - (adj.) hard to do or achieve

4. responsible - (adj.) accountable for the care or welfare of another

5. suffered - (v) felt pain or distress

6. official - (adj.) of or pertaining to an office or post of authority

7. summary - (n) condensed form; concise

8. collapse - (v) to fall down or inward suddenly

9. volunteer - (v) to offer one’s services; give of one’s own free will

10. illegible - (adj.) not readable or decipherable

The Giver X

Took quiz for last weeks vocab list. Also took a quiz on chapters 20-23 in the book. Went over the answers and discussed the books ending briefly.

An exam on the book will be given on Thursday. Book packets will also be collected at that time. I highly recommend that the intervening time be used to make sure the answers in the packet are done to the best of each student's ability. This will not only result in a higher grade on the packet, but will also help in preparation for the exam.

The Giver IX

Students continued the essay begun yesterday. Those not done were sent home to be finished for homework.

Books should also be finished over the weekend. We'll go over the remaining chapters in class as time allows, given that the math assessment is next week.

The Giver exam will be next Thursday. All books and book packets will be collected at that time.

This weeks spelling/vocab quiz is postponed to Monday. In the meantime, here's next week's list:

Spelling #19
Vocabulary



applicant (n) – a person who applies, especially for a job

district (n) - a part of a country, city, or county having a particular feature or regarded as a unit for a special purpose

assist (v) - to help; give aid to

extract (v) – to take out by force or effort

contract (n) - a formal agreement between people or groups of countries

compass (n) - a device with a needle that points to magnetic north

concentric (adj) - having the same center

ellipse (n) - a regular oval that can be divided into four identical pieces

protractor (n) - an instrument for measuring angles

excerpt (n) - an extract from a book or film or piece of music

The Giver VIII

Yesterday I read chapter 19 of the book to the class. This is a critical turning point of the story in which the real meaning of being 'released' is finally revealed. Today we wrote about Jonas' feelings regarding what he saw and read part of chapter 20.

Tomorrow they will write an essay from Jonas' point of view.

The directions for the essay are as follows:

12. Be Somebody Else for Awhile (End of Chapter 19 in The Giver)

The Assignment:

You've been yourself for a long time. Now, be somebody else. Write an essay as if you were one of the characters in the story you are reading. To write from the character's point of view, you must think like the character and limit yourself to what the character can know. Try to make your written "voice" sound like the character's, also.

Here is the essay task your character must respond to:

By the end of chapter 19 in The Giver, Jonas knows what being a Receiver really is and what Release means. This session with The Giver (Page 151) ends with Jonas having just seen a video of the release of the infant twin.
¥ explain the situation and the events that led up to it
¥ explain how you feel
¥ tell what you would like to do, imagine a couple or a few different decisions you could make
¥ tell what the consequences of those actions would be
¥ Decide what decision you would make, why and what might happen.

Remember to write as the character and to use specific accurate details from the story to write the essay.


Assessment: Use the ELA rubric for tasks based on texts, as a good response will show an understanding of the text as well as the task.

The Giver VII

Students took the spelling test after a warm-up where we discussed the decision of the Council of Elders to have an "Unscheduled Holiday" in the community.

Everyone was told that there will be a quiz on chapters 15-17 on Monday.

Attention was directed to the book packets. Students were reminded to make sure all sections are completed as they read, including the character map at the back.

Spelling list for next week:

Spelling #18

1. requirement – (n) necessity

2. alphabetical – (adj) arranged in the order of the letters of a language

3. extremely – (adv) to a high degree or extent

4. surprisingly – (adv) in an amazing, sudden, or unexpected manner

5. disappointment – (n) feeling of dissatisfaction when expectations are not met

6. improvement – (n) advancement or growth

7. agreeable – (adj) to one’s liking; pleasing

8. regardless – (adv) in spite of everything

9. emotional – (adj) excitable; easily moved

10. unexpected– (adj) coming without warning; unforeseen

The Giver VI

Classes took a mutlitple choice test on chapters 10-14.

HW: read through chapter 16, complete associated packet activities, come in with a significant thought or question about the story.

The Giver V

Copied the spelling list from the board. Since I'd neglected to post the list previously, students have the opportunity to gather those extra credit points tomorrow for filling in the definitions.

Discussed the letter assignment completed before the break. Students were told that more emphasis is going to be placed on written expression and compliance with accepted writing conventions such as punctuation, capitalization, grammar and usage. Written work, especially work done at home with plenty of time, should be edited and completed to the absolute best of each student's ability.

Students need to be done through chapter 14 by tomorrow, with accompanying work in the packet, as well as review chapters 10, 11, and 12. There will be an exam tomorrow on all these chapters.


Vocabulary #17

1. barricade - (n) something that serves as an obstacle; barrier
2. cooperative - (adj) willingness; compliant
3. exaggerate - (v) to overstate
4. lavatory - (n) bathroom
5. nuisance - (n) annoying; a bother
6. concentrate - (v) focus
7. forecast - (v) to estimate or calculate in advance; predict
8. penalty - (n) punishment
9. performance - (n) presentation in front of an audience
10. vocation - (n) -job

The Giver IV

OM: "I thought there was only us. I thought there was only now."

Students took quiz number three on the book. We discussed the OM and the quiz briefly, and explained the homework (see below).


7. A Letter to a Character--and Back

The Assignment:

You've read enough of this work now to meet some characters and see them in
action. Select the character Jonas, from the novel The Giver and write a letter to that character. Write the letter as yourself, the reader. In your letter, you can ask the character questions, make comments on what the character has done, give advice about what the character should do, or anything else you like.

How to set up your letter:

Paragraph 1 Ask your character questions:
Why did they do the things they did? What were they thinking during different events?

Paragraph 2 Make comments to the character.
Make statements to your character regarding decisions they’ve made. Comment on the decisions they made and whether you agree or disagree.


Paragraph 3 Offer advice to your character.
What would you do in their situation? What would you suggest they do next time?


Finished product is to demonstrate proper grammar, spelling, punctuation and paragraphing.

The letter to Jonas is due tomorrow. The reply to the letter, as Jonas, is due Thursday. If tomorrow is a snow day, both letters are due Thursday. They are to be in standard letter form!

Students have been told that definitions are no longer a requirement, although they are still responsible for knowing them for Friday's quizzes. However, 20 bonus points are still going to awarded on Mondays for having them and 10 points if they are done by Tuesday.

The Giver III

OM:

What is the morning ritual? What is its purpose?

Students had a substitute the past two days while my colleagues and I scored the ELA Assessments. Students should have read through chapter 8 by today. Took book quiz number 2 (they took the first yesterday), discussed some issues raised in the story and then continued reading.

Spelling test will be on Monday. Next list follows:

Spelling #16
Vocabulary



appetite (n) – desire, especially for food

drizzle (v) - rain in fine, mistlike drops

emerald (n) - green jewel

fumble (v) – grasp or grope clumsily

interview (n) - meeting of people, as to confer or ask questions

jewelry (n) - gems, or ornaments with gems

optimistic (adj) - having the tendency to be cheerful about life

plural (adj) - more than one

quaint (adj) - pleasingly odd or old fashioned

sacred (adj) - devoted to a god or God

The Giver II

OM:

Why are 'Ceremonies' so important? Give examples from the story.

After a brief discussion about the opening move, spelling list was copied down. Students were reminded about writing meaningful text responses in their book packets. I would like to have up through chapter 4 finished for today, so books and packets will be sent home.

Spelling definitions due on Thursday.

The Giver, by Lois Lowry

Yesterday, book packets were distributed for the new novel we begin today: The Giver, by Lois Lowry. The introductory assignment, which was finished last night for homework, was to read the first page and answer some questions. Most of the work for this book will be done in class. Anything missed will be made up for homework.

Tomorrow, barring the dreadful weather forecast, I will be grading books two and three of the New York State Assessment along with my colleagues. Students will be reading in class and working in the book packets after taking the spelling test.

Below is next weeks vocab list:

Spelling #15
Vocabulary


independent (adj.) – not subject to control by others

meant (v) - to have in mind as a purpose

participate (v) - to take part

nervous (adj.) – jumpy, timid, apprehensive

similar (adj.) - having characteristics in common

familiar (adj.) - closely acquainted

cemetery (n) - a burial ground

delicious (adj.) - affording great pleasure

conference (n) - a meeting of two or more persons for discussing matters of common concern
college (n) - an independent institution of higher learning

Pay It Forward

Last week classes viewed the movie Pay It Forward. Today notes were checked (for a minor grade) and directions for a writing assignment were given. The word 'eulogy' was explained and an example read to the class. Students are to chose a character from the movie and write a eulogy for Trevor, the main character killed at the end.

Make sure it is written from the point of view of a character, and in the format of a eulogy.

Spelling list was (finally!) copied into notebooks. Definitions due on Wednesday.

We start the novel The Giver tomorrow.

Gradebooks are empty! Second semester has begun! All grades from here on in go to building the 3rd marking period averages.

Just in Case....

...there is a snow day tomorrow, I'm posting next weeks spelling/vocab today:

Spelling #14
Vocabulary



resolution (n) - determination, ambition, decision

experimentation (n) - research, testing, investigation

attendant (n) - one who assists, aides, or helps

proposition (n) - a scheme, proposal, plan

appointment (n) - a designated time and place for a certain function; engagement

accidental (adj.) - unexpected, unforeseen

apparatus (n) - machine, device, instrument

accuracy (n) - precision, exactness

theory (n) - an ideal or hypothetical set of facts

requirement (n) - necessity, an essential requisite

ELA State Assessment... Done

The eighth grade completed the state assessment over the past two days. High effort was demonstrated by all students and preliminary (very unofficial) results of the comprehension portion are encouraging. The rest of the test will be scored in school in February. Official State results probably won't be in until Fall.

Classes today tried to watch a Sherlock Holmes instead of seat work. Period three seemed interested, but period seven was... otherwise. Tomorrow, period seven will work in the literature book. Whether or not they get to see the end of the video will depend on the substitute's report as I will be out of the building tomorrow.

Look ahead:

There will be spelling/vocab next week. List will be posted on Friday.

Next week eighth grade classes will be viewing the movie "Pay it Forward" as part of the ELA curriculum. As this is a PG-13 film permission slips will be sent home by the end of the week.

Benchmark III Continued Again

Went over the constructed responses today, and wrote best answers in booklet. Also a planning page for the essay which will be written tonight for homework.
The comprehension part of the test was sent home last week and done over without students knowing which answers were incorrect. The result was encouraging. many students improved their score, some significantly. However, they will need to do their very best on the one shot they have this coming Monday. many students proved they didn't do their best initially on this benchmark.

Of course, giving them the test on the first day back after the holidays may be a factor.

Benchmark III Continued

Academic classes started the listening portion of the benchmark. The passage was read and notes were taken. Students underlined key words in the directions to the constructed responses. They are to write the answers to these questions (27,28,29) in their notebooks for homework. We'll go over them tomorrow and write corrected answers into booklets. We'll also get the planning page for the essay completed.

No spelling/vocab this week or, probably next, while we focus all attention on the benchmarks and next weeks state assessments.

Benchmark III

Took the comprehension portion of the thrid benchmark test during third period. Seventh period started the "A Christmas Carol" essay, to be finished for homework. (Directions can be found in the previous post.) Third period will start their essay tomorrow.

Note: Anyone who missed the movie or parts of it, may have extra time to rent the movie. Deadline, however, is Monday.

Reminder: ELA State Assessment is coming up fast (January 14th and 15th). Also, this marking period is shorter than the others, ending on the 25th.

Stay focused!

A Christmas Carol

Apologies for the silence the past few days!

Briefly, since the last entry we worked more in the poetry packet with the goal of become better readers of poetry and developing greater understanding of the figurative language and literary devices used in poetry (see vocabulary in the last entry).

Putting poetry to the side until after the holidays, we began watching A Christmas Carol, based on the well known story by Charles Dickens. The classroom emphasis is on the theme of the story and especially the transformation of Ebenezer Scroge. Students are taking notes which will be used to write an essay after the break. The essay directions are as follows:

A Christmas Carol is the story of the transformation of Ebenezer Scrooge. Certain events in the story are important in this character’s change. In a well written essay, describe the transformation. In your essay, be sure to:

• Contrast Scrooge’s character with that of the other characters in the story.
• Discuss the importance of each spirit: past, present and future.
• How is Scrooge changed? What is the theme of the story? Explain.
• Include specific details from the story in your essay.

(Extra credit will be given to anyone who comes back from vacation with a first draft already written. The final copy will be written in class. This is not mandatory.)

There is no spelling/vocab this week, nor will there be the week we get back from break. At this time, the third benchmark is scheduled for the Wednesday we return, Januray 2nd.

If a reason comes up to post tomorrow I will. If not, a safe and pleasant holiday to one and all.

All the best for the coming New Year,
Mr. Lambert

Poetry II

As this is a long entry, I'll put the homework up here:
Passage: The Young Sea by Carl Sandburg
Study vocab

Opened with another poem by Robert Frost:

DUST OF SNOW by Robert Frost

The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued*.

(rue: to feel sorrow over; repent of; regret bitterly)

Students considered mood, author's purpose and rhyme scheme. Afterwards we continued discussing the vocabulary of poetry:

Alliteration:
The repetition of the same or similar sounds at the beginning of words. Some famous examples of alliteration are tongue twisters such as Betty Botta bought some butter and Peter Piper picked a peck of pickled peppers.

Ballad:
A poem that tells a story similar to a folk tale or legend and often has a repeated refrain. The Rime of the Ancient Mariner by Samuel Taylor Coleridge is an example of a ballad.

Lyric:
A poem, such as a sonnet or an ode, that expresses the thoughts and feelings of the poet. A lyric poem may resemble a song in form or style.

Metaphor:
A figure of speech in which two things are compared, usually by saying one thing is another, or by substituting a more descriptive word for the more common or usual word that would be expected. Some examples of metaphors: the world's a stage, he was a lion in battle, drowning in debt, and a sea of troubles.

Narrative:
Telling a story. Ballads, epics, and lays are different kinds of narrative poems.

Personification:
A figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as possessing human form, as in Hunger sat shivering on the road or Flowers danced about the lawn.
Rhyme:
The occurrence of the same or similar sounds at the end of two or more words. When the rhyme occurs in a final stressed syllable, it is said to be masculine: cat/hat, behave/shave, observe/deserve. When the rhyme ends with one or more unstressed syllables, it is said to be feminine: vacation/sensation, reliable/viable. The pattern of rhyme in a stanza or poem is shown usually by using a different letter for each final sound. In a poem with an aabba rhyme scheme, the first, second, and fifth lines end in one sound, and the third and fourth lines end in another.

Rhythm:
The pattern or flow of sound created by the arrangement of stressed and unstressed syllables in a line of poetry.

Simile:
A figure of speech in which two things are compared using the word "like" or "as." An example of a simile using like occurs in Langston Hughes's poem Harlem: "What happens to a dream deferred?/ Does it dry up/ like a raisin in the sun?"

We took sometime to read and listen to the song Helplessly Hoping by Stephen Stills. This song is a great example of alliteration:

Helplessly hoping her harlequin* hovers nearby
Awaiting a word
Gasping at glimpses of gentle true spirit
He runs, wishing he could fly
Only to trip at the sound of goodbye

Wordlessly watching, he waits by the window
And wonders at the empty place inside
Heartlessly helping himself to her bad dreams
He worries, did he hear a goodbye
Or even hello

{Refrain}
They are one person
They are two alone
They are three together
They are for each other

Stand by the stairway, you'll see something
Certain to tell you confusion has its cost
Love isn't lying, it's loose in a lady
Who lingers, saying she is lost
And choking on hello

(harlequin: a buffoon, fool)

Poetry

Monday:

Copied spelling list. Period 3 recieved back work, some of which was recorded and added to portfolios. Started poetry packet. Intodruced the different types of poetry: ballad, narrative and lyric and showed an example of each.

HW: passage "How My family Became Green"

Tuesday:

OM: Read "A Patch of Old Snow" by Robert frost. What is the mood? How do you know?

A Patch of Old Snow
By Robert Frost

There's a patch of old snow in a corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.

It is speckled with grime as if
Small print overspread it,
The news of a day I've forgotten--
If I ever read it.

HW: Vocab definitions
Extra Credit! Find a poem, copy it and write a few paragraphs which answer the questions: Why did you choose this poem? What type of poem is it? (lyric, ballad or narrative) What is the mood of the poem? Explain why you think so. What do you think the Author's purpose is? Again, why do you think so. (Details fron the poem are needed in each explanation.)

Listening Activity, Continued

Took the spelling test today and started writing the essay based on the planning page completed for homework last night.

Here's next week's somewhat randomespelling/vocablist:



Spelling #12
Vocabulary

permission (n) - consent, authorization

questionnaire (n) - list of questions to obtain information

recess (n) - a break or pause, intermission

substitute (n) - replacement, representative, alternate

trespass (v) - intrude, violate

universe (n) - cosmos

verify (v) - to establish the truth or accuracy

Wisconsin (n) - the “Badger State”

yoga (n) - a system of exercise for attaining bodily or mental control and well being

zucchini (n) - a summer squash

Listening Activity

Yesterday, classes continued the Rifkaactivity in the litereature book, and were given a passage to complete for homework.

Today, we started a listening activity aspracticefor the assessment. The passage was read to the class and notes were taken. Students are to complete the constructed responses and the PLANNING PAGE for the essay for homework.

Also, study for spelling/vocab quiz.

"Letters From Rifka"

(Note: Due to the two hour delay yesterday, period 3 missed class with me. They'll be a day behind period 7 for a while.)

Classes read an excerpt from the novel "Letters From Rifka," a story about a young girl's journey from Russia to America, in the litereature book. This part describes an experience on Ellis Island. Summaries were written in the text-response section of their notebooks every second page.

Vocab definitons due tomorrow. Some students do owe work... especially the essay rewrites from 7th period.

Assessment Practice: Reading and Writing

Checked planning pages for essay and began writing the essay. Any part of the packet not finished, especially the essay, must be finished for homework. Any reading passages not done due to absence must be handed in on Monday, answered and with passages chapter titled and proofed.

This weeks spelling quiz will also be on Monday.


Spelling #11
Vocabulary



they’re (cont) - they are

there (adv) - in or at that place or position

their (adj) - of or relating to them

experience (n) - involvement, exposure, background

obstacle (n) - obstruction, hurdle

beautiful (adj) - attractive, good-looking, lovely

persecution (n) - oppression, harassment

difficult (adj) - demanding, laborious, burdensome

immigration (n) - coming into a new country for permanent residence

definite (adj) - clear, precise, exact