Wednesday, February 25

Today we completed book 9, so students must read book 10 for Thursday. Also, each student created his or her personal odyssey including ten significant events from his or her life.

We will attempt to read through book 10, but we may carry that over to Friday.

Regardless, Friday we will have a vocabulary quiz over the 10 words we've discussed in the past week.

The new words include:
-lament: to mourn deeply; to feel or express sorrow or regret; sorrow, moan, weep, hurt; I lamented Heath Ledger's death.

-fawn: (pg 107)–to behave affectionately; flatter, butter up, brownnose, kiss up

-intrigue (noun) – scheme or plot; trickery, plan, conspiracy, “The intrigue caused many to fear.”

-defile- to corrupt or violate; dishonor, stain, make impure; “It hurts others when you defile their property or character.

-renowned: famous; well-known; superstar

-smite: strike hard; hit; whack

-tantalize (124) to torment by keeping something desirable out of reach; bitter disappointment; provoke, taunt, frustrate, tempt;

-prodigious (125): – extraordinary, marvelous, monstrous; gigantic, immeasurable; I was honored to receive such a prodigious scholarship.

**Remember you can earn extra credit for bringing in vocabulary words you find in your reading. You must follow the four square examples from class.

NEW WEEK: Monday, February 23

Today, instead of taking a quiz, we reviewed book 8 as a class. The students all wrote two questions about the book, and then in pairs, they answered others' questions.

Skype chats-tonight (Monday) 7-10 pm AND Thursday 7-10 pm for assistance on research papers and/or questions on the reading for the next day

Two new vocabulary words:
1) intrigue- scheme or plot; trickery; Poseidon's intrigue against Odysseus caused him many problems along his odyssey.
2) defile- to violate or corrupt; to make impure; It is rude to defile someone's property or character.
-Other words to know: odyssey, Greek for Calypso
**Vocabulary quiz FRIDAY**

Began creating our personal odysseys (timeline of our lives). Each student must include ten significant events that have occurred in his/her lifetime. These are due tomorrow (Tuesday).

Read book 9 for Tuesday.

Thursday, February 19

Quiz over books 6 & 7.

Acted out books 6 & 7.

Review from previous days:

odyssey- a long, wandering and eventful trip; quest; adventure

Calypso (in Greek)- to conceal or cover; hide; disguise

Notes:

2 Characteristics (strengths) of Odysseus: 1) His ability to endure  2) His ability to think for himself under pressure

Homeric simile: an extended (long) comparison using like or as; written by Homer (the author)

Heroism: Odysseus thinks it's better to die in battle than to die in the sea.  

Role of women: Up to this point, they have been the ones to help Odysseus (Athena, Nausicaa, Arete, Calypso, Ino)

Poseidon: Angry with Odysseus still, and he's related to the Phaeacians. (warning sign!)

Why doesn't Odysseus reveal himself to King Alcinous and Queen Arete immediately?  He just met them, so he still fears/distrusts them.  Just like we don't share who we are with strangers.  We tell them a little bit, but we don't tell them our whole life story right off the bat.

**Keep reading for setting, characters, and plot.

**Look for vocabulary words.

**Thursday: Night off of reading!

**Over the weekend: Read Book 8.  Quiz on Monday.

Slight CHANGE to schedule

Note the following change to the schedule:

Wednesday night, you must read books six (6) AND seven (7) to discuss in class Thursday. You will have a double quiz covering both books, so BE PREPARED.

Thursday=no reading assignment. Enjoy a night off!

Friday will be a reflection day with Mrs. Feller. Read chapter 8 over the weekend and come ready to be quizzed on it Monday.

Keep looking for vocabulary, and keep an eye out for setting, characters, and the major events of the books you read.

Also, take note of any character strengths or weaknesses you see in Odysseus.

Daily Agenda 3/11

Today's Activities:
* Double history period -- meet in Ms. Hercules' room

Today's Announcements:
* Last day for interviews = today
* Vocabulary 19-20 due today

Daily Agenda 3/4

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will explain how the author uses stylistic devices such as simile, epithet, Homeric simile, metaphor, personification, anthropomorphism, alliteration, foreshadowing, repetition, and symbol to achieve particular effects in an epic.

Today's Standards:
10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12

Today's Activities:
* Discuss book 10
* Begin reading / discussing book 11; finish the rest for HW

Today's Announcements:
* Vocabulary 17-18 due TODAY
* Any questions regarding interview assignment ? Due Friday 3/7.
* Calendar adjustment: HW: finish book 11; print out book 12 notes for class tomorrow and book 13, if they're posted -- wait until 5pm please

Daily Agenda 3/3

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will explain how the author uses stylistic devices such as simile, epithet, Homeric simile, metaphor, personification, anthropomorphism, alliteration, foreshadowing, repetition, and symbol to achieve particular effects in an epic.

Today's Standards:
10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12

Today's Activities:
* Receive interview assignment handouts
* Discuss requirements for interview, due by Friday
* Discuss book 9
* Begin reading / discussing book 10; receive book 10 notes

Today's Announcements:
* Vocabulary 17-18 due Tuesday of this week
* Calendar adjustment: HW: finish book 10; print out book 11 notes for class tomorrow

Daily Agenda 2/19

Today's Objectives:
* Students will recall information in book 1 of the Odyssey for a quiz. (knowledge, 1)
* Students will paraphrase and discuss plot elements of book 1 of the Odyssey. (comprehension, 2; synthesis, 5)

Today's Standards:
Reading: Literary Response and Analysis, 10.3

Today's Activities:
* Discuss grades / receive grade sheets / return graded papers
* Collect book money
* Discuss objectives / standards
* Quiz, book 1
* Discuss book 1

Today's Announcements:
* Last day to turn in vocab lessons 11-12 is today
* Vocab lessons 13-14 due today
* Please bring book money
* Objectives / standards
* Importance of reading assigned work / college prep
* Print off book 2 notes (if you want them for discussion tomorrow)

Daily Agenda 11/27

Today's Agenda ~

* Work day for short stories (middle seats open please)
* Essay conferences
* Announcements: vocabulary due today; persuasive final copies due Monday 12/3; conferences and work day continue tomorrow; short story due at the end of the period tomorrow

Daily Agenda 10/15

Today's Agenda --

* Pick up assignment sheet and sample student work for literary analysis paper
* Pick up Frederick Douglass books and sign number and name on sheet
* Discuss literary analysis requirements
* Announcements: turn in Darfur letters TODAY; vocab 17-18 due TOMORROW; sign up sheets with topics posted tomorrow; choose topic by Wednesday 10/17
* read / discuss chapters 8-9 in Night (did not finish in 7th period)
* Look at sample outline / essay / etc.

Daily Agenda 10/9

Today's Agenda ~
* Darfur
* Business letter
* Announcements: vocab 15-16 due today; quote reflection essay due today
* Read chapter 5 of Night

Daily Agenda 10/8

Today's Agenda ~

* Received playing card / new seats per suit
* Discuss / reflected / connected per the activity
* Announcements: vocab 15-16 due tomorrow; quote reflection due tomorrow; read to page 82 in Night for tomorrow
* Read in Chapter 5 (finish for HW)
* (7th period only) : conferenced re: quote reflection essays

Daily Agenda 10/2

Today's Agenda ~

* Quiz on chapter 3 of Night
* Announcements: vocabulary lessons 13-14 due TODAY; bring Night book tomorrow and Thurs.
* Explain chapter 4 reflection paper (response to lit), due Tuesday, Oct. 9

* sample incorrect response
* sample correct response

Daily Agenda 10/1

Today's Agenda ~

* Discuss chapter 3 of Night (weekend reading assignment)
* Continue reading chapter 3 (finish for homework pages 46-54)
* Announcements: vocabulary lessons 13-14 due TOMORROW; chapter 3 quiz tomorrow
* Journal / reflection activity:

Reflect on the following quote:
"At about noon they brought us soup: a plate of thick soup for each person. Tormented though I was by hunger, I refused to touch it. I was still the spoiled child I had always been. My father swallowed my ration" (Wiesel).

Paragraph 1: Explain how it describes Elie, his father, and how it pertains to the story.
Paragraph 2: Relate it to yourself. (details!)

Daily Agenda 9/25

Today's Agenda ~

* Brief bio of Wiesel (notes)
* Receive Holocaust vocabulary handout
* Announcements: vocabulary 11 & 12 due TODAY ; bring Night book and binder tomorrow
* Begin chapter 1
* Discuss literary devices and compare/contrast with Frederick Douglass
* Read silently to page 21
* Discuss important passages for reflection

Daily Agenda 9/24

Today's Agenda ~

* Turn in "6,000,000 interpretation"
* KW(L) of Holocaust / discussion

* Announcements: begin Night tomorrow and receive Holocaust vocabulary tomorrow; vocab 11 & 12 due tomorrow -- remember 10% late penalty (2 points) per DAY for late work

* Brief history of Holocaust / discuss KW(L) charts
* Jewish bio sheets
* Turn in notes for grade

Daily Agenda 9/10

Today's Agenda ~

* Finish discussing "Conscientious Objector" -- literary device sheet out please

* Announcements: vocab #7-8 due tomorrow; last day to turn in vocab #5-6 is tomorrow; autobiography final copies due Wednesday 9/12, must be typed, 2 copies; email me for questions OR to print out your paper
*extra credit: logic puzzle OR parent at Open House on Wednesday (YOU do not have to attend); 15 points each
* OPEN BOOK Frederick Douglass quiz either Thursday or Friday over chapter 11, appendix, run-ons and fragments

Daily Agenda 8/29

Today's Agenda ~

* Regular seating
* Review grammar worksheets from yesterday:

1. passed / past --> I walked past Dr. Walker. I passed Dr. Walker in the hall.
2. moral / morale --> The cupcakes were an excellent boost for the team's morale. The moral of the story was to be careful who to trust.
3. stationary / stationery --> The teacher used pretty stationery to send home progress reports. A fire hydrant is stationary; it cannot be moved.
4. lead / led / lead --> The drum major will lead the band. The teacher led the class to the auditorium. The lead in my pencil broke.

* Discuss chapter 5 and chapter 6 of Frederick Douglass. NEED THE STUDY GUIDE? CLICK HERE!
* Poetry: "All" by Bei Dao -- connect to literary devices

• repetition / anaphora
• paradox / antithesis / hyperbole
• figurative language
• mood / tone
• speaker / unreliable narrator (?)
• couplet
• stanza
• free verse poetry
• connotation / denotation
• imagery

* Vocabulary review, lessons 3-4: emissary has to do with a person on a mission. herald is a messenger.
* Announcements: no textbooks tomorrow; bring Frederick Douglass books tomorrow; quiz over grammar concepts (commonly confused words) and chapters 5-9 on FRIDAY; rough drafts returned on Friday
* Progress reports need to be signed and returned by this Friday
* Read / start discussing chapter 7 in Frederick Douglass.

* Standards met today: 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.3.7, 10.3.12, 10.3.13,

Standard 5, Writing

Standard 5, Writing: Applications (Different Types of Writing and Their Characteristics)

At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, Grade 10 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:

10.5.1
Write biographical or autobiographical narratives or short stories that:
• describe a sequence of events and communicate the significance of the events to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings.
• pace the presentation of actions to accommodate changes in time and mood.
Example: After reading an example of an autobiography, such as Helen Keller’s Story of My Life, use the structure of the autobiography to compose an autobiography of your own.

10.5.2
Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support statements with evidence from the text.
• demonstrate awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
• extend writing by changing mood, plot, characterization, or voice.
Example: After reading a short story, such as “The No-Guitar Blues” by Gary Soto, “The Lottery” by Shirley Jackson, or “The Metamorphosis” by Franz Kafka, write responses that address each of the bulleted points.

10.5.3
Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic.
• include visual aids by using technology to organize and record information on charts, maps, and graphs.
• anticipate and address readers’ potential misunderstandings, biases, and expectations.
• use technical terms and notations correctly.
Example: On self-selected appropriate topics, keep an academic log that lists essential student-generated questions on the topic, information in response to each question from a variety of sources including word, pictorial, audio, and Internet resources complete with accurate citations. When each question has been researched, summarize in your own words how you would synthesize the information in order to arrive at an overall thesis on the topic. Write an essay on the thesis.

10.5.4
Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
• use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
• address readers’ concerns, counterclaims, biases, and expectations.
Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings.

10.5.5
Write business letters that:
• provide clear and purposeful information and address the intended audience appropriately.
• show appropriate use of vocabulary, tone, and style that takes into account the intended audience’s knowledge about and interest in the topic and the nature of the audience’s relationship to the writer.
• emphasize main ideas or images.
• follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents’ readability and impact.
Example: Write a letter of support or complaint in response to service that you received at a store or restaurant. Address the letter to the manager, including a clear account of the incident and requesting that he or she take appropriate action in response.

10.5.6
Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that:
• report information and express ideas logically and correctly.
• offer detailed and accurate specifications.
• include scenarios, definitions, and examples to aid comprehension.
• anticipate readers’ problems, mistakes, and misunderstandings.
Example: Take notes while watching or listening to a physical therapist give instructions on the proper way to lift, carry, or move large objects. Incorporate these notes into a safety manual to be used in the classroom or in a job setting.

10.5.7
Use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund.

10.5.8
Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

Research Application

10.5.9
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations.
• synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions.
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
• demonstrates that sources have been evaluated for accuracy, bias, and credibility.
• organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).
Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such as “Shakespeare’s Globe Theatre Restored,” and Web sites by using a key word search for “Shakespeare” and “Globe Theatre.” Explain why the theatre was significant in the development of Shakespeare’s works.

Standard 1, Reading

Standard 1, Reading: Word Recognition, Fluency, and Vocabulary Development

Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.

Vocabulary and Concept Development

10.1.1
Understand technical vocabulary in subject area reading.
Example: While using a word-processing program on the computer, learn new terms and special meanings for words from the manual and online help feature: control, enter, insert, format, font, template, page break, file, and folder.

10.1.2
Distinguish between what words mean literally and what they imply, and interpret what words imply.
Example: Understand descriptive phrases when reading, such as A man’s feet must be planted in his country, but his eyes should survey the world (George Santayana) or We must be the change we wish to see in the world (Gandhi).

10.1.3
Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor).
Example: Use the myth of Narcissus and Echo to understand the word narcissistic. Use the myth of Procrustus to understand the word procrustean.

10.1.4
Identify and use the literal and figurative meanings of words and understand origins of words.