September 22, 2017 Daily Agenda

Friday, September 22^nd:

1^st Period:

Library

Went over bibliography/work cited
Watch video "MLA 8 Style Guide"
Look at the resources listed under work cited
Cite link on the library website
Continue your research in the digital library or on the internet
Apply "CRAAP"
Resources:
Owl Perdue - invaluable resource for the following informatin:
Online Writing Style
Work Cited Page 

Assignment:

Three work citations on relevant books, etc. for senior project

3^rd Period:

Kitty Wants a Corner

Presentations of Final Scenes
 "Runaways"
Natyllie
Quiz

"Genuises"
Ann Maria
Aliyah

"Eye Contact"
Emily

"Shopping"
Aleks
Mayte

"Caught"
Sierra

4^th Period:

Acted out scenes from The Most Dangerous Game

Got up to the first refusal from Rainsford to hunt with Zaroff
Actors: Julian, Idalia, Milan, Bianca
Contributors: Yessenia, Lizbeth A., Lizbeth L., Alejandra, Cierra 

5^th Period:

Final Presentations of The Entrance Game
Michelle - World's Worst Security lets a robber go after a heist
Resentful that no one gives her credit for her work as a security guard
Helper - Grace, blatant robber

Joan - butting in on another guy's gym workout; tries to give "advice" but clearly does not know what he is talking about
 Helper: Pedro blows up at the guy who is criticizing his workout form

Pedro - good diligent worker who is about to be fired from his job
Helper: Joan informs his friend he is about to be fired
Pedro, enraged, goes offstage to confront his boss. We hear a hellacious fight offstage between him and his boss.
Very funny, sly, witty, ironic, and clever

Angel - world's most obnoxious restaurant customer
Helpers: Vlad - cook
Helpers: Jessica - hostess
Angel - very funny, clever, crazy, beyond difficult customer: "I've been to Scientology twice and Wisconsin once!"

6^th Period:

Reading Logs!

Scene Number, and the pages

Brief summary:

Characters:

Character name:

Quotations:

Characteristic revealed by the quotation
Figurative Language:

Metaphor:

Quotation

What is being compared to what?

What is revealed by the comparison?

Imagery:

The quotation

What is being described? And how?
Irony:
Quotation
Why is it ironic?

Notes about the reading logs: You need to include the characters who are in the scenes.
You need to find at least one example of figurative language
You need to include any ironic references. 

Tone and Mood Analysis of "By the Waters of Babylon" and "The Tell-Tale Heart"

To download "Tone and Mood Analysis of 'By the Waters of Babylon" and "Tone and Analysis of 'The Tell-Tale Heart'",  please go to the link marked "Tenth Grade Downloads" to the right of this page.

2014 Fall Semester Outline for 10th Grade English

2014 Fall Semester Outline for 10th Grade English

1st Week: August 13 - 15

Hand out syllabus

Getting to know you games 

Check out books

Assign Vocabulary F, Unit 1

2nd Week: August 18 - 22

Read “The Bet”

Vocabulary Book

Round Table Discussion 

Grammar:

Active and Passive Voice

Grammar Handout Worksheet #5; page 39 
Vocabulary Unit 2

3rd Week: August 25th - 29

Holt Handbook: 

Active/Passive Voice

Pages 199 - 203

Exercises 15 - 16

Dramatize the Story 

“The Bet” Essay Outline 

4th Week: September 2 - September 5

Read “By the Waters of Babylon” (training.nms.org)

Dialectical Journal

Answer questions 1 - 6 on page 273

Graphic Organizers from “Laying the Foundation”

Analyzing writer’s use of diction to create tone

Cloud: “Foreboding: Feelings that contribute to a sense of foreboding”

“Brief Writing Assignments”:

Write about a time when you had a sense of foreboding

T-Graphic Organizer: Diction and Imagery from “Babylon”
Vocabulary Unit 3 

5th Week: September 8 - 12

“Fill in the Blank Templates”

Details 

“Identifying Figurative Language”

Language

Sentence Structure
“Timed Writing Assignment” 

“Point of View”

Types of Sentences: 
Sentence Combining and Notes from the A.P. Book

Cumulative

Parallelism

Appositive

Periodic 

Dashes or Ellipses

6th Week: September 15 - 19

"The Pit and the Pendulum" 
Vocabulary Worksheets for "The Pit and the Pendulum" 
Graphic Organizers
Analyzing writer's use of diction to create tone
Fill in the Blank Templates
Details
Identifying Figurative Language

7th Week: September 22 - 26
Continuing work on "The Pit and the Pendulum"

8th Week: September 29 - October 3
Perspectives in Multiculturalism (two weeks)

October 15: Begin MACBETH

Common Core Assignments

Lesson Plan: The Bet

Week Two:
Read "The Bet" by Anton Chekhov
Discussion of:
Theme
How to determine theme
Find several phrases from story that might reveal theme.
Does the character change?
How does the character change?
Why does the character change?
Characters:
Flat or Round

Vocabulary Notebook:
Using the vocabulary words from the story, write your own short story. Create a plot in which at a certain point in the story, the verb tense changes from active voice to passive voice to express the characters' mood or change in situation.

Round Table Discussion:
Divide into groups of four
Round-Robin discussion of the attorney's views
Prepare a brief summary of the group's response to the lawyer's philosophy

Dramatize the Story:
Write a scene in which the lawyer has escaped and finds himself in a lodge some distance away. He hasn't spoken to anyone in fifteen years but decides to confide in a stranger. Write a dialogue in which he speaks for the first time as a "free man".  The partner will develop his/her own character and respond to the lawyer's story.

Grammar:
Active/Passive Voice
Find a paragraph in which Chekhov uses verbs in the passive voice. Make a list of the subjects and their passive verbs. How would you rephrase each sentence so that it uses an active verb?

WRITING AND READING SKILLS HANDBOOK
Grammar Handout:
Worksheet #5
Page 39
Examples A and B

HOLT HANDBOOK
Active/Passive Voice
Pages 199 - 203
Exercises 15 and 16

Discussion Questions for "The Bet" Printable Version (opens in new window). Please read about these questions here. Possible Questions for Students to Answer While Reading the Text: Answer the Banker's question: "Which executioner is the more humane, he who kills you in a few minutes or he who drags the life out of you in the course of many years? What is meant by "The State is not God"? Do you think the lawyer is right that the "death sentence and the life sentence are equally immoral"? Why or why not. Do you agree with the lawyer that "To live anyhow is better than not at all?" Why do you think the lawyer takes the bet? What do you think this says about this life? Why does the narrator call the bet "wild" and "senseless"? Why does the narrator call the lawyer an "unhappy man"? Do you think the lawyer is unhappy? Why or why not? What does the lawyer mean when he says that "desires are the worst foes of the prisoner"? Is this true? Why are the novels that the lawyer reads in the first year characterized as "light character"? Why does the lawyer move from novels of "light character" to the "classics"? Is this a step up or a step down? Explain. What are "classics"? How would they differ from novels of "light character"? Why, after reading the classics for three years, does the lawyer act the way he does (angrily talking to himself, not reading books, throwing his writing away, crying)? In the sixth year the lawyer devours over six hundred volumes of language, philosophy and history. Why do you think he is so motivated? The lawyer writes in his letter, "The geniuses of all ages and of all lands speak different languages, but the same flame burns in them all." What does he mean by this? Is this true? When the lawyer speaks of the "unearthly happiness" he feels what does he mean? Why, after reading over six-hundred volumes in four years would the lawyer spend one year reading the Gospel (another translation renders it "New Testament")? Why does the banker characterize the Gospel as "one think book easy of comprehension"? Is the Gospel easy to comprehend? Why or why not? In the last two years the lawyer reads a little bit of everything. Why is this? The narrator characterizes his reading as "a man swimming in the sea among the wreckage of his ship, and trying to save his life by greedily clutching first at one spar and then at another." What does this mean? Is this true? Why does the banker call the bet "cursed"? Why does the banker fear being pitied by the lawyer? A paragraph in the second half of the story begins, "It was dark and cold in the garden. Rain was falling. A damp cutting wind was racing about the garden, howling and giving the trees no rest." How does this language and atmosphere relate to what is going on in the story? The lawyer looks terrible, much older than his 40 years. Why? Why does the lawyer write that he despises "freedom and life and health, and all that in your books is called the good things of the world"? The lawyer writes that he has experienced all kinds of things in books: love, hunting, mountain climbing, storms, miracles, religions, wars, etc. Is reading about something the same as experiencing it? Which is better and why? Is the lawyer proud? If so, is he too proud? What does the lawyer mean by, "You have taken lies for truth"? Can you think of any examples of people doing this? The lawyer marvels at those who "exchange heaven for earth"? What does he mean by this? The lawyer once saw the two millions as "paradise," but now he despises the money. Why? Wouldn't it have been better to take the money? Why or why not? Why does the banker think of the lawyer as a "strange man"? Is he a "strange man"? Why does the banker have contempt for himself after reading the lawyer's letter? In what ways is the lawyer a different man? In what ways is the banker a different man? Would you take such a bet? For 5 years? For 1 year? Why or why not? Did you like this story? Why or why not? Lesson Plans for “The Bet” by Anton Chekhov Define solitary confinement Define criteria for lawyer’s imprisonment Journal topic: Would you be willing to remain in solitary confinement for two million dollars? What are qualities of a well rounded human being? Real life experience vs. Book learning  As we read, note vocabulary and literary elements and devices After the second flashback, pause to predict the story’s direction/conclusion Question author’s purpose/point of view in reading log  Identify and explain story elements, including: Author’s use of direct and indirect characterization Use of plot development Subplot Parallel episodes Climax Revelation of character  through: Dialect Dialogue Dramatic monologues Soliloquies Identify and explain significance of literary devices:  Metaphors Imagery Symbolism Flashback Foreshadowing Sarcasm/Irony Oxymoron  Culminating Written Extension:  Alternate Ending What Happens Next? A Persuasive Paper arguing position of the young man

Essay Topics for 10th Grade Finals

Essay Topics for For Whom the Bell Tolls:

Choose one topic and write a minimum of a three page essay using 1.5 spacing and 12 font. You should use quotations and evidence from the text to support your thesis.

1. What is the novel's message about romantic love in the context of war? Can they co-exist?

2. What commentary is the novel making about death and its various forms? Is there such a thing as a good death?

3. According to the novel, how should power be shared among the citizens of a country? What form of government is fair?

4. What does For Whom the Bell Tolls say about man and his relation with the natural world or nature?

5. Analyze the character of Robert Jordan. Does he develop throughout the course of the novel? If so, is this development positive or negative?

6. Analyze and evaluate the character of Pablo. How do other characters react to him? Is there more to him than meets the eye? Why does he behave the way he does? By the novel's end, is Pablo a hero, a villain, or something in between? Give textual evidence to support your argument.

7. Analyze, compare and contrast the two characters of Pilar and Maria.  Hemingway has been accused by many critics of endorsing a gender hierarchy by portraying female characters as weak and submissive. Does this novel fit this pattern? Analyze the two female characters and use them to evaluate Hemingway's portrayal of women in this novel.

8. Analyze and evaluate Gypsies', or more correctly, Romas' portrayal in the novel. How does Hemingway represent these people in the novel? What connections are made between Romas and superstition, to the supernatural, to Spain, to the Spanish Civil War? Analyze the character of Rafael. Is Rafael a positive or negative character, and are these attributes related to his status as a Roma?

9. Analyze Anselmo as a foil to Robert Jordan.

10. Does the novel suggest that our destinies have been predetermined, that we have free will, or some combination of these two ideas?

11. What commentary does the novel make about ethics in wartime?

12. What kind of commentary does the novel make about sexual trauma and recovery?

13. According to the novel, in the context of war, should an individual always follow orders, or should he, on occasion, make independent decisions, even if they are contrary to previously given orders?

May 27, 2014 - May 30, 2014 Weekly Agenda for 10 B English

Tuesday, May 27th:
Read Catcher in the Rye
Vocabulary, Unit 7 will be due today

Wednesday, May 28th:
Shortened Day
Read Catcher in the Rye
Discussion

Thursday, May 29th:
Assign essay topics
Review essay structure
In class work on "Tracing the Motif"

Friday, May 30th:
Work on essay
Essay will be due on Monday, June 2nd, the day of the final.

May 19, 2014 - May 23, 2014 Agenda for Tenth Grade English

Monday, May 19th:
Read Catcher in the Rye
Assign Vocabulary, Unit 7; this will be due on Tuesday, May 27th

Tuesday, May 20th:
Read Catcher in the Rye
Work on vocabulary

Wednesday, May 21st:
Read Catcher in the Rye
"Tracing the Motif": red hunting cap, cigarettes, "moron", ducks in Central Park
Work on vocabulary

Thursday, May 22nd:
Read Catcher in the Rye
Work on vocabulary

Friday, May 23rd:
Read Catcher in the Rye
Work on vocabulary