THURSDAY December 23

Objective: Students will continue their research on the authors they have chosen for their research paper.

Journal: FREE WRITE ***JOURNAL CHECK TODAY!!!  TODAY'S JOURNAL WILL BE YOUR 9th SINCE THE LAST CHECK***

Agenda: Laptop Activity: Continuing Research: Students will continue their research on the author they chose for the research paper.  They will organize the information they collect into the following categories using a graphic organizer: Family Background/Childhood, Education, Stories/Novels, Awards/Noteworthy Achievements, Death/Current Status, and Miscellaneous Facts.

Homework: Have a Happy Holiday Break!!!

WEDNESDAY December 22

OBJECTIVE: Students will create holiday-themed posters using common symbols to represent different holiday people, places and things.

JOURNAL: What are you planning to do over break? (Give details, but not TOO many details)  REMINDER: Tomorrow is a journal check.  Tomorrow's journal will be your NINTH since the last check.

AGENDA: 1) Finish yesterday's assignments: Assigntment 1) Reading "Stopping by the Woods on a Snowy Evening" and "After Apple-Picking" pp. 434-435.  Completing questions #1-6, 9 on pg. 438.  Assignment 2) Drawing a symbol to represent yourself and writing a paragraph to explain how that symbol represents you.

2) Holiday Poster Contest: With a small group, design a holiday-themed poster to be hung in Ms. Winberg's room.  In your posters, try to use as many holiday symbols as possible.  Possible Themes: "The Holidays in Philly," "The Holidays at Randolph," "Holiday Movies," "Holiday Foods," and "Holiday Activities."  Your posters can be serious or funny (funny is preferred) and you are encouraged to be as creative as possible.

HOMEWORK: Write a holiday themed haiku/tanka to present tomorrow in class.

TUESDAY December 21

Objective: Students will analyze symbols in poetry and will be able to explain both the literal and figurative interpretation of each symbol.

Journal: Why is death a topic people always find interesting?  Why is death a common occurrence in both books and movies?  How do people deal with death differently?

Agenda: 1) Symbolism Exercise

2) Read “Stopping by the Woods on a Snowy Evening” pg. 434 and “After Apple-Picking” pg. 435.  Look for symbols in each poem which represent death.

3) Pg. 438 Response & Analysis # 1-6, 9

4) Personal Symbol: Draw a symbol to represent yourself.  The design of the symbol should have significance in representing who you are and what you believe in.  You may also choose to use certain colors in your symbol to represent aspects of yourself.

Homework: Write a paragraph explaining how your symbol represents you.  Explain why you chose your design and coloring and how you feel they represent your personality and beliefs.

MONDAY December 20

WEEKLY STANDARDS: 1.3B, 1.3C, 1.2A, 1.8A, 1.8B, 1.8C

TOPIC: Symbolism

OBJECTIVE: Students will be able to explain what symbols represent to different characters in a story.  students will be able to make inferences about characters in a story based on their actions and dialogue.

JOURNAL: Why do siblings tend to compete with one another?  What causes siblings to be jealous of one another?  Describe a time in your life where you felt a rivalry between yourself and one of your siblings (or a relative who is close to your age).

AGENDA: 1) Review Symbolism and Inference

2) Reading "Everyday Use" by Alice Walker pp. 77-83.  Filling out a "Symbol Analysis" graphic organizer explaining what different symbols mean to different characters.

HOMEWORK: Pg. 86 Response & Analysis #1-4, 6-10, 12

FRIDAY December 17

OBJECTIVE: Students will begin researching the author they chose for their research paper.

JOURNAL: FREE WRITE

AGENDA: 1) Vocabulary Quiz #12

2) Laptop Activity: Beginning Research: Students will begin research on the author they chose for their research paper.  They will organize the information they collect into the following categories: Family Background/Childhood, Education, Stories/Novels, Awards/Noteworthy Achievements, Death/Current Status, and Miscellaneous Facts.

HOMEWORK: Research Update: Inform Ms. Winberg of your progress on your research paper.  What type of information have you gathered so far?  Are you having trouble finding information in any of the major categories?  What have you found out about the author you feel is very interesting?  Do you have any other concerns with the research process?

THURSDAY December 16

OBJECTIVE: Students will be able to find instances of irony in a story and explain why each example is ironic.

JOURNAL: Do you believe in the concept of "mind over matter?"  In other words, if people strongly believe something about themselves, they can make it come true.  For instance, a person who is sick can believe he/she will get better and will end up making a full recovery.  Are people more likely to succeed if they believe in themselves?  How important is it for someone to have a positive outlook?

AGENDA: 1) Practice Quiz for Vocabulary Quiz #12

2) In groups of NO MORE THAN FOUR PEOPLE, you will read "The Last Leaf" by O. Henry and complete a question worksheet on the story.  Everyone must turn in his/her own copy of the work.

3) After reading the story and completing the questions, you will create a VENN DIAGRAM on the back of your worksheet comparing/contrasting "The Last Leaf" with either "Lamb to the Slaughter" or "The Pedestrain."  Focus on the following: setting, mood, irony, foreshadowing, and surprise endings.

HOMEWORK: Study for tomorrow's vocabulary quiz.

WEDNESDAY December 15

OBJECTIVE: Students will be able to find instances of irony in a story and explain why each example is ironic.

JOURNAL: What would motivate a woman to kill her husband?  What would he have to do/say to her to make her want to kill him?  Explain.

AGENDA: 1) Review: 3 Main Types of Irony : Dramatic, Situational, Verbal

2) Reading "Lamb to the Slaughter" pp. 316-326.  Looking for instances of irony in the text and examining each instance.

3) Complete Response & Analysis Pg. 326 #1-8.

HOMEWORK: Complete Vocabulary Development activity "Using Context Clues" on pg. 327.

TUESDAY December 14

OBJECTIVE: Students will be able to describe the mood of a story.  Students will be able to explain how the setting of the story creates the mood.

JOURNAL: The story you are reading today is set in the year 2053.  What do you think the world will be like in the year 2053?  Write a description.

AGENDA: 1) Note-taking: Mood and Setting:

Mood : subtle emotional overtone that can strongly affect our feelings

Setting : the time and place of the action in a story

2) Reading "The Pedestrian" pp. 46-53.  Analyzing mood and setting.

3) Complete Response & Analysis Questions on pg. 53 # 1 - 9

HOMEWORK: Complete Vocabulary Development Worksheet for "The Pedestrian"

MONDAY December 13

WEEKLY STANDARDS: 1.3B, 1.3C, 1.2A, 1.8A, 1.8B, 1.8C

TOPIC: Irony, Mood, Setting

OBJECTIVE: Students will research various authors and select one to be the topic of a research paper.

JOURNAL: Who is your favorite author?  What books/stories have you read by this author?  Why do you enjoy his/her writing so much?  What do you know about the author's life?  Can you relate the author's books/stories to your own life?

AGENDA: 1) Copy New Vocabulary Words and Definitions: Pg. 46 : manifest, intermittent, ebbing, antiseptic, regressive, Pg. 316 : anxiety, placid, luxuriate, administered, premises, consoling, hospitality

2) New Policy: Starting TODAY, your attendance grade will be affected by your classroom behavior.  Currently, you receive 100 pts. per week for your attendance.  For every day you are late to class, you lose 20 points from your grade.  You receive 20 extra credit points for coming to class on time every day for a week.  From now on, if you misbehave in class you will lose points from your attendance grade in the following way:

1st Offense: Warning/Name Written Down
2nd Offense: - 5 pts.
3rd Offense: - 10 pts.
4th Offense: - 20 pts. and Write-Up

***NOTE: Extreme class disruptions will receive an automatic - 20 pts. and Write-Up***

Is the slate wiped clean at the end of the day?  YES.

What happens after you've lost all 100 points for the week?  POINTS WILL BE DEDUCTED FROM YOUR NORMAL GRADE.

Can you still get the 20 extra credit points at the end of the week?  YES, BUT ONLY IF YOU COME TO CLASS ON TIME EVERY DAY AND HAVE NO BEHAVIOR ISSUES FOR A WEEK.

3) Introduction to Research Paper: You will be choosing a famous author to research during the next several weeks.  With this research, you will be composing a formal paper about the life and career of the author.

Important Dates: 
Rough Copy Due:  Monday, January 17th (Late papers will NOT be edited by Ms. W)
Final Copy Due: Friday, January 28th (Late papers will NOT be accepted)

Requirements:
1) Length: 4-5 pages typed/double-spaced

2) Depth: Family Background/Childhood, Education, Stories/Novels, Awards/Noteworthy Achievements, Death/Current Status, and Miscellaneous Facts

3) Bibliography: Minimum of THREE reliable sources

4) Organization: Introduction, Author's Life, Authors Works, Conclusion

5) Weight: 200 points (50 points for Rough Draft, 150 points for Final Copy)

4) Laptop Activity: Researching Authors: Using the list of Famous Authors given to you, briefly research authors you may be interested in writing your research paper on.  If you can't find an author on the list who you are interested in, you may find an author who is not on the list to research.  NOTE: If you want to research an author who is NOT on the list, you need to get Ms. Winberg's approval FIRST.

HOMEWORK: Research Paper Proposal: Write a paragraph explaining which author you have chosen to write your research paper on.  Explain why you chose this author and give a brief background on the author based on the preliminary research you conducted today in class.  If more than one student chooses the same author, the student with the best proposal will be assigned to that author.

FRIDAY December, 10

OBJECTIVE: Students will compare/contrast heroes based on their heroic acts and qualities.  Students will examine the theme of chivalry across multiple texts.

JOURNAL: FREE WRITE

AGENDA: 1) Vocabulary Quiz #11

2) "Sword in the Stone" video clip

3) Reading "The Man in the Water" pp. 274-277.  Looking for heroic acts and chivalry.

4) Complete Response & Analysis Questions # 1, 3, 4, 5, 6, 8, 10, 11

HOMEWORK: Mini-Essay: Is chivalry dead?  Compose a 10-15 sentence essay in which you explore the existence (or non-existence) of chivalry today.  Site examples of recent events which show chivlary still does/does not exist.  You may also use personal examples.

THURSDAY December 9

OBJECTIVE: Students will examine the legend of Sir Lancelot looking for examples of chivalry.

JOURNAL: Vocabulary List #11: Practice #3

AGENDA: 1) Review chivalry, romance and knightly quest.

2) Reading "Sir Lancelot du Lake" pp. 652-656:  Break into groups of 4-5 and read the legend of Sir Lancelot.  As you read, complete the yellow block questions for "Summarizing" # 1-3.

3) Complete Response & Analysis questions on pg. 658 # 2, 3, 7, 8


HOMEWORK: Vocabulary Practice Quiz for Word List #11

WEDNESDAY December 8

OBJECTIVE: Students will examine the legend of King Arthur looking for examples of chivalry.

JOURNAL: Vocab List 11: Practice #2:

1. What is something the law obliges every US citizen to do?

    2.   What is something a sports team might champion?

3. Give the name of a super hero and his/her greatest adversary.

    4.    Who is currently the sovereign of the US?

5. What might someone do to you to cause you wrath?

AGENDA: 1) Note-taking: Legend, Romance, Chivalry, Knightly Quest


Legend: A story about extraordinary deeds that has been told and retold for generations among a group of people.  Some legends have a historical basis but may also contain elements of magic and myth.


Romance: A story about the adventures of a hero who takes on a quest and upholds the code of chivalry.


Chivalry: Code of moral conduct a knight is supposed to follow.  Chivalry encourages those who follow it to be courteous, generous and helpful to others.


Knightly Quest: A journey a knight undertakes to prove himself as a hero.  A knightly quest usually involves saving maidens, slaying dragons and battling enemies.

2) Read "The Sword in the Stone" pp. 645 - 647

4) Complete Response & Analysis Questions #2, 3, 4, 7, 8 on pg. 649

HOMEWORK: Complete writing activity "Remembering Magic" on pg. 649.  Write at least ONE full paragraph (5-7 sentences).

TUESDAY December 7

OBJECTIVE: Students will research Arthurian Legend in preparation to read tales about King Arthur and Sir Lancelot.

JOURNAL: Complete Vocabulary List #11: Practice #1 Hand-out:

1) When would someone swear an oath?
2) Can someone who is ignoble become king/queen of England?
3) Where would you find a tumultuous crowd?
4) What could you do to make sure a young child is diverted?
5) Who/what do you show fidelity to and why?

AGENDA: Researching Arthurian Legend

Students will use the laptops to research various elements from Arthurian Legend including: King Arthur, Sir Lancelot, Merlin, Camelot, Knights of the Round Table, Queen Gwynevere, Morgan le Fay, Excalibur

For each element, students are required to list THREE interesting facts on their worksheets.

Helpful websites:

Timelessmyths.com

Britannia.com

Wikipedia.com

HOMEWORK: Study for Friday's Vocabulary Quiz.  Journal Check this Friday (You should have TEN journals total by Friday).

MONDAY December 6

WEEKLY STANDARDS: 1.3B, 1.1G, 1.5A, 1.5B

TOPIC: Legend and Chivalry

OBJECTIVE: Students will be introduced to the Shakespearean sonnet and will compose sonnets of their own.

JOURNAL: Shakespeare is famous not only for his plays, but for his poems.  Shakespeare is most famous for the 100+ sonnets he wrote.  Many of these sonnets are thought to be written to both his mistress and a young boy, both of which Shakespeare professes his love for.  Based on your knowledge of Shakespeare, do you believe this to be true?  Why or why not?  Is it possible to be truly in love with two people at the same time?  Can a person be attracted to both a member of the same sex and a member of the opposite sex at the same time?  Explain.


AGENDA: 1) Copy New Vocab Words and Definitions: Pg. 644 oath, ignoble, tumultuous  Pg. 651 diverted, fidelity, oblige, champion, adversary, sovereign, wrath  Pg. 272 flailing, extravagant, abiding, pitted, implacable

2) Note-Taking: Structure of a Shakespearean Sonnet:

~ A sonnet is a 14-lined poem divided into THREE quatrains and ONE couplet.
~ A quatrain is a set of FOUR lines
~ A couplet is a set of TWO lines
~ In a Shakespearean sonnet, the 1st and 3rd line of a quatrain rhyme with eachother and the 2nd and 4th line of a quatrain rhyme with each other
~ The two lines in the couplet rhyme with each other
~ EVERY line in a sonnet has EXACTLY TEN syllables
~ A Shakespearean sonnet follows a PLOT structure: The FIRST and SECOND quatrain act as the exposition, conflict and rising action.  The THIRD quatrain acts as the climax and falling action.  The COUPLET acts as the resolution and denoument.

3) Read "Shall I Compare Three to a Summer's Day?" pg. 494

4) Compose a Shakespearean sonnet following the correct format introduced in class using the sonnet writing organizer.

HOMEWORK: Finish your sonnet.

FRIDAY December 3

OBJECTIVE: Students will take a Unit Test and a vocabulary quiz.  Students will compose haikus and tankas.

JOURNAL: FREE WRITE

AGENDA: 1) Unit Test#3 and Vocabulary Test #10

2) Composing Haiku/Tanka: Compose THREE haikus and TWO tankas.  Your poems may be about whatever you choose, but they must follow the format given to you in yesterday's notes.  Remember, haikus usually make a reference to nature and tankas are normally about love.  You may also choose to give your poems titles.

HOMEWORK: Finish haikus and tankas to submit no later than MONDAY.

THURSDAY December 2

OBJECTIVE: Students will review for Unit Test #3.  Students will be introduced to the Japanese Tanka and Haiku.

JOURNAL: Why do people write so many songs/poems about love?  Why do you believe love is such a popular topic?  What is your favorite love song or love poem?  What is the song/poem about?  What about it makes it your favorite?

AGENDA: 1) Check/Review word chart for last five SAT vocab words: ostentatious, mundane, intuitive, frugal, enervating

2) Practice Vocabulary Quiz for SAT Word List #5

3) Go over Review Packet for Unit Test #3

4) Note-taking: Structure of a Japanese Haiku and Tanka:

HAIKU - An unrhymed, 3-lined Japanese poem usually written about a single moment in nature.

Line 1 - 5 syllables
Line 2 - 7 syllables
Line 3 - 5 syllables

TANKA : An unrhymed, 5-lined Japanese poem usually written about unrequited love.  A tanka is meant to evoke a strong feeling with a single image.

Line 1 - 5 syllables
Line 2 - 7 syllables
Line 3 - 5 syllables
Line 4 - 7 syllables
Line 5 - 7 syllables


5) Reading 3 Tankas on pg. 490.  Reading haiku (on smartboard).
HOMEWORK: Study for tomorrow's unit test and vocabulary quiz.

WEDNESDAY December 1

OBJECTIVE: Students will search for examples of figurative language in music lyrics.

JOURNAL: Describe what the weather is like outside today.  Try to use FIGURATIVE LANGUAGE to describe it.  What does the weather look like?  Smell like?  Feel like?  Sound like?  Taste like?

AGENDA: 1) Check/Review word chart for vocab words: submissive, sagacity, rancorous, querulous, pecocious

2) Searching for Figurative Language in music: Music lyrics are a form of poetry and many artists use figurative language to enhance their poetry.  Search for lyrics from your favorite artists using Google.com or another search engine.  Read the lyrics looking for simile, metaphor, onomatopeoia, hyperbole, personification and alliteration.  Your assignment is to find TEN examples of figurative language in music lyrics.  For each example, list: 1) The song title  2)The artist  3) The example (copy the entire line) and 4) The type of figurative language the example represents.

HOMEWORK: Create a word chart for the last five SAT words: ostentatious, mundane, intuitive, frugal, enervating

TUESDAY November 30

OBJECTIVE: Students will review for Unit Test #3 and Vocab Quiz #10.

JOURNAL: Look back at the poems we read in class yesterday.  How did the authors use figurative language to enhance their poems?  Which poem did you enjoy the most?  Why?  Which poem did you enjoy the least?  Why?

AGENDA: 1) Check/Review Word Chart for first five SAT vocab words: wary, transient, surreptitious, superficial, subtle

2) Complete Review Packet for Unit Test#3

HOMEWORK: Finish Review Packet #3.  Create word chart for next five SAT vocabulary words: submissive, sagacity, rancorous, querulous, precocious

MONDAY November 29

WEEKLY STANDARDS: 1.3C, 1.3D, 1.5B, 1.1E

TOPIC: Poetry

OBJECTIVE: Students will review the main types of figurative language.  Students will find examples of figurative language in poetry.

JOURNAL: What is the difference between simile and metaphor?  Give an example of each.  What other types of literary devices do you remember?

AGENDA: 1) SAT Vocab List 5: wary, transient, surreptitious, superficial, subtle, submissive, sagacity, rancorous, querulous, precocious, ostentatious, mundane, intuitive, frugal, enervating

2) Note-Taking: Figurative Language: simile, metaphor, hyperbole, personification, onomatopoeia, alliteration

3) Finding Examples of Figurative Language: Read each of the following poems and copy down examples of figurative language you find in each poem:

"A Storm in the Mountains" pg. 459
     FIND 3 similes and 1 personification

"Grape Sherbert" pg. 468
     FIND 2 metaphors, 1 simile

"The Taxi" pg. 481
     FIND 1 personification, 1 simile

"Ode to My Socks" pg. 498
     FIND 3 similes, 3 metaphors

"Miss Rosie" pg. 522
     FIND 2 similes, 1 metaphor

"Jazz Fantasia" pg. 536
     FIND 2 onomatopoeias, 2 similes, 2 personifications

HOMEWORK: Create a word association chart for your first FIVE new vocabulary words: wary, transient, surreptitious, superficial, subtle

WEDNESDAY November 24

Objective: Students will be introduced to slam poetry and spoken word poetry by viewing video clips of several poets.

Journal: FREE WRITE (If you can't think of anything you want to write about, tell me about what you plan on doing over Thanksgiving break).

Agenda: 1) Poetry Readings: Students will be given the opportunity to read poems they have written/brought in front of the class for extra credit.

2) Slam Poetry/Spoken Word Poetry Videos: Students will be shown several examples of slam poetry and spoken word poetry via the Smartboard.  Students will be asked to compose a short reflection on each piece answering the following questions: What are your initial reactions to the poem?  What did you like/dislike about the poem?  What did the author do to effectively deliver his/her poem? (Ex. used repetition, changed volume, changed facial expressions, used hand gestures, etc.)

Homework: Create a poem about your Thanksgiving holiday.

TUESDAY November 23

Objective: Students will explore various poetry websites to familiarize themselves with the different styles of poetry.

Journal: What is poetry?  What does poetry look like?  What are some of your favorite poems?  Do you enjoy writing/reading poetry?  Why or why not?  Who are some famous poets you recall from studying poetry in previous English classes?

Introduction to Poetry: Complete EACH of the THREE activities.  Each activity will require you to visit a different poetry website and record your work on a lined sheet of paper.  You DO NOT have to complete the activities in the order they appear, but may complete them in any order you like.  Just make sure to indicate on your paper the number of the activity you are completing.

ACTIVITY#1 : Magnetic Poetry : Create your own poem using the word tiles provided to you on the Magnetic Poetry website.  Your poem should be about 10 lines long when finished.  Write down a copy of your poem on your paper once all of your tiles are assembled.  You may also submit your poem electronically to the website, but make sure to have a written copy to hand in to me.

Click HERE to play with Magnetic Poetry Online

ACTIVITY#2 : Poetry Contest: Compose your own short poem to submit to the website.  This poem will be approximately 10 lines long and can be on a topic of your choosing.  You may NOT use the same poem you wrote with the magnetic poetry.  Write a copy of your poem on your paper BEFORE typing it onto the website.  If you win the poetry contest, you could also win MONEY!

Click HERE to enter the poetry contest

ACTIVITY#3 : Poetry 180: Choose FIVE different poems from the website to read.  For each poem, write down the poem's title/author and answer each of the following questions: What is the poem about?  Why do you feel the author wrote the poem?  Who do you think the poem was written for?  How can you relate the poem to your own life?

Click HERE to visit the Poetry 180 Website

Homework: Bring in a copy of your favorite song/poem to be used in Wednesday’s class.  You may also choose to bring in a song/poem you have written.

MONDAY November 22

WEEKLY STANDARDS: 1.1E, 1.3C, 1.3D, 1.1G, 1.5B, 1.6D, 1.6E

TOPIC: Cause/Effect Relationships & Introduction to Poetry

Objective: Students will examine cause/effect relationships and irony in a first-person narrative.

Journal: What types of activities do people do that are potentially dangerous? (Think: Climbing a mountain, bungee jumping, sky-diving, etc.)  Why do people attempt things they know might kill/harm them? Have you ever attempted to do something you knew might hurt/kill you?  What motivated you to do this?  Why do people get a “thrill” from doing things that are dangerous?

Agenda: 1) Review cause/effect relationships and irony:

CAUSE: the reason why something happens

EFFECT: the result of some event (the result of a cause)

*NOTE*: A single effect may have many causes and/or a single cause may have many effects

2) Read “from Into Thin Air” pp. 349 – 362.  Complete “Cause and Effect” questions #1-6.

Closure: List the MAIN EVENTS in the story.

Homework: Pg. 364 # 3, 5, 6, 8, 9

FRIDAY November 19

Objective: Students will find instances of irony and foreshadowing in a historical text and explain how each example represents each literary device.

Journal: FREE WRITE ***JOURNAL CHECK TODAY***

Agenda: 1) Vocabulary Quiz #9

2) Finish reading "RMS: Titanic."  Read "A Fireman's Story" pg. 345 and "From a Lifeboat" pg. 346.  Finish filling out Literary Elements chart with examples of irony and foreshadowing.

3) Response & Analysis Pg. 347 #1-4, 8-12

Homework: Titanic Survivor/Victim Story: Pretend you were aboard the Titanic the night it sunk.  Write a story (15-20) sentences in which you explain who you were, why you were aboard the Titanic, where you stayed on the ship, and what happened to you the night the Titanic sank.  You can choose to either be a survivor or victim of the Titanic tragedy.  Be sure to include details from the "RMS: Titanic" story to make your story seem more realistic.  You will receive extra credit for using this week's vocabulary words correctly in your story (ONE point for each word = TEN points max).  Stories are due MONDAY and will be worth 20 points (10 points for length, 5 points for accuracy, 5 points for creativity).

THURSDAY November 18

Objective: Students will find instances of irony and foreshadowing in a historical text and explain how each example represents each literary device.

Journal: Describe what happened to the Endurance.  How was the situation the Endurance encountered similar/different to that of the Titanic?  How did the entire crew manage to survive?  What mistakes have the crew of the Titanic made so far that may hurt their chances of survival?

Agenda: 1) Go over Vocabulary Development homework from pg. 365

-------------------------------------
2) VOCABULARY PRACTICE QUIZ:
***Write a "T" if the word is being used correctly in the sentence and an "F" if it is being used incorrectly***

1) Eating poorly and not getting enough sleep will deteriorate your health.

2) A bite from a rattlesnake is innocuous to a human.

3) Al Capone was one of the most notorious criminals of all time.

4) We were glad to hear our grandmother's tumor was benign.

5) The apex of the world is Mt. Everest.

6) Watching your favorite TV shows is crucial to being successful in life.

7) It is safe for a doctor to speculate the outcome of a surgery before he begins operating.

8) This summer, I plan to traverse the country on a 50-state road trip.

9) Forgetting to floss your teeth before going to bed will jeopardize your life.

10) An ant is very tenuous.  It can lift something that is 50 times its own weight.

-------------------------------------
3) Continue reading "RMS: Titanic" starting on pg. 335.  Continue filling out irony/foreshadowing charts.


Homework: Study vocabulary words for tomorrow's quiz!

WEDNESDAY November 17

Objective: Students will research a survival story similar to the story of the Titanic and construct a chronological timeline of the events in each section of the story.
Journal: If your life were in danger, what might you do to survive?  What things would you be willing to do to live?  What things would you NOT be willing to do?  Would you try to help others first or put yourself first?  Would you ultimately be able to do things you viewed as morally wrong in order to survive?

Agenda: 1) Researching the Endurance:

Follow this link --->The Endurance

Read each section beginning with the Introduction.  The sections are organized toward the bottom of the page.  The first section is titled "The Voyage South" and the last is titled "The Rescue."  You DO NOT need to read the two sections after "The Rescue."  For each section, write the section title on your paper and LIST the main events occuring in that section in chronological order.

HOMEWORK: Vocabulary Development on pg. 365 #1-10.  Study vocabulary words from pg. 349 for your quiz on Friday.

MONDAY November 15

WEEKLY STANDARDS: 1.3C, 1.1G, 1.5B, 1.6D, 1.6E

Objective: Students will find instances of irony and foreshadowing in a historical text and will be able to explain how those instances represent each literary device.

Journal: Describe the RMS Titanic.  What did it look like?  Who was on board?  How many times was it warned about icebergs?  Why do you think the captain/crew chose to ignore these warnings?

Agenda: 1) Copy new vocabulary words and definitions from pg. 349.


2) Read "Explorers Say There's Still Lots to Look For" pp. 366-371.  Complete Reading Check #1-3 and Test Practice #1-4 on pg. 372.

Homework:  Create a Word Association Chart for your new vocabulary words.

FRIDAY November 5

Objective: Students will find instances of irony in a historical text and be able to explain why each instance is ironic.

Journal: FREE WRITE

Agenda: 1)  Go over vocabulary Take Home Practice Test

2)  Vocabulary Quiz: Words from “Through the Tunnel” and “RMS: Titanic.”

3)  Begin Reading “RMS: Titanic” pp. 331-343; Examine text for instances of irony.

Homework: Complete all make-up work you want to be counted for this semester to submit to me on MONDAY.

WEDNESDAY November 10

Objective: Students will research survivor stories from the sinking of the Titanic.

Journal: How can a traumatic experience change someone’s life?  Can a person ever truly recover from a near-death experience or from the death of his/her loved ones?  What have you experienced in your life that has forever changed who you are?

Agenda: 1) Hand in Vocabulary Worksheets from “Through the Tunnel” and “RMS: Titanic.”

2) Researching Titanic Survivor Stories: Using the links below, you will be reading a total of 10 survivor stories from the sinking of the Titanic.  On the worksheet provided entitled "Titanic Survivor Stories" you will write down the NAME of each passenger who survived and a 3-5 sentence summary of his/her story.

Survivor Story Site #1

Survivor Story Site #2

Survivor Story Site #3

Homework: Complete Take Home Practice Test for vocabulary words.  Study vocabulary words from “Through the Tunnel” and “RMS: Titanic” for Friday’s quiz.  EXTRA CREDIT DUE FRIDAY!

TUESDAY November 9

Objective: Students will be able to identify symbols in literature.  Students will be able to explain the different meanings of those symbols and explain how the symbols are used to create a story’s theme.

Journal: Describe the relationship between Jerry and his mother.  Why does Jerry want to be able to swin through the tunnel?  How does he prepare to swim through the tunnel?  What do you predict will happen to Jerry?  Do you think he will successfully be able to swim through the tunnel?

Agenda: 1) Exploring Vocabulary: Practicing with "Titanic" words:

TRUE or FALSE


1) A Mercedes Benz is superlative to a Kia.


2) In order to write an estimate for a car repair, the repairman must first ascertain the damage done to the car.


3) If my side of the story is corroborated by my sister, my mom will know one of us must be lying.


4) A crying baby can usually be quelled by a bottle or pacifier.


5) A poised figure skater is likely to fall on the ice and hurt herself.


6) If you put forth a perfunctory effort in school, you will probably fail all your classes.


7) You may have trouble understanding a garbled voicemail message.


8) During a fight, each person slams the other with recriminations.


9) Knowing how to complete algebra problems is pertinent in English class.


10) If a player throws a football vainly, his teammate should be able to catch it with no trouble.

2) NOTE-TAKING:

3 Main Types of Irony


Dramatic - when the reader knows something the character in the story doesn't know


Situational - when the opposite of what is expected to happen occurs


Verbal - when someone says one thing and means the opposite


Objective Writing vs. Subjective Writing


Objective Writing - writing in which only the facts are included and the author's opinions aren't
          Examples: Newspaper articles, biographies, science reports


Subjective Writing - writing in which the author adds his/her opinions, judgements, or feelings
          Examples: Editorial columns, autobiographies, tabloids

3) Finish Reading “Through the Tunnel” pp. 401-408.

4) Complete Response & Analysis Questions # 2, 3, 5, 6, 8, 9

Homework: Vocabulary Worksheets for words from “Through the Tunnel” and “RMS: Titanic.”

MONDAY November 8

WEEKLY STANDARDS: 1.3C, 1.1G, 1.5B, 1.6D, 1.6E

Objective: Students will be able to identify symbols in literature.  Students will be able to explain the different meanings of those symbols and explain how the symbols are used to create a story’s theme.

Journal: Why do young people feel the need to follow what their peers are doing?  Why do young people seem to  look up to those who are older than them?  Describe an experience in your life where you have tried to imitate the actions of an older peer.

Agenda: 1) Copy new vocabulary words and definitions from pg. 329: superlative, ascertain, corroborated, quelled, poised, perfunctory, garbled, recriminations, pertinent, vainly  

2) Reading “Through the Tunnel” pp. 401 - 408.  As we read, you will be filling out a Reading Response/Reaction worksheet and a Symbolism chart.

Homework: Finish Reading "Through the Tunnel."  Complete Pg. 409 # 2, 3, 5, 6, 8, 9

FRIDAY November 5

Objective: Students will be able to identify symbols in literature.  Students will be able to explain the different meanings of those symbols and explain how the symbols are used to create a story’s theme.

Journal: FREE WRITE

Agenda: 1) Reviewing Word Association Charts for vocab words from "Through the Tunnel" 

2) Reviewing the PSAT: Go over Section 1: Sentence Completion Pg. 2 #1-8

3) Reviewing the PSAT: Completing Section 1: Reading Pp. 4-6 # 13-24

4) Begin reading “Through the Tunnel “ pp. 401 - 408

Homework: PSAT Reading Passages (pg. 3) Questions #9-12

THURSDAY November 4

Objective: Students will use technology to conduct background research on cultural rites of passage.  Students will connect their research to the theme of the story they read in class.

Journal: Think of a time when you felt you needed to prove yourself by achieving something that was difficult and challenging.  What did you have to go through to reach your goal?  Did you get or do what you wanted?  How did you feel at the end?
***We will be working with laptops today.  If you are caught on any webpages other than the pages for the classwork assignments, your laptop will be taken***

Agenda: 1) Start up your laptop and go to http://winbergenglish.blogspot.com

2) Activity#1: Use either the computer's dictionary or dictionary.com to correctly answer the sentence completion questions on Section 1 of the PSAT (pg. 2 Questions #1-8).  Bonus points will be awarded to students who have ALL EIGHT questions answered correctly.


3) Activity#2: Researching Rites of Passage: Use Google.com or another search engine to look up "Rites of Passage."  Your assignment is to read about the Rites of Passage for FIVE different cultures/religions.  On a separate sheet of paper, write down the name of the culture/religion and write a 2-3 sentence summary of the Rite of Passage a person from that culture/religion goes through.  Make sure to include details such as the age a person experiences this rite, how long the ritual lasts, the steps a person must go through, and how, ultimately, he/she proves him/herself to be a man/woman.

Homework: PSAT Reading Passages (pg. 3) Questions #9-12

WEDNESDAY November 3

Objective: Students will be able to recall important facts/details from “Julius Caesar” and the Literary Terms associated with “Julius Caesar.”

Journal: Yesterday we did not have school because of the elections.  Do you plan on registering to vote when you turn 18?  Why or why not?  Do you feel your vote matters?  Why or why not?  Do you feel the elections are important or should we get rid of them?

Agenda: 1) Unit Test #2

2) Copy Vocabulary Words pg. 400: contrition, supplication, defiant, inquisitive, minute, incredulous

3) Note-taking: SYMBOL : A person, place, thing or event that stands both for itself and for something beyond itself.

Homework: Create a word association chart for the new vocabulary words.

MONDAY November 1

WEEKLY STANDARDS: 1.1G, 1.3B, 1.3C, 1.2C, 1.5B

Objective: Students will be able to recall important facts/details from “Julius Caesar” and the Literary Terms associated with “Julius Caesar.”

Journal: What did you do for Halloween?  How was the rest of your weekend?  What do you plan on doing during your day off tomorrow (besides studying for your Unit Test)?

Agenda: 1) Vocabulary Quiz #7

2) Go over Review Packet for Unit Test #2

3) Play Jeopardy Review Game for Unit Test #2

Homework: Study for Wednesday’s Unit Test

FRIDAY October 29

Objective: Students will be able to recall important facts/details from “Julius Caesar” and the Literary Terms associated with “Julius Caesar.”

Journal: FREE WRITE

Agenda: 1) Review Packet for Unit Test #2

Homework: Vocabulary Quiz moved to MONDAY; Final Copy of Essay moved to MONDAY; Unit Test #2 moved to WEDNESDAY.

WEDNESDAY October 27

Objective: Students will examine the events occurring during the resolution of a drama and discuss the effectiveness of the play’s ending on readers.

Journal: What do you predict will ultimately happen to each of the following characters: Brutus, Cassius, Antony, Octavius.  In the end of this play, do you feel the “good guys” should win?  Why or why not?

Agenda: 1) Practice Quiz for SAT Vocabulary List #4

PRACTICE QUIZ: SAT VOCABULARY LIST#4

***For each statement, write “T” if the vocabulary word is being used correctly and “F” if the word is being used incorrectly***

1. I showed adulation toward my grandmother who had been through a lot in her life and still turned out to be a wonderful woman.

2. As the mother held her baby in her arms for the first time, she wished her child would have a life filled with adversity.

3. Girls often buy shoes for aesthetic reasons, not because the shoes are actually comfortable.

4. Amicable people tend to have many friends and are well-liked by anyone who meets them.

5. After being assiduous during the entire school year, he was forced to go to summer school.

6. His benevolent nature led him to become a volunteer fireman as well as donate thousands of dollars to charity.

7. The circuitous way she talked to me made me feel she was trying to avoid telling me the truth.

8. I felt compassion towards my friend who had just lost her father to cancer.

9. She was very condescending towards her brother, making him feel like he was her equal even though he was five years younger than her.

10. Exercise and a well-balanced diet can be very deleterious to your health.

11. My mother told me to emulate my older brother who had been in and out of jail for the past ten years.

12. Our team’s victory was great, but ephemeral.  We lost the next game we played.

13. The teacher felt great exasperation when her students refused to be quiet and work on their assignment.

14. Her exemplary science project earned her a “D.”

15. After losing his job, he felt fortuitous when he won $50 million in the lottery.

2) Reading “Julius Caesar” Act 5 pp. 201-239
Julius Caesar Act 5 CLICK HERE

Homework: Response & Analysis Pg. 878 # 1-5, 7, 8, 9, 11;  Work on Final Copy of Essay Due Friday; Study Vocabulary for Friday’s Quiz

TUESDAY October 26

Objective: Students will examine the events occurring in the falling action of a tragedy and the effects those events have on the characters.

Journal: Summarize the discussion between Brutus and Cassius from Act 4, Scene 3.  Why was each man upset with the other?  What misunderstandings led each man to feel betrayed by the other?  How did the men finally resolve their differences?

Agenda: 1) BENCHMARK TESTING

2) Vocabulary Exercise: Working with SAT Vocabulary List #4

Homework: Work on Final Copy of Essay; Study Vocabulary for Friday’s Quiz

MONDAY October 25

WEEKLY STANDARDS: 1.2A, 1.1G, 1,5E, 1,5F, 1.5G

Objective: Students will examine the events occurring in the falling action of a tragedy and the effects those events have on the characters.

Journal: (The following paragraph has 10 mistakes.  Re-write the paragraph in your journal with all 10 mistakes corrected):
Each October, thousands in India gather to celebrate the live of Mahatma Gandhi. Born in Porbandar, India, on October 2 1869, Gandhi receive world attention for his belief in peace ful protest. When he seen violence, he sometime stoped eating. That usuly made people think, and soon the violence would stop "You must be the change you wish to see in the world, Gandhi said. He was killed by an assassin at the age of 79.

Agenda: 1) Introduce SAT Vocabulary List#4: adulation, adversity, aesthetic, amicable, assiduous, benevolent, circuitous, compassion, condescending, deleterious, emulate, ephemeral, exasperation, exemplary, fortuitous

2) Reading “Julius Caesar” Act 4, Scene 3 pp. 167- 191 in No Fear Shakespeare

Homework: Response & Analysis Pg. 852 # 1, 2, 3, 5, 9, 11, 13, 14, 15; Study Vocabulary for Friday’s Quiz

FRIDAY October 22

Objective: Students will complete an outline for their persuasive essay.  Students will be able to identify and correct subject/verb agreement errors.

Journal: FREE WRITE

Agenda: 1) Vocabulary Test: SAT Word List #3

2) Persuasive Essay Outline: Finish filling out outline and bring to Ms. Winberg for approval

3) Persuasive Essay Rough Draft: Type rough draft of essay on laptop and e-mail to Ms. Winberg at TeacherWinberg@gmail.com

Homework: Finish rough draft for Persuasive Essay.

THURSDAY October 21

Objective: Students will examine the events occurring in the falling action of a tragedy.  Students will begin filling out outlines for a persuasive essay.

Journal: Brutus/Cassius are now teamed up against Antony/Octavius.  Who do you predict will ultimately win?  What advantages might one team have over the other?  Will Brutus and Cassius be able to maintain their friendship now that they are at war?

Agenda: 1) Vocabulary Practice Quiz for SAT Word List #3

2) Reading “Julius Caesar” Act 4, Scenes 1 and 2 Pp. 155-165
Act 4, Scene 1 in No Fear Shakespeare Click HERE
Act 4, Scene 2 in No Fear Shakespeare Click HERE

3) Introduction to Persuasive Essay:

***All Rough Drafts and Final Drafts must be DOUBLE-SPACED or they will be returned***

Essay Worth: 50 points (20 points for Rough Draft, 30 points for Final Copy)

Rough Draft: 10 points for length/completeness, 10 points for following outline

Final Copy: 10 Points for length/completeness, 10 points for following outline, 10 points for grammar/spelling

DUE DATES: Rough Draft Due Monday, October 25, Final Copy Due Friday, October 29

***NOTE: You will receive - 5 points off for each day your rough draft or essay are late.  Rough drafts will be accepted NO LATER than Wednesday, October 27.***

4) Begin filling out outline for Persuasive Essay.

Homework: Study vocabulary words for tomorrow’s quiz.

WEDNESDAY October 20 (Half Day)

Objective: Students will compare/contrast dramatic monologues.  Students will be able to identify and correct subject/verb agreement errors.

Journal: Who had the more convincing speech: Antony or Brutus?  Why was his speech better?  What did he say to convince the people to side with him?  What tactics did he use to evoke emotion from his audience?

Agenda: 1) Comparing/Contrasting Brutus and Antony’s Monologues

2) Video: The Life and Times of Julius Caesar

 

Homework: Response & Analysis Pg. 832 # 1, 2, 4, 7, 9, 11, 12, 13

TUESDAY October 19

Objective: Student’s will analyze the use of persuasive techniques in speech.  Students will compare/contrast two characters’ speeches.

Journal: Why is Brutus the last one to stab Caesar?  How is this significant?  How does Antony PRETEND to feel about Caesar’s death?  How does Antony REALLY feel about Caesar’s death?  What does Antony plan on doing now?

Agenda: 1) Working with SAT Vocab List #3

2) Reading “Julius Caesar” Act 3, Scene 2 Pp. 127-149 in No Fear Shakespeare

Act 3, Scene 2 of Julius Caesar Click HERE

3) Comparing/Contrasting Antony and Brutus’ speeches

Homework: Response & Analysis for Act 3.  Pg. 832 # 1, 2, 4, 7, 9, 11, 12, 13

MONDAY October 18

WEEKLY STANDARDS: 1.1G, 1.3B, 1.5E, 1.5F, 1.4C, 1.6D, 1.6E

Objective: Students will examine an author’s use of suspense building up to a play’s climax.

Journal: What does Portia do in an attempt to warn Caesar?  What does Artemidorus plan on doing to warn him?  How does Calphurnia attempt to prevent Caesar from going to the Capitol?  How does Decius convince Caesar to go to the Capitol?  What weakness does Caesar have that allow him to be tricked/convinced by Decius?

Agenda: 1) Introduce new SAT Vocabulary Words (SAT Word List #3) : dilemma, upshot, indolence, paramount, upbraid, prodigious, fastidious, malleable, uproarious, parched, profane, serene, dilettante, prodigal, indigenous

2) Note-taking:

Hubris – excessive pride (Caesar’s tragic flaw)

Anachronism – an object, idea, or word/saying which appears out of it’s time

3) Reading “Julius Caesar” Act 3, Scene 1, Pp. 99-125 in No Fear Shakespeare

CLICK HERE  for Act 3, Scene 1 of "Julius Caesar"

Homework: Locate ONE anachronism in “Julius Caesar.”  Write down the Act, Scene and Line Number and copy down the quote.  Explain how/why it is an example of an anachronism.

FRIDAY, October 15

Objective: Students will be able to find instances of foreshadowing and suspense techniques used in literature.  Students will be able to explain how well the author uses these techniques.

Journal: FREE WRITE

Agenda: 1) Vocabulary Quiz #5

2) Reading Act 2, Scene 3 + 4 pp. 91-97 in No Fear Shakespeare

3) VENN DIAGRAM: Comparing/Contrasting Portia/Calphurnia

4) Vocabulary Development: Understanding Elizabethan English pg. 805

Homework: Response & Analysis Questions pg. 804 # 1-5, 7, 8, 9, 10, 11

THURSDAY October 14

Objective: Students will be able to compare/contrast historical female characters with women of today and explain the role of a wife.

Journal: What qualities make someone a good wife?  What are women/wives expected to do/not do in today’s world?  What do YOU feel should be the role of a wife in a marriage?

Agenda: 1) Vocabulary Practice Test for SAT Word List #2

2) Class Brainstorm: Making a list of famous wives and the qualities each of them have.

3) Reading “Julius Caesar” Act 2, Scene 1 + 2 pp. 69-89 in No Fear Shakespeare (Pp. 790-801 in Elements of Literature)

"Julius Caesar" Act 2, Scene 2 CLICK HERE

4) Venn Diagram: Comparing/Contrasting Portia/Calphurnia. 

Homework: Study vocab words for tomorrow's test.

WEDNESDAY October 13

Objective: Students will be able to recognize errors in subject/verb agreement.  Students will be able to apply vocabulary words to practical examples.

Journal: What was it like taking the PSAT?  What part of the test did you find the MOST difficult and why?  What part of the test did you find the LEAST difficult and why?  Are you planning on taking the SAT next year as an 11th grader?  What do you think you might have to do to prepare?

Agenda: 1) Working with SAT Vocabulary: Reviewing word charts for SAT Vocab List #2

2) Grammar Practice: Subject/Verb Agreement: Pg. 12 Exercise B, Pp. 13-14 Exercises A, B, and C

Homework: Review vocab words for a practice quiz TOMORROW

TUESDAY October 12

WEEKLY STANDARDS: 1.3B, 1.3C, 1.4B, 1.5C, 1.1E, 1.6D, 1.6E

Objective: Students will be able to read a soliloquy and explain how it expresses a character’s inner thoughts/feelings.

Journal: What reasons has Cassius given to Brutus for wanting to kill Caesar?  Do you think Cassius has Brutus convinced Caesar needs to die?  How might Caesars death benefit Cassius, Brutus, and Rome?

Agenda: 1) Reading Act 2, Scene 1 of “Julius Caesar” pp. 49-67 in No Fear Shakespeare, (Pp. 783-706 in Holt Elements of Literature) 

Act 2, Scene 1 in No Fear Shakespeare CLICK HERE 

2) Vocabulary Exercise: Word Association Chart for SAT Vocabulary Words List #2

Homework: Finish Word Association Charts

FRIDAY October 8

Objective: Students will analyze persuasive tactics used in dramatic dialogue.

Journal: FREE WRITE

Agenda: 1) Vocabulary Test #4 

2) SAT Vocab List #2: anomaly, antagonism, diffident, digress, fallacious, falter, fanatical, inconspicuous, indifferent, malefactor, paradox, paragon, pristine, procrastinate, unscathed

3) Intro to Sparknotes.com for Julius Caesar JULIUS CAESAR <---Click here to view a full-text copy of the same No Fear Shakespeare book we use in class!

4) Grammar Packet: Subject/Verb Agreement pp. 12-14

5) Reading Act 1, Scenes 2 + 3 of Julius Caesar Pp. 9-47 in No Fear Shakespeare (Pp. 760-777 in Holt Elements of Literature)
Click HERE to go to Act 1, Scene 2 ---> Julius Caesar Act 1, Scene 2
Click HERE to go to Act 1, Scene 3 ---> Julius Caesar Act 1, Scene 3

Homework: Finish reading Act 1 of "Julius Caesar."  Complete Response & Analysis Questions: Pg. 779 # 1-6, 8, 9, 11, 13 (THESE QUESTIONS ARE IN YOUR HOLT ELEMENTS OF LITERATURE BOOK, NOT YOUR NO FEAR SHAKESPEARE!!!)