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