Group Task:
1. Read the Article assigned to your group independently.
2. Roles:
ORANGE (1) Secretary "I will write!"
PURPLE (2) Speaker "I will share out!"
YELLOW (3) Discussion Supervisor "I'll keep my friends on task!"
PINK (4) Optimist "I'll cheer on my team!"
2. Identify the following:
Title
Author
Author's Purpose
Intended Audience
Claim
Counterclaims
Key Words
3. As each group presents, you are to make notes in your Unit I Section of your notebook.
Are the claims discussed compelling? HOW? Why?
Debattable? What are the two sides of the debate?
Defensible? Why?
Thursday, August 27, 2015
September 1st Quiz
Study the following for your Quiz:
Unit 1 Vocabulary
Subjects, Predicates, and Verbs
Prepositional Phrases
Appositive Phrases
Identifying & Making Claims
Author's Purpose
Unit 1 Vocabulary
Subjects, Predicates, and Verbs
Prepositional Phrases
Appositive Phrases
Identifying & Making Claims
Author's Purpose
Wednesday, August 26, 2015
Bell Work (By Date)
January 4-7, 2016
Use a highlighter/ coloring pencil to correct each sentence.
Topic Inventory
Each numbered item contains a single error or no error at all. Correct each error. There may be more than one way to correct an error.
Circle the number of each item that does not contain an error.
Don’t guess.
If you are not sure, put a question mark (?) next to the item.
JAN 4
1. We decided to go ice skating, but it turned out that no one could get a ride to the rink.
2. I was just getting ready to ride over to a friend’s house, I had to help my sister with some chores.
3. The runners were ready the stands were full the weather was beautiful.
4. The student driver was just getting comfortable. As the time for the lesson ran out.
5. To be good enough to play professional soccer. That was one of his great desires.
6. When I was younger I had a dog named Dirk, who learned tricks quickly.
7. Rachel helped a girl across a busy street who was blind.
8. While at the pool one day, it was sunny and windy.
9. The play was starting; who had to hold my little cousin so she would not talk or cry during the show.
10. Where all the mouse had gone was a mystery.
JAN 5
11. That pot is too small for eight potatos.
12. John’s favorite saying is, “The sky’s the limit.”
13. Whom has the keys to the yearbook office?
14. Somebody took their textbook home by mistake.
15. Three boys volunteered to take the dirt bike to get it fixed.
16. The warm water feels.
17. The lonely cowboy dreams.
18. At the concert, the band played my favorite song.
19. Even though I was late coming back from lunch, I didn’t miss anything because class begun just as I arrived.
20. Anthony sent the e-mail just as he notices a spelling mistake.
21. The crowd was restless as they wait for the year-end sale to begin.
22. Erin and Ryan decides to move west.
23. Whichever contestant has the most points win the game.
24. Why are everyone laughing?
JAN 6
25. Dancers sometimes seems to move their bodies in ways that defy nature and gravity.
26. Hikers often find their packs are too heavy and they have tight shoes.
27. The camper said she would rather take the train than go by car ride.
28. Matt walked very slow to school.
29. Harry and Ashley decorated their house very well.
30. David played golf badly.
31. Danny was the less experienced of the members of the softball team.
32. Compared to Julie, Rosalie was the most creative.
33. Tim concluded that his opinion was different than that of his parents.
34. Brandon was obsessed by space travel.
35. Well that certainly was an interesting experience.
JAN 7
36. I wiped the apple with a paper towel, before I took a bite out of it.
37. Either Olivia was going to give her mom a chaperone’s phone number, or she wasn’t going to the prom after-party.
38. I was ready to leave; but my friends still wanted to stay.
39. You should keep these things in the trunk of your car; jack, spare tire, and flares.
40. Learning to do an Ollie it’s a skateboard trick was challenging but also lots of fun.
41. Its very likely that I will play softball this weekend.
42. The mens’ restroom was closed for cleaning.
43. The question is, “Will it rain tomorrow”?
August 17-20
1. My father knows well to teach English.
2. We want a new house to live.
3. I waited for you since 9 o’clock in the morning.
4. James is suffering from fever since yesterday.
5. Neither Ann nor Mary have arrived.
6. I will call on you before I will leave.
7. I have returned all the books to the library yesterday.
8. Each man and each woman have the right to vote.
9. Walking along the road, a bus ran over the old man.
10. He is studying hard for the last two weeks.
11. I am not used to drive in busy streets.
12. The poet and dramatist are dead.
August 25-28
ACT Student.org
A Microscope in the Kitchen
I grew up with buckets, shovels, and nets waiting by the back door; hip-waders hanging in the closet; tide table charts covering the refrigerator door; and a microscope was sitting on the kitchen table. Having studied, my mother is a marine biologist. Our household might have been described as uncooperative. Our meals weren’t always served in the expected order of breakfast, lunch, and supper. Everything was subservient to the disposal of the tides. When the tide was low, Mom could be found down on the mudflats. When the tide was high, she would be standing on the inlet bridge with her plankton net.
I have great respect for my mother. I learned early that the moon affected the tides. Mom was always waiting for a full or new moon, when low tide would be lower than average and high tide higher than average. The moon being aligned with Earth and the sun when full or new, so its gravity combines with the sun’s gravity to create an even stronger gravitational pull. I knew that it took about eight hours for the tides to change from high to low, sixteen hours for a complete cycle of tides. 9 I didn’t have to wait to learn these things in school. In our house they were everyday knowledge.
[1] Often, my brother and I, joined our mother on her adventures into tidal lands. [2] At the very low tides of the full moon, when almost all the water was sucked away, we found the hideaways where crabs, snails, starfish, and sea urchins hid in order not to be seen. [3] Sometimes we would dig with shovels in the mud, where yellow and white worms lived in their leathery tunnels. 13
For plankton tows, we would stand on the bridge while Mom lowered a cone-shaped net that is often used by marine biologists. Then we would patiently wait. After a while, she would pull up the net, and we would go home. Later, we would see her sitting at the kitchen table, peering at a drop of water through the lenses of her microscope from the bottle—watching the thousands of tiny swimming organisms.
Aug 31-Sept 4
ACT Student.org
My Father's Garden
[1] When I was a boy growing up in Delhi, India, we had a kitchen garden behind our downstairs apartment. My father was an avid gardener, he still is: and every Saturday morning he would put on his work clothes, pick up his hoe and trowel, and would head out the back door. 3
[2] As a ten-year-old, I was supremely unenthusiastic about swinging a hoe in the garden when I could be out playing with my friends. Having tried and failed, my father was unable to make a gardener of me. I had no qualms, of course, about enjoying the results of his labor: the potatoes, squash, cucumbers, and cauliflower that he pursued out of the earth. I would even help him dig out the potatoes or cut a cucumber from its vine. To me, it was much more fun to reap than sowing.
[3] Many years later, living in an upstairs apartment, I am more often sorry I didn’t follow my father out to the garden. I have several indoor plants, but the experience is not the same. The few times that I’ve helped a friend with yard work has given me the joy of touching the soil with an open palm, to get the earth under my fingernails, of patting down the berm around a newly transplanted sapling. Now that I live far from my father (I live in Iowa on the other side of the world), I wish I’d spend more time with him in the garden.
[4] My favorite photograph of my father shows him squatting on his heels, trowel in hand, behind a golden heap of onions freshly pulled from the ground. 12 His glowing smile are evidence of his pride in the onions—the proof of his labor and love—and in me, the photographer, his son. In that photo, his love of the land and his love for me are somehow intertwined, indivisible. It is that same love—love of kin, love of land—that pushes under my fingernails, pushes against my skin, when I thrust my hand into the yielding earth and think that on its far side my father might be doing the same.
Sept 14-18
http://www.actstudent.org/sampletest/english/eng_03.html
English I Bell Work
September 14-25
The Andean Panpipe
Whether its bright and jaunty or haunting and melancholic, the music of the Andes highlands has a mellow sound unique in the musical world. The instrument responsible for this sound is the antara, or Andean panpipe, known for the hollow-sounding, breathy notes it creates. The antara has its origins in the Incan civilization, once the more richer and more powerful empire in South America.
The antara consists of a connected row of hollow, vertical pipes of varying lengths, which are then lined up. The pipes, which can vary numerously from three to fifteen, are fashioned from clay that is rolled around a mold. Each pipe is individually rolled to create the proper pitch before being bound to the other pipes.
The antara dates back to the ninth century. Evidence about how musicians played the instrument have come from painted images on Incan ceramic pottery. Musicians are depicted playing a six-pipe antara by holding the lower ends of the two longer pipes with the right hand while placing the left hand near the remaining tops of the four pipes. The antara was also sometimes held in one hand while the other hand beat a cylindrical drum.
[1] Due to the limited number of notes that can be played on an antara, early musicians’ most likely worked in groups, coordinating the timing and pitch of their instruments to extend the range of sounds produced. (10) [2] Other pottery images show two antara players facing each other while dancing. [3] Each player holds a set of pipes so that both sets are connected to the other set by a string, as if to suggest that those two antaras should be played together. [4] Even to this day, descendants of the Incas, the Quechua people of Peru and Bolivia, prefer to play matched antaras bound together. 12
Unfortunately, the music of the Incas can probably never be exactly re-creating. Yet one can hear in the music of their descendants, beautiful variations on a musical sound that has survived for many centuries. 15
3.Given that all of the choices are true, which one provides the most significant new information?
A. NO CHANGE B. thus forming this musical instrument.
C. arranged from shortest to longest.
D. which are fastened together.
7.The best placement for the underlined portion would be:
A. where it is now. B. before the word left.
C. before the word of. D. before the word four.
10.If the writer were to delete the phrase “coordinating the timing and pitch of their instruments” from the preceding sentence, the sentence would primarily lose:
F. a description of how musicians overcame the limitations of the antara.
G. an indication that music was an important element in Incan life.
H. the idea that the antara was a key feature of Incan music.
J. nothing of significance, because the phrase is redundant.
12.For the sake of the logic and coherence of this paragraph, Sentence 4 should be placed:
F. where it is now. G. before Sentence 1.
H. after Sentence 1. J. after Sentence 2.
15.If the writer were to change the pronoun one to we in the preceding sentence, this closing sentence would:
A. indicate that the writer is a descendant of the Incas.
B. suggest that the essay’s audience are all musicians.
C. take on a somewhat more personal tone.
D. become more clearly a call to action.
September 28
1. Your friend (talk-talks) too much.
2. The man with the roses (look-looks) like your brother.
3. The women in the pool (swim-swims) well.
4. Bill (drive-drives) a cab.
5. The football players (run-runs) five miles every day.
6. That red-haired lady in the fur hat (live-lives) across the street.
7. He (cook-cooks) dinner for his family.
8. The boys (walk-walks) to school every day.
9. The weather on the coast (appear-appears) to be good this weekend.
10. The center on the basketball team (bounce-bounces) the ball too high.
September 29
1. Each of the girls (look-looks) good on skis.
2. Everybody (was-were) asked to remain quiet.
3. Neither of the men (is-are) here yet.
4. (Is-Are) each of the girls ready to leave?
5. Several of the sheep (is-are) sick.
6. Some members of the faculty (is-are) present.
7. Nobody in the class (has-have) the answer.
8. Each of the girls (observe-observes) all the regulations.
9. All of the milk (is-are) gone.
10. Most of the seats (was-were) taken.
September 30
1. Margo and her parents (visit-visits) each other often.
2. Either the cups or the glasses (are-is) in the dishwasher.
3. Vern and Fred (need-needs) a ride to work.
4. There (is-are) a dog, a cat, and a bird in the garage.
5. Neither Matt nor his brothers (was-were) at the party.
6. Here into the main ring of the circus (come-comes) the trained elephants.
7. Either the workers or the boss (deliver-delivers) the merchandise.
8. The committee (work-works) hard for better schools.
9. There (is-are) many things to do before the holidays.
10. The jury (was-were) polled for their verdicts.
11. Here (is-are) the nails you need for the projects.
12. Either Joyce or Ellen (was-were) here.
13. The United States (is-are) a country of contrast.
14. A magazine and a book (was-were) lying on the floor.
15. The family (is-are) occupied with their individual problems.
Oct 5- 9
INSTRUCTIONS: Correct each sentence to create parallel structure.
Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."
For Example:
Mary likes hiking, swimming, and riding a bicycle.
The production manager was asked to write his report quickly, accurately, and thoroughly.
The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.
1. IT was a special pleasure to see things eaten, to see things blackened and changed.
2. With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with the thought of what came next, he flicks the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black.
3. He stroded in a swarm of fireflies.
4. While the books went up in sparkling whirls and blowing away on a wind turned dark with burning.
5. The girl stopped and looked as if she might pull back in surprise, but instead stood regarding Montag with eyes so dark and shining and alive, that he felt he had said something quite wonderful.
6. But he knew his mouth had only moved to say hello, and then when she seemed hypnotized by the salamander on his arm and the phoenix-disc carved upon his chest, he spoke again.
7. Of course I'm happy. What does she think? I'm not?
8. He stood looking up at the ventilator grille in the hall and suddenly remembered that something lay hidden behind the grille, something that seemed to peer down at him now.
9. He moved his eyes quickly away. What a strange meeting on a depressingly strange night.
10. Yet how large that time seemed now. How immense a figure she was on the stage before him; what a shadow she threw on the wall with her slender body!
Oct 12-16
Instructions: For each, add commas where needed and briefly describe the Who, What, When, and Where of the quote.
1. "So many people are. Afraid of firemen I mean. But you're just a man after all..." He saw himself in her eyes suspended in two shining drops of bright water himself dark and tiny in fine detail the lines about his mouth everything there as if her eyes were two miraculous bits of violet amber that might capture and hold him intact.”
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
2. “Her face turned to him now was fragile milk crystal with a soft and constant light in it. It was not the hysterical light of electricity but-what? But the strangely comfortable and rare and gently flattering light of the candle.”
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
3. “One time when he was a child in a power-failure his mother had found and lit a last candle and there had been a brief hour of rediscovery of such illumination that space lost its vast dimensions and drew comfortably around them and they mother and son alone transformed, hoping that the power might not come on again too soon…”
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
4. "Well" said Beatty "take the night off!" He examined his eternal matchbox the lid of which said GUARANTEED: ONE MILLION LIGHTS IN THIS IGNITER and began to strike the chemical match abstractedly blow out strike blow out strike speak a few words blow out.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
5. He looked at the flame. He blew he looked at the smoke. "When will you be well?"
"Tomorrow. The next day maybe. First of the week." Beatty puffed his pipe. "Every fireman sooner or later hits this. They only need understanding to know how the wheels run. Need to know the history of our profession. They don't feed it to rookies like they used to.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
October 19-23
Instructions: For each, correct grammatical errors, define underlined words and briefly describe the Who, What, When, and Where of the quotation from Fahrenheit 451.
1. They had sat in the green soft light without saying a word for a moment and then Montag talked about the weather and then the old man responded with a pale voice. It was a strange quiet meeting. The old man admitted to being a retired English professor who had been thrown out upon the world forty years ago when the last liberal arts college shut for lack of students and patronage. His name was Faber and when he finally lost his fear of Montag he talked in a cadenced voice looking at the sky and the trees and the green park and when an hour had passed he said something to Montag and Montag sensed it was a rhymeless poem.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
2. Then the old man grew even more courageous and said something else and that was a poem too. Faber held his hand over his left coat-pocket and spoke these words gently and Montag knew if he reached out he might pull a book of poetry from the man's coat. But he did not reach out. His. hands stayed on his knees, numbed and useless. "I don't talk things sir" said Faber. "I talk the meaning of things. I sit here and know I'm alive."
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
3. Now as the vacuum-underground rushed him through the dead cellars of town jolting him he remembered the terrible logic of that sieve and he looked down and saw that he was carrying the Bible open.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
4. There were people in the suction train but he held the book in his hands and the silly thought came to him if you read fast and read all maybe some of the sand will stay in the sieve.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
5. Trumpets blared "Denham's Dentrifice" Shut up thought Montag Consider the lilies of the field "Denham's Dentifrice."
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
Use a highlighter/ coloring pencil to correct each sentence.
Topic Inventory
Each numbered item contains a single error or no error at all. Correct each error. There may be more than one way to correct an error.
Circle the number of each item that does not contain an error.
Don’t guess.
If you are not sure, put a question mark (?) next to the item.
JAN 4
1. We decided to go ice skating, but it turned out that no one could get a ride to the rink.
2. I was just getting ready to ride over to a friend’s house, I had to help my sister with some chores.
3. The runners were ready the stands were full the weather was beautiful.
4. The student driver was just getting comfortable. As the time for the lesson ran out.
5. To be good enough to play professional soccer. That was one of his great desires.
6. When I was younger I had a dog named Dirk, who learned tricks quickly.
7. Rachel helped a girl across a busy street who was blind.
8. While at the pool one day, it was sunny and windy.
9. The play was starting; who had to hold my little cousin so she would not talk or cry during the show.
10. Where all the mouse had gone was a mystery.
JAN 5
11. That pot is too small for eight potatos.
12. John’s favorite saying is, “The sky’s the limit.”
13. Whom has the keys to the yearbook office?
14. Somebody took their textbook home by mistake.
15. Three boys volunteered to take the dirt bike to get it fixed.
16. The warm water feels.
17. The lonely cowboy dreams.
18. At the concert, the band played my favorite song.
19. Even though I was late coming back from lunch, I didn’t miss anything because class begun just as I arrived.
20. Anthony sent the e-mail just as he notices a spelling mistake.
21. The crowd was restless as they wait for the year-end sale to begin.
22. Erin and Ryan decides to move west.
23. Whichever contestant has the most points win the game.
24. Why are everyone laughing?
JAN 6
25. Dancers sometimes seems to move their bodies in ways that defy nature and gravity.
26. Hikers often find their packs are too heavy and they have tight shoes.
27. The camper said she would rather take the train than go by car ride.
28. Matt walked very slow to school.
29. Harry and Ashley decorated their house very well.
30. David played golf badly.
31. Danny was the less experienced of the members of the softball team.
32. Compared to Julie, Rosalie was the most creative.
33. Tim concluded that his opinion was different than that of his parents.
34. Brandon was obsessed by space travel.
35. Well that certainly was an interesting experience.
JAN 7
36. I wiped the apple with a paper towel, before I took a bite out of it.
37. Either Olivia was going to give her mom a chaperone’s phone number, or she wasn’t going to the prom after-party.
38. I was ready to leave; but my friends still wanted to stay.
39. You should keep these things in the trunk of your car; jack, spare tire, and flares.
40. Learning to do an Ollie it’s a skateboard trick was challenging but also lots of fun.
41. Its very likely that I will play softball this weekend.
42. The mens’ restroom was closed for cleaning.
43. The question is, “Will it rain tomorrow”?
August 17-20
1. My father knows well to teach English.
2. We want a new house to live.
3. I waited for you since 9 o’clock in the morning.
4. James is suffering from fever since yesterday.
5. Neither Ann nor Mary have arrived.
6. I will call on you before I will leave.
7. I have returned all the books to the library yesterday.
8. Each man and each woman have the right to vote.
9. Walking along the road, a bus ran over the old man.
10. He is studying hard for the last two weeks.
11. I am not used to drive in busy streets.
12. The poet and dramatist are dead.
August 25-28
ACT Student.org
A Microscope in the Kitchen
I grew up with buckets, shovels, and nets waiting by the back door; hip-waders hanging in the closet; tide table charts covering the refrigerator door; and a microscope was sitting on the kitchen table. Having studied, my mother is a marine biologist. Our household might have been described as uncooperative. Our meals weren’t always served in the expected order of breakfast, lunch, and supper. Everything was subservient to the disposal of the tides. When the tide was low, Mom could be found down on the mudflats. When the tide was high, she would be standing on the inlet bridge with her plankton net.
I have great respect for my mother. I learned early that the moon affected the tides. Mom was always waiting for a full or new moon, when low tide would be lower than average and high tide higher than average. The moon being aligned with Earth and the sun when full or new, so its gravity combines with the sun’s gravity to create an even stronger gravitational pull. I knew that it took about eight hours for the tides to change from high to low, sixteen hours for a complete cycle of tides. 9 I didn’t have to wait to learn these things in school. In our house they were everyday knowledge.
[1] Often, my brother and I, joined our mother on her adventures into tidal lands. [2] At the very low tides of the full moon, when almost all the water was sucked away, we found the hideaways where crabs, snails, starfish, and sea urchins hid in order not to be seen. [3] Sometimes we would dig with shovels in the mud, where yellow and white worms lived in their leathery tunnels. 13
For plankton tows, we would stand on the bridge while Mom lowered a cone-shaped net that is often used by marine biologists. Then we would patiently wait. After a while, she would pull up the net, and we would go home. Later, we would see her sitting at the kitchen table, peering at a drop of water through the lenses of her microscope from the bottle—watching the thousands of tiny swimming organisms.
Aug 31-Sept 4
ACT Student.org
My Father's Garden
[1] When I was a boy growing up in Delhi, India, we had a kitchen garden behind our downstairs apartment. My father was an avid gardener, he still is: and every Saturday morning he would put on his work clothes, pick up his hoe and trowel, and would head out the back door. 3
[2] As a ten-year-old, I was supremely unenthusiastic about swinging a hoe in the garden when I could be out playing with my friends. Having tried and failed, my father was unable to make a gardener of me. I had no qualms, of course, about enjoying the results of his labor: the potatoes, squash, cucumbers, and cauliflower that he pursued out of the earth. I would even help him dig out the potatoes or cut a cucumber from its vine. To me, it was much more fun to reap than sowing.
[3] Many years later, living in an upstairs apartment, I am more often sorry I didn’t follow my father out to the garden. I have several indoor plants, but the experience is not the same. The few times that I’ve helped a friend with yard work has given me the joy of touching the soil with an open palm, to get the earth under my fingernails, of patting down the berm around a newly transplanted sapling. Now that I live far from my father (I live in Iowa on the other side of the world), I wish I’d spend more time with him in the garden.
[4] My favorite photograph of my father shows him squatting on his heels, trowel in hand, behind a golden heap of onions freshly pulled from the ground. 12 His glowing smile are evidence of his pride in the onions—the proof of his labor and love—and in me, the photographer, his son. In that photo, his love of the land and his love for me are somehow intertwined, indivisible. It is that same love—love of kin, love of land—that pushes under my fingernails, pushes against my skin, when I thrust my hand into the yielding earth and think that on its far side my father might be doing the same.
Sept 14-18
http://www.actstudent.org/sampletest/english/eng_03.html
English I Bell Work
September 14-25
The Andean Panpipe
Whether its bright and jaunty or haunting and melancholic, the music of the Andes highlands has a mellow sound unique in the musical world. The instrument responsible for this sound is the antara, or Andean panpipe, known for the hollow-sounding, breathy notes it creates. The antara has its origins in the Incan civilization, once the more richer and more powerful empire in South America.
The antara consists of a connected row of hollow, vertical pipes of varying lengths, which are then lined up. The pipes, which can vary numerously from three to fifteen, are fashioned from clay that is rolled around a mold. Each pipe is individually rolled to create the proper pitch before being bound to the other pipes.
The antara dates back to the ninth century. Evidence about how musicians played the instrument have come from painted images on Incan ceramic pottery. Musicians are depicted playing a six-pipe antara by holding the lower ends of the two longer pipes with the right hand while placing the left hand near the remaining tops of the four pipes. The antara was also sometimes held in one hand while the other hand beat a cylindrical drum.
[1] Due to the limited number of notes that can be played on an antara, early musicians’ most likely worked in groups, coordinating the timing and pitch of their instruments to extend the range of sounds produced. (10) [2] Other pottery images show two antara players facing each other while dancing. [3] Each player holds a set of pipes so that both sets are connected to the other set by a string, as if to suggest that those two antaras should be played together. [4] Even to this day, descendants of the Incas, the Quechua people of Peru and Bolivia, prefer to play matched antaras bound together. 12
Unfortunately, the music of the Incas can probably never be exactly re-creating. Yet one can hear in the music of their descendants, beautiful variations on a musical sound that has survived for many centuries. 15
3.Given that all of the choices are true, which one provides the most significant new information?
A. NO CHANGE B. thus forming this musical instrument.
C. arranged from shortest to longest.
D. which are fastened together.
7.The best placement for the underlined portion would be:
A. where it is now. B. before the word left.
C. before the word of. D. before the word four.
10.If the writer were to delete the phrase “coordinating the timing and pitch of their instruments” from the preceding sentence, the sentence would primarily lose:
F. a description of how musicians overcame the limitations of the antara.
G. an indication that music was an important element in Incan life.
H. the idea that the antara was a key feature of Incan music.
J. nothing of significance, because the phrase is redundant.
12.For the sake of the logic and coherence of this paragraph, Sentence 4 should be placed:
F. where it is now. G. before Sentence 1.
H. after Sentence 1. J. after Sentence 2.
15.If the writer were to change the pronoun one to we in the preceding sentence, this closing sentence would:
A. indicate that the writer is a descendant of the Incas.
B. suggest that the essay’s audience are all musicians.
C. take on a somewhat more personal tone.
D. become more clearly a call to action.
September 28
1. Your friend (talk-talks) too much.
2. The man with the roses (look-looks) like your brother.
3. The women in the pool (swim-swims) well.
4. Bill (drive-drives) a cab.
5. The football players (run-runs) five miles every day.
6. That red-haired lady in the fur hat (live-lives) across the street.
7. He (cook-cooks) dinner for his family.
8. The boys (walk-walks) to school every day.
9. The weather on the coast (appear-appears) to be good this weekend.
10. The center on the basketball team (bounce-bounces) the ball too high.
September 29
1. Each of the girls (look-looks) good on skis.
2. Everybody (was-were) asked to remain quiet.
3. Neither of the men (is-are) here yet.
4. (Is-Are) each of the girls ready to leave?
5. Several of the sheep (is-are) sick.
6. Some members of the faculty (is-are) present.
7. Nobody in the class (has-have) the answer.
8. Each of the girls (observe-observes) all the regulations.
9. All of the milk (is-are) gone.
10. Most of the seats (was-were) taken.
September 30
1. Margo and her parents (visit-visits) each other often.
2. Either the cups or the glasses (are-is) in the dishwasher.
3. Vern and Fred (need-needs) a ride to work.
4. There (is-are) a dog, a cat, and a bird in the garage.
5. Neither Matt nor his brothers (was-were) at the party.
6. Here into the main ring of the circus (come-comes) the trained elephants.
7. Either the workers or the boss (deliver-delivers) the merchandise.
8. The committee (work-works) hard for better schools.
9. There (is-are) many things to do before the holidays.
10. The jury (was-were) polled for their verdicts.
11. Here (is-are) the nails you need for the projects.
12. Either Joyce or Ellen (was-were) here.
13. The United States (is-are) a country of contrast.
14. A magazine and a book (was-were) lying on the floor.
15. The family (is-are) occupied with their individual problems.
Oct 5- 9
INSTRUCTIONS: Correct each sentence to create parallel structure.
Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."
For Example:
Mary likes hiking, swimming, and riding a bicycle.
The production manager was asked to write his report quickly, accurately, and thoroughly.
The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.
1. IT was a special pleasure to see things eaten, to see things blackened and changed.
2. With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with the thought of what came next, he flicks the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black.
3. He stroded in a swarm of fireflies.
4. While the books went up in sparkling whirls and blowing away on a wind turned dark with burning.
5. The girl stopped and looked as if she might pull back in surprise, but instead stood regarding Montag with eyes so dark and shining and alive, that he felt he had said something quite wonderful.
6. But he knew his mouth had only moved to say hello, and then when she seemed hypnotized by the salamander on his arm and the phoenix-disc carved upon his chest, he spoke again.
7. Of course I'm happy. What does she think? I'm not?
8. He stood looking up at the ventilator grille in the hall and suddenly remembered that something lay hidden behind the grille, something that seemed to peer down at him now.
9. He moved his eyes quickly away. What a strange meeting on a depressingly strange night.
10. Yet how large that time seemed now. How immense a figure she was on the stage before him; what a shadow she threw on the wall with her slender body!
Oct 12-16
Instructions: For each, add commas where needed and briefly describe the Who, What, When, and Where of the quote.
1. "So many people are. Afraid of firemen I mean. But you're just a man after all..." He saw himself in her eyes suspended in two shining drops of bright water himself dark and tiny in fine detail the lines about his mouth everything there as if her eyes were two miraculous bits of violet amber that might capture and hold him intact.”
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
2. “Her face turned to him now was fragile milk crystal with a soft and constant light in it. It was not the hysterical light of electricity but-what? But the strangely comfortable and rare and gently flattering light of the candle.”
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
3. “One time when he was a child in a power-failure his mother had found and lit a last candle and there had been a brief hour of rediscovery of such illumination that space lost its vast dimensions and drew comfortably around them and they mother and son alone transformed, hoping that the power might not come on again too soon…”
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
4. "Well" said Beatty "take the night off!" He examined his eternal matchbox the lid of which said GUARANTEED: ONE MILLION LIGHTS IN THIS IGNITER and began to strike the chemical match abstractedly blow out strike blow out strike speak a few words blow out.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
5. He looked at the flame. He blew he looked at the smoke. "When will you be well?"
"Tomorrow. The next day maybe. First of the week." Beatty puffed his pipe. "Every fireman sooner or later hits this. They only need understanding to know how the wheels run. Need to know the history of our profession. They don't feed it to rookies like they used to.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
October 19-23
Instructions: For each, correct grammatical errors, define underlined words and briefly describe the Who, What, When, and Where of the quotation from Fahrenheit 451.
1. They had sat in the green soft light without saying a word for a moment and then Montag talked about the weather and then the old man responded with a pale voice. It was a strange quiet meeting. The old man admitted to being a retired English professor who had been thrown out upon the world forty years ago when the last liberal arts college shut for lack of students and patronage. His name was Faber and when he finally lost his fear of Montag he talked in a cadenced voice looking at the sky and the trees and the green park and when an hour had passed he said something to Montag and Montag sensed it was a rhymeless poem.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
2. Then the old man grew even more courageous and said something else and that was a poem too. Faber held his hand over his left coat-pocket and spoke these words gently and Montag knew if he reached out he might pull a book of poetry from the man's coat. But he did not reach out. His. hands stayed on his knees, numbed and useless. "I don't talk things sir" said Faber. "I talk the meaning of things. I sit here and know I'm alive."
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
3. Now as the vacuum-underground rushed him through the dead cellars of town jolting him he remembered the terrible logic of that sieve and he looked down and saw that he was carrying the Bible open.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
4. There were people in the suction train but he held the book in his hands and the silly thought came to him if you read fast and read all maybe some of the sand will stay in the sieve.
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
5. Trumpets blared "Denham's Dentrifice" Shut up thought Montag Consider the lilies of the field "Denham's Dentifrice."
Who, What, When, Where:______________________________________________________________________________________ ___________________________________________________________________________________________________________
Daily Agenda (By Date)
Aug 17 English Pre test
Turn in Bio Poem
Aug 18
The Prepositional Phrase
Aug 19
Make Flash Cards
Front: Vocabulary Word
Back: Definition, Clue
Aug 20
Vocab Review Sheet
Subject- Predicate- Verb
To RCSHS Library to check out Books
Aug 21
My Pretest
Set Goals
English Skills
Locating Prepositional Phrases, Subjects, and Verbs
HOMEWORK: Read Independent Novel
Aug 24
Writing Pretest
Read Novel
Aug 25
Making a Claim
NOTES
POWERPOINT from Class
September 2-4
Library to Revise
Revision Assignment:
Make Up Assigment:
September 7: No School
September 8
Misplaced Modifiers
http://www.chompchomp.com/terms/misplacedmodifier.htm
Complete Group Article Analysis & Share Out
Claims
Are the claims compelling, debatable, defensible? EXPLAIN.
September 9
Subject Verb Agreement
http://grammar.ccc.commnet.edu/grammar/sv_agr.htm
Journal Entry
Should We Worry about What We EAT?
Day 1 Chart of 10 YR Old Boys
September 10
Parallel Structure
http://www.chompchomp.com/terms/parallelstructure.htm
Journal Entry
Should We Worry about What We EAT?
Day 2 Videos
http://www.cnn.com/2010/HEALTH/09/29/school.food.investigation/
September 11
Grammar Assessment
Journal Entry
Should We Worry about What We EAT?
Day 3 Sustained Silent Reading
Published Articles on Food Controversy
Writing Steps
1. Choose your strongest claim. Highlight it and Re write it on a clean piece of paper in your journal.
2. Review your notes.
3. Create an introduction that orients and engages your audience with an angled perspective.
Establish a purpose by making a precise, convincing claim.
Distinguish the claim from alternate or opposing claims demonstrating awareness of complexities of the issue.
Indicate a strong awareness of the audience's needs by providing context and anticipating reader's response to the claim.
September 14, 2015
ITS versus IT'S
Meet Ray Bradbury
September 15, 2015
Comparatives & Superlatives
Extra Practice:
http://www.cinuevocentro.com/noticias/2eso/InglesT5comparativaysuperlativa.pdf
September 16, 2015
Verb Form
Extra Practice
September 17, 2015
1 Share info on RB
2 Read "The Flying Machine"
Characters
Setting
Message/ Theme
3 Notecards
4 PG 6
Check your Comprehension #1-4.
Critical Thinking #1, 3, & 4
September 21, 2015
The Flash Dance
September 22, 2015
1 Discuss "The Pedestrian" By: Ray Bradbury
2 Imagery
3 Similes & Metaphors
4 Group Task
Each group will be given a paragraph or scene from "The Pedestrian."
Secretary: Record Metaphors & Similes
Artist: Design an Image of the scene
Speaker: Present poster, metaphors, and similes
Members: Help make the image come to life!
Groups:
1 Carmen, Jonathon, Ashlynn, Alyssa P 1-2
2 Madison, Zayda, Cecie, Alex P3
3 Justin B, Madison D, Jon, Erin P4
4 Sydnee, Jade, Martina, Ben P 5-6
5 Justin D, Kinsey, Mathew G, Olivia P 7-8
6 Emily S, Emily H, Bre I, Grace P 9-10
7 Lawson, Molly, Julianna, Desean PG 5 "The Police, of course, what a rare, incredible thing... Every night for years."
8 Kennealy, Jordan, Will PG 6 "The police car sat... chill November night." The End
September 23, 2015
Complete Group Task & Present
September 24, 2015
1 What is Poetry?
POWERPOINT
2 "The Other Me" & “January 1999: Rocket Summer from The Martian Chronicles.” By: Ray Bradbury
3 Respond to the following in complete sentences, avoiding pronouns:
PG 8 Check Your Comprehension #1-3
Critical Thinking #2 & #4
PG 9 Literary Focus: Social Commentary #1-3
Writing #3, #5
September 25, 2015
A. Play film from my blog “A Conversation with Ray Bradbury” 22.19 min
Students are to add notes to their past findings about Ray Bradbury.
B. Students reread “The Other Me” and “January 1999: Rocket Summer from The Martian Chronicles.”
C. Respond to the following in complete sentences, avoiding pronouns:
PG 8 Check Your Comprehension #1-3
Critical Thinking #2 & #4
PG 9 Literary Focus: Social Commentary #1-3
Writing #3, #5
September 28-30, 2015
1 Groups present "The Pedestrian" Project
2 Read and Discuss Fahrenheit 451.
FULL TEXT
Oct 1-2 Fall Break!
October 5, 2015
Complete Flash Cards
October 6, 2015
Flash Dance!
Vocabulary List #2
1 olfactory
2 proclivities
3 tamped
4 minstrel
5 phoenix
6 amber
7 titillation
8 odious
9 tallow
10 cacophony
11 trajectory
12 dictum
13 centrifuge
14 ravenous
15 ballistics
16 waft
17 mausoleum
18 imperceptibly
19 filigree
20 sieve
21 falter
22 welter
23 suffused
24 patronage
25 intuitively
26 arsonists
27 praetorian
28 cadenced
29 harlequin
30 aesthetic
31 contemptible
32 insidious
33 trifle
34 linguists
35 exhalation
36 dentifrice
37 oblivion
38 teem
39 ricocheted
40 penance
41 wielding
42 desolation
43 valise
44 incessantly
45 incomprehensible
46 raveled
47 séance
48 pyre
49 juggernaut
50 liquefaction
51 phosphorescent
52 perpetual
53 cardamom
PRACTICE, Practice, pRaCtIcE!
Match each definition with a word.
1. persons who willfully set fire to buildings, or other property, for an improper
purpose
2. bounced; leaped; seesawed
3. was spread through or over, as with liquid, color, or light
4. shameful; despicable; disgusting
5. one of a troupe of entertainers made up in blackface and presenting a comic
variety show
6. a hard translucent yellow, orange, or brownish-yellow fossil resin used for making
jewelry
7. to be unsteady; to stumble
8. highly offensive; hateful; detestable
9. buffoon; comic; clown
10. persons who are skilled in several languages
11. financial support or assistance
12. an instrument with a meshed bottom used for separating coarse from fine parts of
loose matter or for straining liquids
13. an overwhelming, advancing force that crushes or seems to crush everything in
its path
14. a tropical Asian plant of the ginger family, used as a spice and in medicine
15. continuously; without stopping
16. a stately and magnificent tomb
17. grasping; greedy; eager
18. related to elected magistrates charged chiefly with the administration of civil
justice
19. blaze; bonfire; burning
20. a paste, powder, liquid, or other preparation for cleaning the teeth
Multiple Choice
Select the definition that most nearly defines the given word.
21. arsonists
A. persons who willfully set fire to buildings, or other property, for an improper purpose
B. artful; clever; crafty
22. mausoleum
A. a hard translucent yellow, orange, or brownish-yellow fossil resin used for making
jewelry
B. a stately and magnificent tomb
23. odious
A. highly offensive; hateful; detestable
B. an overwhelming, advancing force that crushes or seems to crush everything in its
path
24. patronage
A. became disjoined thread by thread or fiber by fiber; frayed
B. financial support or assistance
25. dentifrice
A. related to elected magistrates charged chiefly with the administration of civil justice
B. a paste, powder, liquid, or other preparation for cleaning the teeth
26. falter
A. something, such as air or vapor, that is exhaled
B. to be unsteady; to stumble
27. exhalation
A. something, such as air or vapor, that is exhaled
B. a stately and magnificent tomb
28. juggernaut
A. an overwhelming, advancing force that crushes or seems to crush everything in its
path
B. was spread through or over, as with liquid, color, or light
29. harlequin
A. buffoon; comic; clown
B. blaze; bonfire; burning
30. imperceptibly
A. persons who are skilled in several languages
B. in a hidden, undetectable manner
UNSCRAMBLE THE WORDS!
1.
BLPMTETOCENI
2.
TEMNISLR
3.
ALUHRNIQE
4.
UAVNOSER
5.
DEUSFUSF
6.
INSIIUOSD
7.
FERLTA
8.
VDAEERL
9.
PYER
10.
UTGUNRJEAG
11.
GSSULITIN
12.
EISVE
13.
LEMUUMAOS
14.
AMBER
15.
CAOMDARM
16.
GNOATREAP
17.
EENDFTICRI
18.
THIOXANELA
19.
CNYANISLETS
20.
ODIUSO
October 7-9, 2015
PLOT with Miss Alley
POWER POINT
Read "All Summer in a Day"
Group Work
2nd:
Group # 1 Exposition
1. Carmen
2. Ben
3. Kinsey
4. Lawson
5. Molly
Group #2 Inciting Incident
1. Kaya
2. Ceci
3. Andrew
4. Madison D.
5. Jonathan
Group # 3 Rising Action
1. Madison B.
2. Justin
3. Kennealy
4. Jade
5. Will
6. Erin
Group # 4 Climax
1. Sydnee
2. Martina
3. Justin
4. Olivia
5. Emily H.
6. DeSean
Group #5 Falling Action
1. Matthew
2. Zayda
3. Breanna
4. Grace
5. Jon
Group # 6 Resolution
1. Julianna
2. Ashlynn
3. Emily S.
4. Alex
5. Alyssa
6. Jordan
5th:
Group # 1 Exposition
1. Emily B.
2. Luke
3. Haleigh E.
4. Boston
5. Abigail
6. Macy
Group #2 Inciting Incident
1. L’Shae
2. Nakotah
3. Madison
4. Ashley
5. Gaige
6. Charlie
Group # 3 Rising Action
1. Parker
2. Chloe
3. Riley
4. Katheryn
5. Jordyn
6. Mitchell
Group # 4 Climax
1. AJ
2. Chandler
3. Haley H.
4. Brady
5. M’Shae
6. David
Group #5 Falling Action
1. Kristen R.
2. Faith
3. Katie B.
4. Jagger
5. Gabe
Group # 6 Resolution
1. Emily H. Ryan
2. Kenady
3. Leanna M.
4. Nick
5. Ryan
Create a Poster the Represents the different parts of the Plot Diagram for the short story, "All Summer in a Day"
Exposition
Inciting Incident
Rising Action
Conflict
Climax
Falling Action
Resolution
Gallery Walk
Film
Reading Guide
Answer as you Read
1. How do the other students treat Margot?
2. What is happening to Margot since she first moved to Venus?
3. Do the other children believe Margot's description of the sun?
4. What does the landscape look like?
5. Margot compares the sun to what?
6. Where does the story take place?
7. Margot reacts violently to what experience at school?
8. What has been happening for seven years?
9. How long will the sun shine?
10. Where was Margot born?
11. The following line from the story is an example of what literary device: "They stood as if someone had driven them, like so many stakes, into the floor"?
12. Where does Margot spend her time while the sun is out?
13. Why is it important that Margot leave Venus and return to Earth? Use specific information from the story to support your answer.
Pick 2 extended activities and complete them in your journal.
DUE Monday, October 12
1. Write your own science fiction story.
2. Create a diorama from a significant scene in the story.
3. Define the following types of figurative language: metaphor, simile, and personification. Create three examples for each type.
4. Have you ever been treated badly by others your age? Write a paper explaining the experience and how it made you feel.
5. Do research on the planet Venus and the possibility of people ever living on it. Write a research paper on your findings.
6. Research the impact of the absence of sunlight on people both physically and mentally. Write a paper sharing your findings.
7. Build a model of the solar system.
8. Using a Venn diagram, compare and contrast Earth and Venus.
9. Write a comparison of the two stories "All Summer in a Day" by Ray Bradbury and "Tri" by Francis Echin.
10. Research the impact of bullying on children. Write a paper with your findings.
11. Are pranks ever harmless? Write an essay sharing your feelings.
12. Can people live in a climate with constant rain? Are there any regions that experience this type of climate? Research this topic, and write a report with your findings.
13. Create a graph of the most common climates on Earth.
14. Create a graph on the atmospheres of each planet.
15. Write a research paper about the sun.
October 12, 2015
The Country That Stopped Reading
JOURNAL: How would your life be different if you had nothing to read?
October 13-14, 2015
Bradbury & The Cold War
During the time when The Martian Chronicles (Bradbury's most famous work) was published, the United States was locked in a Cold War with the Soviet Union.
Between the years of 1945 and 1963, America and the USSR went through a period where each nation sought to invent and create as many technological advancements as possible to show who was more dominant in firepower and science.
Many of the anxieties that came from this period run similarly to anxieties found in the book, The Martian Chronicles.
--when nuclear war breaks out in the book, the settlers are worried for the families they left on Earth
--Americans were worried about the implications of a full-on nuclear war with the Soviets so soon after coming out of WWII.
It was a shaky period during the nation’s history, filled with high emotion and an unknown future.
The Martian Chronicles reflected that time period effectively.
Bradbury wrote Fahrenheit 451 at the beginning of the Atomic Age and the Cold War.
On August 6 and 9, 1945 following the successful testing of an A bomb in Trinity, New Mexico, the US dropped two atomic bombs on Japan, resulting in its surrender and the end of WWII.
The news that the Soviet Union had its own atomic bomb in 1949 heightened the growing tension between the East and West.
The most famous reference to the growing alienation between the Soviet Union and the West came in a speech delivered
by Winston Churchill in 1946 at Westminster College in Fulton, Missouri. Churchill described an “iron curtain”
dividing central and Eastern Europe from the West:
"From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that
line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest,
Belgrade, Bucharest, and Sofia, all these famous cities and the populations around them lie in what I must call the
Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in some
cases, increasing measure of control from Moscow."
A SPEECH
Speech is the vocalized form of human communication.
Speech is researched in terms of the speech production and speech perception of the sounds used in vocal language.
Winston Churchill Speech
Turn in Speech Analysis
More about Bradbury and The Cold War...
http://www.nytimes.com/2012/06/07/books/ray-bradbury-who-made-science-fiction-respectable.html
October 15, 2015
Review for Quiz
Vocabulary to KNOW:
1. cacophony
2. minstrel
3. dictum
4. waft
5. odious
6. titillation
7. tamped
8. amber
9. centrifuge
10. mausoleum
Into a graphic novel...
What is Theme?
OCTOBER 19, 2015
THEME PRACTICE
Directions: read each short story and determine the theme or message in the story. Remember that a good answer will focus on big world lessons, not small world details of the story.
Even though they were sisters, Suzie and June were nothing alike. If Suzie wanted to jump rope, June wanted to play hopscotch. If June wanted to watch soap operas, Suzie wanted to watch talk shows. Tensions rose to the point that the girls could no longer stand one another’s company. It seemed that they had nothing in common, until the day that progress reports came out. While riding the bus home from school, the girls—startled by how upset the other looked—realized that they were both failing a subject. Suzie was failing math and June was failing reading. Since both girls wanted to pass their classes, they got to talking and agreed to help one another. So everyday after school for the next few weeks, Suzie tutored June in reading and then June tutored Suzie in math. By the time report cards came were distributed, Suzie and June were passing all of their classes. The girls were delighted, but their mother was happiest of all. Not just because her daughters passed their classes, but because they had learned to be good sisters.
1. What is the theme of this story? _________________________________________________
______________________________________________________________________________
2. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
All Victor ever wanted to do with his life was be a singer. He didn’t pay attention in school and he spent all of his time at home watching music videos online and impersonating his idols. His mother tried to teach him the value of getting an education and having a backup plan, but Victor would respond the same way every time, “Mom, I won’t need to know any of that boring old stuff when I’m famous. You’ll see.” But there was one major problem with Victor’s plan: he wasn’t any good at singing. Victor wanted to be a singer so badly, that he didn’t notice the pained look on the faces of those who endured his singing. Because he wanted to be a singer so badly, when honest people told him to find something else to do with his life, he accused them of being “jealous haters” and ignored their advice. After Victor dropped out of high school to focus on his music career, the years passed and the doors never opened.
3. What is the theme of this story? _________________________________________________
______________________________________________________________________________
4. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
Kyle liked Lucy more than any other girl in the school, but he had an odd way of showing it. When she walked ahead of him in line, he kicked at her shoe. When she passed him on the school yard, he called her “lame Lucy.” He even wrote a mean word on her homework during the bus ride to school. But what puzzled Lucy the most was receiving an invitation to Kyle’s birthday party. Figuring that he was just planning a mean trick on her, Lucy decided not to go, and while Kyle eagerly awaited Lucy’s arrival, Lucy talked on the phone to Jacob. When Kyle finally realized that Lucy was not coming to his party, he was crushed.
5. What is the theme of this story? _________________________________________________
______________________________________________________________________________
6. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
The little grey mouse that lived in my wall prospered for many days on nibbles of my lunch. I’d pack a meal before bed and, while I slept, he would take small bites of my lunch, which I left on the counter. He’d take a cracker crumble here, and a bread crumb there, but he wouldn’t take too much and he’d always clean up after himself. Things were going quite well for him and I didn’t even know he existed, until he got sloppy. One night while I slept, he ate all of my chips and left behind a big mess. When I awoke to this sight, I knew what had happened to my chips. So the next night when he returned for another snack, he found a nice, delicious piece of cheese… lightly balanced on a mouse trap. Now I don’t have to share my chips anymore.
7. What is the theme of this story? _________________________________________________
______________________________________________________________________________
8. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
Ulysses spent all of his free time reading books and felt that he was very intelligent. One day a nice student from his class asked him if he wanted to go sledding and Ulysses responded, “I’ve read about sledding in books, and it sounds miserable. No, thank you.” On another day, a different friendly student asked Ulysses if he wanted to go out for hotdogs after school. Ulysses responded, “I’ve read that hotdogs are filled with rat parts and pig bellies. No, thank you.” Nobody asked Ulysses to hang out again, but he did read about friends in his books.
9. What is the theme of this story? _________________________________________________
______________________________________________________________________________
10. What happens in the story that leads you to believe this? ____________________________
_______________________________________________
Journal: EXAMINING THE TOPIC OF RISK
One theme that Bradbury examines in Fahrenheit 451 is the cost of taking a risk and the values of risk taking.
Read the following quotations and write a response to your feeling or opinion about risk. Be sure to write continuously for twenty minutes. Use your own personal knowledge and make specific reference to at least three of the quotations. You may or may not agree with the quotations, but support your ideas with examples from history, current events, and/or your own personal experiences.
"All glory comes from daring to begin." (anonymous)
"To achieve great things, we must live as though we were never going to die." (Vauvenargues)
"If one is forever cautious, can one remain a human being?" (Alexandr Solzhenitsyn)
"Survival is triumph enough." (Harry Crews)
"Great men are not always wise." (Job 32:9)
"The only thing we have to fear is fear itself." (Franklin D. Roosevelt)
Finally, explain how Montag is taking risks in the novel.
OCTOBER 20, 2015
Allusions
Allusions in Fahrenheit 451
PREZI of Allusions: https://prezi.com/uwix3bl7pj-9/fahrenheit-451-allusions/
To find Allusions:
CLICK HERE
November 19
Characterization and Vocab
PG 35 #3,7,8
Read "The Necklace The Sequel"
Complete and turn in:
PG 35 3,7,8
Vocab Sheet
Journal: Part B
Graphic Organizer and Take Home Quiz ("The Sequel")
December 1, 2015
Story #2 "The Most Dangerous Game"
CONFLICT
Vocabulary:
1. affable
2. amenity
3. condone
4. deplorable
5. disarming
6. droll
7. elude
8. imperative
9. quarry
10. scruple
11. solicitously
12. stamina
13. tangible
14. uncanny
15. zealous
GROUP SURVIVAL Guide
You and your group have taken a boat ride that has ended terribly. Your captain wrecked the boat and you swam to shore. However, the shore in which you have landed is a deserted island!
What does it take to survive?
Create a Chart with the following information. Be prepared to share your plan with your class
Character Traits
Supplies
Specific Jobs (per group member)
Turn in Bio Poem
Aug 18
The Prepositional Phrase
Aug 19
Make Flash Cards
Front: Vocabulary Word
Back: Definition, Clue
Aug 20
Vocab Review Sheet
Subject- Predicate- Verb
To RCSHS Library to check out Books
Aug 21
My Pretest
Set Goals
English Skills
Locating Prepositional Phrases, Subjects, and Verbs
HOMEWORK: Read Independent Novel
Aug 24
Writing Pretest
Read Novel
Aug 25
Making a Claim
NOTES
POWERPOINT from Class
September 2-4
Library to Revise
Revision Assignment:
Make Up Assigment:
September 7: No School
September 8
Misplaced Modifiers
http://www.chompchomp.com/terms/misplacedmodifier.htm
Complete Group Article Analysis & Share Out
Claims
Are the claims compelling, debatable, defensible? EXPLAIN.
September 9
Subject Verb Agreement
http://grammar.ccc.commnet.edu/grammar/sv_agr.htm
Journal Entry
Should We Worry about What We EAT?
Day 1 Chart of 10 YR Old Boys
September 10
Parallel Structure
http://www.chompchomp.com/terms/parallelstructure.htm
Journal Entry
Should We Worry about What We EAT?
Day 2 Videos
http://www.cnn.com/2010/HEALTH/09/29/school.food.investigation/
September 11
Grammar Assessment
Journal Entry
Should We Worry about What We EAT?
Day 3 Sustained Silent Reading
Published Articles on Food Controversy
Writing Steps
1. Choose your strongest claim. Highlight it and Re write it on a clean piece of paper in your journal.
2. Review your notes.
3. Create an introduction that orients and engages your audience with an angled perspective.
Establish a purpose by making a precise, convincing claim.
Distinguish the claim from alternate or opposing claims demonstrating awareness of complexities of the issue.
Indicate a strong awareness of the audience's needs by providing context and anticipating reader's response to the claim.
September 14, 2015
ITS versus IT'S
Meet Ray Bradbury
September 15, 2015
Comparatives & Superlatives
Extra Practice:
http://www.cinuevocentro.com/noticias/2eso/InglesT5comparativaysuperlativa.pdf
September 16, 2015
Verb Form
Extra Practice
September 17, 2015
1 Share info on RB
2 Read "The Flying Machine"
Characters
Setting
Message/ Theme
3 Notecards
4 PG 6
Check your Comprehension #1-4.
Critical Thinking #1, 3, & 4
September 21, 2015
The Flash Dance
September 22, 2015
1 Discuss "The Pedestrian" By: Ray Bradbury
2 Imagery
3 Similes & Metaphors
4 Group Task
Each group will be given a paragraph or scene from "The Pedestrian."
Secretary: Record Metaphors & Similes
Artist: Design an Image of the scene
Speaker: Present poster, metaphors, and similes
Members: Help make the image come to life!
Groups:
1 Carmen, Jonathon, Ashlynn, Alyssa P 1-2
2 Madison, Zayda, Cecie, Alex P3
3 Justin B, Madison D, Jon, Erin P4
4 Sydnee, Jade, Martina, Ben P 5-6
5 Justin D, Kinsey, Mathew G, Olivia P 7-8
6 Emily S, Emily H, Bre I, Grace P 9-10
7 Lawson, Molly, Julianna, Desean PG 5 "The Police, of course, what a rare, incredible thing... Every night for years."
8 Kennealy, Jordan, Will PG 6 "The police car sat... chill November night." The End
September 23, 2015
Complete Group Task & Present
September 24, 2015
1 What is Poetry?
POWERPOINT
2 "The Other Me" & “January 1999: Rocket Summer from The Martian Chronicles.” By: Ray Bradbury
3 Respond to the following in complete sentences, avoiding pronouns:
PG 8 Check Your Comprehension #1-3
Critical Thinking #2 & #4
PG 9 Literary Focus: Social Commentary #1-3
Writing #3, #5
September 25, 2015
A. Play film from my blog “A Conversation with Ray Bradbury” 22.19 min
Students are to add notes to their past findings about Ray Bradbury.
B. Students reread “The Other Me” and “January 1999: Rocket Summer from The Martian Chronicles.”
C. Respond to the following in complete sentences, avoiding pronouns:
PG 8 Check Your Comprehension #1-3
Critical Thinking #2 & #4
PG 9 Literary Focus: Social Commentary #1-3
Writing #3, #5
September 28-30, 2015
1 Groups present "The Pedestrian" Project
2 Read and Discuss Fahrenheit 451.
FULL TEXT
Oct 1-2 Fall Break!
October 5, 2015
Complete Flash Cards
October 6, 2015
Flash Dance!
Vocabulary List #2
1 olfactory
2 proclivities
3 tamped
4 minstrel
5 phoenix
6 amber
7 titillation
8 odious
9 tallow
10 cacophony
11 trajectory
12 dictum
13 centrifuge
14 ravenous
15 ballistics
16 waft
17 mausoleum
18 imperceptibly
19 filigree
20 sieve
21 falter
22 welter
23 suffused
24 patronage
25 intuitively
26 arsonists
27 praetorian
28 cadenced
29 harlequin
30 aesthetic
31 contemptible
32 insidious
33 trifle
34 linguists
35 exhalation
36 dentifrice
37 oblivion
38 teem
39 ricocheted
40 penance
41 wielding
42 desolation
43 valise
44 incessantly
45 incomprehensible
46 raveled
47 séance
48 pyre
49 juggernaut
50 liquefaction
51 phosphorescent
52 perpetual
53 cardamom
PRACTICE, Practice, pRaCtIcE!
Match each definition with a word.
1. persons who willfully set fire to buildings, or other property, for an improper
purpose
2. bounced; leaped; seesawed
3. was spread through or over, as with liquid, color, or light
4. shameful; despicable; disgusting
5. one of a troupe of entertainers made up in blackface and presenting a comic
variety show
6. a hard translucent yellow, orange, or brownish-yellow fossil resin used for making
jewelry
7. to be unsteady; to stumble
8. highly offensive; hateful; detestable
9. buffoon; comic; clown
10. persons who are skilled in several languages
11. financial support or assistance
12. an instrument with a meshed bottom used for separating coarse from fine parts of
loose matter or for straining liquids
13. an overwhelming, advancing force that crushes or seems to crush everything in
its path
14. a tropical Asian plant of the ginger family, used as a spice and in medicine
15. continuously; without stopping
16. a stately and magnificent tomb
17. grasping; greedy; eager
18. related to elected magistrates charged chiefly with the administration of civil
justice
19. blaze; bonfire; burning
20. a paste, powder, liquid, or other preparation for cleaning the teeth
Multiple Choice
Select the definition that most nearly defines the given word.
21. arsonists
A. persons who willfully set fire to buildings, or other property, for an improper purpose
B. artful; clever; crafty
22. mausoleum
A. a hard translucent yellow, orange, or brownish-yellow fossil resin used for making
jewelry
B. a stately and magnificent tomb
23. odious
A. highly offensive; hateful; detestable
B. an overwhelming, advancing force that crushes or seems to crush everything in its
path
24. patronage
A. became disjoined thread by thread or fiber by fiber; frayed
B. financial support or assistance
25. dentifrice
A. related to elected magistrates charged chiefly with the administration of civil justice
B. a paste, powder, liquid, or other preparation for cleaning the teeth
26. falter
A. something, such as air or vapor, that is exhaled
B. to be unsteady; to stumble
27. exhalation
A. something, such as air or vapor, that is exhaled
B. a stately and magnificent tomb
28. juggernaut
A. an overwhelming, advancing force that crushes or seems to crush everything in its
path
B. was spread through or over, as with liquid, color, or light
29. harlequin
A. buffoon; comic; clown
B. blaze; bonfire; burning
30. imperceptibly
A. persons who are skilled in several languages
B. in a hidden, undetectable manner
UNSCRAMBLE THE WORDS!
1.
BLPMTETOCENI
2.
TEMNISLR
3.
ALUHRNIQE
4.
UAVNOSER
5.
DEUSFUSF
6.
INSIIUOSD
7.
FERLTA
8.
VDAEERL
9.
PYER
10.
UTGUNRJEAG
11.
GSSULITIN
12.
EISVE
13.
LEMUUMAOS
14.
AMBER
15.
CAOMDARM
16.
GNOATREAP
17.
EENDFTICRI
18.
THIOXANELA
19.
CNYANISLETS
20.
ODIUSO
October 7-9, 2015
PLOT with Miss Alley
POWER POINT
Read "All Summer in a Day"
Group Work
2nd:
Group # 1 Exposition
1. Carmen
2. Ben
3. Kinsey
4. Lawson
5. Molly
Group #2 Inciting Incident
1. Kaya
2. Ceci
3. Andrew
4. Madison D.
5. Jonathan
Group # 3 Rising Action
1. Madison B.
2. Justin
3. Kennealy
4. Jade
5. Will
6. Erin
Group # 4 Climax
1. Sydnee
2. Martina
3. Justin
4. Olivia
5. Emily H.
6. DeSean
Group #5 Falling Action
1. Matthew
2. Zayda
3. Breanna
4. Grace
5. Jon
Group # 6 Resolution
1. Julianna
2. Ashlynn
3. Emily S.
4. Alex
5. Alyssa
6. Jordan
5th:
Group # 1 Exposition
1. Emily B.
2. Luke
3. Haleigh E.
4. Boston
5. Abigail
6. Macy
Group #2 Inciting Incident
1. L’Shae
2. Nakotah
3. Madison
4. Ashley
5. Gaige
6. Charlie
Group # 3 Rising Action
1. Parker
2. Chloe
3. Riley
4. Katheryn
5. Jordyn
6. Mitchell
Group # 4 Climax
1. AJ
2. Chandler
3. Haley H.
4. Brady
5. M’Shae
6. David
Group #5 Falling Action
1. Kristen R.
2. Faith
3. Katie B.
4. Jagger
5. Gabe
Group # 6 Resolution
1. Emily H. Ryan
2. Kenady
3. Leanna M.
4. Nick
5. Ryan
Create a Poster the Represents the different parts of the Plot Diagram for the short story, "All Summer in a Day"
Exposition
Inciting Incident
Rising Action
Conflict
Climax
Falling Action
Resolution
Gallery Walk
Film
Reading Guide
Answer as you Read
1. How do the other students treat Margot?
2. What is happening to Margot since she first moved to Venus?
3. Do the other children believe Margot's description of the sun?
4. What does the landscape look like?
5. Margot compares the sun to what?
6. Where does the story take place?
7. Margot reacts violently to what experience at school?
8. What has been happening for seven years?
9. How long will the sun shine?
10. Where was Margot born?
11. The following line from the story is an example of what literary device: "They stood as if someone had driven them, like so many stakes, into the floor"?
12. Where does Margot spend her time while the sun is out?
13. Why is it important that Margot leave Venus and return to Earth? Use specific information from the story to support your answer.
Pick 2 extended activities and complete them in your journal.
DUE Monday, October 12
1. Write your own science fiction story.
2. Create a diorama from a significant scene in the story.
3. Define the following types of figurative language: metaphor, simile, and personification. Create three examples for each type.
4. Have you ever been treated badly by others your age? Write a paper explaining the experience and how it made you feel.
5. Do research on the planet Venus and the possibility of people ever living on it. Write a research paper on your findings.
6. Research the impact of the absence of sunlight on people both physically and mentally. Write a paper sharing your findings.
7. Build a model of the solar system.
8. Using a Venn diagram, compare and contrast Earth and Venus.
9. Write a comparison of the two stories "All Summer in a Day" by Ray Bradbury and "Tri" by Francis Echin.
10. Research the impact of bullying on children. Write a paper with your findings.
11. Are pranks ever harmless? Write an essay sharing your feelings.
12. Can people live in a climate with constant rain? Are there any regions that experience this type of climate? Research this topic, and write a report with your findings.
13. Create a graph of the most common climates on Earth.
14. Create a graph on the atmospheres of each planet.
15. Write a research paper about the sun.
October 12, 2015
The Country That Stopped Reading
JOURNAL: How would your life be different if you had nothing to read?
October 13-14, 2015
Bradbury & The Cold War
During the time when The Martian Chronicles (Bradbury's most famous work) was published, the United States was locked in a Cold War with the Soviet Union.
Between the years of 1945 and 1963, America and the USSR went through a period where each nation sought to invent and create as many technological advancements as possible to show who was more dominant in firepower and science.
Many of the anxieties that came from this period run similarly to anxieties found in the book, The Martian Chronicles.
--when nuclear war breaks out in the book, the settlers are worried for the families they left on Earth
--Americans were worried about the implications of a full-on nuclear war with the Soviets so soon after coming out of WWII.
It was a shaky period during the nation’s history, filled with high emotion and an unknown future.
The Martian Chronicles reflected that time period effectively.
Bradbury wrote Fahrenheit 451 at the beginning of the Atomic Age and the Cold War.
On August 6 and 9, 1945 following the successful testing of an A bomb in Trinity, New Mexico, the US dropped two atomic bombs on Japan, resulting in its surrender and the end of WWII.
The news that the Soviet Union had its own atomic bomb in 1949 heightened the growing tension between the East and West.
The most famous reference to the growing alienation between the Soviet Union and the West came in a speech delivered
by Winston Churchill in 1946 at Westminster College in Fulton, Missouri. Churchill described an “iron curtain”
dividing central and Eastern Europe from the West:
"From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that
line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest,
Belgrade, Bucharest, and Sofia, all these famous cities and the populations around them lie in what I must call the
Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in some
cases, increasing measure of control from Moscow."
A SPEECH
Speech is the vocalized form of human communication.
Speech is researched in terms of the speech production and speech perception of the sounds used in vocal language.
Winston Churchill Speech
Turn in Speech Analysis
More about Bradbury and The Cold War...
http://www.nytimes.com/2012/06/07/books/ray-bradbury-who-made-science-fiction-respectable.html
October 15, 2015
Review for Quiz
Vocabulary to KNOW:
1. cacophony
2. minstrel
3. dictum
4. waft
5. odious
6. titillation
7. tamped
8. amber
9. centrifuge
10. mausoleum
Into a graphic novel...
What is Theme?
OCTOBER 19, 2015
THEME PRACTICE
Directions: read each short story and determine the theme or message in the story. Remember that a good answer will focus on big world lessons, not small world details of the story.
Even though they were sisters, Suzie and June were nothing alike. If Suzie wanted to jump rope, June wanted to play hopscotch. If June wanted to watch soap operas, Suzie wanted to watch talk shows. Tensions rose to the point that the girls could no longer stand one another’s company. It seemed that they had nothing in common, until the day that progress reports came out. While riding the bus home from school, the girls—startled by how upset the other looked—realized that they were both failing a subject. Suzie was failing math and June was failing reading. Since both girls wanted to pass their classes, they got to talking and agreed to help one another. So everyday after school for the next few weeks, Suzie tutored June in reading and then June tutored Suzie in math. By the time report cards came were distributed, Suzie and June were passing all of their classes. The girls were delighted, but their mother was happiest of all. Not just because her daughters passed their classes, but because they had learned to be good sisters.
1. What is the theme of this story? _________________________________________________
______________________________________________________________________________
2. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
All Victor ever wanted to do with his life was be a singer. He didn’t pay attention in school and he spent all of his time at home watching music videos online and impersonating his idols. His mother tried to teach him the value of getting an education and having a backup plan, but Victor would respond the same way every time, “Mom, I won’t need to know any of that boring old stuff when I’m famous. You’ll see.” But there was one major problem with Victor’s plan: he wasn’t any good at singing. Victor wanted to be a singer so badly, that he didn’t notice the pained look on the faces of those who endured his singing. Because he wanted to be a singer so badly, when honest people told him to find something else to do with his life, he accused them of being “jealous haters” and ignored their advice. After Victor dropped out of high school to focus on his music career, the years passed and the doors never opened.
3. What is the theme of this story? _________________________________________________
______________________________________________________________________________
4. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
Kyle liked Lucy more than any other girl in the school, but he had an odd way of showing it. When she walked ahead of him in line, he kicked at her shoe. When she passed him on the school yard, he called her “lame Lucy.” He even wrote a mean word on her homework during the bus ride to school. But what puzzled Lucy the most was receiving an invitation to Kyle’s birthday party. Figuring that he was just planning a mean trick on her, Lucy decided not to go, and while Kyle eagerly awaited Lucy’s arrival, Lucy talked on the phone to Jacob. When Kyle finally realized that Lucy was not coming to his party, he was crushed.
5. What is the theme of this story? _________________________________________________
______________________________________________________________________________
6. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
The little grey mouse that lived in my wall prospered for many days on nibbles of my lunch. I’d pack a meal before bed and, while I slept, he would take small bites of my lunch, which I left on the counter. He’d take a cracker crumble here, and a bread crumb there, but he wouldn’t take too much and he’d always clean up after himself. Things were going quite well for him and I didn’t even know he existed, until he got sloppy. One night while I slept, he ate all of my chips and left behind a big mess. When I awoke to this sight, I knew what had happened to my chips. So the next night when he returned for another snack, he found a nice, delicious piece of cheese… lightly balanced on a mouse trap. Now I don’t have to share my chips anymore.
7. What is the theme of this story? _________________________________________________
______________________________________________________________________________
8. What happens in the story that leads you to believe this? _____________________________
______________________________________________________________________________
Ulysses spent all of his free time reading books and felt that he was very intelligent. One day a nice student from his class asked him if he wanted to go sledding and Ulysses responded, “I’ve read about sledding in books, and it sounds miserable. No, thank you.” On another day, a different friendly student asked Ulysses if he wanted to go out for hotdogs after school. Ulysses responded, “I’ve read that hotdogs are filled with rat parts and pig bellies. No, thank you.” Nobody asked Ulysses to hang out again, but he did read about friends in his books.
9. What is the theme of this story? _________________________________________________
______________________________________________________________________________
10. What happens in the story that leads you to believe this? ____________________________
_______________________________________________
Journal: EXAMINING THE TOPIC OF RISK
One theme that Bradbury examines in Fahrenheit 451 is the cost of taking a risk and the values of risk taking.
Read the following quotations and write a response to your feeling or opinion about risk. Be sure to write continuously for twenty minutes. Use your own personal knowledge and make specific reference to at least three of the quotations. You may or may not agree with the quotations, but support your ideas with examples from history, current events, and/or your own personal experiences.
"All glory comes from daring to begin." (anonymous)
"To achieve great things, we must live as though we were never going to die." (Vauvenargues)
"If one is forever cautious, can one remain a human being?" (Alexandr Solzhenitsyn)
"Survival is triumph enough." (Harry Crews)
"Great men are not always wise." (Job 32:9)
"The only thing we have to fear is fear itself." (Franklin D. Roosevelt)
Finally, explain how Montag is taking risks in the novel.
OCTOBER 20, 2015
Allusions
Allusions in Fahrenheit 451
PREZI of Allusions: https://prezi.com/uwix3bl7pj-9/fahrenheit-451-allusions/
To find Allusions:
CLICK HERE
November 19
Characterization and Vocab
PG 35 #3,7,8
Read "The Necklace The Sequel"
Complete and turn in:
PG 35 3,7,8
Vocab Sheet
Journal: Part B
Graphic Organizer and Take Home Quiz ("The Sequel")
December 1, 2015
Story #2 "The Most Dangerous Game"
CONFLICT
Vocabulary:
1. affable
2. amenity
3. condone
4. deplorable
5. disarming
6. droll
7. elude
8. imperative
9. quarry
10. scruple
11. solicitously
12. stamina
13. tangible
14. uncanny
15. zealous
GROUP SURVIVAL Guide
You and your group have taken a boat ride that has ended terribly. Your captain wrecked the boat and you swam to shore. However, the shore in which you have landed is a deserted island!
What does it take to survive?
Create a Chart with the following information. Be prepared to share your plan with your class
Character Traits
Supplies
Specific Jobs (per group member)
Tuesday, August 25, 2015
Trimester 1 Book Report
CLICK HERE to print an extra copy of the Assignment.
ORAL BOOK REPORT
Each student is required to give ONE ORAL BOOK REPORT! The book must be from independent reading (not read in the classroom) and a novel (100 pages or more) that is appropriate and above middle school reading level. No more than one student can read the same book, unless they join a Literature Reading Circle.
PRESENTATION INFORMATION REQUIREMENTS:
1. Title of the book
2. Author
3. Type of book: Fiction/Nonfiction
4. Genre of book: Fantasy, Romance, Adventure, etc…
5. Setting: Time and Place (Be specific)
6. Is it told in the First, Second, or Third person? (Person here means that the language indicates “through whose eyes,” you see the action in the book.)
7. Protagonist: Who is the story or novel’s central character?
8. Antagonist: Who are the characters or forces in conflict with or in opposition to the protagonist or main character? Identify them and show how they oppose the main character. (Remember, the antagonist can be a person, nature, or the main character himself.)
9. List any additional characters that are central to the plot and describe them briefly.
10. Limit plot summary to one substantial paragraph.
11. Your opinion: What you liked or disliked about the book. How could it have been improved?
12. Provide a visual aid
13. Time limit of 5 minutes
14. You must also provide a one paragraph summary of your book at the time of your oral presentation. The summary must be typed in Times New Roman 12pt. font and double spaced.
LITERATURE READING CIRCLE:
Students may only read the same book if they choose to be in a literature reading circle. Literature circles must meet 3 times over the trimester. One member of the circle must take notes (minutes) at each meeting; this member must type and turn in the minutes from the meetings. For the oral presentation, students will present as a group and divide the requirements up in order to each give a five minute presentation on their portion of the Oral Book Report requirements. Literature reading circles must choose option 1, 4, 7, or 9.
PRESENTATION OPTIONS:
1. Make a PowerPoint presentation and give an oral report giving a detailed summary of what happens in the story, your favorite part and explain why, a list of main characters and description, book title, and author. You may also add other information about the book if you wish.
2. Create a blog or Facebook using your favorite character in your novel and use facts that you have learned about them in the book to describe their interests, hobbies, friends, location, etc…
3. Create your own book cover. Include the title, author, small summary (on the front), and your rating of the book out of 5 stars. Be sure to include an original visual (picture) and don’t copy the actual book cover.
4. Create your own soundtrack using a minimum of 5 to 8 songs (with APPROPRIATE lyrics. NO curse words or obscene language). You will be allowed to play up to 1 minute of each song and then explain why you chose each one and how it relates to a part in the novel that you read. You must also give a quick summary of your novel before playing the soundtrack and submit a written summary.
5. Make a poster to advertise the book. Pretend that the poster will be seen in a book store.
6. Make a travel brochure inviting tourists to visit the setting of the book. What types of activities would there be for them to attend?
7. Create a newspaper for your novel. Summarize the plot in one article, cover the weather in another, and/ or write a feature story on one of the more interesting characters in another.
8. Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.
9. Dress in costume as your favorite character from the book or the author of the book and give a five minute report, by giving a detailed summary of what happens in the story, your favorite part and explain why, a list of main characters and description, book title, and author. You may also add other information about the novel if you wish.
10. Create a drawing, painting, or sculpture based on the novel that you read and give a five minute presentation about your book, by giving a detailed summary of what happens in the story, your favorite part and explain why, a list of main characters and description, book title, and author. You may also add other information about the novel if you wish. Most importantly explain what your artwork means to you and how it represents your novel.
11. If none of the options above appeal to you, you may create your own visual aid to use in your oral report. However, it must be approved by Ms. Stafford and Ms. Alley, write a two page essay (See next page for essay requirements).
English I Written Book Report
Use this format to help you organize and write your book report on your choice reading novel.
General information: Follow the MLA format. Paragraphs must be a minimum of three to five sentences. Please type your report in 12 pt., Times New Roman, black font. Titles must be in italics or underlined. Your book report should contain the following:
1. Title of the book (underlined or italicized)
2. Author
3. Type of book: Fiction/Nonfiction
4. Genre of book: Fantasy, Romance, Adventure, etc…
5. Setting: Time and Place (Be specific)
6. Told in the First, Second, or Third person. (Person here means that the language indicates “through whose eyes,” you see the action in the book.)
Point of View Singular Plural
First Person I, me We, us
Second Person You You
Third Person He, She, It They, Them
7. Protagonist: Who is the story or novel’s central character?
8. Antagonist: Who are the characters or forces in conflict with or in opposition to the protagonist or main character? Identify them and show how they oppose the main character. (Remember, the antagonist can be a person, nature, or the main character himself.)
9. List any additional characters that are central to the plot and describe them briefly.
10. Limit plot summary to one substantial paragraph.
11. Your opinion: What you liked or disliked about the book. How could it have been improved?
12. Include a memorable quote: Were you inspired by a particular line or character’s remark from the book? Explain why you think that quote is significant to the story and to you.
13. Conclusion: Summarize your report in a brief, concluding paragraph. For example, your opening sentence of the concluding paragraph could read: In conclusion, Tuck Everlasting by Natalie Babbitt is the story of a family who is unable to age. For years, this secret is closely guarded; however, on a hot summer day, fate takes hold and changes the Tuck’s lives forever.
ORAL BOOK REPORT
Each student is required to give ONE ORAL BOOK REPORT! The book must be from independent reading (not read in the classroom) and a novel (100 pages or more) that is appropriate and above middle school reading level. No more than one student can read the same book, unless they join a Literature Reading Circle.
PRESENTATION INFORMATION REQUIREMENTS:
1. Title of the book
2. Author
3. Type of book: Fiction/Nonfiction
4. Genre of book: Fantasy, Romance, Adventure, etc…
5. Setting: Time and Place (Be specific)
6. Is it told in the First, Second, or Third person? (Person here means that the language indicates “through whose eyes,” you see the action in the book.)
7. Protagonist: Who is the story or novel’s central character?
8. Antagonist: Who are the characters or forces in conflict with or in opposition to the protagonist or main character? Identify them and show how they oppose the main character. (Remember, the antagonist can be a person, nature, or the main character himself.)
9. List any additional characters that are central to the plot and describe them briefly.
10. Limit plot summary to one substantial paragraph.
11. Your opinion: What you liked or disliked about the book. How could it have been improved?
12. Provide a visual aid
13. Time limit of 5 minutes
14. You must also provide a one paragraph summary of your book at the time of your oral presentation. The summary must be typed in Times New Roman 12pt. font and double spaced.
LITERATURE READING CIRCLE:
Students may only read the same book if they choose to be in a literature reading circle. Literature circles must meet 3 times over the trimester. One member of the circle must take notes (minutes) at each meeting; this member must type and turn in the minutes from the meetings. For the oral presentation, students will present as a group and divide the requirements up in order to each give a five minute presentation on their portion of the Oral Book Report requirements. Literature reading circles must choose option 1, 4, 7, or 9.
PRESENTATION OPTIONS:
1. Make a PowerPoint presentation and give an oral report giving a detailed summary of what happens in the story, your favorite part and explain why, a list of main characters and description, book title, and author. You may also add other information about the book if you wish.
2. Create a blog or Facebook using your favorite character in your novel and use facts that you have learned about them in the book to describe their interests, hobbies, friends, location, etc…
3. Create your own book cover. Include the title, author, small summary (on the front), and your rating of the book out of 5 stars. Be sure to include an original visual (picture) and don’t copy the actual book cover.
4. Create your own soundtrack using a minimum of 5 to 8 songs (with APPROPRIATE lyrics. NO curse words or obscene language). You will be allowed to play up to 1 minute of each song and then explain why you chose each one and how it relates to a part in the novel that you read. You must also give a quick summary of your novel before playing the soundtrack and submit a written summary.
5. Make a poster to advertise the book. Pretend that the poster will be seen in a book store.
6. Make a travel brochure inviting tourists to visit the setting of the book. What types of activities would there be for them to attend?
7. Create a newspaper for your novel. Summarize the plot in one article, cover the weather in another, and/ or write a feature story on one of the more interesting characters in another.
8. Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.
9. Dress in costume as your favorite character from the book or the author of the book and give a five minute report, by giving a detailed summary of what happens in the story, your favorite part and explain why, a list of main characters and description, book title, and author. You may also add other information about the novel if you wish.
10. Create a drawing, painting, or sculpture based on the novel that you read and give a five minute presentation about your book, by giving a detailed summary of what happens in the story, your favorite part and explain why, a list of main characters and description, book title, and author. You may also add other information about the novel if you wish. Most importantly explain what your artwork means to you and how it represents your novel.
11. If none of the options above appeal to you, you may create your own visual aid to use in your oral report. However, it must be approved by Ms. Stafford and Ms. Alley, write a two page essay (See next page for essay requirements).
English I Written Book Report
Use this format to help you organize and write your book report on your choice reading novel.
General information: Follow the MLA format. Paragraphs must be a minimum of three to five sentences. Please type your report in 12 pt., Times New Roman, black font. Titles must be in italics or underlined. Your book report should contain the following:
1. Title of the book (underlined or italicized)
2. Author
3. Type of book: Fiction/Nonfiction
4. Genre of book: Fantasy, Romance, Adventure, etc…
5. Setting: Time and Place (Be specific)
6. Told in the First, Second, or Third person. (Person here means that the language indicates “through whose eyes,” you see the action in the book.)
Point of View Singular Plural
First Person I, me We, us
Second Person You You
Third Person He, She, It They, Them
7. Protagonist: Who is the story or novel’s central character?
8. Antagonist: Who are the characters or forces in conflict with or in opposition to the protagonist or main character? Identify them and show how they oppose the main character. (Remember, the antagonist can be a person, nature, or the main character himself.)
9. List any additional characters that are central to the plot and describe them briefly.
10. Limit plot summary to one substantial paragraph.
11. Your opinion: What you liked or disliked about the book. How could it have been improved?
12. Include a memorable quote: Were you inspired by a particular line or character’s remark from the book? Explain why you think that quote is significant to the story and to you.
13. Conclusion: Summarize your report in a brief, concluding paragraph. For example, your opening sentence of the concluding paragraph could read: In conclusion, Tuck Everlasting by Natalie Babbitt is the story of a family who is unable to age. For years, this secret is closely guarded; however, on a hot summer day, fate takes hold and changes the Tuck’s lives forever.
Saturday, August 22, 2015
Welcome to English I H!
August 13-14
Who am I? And Who Are You?
Day 1
Name- Interesting Fact
Day 2
Interview
Interviewer
Interviewee
TURN IN: Biopoem
Who am I? And Who Are You?
Day 1
Name- Interesting Fact
Day 2
Interview
Interviewer
Interviewee
TURN IN: Biopoem
Friday, August 21, 2015
Journal Writing August 21, 2015
1. Write about going back to school after summer vacation.
2. Write a thank you note to a friend who gave you onion and garlic-flavored chewing gum.
3. Draw an imaginary constellation. Write a story such as ancient people might have told about it.
4. Describe a real made-up dream or nightmare.
5. Write about your favorite childhood toy. journal writing prompts
6. Write out the best or the worst day of your life.
7. Finish this thought: if I could change one thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!)
8. If and when I raise children, I'll never...
9. I have never been more frightened than when...
10. Persuade a friend to give up drugs.
11. Five years from now, I will be...
12. Write about a day you'd like to forget.
13. Invent and describe a new food.
14. Describe an event that changed your life forever, or make up and describe an event that would change your life forever.
15. Describe someone who is a hero to you and explain why.
16. Write about a time in your life when you struggled with a choice and made the right one.
17. Imagine yourself in a different century and describe an average day in your life.
18. Which character from a book would you most like to meet and why?
19. Three goals I have set for myself are...
20. What would you do if 300 mice had just gotten out of their cages in a pet shop where you worked?
2. Write a thank you note to a friend who gave you onion and garlic-flavored chewing gum.
3. Draw an imaginary constellation. Write a story such as ancient people might have told about it.
4. Describe a real made-up dream or nightmare.
5. Write about your favorite childhood toy. journal writing prompts
6. Write out the best or the worst day of your life.
7. Finish this thought: if I could change one thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!)
8. If and when I raise children, I'll never...
9. I have never been more frightened than when...
10. Persuade a friend to give up drugs.
11. Five years from now, I will be...
12. Write about a day you'd like to forget.
13. Invent and describe a new food.
14. Describe an event that changed your life forever, or make up and describe an event that would change your life forever.
15. Describe someone who is a hero to you and explain why.
16. Write about a time in your life when you struggled with a choice and made the right one.
17. Imagine yourself in a different century and describe an average day in your life.
18. Which character from a book would you most like to meet and why?
19. Three goals I have set for myself are...
20. What would you do if 300 mice had just gotten out of their cages in a pet shop where you worked?
Monday, August 17, 2015
Remind 101
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