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)
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