Ms. BB's Blog

Weeks 5 and 6: Began Novel - To Kill a Mockingbird - Progress Reports - Grade Recovery

2012-02-15T15:37:00.002-05:00

Reading Literature:

Last week we began our novel, To Kill a Mockingbird (Lee, 1960) and will have our first test on chapters 1-5 next week.

Study Guide for Chapters 1-11

AudioBook for To Kill a Mockingbird

E-Text for To Kill a Mockinbird

Chapter 1

Chapter 2

Chapter 3

By the end of this week, we will have read through chapter 3 and will test on chapters 1-3 on Tuesday, February 20, 2012.

We will have an open note tests over chapters read each week

We began keeping a reflections journal with daily prompts related to the chapter(s) read. The journal will be worth 200 points and will be due one week after the novel is completed. Currently the expected completion date is the last week of March.

Reflections Journal Rubric

Jounral Entry for Reflection on In-Class Discussion:
February 14, 2012, Chapter 1
How can we relate the quote from chapter 1 "..... unwilling to discard their initial suspicions" (Lee, 1960, pp. 9-10)

February 17, 2012 Chapter 2 and 3

1. Respond to the quote, “Until I feared I would lose it, I never loved to read. One does not love breathing” (Lee, 1960, pg. 23).

• Relate this quote to our classroom discussion as well as what you know about the laws regarding the education of persons of African descent.

2. What does it mean to “contradict the ways” of another person? Think of a time you have contradicted the ways of a person because of their race, ethnicity, religion, culture, dress, speech, gender orientation, etc. Why did you feel the need to “contradict” this person’s ways?

Grammar:

We will again be applying grammar concepts to our vocabulary sentences. Please study basic sentence patterns handout. We will now begin clauses and phrases.

Vocabulary:

Vocabulary books are required. The price is $10.00. Books will be checked each week for completion of exercises in assigned units. Failure to acquire a book, and complete exercises will seriously impact grade.

Grade Recovery:

The first official progress reports go out at the end of next week. Many students’ grades are dangerously low due to not completing and turning in major assignments. I have posted these assignments below. The most a student can make on a make-up assignment is 70%. Students are always given class time and more than adequate time to complete assigned projects at home; therefore, 70% is more than generous. The deadline for getting in these makeup assignments is Monday, February 20, 2012.

Mini-Autobiographical Essay

Idea-Web for Mini-Autobiographical Essay

Rubric for Mini-Autobiographical Essay * we did not do the poster. All three must be stapled together and submitted.

"The Cask of Amontillado" re-mix

E-Text for "The Cask of Amontillado"

For missed tests, students are required to make an appointment with me, or let me know of plans to take the make-up test in Learning Links. I enter 0s as they are earned. Tests must be made up within 10 days.

I leave no room for failure in my class... please do not make room.

Love,

Ms. BB

Upcoming Assessments:

Vocabulary Quiz - Unit 2 - Friday, February 17, 2012

Chapter 1 Test (a introduction to how (hard) these tests will be) Friday, February 17, 2012

Open Note Essay Tests on Chapters 1-3, Tuesday, February 21, 2012.

Vocabulary Performance Tasks for Units 1-3 due February 29, 2012

Rubric/Assignment Requirements for Vocabulary Performance Tasks

Week 5: Suspense/Horror Genre Continued

2012-02-07T12:25:00.000-05:00

Questions/Main Ideas: Notes:

QOW: How does establishing a connection with characters and events in a work of fiction enhance reader enjoyment?
QOD: Competition can be very positive, or it can be very negative. Is there such a thing as “going too far” to come out the winner? Give an example from your personal life or from the media.

Review and Expand: Elements of a Short Story
Plot –

• The sequence of events in a short story

• The ground work or foundation to the story

Exposition – introduces characters, establishes, setting, and basic story line

Rising Action – conflict is introduced

Climax – Follows the rising action – is the point where the suspense or intrigue is the greatest

Falling action – Follows climax; conflict is lessoned

Resolution – follows falling action – conflict is resolved – or change brought about in response to conflict

Characters:

Protagonist – the central character in a story in which the conflict is associated.

Antagonist – the character, situation, or element that provides or aids the conflict
Setting –

Time and place of the action
Time:

• historical period

• past, present or future

• a specific year, season, or time of year.
Place:

• Geographic location such as country, state, region or town.

• Social, economic, or cultural environment
Point of view: Who is telling the story or from which vantage point (vantage means from where one sees things).

• First person narration – the storyteller is a character in the action

• Third person narration – the story teller reports events, taking no direct part in the action

“The Most Dangerous Game” by Richard Connell

What figurative language is

used in this story?

Metaphor -
Simile-

What examples can you provide?

Imagery -
Personification -

Irony -

• Situational

• Dramatic

• Verbal

Allusion-

Who is the protagonist in this story?

What is the conflict he faces? What examples of conflict are there? Human vs Human __________________________________

Human vs Nature ¬¬¬¬¬¬¬¬¬¬¬¬¬____________________________________

Human vs Self ________________________________________
Who/What is the antagonist?

How does it/he present/personify the conflict?
What is the genre of this story?

What is the mood of the story? Give three examples of how the author conveys the mood.
Name at least three elements of classic horror identified in this story.
Compare/Contrast to modern horror literature and/or movies.
What are some of the elements of classic children’s fairy-tales identified in this story?

What was the author’s purpose in including these nuances?

Unit 1 Vocabulary Test – Wednesday

Literature Test: “The Cask of Amontillado” and “The Most Dangerous Game” - Thursday and Friday

Next Week at a Glance:

Unit II in vocabulary workbook

Unit One in literature book: Narrative Poetry/related in-class writing assignments

Building Background for Novel

Monday January 13, 2012- “The Most Dangerous Game” Projects

"The Most Dangerous Game" e-text

"The Most Dangerous Game" Project List

"The Most Dangerous Game" Study Guide

Class Notes

Week 4: Poe, Prose, and Poetry - Sinister and Suspenseful Tales

2012-02-01T14:47:00.003-05:00

This week we began short stories and narrative poetry from the suspense genre.

For ALL 9th Lit

The Cask of Amontillado by Edgar Allan Poe

The Cask of Amontillado Remix

Study Guide for The Cask of Amonillado

Classic Horror Research Requirements and Pacing Guide (9th Lit Honors (and anyone from 1st, 2nd, 4th who wishes)

E-text for Classic Horror Research (9th Lit Honors)

The Fall of the House of Usher by Edgar Allan Poe

The Black Cat by Edgar Allan Poe

The Raven by Edgar Allan Poe

The Complete Works of Edgar Allan Poe

Dracula by Bram Stoker

Dr. Jekyll and Mr. Hyde - Robert Louis Stevenson

Tales and Other Sketches by Nathanial Hawthorne

The Complete Grimms Fairey Tales

Frankenstein - Mary Shelly

Stories of the Supernatural

The House of the Seven Gables - Nathanial Hawethorne

The Lady of the Shroud - Bram Stoker

The Phantom of the Opera - Gaston Leroux

The Return -

Classic Horror Films to Pique Your Interest (You still have to read)

Dr. Jekyll and Mr. Hyde

LikeTelevision Watch Movies and TV Shows

The Hunchback of Notre Dame

LikeTelevision Watch Movies and TV Shows

LikeTelevision Watch Movies and TV Shows

Ambrose Bierce: Occurrance at Owl Creek Bridge

LikeTelevision Watch Movies and TV Shows

H.G. Wells Things to Come

LikeTelevision Watch Movies and TV Shows

House on Haunted Hill

LikeTelevision Watch Movies and TV Shows

Night of the Living Dead

LikeTelevision Watch Movies and TV Shows

The Phantom of the Opera

LikeTelevision Watch Movies and TV Shows

The Terror of Frankenstein

Psycho

The Birds

The Cask of Amontillado Study Guide

Week Two Spring 2012

2012-01-20T19:11:00.000-05:00

This week has gone by in a whirlwind!

Monday: Holiday

Tuesday: Summer Reading Essay Test

Wednesday: Viewed film on cyber bullying

Thursday/Friday: Read "The Washerwoman" by Isaac Beshevis Singer

Created Idea Web for Mini-Autobiographical Essay (see example of Idea Web below)
Rubric
Mini-Autobiographical Essay (150 Points)

Using the idea web created in class, you will write a one and one-half to two-page mini-autobiography focusing on one important time period in your life.
Your essay will have a strong introduction of no more than 7-12 sentences, and your body will support your introduction by expanding upon and adding details to your topic. Your conclusion will be an inverted statement of your introduction and will make a projection for your future.
When finished, you will create a cover for your mini-autobiography using colored construction paper and markers – provided for you.
You will attach your Idea Web, prewrite, draft, and mini-autobiography to the rubric provided – with your name and block printed on the rubric in the space provided.

Idea Web on Prezi

Honors 9th Lit received packets for Honors' Portfolio and Classic Horror Research Papers. Please stay posted as I am going to create a separate blog for the Honors' class.

A Look Ahead:

Monday -

if you have not purchased a vocabulary book... do so. First unit in workbook is due Friday, January 27th, we will also have our first quiz on that same Friday.
if you have not purchased a binder.... you must do so.
Parent information sheets are due

Week One - Spring 2012. A Work in Progress: Just Like YOU!

2012-01-11T06:28:00.001-05:00

We are having fabulous week this week. I am really excited about being your teacher!
Please remember by Friday, January 20, 2012:
Vocabulary Book Fee (10.00).
3-ring Binder

On Tuesday, January 17, 2012:
Have notes for Summer Reading Essay on 3 x 5 index card - front and back and in your handwriting.

Block 3 will submit notes for Lord of the Flies to Turnitin.com (passcodes to be given in class).

Now for a review of this week's activities (as they are planned):
Class Activities Week 1
Warm-up: Who is my teacher anyhow?
Writing Prompt: Summer Reading

PPT: Syllabus Blocks 1, 2, 4

PPT: Syllabus Block 3

Day 2
Warm –up:
Identifying synonyms and antonyms

On a half sheet of paper list at least 5 synonyms and antonyms for the word: Truth
Turn to the student directly behind you (or next to you if you are on the back row) and compare notes. (5 min)

Review and Reteach:

Basic Skills work sheet
Check Basic Skills work sheet
Turn in for assessment and participation grade

Responding to a writing prompt:

Read Letter of Intent assignment
Create a R.A.F.T. for the assignment
Begin your letter
Turn In

Parts of a Short Story:
Define or apply a synonym to each of the following

Plot
Setting
Characters
Point of View
Theme
Mood
Tone

Apply: Draw and label a plot diagram with the following terms:
Provide an example of each on your diagram

Exposition
Rising Action
Climax
Falling Action
Resolution

Day 3
Warm-up: What standards do you require in your life? How will/do you apply these standards to your life here at Wheeler?

Literary Terms
TOD/VOD:
Define or apply a synonym to each of the following terms

Context
Contextual
Infer
Inference
Connotation
Denotation
Literal
Figurative
Analyze
Comprehend
Demonstrate
Formulate
Acquire
Identify
Relate

Day 4

Warm-up: Write a short paragraph describing your favorite teacher. What characteristics did this teacher have that made her your favorite? What was the best/most important thing she/he ever said to you? How did this make you feel?

Review Literary Terms

Analyze / Analysis
Comprehend/comprehension
Demonstrate / demonstration
Formulate / formulation
Acquire / acquisition
Identify / identification
Relate / relation/relationship

Grammar
First four Basic parts of Speech
Write one sentence using all of the following:
1. Noun     2. Verb
3. Adjective     4. Adverb

Last Four Basic Parts of Speech
Write a sentence using each of the following (include as many of the above as you can. Hint: you will have to have a noun and a verb):

5. Pronoun (renames another noun/antecedent)     6. Preposition
7. Conjunction    8. Infinitive

MAD-Libs

Please replace the part of speech in the parentheses. Your sentences do not have to be contextually correct, but they must be grammatically correct.

The (noun) sent the (adjective) girl a(n) (adjective) (noun).

When the going gets (noun) the (noun) get (verb).

If you (verb) cake to the (noun), I will (verb) (noun).

The (adjective) man had a(an) (adverb) (adjective) (noun).

If I (verb) a (noun) for every (noun) I have (verb) asked that (noun), I would be (adjective).

Preparing for the Summer Reading Essay
Take notes on the following for Tuesday's essay test.

Use Elements of a Short Story/fiction notes from Wednesday
Use plot diagram
Identify major characters
Identify conflicts
Identify major events
Identify major turning points in the story
Identify themes
Author's name
Title of Novel

Anything else you feel will be helpful and will fit the card.

Wheeler High School Summer Reading List for Summer Reading Essay Test - Tuesday, January 17, 2012

2012-01-10T14:54:00.001-05:00

Click here for a list of summer reading. This is REQUIRED! We will have an essay test Tuesday, January 7, 2012. You will not be summarizing your book. You need to know plot, characters (protagonist, antagonist, minor characters), themes, setting, conflicts. You will be provided a choice of prompts from which to choose. AGAIN... you will not simply be summarizing, or retelling the story. You must be able to respond directly to the prompts. So.... review your novel this week.... and take notes.

Many of the classics are free on Kindle or other electronic readers. Kindle can be downloaded FREE to your PC, Android, or Iphone. And... you can take notes in the margins.

Please take notes as you read/review... note characters, setting, plot, themes, etc..... you will be required to respond to essay questions - not summarize your novel.

You read it here...

So.... NO Excuses.

Dec. 12-22: EOCT - Final Exams

2011-12-14T11:09:00.001-05:00

Dec. 12 - 13 End of Course Tests

Dec. 14 - Finish Romeo and Juliet

Dec. 15 - Romeo and Juliet projects due (these were extended from Monday the 12th

Dec. 16 - Begin The Odyssey

Dec. 19 -20 Continue The Odyssey

Dec. 21 First and Second Block - Final Exams (Final Projects - see links below)

Dec. 22 - Fourth Block - Final Exams (Final Projects - see links below)

My Odyssey Final Project Rubric

The Complete Homer's The Odyssey

Book Rags Study Guide (Summary and Themes)

Cycle of the Epic Hero Chart

Character Analysis Chart for Odyseus

The Odyssey Study Guide

Elements of the Epic Hero PPT

Thank you for a Great Year! Good luck next semester! Good luck in 10th Lit next year!

Nov. 28 - Dec. 9: Romeo and Juliet

2011-12-03T20:20:00.010-05:00

This past week we began Shakespeare's Tragedy of Romeo and Juliet

Below are resources:

Romeo and Juliet project choices with rubric

Study Guides

Act 1

Act 2

Act 3

Act 4

Act 5

The Complete Script for Romeo and Juliet

PPT Introduction to Shakespeare and Romeo and Juliet

Introduction to William Shakespeare

Vocabulary for Romeo and Juliet

Romeo and Juliet Animated Version Part I

Romeo and Juliet Animated Version Part II

Romeo and Juliet Anmiated Version Part III

Literary Terms to Study for EOCT

EOCT Practice, EXTRA CREDIT Assignments

2011-11-21T16:50:00.000-05:00

Please check your emails. I have sent the log-in information for USATestprep.com

I cannot post this on my blog.

Here is a link to the information - but you will have to ask permission to access it. I will not be at my computer after Wednesday. So.... get in touch with a classmate.

For Thursday and Friday

2011-11-16T20:30:00.001-05:00

Thursday: EOCT Prep Learning Packets Due - this is for accuracy. NOT a submission grade.

ALL ASSIGNMENTS FROM THIS PAST WEEK AND THIS WEEK MUST BE TURNED IN TOMORROW (THURSDAY) FOR THE POSSIBILITY OF FULL CREDIT.

Make up work from prior writing assignments can be made up for a 50% possible grade. These may be completed and emailed to me over the break. It is your responsibility to do a search on my blog to find the assignment links. I have only posted them a GAZILLION times.

EOCT is two weeks following the TG break. WE HAVE MUCH TO DO!!!! NO SLACKING!!!

WHY AM I YELLING? BECAUSE I CAN.... AND BECAUSE I WANT YOU TO UNDERSTAND THE SERIOUSNESS OF THIS SITUATION.

Apparently, my normal speaking voice does not work so well.
IN CLASS Timed Writing Test tomorrow on Radio Flyer BRING NOTES!!!

The prompt:

Radio Flyer Writing Prompt (100 points)

In the film, Radio Flyer, the two boys in the story face a nightmare more terrifying than any of the monsters they have seen in their favorite horror movies. After realizing that magic spells and wishing-spots were ineffective in their desire to be rid of the monster in their lives, or to diminish the power he has over them, they devise a plan. Discuss the plan, and how it relates to the themes and symbolism of this film. Included in your discussion, address the following:

Discuss how Mike kept his promise to Bobby.
What is the significance of “the Kings” face only being shown in the shadows or obscured by sunglasses? How does this relate to the theme of monsters?
How do you think the boys felt when they met Fisher?
Discuss the two climatic scenes in the movie and how these intensified the mood.
What do you think happened to Bobby?
Did he really begin a world-wide tour in a wagon?
What is the significance of Samson still being with grown-up Mike and his sons? How does this go toward answering the above questions?
Based upon the ending of the film, what does the quote, “History is in the mind of the teller, truth is in the telling” mean?

Provide evidence from the film to support your answers.

Submit all notes along with paper.

Weeks of 11/7 - 11/18 - Onto New Horizons: Narrative Poetry and Narrative Prose

2011-11-13T11:45:00.002-05:00

This week we turned in our To Kill a Mockingbird Reflections Journals, had our final test on the novel, moved onto narrative poetry, practiced basic sentence diagramming, and introduced Unit 6 in our Sadlier-Oxford Vocabulary books.

Tuesday was a student holiday.

On Wednesday, we read "Casey at the Bat", by Ernest Lawrence Thayer.

We performed character analysis and discussed how imagery is used in a narrative work to convey meaning.

We wrote a sequel in prose to the legendary poem called "Casey, Jr. at the Bat?" This was due on Friday.

Friday we read "The Listeners" by Walter de La Mare.

We explored the darker side of poetry with this mysterious poem and our assignment was to rewrite the poem as prose with the objective to answer the questions posed in the poem. This is due Monday, Nov. 14.

Students were given study packets to complete - Part A is due Monday, the 14th, with B-D due sequentially the remainder of the week.

On Monday, Nov. 14 - we further explored poetry and discussed how a work of poetry can be used to comment upon societal issues.

Assignments:

Beware Do NOT Read This Poem

Beware Do NOT Do This Assignment

We began the film with Tom Hanks, The Radio Flyer. The students will be analysing this film for themes, symbolism, and relevance to the societal and family issue of chemical dependence and child abuse.

The remainder of the week will be spent further exploring poetry, short stories, and informational texts.

We will begin our final two units upon returning from the Thanksgiving break, Shakespeare's The Tragedy of Romeo and Juliet and Homer's The Odyssey. We will explore similar themes existing between the Shakespearean tragedy's tragic hero, and the Greek epics, fatal hero.

Everyone needs to be in class, in his or her seat,. and tuned in.

We are on the final stretch....and everything counts. We are not done until Dec. 22, 2011.

Journals Due November 7th, 2011

2011-11-02T15:03:00.002-04:00

Follow this link for access to the complete novel - chapters 1- 31

The Reflections Journal Rubric - ONE MORE TIME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

MLA Help:

Wheeler Library - Remember you have to have the passcodes from the media center in order to access outside of school.

OWL (Online Writing Lab at Purdue) for MLA Help

Negro Spirituals

Negro Art and Images

Slave Diaries

Underground Railroad

The Harlam Renassaince

Famous Quotes about Black Injustice

Obama and Racism

The Holocaust - What America Knew, or Chose to Know

Racism and the Legal System

For discussions, readings, and media viewed in the classroom, you can simply cite these like this (Burnett-Brown, 2011) - within your text.

You can provide the name of movie, poem read, etc., within your response, but it is a part of the class lecture.

Then on your Works Cited Page as shown in MLA guidelines for live lecture.

For the novel you need to know this information: Author - Harper Lee; Year Published- 1960; Name of Publisher- Grand Central; City of Publication -New York

Journal Prompts
September 21, 2011 Chapter 5

What is the symbolism associated with Miss Maudie’s discussion of the “foot washing” Baptist and the dangers of taking certain teachings literally? How might this relate to racism?

September 22, 2011 Chapter 6

How do the events, and the reactions of the neighbors, occurring on the night the children went to the Radley house relate to the quote, “the people were unwilling to discard their initial suspicions.” What recent events reported by the news media relate to this quote?
Tuesday, October 4, 2011

Why do you think people are so unwilling to “discard their initial suspicions”/ unfounded beliefs? Write about how the clash between knowledge and ignorance due to this unwillingness has created conflict. This conflict can be on a personal level, or even a global level – such as war.

October 6, 2011 Chapters 8

Atticus said in chapter 8 he hoped the events that would unfold over the summer would not cause the children to catch "Maycomb's usual disease". Now that we have read Chapter 9, what do you think is the root cause of "Maycomb's usual disease"? What do you think is the cure?

October 10, 2011 Chapter 12

Have you ever met someone from a different culture, race, or religion of whom you were suspicious? Were you able to “discard [your] initial suspicions”? Why or why not?

October 11, 2011 Chapter 13

What is your worst family secret? Is it possible for what some feel would be the worst family secret to be the best thing about your family, or at least positive?

October 24, 2011

Over the past few weeks, we have read of several examples of how ignorance has been “faced down”. In thinking about these situations, think of a time when you either faced down ignorance, or represented ignorance by your actions.

November 1, 2011
Write an emotional response to Maycomb’s reaction to the news of Tom’s death from chapter 25.

“Maycomb was interested by the news of Tom's death for perhaps two days; two days was enough for the information to spread through the county. "Did you hear about? . . . No? Well, they say he was runnin' fit to beat lightnin' . . ." To Maycomb, Tom's death was typical. Typical of' a nigger to cut and run. Typical of a nigger's mentality to have no plan, no thought for the future, just run blind first chance he saw. Funny thing, Atticus Finch might've got him off scot free, but wait-? Hell no. You know how they are. Easy come, easy go. Just shows you, that Robinson boy was legally married, they say he kept himself clean, went to church and all that, but when it comes down to the line the veneer's mighty thin. Nigger always comes out in 'em” (Lee, p. 322, 1960).

Chapters for Review

2011-11-02T12:31:00.003-04:00

I found this site that posts the chapters for To Kill a Mockingbird.

These are for you to review for the upcoming final test for TKM as well as for your journal.

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Chapter 11

Chapter 12

Chapter 13

Chapter 14

Chapter 15

Chapter 16

Chapter 17

Chapter 18

Chapter 19

Chapter 20

Chapter 21

Chapter 22

Chapter 23

Chapter 24

Chapter 25

Chapter 26

Chapter 27

Chapter 28

Chapter 29

Chapter 30

Chapter 31

The Happenings in Maycomb: Ignorance on Trial + Extra Credit Opportunities and Upcoming Deadlines!

2011-10-27T14:24:00.001-04:00

To Kill a Mockingbird: Jem's Story

Chapters 16-21

Ignorance on Trial

by Jacqueline Burnett-Brown

Jem could still hear the word, ”Guilty” as it sounded from juror to juror. How could they have arrived at a verdict of guilty? As Atticus had said in his closing arguments, there was not one iota of corroborating evidence to support a guilty verdict. There had been no eye witnesses other than Bob Ewell, and he was not exactly what one would call a model citizen. He hardly ever worked, seemed proud to receive the welfare check he reportedly drank up while his children had to dig for whatever salvageable scraps they could find in the dumpster that was barely distinguishable from the Ewell house.

Mayella was not much better than her father. It was obvious she was lying. Her story did not even match up to the testimonies of Sheriff Tate and Bob Ewell. Did the jury not catch when Atticus asked if Tom Robinson had hit her with his right hand to the right side of her face, then choked her, then raped her? Could they not see the mental image Atticus attempted to paint of a man with one good arm not only performing the act of rape, but also hitting her and choking her; taking turns with each.

Tom Robinson was obviously telling the truth. He was calm and seemed to handle himself with dignity on the stand. He easily made ten of the Ewells. They were nothing but trash. He on the other hand was a hard-working man with a family. He had worked for Link Deas every day of his adult life. Not taking anything from anyone. In his own way he was a lot like Mr. Cunningham. The Cunninghams never took anything from anybody they could not pay back.

This made Jem remember something. When he, Dill, and Scout were being seated up in the balcony of the courthouse with Reverend Sykes , Scout said one of the jury members looked like a Cunningham. In all the excitement, Jem had not thought about that. How could someone who was a part of an angry mob set to lynch a man one night, be a part of the jury whose job was to determine innocence or guilt the next day?

Extra Credit Opportunites: Due Monday, October 31, 2011

Walking in the Skin of Atticus Finch

A Resume for Mayella Ewell

Friday: Media Center. You must have five items from five different genres, e.g., song lyrics, a movie you have seen, a commercial ad, a work of art, etc. + a response to each. These must relate to the novel and class discussions.

Reflection Journals are due Monday, November 7th. I will not accept late submissions. This was to be an ongoing project - which began in September.

This week's prompt as well as journal entries to date can be found here.

Remember... if you are ISS or OSS - it is your responsibility to obtain a book from the library, (local or school- the school is out). We will finish the novel on Friday of next week and have our final test on November 7.

The Happenings in Maycomb: Linin’, Lineage, and Lynching

2011-10-16T09:53:00.002-04:00

To Kill a Mockingbird: Jem’s Story

as told by Jacqueline Burnett-Brown

Linin’, Lineage, and Lynching

Jem found it difficult to settle down to sleep that hot summer night after the incident at the county jail. He did not know what scared him more, the sullen group of men from Old Saram, or the fact that he had openly defied his father. Changing the names of characters in the Boo Radley game so as to appear to be minding Atticus was one thing; to stand up to him and say “NO!” out loud and in front of other grownups was another. He felt for sure he was in for the first spanking he had received in a long time- either that or being grounded for the rest of his natural born life. Neither of these things happened. In fact, it was as if his father respected him for what was in all actual fact, disobedience. Grownups sure were hard to understand sometimes. Scout seemed to understand them better than he could.

He was feeling so scared of standing up to Atticus, he hardly realized Scout was standing there as if she were holding court having a conversation with who turned out to be Walter Cunningham, Sr. , Little Walter Cunningham’s father. Scout was the one who ought to grow up to be a lawyer some day. Without actually saying the words, she reminded Mr. Cunningham that he and Atticus have a lot in common. Jem was pretty much in awe of how she did it. So effortlessly she stood there talking about Walter, Jr., school, and the time he had dinner with them. Jem wondered how Mr. Cunningham felt at that moment. He wondered if Mr. Cunningham realized how Atticus was feeling at that moment. Then Scout did something that would amaze him for the rest of his days. She started talking about Mr. Cunningham’s entailment and how Atticus had promised him that they would see it through to the end. This reminded Jem of what Atticus had once said to him about “True Courage” when old Mrs. Dubose died. Jem saw Mr. Cunningham’s eyes shift from Scout, to Atticus, up to the jail window that was the only real thing protecting Tom Robinson that night, back to Atticus, then to Scout to whom he bent down like a kindly uncle and in a gentle voice said he would tell Walter she said hello. Then as stealthy as the men from Sarum had come, they loaded up in their dusty cars and drove away into the night. Either Scout was a regular Clarence Darrow in the form of nine year-old girl, or else she was the vessel of some Greek muse. For it seemed, that Mr. Cunningham realized that just as Atticus had extended his time, often for little or no money, his effort, and his compassion to him and many of the men standing there tonight, he would do the same for Tom Robinson. Tom’s skin color was of no consequence to Atticus; he was a human being who deserved to have the best lawyer in Alabama. Atticus Finch was just that.

Jem knew that night was only the beginning of what was going to be a long summer. At least Dill was here to provide some comic relief. Dill was not the only summer visitor. Aunt Alexandra was here for the summer too. Although everything had somewhat settled down, it was not that way at the beginning. She arrived by some cosmic coincidence, having felt what she thought was further impending danger to the Finch Family Name. That danger being the fact that Jem and Scout had gone to church with Calpurnia that Sunday, when they arrived and found Aunty sitting in the porch rocker. Now that Jem thought about it he wondered if it had been a coincidence and then shivered as he remembered stories of hot steams and haints.

He tired to be mature about her visit; Scout was pretty upset and did not bother to hide it. Aunt Alexandra’s desire to protect the family name had provoked a fist fight between he and Scout, moved Atticus to angry words on their behalf, and that evening had ended with him being branded a snitch by Scout as well as Dill, who had been hiding under Scout’s bed during the whole ordeal. Jem wondered sometimes when reflecting upon these events if maybe they were all just as crazy in their own way as his infamous Cousin Joshua S. St. Claire who tried to shoot President Teddy Roosevelt. Then he chuckled when he remembered the look on Aunt Alexandra’s face when she found out he knew that little Finch Family Secret. It sure was funny how some people like to dress up their stories or history to suit themselves or others. It was kind of like Ms. Rachael Haverford’s excuse for drinking a glass of whisky straight up every morning when most folks are having coffee. He was quite sure that the snake she found in her laundry basket once was more terrified than she was and had gotten over the trauma a long time ago besides.

Jem’s thoughts made him even sleepier and as he drifted off to sleep he began to dream of being in First Purchase Church with Calpurnia and Scout, with her son, the music director Zebo, leading the congregation in the hymns line by line and remembered Calpurnia saying it was done that way because only four people in the congregation could read. Jem became a little more alert at that point as he realized something. Calpurnia had said she was one of them. Obviously Zebo and Reverend Sykes could read, but who was the fourth one?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

This past week in class we reviewed verbs... there will be a test this week on verbs and unit 5 vocabulary in the Sadlier-Oxford workbook.

Monday- for blocks 1 and 2 - we will test on TKM - chapters 12-15.

We will read this chapter (preempted for the pep rally) in block 1 and test the following day.

I have a movie planned for Tues and Wed. for which there will be a journal prompt (remember that... you know the big 200 point assignment due Nov. 7???)

I will update prompts to this post on Monday.

Please study.... be in class... we are half-way through the semester.... it is time to get serious... or else I will be seeing your not-so-smiling faces again next year. Why waste a perfectly good semester and credit hours?

If you are spending a sojourn in ISS or have been given OSS for your shenanigans.... it is your responsibility to acquire a copy of the novel from the MC. No other class is reading this right now.... so there should be several copies available. I will not baby you.... as I do not believe in stymieing your growth.

Love...tough though it may be.... from Ms. BB

Chapters 12-31 Study Guide

Audio Book

Journal Rubric

Journal Prompts (an ongoing list):

September 21, 2011 Chapter 5

What is the symbolism associated with Miss Maudie’s discussion of the “foot washing” Baptist and the dangers of taking certain teachings literally? How might this relate to racism?

September 22, 2011 Chapter 6

How do the events, and the reactions of the neighbors, occurring on the night the children went to the Radley house relate to the quote, “the people were unwilling to discard their initial suspicions.” What recent events reported by the news media relate to this quote?

Tuesday, October 4, 2011

Journal Prompt: Why do you think people are so unwilling to “discard their initial suspicions”/ unfounded beliefs? Write about how the clash between knowledge and ignorance due to this unwillingness has created conflict. This conflict can be on a personal level, or even a global level – such as war.

September 22, 2011 Chapters 8
Journal Prompt: Atticus said in chapter 8 he hoped the events that would unfold over the summer would not cause the children to catch "Maycomb's usual disease". Now that we have read Chapter 9, what do you think is the root cause of "Maycomb's usual disease"? What do you think is the cure?

October 10, 2011 Chapter 12

Have you ever met someone from a different culture, race, or religion of whom you were suspicious? Were you able to “discard [your] initial suspicions”? Why or why not?

October 11, 2011 Chapter 13

What is your worst family secret? Is it possible for what some feel would be the worst family secret to be the best thing about your family, or at least positive?

The Happenings in Maycomb: Mad dogs and Confederate Relics

2011-10-04T19:10:00.003-04:00

To Kill a Mockingbird: Jem’s Story

Chapters 9-11

Jem sat staring at the Snow on the Mountain Camellia Atticus had brought home to him from Mrs. Dubose that night. He felt guilty for what he had done and he wondered if her sending home her prize Camellia was her way of making him feel worse. He knew it was not right, but he was so angry at the things she had said. No one ever talked much about the days when Negros were slaves. It was almost like it was a secret. Mrs. Dubose had been very old, so she must have been around back then. What he could not figure out was what Negros had ever done to her to make her hate them so. Why did it bother her that Atticus was the lawyer for a Negro? How was that going against “his raising” as she had said? Atticus was a lawyer, his father, and grandfather before him were lawyers. He had been raised to be lawyer and to help people. All people.

Maybe he had gone a little mad like that rabid dog, Tim Johnson. Maybe seeing how his father had just raised that rifle and fired one shot…being a hero made it even harder for Jem to accept the hatred in Mrs. Dubose’s voice when she said those hateful things about Atticus. Maybe he felt bad because Scout had split her knuckle on their cousin, Francis’s, front teeth over the things he’d said. He knew it wasn’t good to lose his temper like that, but it also was not good to keep things so locked up inside.

He wondered what Boo Radley was doing right now. Had he seen the rabid dog when it stopped in front of the Radley house? That was so strange. It was almost like it wanted to go up and knock on the door like Jem, Scout, and Dill had talked about doing so many times. Then it just seemed to decide it did not want to after all.

If he had known about Mrs. Dubose’s illness and the reason she wanted him to read to her, he might not have been so against it. Atticus said she was a “great lady”, that she had more courage than anyone he knew. That to start something even when you do not have a fighting chance, but to see it through is “true courage”. Looking at the Snow on the Mountain Camellia, Jem wondered if maybe Atticus was trying to tell him something. Maybe Atticus was not just talking about Mrs. Dubose.

Journal Prompt:

Journal Prompt: Why do you think people are so unwilling to “discard their initial suspicions”/ unfounded beliefs? Write about how the clash between knowledge and ignorance due to this unwillingness has created conflict. This conflict can be on a personal level, or even a global level – such as war.

Wednesday and Thursday

TKAM Test - Chapters 9-11.
Pronouns: Demonstrative, Relative, and Interogative

Reading Chapter 12 - To Kill a Mockingbird

Friday:
Vocab Unit 4 Due
Test on Pronouns
Reading Chapter 13 - To Kill a Mockingbird

The Happenings in Maycomb: Pyre, Prowelers, and Profanity

2011-10-03T00:55:00.003-04:00

In order to keep my lovely students apprised of the events as they unfold in Maycomb, Alabama. I have decided to include snapshots of these events, but from the standpoint of Jem. I will update these as we read.... and they just might be helpful for upcoming tests.... or just enjoyable.

To Kill a Mockingbird: Jem's Story

as told by

Jacqueline Burnett-Brown

Chapter 6 - 9
Jem was in a dither over the fact that Mr. Nathan had closed up the knot hole. Now, there was no way Scout and Jem were going to get to know Boo Radley and find out the truth about why he stays locked up inside all the time. At least they had the gifts he'd given them. That made Jem think of another thing, finding his pants all sewn up the night after he'd nearly gotten Scout, Dill, and himself killed by Mr. Nathan Radley. All the neighbors thought it was a Negro. That is what they always thought when something happened and they could not blame it on Boo. If Atticus ever found out he had been had been so foolish and stubborn ….he'd never trust him again. That thought scared Jem more than all the stories about Boo eating cats and squirrels. And what about the night Miss Maudie's house burned down? Boo had put a blanket around Scout to keep her warm. He was so quiet about it. No one even noticed. Boo is not evil. There was something wrong… but the something that is wrong, is not wrong with Boo. That much Jem was sure of.
This week sure was interesting. Scout trying out new curse words was one thing and nothing new really. She was always seeing how far she could get with stuff. But her getting into trouble for saying what she said and Francis getting away with it scott-free was different. Jem had a feeling it had something to do with what was wrong with folks. Scout's temper is bad, but she is not always wrong in what she is angry about. Sometimes a person cannot help but get mad about the hurtful things people say. Jem wished he could speak up the way Scout does. Maybe if more people would speak up… then there would not be so much fighting. It was a thought.

To be con't.....

For this week:

Reading:

Chapters 10-11 - Testing Wednesday on 9-11.

Journal Prompt: Atticus said in chapter 8 he hoped the events that would unfold over the summer would not cause the children to catch "Maycomb's usual disease". Now that we have read Chapter 9, what do you think is the root cause of "Maycomb's usual disease"? What do you think is the cure?

Sadlier-Oxford Vocabulary:

Unit 4 - Due Friday

Grammar:

Pronouns - indefinite, definite, demonstrative, intensive and reflexive * we were delayed last week from studying these due to two homerooms and a testing schedule.

Week 4: Pondering Poe Through Prose and Poetry

2011-09-10T09:15:00.003-04:00

This week we built background on Edgar Allan Poe. Students were introduced to Poe and our selection, "The Cask of Amontillado", through four different mediums in three days. This amount of time was invested as the assessment for this selection was the first evaluative instrument used for information learned in this class, and is a preview of "things to come".

Powerpoint to introduce background, vocabulary, and literary terms
Teacher reading aloud and paraphrasing difficult passages
Close (independent) guided reading with study guide and printed out text for marking/note-taking
Filmed version of the selection

Students took notes as modeled by me in Cornell Note fashion. These notes were to be used to aid them in their open note essay test given on Friday (Sept. 9, 2011), as well as their narrative assignment due Monday (Sept. 12, 2011).

Students were also provided a study guide, used during the close reading, to aid in study for the multiple choice portion of the test on Friday (Sept. 9, 2011). This packet contained pertinent vocabulary, literary terms, character, and event elements essential to preparing for the test. Student were given 25 points for completing this packet.

An Overview of the Week and Material for Writing Project:

E-Text for "The Cask of Amontillado"

"The Cask of Amontillado" Remix (assignment due Monday, Sept. 12, 2011)

"The Cask of Amontillado" The Movie Part I

"The Cask of Amontillado" The Movie Part II

A Fantastic Third Week!!!!

2011-09-02T16:13:00.001-04:00

Monday, August 29^th 2011

Objective: Evaluating Character/Making Value-Based Judgments/Predictions:

QOD: What does it mean to earn someone's trust? Describe a person you trust and tell what characteristics this person possesses which cause you to trust him or her.

Review: All-In-One-Workbook pg. 10

Reading: The Washerwoman pg 25 (TB)

Literary Analysis, Reading Skills, and Vocabulary

Homework: All-In-One-Workbook – pp. 11-12

Grammar:

Lesson 3
Parts of Speech - Verbs

Write the sentences and underline verbs in these sentences. Label them AV for Action Verb and LV for Linking Verb.

Suddenly someone sneezed loudly.
There are holes in my shirt.
He appears happy.
The image appeared in the mirror.

Tuesday, August 30, 2011

Warm-up: What does it mean to come to a fork in the road? Discuss a time when you found yourself at a point when you needed to make a choice of which path to take. Did you make the right choice? Why or why not?

Review: "The Washwoman" pp. 13-14 in Workbook

Reading Literature

Pre-reading:

Making Connections pg. 34
Building Background pg. 35

Read: New Directions by Maya Angelou pp. 33-38

Open-book Quiz: pp. 38-39

Critical Thinking – 1-4 = Big ?

Literary Analysis – 1-2

Reading Skill – Making Predictions (do this during reading p. 17 in Workbook)

Vocabulary and Word Study

Homework: pp. 15-20 Workbook

Parts of Speech - Verbs

Sometimes a verb can be more than one word.
When a verb is more than one word, it is called a verb phrase.
Verb phrases can be two, three, or four words.
Verb phrases are made by using auxiliary or helping verbs.

Write the following sentences and underline the verb phrases in each.

You are going to Seattle.
You have been resting too much.
We must be early.
I will be finished shortly.

Wednesday, August 31, 2011

Objective: Learning to think critically when evaluating the explicit as well as the implicit details of a work of fiction.

Warm-up: Think of a time someone misunderstood what you meant by a statement. What do you think was the reason for the miscommunication? Were you able to clear up the misunderstanding?

Review: Finish homework pp. 15-20 in Workbook.

Reading Literature

Pre-reading:

Review Literary Element: Plot

pp. 44-45: Vocabulary and Meet the Author

Reading Selection: "Sonata for Harp and Bicycle" pg. 47-56

Post-Reading: Open Book Quiz pp. 56-57

Critical Thinking – 1-4 + Big ?

Literary Analysis – 1-2

Making Predictions- 3-4

Vocabulary + Word Study

Thursday, Sept. 1, 2011

Grammar of the Day

Lesson 6
Parts of Speech - Verbs

Underline the verb phrases in the following sentences. Double-underline the helping verbs.

I can understand his concern.

She must have told you ten times.
We shall go tomorrow.
The wind was howling all night.

Lesson 7
Parts of Speech - Verbs

The use of helping verbs causes certain changes in verb phrases that we need to be able to recognize. One change is the use of contractions.

Rewrite these sentences and write out the contracted verbs.

I've done it again.
You aren't going with us.
She's staying to tend the kids.

Thursday, September 01, 2011

Objective: Learning to think critically when evaluating the explicit as well as the implicit details of a work of fiction.

Warm-up: What is the current truth about your 9^th grade year? If you have created a situation for yourself that is an unpleasant truth, will you have the courage to make the necessary changes to move forward in a different direction, or will you demonstrate a lack of courage and continue on the familiar path?

Finish work from Wednesday: Guided Reading Quiz, End of the selection Open Book Quiz

Reading Selection: "Sonata for Harp and Bicycle" pg. 47-56

Guided "Pop" Quiz

Post-Reading: Open Book Quiz pp. 56-57

Critical Thinking – 1-4 + Big ?

Literary Analysis – 1-2

Making Predictions- 3-4

Vocabulary + Word Study

Review Progress-to-Date Report: Compare to papers handed out.

Lesson 8
Parts of Speech - Verbs

A helping verb may be connected with another word in a contracted form. The following sentences have verb phrases using contractions.

Underline the verb phrases in each sentence. Label the verb phases as AV for action verbs or Be for state of being verbs.

I've done it again.
You aren't going with us.
She's staying to tend the kids.

Lesson 9
Parts of Speech - Verbs

In sentences that are questions, the verb phrase is often separated by another word.

Underline the verb phrases in these sentences. Be sure to watch for another word separating the helping verb from the main verb.

Have you been driving long?
Where was the car parked?
Can I be of assistance?

Friday, Sept.2, 2011

Objective: Learning the basic elements of pre-writing, drafting, and completing a narrative essay.

Pre-writing for Mini-Autobiographical Essay:

Create an idea-web outlining an important period in your life. Provide at least three distinct memories of events occurring during this time.

Mini-Autobiographical Essay (150 Points)

Using the idea web created in class, you will write a one and one-half to two-page mini-autobiography focusing on one important time period in your life.

Your essay will have a strong introduction of no more than 7-12 sentences, and your body will support your introduction by expanding upon and adding details to your topic. Your conclusion will be an inverted statement of your introduction and will make a projection for your future.

When finished, you will create a cover for your mini-autobiography using colored construction paper and markers – provided for you.

You will attach your mini-autobiography to the rubric provided – with your name and block printed on the rubric in the space provided.

Order:

Cover

Autobiography

Idea Web

Rubric

Assignment description

Homework: Verb Grammar-Lib – Due Tuesday

Thursday’s Open House

2011-09-01T16:21:00.003-04:00

September 1, 2011

Dear Parents/Guardians:

I regret I will be unable to be present for tonight's Open House, as I teach a university course on Thursday evenings. However, I wish for you to know I am available via phone, email, and weblog. Please feel free to contact me at any time.

My course guidelines and classroom procedures are available for you here. Now that all the class changes have taken place, I will be sending a course syllabus home with your child. Please review the course expectations with your son or daughter, then see the back page for information I need returned.

Attached to a letter sent home with your child today, you will find a current level of progress and assignments students should have completed through Friday, August 26. Please sign your child's progress sheet and return to me as soon as possible.

Additionally, if you have an email address, please email me at either of my email addresses so I can send you updates periodically via email.

I appreciate all you do as a parent, and look forward to working closely with you to make this a very successful year for both you and your child.

Sincerely,
Jacqueline Burnett-Brown (Ms. BB)

Week Two: August 22-26

2011-08-26T15:23:00.001-04:00

Note: Due to scheduling issues we had to stretch one of our days into two.

Week Two

QOU: Does Truth Change?

Monday, August 22, 2011 s

Warm-up: Organize Notes for Summer Reading Essay

Summer Reading Essay Timed Writing Test

Tuesday, August 23, 2011

Warm up:

Activating Schema

QOD: Write about a time you made fun of another person due to their appearance, behavior, or dress. Why did you do this? How do you feel about it now?

Big Question

Vocabulary pp. 3-5 and p. 14

Listening and Viewing

Read Meet the Author Elizabeth McCracken pp. 4-6 (TB)

Four Types of Non-fiction

p. 7

Reading:

The Giant's House p. 8 – 15

GRAMMAR OF THE DAY:

Lesson 1
Parts of Speech - Verbs

Verbs are the most important words in a sentence. Verbs are the first of the eight parts of speech that we will be studying. Most verbs are action words, but a few verbs indicate state of being or existence. The first lessons will be about verbs, and how they are recognized and used.

Write the following sentences: Underline the verbs. They are action verbs.

The wolf ran across the sand.
Sit down.
The dog barked at the man.

GRAMMAR OF THE DAY: Lesson 2
Parts of Speech - Verbs

Find the verbs in these sentences. These verbs will be state of being verbs or linking verbs.

My uncle is a pilot.
The pie looks good.
You seem upset.

Wednesday, August 24, 2010

Reading Skill: Making Predictions

QOD: How does making predictions increase reader awareness and enjoyment of a story? Discuss a book or a movie where you correctly predicted the ending. What were some of the clues?

Friday, August 26, 2011

Warm-up: What inspires you?
Re-teach: Check homework
Pre-Reading: Pg. 16
Reading – pp. 17-20 "Desiderata" by Elizabeth McCracken
After You Read: pg. 21
Critical Thinking- 1-5 + The Big ?
Fiction and Nonfiction Review 1-2

May 16-20… plus final exam information

2011-05-20T16:00:00.003-04:00

Monday - Tuesday, May 16-17, 2011

Warm-up: Conjunction Junction… what's your function? QuizViewing: The Diary of Anne Frank (available on Netflix).

Take notes – compare to the notes taken during the reading.

Diary Entry: In what ways does the film make Anne Frank real as a person? How important is the movie industry to keeping important works of literature alive, accurate, and available to the public?

Diary Due Date Extended to Friday, May 20, 2011. Those who turn in their Diaries by the original due date of May 18, 2011, will receive bonus points simply for being on task.

Wednesday, May 18, 2011

Diary Projects Original Due Date: Turn in completed assignment for extra credit.

Warm-up/Ticket out the Door: If you were a poem… what would your name be? Your name cannot be more than one word and it must encapsulate your personality.

Reading Literature: A last look at poetry….
Read as a class: Model Selection – pg. 610
Read –

Poems

"Uncoiling" and "A Voice" by Pat Mora pp. 611-614

Responding to Literature
After You Read – pg. 615

Critical Thinking – 1-4
Poetry Review – 5-6

Grammar:
Lesson 91
Parts of the Sentence - Subject/Verb

A simple sentence is a group of words expressing a complete thought, and it must have a subject and a verb (predicate - some grammar books use the word predicate, but I will use verb). A verb shows action or state of being. Examples: The bell rang. The boy is here. The subject tells who or what about the verb. Examples: The bell rang. The boy is here.

There are four (4) kinds of sentences: declarative, imperative, interrogative, and exclamatory.

1. A declarative sentence makes a statement. Example: The assignment is due tomorrow.
2. An imperative sentence gives a command or makes a request. Examples: Hand it in now. Stop.
3. An interrogative sentence asks a question. Example: Do you know the man?
4. An exclamatory sentence shows strong feeling. Declarative, imperative, or interrogative sentences can be made into exclamatory sentences by punctuating them with an exclamation point.

Examples: The assignment is due tomorrow! Stop! Do you know the man!

When finding the subject and the verb in a sentence, always find the verb first and then say who or what followed by the verb. Example: The bell rang. Find the verb - rang. Now say who or what rang? The bell rang. Bell is the subject.

Instructions: Underline the simple subject and the simple predicate, then draw a line between the complete subject and the complete predicate in the following sentences.

1. Just around the corner was the parade.
2. In the fall the leaves cover the ground
3. In the city lived many poor people.
4. Over the fireplace were hanging the stockings for Santa.
5. From the thicket appeared the deer.

Thursday, May 19, 2011
Review: Literary Analysis pg. 617

Warm-up/Ticket out the Door/Group Assignment.

In groups of 4 (teacher's discretion) you will take these lines and create your own poem. The finished poem must have five lines and five stanzas. You must use: personification, imagery, metaphors, similes, and onomatopoeia. I have inserted a line for you either at the beginning, middle or end of each stanza. Numbered thusly. 1.1 (stanza 1, line 1, etc), so you know where they fall and how to fit in your rhyme scheme.

This is a group project, so before you begin, every group member's name must be listed on the index card provided. Each team will have a captain, and he or she will assign a grade to the other team members. Groups will be monitored and a grade will be assessed based upon participation.
This is worth a total of 100 points per participant. Groups will present their poem at the end of the allotted time of 30 minutes.

The Many Faces of Spring

The beginning of spring (add to)

2.3. Little birdies go peep, peep, peep
3.1 Dark clouds gather peering down at us
4.2. Children peering through tears on the window pane
5.5. Spring, in like a lion, and out like a lamb.
The above line can be re-arranged depending upon how you end line 1.1

Friday, May 20, 2011
Warm-up/ticket out the door- In what way did collaborating on the "poem sandwich" help you to understand the elements of poetry? In what ways did working with others make the project more meaningful?
Presentations:
G. member 1 – Read the poem to class
G.member 2 – Identify and discuss the use of personification.
G.member 3- Identify and discuss the use of imagery.
G.member 4- Identify and discuss the use of metaphors.
G.member 5 – Identify and discuss the use of similes.
G.member /1/6- Identify and discuss the use of onomatopoeia.
Class (audience) will rate the poem and group providing the group a rating of 1-5, with 1 being the lowest and 5 being the highest.

Your final grade for presentations will be assessed by teacher based upon the class ratings, and observation.
Class (audience) will receive points for listening/viewing/and rating.

Lesson 250
Parts of the Sentence - Compound Sentences

A clause is a group of words having a subject and a verb. An independent clause can stand alone as a sentence. A dependent clause is always used as some part of speech. It can be an adjective, adverb, or noun. It cannot stand alone as a sentence.

A phrase is a group of words used as a sentence part. It does not have a subject and a verb. It can be a noun, adjective or adverb. We have studied the following phrases: prepositional, gerund, participial, and infinitive.

A compound sentence combines two or more independent clauses. Commas separate the clauses of a compound sentence. (A short sentence joined by and is sometimes combined without a comma.) Example: She talks and he listens. A semicolon can take the place of the conjunction and comma. Only clauses closely related in thought should be joined to make a compound sentence.

Instructions: Locate the simple subject and simple predicate, then draw a line between the complete subject and predicate. Indicate whether the words in quotation marks are independent clauses, dependent clauses, prepositional phrases, participial phrases, *gerund phrases, or infinitive phrases.

1. "When I received the email," I knew it was "not to be opened."

2. When you go to the store, "buy some ice cream and cookies."

3. The vase must have been broken "by the grandchildren."

4. "Having been left alone," the boy jumped at every noise.

5. "Planning a successful wedding" requires lots of work.

Final Writing Assignment for this class:

You will write a letter introducing yourself to the "kid sitting in your seat" next year. You will provide this kid with some useful insight into the do's and don'ts of survival in Ms. BB's Freshman Literature and composition class.
You will use yourself as evidence citing what you have done correctly, or positively, as well as those things that need/or needed improvement.
You will discuss ways that you have grown as a young adult this year, and how you plan to use what you have gained to make the next three years more meaningful and productive.
You will close the letter wishing "the kid sitting in your seat" a good freshman year and a positive beginning to high school.

Final Exam

For the final exam you will need to study all the grammar concepts, vocabulary, and literary terms discussed this semester.
Grammar:
Know the 8 basic parts of speech
Parts of a sentence
Phrases and clauses
Vocabulary:
Root Words
Prefixes/Suffixes
Literature:
Poetry Devices
Figurative language
Different types of poetry
Different Genres of writing

Writing:
The different genres/styles/formats of writing
MLA

May 9-May 17-

2011-05-17T15:38:00.001-04:00

Monday - May 9, 2011 – Tuesday – May 10, 2011

EOCT

Students Read Independently

Diary Prompt:

With all that has occurred, why do you feel Anne is intermittently focusing on her imagined love for Peter Wessel (from before going into hiding) and her current crush on Peter Van Daan? What does this tell you about her? What would you be doing during a time like that? What does that reveal about you?

What advice would you provide Anne on her relationship with her mother? Use evidence from the readings to cite arguments between the two of them, and also Anne's confessions to her diary. (use your notes for these rather than searching through the book).

Wednesday, May 11, 2011

Warm-up/Ticket out the Door:

How do you feel about the EOCT? What do you need to do to ensure you make the best grade possible in this class and move on to 10^th Grade Lit.?

Reading – Anne Frank February 16, 1944 – March 7, 1944.

Diary Entry (this prompt is in your reading guide as well):

On March 7, 1944, Anne wrote a long entry about how she had changed during her life in the Annex: "When I think back to my life in 1942, it all seems so unreal. The Anne Frank who enjoyed that heavenly existence was completely different from the one who has grown wise within these walls . . . I look back at that Anne Frank as a pleasant, amusing, but superficial girl, who has nothing to do with me."
In what ways did Anne show that she was becoming a young woman by the age of fourteen? How did Anne envision herself as a grown woman? How was this different from her image of her mother? What did Anne read that influenced her perspective on becoming a woman? Whom did Anne talk to about her new feelings, and why?

Grammar

Lesson 76

Parts of Speech – Conjunctions

Conjunction: a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb).

Co-ordinate conjunctions

join words, phrases, or clauses of equal rank. There are two kinds: simple and correlative.
Subordinate conjunctions join dependent clauses to independent clauses.
- and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Correlative conjunctions are always in pairs.

either-or, neither-nor, both-and, not only-but also, and whether-or.
common subordinate conjunctions are after, although, as, as if, because, before, if, since, so that, than, unless, until, when, where, while.

Instructions: Circle the co-ordinate conjunctions which are joining words in the following sentences and underline the words/phrases that are joined.

Grandpa is a slow but strong person.
I did not like nor appreciate your actions.
The girls ran up the path and over the hill.
Meet me by the fountain or near the train station.
He should have arrived or will be arriving soon.

Joe had promised to come but did not keep his promise.

Study Unit 5 in Sadlier-Oxford Vocabulary Book

1.paramount
2. rebut
3.incorrigible
4. reprimand
5. militant
6. brazen
7. servitude
8. stagnant
9. slapdash
10. facilitate

11. succumb
12.annihilate
13. arbitrary
14.accomplices
15. exodus
16. prattle
17. opaque
18. latent
19. morose
20. catalysts

Thursday, May 12, 2011

Warm-up/TOD: For these five words, provide a meaning based upon the root word and prefix/suffix if it has one (10 Minutes – that is two minutes per word)

Paramount, militant, servitude, exodus, latent.

Grammar:

Lesson 78

The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Instructions: Underline the co-ordinate conjunctions which are joining clauses in these sentences. Identify each clause as subordinate - S (dependent), or independent –I.

1. I do not like the idea, yet I will help.

2. The trip was a delight for us, for we had a great time.

3. The mail has not arrived, nor will it come today.

4. I will speak the truth, or I will not work for you.

5. Mom likes Christmas, but Dad likes Halloween.

6. Ann washes the walls, and Pam vacuums the carpet.

Reading Literature: Anne Frank – Sunday, 12, March, 1944 – Friday, 31, March, 1944

Diary Entry: In Anne's 27, March, 1944- 31, March 1944 entry, she focuses a great deal on the politics which have caused her current circumstances. She admits she has neglected to discuss politics very much as she is not interested. What she reveals about the politics of her time is very insightful. What do you know based upon news reports and speeches, not 'old people' rhetoric, about our current politics? Why is it important for young people to be socially and politically aware and form their own opinions?

Monday, May 16, 2011

Warmup: Conjunction Junction… what's your function? Quiz

Viewing: The Diary of Anne Frank (BBC). (Available on Netflix for Instant Play).

Take notes – compare to the notes taken during the reading.

Diary Entry - Monday: In what ways does the film make Anne Frank real as a person? How important is the movie industry to keeping important works of literature alive, accurate, and available to the public?

TOD: Write a half page summary of what we viewed yesterday in the film.

Diary Prompt – Tuesday:

What thoughts/emotions did you experience seeing the last moments of Anne's life as recorded in her diary?

May 10-May 18, 2011

2011-05-17T10:52:00.001-04:00

Monday - May 9, 2011 – Tuesday – May 10, 2011

EOCT

Students Read Independently

Diary Prompt:

Wednesday, May 11, 2011

Warm-up/Ticket out the Door:

How do you feel about the EOCT? What do you need to do to ensure you make the best grade possible in this class and move on to 10^th Grade Lit.?

Reading – Anne Frank February 16, 1944 – March 7, 1944.

Diary Entry (this prompt is in your reading guide as well):

Grammar

Lesson 76

Parts of Speech – Conjunctions

Conjunction: a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb).

Co-ordinate conjunctions

join words, phrases, or clauses of equal rank. There are two kinds: simple and correlative.
Subordinate conjunctions join dependent clauses to independent clauses.
- and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Correlative conjunctions are always in pairs.

either-or, neither-nor, both-and, not only-but also, and whether-or.
common subordinate conjunctions are after, although, as, as if, because, before, if, since, so that, than, unless, until, when, where, while.

Instructions: Circle the co-ordinate conjunctions which are joining words in the following sentences and underline the words/phrases that are joined.

Grandpa is a slow but strong person.
I did not like nor appreciate your actions.
The girls ran up the path and over the hill.
Meet me by the fountain or near the train station.
He should have arrived or will be arriving soon.

Joe had promised to come but did not keep his promise.

Study Unit 5 in Sadlier-Oxford Vocabulary Book

1.paramount
2. rebut
3.incorrigible
4. reprimand
5. militant
6. brazen
7. servitude
8. stagnant
9. slapdash
10. facilitate

11. succumb
12.annihilate
13. arbitrary
14.accomplices
15. exodus
16. prattle
17. opaque
18. latent
19. morose
20. catalysts

Thursday, May 12, 2011

Warm-up/TOD: For these five words, provide a meaning based upon the root word and prefix/suffix if it has one (10 Minutes – that is two minutes per word)

Paramount, militant, servitude, exodus, latent.

Grammar:

Lesson 78

The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Instructions: Underline the co-ordinate conjunctions which are joining clauses in these sentences. Identify each clause as subordinate - S (dependent), or independent –I.

1. I do not like the idea, yet I will help.

2. The trip was a delight for us, for we had a great time.

3. The mail has not arrived, nor will it come today.

4. I will speak the truth, or I will not work for you.

5. Mom likes Christmas, but Dad likes Halloween.

6. Ann washes the walls, and Pam vacuums the carpet.

Reading Literature: Anne Frank – Sunday, 12, March, 1944 – Friday, 31, March, 1944

Monday - Tuesday, May 16-17, 2011

Warm-up: Conjunction Junction… what's your function? Quiz

Viewing: The Diary of Anne Frank

Take notes – compare to the notes taken during the reading.

Diary Entry: In what ways does the film make Anne Frank real as a person? How important is the movie industry to keeping important works of literature alive, accurate, and available to the public?

Diary Due Date Extended to Friday, May 20, 2011. Those who turn in their Diaries by the original due date of May 18, 2011, will receive bonus points simply for being on task.

Monday – Wednesday – May 9, 2011 – May 10, 2011

2011-05-11T15:45:00.001-04:00

Monday - May 9, 2011 – Tuesday – May 10, 2011

Note: Work on your diary – daily!!!!!!

EOCT

Students Read Independently

Diary Prompt:

Wednesday, May 11, 2011

Warm-up/Ticket out the Door:

How do you feel about the EOCT? What do you need to do to ensure you make the best grade possible in this class and move on to 10^th Grade Lit.?

Reading – Anne Frank February 16, 1944 – March 7, 1944.

Diary Entry (this prompt is in your reading guide as well):

Grammar

Lesson 76

Parts of Speech – Conjunctions

Conjunction: a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb).

Co-ordinate conjunctions

join words, phrases, or clauses of equal rank. There are two kinds: simple and correlative.
Subordinate conjunctions join dependent clauses to independent clauses.
- and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Correlative conjunctions are always in pairs.

either-or, neither-nor, both-and, not only-but also, and whether-or.
common subordinate conjunctions are after, although, as, as if, because, before, if, since, so that, than, unless, until, when, where, while.

Instructions: Circle the co-ordinate conjunctions which are joining words in the following sentences and underline the words/phrases that are joined.

Grandpa is a slow but strong person.
I did not like nor appreciate your actions.
The girls ran up the path and over the hill.
Meet me by the fountain or near the train station.
He should have arrived or will be arriving soon.

Joe had promised to come but did not keep his promise.

Study Unit 5 in Sadlier-Oxford Vocabulary Book

1.paramount
2. rebut
3.incorrigible
4. reprimand
5. militant
6. brazen
7. servitude
8. stagnant
9. slapdash
10. facilitate

10. facilitate
11. succumb
12.annihilate
13. arbitrary
14.accomplices
15. exodus
16. prattle
17. opaque
18. latent
19. morose
20. catalysts

EOCT Practice!!!!! (Repost from last week)

2011-05-06T12:24:00.001-04:00

Practice test codes (you will need to sign in to USAtestprep with ID and Password)

*******extra credit for completion of each with a score of 75 or above******

To complete a benchmark, you should login and click the link "Take Benchmark Test". You will then be prompted for the benchmark code to load each benchmark test.

EOCT - Predictor - COSAHUZUFA - this test is to help you better identify those areas you need the most help.

EOCT Practice I -ROLESUZEGA

EOCT Practice II - YOYUCAPOFE

You may copy and paste these codes when prompted to avoid typing in the wrong information.

http://www.usatestprep.com/

Brought to you by USATestprep.
Click here to place this on your site!

2011-05-05T09:50:00.001-04:00

Burnett-Brown/Marsh

Daily Plans-May 2, 2011-May 5, 2011

Non-Fiction- Reading Across the Curriculum

Question of the Unit: Is Knowledge the same as Understanding?

Standards Met:

ELA9RC1.0 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA9LSV2.1a Assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience.

ELA9RC2e Examines the author's purpose in writing.

ELA9RL2b Evaluates how an author's choice of words advances the theme or purpose of a work.

ELA9W4d Revises writing to sharpen the precision of word choice and achieve desired tone.

ELA9W1a Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

ELA9W2.4c Uses appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.

Day 1

Warm-up: Viewing Video Clip – President Obama Confirms Osama Bin Laden's Death Video - ABC News

Respond/Diary Entry: How do you feel as a child not much older than Anne Frank to be alive when a terrorist and violator of human dignity has finally been captured and killed? Tell Anne in your Diary that you wish she could have lived to have seen Adolf Hitler's end.

Literature:

Re-teaching: Review notes from previous readings of The Diary of Anne Frank (5 minutes)

Reading Literature: pp. 77 -

Grammar Quiz:

Adjectives in many of their glorious forms!!!

Read each sentence carefully and select the BEST answer for the part of speech used as an adjective for each underlined words.

Ticket out the Door:

How does Anne regard books? How might her feelings compare to slaves and descendents of slaves who were "legally" denied the right to an education?

Tuesday, May 3, 2011

Warm-up: EOCT Practice: Reading Comprehension

Grammar:

Adverbs

Adverbs are words that modify verbs, adverbs, adjectives, and provide time/place.

How are the following adverbs used, and what word (part of speech) is modified? or what other information is provided (i.e. time/place)

Reading Literature:

Continue independent reading of The Diary of Anne Frank. Remember to take careful notes of each diary entry, stating the main idea, and your reflection. You should be able to finish out the year of 1943 by the end of the period and begin the 1944 entries. Anne dies in 1944… so these entries are very important… as they are the last of her days.

Diary Prompt:

After reading the Monday, 6 December, 1943 entry, where Anne discusses how things have dramatically changed since St. Nicholas Day of the previous year, write a response to the poem she wrote, and discuss how much your life has changed in a year.

Ticket out the Door:

If you knew you were living the last year of your life, how would you live it?

Wednesday

Warm up: EOCT Review – Reading Across the Curriculum, Listening and Viewing

Reading: Beginning 1944

Think of the writing prompt yesterday.

Diary Entry: What do you think is going to happen with Anne and Peter's friendship? How might this affect the Frank's and Van Daan's relationship?

Ticket out the Door:

How far are you with your diary? How are you pacing yourself? Are you going to have it completed and turned in on the 18^th? Why or why not?

Thursday

EOCT Warm up: Writing – 30 minutes

Grammar: Infinitives vs. Prepositions vs. Adverbs vs. Adjectives

Identify the correct part of speech for each underlined word using the skills reviewed this week.

The silly boy mistakenly tried to talk his way out
of trouble, but the principal has a way of seeing right through a made up story.

Diary Entry:

Anne discusses her sexual curiosity in her diary. Could the fact she feels she cannot speak to her mother openly about her natural interest in these matters be partly to blame for her resentment of her mother?

Ticket out the Door (today's plus if you owe me yesterday's): How has taking notes during the reading and discussing the story as it is read helped you with your comprehension and enjoyment of the story?

The Diary of Anne Frank Student Diary Project - Prompts for April 25- April 29

2011-04-27T15:50:00.006-04:00

In an effort to keep students focused on the diary project, rather than waiting until Friday each week to update the blog, I will post the warm ups, and diary prompts for each day at least by Wednesday.

Remember, your dairy is your diary and is a reflection piece on our reading and classroom discussions regarding the Holocaust and The Diary of Anne Frank. You are to respond to all prompts and incorporate these as well as other thoughts related to the prompts and your own opinions and feelings into your diary.

You should be working on your dairy at least every other day and putting it into digital form. Store it on a flashdrive, use Google Documents, or email it to yourself.... but do make sure you have at least 2 copies stored in separate places and available for you to work on at school or other locations.

Rubric for Diary Project

Monday
Day 1

Warm-up: Viewing Video Clip – What emotions or thoughts does the viewing of this video evoke? Why?

21 Seconds...

Diary Entry: Pretend you are a friend who has found Anne’s diary and you have read from Friday, 21 August, 1942 through Saturday, 7, November, 1942. You wish to provide advice and comfort to Anne. Pretend you are writing on the next clean page and date it: Sunday, 8, November, 1942. Your response should be at least one half to one page and include details from Anne’s entries.

Ticket out the Door: If you and your family were to be separated during a time of war or emergency, and you could only communicate with one family member, who would it be and why? (5 minutes)

Tuesday

Warm-up: What is propaganda? How did it play a role in what was occurring in Nazi Germany? How does it play a role in our culture today?

• Name-calling - attaching derogatory labels.

• Glittering Generalities - using vague words or ideas to make something acceptable.

• Transfer - associating a person or idea with something everyone thinks is good.

• Testimonial - getting a well-known person to endorse another person, product or idea.

• Plain folks, common man - candidates going out of their way to appear to be 'just like us.'

• Card-stacking- showing only the good side of anything.

• Bandwagon - convincing people that everyone else is doing the same thing.

• Half-truths - using a germ of easily perceived truth makes the validity of the entire package more acceptable.

• Loaded words - using words whose connotation is generally accepted by the audience as positive (or negative) in order to create a subconscious association.

• Picture-perfect - creating a photograph or drawing which either literally or inferentially presents the desired image.

• Self-appeal - selling an idea based on human desires for such things as safety, comfort, acceptability, pleasure, security, religious or philosophical ideals, health, personal appearance or beauty, sex appeal, or social status.
View Video Clip: Identify the type of propaganda depicted in this satirical take on a popular commercial advocating corn sweeteners.

Ticket out the Door: Use one of the propaganda techniques to promote eating pizza dipped in peanut butter.

Wednesday - Friday
Warmup: Look over notes and identify four important topics you have decided to incorporate in your diary. Turn these four topics in at the end of class as your ticket out the door.

Diary Prompt 1: (Friday, 2 April 1943), What does Anne’s mother mean by the statement she made to Anne about love being forced? How does Anne feel about that? What are your thoughts? Can you relate?

Diary Entry Prompt 2: If you were had been your current age during July of 1943– How would you have celebrated Independence Day, knowing what was going on in Germany and surrounding countries?

Diary Prompt 3: (Sunday, June 13 1943) What story in the Hebrew bible, the Torah, as well as the Christian bible (Old Testament) in the book of Genesis, is Anne alluding to in the line “As the Benjamin of the family in hiding, I am really more honored than I deserve.” Why is she saying this? **************Worth 50 bonus points if you actually do the research and bring what you find to class.

Diary Entry Prompt 3: If you were had been alive and at your current age during the month of July, 1943 – How would you have celebrated Independence Day, knowing what was going on in Germany and surrounding countries?

Class Work to include all of above, plus adjectives (Test Monday!)

EOCT Prep

Brought to you by USATestprep.
Click here to place this on your site!

Practice test codes (you will need to sign in to USAtestprep with ID and Password)
*******extra credit for completion of each with a score of 75 or above******

To complete a benchmark, you should login and click the link "Take Benchmark Test". You will then be prompted for the benchmark code to load each benchmark test.

EOCT - Predictor - COSAHUZUFA - this test is to help you better identify those areas you need the most help.

EOCT Practice I -ROLESUZEGA

EOCT Practice II - YOYUCAPOFE

You may copy and paste these codes when prompted to avoid typing in the wrong information.

http://www.usatestprep.com/

Non-fiction - April 11-22

2011-04-25T15:25:00.000-04:00

We have begun an exiting time in class. We began non-fiction and shall be finishing the year with The Diary of Anne Frank.

Click on the links below for daily work.

Students are to take careful notes each day during the reading, respond to quickwrites, diary/journal prompts, and other resources for the final project associated with this work of literature.

Daily Work April 11-15

Daily Work April 18-22

Daily Edits (grammar exercise)

Diary Project Rubric

Reading Guide and Historical Background

PPT - Intro to Anne Frank and the Holocaust

Video Clip from Schindler's List

Weeks 10-11 - March 21-25 and 28-April 1

2011-03-31T09:04:00.003-04:00

Daily Lessons/Assignments March 21-25

Daily Lessons/Assignments March 28 - April 1

NOTE: For grade recovery during the spring break, students may select two major projects to re-do, or do for the first time - as the case may be. The make up assignments do not include the epic poem or the horror research paper.

The allowed assignments are:

"The Cask of Amontillado" remix
"The Cask of Amonillado" e-text
"The Most Dangerous Game" projects **** choose alternative ending
"The Most Dangerous Game" e-text
Casey, Jr. at the Bat
"Casey at the Bat" e-text
Beware Do NOT Do this Assignment
"Beware Do NOT Read this Poem" e-text
"The Listeners" retelling
"The Listeners" e-text

You know what you are missing...

This site has a search feature... use it, if you need additional help... oh, like the films I posted to help you understand the readings. I am teaching you people how to fish. Get your poles out and go for it.

You may email these assignments to me or turn them in on the Monday we return. I will not take any assignment past Monday, April 11, 2011.

When we return from the break we will be diving into non-fiction, poetry,sonnets, and Romeo and Juliet.

We will also need to practice test taking skills for the EOCT. There will be no time to waste... Please come back ready to work.

To help yourselves - go to USAtestprep.com to practice the EOCT.

One final word... this is my break, too. I have done my work... please do not call or email me with questions. Fish....

Week 8- March 7-11: PLEASE READ ALL!

2011-03-12T11:53:00.001-05:00

Please click to open the following links:

This week in class

The Odyssey Study Guide

The Elements of the Epic Hero Cycle

Character Trait Chart for Odysseus - remember to add negative traits to the chart

My Odyssey Epic Poem Performance Task - Due Thursday, March 31.

Elements of the Hero Cycle PPT (to be used to help fill out The Elements of the Epic Hero Cycle chart)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Classic Horror and Modern Horror Comparative Research

Due to losing library and writing lab time (testing), I have postponed the deadline for the research paper to Monday, March 28. The paper will be submitted to turnitin.com not later than 5 p.m. on this day.

PLEASE NOTE! This is not a license for further procrastination. Use this time wisely. This paper is worth a significant portion of your grade.

Next Week at a Glance:

1. We will continue our reading of The Odyssey

2. We will work on our epic poems

3. We will have our Unit 2 vocabulary quiz - please study

4. We will continue our study of nouns

5. We will continue working on keeping organized binders and turning in work on time

6. We will turn in signed progress/assignment reports

Week 7 - Beginning of Second Six Weeks

2011-03-04T15:40:00.000-05:00

All assignments and daily vocabulary, grammar, and journal entries.
Week 7 Daily Plans

"The Raven"

Text with audio

"The Black Cat"

Keep up with your novel reading and be sure to check your research paper requirements.

Week 6 (a work in progress ... so keep coming back)

2011-02-15T18:05:00.004-05:00

Grades have been reported, but those students with low grades have been given the opportunity to turn in missing daily work, i.e. Journal, Grammar, Vocabulary, and Literature for the past three weeks. This MUST be done per category just as it is done in class. Date and name each entry.

Week 3 - Jan. 24 -28 Daily Assignements * this was before I had students holding on to work until Friday.

Week 4 - Jan. 31- Jan 4 Daily Assignments

Week 5 - Feb. 7- Feb. 11 Daily Assignments

Week 6 - Feb. 14 - Feb 18 Daily Assignments

See previous blog post for all links for Previoius projects due.

Now.... (drum roll please.... )

"The Most Dangerous Game" e-text

"The Most Dangerous Game" study guide

"The Most Dangerous Game" Projects Assignments - Due Monday, February 28

"The Most Dangerous Game" Movie... I have tried to upload these... but blogger is giving me issues. You may find them on youtube.

Week 5 - Feb. 7-11, 2011

2011-02-09T15:36:00.000-05:00

Several things:

Please refer back to previous posts for past assignments. If the posts are not visible, they are to the side in archives.
Sign up to follow this blog... and you will be notified of all updates.
Students if you are not doing the daily literature, grammar, vocabulary, and journal assignments posted DAILY in class, then turning these in on Friday, you are negatively impacting your grades.
Students who have a binder, and have it organized according to the following:

Journal
Literature
Grammar
Vocabulary
Novel
Research

are the students with the good grades in this class.

Students, when provided with an assignment on Wednesday that has a due date of the following Monday, DO NOT WAIT UNTIL SUNDAY EVENING TO BEGIN. You can rest assured there will be a new assignment awaiting your attention on Monday morning. You cannot afford to procrasitinate.
Students who have not acquired the Sadlier-Oxford work book will receive failing grades for the unit assignments in the book.
Please follow the pacing guide for the horror research project. THERE IS SOMETHING DUE EVERY TUESDAY UNTIL THE FINAL PAPER IS DUE ON MARCH 22.
Please come to class prepared everyday with a pencil and your binder ready to begin.
NOTE! I will be on a field trip with other students Thursday and Friday of this week. We will have our Unit 1 test covering "The Cask of Amontillado" - open note portion Thursday and multiple choice Friday. In addition, you will have your first Sadlier-Oxford vocabulary quiz. See previous note on books. Unit One book assignments are due Friday along with the study guide.

This has been a public service announcment from your teacher... Ms. BB.

Now for this week's assignments and other goodies for your viewing and working pleasure.

Daily Assignments for Feb. 7- Feb. 11 (exactly what you have seen on the board every day this week).

Assignment Handouts:

"Casey at the Bat"

"Casey, Jr. at the Bat?"

"The Listeners"

"The Listeners" Rewrite

"Beware DO NOT Read this Poem !"

Beware DO NOT Do this Assignment!

"Casey at the Bat" Video

Week 4- We are now officially Rocking and Rolling

2011-02-04T15:56:00.001-05:00

We have had a big week. My blog is getting a bit busy presentation-wise, so I have decided to provide links to the weekly plan as well as handouts.

Reminder!!!! We will begin Unit 2 of the Sadlier-Oxford Vocabulary book - If you have not purchased yours, please do so!!!

Daily Work and Assignments for Jan. 31. - Feb. 4

"The Cask of Amontillado" Remix - Due Monday, Feb. 7

"The Cask of Amontillado" E-Text

Elements of Fiction and "The Cask Amontillado" Study Guide

Unit I Vocabulary Performance Task - Due Wednesday, Feb. 9

(Remember the title for both works of horror - classic and modern are due Tuesday, Feb. 8)

Unit I Sadlier-Oxford Vocabulary Study Guide

Basic Sentence Patterns Handout

And now for your viewing pleasure (and to help you with your assignment):

"The Cask of Amontillado" Movie

Part I

Part II

Week Three

2011-01-29T10:29:00.001-05:00

Week 3 Days 1

Unit Question: Can Truth Change?
QOW: What makes a story interesting to you? Identify at least three elements of a story you find interesting.

Warm-up (Journal): Write a headline for the most mundane task they have completed today. The headline is designed to capture the reader’s interest.

Think-Pair-Share:

1. Share your headline with your neighbor.

2. Rate the headline on how engaging it is, meaning how likely are you to ask questions or to read on if there were a story with this headline?

Introduction to Unit Theme:

Day 2

Warm up:
Activating Schema

QOD: Write about a time you made fun of another person due to their appearance, behavior, or dress. Why did you do this? How do you feel about it now?
GOD: Verbs
Lesson 1
Parts of Speech - Verbs

Verbs are the most important words in a sentence. Verbs are the first of the eight parts of speech that we will be studying. Most verbs are action words, but a few verbs indicate state of being or existence. The first lessons will be about verbs, and how they are recognized and used.

Write the following sentences: Underline the verbs. They are action verbs.

1. The wolf ran across the sand.

2. Sit down.

3. The dog barked at the man.

Research: Media Center

Wednesday

Warm-up: Write one sentence describing your best quality.

Reading:
The Giant’s House

GOD
Lesson 2
Parts of Speech - Verbs
Find the verbs in these sentences. These verbs will be state of being verbs.

My uncle is a pilot.

The pie looks good.

You seem upset.

Thurs.
QOD: How does making predictions increase reader awareness and enjoyment of a story? Discuss a book or a movie where you correctly predicted the ending. What were some of the clues?

GOD:
Lesson 3
Parts of Speech - Verbs
Linking versus Action Verbs

Write the following sentences. Underline the action verbs and circle the linking verbs.

1. Suddenly someone sneezed loudly.

2. There are holes in my shirt.

3. He appears happy.

4. The image appeared in the mirror.

Reading: The Washerwoman

Friday

Quiz -

Helping, Linking, and Action Verbs
Elements of Fiction

Grammar
Lesson 4
Parts of Speech - Verbs

• Sometimes a verb can be more than one word.

• When a verb is more than one word, it is called a verb phrase.

• Verb phrases can be two, three, or four words.

• Verb phrases are made by using auxiliary or helping verbs.

Write the following sentences and underline the verb phrases in each.

1. You are going to Seattle.

2. You have been resting too much.

3. We must be early.

4. I will be finished shortly.

Spring 2011... Take 2...

2011-01-19T19:39:00.000-05:00

Now that the snow is melted... let's try it again.

The first two weeks of school we were introduced to:

terms of the Georgia Standards
8 basic parts of speech
elements of a work of fiction
took diagnostic tests
wrote Summer Reading Essay

Literature and Composition

Standards Met Weeks 1 and 2

ELA9RL1

The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELA9RL4

The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.

ELA9RL5

The student understands and acquires new vocabulary and uses it correctly in reading and writing.

ELA9RC3

The student acquires new vocabulary in each content area and uses it correctly.

ELA9W1

The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

ELA9C1

The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

Week 1

Question of the Week: What standards do you require in your life? How will/do you apply these standards to your life here at Wheeler?

1. Introduction to teacher(s), course, and syllabus
2. Writing Prompt: Summer Reading (see handout)
3. Basic grammar skills assessment
4. Checked Transcripts
5. Beginning of the Year Benchmark Test
6. Notebook Talk: Each notebook will be divided as follows:

Literature
Grammar
Sadlier-Oxford Vocabulary
Journal
Novel
Research

Week 2 Day 1

Warm –up:

QOW: What standards do you require in your life? How will/do you apply these standards to your life here at Wheeler?

Indentifying synonyms and antonyms

1. On a half sheet of paper list at least 5 synonyms and antonyms for the word: Truth

2. Turn to the student directly behind you (or next to you if you are on the back row) and compare notes. (5 min)

Writing Assessment:

Summer Reading Essay

Terms of the Day/Vocabulary of the Day:

Define or apply a synonym to each of the following terms

• Analyze

• Comprehend

• Demonstrate

• Formulate

• Acquire

• Identify

• Relate

Grammar of the Day: Parts of Speech

Write a sentence using each of the following:
1. Noun 2. Verb
3. Adjective 4. Adverb
Week 2 Day 3:
Warm-up:

Making judgments: Evaluating facts from opinions
Quick Write: Write about something you once believed to be true. Why did you believe it to be true? When did you stop believing it? What facts or evidence were you presented with that led you to change your mind?
Reading Diagnostic Test
TOD/VOD:

Define or apply a synonym to each of the following terms

• Context

• Contextual

• Infer

• Inference

• Connotation

• Denotation

• Literal

• Figurative
GOD: Parts of Speech

Write a sentence using each of the following:
5. Pronoun 6. Preposition
7. Conjunction 8. Infinitive
Review Parts of a short story or novel:

• Plot

• Setting

• Characters

• Point of View

• Theme

• Mood

• Tone
Review Parts of a Plot Diagram:
• Exposition

• Rising Action

• Climax

• Falling Action

• Resolution

To Be Continued....