Period+1+(LA+8-6)


 * Period 1 (LA 8-6)**


 * ODYSSEY READING SCHEDULE**

1. 20 minutes silent reading of the ODYSSEY (Adventures of Ulysses) - should be on the "Calypso" chapter p. 115 2. 20 minutes of group projects
 * 5/22/12**


 * 5/18/12**
 * 1. SILENT** reading of **"The Cattle of the Sun" (96-105)**


 * 2. ODYSSEY GROUP** projects


 * HW: "The Cattle of the Sun"**


 * 5/17/12**
 * 1. Quiz** on **"Circe"** and **"Land of the Dead"**


 * 2. Golden Ratio** project


 * 3. ODYSSEY GROUP** projects


 * HW: “The Wandering Rocks” & “The Sirens” & “Scylla and Charybdis” **


 * 5/16/12**
 * 1. Silent reading (finish "Circe" complete "Land of the Dead")**


 * 2. ODYSSEY GROUP projects**


 * HW - Land of the Dead**


 * 5/15/12**
 * 1. "Circe"** (first half quiz)


 * 2. Golden Ratio** projects


 * 3. ODYSSEY** group/topic organization


 * HW: "Circe" (2nd half) 59 - 70**


 * 5/14/12**
 * 1. "Cannibal Beach"** (no quiz)


 * 2. Odyssey Project** explanation


 * 3. Golden Ratio** projects


 * HW: "Circe" (1st half) 47 - 58**


 * 5/11/12**
 * 1. KEEPER OF THE WINDS** (quiz)


 * 2. Completion of a student story?**


 * 3. GOLDEN projects (get them ready for Monday)**


 * HW: "Cannibal Beach"** (short chapter)


 * 5/10/12**
 * 1. CYCLOPS' CAVE** (quiz)


 * 2. GOLDEN** projects
 * It's a grade but not a huge one (20 points)
 * Just find several interesting facts and examples related to your topic
 * Or explain what you found that PROBABLY makes sense, but you had difficulty understanding
 * Lap tops will be plugged into the projector (for webs sites or presentations)
 * End with a final summation: //is this real or a hoax? is it intentional or accidental?//
 * We'll 'present' Monday the 14th.


 * HW: "Keeper of the Winds" (27 - 40)**


 * 5/9/12**
 * 1. ULYSSES** //(The Odyssey)// - "The Ciconians" and "The Lotus Eaters"
 * Why does Eurylochus want to attack?
 * Why doesn't Ulysses kill Eurylochus?
 * How does Ulysses show himself to be a good leader (think about the "TREASURE")?
 * Why does Poseidon become angry?
 * Why did Morpheus want Persephone to make a flower for him?
 * What did the men dream about?
 * Why didn't Morpheus change Ulysses' dream?
 * Why does Ulysses have to carry his men back to the ship?

//**- Is it POSSIBLE to scientifically or mathematically __prove__ something is beautiful (pleasing to the eye or other senses)?**//
 * 2**. **BEAUTY**

- Take a few minutes to read about the Golden Ratio and Golden Rectangle. Can you explain it? Fun with Golden Rectangles.

- Find the Golden Rectangles (they're already drawn in for you):

- an article on the Golden Ratios in the MONA LISA.

- EARTH AND GREEN (by Mark Rothko...one of my favorite painters...believe it or not):


 * 3. RESEARCH**
 * In groups, read up on the following topics (I'm not providing you with links...there is information all over the place).
 * Select material that is 'just right' for you to understand and explain
 * Be able to provide the class with a 5 minute explanation (using web sites for visuals) about your topic.
 * Some topics will have two groups working on it.


 * A. The Golden Ratio in ART.**
 * B. The Golden Ratio in ARCHITECTURE.**
 * C. The Golden Ratio in HUMANS.**
 * D. The Golden Ratio in NATURE.**
 * E. The Golden Ratio in MUSIC, LITERATURE, and FILMS.**
 * F. The Fibonacci Numbers (Sequence) and their 'usefulness.'**


 * HW**: Do not forget to read about "The Cyclops’ Cave" in The Odyssey.


 * 5/8/12**
 * Themes in JUAN:**
 * **Art must be "true."**
 * **Slavery can meaning 'serving.'**
 * **We all serve or are a 'slave' to SOMETHING or SOMEBODY. (controversial?...I stand by my statement.)**


 * Art Characteristics**:
 * Requires imagination
 * Demonstrates an effort to create something new
 * Allows us to express our understanding in ways that could not be expressed otherwise

Manet - //The Fifer // Monet - //The River // Seurat - //Side Show //
 * __THE ‘color patch,’ IMPRESSIONISM, POINTISLLISM (19th Century) - characteristics?__ **

**HOMEWORK** (new book): //The Odyssey//...aka. //The Adventures of Ulysses//. Follow the reading schedule.

**Bonus**: Compare/Contrast **Monet’s** //The River// with **Seurat’s** //Grande Jatte//.


 * 5/7/12**
 * STORY READING**


 * 5/4/12**
 * 1. JUAN finale.**


 * 2. Stories.**


 * 5/3/12**


 * 1. Chapter 12**


 * 2. JUAN!**


 * Pope Innocent X**


 * 3.** My picture taken with JUAN!


 * 4. Chapter 13.**


 * HW - finish I, Juan de Pareja!**


 * 5/2/12**


 * 1**. The masterpiece of Diego Velázquez: //Las Meninas// (The Maids of Honor)...


 * Perhaps find a better version online so that you can zoom in**

1. What is 'happening' in this painting? 2. How is it 'Baroque'? 3. How is atypical (NOT typical) of a 'normal' portrait? 4. What makes it so complex? (Unless you think it isn't!) Consider --
 * QUESTIONS (some things to add to your 'Art' Googledoc which we'll be coming back to):**
 * lighting
 * framing...where our eyes are directed
 * pictures within pictures
 * STUDY it awhile


 * 2.** Chapters 10 & 11


 * 3. HW: 12 & 13**


 * 5/1/12**
 * 1.** Completion of beautiful romance story...


 * 2.** Chapters 8 & 9


 * 3.** Stories


 * HW: chapters 10 & 11**


 * 4/30/12**
 * 1.** Chapters 6 and 7


 * 2.** Stories


 * HW: chapters 8 & 9**


 * 4/27/12**
 * 1.** Chapters 4 and 5


 * 2.** STORY TIME


 * HW: chapters 6 & 7**


 * 4/26/12**
 * 1.** Chapter 4 and 5 quiz tomorrow. (Chapters 4, 5, and 6 may use lap tops to prepare lessons).


 * 2.** The rest of the class: SILENT reading of //I, Juan de Pareja//.


 * 4/25/12**
 * 1**. Juan: Chapter 3
 * Quiz
 * Summary / Discussion
 * Key Passages
 * Theme

__THE BAROQUE (roughly 1600 - 1750)__  - characteristics of this this period?
 * 2**. Art
 * __RENAISSANCE__ vs. || __BAROQUE__ ||
 * * calm
 * rest
 * beautiful
 * balanced
 * classical || * active
 * motion
 * natural
 * jagged
 * 'modern' ||

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Vermeer** //- Woman Holding a Balance//
 * Velázquez**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> //- The Maids of Honour (Las Meninas)//


 * HW: CHAPTER 4 QUIZ**


 * 4/20/12**


 * 1**. Juan: Chapter 2
 * Quiz
 * Summary / Discussion
 * Key Passages
 * Theme

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__THE BAROQUE (roughly 1600 - 1750)__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> - characteristics of this this period?
 * 2**. Art
 * __RENAISSANCE__ vs. || __BAROQUE__ ||
 * * calm
 * rest
 * beautiful
 * balanced
 * classical || * active
 * motion
 * natural
 * jagged
 * 'modern' ||

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Vermeer** //- Woman Holding a Balance//
 * Velázquez**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> //- The Maids of Honour (Las Meninas)//


 * WEEKEND BONUS - Compare and contrast in a paragraph or so, two DAVIDS: Michelangelo's (Renaissance) vs. Bernini's (Baroque)** Share it with **mfc3067@gmail.com**. Name it in the usual format: **86nortonDAVID**.


 * 4/19/12**
 * 1**. Juan: Chapter 1
 * Quiz
 * Summary / Discussion
 * Key Passages
 * Theme

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__THE RENAISSANCE (roughly the 1500’s)__ - <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">characteristics of the ‘world view’ during this period? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Leonardo** - //Mona Lisa// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Michelangelo -** //The Creation of Adam (//Sistine Chapel), //The Pieta, David//
 * 2**. Art pieces:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__THE BAROQUE (roughly the 1600 - 1650)__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> - characteristics of this this period? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Caravaggio** - //The Calling of Saint Matthew// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Rembrandt -** //Night Watch// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Vermeer** //- The Letter / Woman Holding a Balance//


 * HW: //Juan//, chapter 2 quiz**


 * 4/11/12 & 4/13/12**
 * 1**. Story presentations


 * 2**. According to reading schedule you should be on **CHAPTER 3** of //I, Juan de Pareja//.


 * 2a. //I, Juan de Pareja// INTRODUCTION - Open a new GoogleDocuent and paste the following questions into it. (Use the following format:** 86feithART. Don't share it yet.)
 * What is ART?
 * Give examples of what you would consider to be ART. Explain why.
 * What is the purpose of ART? Why do people create ART?


 * 3**. According to art 'experts': **Characteristics of ART** (also to be pasted)


 * 4**. Begin keeping a list of art pieces we view and your comments (or class members' comments)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__THE RENAISSANCE (roughly the 1500’s)__ - <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">characteristics of the ‘world view’ during this period?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> **Leonardo** - //Mona Lisa// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">**Michelangelo -** //The Creation of Adam (//Sistine Chapel), //The Pieta, David//


 * HW: I, Juan de Pareja reading schedule**


 * 4/10/12**
 * 1. I, Juan de Pareja t**eaching project explanation**.**


 * 2. I, Juan de Pareja reading schedule**


 * 3.** Story Presentations


 * HW: Juan foreward and chapter 1 (pages 3 - 16)**


 * 4/2/12 & 4/3/12 & 4/4/12**
 * 1.** All stories should be shared with mfc3067@gmail.com and should be formatted as **86bergerjGENRE**.


 * 2**. Story presentations


 * 3/30/12**
 * 1.** 15 minutes to finalize your stories.


 * 2.** Follow all instructions for formatting as described on 3/29/12.


 * 3.** Begin oral presentations of your stories.


 * 3/29/12**
 * 1. GENRE STORIES**
 * 2 - 3 pages. 12 point 'normal' font. double spaced
 * Fits into one of these genres: realistic fiction, fantasy, mystery, history/autobiographical
 * Must include strong story 'elements': plot, character, setting


 * 2. COMPLETION**
 * All stories will be shared ALOUD (either you or someone you select will deliver a verbal reading)
 * All stories should be shared with mfc3067@gmail.com and should be formatted as **86bergerjGENRE**.


 * 3. EVALUATION** - Stories will be scored in the following areas
 * Strength of the story elements: plot, character, setting (scored by me)
 * Strength of your style and technique as a writer (scored by me)
 * Strength of your mastery of writing mechanics such as grammar punctuation and spelling (scored by me)
 * Strength of its INTEREST LEVEL (scored by the class)

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.
 * 3/28/12**
 * 1. BOOK TALKS**


 * 2. STORY WRITING?**

1. Visit Study Island and earn yourselves BLUE RIBBONS on the 9th GRADE (that's right, 9th GRADE) language arts /ELA / English/ reading lessons.
 * 2/7/12 & 2/8/12**


 * 2.** Each 9th grade blue ribbon will be worth 10 points for your language arts grade.


 * 3.** I would have inserted the exact link, but Study Island is sort of like Fort Knox. Retrieving a password and username for a bank account (which may or may not contain money) is easier than retrieving Study Island info (through which someone might steal some multiple choice answers.) Sorry for the inconvenience, but you all know how to log on. May the ribbons be with you.


 * 2/2/12 and 2/3 and 2/6**
 * 1.** A Text Twist competition within your usual Text Twist groups. Display highest score to your teacher for academic credit.

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.
 * 2/1/12**
 * 1. BOOK TALKS**


 * 2**. Perfect tenses review: complete p. 175


 * 3**. Progressive tense (p.177) is much easier to understand, but my guide explaining verb tenses might still be useful.
 * Complete grammar pages 179 & 181

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.
 * 1/27/12 & 1/30/12 & 1/31/12**
 * 1. BOOK TALKS**


 * 2**. Perfect tenses were explained on grammar p. 169
 * But here is my guide explaining verb tenses
 * Complete grammar pages 171 & 173

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.
 * 3. BOOK TALKS**

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.
 * 1/26/12**
 * BOOK TALKS**


 * 1/25/12**
 * 1. 8th Grade Class trip $$$$**

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.
 * 2. BOOK TALKS**


 * 1/24/12**
 * 1. 12 Angry Men QUIZ**

- Review the sheet which thoroughly explains how points are tabulated and how grades are earned. - Ask for clarification. - Begin talks
 * 2. BOOK TALKS**

- Speakers: Be loud and clear. Call on a variety of people. - Audience: Stay focused and write down questions.


 * 1/23/12**
 * 1. //12 Angry Men// quiz tomorrow** (because of 8-8 still taking Study Island tests)**.**


 * 2. BOOK TALK** preparation.
 * Catchy opening (complete this last if you are stuck)
 * Limit your talk to the main characters (why? how many?)
 * Limit your talk to the main plot (why?)
 * Include 5 - 10 MAJOR plot points/events (can't be TOO detailed. Why not?)
 * Wrap it up with definite conclusion.


 * 3. BOOK TALK PRACTICE**
 * In groups of three...
 * Speaker should stand and face the 'audience' of two. (Just like last time we practiced).


 * HW - Practice your talks (aloud). //12 Angry Men// quiz.**


 * 1/20/12**
 * 1.** Take 10-15 minutes to share and discuss confusion concerning **//12 Angry Men//** and complete your chart.
 * Thanks to Hunter 'Green' Hall for finding the full, high quality version of 12 Angry Men for you to view 'at home' for those of you who missed some of it in class.
 * ALL of your answers on Monday's quiz will be a number from ONE to TWELVE: "Which juror knew the most about how to handle a switchblade knife?" or "Which juror changed his vote to NOT GUILTY only because he was tired of all the talking?"


 * 2**. Work on writing out what will go into your **BOOK TALKS.** Here's the way they should sound to your audience:
 * Catchy opening (complete this last if you are stuck)
 * Limit your talk to the main characters (why? how many?)
 * Limit your talk to the main plot (why?)
 * Include 5 - 10 MAJOR plot points/events (can't be TOO detailed. Why not?)
 * Wrap it up with definite conclusion.


 * 3**. Write out the book talk in a GoogleDoc as if it is a speech (1 - 2 pages). No, it's not homework; we'll work on it Monday. (Note the use of the semicolon Mikey and Frankie).


 * 1/17 - 1/19**
 * 12 ANGRY MEN**
 * Chart the background and personality of EACH of the 12. Are they all really angry? Why do they vote as they do?
 * More and more facts about the case emerge as the film progresses; more and more details about the characters emerge also.
 * HW: Remember. You should be reading your novel in preparation for next week's BOOK TALKS!**


 * ALSO: Open 'note' quiz on 12 ANGRY MEN on Monday, the 23rd.**


 * 1/13/12**
 * 1. IMPROMPTU SPEECHES**


 * 2. PERFECT TENSES:** A guide for you that explains verb tenses. Refer to it often...if you want to.
 * pages 171/173


 * 1/12/12**
 * 1. GRAMMAR:** Review simple tenses and complete 165 and 167


 * 2. PERFECT TENSES:** A guide for you that explains verb tenses. Refer to it often...if you want to.


 * 3. IMPROMPTU SPEECHES**


 * 1/11/12**
 * GRAMMAR**: Verb tenses = 'time' or 'when the action occurred"
 * __**SIMPLE TENSES**__
 * Past - no helping verb (158)
 * Present - no helping verb (157)
 * Future - 'will' or 'shall' + present tense OR 'is going to' or 'am going to' 159)
 * Complete 161/163/165


 * IMPROMPTU TALKS (25 points)**
 * Select a random topic from the box (If you don't like it, pick another. BUT you're stuck with that one).
 * If you go OFF track or stall...CLASS raise hands and the timer stops.
 * Continue speaking and the timer re-starts
 * 2 minutes of speaking = A / 1 minute //= B// / trying = C


 * HW: Continue reading your novel for the book talks which begin on January 23rd.**


 * 1/10/12**
 * IMPROMPTU TALKS (25 points)**
 * Select a random topic from the box (If you don't like it, pick another. BUT you're stuck with that one).
 * If you go OFF track or stall...CLASS raise hands and the timer stops.
 * Continue speaking and the timer re-starts
 * 2 minutes of speaking = A / 1 minute //= B// / trying = C


 * HW: Continue reading your novel for the book talks which begin on January 23rd.**

1. Individually or in groups, attain the high score in each quiz to receive academic credit:
 * 1/9/12**
 * **Common English Words**
 * Homonyms
 * Homophones
 * 3 Letter Words


 * 2**. JUST ONE 10 MINUTE ROUND of Text Twist TIMED VERSION**!** (http://games.yahoo.com/game/text-twist-2-quick-play)

- Locate 18 "Challenge Words" (in boxes) for Lesson 3 and 4 vocab. - WORTH 20 points. (Many of you need it.) - Due Monday 1//9/12 (share in a GoogleDoc with mfc3067@gmail.com: **86feithjVOCAB**. Allow me editing rights.)
 * 1/6/12**
 * 1. VOCAB supplementary assignment**
 * Define words
 * Write a sentence that is CLEARLY about something from class or someone/something you know I know about!


 * 2**. Two 10 minute rounds of Text Twist TIMED VERSION**!** (http://games.yahoo.com/game/text-twist-2-quick-play)


 * HW: VOCAB challenge words assignment as explained in #1**


 * 1/5/12**
 * 1. Vocab Test: Lessons 3 & 4 (answer all 20 questions)**

- Locate 18 "Challenge Words" (in boxes) for Lesson 3 and 4 vocab. - WORTH 20 points. (Many of you need it.) - Due Monday (share in a GoogleDoc with mfc3067@gmail.com: **86feithjVOCAB**. Allow me editing rights.)
 * 2. VOCAB supplementary assignment**
 * Define words
 * Write a sentence that is CLEARLY about something from class or someone/something you know I know about!


 * 3. Text Twist:** http://games.yahoo.com/game/text-twist-2-quick-play
 * teams of 1 to 4 students around one lap top
 * you can use the letter keys on the laptop to unscramble words (TIMED VERSION)
 * no other aids allowed to find words other than your own brilliance
 * if you achieve a high enough score in a round OR figure out the big word at the end, you advance.
 * TEAM with the HIGHEST SCORE in any given game receives **10 class participation points**.
 * Yesterday's Winners: **Jack and Jimmy**


 * HW: TITLE and AUTHOR of your book for the BOOK TALK**


 * 1/4/12**
 * 1. Exchange your vocab quiz with a partner (or two).** Take each other's quiz without referring to the worksheets. Score it.


 * 2. Text Twist:** http://games.yahoo.com/game/text-twist-2-quick-play
 * teams of 3 or 4 around one lap top
 * you can use the letter keys on the laptop to unscramble words (TIMED VERSION)
 * no other aids allows to find words other than your own brilliance
 * if you achieve a high enough score in a round OR figure out the big word at the end, you advance
 * TEAM with the HIGHEST SCORE in any given game receives **5 BONUS** points on tomorrow's vocab test.


 * HW: STUDY vocab lessons 3 and 4**


 * 1/3/12**
 * 1. Book Talk Assignment** - refer to handout / Talks begin January 23rd (tentatively)


 * 2. Vocab lessons 3 and 4 review** - In a GoogleDoc, create a 10 question quiz that you will 'share' with a classmate for him/her to complete. **Questions should be in the format of 'fill in the blank' sentences with various vocab words as the multiple choice answers.**


 * HW - create vocab review quiz / Real Vocab test for you is on Thursday 1/5/12.**


 * 12/21/11**
 * 1.** Colors presentations:
 * CREATIVITY
 * EFFORT
 * PRESENTATION
 * NEATNESS


 * 2**. Vocab exercises 4A, 4B, and 4C


 * HW: "Colors" grade proposals**


 * 12/20/11**
 * 1.** Grammar Test


 * 2.** Review exercises 3A, 3B, and 3C


 * 3. Colors presentations: Grade proposals due Thursday...**
 * **CREATIVITY**
 * **EFFORT**
 * **PRESENTATION**
 * **NEATNESS**


 * 12/19/11**
 * 1.** Read vocab words for lesson 4 beginning on page 22 and complete exercises 4A, 4B, and 4C


 * 2.** Grammar test tomorrow:
 * prepositional phrases
 * subjects
 * verbs
 * direct objects (D.O.)
 * predicate nominative (P.N.)
 * predicate adjective (P.A.)


 * 3**. Work on COLORS project - also due tomorrow


 * 12/16/11**
 * 1. Greek and Latin Lessons 3 & 4: All or Nothing**
 * Lesson 3: pages 16 - 19
 * Complete exercises 3A, 3B, and 3C: pages 19, 20, and 21


 * 2. Colors**


 * HW: One page grammar test Monday**:
 * prepositional phrases
 * subjects
 * verbs
 * direct objects (D.O.)
 * predicate nominative (P.N.)
 * predicate adjective (P.A.)


 * 12/15/11**
 * 1. GRADE** Grammar pages 153 & 155 **(too much random underlining...TEST early next week)**


 * 2. COLORS project. Do you know...**
 * how long it is supposed to be?
 * what you will be graded on?
 * how many points it is worth?
 * when it is due?
 * what that sheet of paper (which I explained) is for?


 * 12/14/11**
 * 1. Grammar HW 149 & 151**


 * 2. Please carefully read the "COLORS" instructions distributed yesterday**
 * If using GarageBand or Keynote, you may save to your server
 * Art supplies (paper, colored pencils, markers, glue sticks, etc.) are available


 * HW: grammar pages 153 & 155**

- Each group will be responsible for explaining **ONE** of the following sets: -> "BEAT Generation" / "BEAT Poets" / BEATniks -> Sigmund Freud / "Free Association" technique / Stream of Consciousness -> Improvisation and "Free-Form" (in Jazz and Poetry) -> Word Jazz / Ken Nordine / "Colors"
 * 12/13/11**
 * 1**. **RESEARCH**, **READ**, and be prepared to **EXPLAIN** the following groups of concepts.

- How is or isn't each example poetic? - What does each one mean? Or is there no meaning?
 * 2**. **LISTEN** to sample **"COLORS"**

- refer to the sheet to understand the guidelines / rubric.
 * 3**. **EXPLANATION** of your **"COLORS"** project


 * 4. HW: Grammar page 149 & 151 (ALSO label D.O. and P.N. and P.A. if you find them).**


 * COLORS PROJECT DUE Tuesday, 12/20/11**

- take the quiz (questions become increasingly difficult) - grade them as a class
 * 12/12/11**
 * 1. COLORS "QUIZ"**

- Each group will be responsible for explaining **ONE** of the following sets: -> "BEAT Generation" / "BEAT Poets" / BEATniks -> Sigmund Freud / "Free Association" technique / Stream of Consciousness -> Improvisation and "Free-Form" (in Jazz and Poetry) -> Word Jazz / Ken Nordine / "Colors"
 * 2**. **RESEARCH**, **READ**, and be prepared to **EXPLAIN** the following groups of concepts.

- How is or isn't each example poetic? - What does each one mean? Or is there no meaning?
 * 3**. **LISTEN** to sample **"COLORS"**

- refer to the sheet to understand the guidelines / rubric.
 * 4**. **EXPLANATION** of your **"COLORS"** project

1. Review yesterday's GRAMMAR.
 * 12/9/11**


 * 2.** Complete page 149 & 151 **(ALSO label D.O. and P.N. and P.A. if you find them).**


 * 12/8/11**
 * 1.** GRAMMAR: Subject-Verb agreement and p. 147


 * 2**. Click this Bug's Life link to view, copy, and paste the questions you are to respond to. We are finished as of today.


 * 3**. Bug's Life (questions INCLUDING paragraph) due FRIDAY. Share it as **86szarolBUGSLIFE**. (Add BONUS jokes to this document if you've found any).


 * 12/7/11**
 * 1**. Click this Bug's Life link to view, copy, and paste the questions you are to respond to. We MAY finish today.


 * 2**. Bug's Life (questions INCLUDING paragraph) due FRIDAY. Share it as **86szarolBUGSLIFE**.

---> The good saxophonists **or** Christa **//is staying//** at East Hills. ---> Either Christa **or** the good saxophonists //**are invited**// to participate in the PMEA.
 * 12/5/11**
 * 1**. Compound subjects:
 * If joined by //**and**//, they're plural: Christa **and** Jack **//are//** friendly with each other.
 * If joined by //**or**//, make the verb agree with the nearer subject
 * page 145


 * 2**. Yes, there is an assignment that goes with //A Bug's Life//; click this Bug's Life link to view, copy, and paste the questions you are to respond to.


 * 3.** Pixar films are renowned for appealing to both children and adults. As a BONUS (added to you responses to the movie questions), compile a list of JOKES that you KNOW weren't aimed at younger children. There are many 'insect' jokes or jokes in the 'city scene' that are truly aimed at adults (13 years or older). See how many you can catch and list.


 * 12/2/11**
 * 1.** No grammar today, but we will finish up the read alouds.
 * The stories we've heard so far have been well written, but unfortunately creating believable CHARACTERS is very difficult...even for fledgling writers who are burgeoning. MOST of the stories revolved around 'events'...either in the form of a bloodbath OR a series of inside jokes. However, the plot structures have been very solid.
 * In continuing with this "fooled by appearances" theme ("The Lie", the poems we discussed) AND your own stories, we will view a classic from around the time you were born: //A BUG'S LIFE//. Not only does the film feature well developed characters, it also features a well constructed plot.


 * 2**. Yes, of course there is an assignment that goes with it; click this Bug's Life link to view, copy, and paste the questions you are to respond to.


 * 3.** Pixar films are renowned for appealing to both children and adults. As a BONUS (added to you responses to the movie questions), compile a list of JOKES that you KNOW weren't aimed at younger children. There are many 'insect' jokes or jokes in the 'city scene' that are truly aimed at adults (13 years or older). See how many you can catch and list.


 * WEEKEND BONUS...Available to EVERYONE (not just Megan Eltringham): The plot of //A Bug's Life// is not unique. Write a paragraph that compares the storyline of this children's movie to two other films: //SEVEN SAMURAI// (a Japanese film by Akira Kurowawa that is known as one of the greatest films EVER made) and also //THE MAGNIFICENT SEVEN// (an American Western film from 1960).**


 * 12/1/11**
 * 1**. Subject - Verb Agreement 139
 * **Most** plural nouns end in 'S' (cow**s** eat)
 * And **most** singular verbs end in 'S' (cow eat**s**)
 * 141


 * 2.** Read 'alouds' of your narrative masterpieces


 * 11/30/11**
 * 1.** Check all four poem questions (HW)


 * 2.** Discussion of "Willow and Ginkgo" and "Sea Lullaby"


 * 3.** Read 'alouds' of your narrative masterpieces


 * 11/29/11**
 * 1.** An extra 5% available to those authors willing to deliver a verbal reading of their stories. (But some of you have yet to submit your stories!)

(These discussion questions will take a bit longer).
 * 2**. Answer some discussion questions:
 * "Simile: Willow and Ginkgo" (p. 132)
 * "Sea Lullaby" (p. 128)


 * HW: all poetry questions completed (to be checked)**


 * 11/22/11**
 * 1.** An extra 5% available to those authors willing to deliver a verbal reading of their stories (beginning next week)**.**


 * 2.**Poetry discussion of the first two poems**.**


 * HW: none (give thanks)**


 * 11/21/11**
 * 1.** Stories shared with mfc3067@gmail.com in the proper format: **86eltringhammSTORY**

(These first two poems could be completed relatively quickly.)
 * 2**. Answer some discussion questions:
 * "Moco Limping" (p. 127)
 * "Mixed Singles" (p. 128)


 * 11/18/11**
 * 1.** Action vs. Linking verbs
 * review 129 & 133
 * complete p. 137


 * 2**. In order to help us learn to read more deeply and 'in between the lines,' we will examine some poetry from the literature book and answer some discussion questions:
 * "Moco Limping" (p. 127)
 * "Mixed Singles" (p. 128)
 * "Willow and Ginkgo" (p. 132)
 * "Sea Lullaby" (p. 133)


 * 3**. Share your stories (86eltringhammSTORY) with mfc3067@gmail.com and also with THREE other students. These students should have access to add comments, questions, and suggestions.


 * HW: Completed stories with peer comments in the GoogleDoc margins due Monday.**

> Words that come //after// **LINKING VERBS** can be **PREDICATE NOMINATIVES** or **PREDICATE ADJECTIVES**. > Words that come after **ACTION VERBS** can be **DIRECT OBJECTS** (**D.O.** - remember?)
 * 11/17/11**
 * 1.** Action verbs vs. Linking verbs.
 * read page 124 (forms of the verb **TO BE**)
 * read page 125 (list of **LINKING** verbs....which sometimes are **ACTION** verbs)
 * read pages 126, 127, and 131
 * complete page 129 (**Predicate Nominatives**)
 * complete page 133 (**Predicate Adjectives**)


 * 2**. Finish drafting your stories (yes, you are getting more time to write)


 * HW: a completed draft of your stories due Friday 11/18.** (You WILL eventually be sharing them with three classmates for comments/suggestions)


 * __LITERATURE BOOKS NEEDED FRIDAY__**

1. Supplemental grammar sheets: exercises 10, 7, and 13.
 * 11/16/11**

2. Last class day to work on your narrative accounts (stories).


 * HW: a completed draft of your stories due Friday 11/18.**


 * 11/15/11**
 * 1.** All **Spartacus** essays shared?


 * 2.** Continue with grammar 'tricky verbs' from yesterday:
 * Grammar p. 123 and supplemental ex. 10 on the back (lie vs. lay)
 * supplemental sheet (exercises 7 and 13)


 * 3**. Your **narrative accounts** (originally based on "The Lie"...but altered, accentuated, and enhanced as you see fit) are taking shape in GoogleDocs? Title them like this: **86melemSTORY**.


 * 11/14/11**
 * 1. SPARTACUS** essays shared with mfc3067@gmail.com

---> sit vs. set (p. 117) ---> rise vs. raise (p. 118) ---> lie vs. lay (p. 119) - The trickiest of the three pairs
 * 2.** **Tricky verbs**
 * (The forms of SIT, RISE, and LIE will NOT be followed by a D.O.)
 * Grammar p. 121 (lie/lay sit/set rise/raise)
 * Grammar p. 123 and supplemental sheet exercise 10 (lie vs. lay)
 * supplemental sheet (exercise 7 and exercise 13)


 * 3**. Now that we have laptops we can continue with the writing assignment from WAY back in September (the 26th). Recall and reuse this narrative account document to help you continue your stories.
 * Begin drafting/transferring your writing into a GoogleDoc (for sharing purposes)
 * Remember the story elements: CONFLICT, RISING ACTION, CLIMAX, and RESOLUTION
 * And from our Groundhog Day study, create good 'characters.' (dynamic and well-rounded)

- Irregular verb quiz - Direct objects (grammar 113 & 115) - Final day for Spartacus vs. Harriet essay (see 11/1 and 11/3 for details).
 * 11/11/11 -** best wishes
 * - Final essays (proofread, cleaned up, including peer comments, and shared with me) due: MONDAY 11/14/11**


 * 11/10/11**
 * 1. SPARTACUS** finale. (Why wouldn't Spartacus take the pirates' offer to get him out of Italy before the big battle? Why would anyone say "I'm Spartacus"?)


 * 2. PAST PARTICIPLES** //have// a helping verb. And just what are those helping verbs? (review p. 97 & 98)

> ex. Alexis shook the hand of her boxing opponent after the bout. - complete **p. 113 & 115**
 * 3**. **DIRECT OBJECTS** - receive the action of an action verb.


 * HW - Irregular verb form quiz tomorrow (p. 97 & 98)**
 * past particle of 'to ring':
 * past of 'to sit':
 * past of 'to be':

- SPARTACUS: Crassus makes a deal with Batiatus ($$$) to identify Spartacus. The stage is set for battle.
 * 11/9/11**
 * -** grammar 107 & 109


 * - IRREGULAR VERB quiz Friday (study pages 97 & 98)**
 * - Final essays (proofread, cleaned up, and including peer comments) due: MONDAY 11/14/11**

- grammar p. 105 review - by special request: SPARTACUS film (I made some errors when I 'retold' the ending, and some of the plot may help your Spartacus/Harriet essays.
 * 11/7/11**
 * - Final essays (proofread, cleaned up, and including peer comments) due: MONDAY 11/14/11**


 * HW tonight: grammar p. 107 and 109 (the numbers are missing so 107 ("In July...) and 109 ("The bestseller...")**


 * GRAMMAR QUIZ coming on Friday 11/11/11: make sure you know the PAST and PAST PARTICIPLES of irregular verbs (page 97 & 98)**

- Review homework (grammar p. 103) - Grammar p. 105 - Continue drafting SPARTACUS and HARRIET (refer to yesterday's instructions and the .pdf rubric)
 * 11/4/11**

How the PSSA writing rubric translates into almighty **GRADES**: 4 = A = 95 3 = B = 85 2 = C = 75 1 = :( = :(

- pages 85, 87, and 91
 * 11/3/11**
 * 1**. Review **grammar** concepts CONTRACTIONS and VERB PHRASES:

- What's the difference? - A similarity: **NO HELPING VERBS**.
 * 2**. **PRESENT TENSE** vs. **PAST TENSE** verbs

- 'ed' vs. a different form - One of the wonders of verbs: they are the only kinds of words that change their form in order tell WHEN something happened. (This is an EASY way to tell if you're working with a verb
 * 3**. **REGULAR** vs. **IRREGULAR** verbs (read page 94 and 95)

- no helping verb vs. 'have,' 'has,', or 'had' - **complete page 100**
 * 4**. **PAST** vs. **PAST PARTICIPLE** (pages 97 and 98)

6.
 * 5.** SPARTACUS and HARRIET essays: When complete share your piece with at least **TWO** other classmates. Their gmail address should be easy to figure out:
 * 86 last name, first initial.
 * Read the pieces and INSERT comments and suggestions (**at least three comments per reader**): //what is good? what could be added? what should be corrected? what is confusing?//
 * The writers of the piece should then make corrections and changes based on what their peers have suggested.


 * HW**: **Complete grammar pages 100 and 103**

** 11/2/11 ** Past grammar sheets you should keep - **4**, 13, 17, 23, **26**, 27, 31, 35, 41 **EASY GRAMMAR** - begin verbs unit! - page 81 & 88 (what a verb is AND the list of helping verbs) - page 83 & 87 (contractions) - page 89 & 91 (verb phrases)

Begin drafting SPARTACUS essay as explained on 11/1/11. GoogleDoc format: **86jonestSPARTACUS**.

** __(COPY AND PASTE into a GOOGLE DOC. No need to share it with me yet though.)__ **

** 11/1/11 ** - No additional research is needed beyond the film and excerpt from the red book. - Some similarities (leader of slaves) and differences (gender, race, time period) are obvious. - Look deeper however. Consider for example...
 * Spartacus vs. Harriet Tubman: Write an essay of 200 - 400 words that compares (same) and contrasts (different) the historical figures of Spartacus and Harriet Tubman.**
 * the type of people they led... ie. How are the slaves the same or different from each other?
 * their method of leadership
 * how they operated or how they were organized
 * their ultimate goals
 * what the laws and governments were like at the time
 * the people against whom they were struggling or 'fighting'

** 10/28/11 **

**Spartacus** - the main slave **Varinia** - the slave girl
 * __ Spartacus characters __** (so far)
 * Bat iatus** - the slave trader (seems primarily interested in money)
 * Crassus** - a patrician (which a member of the 'noble family' class in Rome and loves 'old' Rome. He's the guy who brought the people to set up the fight to the death match at Batiatus' place)
 * Gracchus** - A senator. He is not ashamed of how 'amoral' he is. The enemy of Crassus.

** 10/27/11 ** - Harriet Tubman vs. Spartacus
 * Create a chart: one column for their "Similarities" and the other for their "Differences" OR
 * Use one of things with the overlapping circles

VOCAB BONUS DUE FRIDAY if interested.

** 10/26/11 ** - Work on VOCAB bonus assignment explained yesterday **AND/OR** - Silent reading.

**10/25/11** - Quick vocab review - VOCAB TEST LESSONS 1 & 2 - Discuss Harriet Tubman (550 - 560)

__**BONUS OPPORTUNITY:**__ **- Locate 23 "Challenge Words" (in boxes) for Lesson 2 vocab** **- Define words** **- Write a sentence that is CLEARLY your own for each word** **- WORTH 12 points added onto Vocab test.** **- Due Friday 10/28 (share in a GoogleDoc with mfc3067@gmail.com. Allow me editing rights.)** **ex. 86feithjVOCBONUS .**

**10/24/11** - Harriet Tubman completed? - Review for vocab test - Google account setup (example): 86alpaughw@gmail.com
 * HW: **
 * - Write 10 question vocab quiz (multiple choice, matching, fill in the blank) **
 * - If completed in GoogleDocs, share it with a classmate and also mfc3067@gmail.com **
 * - Title it 86alpaughwVOCAB except use your name. **
 * - Study for Greek/Latin vocab test **

**10/21/11** - Cunningham absent

**10/20/11** - Vocab test moved to Monday - "Harriet Tubman" (550 - 559) and accompanying 'quiz'

**10/19/11** - Greek & Latin vocab: Lesson 2 - Complete exercises 2A, 2B, 2C
 * HW: Vocab test on Greek/Latin lessons 1 and 2 (FRIDAY) **

**10/18/11** - Wonderlic Test - Multiple Intelligences Theory

**10/14/11 & 10/17/11** - Read "Playing for Keeps" (500 - 504) - "What is Intelligence" discussion - Sample Wonderlic Test - Answer "Playing for Keeps" questions 1 - 11

**10/13/11** - Greek and Latin Lesson #1: complete 1A, 1B, 1C - "Playing for Keeps" (page 500) - questions 1 & 2
 * - HW: "What is intelligence" prompt. Answer completely and thoughtfully as possible. **

**10/12/11** - Complete Groundhog Day film - All questions (#1 - #15), completed, stapled submitted - Greek and Latin (Vocab Lesson #1: Numbers) ***NOTE: 'narrative account' assignment on hold (the expectation was that we'd have laptop computers)**
 * HW: Exercise 1A **

**10/11/11** - Groundhog Day: "day 3"
 * HW - complete more of #6 / and also #7 through #11 **

**10/7/11** - "page 1" of your story - using the lit book (p. 813)...answer //Groundhog Day// question #5. - Groundhog Day: "day 2" HW: none

**10/6/11** - the importance of CHARACTERIZATION in stories (including yours) - //GROUNDHOG DAY//: text to film connection?


 * HW: **
 * - complete 1 - 4 Groundhog Day AND **
 * - write 1 page worth of YOUR story **

**10/4/11** - Independent story drafting - Remember: CONFLICT, RISING ACTION, CLIMAX, RESOLUTION

**10/3/11** - Discussion of Fairytale compenents - Begin mapping out your own narrative

**9/30/11** - grammar test scores - Completions of LIE and FAIRYTALE "analysis"

**9/28/11** - Check HW...quick review for TEST - TAKE the 100 points test - Continue NARRATIVE account **HW: Nun**

**9/27/11** - Review for GRAMMAR TEST: pages 61, 63, and 65. - Beginnings of NARRATIVE account (three page packet) **HW: complete extra grammar sheet. One side only. Begins with "In the early morning..."**


 * 9/26/11**

- Oral presentation grade proposals DUE. - Grammar review: pages 59 & 61 / 63 & 65

__NARRATIVE ACCOUNT (writing assignment) INTRO__ 1. Recall a situation from when you were small in which you were involved with some sort of lie (whether it was you, a family, or a friend). 2. Describe a person you know who seems to make a habit of lying? What types of things does he/she lie about? How does he/she react when ‘discovered’? 3. What types of things did people lie about back in elementary school compared to now?


 * HW: Complete Grammar review pages (59, 61, 63, 65) **

- GRAMMAR: 'infinitives' (pages 31 & 33). Final preposition concept...test next WEDNESDAY the 28th.
 * 9/22/11 & 9/23**

- p. 49 practice

WRITING PROMPT: In “The Lie” why is Dr. Remenzel’s lie worse than Eli’s? What kind of lies are the worst? Are people who lie eventually discovered?

- List and explain the TOP REASONS why people LIE:


 * To get what they want
 * Make themselves APPEAR better
 * Power over others
 * Jealousy concerning others
 * Fear of getting in trouble
 * Protect others


 * HW: Oral presentation proposal DUE 9/26 **

- Helping verb quiz - Difference between PREP. and ADV. --- p. 41 & 43 - Practice page: p. 47
 * 9/21/11**

- Practice page (score like a test): p. 39 - Rough draft ORAL PRESENTATION GRADE PROPOSAL
 * 9/20/11**


 * HW: memorize ALL 23 helping verbs (p. 26) for QUIZ Wednesday the 21st **

**("The biker was settleded above the door.")** - continue video viewing and rubric scoring - "Who Am I?" completed - Grammar concept of NOT (pages 27 & 29)
 * 9/19/11**


 * HW: memorize ALL 23 helping verbs (p. 26) for QUIZ Wednesday the 21st **

- FINAL preposition quiz - LAST oral presentations - video viewing (as explained) - Oral presentation GRADE PROPOSALS (rough draft) **HW: none**
 * 9/16/11**
 * 1. rough draft 2. completed rubric 3. final copy
 * Due date: Monday 9/26

- 'i-p' preposition quiz - oral presentation rubric and video viewing/scoring - oral presentations
 * 9/15/11**
 * worth 10 points (bonus if all are 13 included)
 * grade as you watch
 * DON'T STOP videos when they are running
 * DON'T SCORE between videos...keep them rolling
 * Partners need to 'agree' on scoring
 * The speaker can add up points afterward...but not in the hall
 * HW: memorize 'r' through the letter 'w' prepositions **

- 'b-f' preposition quiz - oral presentations
 * 9/14/11**
 * worth 12 points (bonus if all are included)
 * HW: memorize 'i' through the letter 'p' prepositions **

- 'a' preposition quiz - oral presentations
 * 9/13/11**
 * worth 10 points (bonus if all are included)
 * bonus: make a prep phrase for each (different objects at the end)
 * HW: memorize 'b - f' prepositions **


 * 9/12/11**

- grammar p. 19 - compound objects in prep. phrases (p. 21) - compound subjects in sentences (p.25) - Oral presentation rubric - practice speeches...then begin the REAL ones
 * HW: memorize 'a' prepositions for quiz **


 * 9/9/11**

- All "Who Am I?" papers in? - Grammar concept: "THE PREPOSITIONAL PHRASE" - pages 13 & 17 explain it / pages 15 & 19 for practice - Oral presentations practice (in 3's)
 * Take turns giving your talk
 * Stand / speak loudly and clearly / 'face' your audience
 * Watch me for your 'time'

**HW: Rehearse speech / Complete grammar pages 15 & 19**


 * 9/8/11**

- WHO AM I?
 * Your own 'personality profile'
 * 100% confidential
 * full page = full credit

- Transfer written speech into note form


 * HW: Be prepared to practice speech tomorrow / Complete grammar p. 9 **


 * 9/7/11**

**__PREPARING the TALK__** - refer to handout


 * HW - write out your speech in paragraph form (1 - 2 pages handwritten) **


 * 9/6/11 & 9/7/11**

__**INTERVIEWING**__

1. Write down answers to questions 2. Spend at least 30 minutes before switching 3. Make an effort to get to know your 'interviewee.'


 * 9/2/11**

**__TWO MINUTE BIOGRAPHY__** (instructions to be copied on paper and kept in binder) 1. INTERVIEW and 'unknown' classmate for interesting biographical information 2. DEVELOP good interview questions 3. PRESENT your information in a two minute speech. 4. In groups, write as many GOOD personal interview questions as possible (group with most GOOD questions receives bonus points)
 * Avoid 'yes'/'no' questions; ask open-ended questions
 * Ask follow up questions to answers you receive. These won't be on your question list...so LISTEN to the answers.
 * Ask questions requiring stories or interesting details.

HW - List of the 35 good interview questions (leaving room for answers)


 * 9/1/11**

Why is it necessary to have ANY rules? (finish up from yesterday) & room 154 rules.


 * 8/31/11**

1. Presenting yourself and your questions to the class.

2. Rules!!! In writing, respond to the following __prompts__:
 * What typical school or classroom rules do you feel are UNNECESSARY?
 * Then why are they in place? Why have them at all?
 * Explain the difference between school and other types of rules: domestic rules, social rules, civic rules (laws), fashion rules, etc.
 * Why do we break rules?
 * Why is it necessary to have ANY rules?


 * 8/30/11**

__Logistics__
 * Attendance
 * Seating
 * Student information form
 * Textbook inventories
 * What is needed for class: binder and handouts (daily), book (when required), agenda book, a writing item, effort

__Activity__ 1. Write and be prepared to share 3 - 5 distinctive facts about yourself:
 * family background
 * your interests
 * a unique opinion
 * talents or skills
 * what you like/dislike
 * etc.

2. Ask three different classmates a question.
 * Any question is fine (as long as it isn’t embarrassing, too personal, about something illegal, etc.).
 * You can ask for volunteers to answer OR you can call on someone.
 * You may get more ideas for questions based on things classmates have shared about themselves.


 * HW**: Student information form / 3 ring binder