Embedded Files
BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: Words for the High School Graduate and PSAT Words Vocabulary.com assignments.
Get at least eight hours of sleep each night, and eat a good breakfast.
Tuesday
Go over "When Words Stay Astray" by Mark Dziak, and "Old Walls" by Lindsay Rock.
Complete EOG Review Pages (2)
Quizizz
MONDAY - HOLIDAY
BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: "Whitetails," "The History of Chocolate," and "Keepsake Mill" Vocabulary.com assignments.
Read 20 – 30 minutes each night.
Complete the Whitetails and Keepsake Mill Quizzes on Vocabulary.com for a grade.
Friday
Go over "Cats in Ancient Egypt" by Rebecca Sparling.
Go over "The History of Bowling" by Rebecca Sparling.
Homework: "When Words Stay Astray" and "Old Walls."
Thursday
Go over "from Pride and Prejudice" by Jane Austen.
Complete "Cats in Ancient Egypt" by Rebecca Sparling. Read the selection, then answer the questions.
Homework: Complete "The History of Bowling" by Rebecca Sparling. Read the selection, then answer the questions.
Wednesday
Go over TPCASTT and Questions for "Keepsake Mill" by Robert Louis Stevenson.
1-c, 2-g, 3-b, 4-h, 5-a, 6-j, 7-b, 8-g
Complete "Stranger Than Fiction" by Marie Evers. Read the selection, then answer the questions.
1-c, 2-g, 3-a, 4-h, 5-b, 6-f
Homework: Complete "from Pride and Prejudice" by Jane Austen. Read the selection, then answer the questions.
1-d, 2-f, 3-c, 4-g, 5-c, 6-j, 7-a, 8-h
Tuesday
Complete TPCASTT and Questions for "The Rainy Day" by Henry Wadsworth Longfellow.
1-c, 2-g, 3-b, 4-g, 5-d, 6-f
Homework: Complete TPCASTT and Questions for "Keepsake Mill" by Robert Louis Stevenson.
1-c, 2-g, 3-b, 4-h, 5-a, 6-j, 7-b, 8-g
Kahoot - Poetry
Monday
Complete TPCASTT and Questions for "Whitetails" by Eugene Fisher.
Whitetails by Eugene J. Fisher
The deer appeared in the lower paddock.
Fourteen in all, a herd, white tails held high
against the melting snow.
Even the crows are silent,
for a moment.
My daughter and I inch forward,
unbreathing.
But still they start
And bound smartly over our fence
and our neighbors',
effortlessly flying through the air,
one after the other.
The smallest seemed lost for a moment, unsure of herself,
wandering back and forth along the fence
as her world leapt away.
She disappeared behind a tree
and flew to join the others.
Our horses whinnied
and returned to their hay.
BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: The Ransom of Red Chief, Characters Flocabulary, and The Legend of Sleepy Hollow Vocabulary.com assignments.
Read 20 – 30 minutes each night.
Complete the The Ransom of Red Chief, and Characters Flocabulary Quizzes on Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
EOG Review Test Review Mini-Book & Mini Review 1 Crossword Due Friday!
Delete the 1st 6 squares in 1 Down.
Complete Connotation and Denotation Exercises. (2 sheets on computer cart.)
Friday
Begin fiction crime story.
Complete Connotation and Denotation Exercises. (2 sheets on computer cart.)
Kahoot
Thursday
Video Compare/Contrast
Watch a short video of the story. Compare and Contrast the video/movie version with the written version. (Use a Venn Diagram.)
Discuss whether the film portrays characters in the same way you visualized them. Note how specific images in the film are different from what you pictured in your mind as you read the story.
Wanted Posters
Use the program to create Wanted posters for the kidnappers. Use descriptions from the story to complete.
Flash Sketch Artist Program - http://flashface.ctapt.de/
Extra Credit Opportunity***** Create a journal by the character of Red Chief that focuses on the kidnapping from his point of view.
Monday 5-14-18 and Tuesday 5-15-18
The Ransom of Red Chief
https://dwcaonline.org/wp-content/uploads/2017/05/Henry_Red_Chief.pdf
Define the term kidnapping. What is the penalty for kidnapping in North Carolina? Is the penalty more severe if it is a child?
“The Ransom of Red Chief” by O. Henry page 69 Green Lit Book (Copy in Blackboard)
Before you read:
**Explain irony. Discuss the different kinds of irony.
Irony
Irony is a contrast or contradiction between what is stated and what is meant or
between what is expected and what actually happens. “The Ransom of Red Chief”
contains mostly situational irony, a contradiction between what happens and what
is expected to happen. The story also contains examples of verbal irony, when a
word or phrase is used to suggest the opposite of its usual meaning.
**Create a word web discussing what the word ransom means to you.
**Compare crime solving techniques from 1910 to present day. You may want to use a Venn Diagram to organize your information.
________________________________________________________________________
After Reading
1. How did the kidnappers examine the town?
2. What reason do Bill and Sam have for kidnapping Ebenezer Dorset’s son?
3. What were Bill and Sam expecting from the boy’s father?
4. What is the first clue that the kidnapping might not turn out as Bill and Sam planned?
5. What are some of the things Red Chief does to annoy Bill?
6. Describe Red Chief.
7. How does Red Chief feel about being kidnapped?
8. Who is in charge of the situation at the cave? Explain.
9. How did Red Chief act with Bill and Sam?
10. What did Bill and Sam want Red Chief to do when they gave him an order?
11. Why does Mr. Dorset ask the kidnappers for money?
12. What does Red Chief’s father think of him?
13. What is ironic about calling the town summit?
14. How do the criminals change as the story is told?
15. Judging from how Red Chief behaves in the story, what sort of person do you think he will be when he grows up? Use evidence from the text to support your answer. (Think about Red Chief’s reaction to the kidnapping, his relationship with his father, and the games he likes to play.)
16. Discuss the style of the writer O. Henry in this story. (Focus=Vocabulary)
During Reading:
Make predictions as you read the story. Make notes whether your predictions are how the story turns out. Use these notes to begin your analysis of irony in the story.
Make notes on the plot of this story. (Create a chart with exposition, rising action, climax, falling action, and resolution.)
Characters ·
Round Characters—These characters are convincing, true to life. They have many different and sometimes even contradictory personality traits ·
Dynamic Characters—These characters undergo some type of change or development in the story, often because of something that happens to them. ·
Flat Characters—These characters are stereotyped, shallow, and often symbolic. They have only one or two personality traits. ·
Static Characters—These characters do not change in the course of the short story. ·
Protagonist—The main character in a literary work. Usually seen as “the good guy” ·
Antagonist—The character who opposes the protagonist. Usually seen as “the bad guy”
Characterization ·
Direct Characterization—The author tells you exactly what the character is like. ·
Indirect Characterization—The author describes the character’s thoughts, words, actions, and appearance. You decide what the character is like based on the descriptions.
Describe the characters in this story using the terms above.
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BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: Forensic Entomology, The Tell-Tale Heart, and The Legend of Sleepy Hollow Vocabulary.com assignments.
Study ALL Word Roots.
Read 20 – 30 minutes each night.
Complete the TBA Quizzes on Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
EOG Review Mario Due today, MONDAY, May 7. (on computer cart)
Codes
Period 1 JNVM5F
Period 2 U328HP
Period 5 CGAA67
Period 6 6F57YW
TODAY
Describe the life cycle of a blow fly. How could this information be useful in a forensic setting?
Complete Crime Scene Creatures
Determine - Time of Death, Details about Insects found, and Identify the tools.
Interactive: Determine the time of death.
http://www.pbs.org/wnet/nature/crime-scene-creatures-interactive-determine-the-time-of-death/4390/
Further Reading
http://www.livescience.com/16987-blow-flies-csi-forensics.html
http://wiki2.benecke.com/index.php?title=Benecke_Six_Forensic_Entomology_Cases
http://extension.entm.purdue.edu/radicalbugs/default.php?page=forensic_entomologist
http://sciencespot.net/Media/FrnsScience/forenentocard.pdf
Take a moment...
What crime will be included in your fictional narrative? Bank robbery? Breaking and Entering? Arson? Murder? Let's think about the procedures, and materials you will need to include in your story and your evidence packet. What areas will you need additional research that is not covered in class? Toxicology specifics? Blood spatter? Accelerants? Let's brainstorm that list.
Wednesday
Explain the job of a forensic entomologist.
Entomology
http://www.forensic-entomology.com/
Forensic Entomology
Insects as Evidence
Blow Fly Life Cycle
List 10 cases that forensic entomology helped to solve.
http://articles.latimes.com/1989-09-09/news/mn-1587_1_murder-case
http://io9.gizmodo.com/how-one-entomologist-used-grasshoppers-to-help-solve-a-1365026074
http://listverse.com/2014/11/19/10-ways-creepy-crawlies-helped-solve-heinous-crimes/
http://www.academia.edu/513266/Six_forensic_entomology_cases_description_and_commentary
Due to the graphic nature of this material, students may choose to do an alternate assignment using “The Blue Carbuncle.”
Crime Scene Creatures
http://www.pbs.org/wnet/nature/crime-scene-creatures-case-files/297/
Monday 5-7-18 & Tuesday 5-8-18
Review your capital punishment notes.
Do you believe mental disease or deficit is ever a valid excuse for a capital offense? (What is a capital offense?)
The Tell Tale Heart
Read Edgar Allan Poe’s story “The Tell-Tale Heart.” (green lit book page 624)
Complete Connect to Literature and Think Critically on page 631.
Documenting the Scene of the Crime – Create a crime scene sketch of what the police found when the narrator revealed his secret. Remember to cover the basics we discussed, and were contained in last week's reading.
Review your handwriting analysis notes.
Profile
Create a handwriting analysis document for the murderer. Be sure to include notes on his personality and what types of handwriting strokes, slant, loops, etc that would support your statement. (You will have to imagine what a handwriting sample would look like since this character is fictional.)
EXTRA EXTRA ENRICHMENT TIME
Rewrite the scene. Select a different ending, and write what happens!
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BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: Forensic Entomology, Soil PH Activity, and CRASH! Vocabulary.com assignments.
Study ALL Word Roots.
Read 20 – 30 minutes each night.
Complete the CRASH!, and Forensic Entomology Quizzes on Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
EOG Review Mario Due MONDAY, May 7. (on computer cart)
Thursday
Congratulations 2nd period for the best handwriting analyses.
Complete your vocabulary quizzes.
PART 1
CRASH! – Who Did It?
Read the investigating Officer’s report below. Use the map and the statements from the witnesses to find out what you think happened to the school bus and why. Some people will be given random witness interviews! Network to solve this crime!
• Consider motive, opportunity, timing, evidence, and your instinct.
• You may want to role play the crime.
• Write a possible solution to the mystery using the information provided by the characters, but also adding any other evidence which is not inconsistent.
• Write the story from the two boys' point of view. What did they see? What did they do?
• Give details of any forensic testing that would be involved.
The Investigating Officer’s Report
I was called to the school by the registrar at 5:57 pm on the day of the accident. When I arrived, the Principal, the registrar, the sports teacher, the cleaner, a neighbor, and a local high school student were present. I took statements from them all, and tried to get definite times from them, but the clock in the office was 5 minutes slow, and the others could only give estimates. It appears that there were two other boys near to the scene, but I haven't yet been able to interview them.
It is a puzzling case. There is no clear evidence which implicates any one person. There is some conflicting evidence about the whereabouts of some suspects. The scene was pretty confusing, with the steam billowing from the bus, the sun just about down, and people everywhere.
PART 2
Examine the crime scene sketches and write a summary of the events you believe occurred. Remember, details are important.
Crime Scene Protocol – Sketch
Research! Make notes on how to sketch a crime scene. You may use the links below as a reference or starting point.
https://www.bcps.org/offices/science/secondary/forensic/Crimescene%20Sketch.pdf
http://www.forensicmag.com/articles/2014/01/crime-scene-diagramming-back-basics
http://www.georgetownisd.org/cms/lib/TX01001838/Centricity/Domain/854/CS%20photo%20and%20mapping.pdf
http://www.crime-scene-investigator.net/SimplifiedGuideCrimeSceneInvestigation.pdf
Answer the following questions:
What is the first step in crime scene processing?
What are the four primary methods of crime scene documentation?
Why would a sketch be needed if you have photographs of the scene?
What is the difference between sketching and mapping?
What are the crime scene search patterns?
Name three things a crime scene sketch may assist with an investigation.
What are some supplies you will need to complete a sketch?
Explain the baseline method versus triangulation.
EMAIL THE ANSWERS WITH THE SUBJECT LINE - CRIME SCENE SKETCH.
Wednesday
Task 1 - Famous Handwriting Samples Activity
You will be given a handwriting sample, and will need to create a personality profile of the author using your handwriting analysis notes.
Extend: How would this analysis be useful in ways other than forensics?
Task 2 - Create a handwriting sample for one of the characters we have read about this year. Give a solid character analysis to explain your lettering choices.
Monday & Tuesday
Handwriting Analysis Activity
Make a chart of basic analysis information.
http://www.wikihow.com/Analyze-Handwriting-(Graphology)
http://www.handwritinginsights.com/terms.html
http://science.howstuffworks.com/handwriting-analysis.htm
http://www.businessballs.com/graphologyhandwritinganalysis.htm
http://www.handwritinginsights.com/
http://www.crimemuseum.org/crime-library/handwriting-analysis
Define the following terms and explain how each is used to analyze handwriting:
Angle
Upper zone
Lower zone
Middle zone
Slant
Size
Style
Pressure
Create an analysis chart or table with personality traits and corresponding handwriting characteristics. Tables can be created in a spreadsheet and printed or hand written.
Activity 1
On unlined paper write the following:
Your name
Eggs
Milk
Frosted Flakes
Tuna
Diet Pepsi
Cat Litter
Lemons
Now make notes ON the writing sample about the characteristics of the writing based on what you have learned above. Explain what each mark means. Be sure to include notes about each of the zones, slant, and style. If you have time, find a partner that has completed this activity and analyze one another’s sample.
You should do your own searches to find handwriting analysis articles and sites. Need help getting started?
http://www.handwriting-graphology.com/handwriting-analysis-letter-t/
http://www.handwriting-graphology.com/letter-i-in-handwriting-analysis/
http://www.handwriting-graphology.com/handwriting-analysis-letter-s/
https://www.essentiallearningproducts.com/analyze-your-handwriting-john-cowens
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BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: Forensic Entomology, CSI Evidence, and Handwriting Terms Vocabulary.com assignments.
Study ALL Word Roots.
Read 20 – 30 minutes each night.
Complete the Handwriting Terms, and CSI Evidence Quizzes on Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
EOG Review Giraffe Due MONDAY, April 23rd.
Crime Scene Basics Crossword due MONDAY.
Today
Dossier - Complete the dossier packets given. Identify your fingerprint pattern. Explain what that means. How many people have that pattern?
http://handlines.blogspot.com/2005/09/do-you-have-unusual-fingerprints.html?_sm_au_=iVVr72H1jjc3ZR0V
http://www.forensicsciencesimplified.org/prints/Fingerprints.pdf
Compare your results to national statistics.
https://www.cdc.gov/growthcharts/data/set2clinical/cj41c071.pdf
https://www.cdc.gov/growthcharts/data/set2clinical/cj41c076.pdf
https://www.cdc.gov/growthcharts/data/set2clinical/cj41c072.pdf
https://www.cdc.gov/growthcharts/data/set2clinical/cj41c075.pdf
https://www.disabled-world.com/artman/publish/height-weight-teens.shtml
Yesterday
Complete Take the Case: Chain of Evidence. https://secure3.convio.net/nleomf/take_the_case/
http://www.cyberbee.com/whodunnit/crimescene.html
Monday 4-23
CSI Crossword Due Friday (On Computer Cart)
Crime Scene Investigators - TMS CSI
You will be working collaboratively as a team of crime scene investigators who have been called in to help solve a series of unsolved crimes occurring in the community.
Assign the following roles:
1. Lead Investigator: The Lead Investigator is responsible for reading each case out loud to the team. While the Lead Investigator reads each case, the other members of the team will look at the crime scene photos and other documents associated with the crime and circle evidence they believe will be necessary to help them solve the crime and support their claim.
2. Evidence Recorder: The Evidence Recorder is responsible for recording evidence discovered by the team.
3. Crime Scene Recorder: The Crime Scene Recorder records the claim, evidence, warrant/rule in the Basic Argument Organizer.
4. Crime Scene Reporter: The Crime Scene Reporter will write a brief statement/argument that does the following:
a. States the investigative team’s claim regarding this case.
b. The evidence and warrant(s)/rule(s) to support this claim.
c. Places this into the “Case File” google doc for the case.
Claim (What You Think Happened)
Evidence (Proof-Data-Facts)
Warrant (Reasoning or Explanation)
There will be several crime scenes you will visit.
At each crime scene (station) do the following:
1. Read the case and review the crime scene photo and other documents related to the crime.
2. Collaboratively brainstorm a list of evidence from close observations of the crime scene photo as well as any additional documents related to the crime.
3. Complete a basic argument graphic organizer for each case.
4. Write up a brief report that states the team’s claim with supporting evidence and warrant(s)/rule(s).
5. Place the report (their claim—with evidence & warrant(s)) into the crime scene folder.
Crime Scenes
What Happened to Harold? (Image)
What Happened to Harold? (Mystery)
The Case of the Speedy Thieves
Presentations of Facts - Write a summary.
Thursday
Presentations of Projects
Investigating the Witness – Think*Pair*Share then Discuss.
Crime Scene Basics Crossword Puzzle - Due Friday
Today’s Challenge - Create questionable crime scene scenarios in which one of the Bill of Rights would be an issue. (We will share.)
Wednesday
Finish Presentations.
Video: Life Science: Forensics
Guided Notes available in the Notes/Handouts section for easier printing.
Fill in the missing information as you view the video.
1. The science of ______________________analyzes clues to reconstruct past
events.
2. One of the most important types of ______________________is found at the
tips of our fingers. _____________________________began over a century ago
when scientists discovered that no two people have the same print.
3. Fingerprints are analyzed based on three patterns: ______________,
_____________, and _______________.
4. Experts distinguish any two prints by looking for tiny imperfections, such as
________________that end abruptly or ridges that split and form little
_____________.
5. The traditional method for recovering a print uses ____________ ____________
and tape. The human touch leaves behind traces of _________________that the
powder adheres to and is lifted by the tape. Today some investigators use
______________________ powder and a high intensity laser light to reveal fingerprints.
6. A carpet ______________________may offer valuable clues by linking suspects to specific locations,
such as a crime scene.
7. Investigators can make a mold of a __________ ____________that to help them determine what type of
tire it was and trace it to a suspect’s vehicle.
8. Every cell in the human body contains DNA, which carries __________________ information, and looks
like a twisted ladder with a series of rungs. People usually leave behind some of their _______________ at a
crime scene and forensics scientists can gather and analyze DNA evidence. The DNA evidence may
_______________ a suspect to a crime or _________________ that suspect altogether.
9. The FBI considers __________ to be its most valuable tool. Samples are stored in ___________, which is
a computer database that stores DNA information on suspects.
10. Scientists can examine a painting to determine if it is real or a _____________.
Paint can be examined using a _____________________ to see if the pigments are
from the correct time period. Brush _____________ and details in the picture can
also be examined.
11. _________________ provide us with valuable insight into long lost cultures.
People in ancient cultures often honored their dead through mummification by
______________________ the body, or treating it with preservatives. Scientists
study the remains by examining human _________________ to determine the age,
sex, and diet of the person and even how that person died.
12. Investigators can sift through the ashes to determine if the _____________ was an accident or crime.
When someone sets a fire intentionally, it is called ______________ and is often meant to destroy evidence
of another crime. Gas _________________________ can be used to determine what type of accelerant was
used. Experts can pull fingerprints from the soot and water, since the fire’s _________________ actually
makes prints stick to many surfaces. Pieces of _________________ can reveal if someone broke in before
the fire or if the heat broke the glass.
Word Bank - forensics, evidence, fingerprinting, whorl, arch, loop, ridges, dots, black, powder, sweat, fluorescent, fiber, tire, tracks, genetic, cells, link, exclude, DNA, CODIS, forgery, microscope, strokes, mummies, embalming, bones, fire, arson, chromotography, intensity, glass, rocks, minerals, plants, accelerant
Take Home Activity - Investigating the witness – Show a picture of a scene to someone for one minute. Remove the picture from his or her sight. Record the person’s description of what is happening. Repeat this procedure with at least two other people. Write a summary of the similarities and differences in the descriptions.
Tuesday
Research crime scene and forensic investigation techniques and create a list of basic information a law enforcement professional would need to know when conducting an investigation. You may present your information in any format.
Topics: Crime Scenes Presentations – Primary and Secondary, Collecting Evidence (Include types of evidence), Crime Scene Personnel, Crime Scene Analysis, Crime Scene Protocol, and Police Crime Labs.
Go to your class period’s sign up genius, and sign up for the topic you want.
Period 1 - www.SignUpGenius.com/go/20F0D4FAFA82BAAF94-crime - Period 1
Period 2 - www.SignUpGenius.com/go/20F0D4FAFA82BAAF94-crime1-Period 2
Period 5 - www.SignUpGenius.com/go/20F0D4FAFA82BAAF94-crime2 -Period 5
Period 6 - www.SignUpGenius.com/go/20F0D4FAFA82BAAF94-crime3 - Period 6
Presentations are due Thursday before class. Email the link, a copy, or a photo of your presentation by Thursday morning at 8 am.
Presentations must be accurate, informative, visually appealing, and relevant to the topic assigned. Please be sure your information is appropriate to a middle school classroom.
Take Home Activity - Investigating the witness – Show a picture of a scene to someone for one minute. Remove the picture from his or her sight. Record the person’s description of what is happening. Repeat this procedure with at least two other people. Write a summary of the similarities and differences in the descriptions.
LOOKING AHEAD - Unit Objective - At the end of this unit you will create a narrative of a suspense story that includes elements of these topics we are discussing for the next few weeks. You will also be creating a crime scene folder of notes/photos/analysis to accompany the story.
Monday 4-16
Raymond’s Run by Toni Cade Bambara (p. 32)
Before Reading
How would you act?
“Raymond’s Run” is about a girl named Squeaky who has responsibility for her mentally disabled older brother Raymond. Imagine yourself in a similar situation. What might your relationship with your brother be like? How would you handle the responsibility of caring for him? If, in fact, you have a disabled family member, describe your relationship with her or him if you feel comfortable doing so.
Create your own word journal entry for the following words:
clutch, periscope, relay, sidekick, prodigy, cause, effect, plot, prodigy, conflict
Do It!
Fill in the following sentences with the appropriate word from the Words to Know list.
Antonio was a – at age eight, playing violin solos with the local symphony orchestra. (person with exceptional talent)
The detective and his wise cracking – solved many cases together. (partner)
The submarine captain raised the ship’s --- above the water’s surface so he could watch for the enemy. (device used to see above the water)
He --- the steering wheel tightly with his hands when the car began to skid. (grasped)
Four runners were on each team in the --. (race)
Read “Raymond’s Run” by Toni Cade Bambara. (Green Book - Page 33)
http://www.nexuslearning.net/books/holt-eol2/Collection%201/raymond1.htm
Create panels for this selection. As you read, jot down two words and a quick illustration for each panel to represent what is happening in the selection.
Questions
How do you think Squeaky will get along with Raymond and Gretchen at the end of the story?
Why does Squeaky sometimes think that Raymond is younger than he is?
What is Squeaky’s special talent?
What plans does Squeaky have for Raymond at the end of the story?
What events caused Squeaky to think that Raymond would make a “very fine runner”?
What do Squeaky’s judgments of Cynthia Procter, Mary Louise, and Rosie tell you about the type of person Squeaky is? Include text evidence to support your answer.
In what ways has Sueaky changed by the end of the story? Include text evidence to support your answer.
Based on what you know about Squeaky from the story, would you like to be friends with her? Explain your answer.
Think about Squeaky’s relationship with her brother. What if Raymond was not her brother? In what ways would Squeaky be a different person?
10. Using the panels you created while reading the selection, write a summary using the panels to assist you. Identify the events that form the rising action, climax, and falling action of this story.
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BE SURE YOU HAVE THE CORRECT COMPUTER.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week: The Great Rat Hunt, Theme Talk, and Raymond's Run Vocabulary.com assignments.
Study ALL Word Roots.
Read 20 – 30 minutes each night.
Theme Talk and Raymond's Run Quiz Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
Friday
Subjective vs Objective Statements
Turkey Color by Number Review
Weekly Review
Thursday
“Great White Terror” by Peter Benchley
https://www.unit5.org/cms/lib03/IL01905100/Centricity/Domain/678/SCOPE-101110-SHARKS.pdf
Complete the Word Journal for “Great White Terror.”
Predict what you think each word means.
Once you are finished, write the dictionary meaning.
Then, as you are reading, write the sentence example from the text.
A. BEFORE READING
1. Look at the photographs and read the captions. What can you predict the story will be about?
Select one of the choices below and explain.
A person- If so, who?
An event- If so, what?
Something else- If so, what?
2. How are the yellow box and the red box on page 8 likely to relate to the rest of the story?
Select one:
They are part of the main narrative.
They are not part of the main narrative; they are about something completely different.
They are not part of the main narrative but about something related.
3. Read the “Check It Out” box on page 4. Why do some of the words in this story appear in bold?
4. In addition to the boldface words, what else are you supposed to look for while reading?
B. DURING READING
Start by reading the subtitles, or headings, of each section. Then complete the following.
5. The first section is the introduction. It is mainly about (summarize):
6. The second section is called …. It is mainly about (summarize):
7. The third section is called …. It is mainly about (summarize):
8. The fourth section is called …. It is mainly about (summarize):
9. Select the pair of words that best describe the tone of the article:
confident, lively tense, dramatic nervous, sarcastic proud, forceful
10. Write three of the SCOPE 100 words from the article that you didn’t know before. Then write the meanings, using context clues or a dictionary to help you.
C. AFTER READING
11. What is the main idea of the article?
12. What is the main purpose of this article? (select one): to persuade-----to instruct-----to describe
13. Peter Benchley’s article “Great White Terror” is packed with sensory details. Use the graphic organizer below to note the sights, sounds, smells, and touch sensations Benchley uses to describe his encounter with the shark.
Finish Up
Why does Peter Benchley agree to go diving with a shark? How does he feel about his decision once he enters the water?
What draws the shark to the cage?
. Reread the section on page 6 when Benchley first sees the shark. What is his impression of it? What details in the text reveal this?
. Look at the section “Ghastly Eyeballs.” The action described probably happened very quickly. How does Benchley make it suspenseful?
Benchley enhances sensory details by using metaphors and similes. What are some examples?
Wednesday 4/11
“Flying” by Reeve Lindbergh (green book page 118)
Complete the Word Journal for “Flying.” (Pick up the worksheet from the computer cart.)
Predict what you think each word means.
Once you are finished, write the dictionary meaning.
Then, as you are reading, write the sentence example from the text.
Research Charles Lindbergh. What are his accomplishments?
Questions
Why did Reeve Lindbergh’s father take his children flying? What did he hope to accomplish?
What is the best way to describe Lindbergh’s style of piloting an airplane?
What part of flying bothered Reeve?
Why did Reeve have to hide the fact that she wore cotton balls in her ears during her flights with her father?
Why did Reeve and her father nearly have an accident?
Lindbergh told Reeve they could not land at the airport because they were too far away to get there in time. She wonders, “In time for what?” What did he mean?
What did Reeve learn about her father as she watched him make an emergency?
In your opinion, was Charles Lindbergh right to have all his children fly with him? Why or why not? Think about:
the children’s various reactions to flying,
the fun and danger involved, and
the role of flying in the lives of both parents.
What did Reeve’s mother mean by the statement “Most of the really important things in our lives are invisible, anyway”?
Read the diary entry by Anne Morrow Lindbergh on page 126. What opinion does Reeve’s mother seem to have of Charles Lindbergh’s ability as a father? Does her view differ from the view expressed by Reeve Lindbergh in “Flying”? In what ways?
Extension: Compare and contrast “The Great Rat Hunt” with “Flying.” Compare genre, author’s purpose, tone, main idea, and setting.
Enrichment: Pretend that you are a radio news reporter witnessing the forced landing of Charles and Reeve Lindbergh. Audio record a “live” description of the event as if you are a live news crew on the scene. Use action verbs, sensory details, and colorful modifiers in your description. Be sure to match your vocabulary, voice modulation, and tone to your purpose.
Tuesday 4/10
Review vocabulary activity.
Read aloud “The Great Rat Hunt” by Laurence Yep. (106)
Answer questions.
Review memoir and anecdote.
Compare and contrast “The Great Rat Hunt” with Clower's "The Rat Killin'."
Monday 4/9
Words to Know Activity
Define each of these words.
barricade
fumigate
ineptitude
perpetual
ravage
brusquely
improvise
mug
rationalize
reserve
A. Match each word in the list ^^above^^to the word or phrase below that is closest to its opposite in meaning.
1. temporary
2. competence
3. gently
4. accept the truth
5. clear the air
6. opening
7. plan ahead
8. repair
9. back of the head
10. talkativeness
“The Great Rat Hunt” by Laurence Yep
Page 106
As you read make notes on the following:
· Find clues that reveal Yep’s feelings.
· Note pronouns that indicate point of view.
· Identify the conflicts in the story.
Recall the characters and events in the story. Then answer the questions in sentences or phrases.
1. How does Yep feel when he watches his father and brother play sports outside? Why doesn’t Yep join in the games?
2. How do Laurence and his brother differ?
3. At the beginning of the story, how does Yep usually interpret his father’s silence?
4. What happened during the rat hunt?
5. Part of Yep doesn’t want to go on the rat hunt. Why does he volunteer to go?
6. Why does Yep begin to feel more comfortable while he and his father wait for the rat?
7. What advice did the father give to Laurence at the end of the story?
8. What is the main idea of the story?
9. Explain one theme from this story. Support your answer with examples from the text.
Extension: Rewrite this story from the rat’s point of view.
FRIDAY!
Complete Harrison Bergeron and The Bet Quiz Vocabulary.com for a grade.
“Harrison Bergeron”
http://www.tnellen.com/westside/harrison.pdf
Write a summary of the story using your story panels. You should have a sentence for each panel. Circle the main idea of the story. You may also write the main idea on the top of your paper.
After Reading - Answer these questions.
1. Describe the state of the U.S. society as described in the first paragraph. How has “equality” been achieved?
2. Consider the characters of George and Hazel. Why isn’t Hazel handicapped? 3. How does George seem to feel about his handicaps?
4. Consider the character of Harrison in terms of both his physical qualities and personality traits. Why is he considered a threat to society?
5. In your opinion, what is the shedding of Harrison’s handicaps symbolic of?
6. What is the significance of the dance that Harrison performs with the ballerina? How does the style in which the story is written change in this passage?
7. Why do you think the Vonnegut decides to write dance scene in this way?
8. How do George and Hazel react to the televised murder of their son? What connections can you make between this scene and Fahrenheit 451?
9. What do you consider to be the message of
Harrison Bergeron (there are multiple)? What leads you to this understanding of the text?
10.Reread the first column of the story. What revelations occur to you now that you know the ending?
After reading use evidence from the story to complete a chart with the information below:
(a) What “ideal” is the society based upon?
Interpretation:
Evidence:
(b) What did the society sacrifice in order to create this “ideal” life?
Interpretation:
Evidence:
(c) How was this utopian ideal transformed into a dystopian reality?
Interpretation:
Evidence:
(d) What new problems were created?
Interpretation:
Evidence:
Goal:
Write a short essay answering the following question: How does “Harrison Bergeron” convey the conflict between the needs or ideals of society and the realities of individuals?
Be sure to:
Provide examples from the [question is about a specific text] text and use at least one direct quotation to support your ideas.
Include a reference to utopia and dystopia.
Use active voice unless you choose passive voice for a certain effect.
"The Bet" by Anton Chekhov. (Pages 286-292)
http://www.eastoftheweb.com/short-stories/UBooks/Bet.shtml
Complete Active Reading Skillbuilder. Write down the sequence of major events in the story.
Complete Literary Skillbuilder. A scene from an earlier time that interrupts the ongoing action of a story is called a flashback. Create a chart to write down when each flashback in “The Bet” occurs and what it is about.
Complete 1-8 on page 293.
What was the debate in "The Bet" concerning the death penalty?
Which character was right? Explain your answer.
Respond and Support with TEXTUAL EVIDENCE.
The banker in “The Bet” says, “[T]he death
penalty is more moral and more humane
than imprisonment for life. Capital punishment
kills a man at once, but life imprisonment
kills him slowly.” Do you agree or
disagree with his statement? Give reasons for
your answer. Refer to two quotes from the
story to support your position.
Respond and Support with TEXTUAL EVIDENCE.
One of the guests in the story says, “Both
[capital punishment and life imprisonment]
are equally immoral … for they both have
the same object—to take away life. The
State is not God. It has not the right to
take away what it cannot restore when it
wants to.” Do you agree or disagree with
this statement? Give reasons for your answer.
Refer to two quotes from the story to
support your position.
Still Thinking...
The banker in “The Bet” says, “[T]he death
penalty is more moral and more humane
than the imprisonment for life. Capital
punishment kills a man at once, but life
imprisonment kills him slowly.” Do you
agree or disagree with his statement? Why?
One of the guests in the story says, “Both
(capital punishment and life imprisonment)
are equally immoral … for they both have
the same object—to take away life. The
State is not God. It has not the right to
take away what it cannot restore when it
wants to.” Do you agree or disagree with
this statement? Why?
Do you think the banker changed his opinions
about the death penalty when he
realized that the young lawyer intended to
renounce the two million? Why?
Do you think that the young lawyer changed
his views on life imprisonment? Why?
In what ways is life imprisonment similar
to the solitary confinement the young man
experiences in Chekhov’s story? In what
ways is it different?
To what extent and how is the ending of
the story ambiguous about which is a more
severe punishment—capital punishment or
life imprisonment?
Tuesday
Word Root Test
Story Prep
Find basic facts about capital punishment.
Think-Pair-Share (You may work with a partner.)
What is the death penalty?
Which one of our amendments relates specifically with the death penalty? (What do you think the founders meant by “cruel and unusual punishment”? How do you interpret that phrase?)
Is the death penalty different in the US from other countries?
Do you think the death penalty is more or less merciful than life in prison? Explain your answer.
Monday
Monday
“The Treasure of Lemon Brown” by Walter Dean Myers page 334 (Green Book)
Complete “The Treasure of Lemon Brown” Vocabulary.com assignment.
Prereading questions:
Research homelessness. How do people become homeless? How many homeless people are in the US? Are there homeless people in your neighborhood? What can you do to help? What kinds of organizations are available? How about resources?
Types of literary characters
Make a list of the types of literary characters, and give a brief description of them.
These links may help you:
http://www.fictionfactor.com/guests/common.html
http://learn.lexiconic.net/characters.htm
During reading:
Connecting
When readers relate the content of something they read to what they already know
or have experienced, they are making connections. Connecting helps readers
identify with the experiences of characters in a story. Use the diagram to list events or
situations from “The Treasure of Lemon Brown” and related events from your
own life.
Event from the story Event from my life
Dynamic and Static Characters
Characters in stories are usually either dynamic or static. A dynamic character is one
who changes during a story. Dynamic characters may grow emotionally or discover
something new about themselves. A static character is one who does not change
during a story. Review “The Treasure of Lemon Brown” and use the chart to record
what Lemon and Greg were like at the beginning and at the end of the story.
(There is a handout in the Notes/Handouts section to illustrate how to arrange the information.)
Character Beginning of the Story End of the Story Change
Lemon Brown
Greg
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