Homework

WHAT IS DUE WHEN:

Monday: 

Policies and Procedures signed sheet.  This is a graded assignment.  

Five Ways You Would Like to See Your Child Grow sheet.  This is not a graded assignment.

Both are due anytime between today and Thursday.

Tuesday:  Nothing is due.   

Parents, you should be able to ask to see your child's first two English from the Roots Up cards by the time they come home from school today:  canis and felis.  If we have time in class today, they'll also be introduced to leon.  For each word, students should have written the root word, the definition of the root word and the language of origin, and six derivatives with definitions, two for each root word.  If they have not, encourage them to write them from the list below:

canis L. dog

Feles L. cat

Leon G. lion

Canine:  dog-like

Canis Major:  "Great Dog". A constellation in the shape of a dog.

Feline:   cat-like

Felinophilia:  love for cats

Dandelion:  weedy plant with deeply toothed leaves and golden yellow tufted flowers.

Chameleon:  a lizard with a large head able to change color for protection.

There is a quiz on these root words and their derivatives Friday.

Wednesday:  Parents - Sapientiae Inquisitiones #1 and Commonplace Quote #1 will be written in cursive in your child's black spiral-bound notebook in class on Tuesday.  Commonplace quotes should be in the front of the spiral-bound notebook.  The Sapientiae Inquisitiones should be written toward the back.  Feel free to check to make certain this is where these have been written.

On Wednesday in class, I begin teaching students how to use the Cornell note taking form to take notes.  Parents, feel free to ask your son or daughter what they learned about the Cornell method in class today.

The third of the three words for English from the Roots Up for this week will be introduced today.  

Thursday:  Key Word Outline; Commonplace Quotes should be written directly below the one recorded the previous day (after skipping one line) in your child's Commonplace book (black spiral-bound notebook); summer books reports are due today and will not be accepted late.  Parents, you should be able to ask to see your child's ring-bound index card file and find three root words and all their derivatives (on separate cards):  canis, feles, leon. 

Friday:  Key Word Outline.  Commonplace Quote #3 should be written directly below Quote #2 (after skipping one line) in your child's Commonplace book (black spiral-bound notebook).  By the time your child arrives home from school today, she/he should have four Commonplace quotes written in cursive into her or his Commonplace book.  Today, students will be taking a quiz on the three roots and their derivatives introduced to date.  Students will be introduced to the September poems in class today.  Fully memorized poems are due September 25-29.  The week prior to recitations, students will be assigned a day the following week for their recitation.  (Students may also recite their poems prior to the week of September 25-29. If a student decides to recite early, the recitation can be just to me rather than in front of the entire class.)

Next Tuesday:  The first IEW composition is due.  Students will select from one of the three keyword outlines created in class this week and write one paragraph in cursive.

*Parents, please note:  I have included a great deal of information here primarily for your benefit.  I have found that students who begin the year with parental support tend to do better throughout the school year.  Please take the time here at the beginning of the year to check to make certain your son or daughter is tracking with classroom assignments.  It will make all the difference in their sixth grade experience.

Monday:  NO SCHOOL

Tuesday:  

Composition:  Week One Paragraph due.  Parents, some students completed this assignment in class and have already handed it in.  The paragraph should be in cursive, written in pen, double-spaced, be 4-7 sentences long, and include a topic sentence and a clincher.  The clincher should include 2-3 words from the topic sentence.

Literature:  Nothing due.  In class today (12:30 to 1:50), students will be taking a MAP test to determine their reading and comprehension ability coming into sixth grade. 

History: Nothing due.

English From the Roots Up:  In class today, students will record Sapientiae Inquisitiones #2 and the next colloquialism, and will recite Sapientiae 1and 2 together in class.

Wednesday:

Composition:  Nothing due.

Literature:  In class today, students will listen as teacher reads aloud some of the Greek myths.

History:   Nothing due today.  In class today, students will be taking the second of three MAP tests (12:30 - 1:30) to determine their competencies in math.

English From the Roots Up: In class today, students will be introduced to all three root words and their derivatives:  equus, caballus and hippos.  Students should remember to study for Friday's quiz now that they have all the root words and derivatives recorded. QUIZ on equus, caballus and hippos.  Tomorrow in class, students will create sentences for each derivative and will correct capitalization, spelling, and punctuation errors in given sentences.

equus L.  horse

caballus L.  horse

hippos G. horse

equestrian:  a person skilled in horse riding; pertaining to horse riding

equine:  of, pertaining to, or resembling a horse

cavalry:  a division of the army where the soldiers ride horses

chivalry:  a code of courteous conduct which was followed by knights (who rode horses)

hippology:  study of horses

hippophile:  love of horses

Thursday:

Composition:  Nothing due today.

Literature:  In class today, students will be taking notes on characteristics of epic heroes and of epic literature.  

History:  Students will be given in class time to work on and to recite the Preamble to the Constitution in anticipation of our celebration next week of Constitution Day on September 14.

English From the Roots Up:  In class sentence construction for each derivative in class today.

Friday:

Composition:  Nothing is due today.

Literature:  The third and final MAP test will be taken in class today (12:30 - 1:30).  Students will be introduced to Pre-Socratic discussions and will receive reading logs for Homer.  Students will also take an open note quiz on epic heroes/epic literature.  *Addendum:  This was the plan, but the original plan had to be amended due to an internet issue while taking one of the MAP tests.  Students took an open note quiz on notes taken in class on Thursday.

History:  Nothing due in class today.

English From the Roots Up:  QUIZ on equus, caballus and hippos. 

Monday:  

Composition:  Nothing due.  In class today, students will begin work on their second IEW composition, creating a keyword outline on either Frederick Douglass or Harriet Tubman.

Literature:  Nothing due.  In class today, students will be given their reading logs and their books (Stories from Homer).  The first reading assignment and answers to questions will be due tomorrow.  Students should answer all questions using complete sentences, and they should use cursive.

History:  Nothing due.  In class today, students will be taking notes on the final lecture on American Exceptionalism.  Students should be careful to place their notes from all four lectures in the history section of their notebooks.  We will be having an open note quiz on this material.

English from the Roots Up:  Today in class, students will be introduced to the first of three root words and its derivatives. If we have time in class, we'll work on developing properly constructed sentences for both derivatives.

The quiz for these words will be on Wednesday, September 20.  All of the roots and derivatives for this week are listed here:

porcus. L.  pig, hog, swine

ornis -ornithos G.  bird

avis. L. bird

porcupine: spiny or prickly pig-shaped rodent

porpoise:  a blunt-snouted aquatic mammal, similar to a dolphin

ornithology:  study of the nature and habits of birds

ornithophile:  lover of birds

aviation:  aerial navigation by means of an airplane; the science of powered flight; design and development of aircraft

aviculture:  the raising and caring for birds

Tuesday:

Composition:  In class today, we will review checklists, discussing their purpose and how a student is to use them.  We will also discuss -ly adverbs as students will be required to use one -ly adverb in their essays this week.

Literature:  Class discussion today on Chapters 1 and 2 in Stories from Homer.  Students should come to class prepared to engage in a discussion on reading log questions for Chapters 1 and 2.  Answers to questions should be written neatly in cursive on a full-size sheet of paper.

History:  During class today, students will be reviewing world geography after taking a brief open note quiz on American Exceptionalism.

Wednesday:

Composition:  In class today, students will work on recreating the source document using their keyword outlines, including and marking one appropriate -ly adverb in the paragraph, creating a title from the final line of their paragraph, following directions on the checklist and checking off each item as they include it in their paragraph.  IF there is additional time, students will be submitting their rewritten essays to table partners for review.  At the end of class, students will place their completed rough drafts behind the Work in Progress tab.  Students who have not finished their rough drafts should take them home to complete. Tomorrow in class, students will work on final drafts.

Literature:  In class today, students will be discussing Chapters 3 and 4 in Stories from Homer.  Students should come to class today having answered all reading log questions in complete sentences.

History:  During class today, students will be reviewing world geography.

EFTRU:  In class today, students will be introduced to the second of three root words and two derivatives, and if we have time, we will develop sentences for both of the derivatives.

Thursday:

Composition:  In class today, students will be working on their final drafts.  Any incomplete classwork is homework.  Students will write in class using cursive, but they are welcome to take their completed cursive essays home over the weekend and type them.  I accept written (in cursive) essays and I accept typed essays.  This assignment is due next Monday.

Literature:  In class today, we will be discussing Chapters 5 and 6.  Students should come to class with their answers neatly written in cursive on a full-size sheet of paper.

History:  During class today, students will be reviewing world geography.

Friday:  NO SCHOOL

Students:  Remember to study your poems.  These are due on September 25.  I will begin listening to poems on Monday, September 18, for those students who would like to say them early.

Monday:

Composition:  "Frederick Douglass" or "Harriet Tubman" composition is due at the beginning of Composition class.  Today in class, students will begin work on their next IEW Composition by reviewing the Story Sequence Chart and using it to build a three-paragraph KWO on the source document materials provided in class.

Literature: Students should come to class today prepared to discuss Chapter 7 of Part I in The Children's Homer.  All responses to questions should be written in complete sentences with proper capitalization, punctuation, and spelling.

History:  Nothing is due.  Students should come to class today prepared to label locations and respond to questions using a review map of world deserts.

English from the Roots Up:  In class today, students will be introduced to the third of three words they'll need to study for this week's quiz, to be taken on Wednesday.  The root word is avis.

avis L.   bird

aviation:  aerial navigation by means of an airplane; the science of powered flight; design and development of aircraft.

aviculture: the r aising of and caring for birds, especially wild birds in captivity

Tuesday:

Composition:  Students should come to class today prepared to begin writing their rough drafts. In class, students will be able to add to their list of -ly  adverbs, review the strong verb dress-up, practice finding substitutes for the banned verbs say/said, see/saw, and go/went, and write the first paragraph of their stories

Literature: Students should come to class today prepared to discuss Chapters 8 and 9 in Part I of The Children's Homer.  All responses to questions should be in the form of complete sentences with proper punctuation.

History:  In class today, students will be able to record the first three stories from Ancient Judaism and supporting information (three facts each) and will be able to create a brief narrative story (or summary) of these events to recite orally to their table partners.  No homework.

English from the Roots Up:  None.  Latin today.

Wednesday:

Composition:  In class today, students will submit a complete first paragraph to their peer editor for proofing.  Once their peer editor has finished editing, students will be able to complete rough drafts of paragraphs two and three.

Literature:  Students should come to class today prepared to discuss Chapters 10 and 11 in Part I of The Children's Homer.  All responses to questions should be in the form of complete sentences with proper capitalization, punctuation, and spelling.

History:  In class today, students will be able to record the first three stories from Ancient Judaism and supporting information (three facts each) and will be able to create a brief narrative story (or summary) of these events to recite orally to their table partners..  No homework.

English from the Roots Up:  Quiz on the following words:  Porcus - Avis.

porcus. L.  pig, hog, swine

ornis -ornithos G.  bird

avis. L. bird

porcupine: spiny or prickly pig-shaped rodent

porpoise:  a blunt-snouted aquatic mammal, similar to a dolphin

ornithology:  study of the nature and habits of birds

ornithophile:  lover of birds

aviation:  aerial navigation by means of an airplane; the science of powered flight; design and development of aircraft

aviculture:  the raising and caring for birds

Thursday:

Composition:  Students will submit paragraphs two and three to a peer editor for proofing, and will begin work in class on their final drafts.  All final drafts must be worked on in class in cursive.  

Literature:  Students should come to class today prepared to discuss Chapters 12 and 13 in Part I of The Children's Homer.  All responses to questions should be in the form of complete sentences with proper capitalization, punctuation, and spelling.

History:  Today in class, students will be recording three key facts for our Cultural Literacy stories 7-9.  Students should be able to orally narrate this information to their table partners.  Students will be quizzed on these next week.

English from the Roots Up:  None.  Latin today.

Friday:

Composition:  Students should plan to complete their final drafts in class today, or if unable to do so, should plan to type their final draft at home over the weekend.

Literature:  Nothing is due.  Students will be working on an in-class character analysis project.

History:  Today in class, students will completing a research project using a Middle East map.

English from the Roots Up:  Students will begin to record the following roots, definitions and derivatives:

Grex -gregis - flock, herd, drove, group, troop, company

Omnis - each, every, all

Amphi - both

Derivatives:

egregious - out of the herd; outstandingly bad

congregate - gather together as a group

omniscience - knowledge of all

omnipresence - present everywhere

amphibian - animal, including frogs, toads, newts, and salamanders, which can live and breathe both in water and on land.

amphora - a large jar or jug with handles on both sides for carrying liquids

Monday:  Poetry recitations are due today.  Students may not be reciting today, but they need to come to class prepared to recite.  (Any student who has already recited one poem does not need to come to class TODAY to recite the other.  I will be calling on students today who have not recited either poem.)

Composition - In class today, students will begin work onThe King and the Ant or Genghis Khan and the Hawk essay. In class today, we will create a KWO.  Students will also be handing in their essay on Maui and the Giant Fish.  Parents, please check over your child's work to make certain they are following instructions.  For the essay they are handing in today, they should be able to show you a keyword outline, a rough draft, a final draft, and a checklist, and they should have made certain they included all required elements and checked them off on their checklist.  If they have not, their essay is not ready to hand in.  In the classroom, I do everything in my power to remind them of the requirements.  We do peer editing, and often, more than one student peer edits another's work, yet some students manage to hand in papers that do not have all required elements.  I want EVERY student to succeed, and I need your help to do it.

Literature -  In class today, students will be discussing Chapter 14 in their Stories from Homer book.  Homework:  Chapter 15.  (Students should have some time in class to work on this.)

History - In class today, students will be completing a Middle East packet in order to be able to identify locations associated with our Cultural Literacy stories.  Students should review Cultural Literacy stories 1-9 in anticipation of Thursday's quiz.

English from the Roots Up - Introduction and review of this week's words which are:

New Roots:

Grex -gregis - flock, herd, drove, group, troop, company

Omnis - each, every, all

Amphi - both

Derivatives:

egregious - out of the herd; outstandingly bad

congregate - gather together as a group

omniscience - knowledge of all

omnipresence - present everywhere

amphibian - animal, including frogs, toads, newts, and salamanders, which can live and breathe both in water and on land.

amphora - a large jar or jug with handles on both sides for carrying liquids

Students should plan to study these tonight and tomorrow night in order to be prepared for Wednesday's quiz.

Tuesday:  Poetry recitations again today.

Composition - After reviewing the checklist and the Story Sequence Chart, students will begin work on a rough draft from KWO's formed in class yesterday.  Students should be able to complete the first paragraph of their rough drafts in class today.  Any unfinished work is homework.

Literature - In class today, students will be discussing Chapter 15 in Stories from Homer.  Homework:  Chapters 16 and 17.  Students should have some in class time to work on this, but any unfinished classwork is homework.

History - In class today, students will be learning about some of the basic ideas Judaism and Christianity have in common and will be learning about how key components in Judaism and Christianity have formed us in the West.  No homework.

English from the Roots Up - In class today, students will be working on a Coat of Arms for each House.  Students should study tonight for tomorrow's quiz.

Wednesday:  Poetry recitations again today.

Composition - Students will be able to complete the rough drafts of their compositions by the end of class today.  Any incomplete work is homework.

Literature - In class today, students will be discussing Chapters 16 and 17.  No homework today.  In class tomorrow, students will continue to work on their "character weavings".

History - In class today, students will begin to read Chapter 1 in their Core Knowledge readers, will be able to answer the Big Question associated with Chapter 1 in writing (using their best cursive) and will be able to respond orally to the following question:  What are the key ideas from Judaism and Christianity that have influenced the Western world?  No homework.

English from the Roots Up - Quiz on the following words:  grex -gregis, omnis, and amphi.  (See above.)

Thursday:  Poetry recitations again today.

Composition - Students should come to class today prepared to work on completion of rough drafts and submission of rough drafts to peer editors.  Following this, students should work in earnest on their final drafts.

Literature -   In class today, students will be continuing to work on their "character weavings".  No homework.

History - In class today, students will have a quiz on Cultural Literacy story elements 1-9.  If we have time, students will engage in an oral discussion on a couple of the Greek myths.

English from the Roots Up - In class today, students will be continuing to work on the creation of a Coat of Arms for their House.

Friday:  Poetry recitations again today.

Composition - Students will be completing this week's writing assignment in class in cursive.  (Even if a student wishes to type it over the weekend, he/she should plan to bring his/her rough drafts to class to work on during class time on Thursday and Friday.  If a student chooses NOT to bring their rough draft to class, I will be assigning an extra assignment to help him/her remember to bring the rough draft to class.)

Literature - Students will be introduced to October's poems, A Chippewa Song and All the World's a Stage.  Students will be given a hard copy of their October poems.  IF they lose it, it is also available here on this page, but students will need to copy and paste and print any additional replacements at home.  

History - After being introduced to Cultural Literacy Element #10, students will be able to read as a class Chapter 2, and accurately respond to the big question in the Student Reader.

English from the Roots Up - Students will begin to be introduced to this week's new roots and derivatives:

ambi L. on both sides, around, surround

eu G. well, good, pleasant

malus L. bad, ugly, evil, ill

Derivatives:

ambidextrous - (dexter = right). able to use both hands with equal skill (to have two right hands)

ambiguous (agree L - to drive) - doubtful or uncertain; a feeling of being driven in two or more directions.

Sentences:

The sword-fighter was ambidextrous, which enabled him to win the sparring contest.

The meaning of her statement was ambiguous.

eulogy (logos G - word) - a speech of praise for a deceased person

euphoria (therein G - to bear) - a feeling of well-being or elation

Sentences:

Her eulogy for her grandmother was excellent.

He felt euphoria when he finally climbed a fourteener.

malady (malady French - sick) - illness, any undesirable condition

dismal (dies L - day) - evil or unlucky; dreary, causing gloom

Monday

Composition: The King and the Ant  or Ghengis Khan and the Hawk composition due.  In class today, students will be able to recall (and memorize if they have not already) the topic-clincher rule, and after reading the Madame Marie Curie source document, will be able to divide subjects into topics to create a KWO, and will be able to narrate their paragraphs to their table partners.

Literature:  In class today, students will be discussing four chapters, two they finished last week (Chapters 18-19) and two that are due today (Chapters 20-21). Students will continue to assess Hector's character and the effect of his death upon the Trojans.  They will also develop conclusions about Achilles based on his interactions with Priam after Hector's death.  Homework:  Read and respond to questions for Chapters 22 and 23.

History:  In class today, students will be reviewing Cultural Literacy Story #10 and recording Cultural Literacy Stories 11 & 12.  There will be a quiz on these stories tomorrow.  Students will also be reading Chapter 3 in their readers and as a class, seeking to answer the Big Question, "Why were Spartan children, especially boys, treated so harshly?"  Students will continue to work on creating their own study guides for the next history test by recording vocabulary for this chapter and filing their "study guides" behind the history tab in their black binders.

Engish from the Roots Up:  In class today, students will be playing a game for house points.  Students will demonstrate proficiency when recalling definitions for root words and derivatives, and will be able to identify errors in sentences.

Root Words and Derivatives

ambi L.  both sides, around, surround

eu G. well, good, pleasant

malus  L. bad, ugly, evil, ill

ambidextrous - able to use both hands with equal skill (to have two right hands)

ambiguous - doubtful or uncertain; a feeling of being driven in two or more directions

eulogy - a speech of praise for a deceased person

euphoria - a feeling of well-being or elation

Malady - illness, any undesirable condition

dismal - evil or unlucky; dreary, causing gloom

Tuesday

Composition:  Students will recall how to include a proper clincher, and will begin work on their rough drafts.

Literature:  In class today, students will identify the significance of the closing chapters of Part I of The Children's Homer, and will be able to identify/form opinions of the Trojan War.  A reading log for Part II will be distributed and students will be introduced to ways to earn house points using the reading log.  No homework.

History:  In class today, students will take a quiz on Cultural Literacy Stories 10-12, and if time, will read and respond to questions on The Works of Homer, a one-sheet summary of Homer's epic poems.

Engish from the Roots Up:  No EFTRU today.  However, students should study for tomorrow's quiz on the following words:

Root Words and Derivatives

ambi L.  both sides, around, surround

eu G. well, good, pleasant

malus  L. bad, ugly, evil, ill

ambidextrous - able to use both hands with equal skill (to have two right hands)

ambiguous - doubtful or uncertain; a feeling of being driven in two or more directions

eulogy - a speech of praise for a deceased person

euphoria - a feeling of well-being or elation

Malady - illness, any undesirable condition

dismal - evil or unlucky; dreary, causing gloom

Wednesday

Composition:  Students will complete rough draft paragraphs in class today.  Any unfinished classwork is homework.

Literature:  In class today, students will be weaving on their character looms while the teacher reads aloud.

History:  In class today, students will be introduced to Cultural Literacy Story #13 and will read together in class Chapter 4 in their history readers, The Olympic Games.  Students will continue to work on creating their own study guides based on their reading.

Engish from the Roots Up:  Quiz today on the following roots and derivatives:

e -ex. L.  out of; beyond; from; former

exit (ire L. – to go) – to go out; the door through which you leave

effort (fortis L – strong) – strenuous physical or mental exertion

archos G. chief, principal, primitive

archaeology (logos G – study). – study of the beginnings of man

hierarchy (heiros G – holy, sacred) – any system of persons ranked one  above the other

arcus L.  bow, arc

arc – part of a circle

archway – an entrance or passage under an arch

Thursday

Composition:  Students will submit their completed rough drafts to peer editors prior to beginning work on final drafts.  Students should plan to have half of their final drafts completed by the end of class today.  Any unfinished classwork is homework.

Literature:  In class today, students will be concluding their character weaves.  Homework:  Reading of Chapter 1 in Part II of Homer.  Due tomorrow.

History: In class today, students will be completing Domain Vocabulary 1-4, based on the reading they have done in Chapters 1-4 in their readers.  Due tomorrow.

Latin:  Quiz today.  See notes for what will be on the quiz.

Friday

Composition:  Students should plan to complete final drafts in cursive in class today.  Any unfinished classwork is homework.  This essay is due on Monday in cursive or typed.

Literature:  In class today, students will engage in a discussion on Chapter 1, Pt. 2.  They will be challenged to assess the rightness or the wrongness of the gods involvement in human affairs, and the effect their actions have on Odysseus.  Students should attempt to integrate at least one vocabulary word into their answers.  Homework:  Chapter 2.  Due Monday, October 9.

History:  In class, students should be able to respond correctly to the big question for Chapter 5, "Why do you think the Spartans and the Athenians joined together to fight the Persian Wars?".  Students will continue to add to their student-created study guides.  No homework

Engish from the Roots Up:  Introduction of the following roots and derivatives:

e -ex. L.  out of; beyond; from; former

exit (ire L. – to go) – to go out; the door through which you leave

effort (fortis L – strong) – strenuous physical or mental exertion

archos G. chief, principal, primitive

archaeology (logos G – study). – study of the beginnings of man

hierarchy (heiros G – holy, sacred) – any system of persons ranked one  above the other

arcus L.  bow, arc

arc – part of a circle

archway – an entrance or passage under an arch

Long Term Assignments:

October Poems:  Due October 23-26 (but students need to come to class on the 23rd prepared to recite).

October Book Report:  Due October 30-November 3.

Monday:

Composition:  Marie Curie essay due.  In class today, students will be reading two source documents and creating KWO's for either Jackie Robinson essay or Madame C. J. Walker.

Literature:  Students will be discussing Chapter 2 in class today, assessing further the meaning of the word and concept, "noble", and the relationship between it, beauty and wisdom.  Students should be trying to integrate one or more vocabulary words into the discussion.

History:  Students should come to class prepared to discuss their answers to the Big Question for Chapter 5.  In class today, students will be researching and responding to the big question for Chapter 6, "What were some of the cultural achievements during the Golden Age of Athens?"  and will be recording vocabulary and definitions.  Any incomplete work is homework.  (Note:  This is a very important chapter.  Student responses to the big question should be detailed and specific.  Much of the information presented in this chapter WILL be on the upcoming test on Ancient Greece.)

English from the Roots Up:  In-class review/game on the following roots and derivatives:

e -ex. L.  out of; beyond; from; former

exit (ire L. – to go) – to go out; the door through which you leave

effort (fortis L – strong) – strenuous physical or mental exertion

archos G. chief, principal, primitive

archaeology (logos G – study). – study of the beginnings of man

hierarchy (heiros G – holy, sacred) – any system of persons ranked one  above the other

arcus L.  bow, arc

arc – part of a circle

archway – an entrance or passage under an arch

Tuesday:

Composition:  In class today, students will be discussing quality adjectives and how to use them in sentences.  Students will also practice finding substitutes for the banned words good/bad.  They will choose which of the two source documents to use (based on the KWO's they created in class on Monday) for their weekly essay and will begin work on their rough drafts.

Literature:  Students should be prepared to discuss Chapter 3.  When coming to class today, student should be able to identify in the text both humility and the evidences of true nobility, as well as the theme of hospitality and its relationship to Ancient Greek culture.  Students should remember to write their answers in cursive, using complete sentences, being careful to punctuate and capitalize correctly.

History:  In class today, students will be watching half of a video on Ancient Greece.  After watching, students should be able to answer questions about the Hoplites, the Oracle at Delphi, and the Persian retreat.  If your child is sick today, he or she may watch the first half at home.  Here is the link:  https://www.youtube.com/watch?v=9GZN_qCmARs .  (Parents:  Please monitor this.  The only student who should watch this at home is a student who is home sick or travelling with family/family emergency.  This is my way of helping sick/travelling students to stay on track with the rest of the class.)

English from the Roots Up:  Latin today.  No EFTRU.

Wednesday:

Composition: In class today, students should be able to complete their rough drafts.   Any incomplete work is homework.  

Literature:  Students should read and respond to questions on Chapter 4 and come to class today with all questions answered in complete sentences in cursive, in anticipation of our daily discussion.

History:  In class today, students will watch the second half of the video on Ancient Greece:  Crucible of Civilization and be able to respond to questions on what has been viewed.

English from the Roots Up:  Quiz on the following roots and derivatives:

e -ex. L.  out of; beyond; from; former

exit (ire L. – to go) – to go out; the door through which you leave

effort (fortis L – strong) – strenuous physical or mental exertion

archos G. chief, principal, primitive

archaeology (logos G – study). – study of the beginnings of man

hierarchy (heiros G – holy, sacred) – any system of persons ranked one  above the other

arcus L.  bow, arc

arc – part of a circle

archway – an entrance or passage under an arch

Thursday:

Composition:  Students should bring completed rough drafts to class to be peer edited by a classmate.  Immediately following the peer editing process, students should begin work on the final draft of this essay (Due Monday.)

Literature:  Students should come to class today prepared to engage in a discussion on Chapter 5.  Homework:  Read and respond to questions for Chapters 6 and 7.

History: After reviewing Cultural Literacy Story Element #13, and after watching a short (16 minute) video on the Parthenon, students will be able to respond to several questions on the Parthenon, before engaging with partners on a Who's Who matching assignment with a partner, to be handed in for a grade.

English from the Roots Up:  Latin today.  No EFTRU.

Friday:

Composition:   In class today, students will be completing in cursive the final drafts of the essay for this week.  Students may take their completed cursive essays home to type over the weekend, OR they may submit the cursive version today (or Monday).  All essays are due by Monday, October 16. 

Literature:  In class today, students will be engaging in a discussion on Chapters 6 and 7, analyzing the unwise choices made by Eurylochus and by Odysseus' men, applying these lessons to their own lives.  Students should be able to assess friendship choices/alliances made between Antinous and Eurymachus.

History:   In class today, students will read the chapter and be able to answer the Big Question for Chapter 7 on the Peloponnesian War "What events brought about an end to the Golden Age of Athens?".  Students should also record vocabulary and definitions in their self-created study guides in anticipation of the upcoming test on Ancient Greece.

English from the Roots Up:  Intro of new roots and derivatives and oral composition of sentences for derivatives.

circum, L.  around, about

kyklos. G.  ring, wheel, circle

peri.  G.  around

circle:  a perfectly round plane figure

circumference:  the line that forms a

        circle

bicycle:  rider-propelled vehicle with two wheels

encyclopedia:  a series of books of

       knowledge needed for a well-  

       rounded education

perimeter:  distance around the

       outside of an area

peripheral:  carry around the outside;

       extra

Monday:  POETRY RECITATIONS ARE DUE NEXT MONDAY.  I will begin listening to poems today (for those super achievers who wish to recite early.

Composition: Madam C. J. Walker or Jackie Robinson essays are due.  Students will begin work on a Neil Armstrong or Sally Ride essay which will be due two weeks from today. 

 In addition, students will be challenged to write (on their own) a three-paragraph essay about courage.  This essay does not need to include all the dress-ups, but the best essays will be read aloud at an upcoming Opening Ceremony.  This essay (for those who choose to participate) is due next Monday.  This essay is for House Points.  All students who participate/submit an essay will receive house points.  The best essays will receive significantly MORE house points.

Literature:  In class, students will be engaging in a classroom discussion on Chapters 8 and 9.  Homework:  Chapters 10 and 11.

History:  In class today, students will be reading and discussing Chapter 8 on Socrates.  Students should be able to answer the Big Question and record vocabulary words in anticipation of next week's test on Ancient Greece.

English from the Roots Up:  Students will be taking their Wednesday quiz on the following roots and derivatives TOMORROW:

circum, L.  around, about

kyklos. G.  ring, wheel, circle

peri.  G.  around

circle:  a perfectly round plane figure

circumference:  the line that forms a

        circle

bicycle:  rider-propelled vehicle with two wheels

encyclopedia:  a series of books of

       knowledge needed for a well-  

       rounded education

perimeter:  distance around the

       outside of an area

peripheral:  carry around the outside;

       extra

Tuesday:

Composition:  In class today, students will be continuing work on a Neil Armstrong or Sally Ride essay which will be due two weeks from yesterday.  In addition, students will use class time to continue work on a three-paragraph essay about courage.  This latter essay does not need to include all the dress-ups, but the best essays will be read aloud at an upcoming Opening Ceremony.  The courage essay is due next Monday and is for House Points.

Literature:  Students should come to class today having read and answered questions in neat cursive for Chapters 10 and 11.  Homework due next Monday:  Read and respond to questions for Chapters 12 and 13.

History:  In class today, students will be completing Domain Vocabulary 5-8 working in pairs.  This will be due by the end of class today.  Students will also be provided with a Study Guide for their upcoming test (a week from this Friday) on Ancient Greece.  Students should plan to come to class a week from this Thursday with their study guides completed.  Study guide completion should take place at home.  There will be an in-class review of the study guide on Thursday, October 26.  Hence, students should take their history books home today so that if they have "nothing to do" over the weekend, they will have what they need to work on completion of the study guide.

EFTRU:  In class today, students will be taking a quiz on the following roots and derivatives:

circum, L.  around, about

kyklos. G.  ring, wheel, circle

peri.  G.  around

circle:  a perfectly round plane figure

circumference:  the line that forms a

        circle

bicycle:  rider-propelled vehicle with two wheels

encyclopedia:  a series of books of

       knowledge needed for a well-  

       rounded education

perimeter:  distance around the

       outside of an area

peripheral:  carry around the outside;

       extra

Wednesday:  No afternoon classes.  Dismissal is at 11:40. During our very short class today, I will be introducing next week's Sapientiae, and if we have time, next week's roots and derivatives for English from the Roots Up.

Next week's words:

homo -hominis:  L.  man, human being

anthropos:  G. man, mankind, humankind

vir:  L. man, manly, masculine

Derivatives:

homo sapiens:  man as a thinking species

homage:  oath of loyalty by a vassal or tenant to a feudal lord

anthropology:  the study of mankind

anthropomorphize:  attribute humanity to animals or things

virile:  manly

triumvirate:  a three-man governing team

Thursday:  No school.

Friday:  No school.

Monday:  Poetry Recitations Are Due Today.  Students should come to class today prepared to recite.

Composition:  The IEW essay that students began last week is not due until next Monday.  However, three paragraph personal essays on courage (which students have had the option of writing or not writing) are due TODAY and all that are handed in will receive house points (not a grade).  The very best essays will be read aloud during an upcoming Opening Ceremony.  In class today, students will practice finding substitutes for the weak adverbs, very and really, will learn the www.asia dress-up, and will choose which KWO to use to write their essay.  They will then begin work on the rough draft.

Literature:  In class today, students will be discussing Chapters 12 and 13 in The Children's Homer.  Homework:  Read and respond to questions for Chapter 14 for tomorrow's class.

History:  In class today, students will be reading and discussing Chapter 9 in the text, learning about Plato and Aristotle and philosophy in Ancient Greece.

English from the Roots Up:  Students should come to class today prepared to construct sentences and, if time, play a game for House points using the roots and derivatives introduced last Friday.

Roots:

homo -hominis:  L.  man, human being

anthropos:  G. man, mankind, humankind

vir:  L. man, manly, masculine

Derivatives:

homo sapiens:  man as a thinking species

homage:  oath of loyalty by a vassal or tenant to a feudal lord

anthropology:  the study of mankind

anthropomorphize:  attribute humanity to animals or things

virile:  manly

triumvirate:  a three-man governing team

Tuesday:  (Poetry recitations continue throughout the week)

Composition:  Students will be able to complete work on their rough drafts in class today.  Any unfinished class work is homework.

Literature:  In class today, students will be discussing Chapter 14 in The Children's Homer.  Homework:  Read and respond to questions for Chapters 15 and 16 for class tomorrow.

History:  In class today, students will be analyzing two great works of art, The School of Athens and The Death of Socrates.  Students will be instructed to use notes written on the board to write a one-paragraph summary on The School of Athens OR a one-paragraph summary on The Death of Socrates to be handed in with their tests on Friday.  Any excess time in class will be used to work on completion of study guides.

English from the Roots Up:  No EFTRU today.  This will be a Studium period, an opportunity for students to work on other subjects while I listen to poetry recitations.

Wednesday: (Poetry recitations continue throughout the week.)

Composition: In class today, students will submit their completed rough drafts to peer editors at the beginning of class, and once edited, they may begin work on their final drafts.

Literature:  In class today, we will be discussing Chapters 15 and 16.  Homework:  Read and respond to questions for Chapter 17 for class tomorrow.

History:  In class today, students will be trying to answer the Big Question for Chapter 10, "How did the success of Alexander the Great as a great military leader contribute to the expansion and influence of Greek culture?".  Any excess time will be given to students to work on completion of their art summaries and their study guides.

English from the Roots Up:  Quiz today on the following roots and derivatives:

Roots:

homo -hominis:  L.  man, human being

anthropos:  G. man, mankind, humankind

vir:  L. man, manly, masculine

Derivatives:

homo sapiens:  man as a thinking species

homage:  oath of loyalty by a vassal or tenant to a feudal lord

anthropology:  the study of mankind

anthropomorphize:  attribute humanity to animals or things

virile:  manly

triumvirate:  a three-man governing team

Students need to be able to write complete sentences on the quiz, complete with proper spelling, proper capitalization, and proper punctuation for each derivative.

Thursday:  (Poetry recitations continue throughout the week.)

Composition:  In class today, students who did not do so yesterday, will submit their rough drafts to peer editors and begin work on the final drafts of their essays (if they didn't start work on the final essay yesterday).  They should be careful to include all required elements and take great care to include well-reasoned topic sentences and clinchers.  Any unfinished classwork is homework.

Literature:  In class today, we will be discussing Chapter 17.  Students should be able to identify the wisdom inherent in Odysseus' choices in this chapter and should be able to identify the core values espoused by Laertes and Odysseus as this book comes to an end.

History:  In class today, students will be reviewing their completed study guides with Mrs. Hoos.  Homework:  Students should study for tomorrow's test.

English from the Roots Up: Nothing today.  This will be a Studium period, an opportunity for students to work on other subjects while I listen to poetry recitations.

Friday: (This is the final day for October poetry recitations for a potential passing grade.  Any poetry recitations not completed by today will be assessed a 10% penalty next Monday, a 20% penalty on Tuesday, a 30% penalty on Wednesday.  Next Wednesday will be your final day to recite for a potential passing grade.)

Composition:  In class today, students will complete work on the final drafts of their Sally Ride or Neil Armstrong essays.  Any unfinished work is homework, and students may type their essays over the weekend if they prefer.  Essays are due on Monday.

Literature:  In class today, we'll be having our final discussion on The Children's Homer.  Students should come to class today prepared to discuss virtue, themes in the book, favorite characters and the reasons they believe what they believe about The Children's Homer.  Students should be able to back up what they believe by using specific examples from the text.  This is a graded assignment.

History:  Ancient Greece test today.  Students should bring their completed study guide and their one paragraph assessments of The School of Athens and The Death of Socrates to class with them today.

English from the Roots Up:  In class today, students will be introduced to their new roots, derivatives, and sentences  for next week's quiz, and will be expected to record all on their 3" x 5" EFTRU index cards.  The roots and derivatives are:

Femina L woman

Infans -Infantis  L inability to speak

Pais -paidos G. child

feminine - having qualities associated with a. woman

feminism - advocacy of women's rights

infant - speechless; one who cannot yet speak

infantry - force composed of those too young or inexperienced or low in rank for cavalry service; foot soldiers in an army

pediatrician - doctor for children

pedagogy - art or skill of teaching children

OCTOBER BOOK REPORTS DUE NEXT WEEK on any date between October 30 - November 3.  (See book report specifications at the bottom of this page.)

October Book Reports are due any day this week.  Instructions for the five paragraph book report are at the very bottom of this page.

Monday

Composition: Due today:  Essay on Neil Armstrong or Sally Ride.  In class today, students will begin their First Writing from Pictures essay.   By the end of class today, students should have completed a KWO which they will use for this week's essay.  Any unfinished class work is homework.

Literature:  Students should come to class today prepared to discuss Stories from Homer.

History:  Nothing due.  In class today, students will begin studying about Rome.  No homework.

English from the Roots Up:  Nothing due, but students should be diligent to study for Wednesday's quiz on the following roots and derivatives:

Femina L woman

Infans -Infantis  L inability to speak

Pais -paidos G. child

feminine - having qualities associated with a. woman

feminism - advocacy of women's rights

infant - speechless; one who cannot yet speak

infantry - force composed of those too young or inexperienced or low in rank for cavalry service; foot soldiers in an army

pediatrician - doctor for children

pedagogy - art or skill of teaching children

Tuesday

Composition:  In class today, students will be completing the first paragraph of their three paragraph essays after being introduced to prepositional openers.  Any unfinished class work is homework.

Literature:  In class today, working with House teams, students will begin work on their final project for Stories from Homer, a re-creation of Achilles' shield.  Upon completion, these shields will each be given a grade and are eligible for House points.

History:  In class today, students will be introduced to three new Cultural Literacy Story Elements, and will be working in pairs on two worksheets on the Roman Republic.  One of the worksheets will be handed in for a grade at the end of class.  Students should review and study all six story elements for tomorrow's Cultural Literacy Story Elements quiz.

English from the Roots Up:  No EFTRU today.  Students should, however, study for tomorrow's quiz.

Wednesday

Composition:  In class today, students will be completing work on the rough drafts of their essays.  They must come to class tomorrow prepared to submit their rough drafts to peer editors at the beginning of class.  Any unfinished class work is homework.

Literature:  Students will be continuing work on their Achilles' Shield final project.  In class today, students will receive copies of a Reader's Theatre rendition of The Raven, which they will be performing for the class toward the end of the month.  This poem will NOT be memorized.  Students will present in teams using this rendition as their script.

History:  In class today, students will be reading Chapter 12, seeking to answer the Big Question, and will be taking a quiz on Cultural Literacy Story Elements 1-6.

English from the Roots Up:  Quiz on root words, derivatives, and sentences:

Femina L woman

Infans -Infantis  L inability to speak

Pais -paidos G. child

feminine - having qualities associated with a. woman

feminism - advocacy of women's rights

infant - speechless; one who cannot yet speak

infantry - force composed of those too young or inexperienced or low in rank for cavalry service; foot soldiers in an army

pediatrician - doctor for children

pedagogy - art or skill of teaching children

Thursday

Composition:  After having rough drafts reviewed by peer editors, students will begin work on their final drafts.  One half of each final draft must be completed by the end of class today.  Any unfinished class work is homework.

Literature:  Today in class, students will continue to work on their team Achilles' Shields.  Students will have one more day in class to work on their shields.  All shields must be completed by the end of class tomorrow.

History:  In class today, students will be reading and analyzing, engaging in a discussion on leadership after reading Chapter 12 on Julius Caesar.  

English from the Roots Up:  No EFTRU today.  Students should come to class today prepared to study Latin.

Friday

Composition:  Students will complete the final drafts of their essays in cursive.  If they are satisfied they have included all required elements, they may hand them in today.  If not, students should plan to take their cursive essays home to complete and/or type them over the weekend.  NO STUDENT MAY COME TO CLASS WITHOUT A FINAL DRAFT IN CURSIVE and say, "I'm going to type mine over the weekend".

Literature:   Today in class, students will complete Achilles' Shields for their Houses, and their new book for literature, Shakespeare's Julius Caesar, will be distributed.  

History:  In class today, students will receive a flip-booklet on Julius Caesar which we will be filling in over the next several weeks as we read through Shakespeare's Julius Caesar.  Students should plan on storing this booklet in their black binders in the history section (so that they will be able to find them when they need them)

English from the Roots Up:  In class today, students will be introduced to their next three root words and six derivatives, and will formulate sentences:

Roots:

schole G. leisure, free time

ludo -lusus L play, mock

iatros - G doctor, physician, comforter

school - (n). a place of education; (v)to teach or educate

scholar - a student who is taught, especially one who is learned in classical (Greek and Latin) languages and literature

allude - make indirect reference to; refer to

illusion - the creation of a false impression of reality

iatros - G doctor, physician, comforter

psychiatrist - doctor for the mind and soul

pediatrician - a children's physician

All students should be working on memorizing their one poem for the month.  It is due the Monday after break but students may begin reciting for credit next Monday (November 13).

Monday:

Composition:  Writing from Pictures essays are due at the beginning of class today.  In class, students will begin work on a second writing from pictures essay. Students will be instructed to ask the questions:  Who?  What?  Where?  When? What happened before?  What happened after?  What is happening outside this picture that we cannot see?.  By the end of class today, students should have a fully completed KWO for this essay.

Literature:  In class today, students will complete their Achilles Shields.  Students will be allowed to stay in during recess (Tuesday - Thursday) to finish any incomplete portion of their shields.  Judging of the shields will be done by a panel of teachers/staff toward the end of this week.

History:  In class today, students will be introduced to Cultural Literacy Story Elements 7 and 8, and will be reading in their Core Knowledge readers about Octavius or Augustus Caesar's contributions to Roman culture. By the time they finish their reading, students should be able to answer the Big Question, "Why might Augustus wanted to glorify Rome?"

English from the Roots Up:  Review of the following root words and derivatives.

schole G. leisure, free time

ludo -lusus L play, mock

iatros - G doctor, physician, comforter

school - (n). a place of education; (v)to teach or educate

scholar - a student who is taught, especially one who is learned in classical (Greek and Latin) languages and literature

allude - make indirect reference to; refer to

illusion - the creation of a false impression of reality

iatros - G doctor, physician, comforter

psychiatrist - doctor for the mind and soul

pediatrician - a children's physician

Tuesday:

Composition:  In class today, students will be introduced to the -ly sentence opener and will be able to dialogue about how to include one in each paragraph.  Students will also begin writing their three paragraph essays based on the KWO's they created in class yesterday.

Literature:  In class today, students will be formally introduced to Reader's Theatre and, working in teams of four, will begin to prepare themselves for public recitations of Edgar Allen Poe's The Raven this Friday.

History:  In class today, students will be introduced to Cultural Literacy Story Element #9, and will read about the wanderings of Aeneas.  After reading about Virgil's Aeneid, students will be able to identify the primary characters in Virgil's Aeneid, answer several questions, and be able to cite several similarities between Aeneas and Odysseus, and between their stories.

English from the Roots Up:  After reciting the Sapientiae Inquisitiones and discussing a quote from a famous personage together in class,  students should study for tomorrow's quiz on the following words:

Roots:

schole G. leisure, free time

ludo -lusus L play, mock

iatros - G doctor, physician, comforter

school - (n). a place of education; (v)to teach or educate

scholar - a student who is taught, especially one who is learned in classical (Greek and Latin) languages and literature

allude - make indirect reference to; refer to

illusion - the creation of a false impression of reality

iatros - G doctor, physician, comforter

psychiatrist - doctor for the mind and soul

pediatrician - a children's physician

Wednesday:

Composition:  In class today, students will be completing the rough drafts of their essays  Any unfinished class work is homework.  Students are expected to come to class tomorrow with their rough drafts (including dress-ups and sentence openers) completed.

Literature:  In class today, students will be working in teams to perfect their Friday Reader's Theatre presentations of The Raven.

History: In class today, students will be reviewing all Cultural Literacy elements from the Messianic Prophecy to Early Church History.  Why do we study these in class?  So that when students come across references to them in their junior and high school readings, they will understand the context.  Test on ALL Cultural Literacy elements will be tomorrow.

English from the Roots Up:  Quiz today on the following root words and derivatives.

Roots:

schole G. leisure, free time

ludo -lusus L play, mock

iatros - G doctor, physician, comforter

school - (n). a place of education; (v)to teach or educate

scholar - a student who is taught, especially one who is learned in classical (Greek and Latin) languages and literature

allude - make indirect reference to; refer to

illusion - the creation of a false impression of reality

iatros - G doctor, physician, comforter

psychiatrist - doctor for the mind and soul

pediatrician - a children's physician

Thursday:

Composition:  Students will be submitting completed rough drafts to peer editors, and begin work on their final drafts.  One half of the final draft should be completed in class.  Any unfinished class work is homework.

Literature:  In class today, students will continue practicing for The Raven presentations tomorrow.  

History:  TEST on Cultural Literacy Story Elements from the Messianic Prophecy onward.  Any excess time will be spent completing Domain Vocabulary 11-14, which is due tomorrow.  Any unfinished work is homework.

English from the Roots Up:  During class today, students will have an additional opportunity to work in teams on their Raven presentations (Due tomorrow.).

Friday:

Composition:  Students are expected to bring their unfinished final drafts to class today and complete them in cursive.  IF a student is not satisfied with his/her work by the end of class today, he/she may take it home and type it over the weekend.  NO STUDENT may come to class today and say to me, "I'm going to type it over the weekend."  Students may type essays over the weekend, but they are expected to be writing their final drafts in cursive in class on Thursdays and Fridays.

Literature:  In class today, students will be presenting The Raven with their groups for a grade.  

History:  In class today, students will be reading and responding to the big question for Chapter 15, "Why was the growth in Christianity originally considered a threat to the Roman Empire?".  No homework.

English from the Roots Up:  

Roots:

medicus L physician

sanus L healthy, not diseased or injured 

holos G whole, entire, complete 

Derivatives:

medicine:  any substance used in treatment of disease or illness

medication:  use or application of medicine

sane:  of sound or healthy mind

sanitation:  state of clean, healthy conditions

holy:  sacred; dedicated to the service of God, the church, or religion 

holocaust complete devastation or destruction by fire (entire devastation).

Poetry recitations begin for volunteers.  Poems are not officially due until after break, but students may recite this week, too.

Monday:

Composition:  The second Writing from Pictures essay is due today.  Today in class, students begin work on an essay about Johannes Gutenberg.  After reading and identifying big ideas in every paragraph of all three sources, student will select one topic, record independent source data, and integrate materials using the fused outline section of one sheet. 

Literature:  In class today, students will begin in class reading of Shakespeare's Julius Caesar and will be able to respond orally to questions on the same.  Students may fill in some of the blanks in their flip booklets.  No homework.

History:  Today in class, students will be reading Chapter 16 on the fall of the Roman Empire, and will be attempting to respond correctly to the Big Question.  Students should also continue working on their study guides (distributed last Thursday).  Study guides should be brought to class completed on Thursday, November 16 for an in class review.

English from the Roots Up:  Review of this week's root words, derivatives and definitions.

medicus L physician

sanus L healthy, not diseased or injured 

holos G whole, entire, complete 

Derivatives:

medicine:  any substance used in treatment of disease or illness

medication:  use or application of medicine

sane:  of sound or healthy mind

sanitation:  state of clean, healthy conditions

holy:  sacred; dedicated to the service of God, the church, or religion 

holocaust complete devastation or destruction by fire (entire devastation).

Tuesday:

Composition:  Today in class, students will select their topic for paragraph 2, record independent source data, and integrate materials using the fused outline section of the sheet.  Any unfinished class work is homework.  

Literature: In class today, students will continue in class reading of Shakespeare's Julius Caesar and will be able to respond orally to questions on the same.  Students may fill in some of the blanks in their flip booklets.  No homework.

History:  Today in class, students will read and respond to the Big Question for Chapter 17 in their Core Knowledge Readers.

English from the Roots Up:  No EFTRU.  Latin with Mr. Jones.

Wednesday:

Composition:  Using the two fused outlines, students will complete two paragraphs for their rough drafts.

Literature: In class today, students will continue in class reading of Shakespeare's Julius Caesar and will be able to respond orally to questions on the same.  Students may fill in some of the blanks in their flip booklets.  No homework.

History: In class today, students will work in teams to complete a worksheet on the heritage of Greece and Rome.

English from the Roots Up:  Quiz today on the following roots and derivatives:

medicus L physician

sanus L healthy, not diseased or injured 

holos G whole, entire, complete 

Derivatives:

medicine:  any substance used in treatment of disease or illness

medication:  use or application of medicine

sane:  of sound or healthy mind

sanitation:  state of clean, healthy conditions

holy:  sacred; dedicated to the service of God, the church, or religion 

holocaust complete devastation or destruction by fire (entire devastation).

Thursday:

Composition:  After presenting their completed rough drafts to peer editors, students will be able to begin work on the cursive final drafts of their two-paragraph essays on Johannes Gutenberg.

Literature:  In class today, students will continue in-class reading of Shakespeare's Julius Caesar and will be able to respond orally to questions on the same.  Students may fill in some of the blanks in their flip booklets.  No homework.

History:  In addition to an in class review for tomorrow's test, students will be completing a one paragraph essay on Julius Caesar.  Their completed essay will be attached to tomorrow's test.  

English from the Roots Up:  No EFTRU.  Latin with Mr. Jones.

Friday: 

Composition:  Students should be able to complete work on the cursive final drafts of their two-paragraph essays on Johannes Gutenberg in class today.  Officially, these are due the Monday after break, but students should try to submit them by today, so they don't have composition homework over the Thanksgiving break.   

Literature:  In class today, students will continue in-class reading of Shakespeare's Julius Caesar and will be able to respond orally to questions on the same.  Students may fill in some of the blanks in their flip booklets.  No homework.

History:  In addition to an in class review for tomorrow's test, students will be completing a one paragraph essay on Julius Caesar.  Their completed essay will be attached to tomorrow's test.  

English from the Roots Up:  In class today, students will be introduced to their next three roots and six derivatives, which are:

rhinos G nose, snout

cornu L horn

derma G skin, hide, shell

Derivatives:

rhinoceros:  large animal with one of two horns on its snout

rhinoplasty:  plastic surgery for the nose

unicorn:  a mythical horse with one horn on its forehead

cornea:  the relatively hard, transparent coating of the eyeball that covers the iris and pupil and admits light to the interior of the eye

epidermis:  outer layer of skin

dermatologist:  skin specialist in medicine

Monday:  Remember, students, that your November poems are due today and must be recited by the end of this week for full credit.  Please plan accordingly.

NOTE TO PARENTS Re:  Composition for Week After Next. (Week of December 11 - 15)

Next week, students will begin working on writing a three-paragraph essay on a historical person of THEIR OWN CHOOSING.  What does that mean?  They must locate five resources (three books, two "other") on a person of their choice, checking them out from the library and/or scanning the pages they will need from the books for writing their essays.  All sources/scanned items must be brought to school by NEXT Thursday and placed in their IEW binder.  IF they bring scanned pages, they must remember to record all necessary information, as cited on their information sheets, which will be distributed in class this week.  (This is the first essay which requires a bibliography or a works cited list.  Hence, it is very, very important that they have a parent assisting them, not only in finding sources, but in recording all the important information.)

 Monday:

Composition:  Today, the Gutenberg essay is due.  In class, students will begin work on their next essay (which is a two week project on Nikola Tesla, due Monday, December 11.  They will be reading all four sources and identifying the big idea in each paragraph in anticipation of writing KWO's.

Literature:  In class today, we'll continue reading of Shakespeare's Julius Caesar and providing answers to questions in their Shakespeare Flip Books.  No homework.

History: Students handed in their Ancient Greece and Rome books in class on Friday, November 17, after taking the test, and were issued their Enlightenment and French Revolution books. In class today, we will be discussing periods between the fall of the Roman Empire and the beginning of the Enlightenment.  No homework and nothing is due.

English from the Roots Up:  In class today, we will record new roots, derivatives, and sentences for Wednesday's quiz.  Reminder:  ALL of these words are review from last year.  None are new.  Hence, your ability to recall will be helpful.

rhinos G nose, snout

cornu L horn

derma G skin, hide, shell

Derivatives:

rhinoceros:  large animal with one of two horns on its snout

rhinoplasty:  plastic surgery for the nose

unicorn:  a mythical horse with one horn on its forehead

cornea:  the relatively hard, transparent coating of the eyeball that covers the iris and pupil and admits light to the interior of the eye

epidermis:  outer layer of skin

dermatologist:  skin specialist in medicine

Tuesday:  Poetry recitations continue.

Composition:  Students will be able to select one topic for Paragraph One of their essays on Nikola Tesla, record independent source data, and integrate materials using the fused outline section of their composition topic sheet.  Any unfinished classwork is homework.

Literature:  In class today, we'll continue reading of Shakespeare's Julius Caesar and providing answers to questions in their Shakespeare Flip Books.  No homework.

History:  In class today, students will be discussing the periods not discussed yesterday, leading up to the Enlightenment.  No homework.

English from the Roots Up:  No EFTRU today.  Latin with Mr. Jones.  Students should be studying for tomorrow's quiz.

Wednesday:  Poetry recitations continue.

Composition:  In class today, students will be able to select one topic for Paragraph Two of their essays, record independent source data, and integrate materials using the fused outline section of the sheets.  Any unfinished classwork is homework.

Literature:  In class today, we'll continue reading of Shakespeare's Julius Caesar and providing answers to questions in their Shakespeare Flip Books.  No homework.

History:  In class today, students will begin learning about the Enlightenment.  After engaging in a brief Socratic dialogue, and after reading the text, student will ultimately be able to answer the question, "What part did scientific observation and reason play in Isaac Newton's thought process, and why did he hesitate to publish his findings?".  Students will also be able to respond to questions on the following terms:  "divine right of kings", gravitation, calculus, epicemic, gravity, and scholar.

English from the Roots Up:  Quiz today on the following roots and derivatives.

rhinos G nose, snout

cornu L horn

derma G skin, hide, shell

Derivatives:

rhinoceros:  large animal with one of two horns on its snout

rhinoplasty:  plastic surgery for the nose

unicorn:  a mythical horse with one horn on its forehead

cornea:  the relatively hard, transparent coating of the eyeball that covers the iris and pupil and admits light to the interior of the eye

epidermis:  outer layer of skin

dermatologist:  skin specialist in medicine

Thursday: Poetry recitations continue.

Composition: Today in class, students will be able to select one topic for Paragraph Three of their essays, record independent source data, and integrate materials using the fused outline section of the sheet.  All unfinished work on these fused outlines is homework.

Literature:  In class today, students will continue reading Shakespeare's Julius Caesar and providing answers to questions in their Shakespeare Flip Books.

History:  Students were made aware during class yesterday that they will not be provided a study guide for their next test.  They will, therefore, need to identify the important information in each chapter, beginning first with a focus on each chapter's Big Question.  In class they will be given the names of major thinkers of the Enlightenment, beginning with Isaac Newton, and will be able to identify each individual's major idea(s), homeland, and a quotation from the text that is associated with each major thinker.  They will be able to record these on a series of worksheets, which they will use to study for their next history test.

English from the Roots Up:  No EFTRU today.  Latin with Mr. Jones.

Friday: Last day for poetry recitations.

Composition: In class today, students will begin work on the rough drafts of their Nikola Tesla essays, using their fused outlines.  On Monday, students will be continuing to work on Paragraphs One and Two in class.  No homework today IF all fused outlines have been completed.

Literature:  In class today, we'll continue reading of Shakespeare's Julius Caesar and providing answers to questions in their Shakespeare Flip Books.  By today, students will have completed Act III, part 1 of Scene 2.  No homework.

History: In class today, students will be able to correctly respond to the Big Question, "Why is Descartes considered to be the father of modern philosophy?" and will be able to correctly define the word "philosophy".  No homework.

English from the Roots Up:  Students will be able to record the following new roots, derivatives, and sentences for next week's quiz.

mons -montis L. mountain

humus L. earth, soil

folium L. leaf

mountain:  a land mass that rises high above its surroundings

insurmountable:  something one cannot rise above

humus:  dark organic matter in soils partially containing decomposed vegetable or animal material

humble:  near the ground; not high or pretentious

foliage:  the leaves of a plant or tree

portfolio:  a case for carrying loose sheets (or leaves) of paper, music, art, etc.

Information Students Will Need to Collect from Resources for Composition Beginning December 11:

Bibliographical Information for

Essay on “A Historical Person of Your Choice”

For your bibliography, you will need to collect this information from all three printed sources:

• author name

• title of the publication (and the title of the article if it's a magazine or encyclopedia)

• date of publication

• the place of publication of a book

• the publishing company of a book

• the volume number of a magazine or printed encyclopedia

For your bibliography, you will need to collect this information from two other sources as in any website you will use:

• author and editor names (if available)

• title of the page (if available)

• the company or organization who posted the webpage

• the Web address for the page (called a URL)

• the last date you looked at the page

Various Formats

Book Format:
Author's last name, first name. Book title. Additional information. City of publication: Publishing company, publication date.

Encyclopedia & Dictionary

Format:
Author's last name, first name. "Title of Article." Title of Encyclopedia. Date.

Note: If the dictionary or encyclopedia arranges articles alphabetically, you may omit volume and page numbers.

Magazine and Newspaper Format:

Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages. 

 Website or Webpage

Format:
Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and <full URL>.

Note: If you cannot find some of this information, cite what is available.

Monday:

Composition:  After being introduced to the #5 clausal opener (www.asia), and after reviewing the VSS, students will review with the teacher the difference between the #2 prepositional and the #5 clausal sentence opener, before beginning the identifying of big ideas from each of their five sources that they might use in creation of their historical person essays (This essay is due the Monday after break.  It is a two week project.)

Literature:  In class today, students will complete the reading of Shakespeare's Julius Caesar, and will work on completion of their flip books.  Tomorrow, students will be introduced to their final projects for this class, the rewriting of Shakespeare's Julius Caesar.

History:   In class today, students will complete a domain vocabulary review, matching Enlightenment thinkers with what they are each best known for.  Students will also be compiling all notes/worksheets taken and completed while studying this unit, in anticipation of an in class review of the Enlightenment during class tomorrow.  Students will also be completing their worksheets on Enlightenment thinkers.  Domain Vocabulary Review is due at the beginning of class tomorrow.

English from the Roots Up:  Students will review roots, derivatives, and sentences for this week's quiz on the following:

cutis L. skin, hide

cor -cordis. L. heart

dorsum L. back

cuticle - thin, outermost thin layer of skin; the epidermis

subcutaneous - being used or introduced beneath the skin

cordial - heartfelt; warm and sincere

courage - facing danger in spite of fear

dorsal fin - the fin on the back of sharks, dolphins, orca, and some fish

endorse - to sign on the back of a document or check; support

Tuesday:

Composition:  In class today, students will continue to read and identify big ideas in all their source documents, and will make certain they have all bibliographic information they will need for writing their bibliography for this paper.

Literature:  Students will be introduced to the final project for this book, the rewriting of Julius Caesar.  Each re-written play will earn both a grade and points for each house.  (See handout for specifications for the entire project.)

History:  In class today, students will be reviewing all material in this unit in anticipation of tomorrow's test.  Students should be able to produce all six Big Questions and Answers they have taken notes on during this unit.

English from the Roots Up:  No EFTRU today.  Latin with Mr. Jones.  However, students should study for tomorrow's quiz.

Wednesday:

Composition: In class today, students will choose three topics for their reports and will complete a source document sheet for Topic #1.  Students will then work on completing Paragraph 1 of their rough drafts.  Any unfinished class work is homework.

Literature:  Students will begin working in earnest on scripts in class today.

History:  TEST on the Enlightenment today.

English from the Roots Up:  Quiz on roots and derivatives.  

cutis L. skin, hide

cor -cordis. L. heart

dorsum L. back

cuticle - thin, outermost thin layer of skin; the epidermis

subcutaneous - being used or introduced beneath the skin

cordial - heartfelt; warm and sincere

courage - facing danger in spite of fear

dorsal fin - the fin on the back of sharks, dolphins, orca, and some fish

endorse - to sign on the back of a document or check; support

Thursday:

Composition:  In class today, students will complete a source document sheet for Topic #2, and will complete Paragraph 2.  Any unfinished class work is homework.

Literature:  Students will continue to work on script rewrites in class today.

History:  In class today, students will begin learning about the French Revolution, and will start by answering the following big question, "Which Enlightenment ideas spread across France, and why might some have considered those ideas to be dangerous?".  No homework and nothing is due.

English from the Roots Up:  No EFTRU today.  Latin with Mr. Jones instead.  

Friday:

Composition:  In class today, students will complete a source document sheet for Topic #3 and will complete Paragraph 3.  Any unfinished class work is homework.

Literature:  Students will be completing scripts, making final corrections to their scripts in class today and submitting their final drafts to the person in their group who will type up the entire script over the weekend.  (Team typist:  Feel free to ask someone in your household who types quickly to assist you when typing.)

History:  In class today, students will be introduced to the idea of the three estates, and will be able to apply their new knowledge to the big question for Chapter 2, "What was life like for the people who belonged to the Third Estate compared to those who made up the First and Second Estates?".  Students should also be able to use the following vocabulary words correctly in sentences after the chapter has been read:  regime, "parish priest", tithe, Third Estate, feudal, and bourgeois.

English from the Roots Up:  Today, students will be introduced to their new roots and derivatives for the upcoming week.  They are:

athlon G.  prize, award

agon G.  contest, struggle, trial

dromos G.  race course, runway, running

athlete:  a person trained or skilled in exercises, sports, or games requiring physical strength, agility, or stamina

decathlon:  athletic contest of ten separate sports

agony:  intense mental or physical suffering from struggling with a challenge or problem

antagonist - one who struggles against or opposes another; adversary; opponent

palindrome:  A word, sentence, or verse that reads the same backward or forward

dromedary:  a camel of unusual speed

Monday:

Composition:  Using the three rough draft paragraphs completed last week, students will submit their rough drafts to peer editors today and tomorrow.  Once an essay has been peer edited, students may begin work on their final drafts.

Literature:  Students will be reviewing and practicing their plays in class this week, Monday through Thursday.  

History:  In class today, students will be able to engage in a discussion/debate on the Three Estates, forming opinions as to whether they think changes should be made to French society based on the role I assign them in a mock French society.

English from the Roots Up:  Students will spend this class period reviewing for this week's quiz.  T

mons -montis L. mountain

humus L. earth, soil

folium L. leaf

mountain:  a land mass that rises high above its surroundings

insurmountable:  something one cannot rise above

humus:  dark organic matter in soils partially containing decomposed vegetable or animal material

humble:  near the ground; not high or pretentious

foliage:  the leaves of a plant or tree

portfolio:  a case for carrying loose sheets (or leaves) of paper, music, art, etc.

Tuesday:

Composition: In class today, students will either submit their completed rough drafts to peer editors or will begin work on their final drafts.

Literature:  Students will be practicing their plays in class today. 

History:  In class today, students will be able to answer the Big Question, "How did the French kings use their absolute power?" and will be able to use the following terms correctly in sentences:  reign, courtier, and duke. Any unfinished classwork is homework.

English from the Roots Up:  Quiz today on the following words:

mons -montis L. mountain

humus L. earth, soil

folium L. leaf

mountain:  a land mass that rises high above its surroundings

insurmountable:  something one cannot rise above

humus:  dark organic matter in soils partially containing decomposed vegetable or animal material

humble:  near the ground; not high or pretentious

foliage:  the leaves of a plant or tree

portfolio:  a case for carrying loose sheets (or leaves) of paper, music, art, etc.

Wednesday:

Composition:  In class today, students will work on completion of final drafts.

Literature:  Students will be practicing their plays in class today.  If a team is planning on using costumes, these should be decided on by the end of class today.

History:  In class today, students will be working on the bibliographies which will accompany their historical person essays.

English from the Roots Up:  Quiz on the following roots and derivatives:

athlon G.  prize, award

agon G.  contest, struggle, trial

dromos G.  race course, runway, running

athlete:  a person trained or skilled in exercises, sports, or games requiring physical strength, agility, or stamina

decathlon:  athletic contest of ten separate sports

agony:  intense mental or physical suffering from struggling with a challenge or problem

antagonist - one who struggles against or opposes another; adversary; opponent

palindrome:  A word, sentence, or verse that reads the same backward or forward

dromedary:  a camel of unusual speed

Thursday:

Composition:  In class today, students will continue to work on completion of final drafts.

Literature:  Students will continue to work on practicing for their play presentations.

History:  In class today, students will complete work on bibliographies, to be submitted with their historical person essays.

English from the Roots Up:  No EFTRU today.  Latin with Mr. Jones.

Friday:  

English from the Roots Up:  Students will be introduced to the following new roots, derivatives, and sentences.  Quiz will be the Wednesday after break (January 10)

navis L.  ship, boat

homos G.  same, common, joint

heteros G.  other, different

navy:  the maritime section of a nation's defense, the ships and those who manage them.

navigate:  to determine the route a ship must take to a destination; to direct the course of a ship or any vehicle.

DISCUSS:

circumnavigate:  to sail completely around a land mass or the world.

homonym:  words having the same sound or pronunciation but different spelling and meaning.  Ex:  bare-bear, fare-fair, there-their-they're, knot-not, hare-hair

homogenous - same kind or nature

heterogenous - different kind or nature

heterography - spelling different from that which is correct in current usage; incorrect spelling

Class Party from 12:30 - 2:30.

*Students should come to Literature on Tuesday prepared to audition for the role of Marc Antony in their Julius Caesar play.  All December recitations of this poem by William Shakespeare are due this week.  Students who earnestly desire this part in their own House play should come to class on Tuesday prepared to recite.

**Parents:  Next week, students will begin reading a wonderful book which takes place partly in England, partly in France, about a man known only by the name, The Scarlet Pimpernel, who helps members of the French aristocracy escape from France during the French Revolution.  Since the Scarlet Pimpernel plays such a central role in this next book, students are encouraged to bring a pot (with soil and something beneath the pot to catch the water as it drains) to class by Monday of next week to place on one of our extensive windowsills.  We'll be attempting to grow scarlet pimpernels during this unit.  I'll provide the seeds.  Students will be responsible to water their pot.  (This is just one way to help the story come alive and the students really seem to enjoy it.)

Monday:  NO SCHOOL.  

Tuesday:

Composition:  This week in composition, students will be writing about a person they know.  Today in class, students will be selecting the person they will write about, identifying three topics about that person, and choosing their top three (those topics they know most about) for their essay writing which will begin in earnest tomorrow.

Literature:  AUDITIONS for Marc Antony's role in Julius Caesar plays.  All students should come to class today prepared to recite Marc Antony's Funeral Oration.  In addition, today in class, all House teams will engage in one act of their plays in costume.  This will be their only opportunity to be in costume prior to performing.  Performances begin tomorrow.

History:  Following a brief review of the Three Estates in French society prior to the French Revolution, students will be divided into three groups representing each of the Estates and will have time to formulate ideas regarding whether or not they think things should change, how change might make their lot in life easier, and what each group might do if change does not take place.  All arguments must be based on Enlightenment thinkers encountered during our previous unit.

English from the Roots Up/Training for Virtue (Hoos Homeroom):  Students will be introduced to this week's words.  This week's quiz will be administered on Thursday this week instead of Tuesday.  No virtue education (using the Narnian curricula) this week.

Sal -Salis:  L. salt

Mare:  L.  sea, ocean

Naus:  G.  ship, boat

saline:  like salt; salty

desalinate:  to remove salt from water or land

marine:  of, or relating to, the sea

submarine:  ship which goes under water in the ocean

nautical:  pertaining to ships

nausea:  seasickness caused by the motion of a boat

Wednesday:

Composition:  In class today, students will learn how to write an introduction and a conclusion to an inventive essay, and will begin writing their three paragraphs on their person of choice.  Any unfinished work on the three paragraphs is homework.  Students should plan to come to class tomorrow prepared to submit their rough drafts to a peer editor for review.

Literature:  PLAY performances begin.    Any excess time will be used to work on compositions.

History:  In class today, students will be reading Chaper 3 in their Core Knowledge readers, and will be able to respond to the Big Question, "How did the French kings use their absolute power?".  Students should also be able to use the following vocabulary words properly in sentences:  reign, courtier, duke.

English from the Roots Up/Training for Virtue (Hoos Homeroom):  In class today, students will review roots and derivatives and will be able to identify errors in sentences.  Sentence formation will be included in this quiz.  (No NARNIAN character education this week.)

Thursday:

Composition:  In class today, students will submit their three-paragraphs to a peer editor.  While their papers are being edited, students will be reciting their Marc Antony's Funeral Oration to Mrs. Hoos or Ms. Harrison.  In the final moments of class, students will review how to create an introduction and conclusion.

Literature:  PLAY performances continue.  Any excess time will be used to work on compositions.

History:  In class today, students will be engaging in reviewing an additional activity, designed to assist them in understanding what was happening in France prior to the revolution.

English from the Roots Up/Training for Virtue (Hoos Homeroom):  QUIZ today WITH sentences.  Students should be able to create correctly formed sentences for each of the derivatives.

Sal -Salis:  L. salt

Mare:  L.  sea, ocean

Naus:  G.  ship, boat

saline:  like salt; salty

desalinate:  to remove salt from water or land

marine:  of, or relating to, the sea

submarine:  ship which goes under water in the ocean

nautical:  pertaining to ships

nausea:  seasickness caused by the motion of a boat

Friday:

Composition:  Students will be working on their final drafts in class today, including their introductions and conclusions.  This essay will be due on either Monday OR Tuesday of next week, but students should keep in mind that we will be beginning our next essay on Monday.  Working on completion of this essay over the weekend will provide students with the best opportunity for success.

Literature:  PLAY performances continue.  Any excess time will be used for working on compositions.

History:  In class today, students will be taking a virtual tour of the Palace at Versailles, since its opulence stands at the center of the discontent within the Third Estate with the French aristocracy.

English from the Roots Up/Training for Virtue (Hoos Homeroom):  Students will be introduced to next week's roots and derivatives:

navis L.  ship, boat

homos G.  same, common, joint

heteros G.  other, different

navy:  the maritime section of a nation's defense, the ships and those who manage them.

navigate:  to determine the route a ship must take to a destination; to direct the course of a ship or any vehicle.

circumnavigate:  to sail completely around a land mass or the world.

homonym:  words having the same sound or pronunciation but different spelling and meaning.  Ex:  bare-bear, fare-fair, there-their-they're, knot-not, hare-hair

homogenous - same kind or nature

heterogenous - different kind or nature

heterography - spelling different from that which is correct in current usage; incorrect spelling

Monday:

Tuesday:

Wednesday:

Thursday:

Friday:

Monday:  DECEMBER BOOK REPORTS due this week.

Literature:  In class today, students will be discussing Chapter 2 in The Scarlet Pimpernel.  Students should come to class having read all of Chapter 2, annotated all of Chapter 2, and having written a summary in the white space at the beginning of Chapter 2.  Homework: Read Chapter 3, annotate and write a summary of the chapter in the white space at the beginning of the chapter.  It is due by the time students come to class tomorrow.  

History:  In class today, students will be reading and responding to questions on Chapter 9.  Domain Vocabulary 5-8 sheets are due today.  They should have been completed in class last Friday, but I'm allowing an extra day for submission without a penalty.

English from the Roots Up:  Review of this week's roots and derivatives.  

cardo -cardinis L.  hinge

porta L  door, gate, entry

porto - portatum  L.  to carry

cardinal - essential, main; a songbird with bright, red feathers

cardinal points (on a compass) - North, South, East, West

port - a harbor for boats at the shore of a city; the left side of a ship, as one faces forward; a place to connect pieces of computer hardware so they can communicate with each other

portal - doorway or gateway of stately or elaborate construction; any kind of entryway

porter - someone who carries luggage for you

portable - capable of being carried by hand or in person

Tuesday:

We will be spending time discussing analogies this week in class (anywhere we can fit it in), and students will be expected to complete two worksheets this week, identifying the correct word to properly complete each worksheet.  We will be going over both worksheets in class.

Literature:  In class, students will be discussing Chapter 3 in The Scarlet Pimpernel.  Students should come to class having read all of Chapter 3, annotated all of Chapter 3, and having written a summary in the white space at the beginning of Chapter 3.  Homework: Read Chapters 4 and 5, annotate both chapters, and write a summary of the chapters in the white space at the beginning of the chapter.  Annotation of Chapters 4 and 5, and summaries of both chapters are due at the beginning of class tomorrow.

History:  In class today, students will take a deeper dive into the Reign of Terror during the French Revolution.  They will be attempting to answer the big question in the text for Chapter 10 AND they will be discussing how the French Revolution differed from the American War for Independence.  Students may be taking notes during this discussion and handing in their notes for a grade.

English from the Roots Up:  No EFTRU today.  Latin QUIZ today.  Analogy discussion.

Wednesday:

Literature:  In class today, we'll be discussing Chapters 4 and 5.  Homework: Read Chapter 6, annotate, and write a summary of the chapter in the white space at the beginning of the chapter.  Annotation of Chapter 6, annotations, and summaries, are due at the beginning of class tomorrow.

History: In class today, students will begin learning about Napoleon Bonaparte.  We will take two days to discuss his role in French history.  In addition, students will receive their study guide for the upcoming unit test on the French Revolution and Romanticism which will be next Wednesday.  An in-class review of the study guide will take place next Tuesday. 

English from the Roots Up:  QUIZ today on the following roots and derivatives.  Students should be able to form sentences with correct spelling and proper punctuation.

cardo -cardinis L.  hinge

porta L  door, gate, entry

porto - portatum  L.  to carry

cardinal - essential, main; a songbird with bright, red feathers

cardinal points (on a compass) - North, South, East, West

port - a harbor for boats at the shore of a city; the left side of a ship, as one faces forward; a place to connect pieces of computer hardware so they can communicate with each other

portal - doorway or gateway of stately or elaborate construction; any kind of entryway

porter - someone who carries luggage for you

portable - capable of being carried by hand or in person

Thursday:

Literature:  By the time students come to class today, they should have read the sixth chapter in The Scarlet Pimpernel,  annotated it, and composed a brief summary of the chapter (written in the book above the chapter heading).  In class, we'll continue to analyze one paragraph from the chapter, learning how to annotate more effectively as we do.  Homework:  Reading of Chapters 7-8.  Chapter summaries of each of these chapters above the chapter heading should be completed before students come to class tomorrow.

History:  In class today, students will complete a two day study of Napoleon Bonaparte.

English from the Roots Up:  In class today, students will be introduced to new roots and derivatives:

primus L first

secundus L. second

tertius L third

primary:  first in time or order of development; earliest; main

primitive:  the conditions of life in earliest times before technology

second:  immediately following the first in order or rank; damaged or flawed new merchandise

secondary - next after first in time, priority, or order of development

tertiary:  third in order

tertiary color:  color produced by mixing two secondary colors

Friday:

Literature:  By the time students come to class today, they should have completed reading of Chapters 7 and 8 in The Scarlet Pimpernel.  We'll be annotating one paragraph together as a class during class.  Homework: Read Chapters 9 and 10, annotate, and complete a brief summary of both chapters (written in the book above the chapter heading) by the time you come to class on Monday.  

History:  In class today, students will record the Big Question for Chapter 12, provide ideas as to what its answer might be, and begin reading with a friend, trying to determine the correct answer.

English from the Roots Up:  In class today, students will be introduced to new roots and derivatives:

primus L first

secundus L. second

tertius L third

primary:  first in time or order of development; earliest; main

primitive:  the conditions of life in earliest times before technology

second:  immediately following the first in order or rank; damaged or flawed new merchandise

secondary - next after first in time, priority, or order of development

tertiary:  third in order

tertiary color:  color produced by mixing two secondary colors

Monday

Literature:  Students should come to class today having read, annotated and completed summaries for Chapters 9 and 10.  In class today, students will be introduced to the following words:  inane, perpetual, imbecile, majority, notoriously, foppish, affected, imperturbable, chivalry, gallantry, decorum.  They should know the definitions for each of these words by Friday when they will begin an assignment which requires them to use them correctly.  They will not be allowed to use dictionaries during the writing assignment.  Homework:  Read and summarize Chapter 11 for class tomorrow.

History:  Last Wednesday, students were given Study Guides for this coming Wednesday's test on the French Revolution and Romanticism.   Study guides should be completed and brought to class tomorrow for a classroom review.  Today in class, students will be completing Domain Vocabulary 9-12 and will be listening to music designed to help them understand how the Romantic movement affected one of the arts.

English from the Roots Up:  Students will be reviewing root words, languages or origin, and derivatives for the quiz this coming Wednesday.  EFTRU words for this week are:

primus L first

secundus L. second

tertius L third

primary:  first in time or order of development; earliest; main

primitive:  the conditions of life in earliest times before technology

second:  immediately following the first in order or rank; damaged or flawed new merchandise

secondary - next after first in time, priority, or order of development

tertiary:  third in order

tertiary color:  color produced by mixing two secondary colors

Tuesday:

Literature:  Students should come to class today having read, annotated and completed summaries for Chapter 11.  Homework:  Read and summarize Chapters 12 and 13 for class tomorrow.

History: In class today, we'll be reviewing the Study Guide.  Students should plan to come to class with their Study Guides completed (including vocabulary).  TEST tomorrow.

English from the Roots Up: Today in class, students will be reviewing Analogy Sheet #2, and will be given Analogy Sheet #3, which is due on Thursday.

Wednesday:

Literature:  Students should come to class today having read, annotated and completed summaries for Chapters 12 and 13.  Homework:  Read and summarize Chapter 14 for class tomorrow.

History: Students will be able to demonstrate mastery of facts about The French Revolution and Romanticism.  Homework:  None.

English from the Roots Up:  In class today, students will be quizzed on the following roots and derivatives:

primus L first

secundus L. second

tertius L third

primary:  first in time or order of development; earliest; main

primitive:  the conditions of life in earliest times before technology

second:  immediately following the first in order or rank; damaged or flawed new merchandise

secondary - next after first in time, priority, or order of development

tertiary:  third in order

tertiary color:  color produced by mixing two secondary colors

Students should be able to use each derivative correctly in a properly capitalized, properly punctuated, and properly spelled sentence.

Thursday: 

Literature:  In class today, students will be engaging in a classroom discussion on Chapter 14, and will complete an annotation practice sheet on Chapter 14.  Homework:  Understanding of vocabulary words received in class on Monday.  Be prepared to engage in a writing assignment using all of those words tomorrow.

History:  In class today, students will begin learning about the Industrial Revolution.  Homework:  None.

English from the Roots Up:  In class today, students will review Analogy Sheet #3, and will be given Analogy Sheet #4 (to be completed and brought to class next Tuesday).

Friday:

Literature:  In class today, students will be engaging in a writing assignment using words provided to them on Monday. The writing assignment will be submitted by the end of class and will be graded.  

History: In class today, students will be continuing to learn about Industrialization, recording and responding to the BQ for Chapter 2, "What was rural life like for ordinary people before the Industrial Revolution?", and will be able to formulate proper sentences using the vocabulary words in the chapter.  

English from the Roots Up:  Today in class, students will be introduced to new roots and derivatives for next Wednesday's quiz.  They are:

quartus L. fourth

quintus L.  fifth

sextus L. sixth

quart:  one-fourth of a gallon

quarterly:  recurring every three months; 1/4 of a year

quintessence:  the essence of an idea in its most concentrated form

quintuplet:  one-fifth of five offspring born at the same birth

siesta:  (from sexta hora or noon) an afternoon nap or rest

sextant:  a navigational tool with an arc which is 1/6 of a circle

Monday:

Literature:  In class today, students will be given the following words for a Thursday writing assignment:  perpetual, terrace, tumultuous, gallantry, personification, incompetent, peculiar, partook, tendered, perturbed, irresolute, curtail, persistence, contempt.  They will have until Thursday to look up definitions and attempt to understand how each word should be used correctly in a sentence.  In addition, we will be discussing Chapter 20.  Students should come to class with a summary written in the white space at the beginning of Chapter 20, identifying who, what, where, and when as they do.  We'll be completing an annotation sheet together in class as well.  Homework:  Read, annotate, and summarize Chapters 21 and 22 for class tomorrow.

History:  In class today, students will be reading and discussing Chapter 8 in their Core Knowledge history readers, recording and attempting to answer the Big Question as they do.  In addition, each student will be given a Domain Vocabulary sheet for Chapters 4-8 to complete and hand in by tomorrow.  

English from the Roots Up:  In class today, students will be composing sentences for each of their current English from the Roots Up derivatives.  If we have time, we will also play a game for House points.

Tuesday:  Domain Vocabulary 4-8 due today

Literature:  In class today, students will be discussing Chapters 21 and 22.  As always, students should have a summary written in the white space at the beginning of each chapter.  Homework:  Read, annotate, and summarize Chapter 23 for class tomorrow, and continue to work on researching definitions for vocabulary words.

History:  In history today, students will begin reading and attempting to answer the big question for Chapter 9.   

English from the Roots Up:  Students will be given time in class today to work on their poems and to study.

Wednesday

Literature: In class today, we'll be discussing Chapter 23.  Students should come to class today having completed a summary of the chapter.  Homework:  Complete definitions for words given on Monday.  Bring to class tomorrow for writing assignment.

History:  In class today, students will receive a study guide in anticipation of the test on this unit next week.  After reading and discussing Chapter 10 together in class, students will be given time to work on these study guides.  Study guides are due next Thursday.  The test is on Friday.

English from the Roots Up:  Quiz today.

Thursday:  Definitions for all literature words due today

Literature: In class today, students will be engaging in a writing assignment using words provided on Monday.  (All of these words are IN the book, The Scarlet Pimpernel.). Homework:  None.  There will be no literature tomorrow.

History:  In class today, students will be reading Chapter 11 and attempting to respond correctly to the big question.  Any excess time in class will be given to students to work on their study guides.  Reminder:  Study guides are due next Thursday.  A unit test on industrialization will be given next Friday.

English from the Roots Up: Today in class, students will be introduced to the following roots and derivatives:

elektron:  G.  amber

gradus:  L.  step, degree

plus -pluris:  L. more, many

akros:  G. topmost; high point; extreme

electricity:  a fundamental natural entity of negative and positive kinds.

electron:  elementary particle consisting of a negative charge of electricity

grade:  a degree or step in a scale of rank, quality, value

gradual:  taking place, changing, or moving in small degrees.

plural:  more than one in number

surplus:  extra, more or above what is needed

acrobat:  one who performs gymnastic feats on a high wire, elevated apparatus, or on the ground

acropolis:  high point of a Greek city; a citadel.

Friday:

Literature: No literature today.  Half day of school

History:  No history today.  Half day of school.  PARENTS:  Students should come to class next Thursday with their study guides completed.  The test for this unit will be on Friday.  A review of the study guide will occur on Thursday.

English from the Roots Up: Today in class, students will be constructing sentences for:

elektron:  G.  amber

gradus:  L.  step, degree

plus -pluris:  L. more, many

akros:  G. topmost; high point; extreme

electricity:  a fundamental natural entity of negative and positive kinds.

electron:  elementary particle consisting of a negative charge of electricity

grade:  a degree or step in a scale of rank, quality, value

gradual:  taking place, changing, or moving in small degrees.

plural:  more than one in number

surplus:  extra, more or above what is needed

acrobat:  one who performs gymnastic feats on a high wire, elevated apparatus, or on the ground

acropolis:  high point of a Greek city; a citadel.

POETRY RECITATIONS BEGIN TODAY.

Monday:  

English from the Roots Up:  Students will review the following roots and derivatives for Wednesday's quiz:

Kata G.  down, against

Ana G. up, back again, along, through

Duco -Ductum. L. Draw, attract, lead

Ago -Actum L. do, act, drive, perform

catastrophe:  a downturn of events

catalyst:  person or thing that causes an event or change in the status quo

analysis:  taking something apart to study it

analogy:  similarity of two things such as a heart and a pump

conduct:  guide, direct, lead, convey

produce:  bring forth, make, cause, create

agent:  a person or thing that causes an action to take place

navigate:  drive or steer a boat

Literature:  Students should come to class today prepared to discuss Chapter 28 in The Scarlet Pimpernel and complete annotation practice sheets.  Students should come to class having already read, annotated, and summarized the chapter.  In class today, students will be introduced to their House Final Project for The Scarlet Pimpernel.  Homework:  Read, annotate, and summarize Chapters 29 and 30 for class tomorrow.

History:  By the end of class today, students will be able to respond accurately to the Big Question for Chapter 1 in their new Core Knowledge Readers, "What were the various causes of mass migration to America?" and will be able to record the following terms, seeking understanding, and be able to use each word correctly in a sentence:  descendant, immigration, emigration, economic, vulnerable, and blight.

Tuesday:  Poetry Recitations continue.

English from the Roots Up:  In class today, students will be reviewing Analogy Sheet #9.  Students should come to class with Analogy Sheet #9 completed.  Analogy Sheet #10 will be distributed for Thursday.

Literature:  Students should come to class today prepared to discuss Chapters 29 and 30 and complete annotation practice sheets.  Both chapters should be annotated and summarized.  Homework:  Read, annotate, and summarize Chapter 31 for Wednesday's discussion.

History:  By the end of class today, students will be able to respond accurately to the Big Question for Chapter 2, "How was life different for immigrants who came to America with some money, or had a skill, from those who were poor farm workers? " and will receive Study Guides for their next test on immigration (which will be taken next Tuesday).  Students should test their vocabulary understanding by using the following words correctly in sentences:  freight, mildewed, and tenement.

Wednesday:  Poetry recitations continue.

English from the Roots Up:  Quiz today on the following roots and derivatives:

Kata G.  down, against

Ana G. up, back again, along, through

Duco -Ductum. L. Draw, attract, lead

Ago -Actum L. do, act, drive, perform

catastrophe:  a downturn of events

catalyst:  person or thing that causes an event or change in the status quo

analysis:  taking something apart to study it

analogy:  similarity of two things such as a heart and a pump

conduct:  guide, direct, lead, convey

produce:  bring forth, make, cause, create

agent:  a person or thing that causes an action to take place

navigate:  drive or steer a boat

 Literature:  In class today, we'll be discussing Chapter 31.  Any remaining time will be allocated for House discussions on the final project.

History:   By the end of class today, students will be able to respond accurately to the Big Question for Chapter 3, "Where did the New Immigrants want to live as opposed to the Old Immigrants and why?" and will be able to use each of the vocabulary words correctly in sentences.  

Thursday:  Poetry recitations continue.

Literature:  In class today, students will begin working with house teams on their final projects.  Students will have four class periods to complete this project.  Next Wednesday, each team will give an oral presentation to the rest of the class regarding their game.

History:  By the end of class today, students will be able to respond accurately to the Big Question for Chapter 4 and will be able to use each of the vocabulary words highlighted in the chapter correctly in sentences.

English from the Roots Up:  In class today, students will be reviewing their final Analogy Sheet (#10)

Friday:  Final day for poetry recitations.

PLEASE NOTE:  Book reports are due next week.  Specifications for book reports are listed lower on this page.  Students may substitute their Lion, Witch, and Wardrobe book report from last summer's reading if they have not used it yet.

Literature:  Students will continue work in class on their final projects.  This is Day 2 of 4 class periods for working on this final project.  Tuesday will be the final day for work on this project.  Oral presentations will be given next Wednesday.

History:  By the end of class today, students will be able to respond accurately to the Big Question for Chapter 5 and will be able to use each of the vocabulary words highlighted in the chapter correctly in sentences.  

English from the Roots Up:  In class today, students will be introduced to the following new roots and derivatives for next Wednesday's quiz:

Pendo -pensum:  L.  hang down, weigh, consider, judge

Hyper: G.  above, overly, beyond

Hypo G.  under, below

Super L. on top, above, over

pensive:  weighing things in one's mind; thoughtful; reflective

expensive:  entailing great expense; much weighing out

hyperbole:  throw beyond; exaggerate

hyperventilate:  to breathe extremely fast and deeply

Hypothermia:  having a body temperature below normal

Hypothesis:  a proposition assumed for the sake of argument

supervise:  to oversee

survive:  live over or beyond a threat of death

Book reports are due this week by Friday.

Monday:  

Literature:  Students will continue working on the final project for The Scarlet Pimpernel, and will prepare in class for oral presentations on Wednesday.

History:  In class today, students will be reviewing their completed study guides for tomorrow's test on immigration.  They will also be receiving Domain Vocabulary Sheet 1-5 to complete and hand in on Wednesday.

English from the Roots Up:  Review and construction of sentences for the following derivatives.

Pendo -pensum:  L.  hang down, weigh, consider, judge

Hyper: G.  above, overly, beyond

Hypo G.  under, below

Super L. on top, above, over

pensive:  weighing things in one's mind; thoughtful; reflective

expensive:  entailing great expense; much weighing out

hyperbole:  throw beyond; exaggerate

hyperventilate:  to breathe extremely fast and deeply

Hypothermia:  having a body temperature below normal

Hypothesis:  a proposition assumed for the sake of argument

supervise:  to oversee

survive:  live over or beyond a threat of death

Tuesday:  TEST today in History

Literature:  Students will continue working on the final project for The Scarlet Pimpernel, and will prepare in class for oral presentations on Wednesday.

History:   In class today, students will take a test on immigration.  Any remaining time should be given to completion of Domain Vocabulary Sheet 1-5 or working on other unfinished schoolwork.

English from the Roots Up:  After Sapientiae Inquisitiones recording and recitation, students will be given any excess time in class to work on their Apostrophe to the Ocean booklets (Due March 25-28).

Wednesday:  Oral Presentations due in Literature; Domain Vocabulary 1-5 due in History; Quiz in EFTRU

Literature: Students (working in house teams) will give oral presentations on their final projects for The Scarlet Pimpernel.

History:  In class today, students will begin learning about industrialization and urbanization in America.  This is related to previous studies about industrialization in England and in Greater Europe.  Students will be divided into three groups and each group will be given a chapter to read and respond to the Big Question.  Oral presentations will be made by each group during which the rest of the class will be using what is presented to answer the big question for the chapters not read by their group.  

English from the Roots Up:  Quiz on the following words:

Pendo -pensum:  L.  hang down, weigh, consider, judge

Hyper: G.  above, overly, beyond

Hypo G.  under, below

Super L. on top, above, over

pensive:  weighing things in one's mind; thoughtful; reflective

expensive:  entailing great expense; much weighing out

hyperbole:  throw beyond; exaggerate

hyperventilate:  to breathe extremely fast and deeply

Hypothermia:  having a body temperature below normal

Hypothesis:  a proposition assumed for the sake of argument

supervise:  to oversee

survive:  live over or beyond a threat of death

Thursday: Nothing due today

Literature:  In class today, students will be given an opportunity to play their own House game.

History:  In class today, students will be reading and responding to the Big Questions for Chapters 4 and 5.  Similarly, students will be working in groups to respond to the big questions and will be giving oral presentations, during which the remaining students will use what they present to answer the Big Question for the chapter they did not work on personally. 

English from the Roots Up:  After Sapientiae Inquisitiones recitation, students will be given any excess time in class to work on their Apostrophe to the Ocean booklets (Due March 25-28).

Friday:  Nothing due today.

Literature:  In class today, students will be given an opportunity to play another House's game.

History: In class today, students will be working independently on Chapter 6, responding correctly to the Big Question, and seeking to use each of the vocabulary words correctly in a sentence.

English from the Roots Up:  In class today, students will be provided with new roots and derivatives for next week's quiz.  They are:

sub L. under, below, beneath

rumpo -ruptum L.  break, burst, split

pax pacis L peace

specto -spectatum L.  to look at, see

subordinate:  to place below in rank or order

substitute: a person or thing acting or serving in place of another

abrupt:  broken off without preparation or warning

interrupt:  break into a conversation or action

appease:  to bring to peace by negotiating with an aggressor and giving something in return for it

pacifist:  one who declines to fight and seeks peace by other means.

inspect:  to look carefully at or over; to view or examine formally

perspective:  picturing depth and spatial relationships on a flat surface; a mental view

BOOK REPORTS WERE DUE LAST WEEK BUT WE HAVE SOME STRAGGLERS.  I WILL ACCEPT LATE BOOK REPORTS ON MONDAY ONLY.  AFTER MONDAY, ANY STUDENT WHO HAS NOT HANDED IN HIS OR HER BOOK REPORT WILL RECEIVE A ZERO.

Monday:

Literature:  In class today, students will be introduced to the reading log for The Count of Monte Cristo, Reading Comprehension Worksheets, Socratic Prompts for Chapters 1-12, and will receive their books.  Students will begin to read Chapter 1 together being careful to record key information on their Reading Comprehension Worksheets, annotating while reading.  We will have our first Socratic discussion on Wednesday on Chapters 1-3. Students who come to class with a completed Reading Comprehension Worksheet and written out answers to the two Socratic prompt questions will be allowed to participate in the discussion.  All those who do not come prepared will be observing and will receive a lower grade (70%) for not having come to class prepared. 

History:  In class today, students will read and discuss Chapter 7, determining together the correct answer to the Big Question, "What were some of the advantages and disadvantages for American workers during this period of change?" and will be able to narrate back to the teacher definitions for the following terms:  mass production, garment, sweatshop, consumption, engineer, machinist, and accounting.  Today, students will receive their Study Guide for the next test, which will be the Tuesday after break.  All study guides should be completed and brought to class the Monday after break as that will be our in class review day.  (Students will be given time in class this week to work on these study guides.)

English from the Roots Up:  Review of this week's words in anticipation of Wednesday's quiz: 

sub L. under, below, beneath

rumpo -ruptum L.  break, burst, split

pax pacis L peace

specto -spectatum L.  to look at, see

subordinate:  to pace below in rank or order

substitute: a person or thing acting or serving in place of another

abrupt:  broken off without preparation or warning

interrupt:  break into a conversation or action

appease:  to bring to peace by negotiating with an aggressor and giving something in return for it

pacifist:  one who declines to fight and seeks peace by other means.

inspect:  to look carefully at or over; to view or examine formally

perspective:  picturing depth and spatial relationships on a flat surface; a mental view

Tuesday:

Literature:  In class today, students will be given time in class to complete their reading and annotating of Chapters 1-3 and working on Reading Comprehension Sheets or written responses to Socratic prompts for this week.

History:  In class today, students will be able to respond to a series of questions about child labor in the United States during this period (after watching a brief video) and will be able to complete Domain Vocabulary 4-7.  Domain Vocabulary 4-7 is due tomorrow.

English from the Roots Up:  Students will be reciting Sapientiae Inquisitiones 1-22 and working on completion of their Apostrophe to the Ocean booklets or memorizing A Narrow Fellow in the Grass.  If any time remains, students should take advantage of this class period to review and study for tomorrow's quiz.

Wednesday:

Literature:  In class today, students will be discussing Chapters 1-3 in The Count of Monte Cristo and will be able to identify themes.  Students should be able to produce one Reading Comprehension Worksheet (on Chapters 1-3) which shows they've read and identified key components in the text.  Homework:  Read, annotate, and respond in writing to Socratic Prompts for Chapters 4-5 for tomorrow.

History:  Domain Vocabulary 4-7 is due today.  In class, students will be reading and responding to the Big Question for Chapter 8, "What is a union, and what did Samuel Gompers do to change how unions were organized?"  Students should already be familiar with the term "union" because it was discussed in a previous unit.  Students should be able to narrate to the teacher the meaning of each of the following words, using each correctly in a sentence:  convenience, union, socialism, anarchist, and blacklist.

English from the Roots Up:  Quiz today on the following words:

sub L. under, below, beneath

rumpo -ruptum L.  break, burst, split

pax pacis L peace

specto -spectatum L.  to look at, see

subordinate:  to pace below in rank or order

substitute: a person or thing acting or serving in place of another

abrupt:  broken off without preparation or warning

interrupt:  break into a conversation or action

appease:  to bring to peace by negotiating with an aggressor and giving something in return for it

pacifist:  one who declines to fight and seeks peace by other means.

inspect:  to look carefully at or over; to view or examine formally

perspective:  picturing depth and spatial relationships on a flat surface; a mental view

Thursday:  SNOW DAY

Literature:  Students will be able to engage in a classroom discussion on Chapters 4 - 5 in The Count of Monte Cristo.  All students should come to class having written out their answers to Chapter 4-5 Socratic prompts.  Any student who fails to come to class with these questions answered will receive a 50% for demonstrating lack of effort and will hand in notes taken during the discussion for a grade (to be combined with the 50% for lack of effort).  They will not be allowed to partcipate in the discussion itself.  Homework:  Read, annotate, and respond in writing to questions for Chapters 6-9.  Socratic discussion tomorrow.  

History: POSTPONED TO MONDAY, MARCH 25   Students will be able to answer the Big Question for Chapter 9, "Why did many American cities grow so rapidly during the early 1900's?" and students will be able to demonstrate mastery of vocabulary words by using each word correctly in a sentence:  urban, skyscraper, and subway.  No homework.

English from the Roots Up:  After reciting together Sapientiae Inquisitiones, students will be given in class time to work on one of the following:  History Study Guide completion, poem memorization, or Apostrophe to the Ocean booklets.

Friday:

Literature:  In class today, students will be engaging in a discussion on Chapters 6-9 in The Count of Monte Cristo.  All students should come to class having written out their answers to Chapter 6-9 Socratic prompts.  Any student who fails to come to class with these questions answered will receive a 50% for demonstrating lack of effort and will hand in notes they take during the discussion for a grade (to be combined with the 50% for lack of effort).  They will not be allowed to partcipate in the discussion itself.  Homework:  Read, annotate, and respond in writing to questions for Chapters 10-12 for the Monday after break.  Again, the policy will be this:  If you come to class unprepared, you will receive a 50% for lack of effort, which will be combined with the score you receive on notes you take during the discussion.  Hint:  It is going to be WAY easier for you to do the assignment and come to class prepared AND you will most likely get a higher grade for literature each day.

History:  POSTPONED TO TUESDAY, MARCH 26.  In class today, students will be reading and responding to the Big Question for Chapter 10, "Why do you think this chapter is called "growing pains?".  Students will also be able to demonstrate understanding of the following vocabulary words by using each correctly in a sentence:  boarder, tax, corruption, payoff, "political machine", and "political boss".

English from the Roots Up:  In class today, students will be introduced to March 25-28 words, which are:  

vox -vocis L. voice

loquor -locutus L speak

felix -felicis L. happy

fides L.  faith, trust

Derivatives:

vocal:  uttered, produced, or performed by the voice

advocate:  one who speaks toward or pleads the cause of another

eloquent:  marked by forceful and fluent expression

circumlocution:  talking around a subject, evasion in speech.

felicity:  the quality or state of being happy

felicitations - happy greetings

fidelity:  strict observance of promises; loyalty

confidence:  belief that someone is trustworthy or reliable

Monday:  OFFICIAL POETRY RECITATIONS for "A Narrow Fellow in the Grass" will begin in class today and will continue through THURSDAY.  Several students have already recited this poem.  All students should come to class today prepared to recite this poem.  The longer poem, "Apostrophe to the Ocean" will not be a memorized poem, but is instead a poem designed to cultivate student cursive and illustrative abilities.  It is not due until Friday, but students are welcome to hand it in any day this week.

Literature:  In class today, students will be engaging in a classroom discussion on Chapters 4-10 in their Count of Monte Cristo books.  Students should come to class today prepared to discuss these chapters.  Homework:  Chapters 11 and 12.  Read, annotate, and neatly respond to questions in cursive.  IMPORTANT NOTE:  All students should read Chapters 4-10 prior to coming to class today, but I am making it OPTIONAL to respond in writing to all questions.  HOWEVER, if a student does respond in cursive to all questions for Chapters 4-5 (the assignment for the Thursday prior to break), I will keep his/her answers to these questions to be substituted later in the quarter for an incomplete assignment.  I will do the same for questions for Chapter 6-9 (the assignment for the Friday before break).  However, these two assignments must be shown to me when I enter the class on Monday, March 25.  ALL STUDENTS MUST READ AND ANSWER ALL QUESTIONS FOR CHAPTER 10 (Due today.)

History:  In class today, students will be reading and responding to the Big Question for Chapter 9, and working on completing their study guides for this week's test.

English from the Roots Up:  In class today, students will be reviewing this week's words and developing sentences/identifying errors in sentences written on the board (for the following derivatives):

vox -vocis L. voice

loquor -locutus L speak

felix -felicis L. happy

fides L.  faith, trust

Derivatives:

vocal:  uttered, produced, or performed by the voice

advocate:  one who speaks toward or pleads the cause of another

eloquent:  marked by forceful and fluent expression

circumlocution:  talking around a subject, evasion in speech.

felicity:  the quality or state of being happy

felicitations - happy greetings

fidelity:  strict observance of promises; loyalty

confidence:  belief that someone is trustworthy or reliable

Tuesday:  Poetry recitations continue

Literature:  In class today, students will be engaging in a classroom discussion on Chapters 11 and 12 in their Count of Monte Cristo books.  Students should come to class today prepared to discuss these chapters.  Homework:  Chapters 13 and 14.  Read, annotate, and neatly respond to questions in cursive.  Responses to questions will be handed in for a grade.

History:  In class today, students will be reading and responding to the Big Question for Chapter 10, and will be given any excess time in class to work on completing their study guides.  Study guides must be brought to class tomorrow completed.

English from the Roots Up:  In class today, students will be recording the final Sapientiae Inquisitiones and working on completion of their Apostrophe to the Ocean booklets.

Wednesday:  Poetry recitations continue

Literature:  In class today, students will be engaging in a classroom discussion on Chapters 13 and 14 in their Count of Monte Cristo books.  Students should come to class today prepared to discuss these chapters.  Homework:  Chapters 15 and 16.  Read, annotate, and neatly respond to questions in cursive.  Responses to questions will be handed in for a grade.

History:  Review for tomorrow's test will take place in class today.  Students should bring completed study guides to class.  

English from the Roots Up:  Quiz today on the following roots and derivatives:

vox -vocis L. voice

loquor -locutus L speak

felix -felicis L. happy

fides L.  faith, trust

Derivatives:

vocal:  uttered, produced, or performed by the voice

advocate:  one who speaks toward or pleads the cause of another

eloquent:  marked by forceful and fluent expression

circumlocution:  talking around a subject, evasion in speech.

felicity:  the quality or state of being happy

felicitations - happy greetings

fidelity:  strict observance of promises; loyalty

confidence:  belief that someone is trustworthy or reliable

Thursday:  Poetry recitations continue.  This is the final day for students to recite "A Narrow Fellow in the Grass" for full credit.  Any poetry recitations next week will be subject to the standard 10% penalty per day that the recitation is late through next Wednesday.

Literature:  In class today, students will be engaging in a classroom discussion on Chapters 15 and 16 in their Count of Monte Cristo books.  Students should come to class today prepared to discuss these chapters.  Homework:  Chapter 21.  Read, annotate, and neatly respond to questions in cursive.  Responses to questions will be handed in for a grade.

History:   TEST today.

English from the Roots Up:  Introduction of four new roots and derivatives:

solus L. alone, only

monos G. alone, solitary

rideo -risum. L.  laugh, make fun of

laboro - laboratum L work

New Derivatives:

solitary:  without companions

solitude:  state of living alone; seclusion

monarch: a solitary or absolute ruler; a king or queen

monopoly:  exclusive possession or control of a product or natural resource by one person or company

ridicule:  speech or action intended to make fun of someone

deride:  to laugh at in scorn or contempt; to mock

labor:  work, toil, exertion of the faculties of body or mind

collaborate:  to work together on a project

Friday:  NO SCHOOL.   Any poetry recitations next week will be subject to the standard 10% penalty per day that the recitation is late through next Wednesday.

Literature:  

History:  

English from the Roots Up:

Monday:

Literature:  In class today, students will be engaging in a classroom discussion on Chapter 17-18 in The Count of Monte Cristo.  Homework:  Read, annotate, and respond to questions for Chapters 19 and 20.  Due tomorrow.  Reading Comprehension Sheets for this past week are due today for Chapters 10-16.  Students will also be introduced to their final projects today on The Count of Monte Cristo.  The first deadline is this coming Friday.  

History:  Students will read and respond to the Big Question for Chapter 1 in the Reform section of their books, "What was the populist movement, and what were their main concerns?"  Students should be able to use each of the following vocabulary words correctly in sentences:  segregation, political party, populist, inflation, trade union, gold standard, and secretary of state.

English from the Roots Up:  Review of the following roots and derivatives, including composition of sentences:

solus L. alone, only

monos G. alone, solitary

rideo -risum. L.  laugh, make fun of

laboro - laboratum L work

New Derivatives:

solitary:  without companions

solitude:  state of living alone; seclusion

monarch: a solitary or absolute ruler; a king or queen

monopoly:  exclusive possession or control of a product or natural resource by one person or company

ridicule:  speech or action intended to make fun of someone

deride:  to laugh at in scorn or contempt; to mock

labor:  work, toil, exertion of the faculties of body or mind

collaborate:  to work together on a project

Tuesday:

Literature:   In class today, students will be engaging in a classroom discussion on Chapters 19 and 20 in The Count of Monte Cristo.  Homework:  Read, annotate, and respond to questions for Chapters 21.  Due tomorrow.

History:  In class today, students will be reading Chapter 2 and attempting to answer the following question, "Why were some journalists at this time called "muckrakers" and why was their work important?"  Students should also be able to use each of the following words correctly in sentences:  Progressive Era, capitalism, meatpacking, oil-refining, free trade, trust, and legislature.

English from the Roots Up:  Sapientiae Inquisitiones final day of recitation in anticipation of presentation in Opening Ceremony tomorrow.  No EFTRU today.

Wednesday:

Literature:  In class today, students will be engaging in a classroom discussion on Chapter 21 in The Count of Monte Cristo.  Homework:  Read, annotate, and respond to questions for Chapters 22.  Due tomorrow.

History:  In class today, students will be reading Chapter 3 and responding to the Big  Question.  All students should be able to use each of the vocabulary words properly in sentences.  History Homework:  Every student will be given a quote to take home and write a 3-5 sentence summary in cursive to explain the content.  Due early in class tomorrow.

English from the Roots Up:  Quiz on the following roots and derivatives:

solus L. alone, only

monos G. alone, solitary

rideo -risum. L.  laugh, make fun of

laboro - laboratum L work

New Derivatives:

solitary:  without companions

solitude:  state of living alone; seclusion

monarch: a solitary or absolute ruler; a king or queen

monopoly:  exclusive possession or control of a product or natural resource by one person or company

ridicule:  speech or action intended to make fun of someone

deride:  to laugh at in scorn or contempt; to mock

labor:  work, toil, exertion of the faculties of body or mind

collaborate:  to work together on a project

Thursday:

Literature:  In class today, students will be engaging in a classroom discussion on Chapter 22 in The Count of Monte Cristo.  Homework:  Read, annotate, and respond to questions for Chapters 23 and 24.  Due tomorrow.

History:  Quote explanations written in cursive are due today.  In class today, students will be reading and responding to questions about Chapter 4 in their Core Knowledge reader.  Homework:  Domain Vocabulary 1-4.

English from the Roots Up:  Sapientiae Recitations, Poem memorization, and anti-hero selections for final projects

Friday:

Literature:  In class today, students will be engaging in a Socratic discussion on Chapters 23-24 and if time, will extend the discussion to include Chapters 17 - 22.  Homework for Monday:  Read, annotate, and respond to questions for Chapters 25 -26, and make certain to complete a RCS for Chapters 17-24.  RCS's are handed in on Mondays.

History:  In class today, students will be reading Chapter 5 and responding to the Big Question, "What were the Jim Crow laws, and what were the views of Ida B. Wells, Booker T. Washington, and W.E.B. Du Bois in terms of gaining rights for African Americans?" and should be able to use each of the following vocabulary words correctly in sentences:  segregate, civil rights, lynching, boycott, humanitarian, compromise, and integrate.

English from the Roots Up:  Introduction of new roots and derivatives

ergon G. work

durus L hard to the touch, strong, difficult

bellum L. war, combat, fight

Derivatives:

energy:  the capacity for being active or doing work; useable power

synergy:  working together

endurance:  abililty to last through hard times

durable:  lasting; resistant to wear or decay

belligerent:  warlike; hostile in intention

antebellum:  before the war; when capitalized, before the American Civil War

Long-Term Project April/May Due Dates

Friday, April 12:  Historical/Cultural Literacy Panel of final literature project is due.  An emailed picture should be sent to jennifer.hoos@dc.ascentcolorado.org by midnight in order to be eligible for full credit.

Wednesday, April 22-26:  April poem recitations are due.  

Friday, May 2:  Cultural Panel of final literature project is due.  An emailed picture should be sent to jennifer.hoos@dc.ascentcolorado.org by midnight in order to be eligible for full credit.

Monday:  

English from the Roots Up:  Students will be playing a game for House Points using this week's roots and derivatives.  With any remaining time, students will work independently on memorization of April poems.

History:  In class today, students will be completing reading of Chapter 5 in their Core Knowledge readers and responding to the Big Question together in class.  If they finish early, they will be working on their study guide for the unit test on Friday.  Study guides are due at the beginning of class on Thursday. 

Literature:  RCS's due.  Students will be discussing Chapters 25 and 26 in class.  If there is time, students should begin to read and respond to questions for Chapters 27 and 28 (Due tomorrow.)

Tuesday: 

English from the Roots Up:  In class today, students will either recite the Sapientiae Inquisitiones 1-23, work on memorization of poems, or be exposed to a CMAS Practice Test (so they know what to expect next week).  

History:  In class today, students will be reading Chapter 6 and responding to the BQ.  Any excess time will be spent working on completion of the Study Guide.

Literature:  In class today, students will be discussing Chapters 27 and 28.  If there is any extra time in class, students will begin reading Chapters 29 and 30 (Due tomorrow.) or work on poem memorization.

Wednesday: 

Literature:  In class today, students will be engaging in a discussion on Chapters 29 and 30. With any extra time, students will begin to read and respond to questions for Chapters 31 and 32 (Due tomorrow.)

History:   In class today, students will be reading Chapter 7 and responding to the BQ.  Any excess time will be spent working on completion of the Study Guide.

English from the Roots Up:  Quiz today on:

Root Words:

ergon G. work

durus L hard to the touch, strong, difficult

bellum L. war, combat, fight

Derivatives:

energy:  the capacity for being active or doing work; useable power

synergy:  working together

endurance:  abililty to last through hard times

durable:  lasting; resistant to wear or decay

belligerent:  warlike; hostile in intention

antebellum:  before the war; when capitalized, before the American Civil War

Thursday:

Literature:  Students will be discussing Chapters 31 and 32 in class today.  If any time remains, students will begin reading Chapters 33 - 34 (For class tomorrow).

History:  In class today, students will be reviewing the study guide.  Students need to come to class today with the study guide completed

English from the Roots Up:  In class today, students will be reciting all of the Sapientiae Inquisitiones.

Friday:

Literature:  In class today, students will be engaging in a discussion on Chapters 33-34.  Any extra time in class will be spent on reading and responding to questions for Chapters 35-36.

History:  TEST today.

English from the Roots Up:  In class today, the final three roots and derivatives will be recorded by students.  They are:

Root Words:

barbaros. G.  foreign

orthos G. straight; correct

dokein G.  think, have an opinion, suppose

Derivatives:

barbarian:  person regarded as uncivilized, savage, or primitive

barbarity:  brutal conduct; act of cruelty; crudeness of style

orthodox:  straight thinking or accepted opinion

orthodontist:  one who straightens crooked teeth

paradox:  seemingly contradictory or absurd statement that contains a possible truth.

dogma:  authoritative system of principles or tenets, as of a church

Monday:  CMAS TESTING

Tuesday:  CMAS TESTING

Wednesday:

English from the Roots Up:  Quiz on the following root words and derivatives:

Root Words:

barbaros. G.  foreign

orthos G. straight; correct

dokein G.  think, have an opinion, suppose

Derivatives:

barbarian:  person regarded as uncivilized, savage, or primitive

barbarity:  brutal conduct; act of cruelty; crudeness of style

orthodox:  straight thinking or accepted opinion

orthodontist:  one who straightens crooked teeth

paradox:  seemingly contradictory or absurd statement that contains a possible truth.

dogma:  authoritative system of principles or tenets, as of a church

Thursday:  NO SCHOOL

Friday:  NO SCHOOL

Monday:  Poetry recitations begin today.  All poems must be recited from memory by Friday to be eligible for full credit.

Literature:  Students will engage in a classroom discussion on Chapters 35, 36, and 37 in The Count of Monte Cristo today.  Homework:  Chapters 38 -41 reading, annotating, and recording answers in cursive to chapter questions.

History:  (UPDATED) In class, we read over a poem about what being an American meant to Elias Lieberman.  We discussed what Mr. Lieberman was attempting to do with his poem (cite pride in past accomplishments by Americans, and then in the second stanza, identify what in his personal history as an immigrant to America gave him hope for the future.  Students were instructed to write their own "poem" (rhyming not necessary), modeling what they wrote after Mr. Lieberman's poem.  Students were told to pull information from what they knew of their own family history (Did they have ancestors that fought for American freedom?  Did some of their parents/grandparents/great-grandparents fight in any of America's wars?  Were any of their ancestors engaged in the women's suffrage movement?)  If after talking with parents at home, they were unable to have legitimate facts to write about, they were told they could identify and write about imaginary things that made them proud to be an American.  This was given as a homework assignment, so students should do their best to create a two stanza "poem" modeled after Mr. Lieberman's poem.  (Students, it does 't need to be perfect.  If writing about why you are proud to be an American makes more sense to you, then write about that.)

English from the Roots Up:  Using notes compiled throughout this year, students will engage in group exercises designed to assess their ability to recall what they have learned.

Any excess class time will be spent memorizing poems.

Tuesday:  Poetry recitations continue today.  All poems must be recited from memory by Friday to be eligible for full credit.

Literature:  Students will engage in a classroom discussion on Chapters 38-41in The Count of Monte Cristo today.  Homework:  Chapter 42 reading, annotating, and recording answers in cursive to chapter questions.

History:  In class today, each student will continue developing with Mrs. Hoos the requirements for their final history project.

English from the Roots Up:  Using notes compiled throughout this year, students will engage in group exercises designed to assess their ability to recall what they have learned.

Any excess class time will be spent memorizing poems.

Wednesday:  Poetry recitations continue today.  All poems must be recited from memory by Friday to be eligible for full credit.

Literature: Students will engage in a classroom discussion on Chapter 42 in The Count of Monte Cristo today.  Homework:  Chapters 43-44 reading, annotating, and recording answers to chapter questions.

History:  In class today, each student will continue developing with Mrs. Hoos the requirements for their final history project.

English from the Roots Up:  Using notes compiled throughout this year, students will engage in group exercises designed to assess their ability to recall what they have learned.

Any excess class time will be spent memorizing and reciting poems.

Thursday:  Poetry recitations continue today.  All poems must be recited from memory by Friday to be eligible for full credit.

Literature:  Students will engage in a classroom discussion on Chapters 43-44 in The Count of Monte Cristo today.  Homework:  Chapters 45-46 reading, annotating, and recording answers to chapter questions.

History:  In class today, each student will continue developing with Mrs. Hoos the requirements for their final history project.

English from the Roots Up:  Using notes compiled throughout this year, students will engage in group exercises designed to assess their ability to recall what they have learned.

Any excess class time will be spent memorizing and reciting poems.

Friday:  This is the final day to recite April poems for full credit.  Beginning Monday, the best score a student can receive is a 90%.

Literature:  Students will engage in a Socratic discussion on Chapters 45-46 n The Count of Monte Cristo today.  Homework:  Chapters 47-48 reading, annotating, and recording answers to chapter questions.

History:  In class today, each student will continue developing with Mrs. Hoos the requirements for their final history project.

English from the Roots Up:  Using notes compiled throughout this year, students will engage in group exercises designed to assess their ability to recall what they have learned.

Any excess class time will be spent memorizing and reciting poems.

Monday:  BOOK REPORTS ARE DUE THIS WEEK BY FRIDAY.  This is the first day for LATE poetry recitations (for potential 90% maximum score).

Literature:  In class today, students will be engaging in a discussion of Chapters 47 and 48  in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 49 and 50  for tomorrow.

History:  Depending on how work is going in class on final projects, we may or may not begin a brief unit on economics.  Since so many of our books have been dedicated to changes taking place in society and the roles filled by both the rich and the poor, my goal is to give students a basic understanding of how a healthy society operates.  Daily, as time allows, students will be taking notes in class.   Throughout this unit, students will be introduced to law, identifying the strengths of American government and the free-market system.

English from the Roots Up:  Oral reading of The Prince and the Pauper

Tuesday:  LATE poetry recitations for potential 80% maximum score

Literature:  In class today, students will be engaging in a discussion of Chapters 49 and 50  and  in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 51 and 52 for tomorrow.

History:  Today in class, students will either be working on final history projects OR be led into a discussion on the history and nature of money, banking, inflation, savings, and bartering, and will be able to identify how business regulation, economics, protectionism, competition and other market principles have potential to affect the economic system in America.

English from the Roots Up:  Oral reading of The Prince and the Pauper

Wednesday:  ROUGH DRAFTS FOR ESSAYS FOR HISTORY FINAL PROJECT DUE TODAY.  Final day for LATE poetry recitations (70% potential maximum score)

Literature:  In class today, students will be engaging in a discussion of Chapters  51 and 52 in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 53-55 for tomorrow.

History:  Today in class, students will be submitting rough drafts of their essays for the history final project to peer editors.  If time allows, we might begin to identify what types of government decisions lead to serfdom and will be able to identify ways that the Golden Rule and its application to interpersonal relationships makes a difference.

English from the Roots Up:  Oral Reading of The Prince and the Pauper

Thursday:

Literature:   In class today, students will be engaging in a discussion of in The Count of Monte Cristo Chapters 53 - 55.  Homework:  Read annotate and respond to questions for Chapters  56- 59 for Monday.

History:  Students will be participating in a brief assessment for giftedness and if there is time in class today we will proceed to discuss and identify how socialism becomes part of an economy and the advantages/disadvantages of starting and owning your own business.

English from the Roots Up: Oral reading of The Prince and the Pauper

Friday:  FINAL DRAFTS OF ESSAYS FOR FINAL HISTORY PROJECT ARE DUE AT THE BEGINNING OF CLASS TODAY.  RIGHT PANEL PICTURE MUST BE MAILED TO ME BY MIDNIGHT TODAY TO BE ELIGIBLE FOR FULL CREDIT, AND TODAY IS THE FINAL DAY FOR SUBMISSION OF THE FINAL BOOK REPORT OF THE YEAR.  However, during my classes, there will be no real school taking place.  Today is the Fun Run Prize Day and House Induction Day for sixth graders.  

FINAL DRAFTS OF ESSAYS FOR FINAL HISTORY PROJECT WERE DUE AT THE BEGINNING OF CLASS LAST FRIDAY.  RIGHT PANEL PICTURE WERE ALSO DUE BY MIDNIGHT LAST FRIDAY TO BE ELIGIBLE FOR FULL CREDIT, AND LAST FRIDAY WAS THE FINAL DAY FOR SUBMISSION OF THE FINAL BOOK REPORT OF THE YEAR.   If you did not hand in any of the above, it is now late.  Plan to hand it in/submit it by Monday.

IF we have any additional time in class throughout these final few weeks of school, we will be reading orally as a class from The Prince and the Pauper.  Students should bring their books to class daily.

Monday:

Literature:  In class today, students will be engaging in a discussion of Chapters  55 and 56 in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 57-59 for tomorrow.

History:  I hope to have time in class today to begin a mini-study on Economics.

English from the Roots Up:  Sapientiae Inquisitiones Recitation and Early Poetry Recitations

Tuesday:

Literature:  In class today, students will be engaging in a discussion of Chapters  57 -59 in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 60-61 for tomorrow.

History:  Economics study continues.

English from the Roots Up:  Sapientiae Inquisitiones Recitation and Early Poetry Recitations

Wednesday:  PROJECT PORTION of FINAL HISTORY PROJECT is due today.  Please send an email picture of the project to me by 8 pm tonight.   (jennifer.hoos@dc.ascentcolorado.org)

Literature:In class today, students will be engaging in a discussion of Chapters  60-61 in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 62 for tomorrow.

History:  Economics study continues.

English from the Roots Up:  Sapientiae Inquisitiones Recitation and Early Poetry Recitations

Thursday:

Literature:  In class today, students will be engaging in a discussion of Chapters 62 in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 63-64 for tomorrow.

History:  Economics study continues.

English from the Roots Up:  Sapientiae Inquisitiones Recitation and Early Poetry Recitations

Friday:

Literature:  In class today, students will be engaging in a discussion of Chapters  63-64 in The Count of Monte Cristo.  Homework:  Read annotate and respond to questions for Chapters 65-66 for Monday.

History:  Economics study continues.

English from the Roots Up:  Sapientiae Inquisitiones Recitation and Early Poetry Recitations

IF we have any additional time in class throughout these final few weeks of school, we will be reading orally as a class from The Prince and the Pauper.  Students should bring their books to class daily.

REMEMBER...POETRY RECITATIONS ARE DUE ON MONDAY.  PLEASE PLAN ACCORDINGLY.

Children’s Homer Part I

Reading Log and Discussion Guide

Chapter and Page Numbers

Date Reading is Due

Discussion Questions

Key Quotations and Personal Notes/Key Details and Page Numbers

Chapter 1:  pp. 3-5 Chapter 2: pp. 6-10

Tuesday,

September 12

Ch. 1:  How does Odysseus attempt to avoid going to Troy? How is he eventually summoned to go?  Is Odysseus a good father?  Why or why not?  How would you describe Odysseus in this chapter?

Ch. 2:  How does Telemachus treat the stranger?  Why does he treat the stranger in this way?  Describe the situation in Ithaca since Odysseus has been away.  How has Penelope acted since Odysseus departure?  How does this reflect on her character?  How would you describe the suitors?  Briefly describe the stranger’s instructions to Telemachus.

“This is the story of Odysseus, the most renowned of all the heroes the Greek poets have told us of – of Odysseus, his wars and wanderings.” (3)

 Notes/Details:

Chapter 3: pp. 11-15

Chapter 4: pp. 15-22

Wednesday,

September 13

Ch. 3:  How has Telemachus changed between this chapter and the previous one?  Is Telemachus right to correct his mother, Penelope?  Why does Telemachus not answer the suitors’ questions?

Chapter 4:  How would you describe Telemachus’ entrance into the council?  How does Aegyptus compare with the suitors at the council?  Why do the suitors blame Telemachus’ mother, Penelope?  Why does the council not help Telemachus against the suitors?  Why does Telemachus ask for a ship?  What is the suitors’ response to his request?  What is striking about Leocritus’ willingness to rise against Odysseus, should he return?

Notes/Details:

Chapter 5: pp. 22-27

Chapter 6: pp. 28-31

Thursday,

September 14

Ch. 5:  How does Telemachus’ response to Athene’s commands compare with the suitors viewing of the omen in the previous chapter?  Why does Eurycleia discourage Telemachus from going on his journey?  Why does she ultimately relent?  Why does Telemachus go back into the hall to sit with the suitors?  What does this show about his character?  How does Athene secure Telemachus’ departure from Ithaka?

Ch. 6:  At the start of the chapter, what do we learn of Hector, Priam, and Paris?  What happens at the marriage of Peleus and Thetis?  What do we learn of Agamemnon and Menelaus?  Who is responsible for the war between the Greeks and the Trojans?

Notes/Details:

Chapter 7:  pp. 31-39

Monday,

September 18

Ch 7:  What does Telemachus’ hesitation to approach Nestor tell us about the boy’s character?  How does Nestor view the Trojan War?  How does Nestor treat his guests?  Why?  Why does Telemachus not believe that his father will return?

“Only this the gods may not do – avert death from a man who has been doomed to it.” (36)

 Notes/Details:

Chapter 8: pp. 39-42

Chapter 9: pp. 42-48

Tuesday, 

September 19

Ch. 8:  How does Menelaus’ treatment of the guests compare with that of Nestor?  How does Menelaus regard Odysseus?  Why does Helen drug the wine?

Ch. 9:  Why does Menelaus seek the Ancient One of the Sea?  How are Menelaus and his comrades able to catch the Ancient One?  According to the Ancient One, what has happened to the heroes of the Trojan War?

Notes/Details:

Chapter 10: pp. 48-52

Chapter 11: pp. 52-57

Wednesday,

September 20

Ch. 10: What do we learn of Achilles’ upbringing? How does Achilles’ mother attempt to hide him? How is he discovered?  How would you describe Odysseus in his ability to find Achilles?  Why is Patroklos so dear to Achilles?

Ch. 11:  What gives rise to the disagreement between Agamemnon and Odysseus?  Why does Agamemnon get upset with Achilles?  Why is Achilles upset with Agamemnon?  What does Achilles ultimately resolve to do?  Who was right in the argument:  Agamemnon or Achilles?

Notes/Details:

Chapter 12: pp. 57-64

Chapter 13: pp. 64-68

Thursday, September 21

Ch. 12:  What do we learn of Achilles’ fate, according to his song?  How does Odysseus try to convince Achilles to join the fight?  How does Phoinix attempt to convince Achilles?  Why does Achilles invite Phoinix to stay with him in his hut?  Is Achilles right in refusing to enter the fight?  Why or why not? 

Ch 13: How would you describe Agamemnon in this chapter?  Why is Hector unwilling to approach Agamemnon in battle?  What happens to the various heroes of this chapter:  Agamemnon, Hector, Diomedes, Aias, and Odysseus?  Why are the Greeks so concerned about Machaon?

“Such was the quarrel, dear son, between Agamemnon, King of men, and great Achilles.  Ah because of that quarrel many brave men and great captains whom I remember went down to their deaths.”  (57)

“My spirit cannot contain my wrath.” (63)

 Notes/Details:

Chapter 14: pp. 69-78

Monday, 

September 25

Ch. 14:  Why does Achilles ask Patroklos to find out whom Nestor has brought from the battle?  What is Nestor’s view of Achilles in this chapter?  What does Nestor ask of Patroklos?  How does Hector’s response to the omen, a sign from the gods, compare with his actions in the previous chapter?  What impact does Hector’s presence have on the battle? Why does Patroklos ask Achilles for his armor?  What command does Achilles give Patroklos?

Notes/Details:

Chapter 15: pp. 79-89

Tuesday, 

September 26

Ch. 15:  Why do the armies battle over Sarpedon’s body? Who is responsible for Patroklos’ death?  What effect does Hector’s taking of Achilles’ armor have on the various characters? How are the Greeks able to secure Patroklos’ body?  Why does Achilles not join the fight at this time?

“Thy date too is measured and thee Achilles will slay” (84)

“O that I had not let my wrath overcome my spirit.” (86)

 Notes/Details:

Chapter 16: pp. 89-93

Chapter 17: pp. 93-96

Wednesday,

September 27

Ch 16:  Why does Hephaistos forge new armor for Achilles? Describe the images he creates on the shield.  What affect does Achilles’ armor have on his fellow Greeks?

Ch. 17:  Is Achilles wise to re-enter the battle?  How does Achilles’ entrance affect the battle as a whole?  Why do the gods prevent Hector and Achilles’ fight?  How do Achilles, Hector, and Priam regard the gods in this chapter?

“And so many men did he slay in it that the river rose in anger against him for choking its waters with the bodies of men.” (96)

 Notes/Details:

Ch. 18: pp. 96-100

Ch. 19: pp. 102-105

Friday,

September 29

Ch. 18:  How does Helen’s reaction to the story influence our understanding of Hector? Why?  How does Helen’s description of the Greek captains compare with our understanding of them so far?  How does Helen react to the Greek’s arrival at Troy?  What does Hector’s scene with his wife and child reveal about him as a character?

Ch. 19:  Why does Hector refuse to come within the city walls?  What does Hector request?  Why does Achilles refuse Hector’s request? How has Hector’s taking of Achilles’ armor contributed to the Trojan’s defeat?  What affect does Hector’s death have on the Trojan women?

Notes/Details:

Ch. 20: pp. 105-112

Ch. 21: pp. 112-114

Monday,

October 2

Ch 20:  Why does Priam ransom Hector’s body?  How does Priam’s treasures for Achilles compare with Agamemnon’s (p. 61)? Why does Achilles agree to give Hector back to Priam?  What do Priam and Achilles think of one another?  What promise does Achilles make to Priam?  How does the war end of Achilles?

Ch. 21: What do we learn about Hector based on the Trojan’s reaction to his death?

“And Achilles on his bed thought of his own fate – how he too would die in battle, and how for him there would be no father to make lament.” (112)

“On the eleventh day they feasted at King Priam’s house, and on the twelfth day the battle began anew.” (114)

Notes:

Ch. 22: pp. 114-118

Ch. 23: pp. 119-123

Tuesday,

October 3

Ch 22:  Why is Odysseus not glad to win Achilles’ armor? How does Odysseus show his cunning in this chapter?  How are the Greeks able to take the city?  What happens to Agamemnon?  Why is Menelaus hopeful that Odysseus will survive?

Ch. 23:  Why does Telemachus leave Menelaus’ house?  What sign do Telemachus, Menelaus, and Helen see?  How is this sign interpreted?  Why does Telemachus not want to return to Nestor?

“But Odysseus ever was master of devices.”  (118)

 Notes/Details:

The Children’s Homer

Discussion Questions 

Part II

Due:  

Ch. 1:  As this chapter opens, we see Athene secretly helping Odysseus.  How does she help him?  Which god is angry with Odysseus and why?  How are Odysseus’ struggles in this chapter related to his actions against the Polyphemus (the Cyclops)?  Are there any evidences of courage in Odysseus in this chapter?

Due:  

Ch. 2:  Once again, Athene works secretly on Odysseus’ behalf.  What does she do at the beginning of this chapter?  We read on p. 135 that Nausicaa was the tallest and fairest and noblest of them (companions).  What do you suppose “noble” looks like?  How does Odysseus respond to the nobility of Nausicaa?  We read on p. 136 that Nausicaa “spoke to him as a Princess should.”  How should a princess speak?  What instruction does Nausicaa give her companions regarding Odysseus?  How does Nausicaa display wisdom in her counsel to Odysseus regarding his entrance to the city?

Vocabulary to consider including as your respond to questions:  garments, toil, soiled, raiment, assembly, dainties, trod, sported, thicket, boughs, beseeching, gracious

Due:  

Ch. 3:  How does King Alcinous welcome Odysseus, the stranger?  What criticism of his daughter does King Alcinous raise when he hears how Odysseus came to his land?  Why is Odysseus brought to tears in the midst of the feast? How does the youth, Euryalus, draw Odysseus wrath?  What distinction does Odysseus draw about Euryalus when speaking to him about his manners?  How does King Alcinous characterize Odysseus at the end of the day of games?  Why are both important?

Vocabulary to consider including as you respond to questions:  marvels, threshold, affliction, coverlets, minstrel, inlaid, lyre, endured, insolently, proficient

Due:  

Ch. 4:  How does Odysseus reveal his longing for home in this chapter?  Multiple times in this chapter, Odysseus refers to strangers and the responsibility due them.  What is that responsibility?  How does Odysseus reveal his wisdom in this chapter?  His folly?

Vocabulary to consider including as you respond to questions: isle, lotus, neglectful, kindled, baffle, seasoned, fathom, recesses, lashed, worsted

Due:  

Ch. 5:  How does Odysseus fail to reach home when he is in sight of it?  How does jealousy and envy on the part of Odysseus’ men play a role in keeping them from their homes?  How does Circe delay Odysseus and his men?

Vocabulary to consider including as you respond to questions:  muffled, bane habitation, hearth, swine, enchantress, guilefully, oath, anointed

Due:  

Ch. 6:  Describe the various challenges to be faced (related to Odysseus by Circe) as Odysseus makes his way home AFTER staying with Circe.  How does Eurylochus lust for food put Odysseus and his men in great danger?  How does Odysseus fortune change upon leaving the island of the Cattle of the Sun?

 Ch. 7:  How does Athene describe the land Odysseus has come to (Ithaka)?  What does this land look like?  How does Odysseus respond to the knowledge he is, at last, home?  How did Athene change Odysseus appearance so that he would not be recognized?  What deed did Antinous and Eurymachus (two of the wooers) devise regarding Telemachus?

Vocabulary to consider including as you respond to questions:  hawsers, beseech, hideous, hearten, strait, agony, lowing, venture, slaughtered, renowned, hoisted, insolence, wither, scanty, tattered

Due:  

Ch 8:  How does the old swineherd greet Odysseus, the beggar?  Why do you think Odysseus (disguised) asks Eumaeus how he came to be a slave and swineherd?  Where does Telemachus go when he returns from Sparta?  What was it about Eumaeus that made him trustworthy?

 Ch. 9:  How does Telemachus treat the old beggar (who is his father in disguise)?  How do we know Telemachus is  

   still in danger after he returns?  How does Telemachus discover the old beggar is his father? Odysseus gives 

   instructions to Telemachus as to how he should behave when he returns to his own house.  What is Telemachus’ 

   response?  Why do you suppose he said this?

Vocabulary to consider including as you respond to questions:  vagrants, devoured, waves, drove, din, javelin, substance, bane, assuredly, slain

Due:  

Ch. 10:  What sort of man is Melanthus?  How do you know?  Why doesn’t Odysseus react to Melanthus’ insult?  Who recognizes Odysseus while he was yet a beggar at the door to his house?  Describe that scene and the story behind it.  Odysseus, the beggar, and Antinous, the wooer, exchange words and Antinous picks up a footstool and heaves it at Odysseus.  What does this reveal of his character?

Vocabulary to consider including as you respond to questions:guise, whey, lounge, pelted, revel, wretchedly, alms, notorious, vagabonds, substance

Due:  

Ch. 11:  What type of man is the beggar Irus?  How does Antinous reveal his character in this chapter?  Why does Irus hold back from the fight?  We see in this chapter a small indication that the wooers can distinguish right from wrong.  What is it?

Vocabulary to consider including as you respond to questions: greedy, demean, paunch, provoke, trounce, pugilists, larder, reckoning, lubber, peals, libation

Due:  

Ch. 12:  How do Odysseus and Telemachus ready the hall for Odysseus’ great reveal?  Why might they do this?  Contrast Melantho and Penelope.  How does Odysseus, the beggar, identify that he has indeed seen Penelope’s husband?  How does Odysseus’ old nurse, Eurycleia, recognize her old master?  Describe the dream and translation of it.  How has Penelope decided she will choose a suitor?

 Ch. 13:  How does Ctesippus reveal his character?  How does Telemachus respond to this affront to his guest?  What does Theoclymenus see that scares him?  How do the wooers respond to what he says?

Vocabulary to consider including as you respond to questions:  revile, fleece, verily, impoverished, brooch, stealth, vestibule, loath, hapless, pondered, quernstones, mockery, quiver, shrift

Due:  

Ch. 14:  How do you suppose the wooers are feeling as they become aware that the beggar has done what they cannot?

Vocabulary to consider including as you respond to questions:  (See above.)

Due:  

Ch. 15:  As this chapter opens, the suitors, who are feasting, are still unaware that the beggar is indeed, Odysseus.  Whom does Odysseus shoot first?  How do the other wooers respond?  Does this seem wise to you?  Odysseus continues to kill those insolent wooers.  Was he justified or should he have restrained himself?  Is Odysseus joyful at the thought of all those he has just killed?  How do we know?

 Ch. 16:  Eurycleia goes to Penelope to tell her what has happened and inform her mistress that Odysseus has come home.  To what does Eurycleia compare the great Odysseus?  Penelope cannot believe Odysseus has come home.  She holds back.  Why?  What does Odysseus say to convince her that it is indeed he?  

Vocabulary to consider including as you respond to questions:  astray, endured

Due:  

Ch. 17:  Was the danger past once the suitors had been slain?  Why or why not?  What does Laertes, Odysseus’ old father, tell the young stranger, Odysseus, regarding the treatment he would have received from Odysseus were he present?  How does Odysseus convince his father he is Odysseus?  Who keeps Antinous father and his friends from taking revenge on Odysseus for killing his son and others?  How does she do this?  How do the final lines make you feel?  What is noble about those lines?

Vocabulary to consider including as you respond to questions:  Any new words you have included in previous chapter responses

6th Grade Sapientiae Inquisitiones

1.  Gentlemen, what are you?

I am becoming a king in Narnia, for I rule myself.

2.  Ladies, what are you?

I am becoming a queen in Narnia, for I rule myself.

3.  What does it mean to rule yourself?

I am free to learn the true, to do the good, and to love the beautiful; I am not a slave to my desires.

4.  Why should I consider myself a king or queen in training?

The kings and queens in Narnia were virtuous.  They chose carefully and they chose well.  I am attempting to follow in their footsteps, to do and to be what is true, good, and beautiful over time, and thus to build into my character those virtues which will stand the test of time.

5.  What are the vices that will work against my desire to become virtuous?

The seven vices are pride, avarice, lust,  envy, gluttony, anger, and sloth.

6.  What virtues will protect me against these vices?

The seven virtues which are prudence or practical wisdom, justice, fortitude or courage, temperance or moderation, faith, hope, and love.

7.  How will I know if I am moving closer to my character goals?

I will increasingly practice the following in my interactions with others: love, joy, peace, patience, kindness, goodness, faithfulness,  gentleness, and  self-control.

 8.  What is temptation and what is virtue?

Temptation is that which causes me to be less than I can be.  It draws me in with promises of power, prestige, and position.  Virtue is that which enables me to make right choices which align with becoming a virtuous king or queen in Narnia.

9.  What is human society?

According to Edmund Burke, society is a partnership in all science; a partnership in all art; a partnership in every virtue, and in all perfection.  As the ends of such a partnership cannot be obtained in many generations, it becomes a partnership not only between those who are living, but between those who are living, those who are dead, and those who are yet to be born.  We are not islands; we are part of the living, breathing stream of life, remembering the past, critiquing the past while our feet are firmly planted in the present, purposing to do better in the future, upheld by the powerful hand of Providence.

10.  What is the primary lesson about the gods that I should take from Ancient Greek and Roman cultures?  That man is always trying to make gods in his own image, and when he does, the gods he makes are sinful and angry.

11.  What did the Greeks contribute to civilization? The Greeks contributed many philosophical ideas including democracy, the idea of the cardinal virtues, the extensive works of Plato and Aristotle, and many foundational documents for science and mathematics.  Our twenty-six letter alphabet is directly descended from the Greeks.

12.  What did the Romans contribute to civilization?  The Romans contributed the idea of a republic, and Roman civilization was the means by which Christianity spread to the whole world via Roman roads and highways.  The West has also inherited from the Romans our basic structure of government.

13.  What am I to learn from the virtuous men and women who have gone before me?  I am to learn that anything worth living for is also worth dying for, that when I am willing to subdue my base nature, reject temptation when it entices and threatens to destroy me, and chose to do the right and honorable thing, I am made more myself by consistently practicing the virtues.

14.  What is the virtue of faith and how is it best expressed?  Faith is practiced in the here and now, and it has truth as its immediate and proper object.  Faith is best defined by how it enables the man or woman who possesses it to live in accord with virtues and values for mankind, as expressed by the Founding Fathers of our nation.

15.  What is the virtue of hope and how is it best expressed?  Hope is a joyful and confident expectation of good.  It is forward looking.  Hope is best expressed when a confidence in truth, goodness, and beauty enables the believing heart to rest peaceably, knowing the future is secure.

16.  What is the virtue of love and how is it best expressed?   Love is the sacrificial laying down of one’s life for the good or the benefit of another.  

17.  What is the virtue of prudence and how is it best expressed?  Prudence is practical wisdom chosen and completed.  It is best expressed in the life of one who consistently chooses the good, the true, and the beautiful without wavering in his or her commitment to his fellow companions or his “fellowship” on this incredible journey we call life.

18.  What is the virtue of justice and how is it best expressed?  Justice means loving our neighbor as we love ourselves and consistently practicing The Golden Rule, as presented to us in a book highly valued by America’s Founding Fathers, the Bible.

22.  What is the virtue of temperance and how is it best expressed?  Temperance or moderation is the virtue that helps us rise above our animal nature, making truth, goodness, and beauty in us shine more brilliantly.  For humans, unlike animals, pleasure is tempered by understanding.  Developing desires for the good requires understanding.  The temperate person is one who understands these connections between bodily pleasures and the larger human good, and whose understanding actually tempers the desires and pleasures.  Temperance is liberating because it allows us to become masters of our pleasure instead of becoming its slaves.

23.  What is the virtue of fortitude and how is it best expressed?  Fortitude is when someone has the emotional power to withstand adversity. People who have fortitude are described in an admiring way for their courage and this word comes from the Latin word fortitudo, meaning "strength.  It is best expressed in the actions of virtuous men and women who, although doubting in their own abilities, are constrained to act in accord with the true, the good, and the beautiful, and in so doing, provide examples to others of what it is to live courageously.

24.  What have I learned from the literature I have studied this year?  I have learned that courage is important if one is to persevere, that human nature will always tend toward what is “best for me” and toward selfishness, that home and family are the greatest good for all who desire to live in community, and that there is a specific purpose and calling for every man and woman.  I have also learned that choices matter, both in the short-term and in the long, and I have learned that those who are kind provide examples for others to follow and are the best type of leaders.

25.  Why is it important for us to know what Aristotle and Plato said?  Much of what we believe comes from the ideas originally formed by these minds.  If we are to engage in the Great Conversation in a way that is constructive and society-building, we need to know what these men said and wrote.

26.  What is the most significant lesson I am to learn from my sixth grade humanities classes?  The most significant lesson I must learn from my sixth grade humanities classes is that Providence superintends history in such a way that the strengths of one generation and/or culture can be used to impact others for the good, and that foolishness in a man or a culture has great potential to destroy.   I am an essential cog in this wheel called civilization.  My choices and my decisions make a difference for the future of the world.  

Commonplace Book Sayings

Remember:  You must record all of the saying and all of the explanation in cursive on the correct page in your Commonplace Book.  You do NOT have to record the explanation (begins with “Ex:”.

I.  All for one and one for all

            This saying means that all the members of a group must work for the good of each individual member, and each individual must work for the good of the group as a whole.

Ex:  As the Red Dragons headed onto the field, the soccer coach reminded them, “All for one and one for all!”

2.  All’s well that ends well

            This saying from Shakespeare means that if something finally succeeds, then the difficulties or mistakes along the way can be forgotten.

Ex:  At the school dance, Jake managed to step on Alice’s toes, spill punch on her dress, and tear his pants.  But when the evening ended and Alice said, “I hope you’ll ask me out again,” Jake sighed to himself, “All’s well that ends well.”

3.  The best-laid plans of mice and men go oft awry

            A poet named Robert Burns wrote this line in a poem titled “To a Mouse.”  “Awry” means turned or twisted to one side.  The speaker in the poem ruins the mouse’s nest while plowing a field.  He explains to the creature that even when you put a great deal of careful planning and effort into something (like building a nest), you may not end up with the result you want.

Ex:  Hundreds of men planned and built the Tower of Pisa, but it ended up leaning anyway.  The best-laid plans of mice and men go oft awry.

4.  A bird in the hand is worth two in the bush

            When people say this, they mean that it is much better to be content with what you have than to go chasing after something that may be out of reach:  you might end up with nothing.

Ex:  The excited contestant on the game show had just won a car.

            “And now,” said the host, “you can keep the car, or you can give it back and spin the wheel again to try for an even bigger prize!”

            “Thanks,” replied the contestant, “I’ll keep the car.  A bird in the hand is worth two in the bush.”

Don’t cut off your nose to spite your face.

            Sometimes out of anger or for revenge we do things that actually end up hurting us rather than making us feel better.  We use this expression to warn against such behavior.

Ex:  Sam was angry.  “I studied really hard for that math test and my grade was terrible.  So you know what I’m going to do for the next test?  I’m not going to study at all.”

            “Oh, come on, Sam,” said Dana.  “Don’t cut off your nose to spite your face.”

Don’t look a gift horse in the mouth.

            This saying means you shouldn’t fault something that is given to you, or criticize the giver.  It comes from the practice of checking a horse’s teeth and gums before buying it to see how healthy it is.

Ex:  “Alec, I can’t believe you’re giving me your old bike!  Thanks!” Stacie said as she jumped on and began to play with the gears.  “Say, do all the gears work?”

            “Don’t you know better than to look a gift horse in the mouth, Stacie?”  said Alec, disappointed.  “The bike may be old, but it’ll get you where you want to go.”

A fool and his money are soon parted.

            This saying means that a person who is foolish with his money won’t hold on to it for very long.  People usually say it as a warning.

Ex:  The first time Noah got paid for mowing a neighbor’s yard, he wanted to rush out and buy something – anything!  But he remembered his big brother saying that a fool and his money are soon parted, and he decided to save his money for something worthwhile.

A friend in need is a friend indeed.

            Some people are your friends when you are happy but avoid you when you are having trouble.  This proverb explains that a true friend is the one who sticks around when you are in need of help, comfort, or anything else.

Ex:  Every day while Mr. Gainey was sick, his neighbor Charles went to his house to cook for him and read to him.  Charles really proved that a friend in need is a friend indeed.

Good fences make good neighbors.

            This saying suggests that by clearly marking the boundaries between yourself and other people you can stay on better terms with them.  It comes from a poem by Robert Frost.

Ex:  “Marcus borrows so many books form me that I can’t find my own books when I need them,” moaned Phillip.

            “You know,” said his father, “good fences make good neighbors.  Why don’t you tell Marcus he can only borrow one book at a time?  Then you’ll know what he has, and you won’t feel so angry with him.”

He who hesitates is lost.

            If you wait before you do something, it may be too late.  People use this saying to urge someone into action or to comment on a lost opportunity.

Ex:  Erika looked sadly out the window at the falling snow and then said, “Grandma is right – she who hesitates is lost.  I kept meaning to plant daffodil bulbs under my window, but now the ground will be frozen all winter.”

He who laughs last laughs best/To have the last laugh

            People often ridicule new projects or ideas.  But in the end, when something works, the person who took it seriously gets the best laugh of all – one that proves him right.

Ex:  “My neighbors think I’m silly for practicing my climbing on the garden wall,” Kyle said.  “But the day I reach the summit of Mount Everest, I’ll have the last laugh.”

Hitch your wagon to a star.

            This saying means that you should aim as high as you can.

Ex:  Robert practiced his jump shots and free throws every day.  “Someday,” he said to his father, “I’m going to make the high school team.”

            “Why stop there?” said his father with a laugh.  “Hitch your wagon to a star:  shoot for the NBA!”

If wishes were horses, beggars would ride.

            This proverb comes from past times, when horses were a primary means of transportation and many people were too poor to own them.  It means that if wishes were easy to achieve, then everyone would have everything they want.

Ex:  “I wish I had a million dollars,” said Cal.

            “Sure,” said Alicia, “and if wishes were horses, beggars would ride.”

The leopard can’t change its spots.

            When people say this, they mean that it’s impossible to change or hide a particular trait, because that trait is part of what makes that someone or something what it is.

Ex:  “I wish Marcia would be on time for once,” said Kelly.

            “A leopard can’t change its spots,” commented Jonathan.  “I say next time we tell her the meeting starts half an hour earlier than it does.”

Little strokes fell great oaks.

            A task may seem overwhelming, but if you break it into manageable smaller tasks and persevere, you can complete it.

Ex:  When the students volunteered for the housing program, they couldn’t imagine what their hammering, sawing, and plastering would do.  But little strokes fell great oaks, and in the spring five new houses were ready for families to occupy.

Money is the root of all evil.

            The actual saying is “The love of money is the root of all evil.”  This proverb means that

greed for money can sometimes motivate people to do things that they wouldn’t otherwise do.

Ex:  “Mrs. Alvarado, it says here that some factories dump poisonous waste into rivers.  Don’t they care about the wildlife and the people who use the water?”

            Bill’s teacher explained, “It’s cheaper to dump the waste than to dispose of it safely.  Some factories care more about their profits than they do about rivers.”

            “No wonder people say money is the root of all evil,” Bill mused.

Necessity is the mother of invention

            People often come up with new ideas, new ways of doing things, or new things because they need to solve a problem.

Ex;  “Rosie, you should see Ted’s new bed.  It’s up on a platform,” said Raymond.  “And he even built a desk and book shelves underneath!”

            “What a good idea,” replied Rosie.  “The last time I saw Ted he was complaining about how small his room is.  I guess necessity really is the mother of invention.”

It’s not over till it’s over.

            This saying means that you can never be sure what the outcome of something (a football game, a book, or even life) will be until the very end.

Ex:  “I can’t take this movie,” Chase whispered to Juan.  “The forces of evil are going to win.  There’s no way the hero can survive in a cave full of poisonous gases.”

            “Wait and see.  I bet he finds a way out,” said Juan.  “It’s not over till it’s over.”

Nothing will come of nothing/Nothing comes of nothing.

            This saying tells us that without effort, you can’t accomplish anything.

Ex:  “The band needs a new saxophone player, but I’ll never be chosen,” said Lauren.

            “I think you should try,” Midori replied.  “Nothing comes of nothing.  But if you audition, you might get in.”

Once bitten, twice shy.

            If a dog bites you, you will probably be very careful to stay clear of dogs after that.  This saying means that people tend to protect themselves from being hurt, especially if they’ve been hurt before.

Ex:  “Why didn’t Lee enter the science fair?” asked Jim.  “The volcano she made last year was great.”

            “Once bitten, twice shy,” said Jenna.  “She heard some kids making fun of her entry last year, so she wouldn’t enter this year.”

Procrastination is the thief of time.

            Procrastination means putting things off.  If you put off doing something, then you may not have enough time left to do it once you finally get started.  Thus, procrastination “steals” your time.

Ex:  “I thought you came up here to study for your spelling test,” said Maria’s brother, “and here you are cleaning your room”

            “I can’t study in a messy room,” Maria protested.

            “If you keep cleaning you won’t have any time left to study:  procrastination is the thief of time, you know.”

The proof of the pudding is in the eating.

            This saying means that you can’t judge something until you try it.

Ex:  “Zach told me the new space adventure movie is great,” said Lydia.

            “Well, I usually don’t like the same moves he does,” Seth answered.  “But the proof of the pudding is in the eating.  Let’s go see it tonight.”

Rome wasn’t built in a day.

            Do you remember the story of ancient Rome?  It took many people many decades to build that imperial city.  People use this expression to mean that it takes a long time to achieve great things.  They often use it to counsel patience.

Ex:  Anna looked up from the rows of seeds she was planting.  “Oh, the garden will never be finished!”

            “Cheer up,” her uncle said.  “After all, Rome wasn’t built in a day.  By August you’ll have the best beans, tomatoes, and squash you’ve ever tasted!”

A stitch in time saves nine

            By taking a little care early, you may save yourself a lot of trouble later.  This saying is similar to “An ounce of prevention is worth a pound of cure.”  Can you see how the proverb is based on the activity of sewing?

Ex:  Marie’s father was reading the yellow pages.  

            “What are you looking for, Dad?” she asked.

            “I’m looking for a chimney sweep.  We need to get the chimney cleaned before too much soot builds up inside.  A chimney fire can ruin a chimney or worse.  A stitch in time saves nine, I always say.”

Strike while the iron is hot.

            To work on metal, a blacksmith heats the metal and then strikes it with a huge mallet.  Cold metal isn’t easily shaped.  So people use this saying to mean that you should do something while the circumstances are in your favor.

Ex:  “Maggie sure is in a good mood today,” thought Luke.  “I think I’ll strike while the iron is hot and ask her if I can borrow her chess set.”

There’s more than one way to skin a cat.

            There are many ways to accomplish something or take care of a difficult situation.  If one way doesn’t work, you can always try another.

Ex:  “What am I going to do?” said Kristen with a sigh.  “I need to learn these verbs for the Spanish test tomorrow, but I’ve been reading the list over and over and I still can’t remember them.”

            “There’s more than one way to skin a cat,” replied her sister.  “Let’s make up sentences for each verb.  Maybe that will help.”

Truth is stranger than fiction.

            Things that happen n real life can be more unusual or surprising than things that people make up in stories.

Ex:  When I read that the same couple had been married three times, once in an airplane, once in a hot-air balloon, and once in an elevator, I decided tht truth really is stranger than fiction!

To have a bee in your bonnet

            If a bee flew into your hat, wouldn’t you be intent on getting it out?  People say that someone has a bee in her bonnet if she is annoyed by or obsessed with something.

Ex:  “The school nurse really has a bee in his bonnet about healthy food.  But I’ll be glad if he gets the cafeteria to offer a salad bar at last.”

To bite the dust

            When someone is defeated, we sometimes use this saying.  It originated from physical combat, when people fell facedown in the dust.

Ex:  “Despite a valiant effort, the Blue Demons bite the dust, and our own Bobcats have won again! Cheered the announcer.

Catch as catch can

            This phrase describes a situation in which someone must make do with whatever is available at the moment.

Ex:  “We don’t have as many instruments as we do students,” said the music teacher, “so bring in your kazoos, your harmonicas, even empty coffee cans.  It’s pretty much catch as catch can, but we’ll still sound great.”

Eat humble pie.

            “Humble” means “modest.”  Humble pie, which originally had no relation to being humble, was a meat pie made of animal intestines.  The expression “eat humble pie” came to stand for the unpleasant situation in which you are forced to admit your mistakes or weaknesses.

Ex:  Carlos bragged that he was the fastest runner in the school, but he had to eat humble pie when he came in last at the time trials.

Give the devil his due.

            This proverb means that even if you don’t like someone, you can still give that person credit for his or her good points.

Ex:  Everyone agrees that the new math teacher assigns a lot of homework.  But you have to give the devil his due – all of us have learned a lot of math!

Nose out of joint

            Someone’s nose is out of joint (that is, not in its normal position) if he or she is annoyed.

Ex:  Ian and Chung Ho were playing backgammon.  “Hold on, you can’t take all of those pieces,” said Chung Ho irritably.

            “Don’t get your nose out of joint,” Ian said.  “I’m just separating the red pieces from the black pieces.”

On tenterhooks

            People use this idiom to mean “nervously waiting for something to happen.”

Ex:  Elizabeth waited for the cast list to be posted.  As the minutes passed, she grew more and more anxious. At last Mrs. Marks came out of the office and taped it to the door.

            “Thank goodness, I got a part!” cried Elizabeth.  “I was on tenterhooks all morning.”

Pot calling the kettle black

            Since most pots and kettles were once made of the same black metal, this phrase is used when you criticize someone for having a fault that you yourself possess.

Ex:  Matt and Gino were eating potato salad at a family picnic.

            “You’re really wolfing it down!” said Matt.

            “Listen to the pot calling the kettle black!” said Gino.  “You’ve eaten twice as much as I have.”

 R.I.P.

            The abbreviation for “Rest in Peace” is commonly used on gravestones.

Ex:  As she walked through the colonial cemetery, Nora saw many stones ornately carved with the letters R.I.P.

Rule of thumb

            In contrast to an official rule or an exact measurement, a rule of thumb is a general principle or a rough estimate that has been shown by experience to work.

Ex:  “I’m going to get some potato chips.  Want some?” Dorothy asked her brother.

            “Nope, my rule of thumb while I’m training for the race is ‘Don’t eat anything you enjoy too much,” said Andrew.

Tempest in a teapot

            A tempest is a very large storm, and a teapot is quite small.  We use this expression when a large commotion is made over something pretty little.

Ex:  “Being Rapunzel for Halloween was my idea.  Mandy stole my idea, and I’m never going to speak to her again,” Janice shouted.

            “Don’t make a tempest in a teapot,” said Janice’s sister.  “A costume isn’t worth losing your best friend over.”

Tenderfoot

A tenderfoot is a person who doesn’t have very much experience at something.

Ex:  After Pete and Joe had pitched their tent, Pete began to hoist the food bag into a tree.

            “What are you doing that for?” asked Joe.

            “So the raccoons and bears don’t get your breakfast, tenderfoot,” replied Pete.

Wolf in sheep’s clothing

            This phrase describes someone who appears to be harmless or friendly but who is really dangerous or untrustworthy.  It comes from a fable by Aesop.

Ex:  “I can’t believe Ron took my idea for his history report.  He said he was just interested in hearing about what I was working on.  What a wolf in sheep’s clothing!”

           .  

Chapter:

Read, Annotate, and respond to questions by:

Important Notes and Assignment Due Today (bolded):

1 -3

Wednesday, March 13

CHAPTER ONE

1) What is the name of the ship that is docking?

2) Who is nervous about this ship?

3) Who was the captain of the ship?

4) How does Danglars feel about Dantés?

5) Why did do Danglars and Dantés stop at Elba?

6) What does Danglars tell Morrel?

7) Who is Mercédès?

8) Who is Monsieur Morrel?

9) Why does Dantés ask for two weeks of leave?

CHAPTER TWO

1) Who is Caderousse?

2) Why does Edmond’s father have to live on 60 francs per month?

3) What is Caderousse’s profession?

4) What surprise does Caderousse say that Dantés is in for?

CHAPTER THREE

1) What is the Catalan’s name? Who does he love?

2) How does Mercédès feel about Fernand?

3) As Fernand runs away what does he yell?

Annotation of Chapters 1-3

In class today, we will be discussing themes.  The primary themes we will encounter as we read the count of Monte Cristo are:  

 1.  Justice, Revenge and God’s Will

 2. Changes of Identity and 

       Station

 3. Love, Devotion, and 

       Redemption

  4.  Debt and Gratitude

(As you read, record page numbers and examples/evidence of each of the above themes on your Reading Comprehension Sheets.  Throughout the reading of this text, remember to be recording examples of each of these themes on the Reading Comprehension Sheets.  You’ll be handing these in at the end of every week, so place them where you won’t lose them and where it will be convenient for you to record data on each of them.  Use one sheet for all chapters covered in one week.  These sheets will be due every Monday of the following week.)

4-5

Thursday, March 14

CHAPTER FOUR

1) How is happiness like a fairy tale palace according to Dantés?

2) What happened that broke up the betrothal feast?

CHAPTER FIVE

1) Who is Villefort’s father?

2) What political party does Villefort support? What political party does Noirtier support?

3) What is Villefort’s occupation?

4) Whom is Villefort supposed to marry?

5) Why was Edmond arrested?

6) How does Edmond respond when asked about his political opinions?

8) What does Villefort do with the letter?

Classroom Discussion of Chapters 4-5

Prompts for Socratic Discussion tomorrow:

What kind of a man is Edmund Dantes? What about Faria? Use quotes from the text to support your opinions.

Summarize what has transpired in the text to date.  

6-9

Friday, March 15

CHAPTER SIX

1) Where is Dantés?

2) What is the Chateau d’If?

3) Because Dantés acts like a mad man where does he end up?

CHAPTER SEVEN

1) What is Louis XVIII informed of?

2) How does Villefort lie about Edmond?

3) Why will Villefort not stay with his father?

4) What does Louis XVIII give to Villefort?

CHAPTER EIGHT

1) Who is in power in France?

2) How is Villefort saved from Napoleon?

3) What are Villefort’s wedding plans?

4) Why did Morrel stop seeing Villefort?

5) What became of Danglars? What became of Fernand?

6) What happens to Edmond’s father?

CHAPTER NINE

1) Why does Dantés stop eating? Why does Dantés start eating again?

2) How long has Edmond been in prison?

 All 

Friday, March 15

Socratic Discussion Day.  In order to participate, you must show proof of having done your research on the prompt, having answered all the questions.

We will have a Socratic discussion every Friday this quarter.  I will provide you with the prompts at the beginning of each week. When discussing, I will be watching for the following:

1.  Is student engaging with the comments made by other students?

2. Is student being respectful?

3. Is student being thorough without being wordy OR is student being concise?

4. Did student organize his/her thoughts before speaking?

10

Monday, March 25

Submission of Reading Comprehension Sheet for Chapters 1-9.  Begin a new sheet for Ch. 10 – 18

Come to class having answered the following questions:

CHAPTER TEN

1) Who is Dantés’ new friend?

2) What is the other prisoner’s &quot;history&quot;?

3) What has Abbé Faria made?

4) How does Faria piece together the cause of Edmond’s downfall?

5) What does Faria teach Edmond?

6) What foils the attempt at escape?

Class Discussion of Chapter 10 and Initiation of Reading of Chapters 11-12

Socratic Prompt TBA (To Be Announced)

11-12

Tuesday, March 26

Come to class having answered the following questions:

CHAPTER TEN

1) Who is Dantés’ new friend?

2) What is the other prisoner’s &quot;history&quot;?

3) What has Abbé Faria made?

4) How does Faria piece together the cause of Edmond’s downfall?

5) What does Faria teach Edmond?

6) What foils the attempt at escape?

CHAPTER ELEVEN

1) What family does the treasure belong to that Faria found out about?

2) How does Faria discover where the treasure was hidden?

CHAPTER TWELVE

1) What happens to Faria?

2) To prove Faria death what &quot;medical&quot; test is given?

3) How does Edmond escape?

Classroom Discussion of Chapters 11-12.

13-14

Wednesday, March 27

Come to class having answered the following questions:

CHAPTER THIRTEEN

1) Why does Edmond disguise himself?

2) How does Edmond explain his long hair and beard?

3) What is the name of the captain who saved Edmond’s life?

4) How long has it been since Edmond was arrested?

5) Who does Edmond swear revenge against?

6) Why does the captain decide to stop at the isle of Monte Cristo?

CHAPTER FOURTEEN

1) While on the isle of Monte Cristo how is Edmond able to go off on his own?

2) What does Edmond find in the chest?

Classroom Discussion of Chapters 13-14.

15 - 16

Thursday, March 28

Come to class having answered the following questions:

CHAPTER FIFTEEN

1) How does Dantés’ show his generosity?

2) How is Dantés able to get by the gendarme?

3) What news does Jacopo bring Edmond?

4) Where does Dantés go next?

CHAPTER SIXTEEN

1) What is Dantés’ disguise?

2) What does Caderousse know about the death of Dantés’ father?

3) What friends does the priest say Dantés left a diamond in his will to?

4) What became of Danglars?

5) What became of Fernand?

6) What does the priest do with the diamond? What does the priest ask for in exchange?

Classroom Discussion of Chapters 15-16

17 - 18

Monday, April 1

CHAPTER SEVENTEEN

1) What is Dantés’ new disguise?

2) Who is Monsieur de Boville?

3) What does Dantés steal from his prison file?

4) How was Morrel’s letter used against Dantés?

CHAPTER EIGHTEEN

1) Who is Emmanuel Herbault?

2) Who is Julie?

3) What is Morrel’s last hope?

4) What bothers Morrel the most?

5) What happens to the Pharaon?

6) Who is Penelon?

7) In spite of Penelon’s objections what does Morrel insist on doing?

8) What promise does the “clerk”make Julie swear to?

Submission of Reading Comprehension Sheets for Chapters 10-18

Classroom Discussion of Chapters 17-18.

Today, I will be introducing the final project for The Count of Monte Cristo.  By Friday of this week you will need to have selected your anti-heroes to contrast with Edmund Dantes.

No separate Socratic prompt this week.

19 - 20

Tuesday, April 2

Come to class having answered the following questions:

CHAPTER NINETEEN

1) Who is Morrel’s son?

2) To “wash away dishonor” what does Morrel decide to do?

3) Who confronts Julie? What does he tell her to do?

4) What does the purse contain?

5) What other gift does Dantés give Morrel?

CHAPTER TWENTY

1) What “admirable philosophy” does Albert hold?

2) How has Dantés changed?

3) How does the Count feel about vengeance?

4) What event do the Count, Franz, and Albert go to see?

5) What is the reaction when one of the prisoners is pardoned at the site of the execution?

6) How does the Count react to the executions?

Classroom Discussion of Chapters 19-20

21

Wednesday, April 3

Come to class having answered the following questions:

CHAPTER TWENTY-ONE

1) Why does Franz let Albert have the carriage to himself so often?

2) What does Albert receive after flirting with the ladies and giving one a letter?

3) As Albert carries out his instructions what happens to him?

4) How does the Count know the messenger?

5) How is Albert saved from the bandits?

6) Where is the Count supposed to go on May 21?

Classroom Discussion of Chapter 21.

22

Thursday, April 4

Come to class having answered the following questions:

CHAPTER TWENTY-TWO

1) How does Max Morrel celebrate the anniversary of his father’s salvation from ruin?

2) Who was the man whose life was exchanged for the Count giving an emerald to the pope?

3) What is the impairment of the Count’s valet, Ali?

4) How do the lunch guests react to the Count?

Classroom Discussion of Chapter 22.

23 - 24

Friday, April 5

Come to class having answered the following questions:

CHAPTER TWENTY-THREE

1) What did the Count notice in Albert’s house?

2) How does the Count treat Fernand?

3) How does Mercédès’ react when meeting the Count?

CHAPTER TWENTY-FOUR

1) What is Bertuccio’s reaction to the Count’s buying a house in Auteuil?

2) What happened to Renee Saint-Méran Villefort?

3) Why had Bertuccio told Villefort he would kill him?

4) What was Villefort burying in the garden?

5) What is the significance of the letters  H. N”?

6) While Bertuccio was hiding what transaction took place at the inn?

7) Who was killed at the inn? Who was accused of the murders?

8) Who was rightfully imprisoned for the murders?

9) What happened to Assunta?

Classroom Discussion of Chapters 23-24.

FINAL PROJECT DEADLINE ONE:  Student selections of anti-heroes for final project must be submitted to and approved by Mrs. Hoos by this date.

25 - 26

Monday, April 8

Come to class having answered the following questions:

CHAPTER TWENTY-FIVE

1) What does the Count send Bertuccio to purchase of Danglars’?

2) What is Bertuccio is sent to buy next?

3) Who is visiting Madame Danglars?

4) Why does Madame Danglars become angry with her husband?

5) To gain the Danglars favor what does the Count do?

6) Why does the Count ask Ali if he could stop animals with a lasso?

7) Who does Ali save?

CHAPTER TWENTY-SIX

1) Who visits the Count? Why?

2) Who is now living with Villefort?

Classroom Discussion of Chapters 25-26.

Socratic Prompt:  TBA

27 - 28

Tuesday, April 9

CHAPTER TWENTY-SEVEN

1) Who does the Count visit?

2) What does he tell her?

3) What one thing does the Count asks her not to do?

CHAPTER TWENTY-EIGHT

1) Who opens the door when the Count visits the Morrels?

2) Who else is still with the Morrels?

3) How does the Count react to Max’s comment on “Sinbad, the Sailor”?

Classroom Discussion of Chapters 27-28.

Submission of Reading Comprehension Sheets for Chapters 19-26.  

29-30

Wednesday, April 10

CHAPTER TWENTY-NINE

1) Who does the Count meet at the Villeforts?

2) What do the Count and Madame de Villefort talk about?

3) What is the outcome of their discussion?

CHAPTER THIRTY

1) Who calls on the Count?

2) Who objects to the marriage of Albert and Eugenie Danglars?

3) Why is Albert going to marry her?

4) Who does the Count expect a visit from the next day?

Classroom Discussion of Chapters 29-30.

31-32

Thursday, April 11

Come to class having answered the following questions:

CHAPTER THIRTY-ONE

1) Who sends Cavalcanti to the Count?

2) Why is Cavalcanti unhappy?

3) What surprise does the Count have for Cavalcanti?

4) Who has signed Viscount Andrea Cavalcanti’s letter of introduction?

CHAPTER THIRTY-TWO

1) Who is secretly waiting? Who are they waiting for?

2) Why is the meeting delayed?

3) How does Valentine let Max know the reason for her delay?

4) What do the two girls talk about?

5) Why does Madame de Villefort want Valentine to enter a convent?

Classroom Discussion of Chapters 31-32

33 - 34

Friday, April 12 

CHAPTER THIRTY-THREE

1) Who is Noirtier’s servant?

2) What is Noirtier’s physical condition?

3) How does he communicate? Who does he communicate with?

4) Who is Noirtier’s favorite?

5) When the Villeforts tell Noirtier that Valentine is going to marry Franz why is he agitated?

6) What does Valentine ask of her grandfather?

CHAPTER THIRTY-FOUR

1) Why does the Count stop at the Villeforts?