Fall 2019
Week 17
Monday, 12-9
Begin LS 12
See sample Illegal Immigration outline for problem-solution.
Create an outline for your speech. Due on Classroom no later than the end of class. You may add your intro and conclusion later, but the outline is due at the end of this class period.
Work on gathering additional sources for problem/solution speech.
Show first three MLA citations as students continue gathering information.
HW: Finish annotated URL list. 10 or more URLs required but only three MLA citations plus one graphic required at this point.
Wednesday, 12-11 Show me 10 URLs and the outline for problem-solution speech. Discuss creating image citations and consulting the OWL to make sure Easybib has done its job. Note: Here's a website for those of you who desire to know more about copyrights and image citations.
HW: Slide show for problem/solution speech (20 of your slides) due beginning of next class.
Friday, 12-13
LS 12 quiz
Early bird problem-solution
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Week 18
Monday, 12-16
Examine LS 13 and 14. Last part in pairs. Finish in class or take remainder as homework.
Present problem-solution speeches
HW: Finish LS 13 and 14.
Wednesday 12-18
Finish problem-solution speeches
If you don't get an opportunity to speak, here's Kate Weis' screencast that explains how to use ScreenCastify to screencast.
Friday, 12-20 (Probably a short class period)
LS 13 and 14 quiz
Week 16
Monday, 12-2
Introduce LS 11
Get KS library card during ch. 15 worksheet time.
The Next Speech
1. See and discuss this problem-solution guide sheet and this topic list.
2. Choose a topic and write down the topic, the problem and at least three possible solutions. Submit this item on Google Classroom no later than the end of the block.
Ex.
The topic: Lack of nutrition and potable (drinkable) water in the 10-40 window (the area from 10 degrees latitude north of the equator to 40 degrees latitude north of the equator which contains much of Africa and Asia).
The problem: Even though two-thirds of the world's population lives in the 10-40 window, this region contains 85 percent of the poorest people in the world, lacking both nutritious food and clean water.
Possible solutions (BTW, not all of these solutions have proven to be viable. That's okay at this point.)
1. Give the people food and water.
2. Teach the people to raise food and to boil their water.
3. Help the people to get started raising food and teach them to filter their water.
If time permits:
See this Annotated URL starter. Find at least three sources for your topic and begin your annotated URL list. P.S. Be sure to list URLs on your annotated URL list, even those for graphics.
HW:
Due Wednesday: Read speech text ch. 15 - only pages 325-329 and 332-337 (Argumentation). Do this ch. 15 quizlet and then complete this ch. 15 worksheet.
Due Friday: Prepare a list of three or more annotated URLs for your problem-solution speech.
Wednesday, 12-4
Finish LS 11.
Show ch. 15 worksheet completed.
Discuss topic-problem-solutions (the work from Monday/Tuesday) for problem-solution speech.
Explore Kansas Library Card data bases (Explora and Issues and Controversies).
Explore EasyBib. Here's a site that explains how to cite graphics in MLA format.
Remind about graphics copyrights (free to use or share).
Using Explora and Google, create 3 annotated URLs that you created using this Annotated URL starter. Use EasyBib to create MLA citations for at least one of your three sources (one that comes from a Google search).
Continue developing problem-solution speech.
HW: Finish your three source citations - three internet or print sources
Friday, 12-6
Quiz LS 11
Explore previous problem-solution speeches, mainly Kate Weis'.
Continue gathering information.
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Week 15
Monday, 11-25
LS 10 quiz.
Finish remaining character speeches. Podcast?
Impromptu speeches?
THANKSGIVING BREAK 11/27 - 12-1
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Week 14
Monday, 11-18
Take ch. 7 (language) quiz on Chromebook.
Get back edited character sketches. Revise.
HW: Respond to seniors' edits, prepare final draft of character sketch and submit on Classroom.
Wednesday, 11-20
See verb forms PowerPoint at Chomp Chomp.
Begin LS 10.
Hear character sketch early birds.
Get remainder of character sketches back from seniors and revise.
Practice, practice, practice.
HW: Finish the remainder of LS 10 packet. See this discussion of troublesome verbs. Be ready to ask questions about both. Practice your speech. Due Friday.
Friday, 11-22
All character sketch speeches due.
HW: If you haven't presented, PRACTICE!
Study for Monday's LS 10 quiz.
Week 13
Monday, 11-11 Present last few vacation speeches. Intro LS 9. Intro speech text ch. 7 (Language). Create in medias res beginning for character sketch.
LANGUAGE SKILLS: Begin LS 9 in class. Review lesson. Complete this pronoun worksheet. Do LS 9:A-C.
SPEECH TEXT: First, complete this ch. 7 study guide and then share responses in groups of two or three.
*Highlight the most entertaining examples of figurative language for each term.
*Note any examples that don't seem to exemplify a given term.
Discuss graphic organizer for character sketch speech. Revise.
CHARACTER SKETCH SPEECH: See in medias res beginnings on overhead. InMediasResoverhead.doc
Write your in medias res beginning (10 minutes) Then do the following:
Writers: Read aloud in medias res beginnings for character sketches.
Classmates: Make suggestions to improve them.
Writers: Improve in medias res intros and continue writing the speech - SHOWING, NOT TELLING.
Submit in medias res beginning to Classroom.
Complete in class the paper worksheet (a previous ch. 7 test).
HW: For Wednesday, finish the worksheet on ch. 7. Using your graphic organizer, continue beyond your in media res beginning to the end of your first vignette.
Wednesday, 11-13 Continue LS 9 exercises.
Continue working on the written version of the character sketch.
Before continuing beyond the opening vignette, check the following:
*Is name block MLA style, including European date style
*Is the document double spaced?
*Does the beginning start in the middle of things?
*In that first segment, is there dialogue, description and action that creates showing rather than telling?
As you continue, check the following:
*Are there at least three vignettes that work together to focus on just one character trait?
*Does the sketch move smoothly, with very little telling from one vignette to the next?
*Does the writer continue to work in ample dialogue, description and action (showing, not telling)?
When you've written the conclusion, check the following:
Is there a subtle point made about the character's main trait?
Does the ending leave the reader thinking?
Does it bring the sketch to closure, invoking from the reader/listener the desired emotional response?
HW: Finalize the rough draft of the written character sketch. The completed draft must be ready at the beginning of the next class period so peer editing can be effective.
HW: Finish rough draft of character sketch writings. Be prepared to read revision Friday. Several will be called on to read. Prepare for LS 9 quiz.
Friday, 11-15 (Some will be gone for musical. Submit work in advance.)
Take LS 9 quiz. Manuscript of character sketch due.
*Google share character sketch with a classmate as assigned.
*The peer should rewrite as many telling portions of the sketch as time allows.
*After the allotted peer reading time, the original writer should consider the peer's suggestions and rewrite telling portions or any other portion that could be improved. To get a better idea of ways to help your partner, see this form, which the seniors will use to assist you in improving your sketches.
Finish and submit character sketches by end of block. Turn in printed version of revised character sketch essay by end of block. Musical cast and others with conflicts: You have until Monday at 8:05 a.m.
HW: Prep for ch. 7 quiz. Practice ch. 7 quizlet. In addition to the items on the Quizlet, know the following:
1. Know that the subject discussed in the chapter is effective use of language.
2. Know definitions of rhetoric (These definitions are in Appendix C (p. 488), but since ch. 7 deals with rhetorical questions, the definitions are tested again now.
a. Whately's definition: The art of adapting discourse to its end.
b. Aristotle's definition: the art of observing in a given situation the available means of persuasion.
c. Common sense definition: the art of speaking and writing well.
3. Know what syntax is (word order).
4. Be able to explain and identify the following: cliches, language fads, strong verbs.
5. See the summary of the chapter on p. 131, and review any terms that you can't immediately explain.
6. Be able to recognize the figures of speech when examples are provided. Several of the examples come from various chapters in the text book. One of the, for example, comes page 10 and refers to a comment of Patrick Henry. Another, an example of parallelism, is on page 113 and is a quote from Lyndon Johnson; see passage 2. A third, an example of alliteration ("welfare to work") is in the purple box on page 121.
Week 12
Monday, 10-23 and Tuesday, 10-24
*Test language skills cumulative
*Examine your character sketch manuscripts:
1. Is one main trait shining through?
2. Are you moving smoothly from one vignette (story) to the next?
3. Are you following the DAD (dialogue, action, description) principle?
4. Is it interesting and on point from beginning to end?
5. Does the conclusion evoke the desired emotional response? Does it make a point about the character? (In other words, does the reader know how to feel about the character?
*Discuss grading rubric for character sketches.
*Hear Larry Jones speech?
*Revise character sketch manuscripts.
*Create a speaker's outline (no more than one 8.5 x 11 page with very few words and big letters) from the manuscript. Your manuscript will NOT be allowed at the podium.
*Deliver any early bird character sketch speeches.
HW: Finish speaker's outlines or webs. Practice, practice, practice! Study for ch. 7 re-test.
Wednesday, 10-25 and Thursday, 10-26
*Re-test ch. 7 (language)
Look over Monday's/Tuesday's LS cumulative tests
Show me speech outlines.
Character sketch speeches begin.
HW: Read and take notes on speech text ch. 8.
Week 11
Monday, 10-16 and Tuesday, 10-17
English (Grammar and usage) ASPIRE testing during English 10 (45 minutes)
LS review
Review ch. 7 with ch. 7 quizlet.
Wednesday, 10-18 Parent-Teacher Conferences - No school for students.
Thursday, 10-19 and Friday, 10-120
Reading ASPIRE testing during English 10 (65 minutes)
10-19 and 10-20 Take language skills cumulative test after ASPIRE testing.
HW: See seniors' recommendations and revise your character sketches over the weekend.
Monday, 10-23 Retest ch. 7
Week 12
Monday, 11-4
Explore LS 8
Continue vacation speeches.
Wednesday, 11-6
Continue LS 8
Introduce character sketch speech. See Assignment sheet on Speech page.
Finish all vacation speeches.
HW: Choose a character for character speech. Choose a trait. Choose three stories to illustrate that trait.
Friday, 11-8
Quiz LS 8
Finish final speeches in block 5.
Listen to character sketches. Hear character speeches here.
HW:
WEEK 11
Monday 10-28
Ch. 8 quiz - Audience demographics.
LS 1-7 (Quarter 1) review - Complete in class. Check answers.
Prep for trashketball? Extra credit offer.
Continue vacation speeches.
Wednesday, 10-30
Continue vacation speeches.
Friday, 11-1
LS cumulative review test.
Finish vacation speeches.
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WEEK 10
Monday, 10-21 TEACHER IN-SERVICE
Tuesday, 10-22 and Wednesday, 10-23 Begin LS 7.
In assigned pairs, begin this ch. 8 worksheet. Analyzing Audience and Situation. (20 minutes in class)
Work on vacation slide shows.
HW: Finish LS 7. Finish the audience demographics worksheet that you started in groups.
Thursday, 10-24 and Friday, 10-25
Check remainder of LS 7.
Quiz LS 7.
Discuss ch. 8 worksheet.
Discuss again vacation speech intros.
See the first few minutes of this video about openings. See this video to review primacy and recency effects.
Revisit Mr. M. sample intro. Discuss transitions. Discuss food slides (few) and itinerary slides (not required at all) and financial slides (must show how cost savings).
Discuss polish. Revisit Tresilyn's Munich presentation.
Vacation speeches begin. Early birds today.
HW: Finish slide show and practice. Read speech text ch. 8. Notice: next week is a cumulative review. It's a good idea to view the LS packet in advance.
Tuesday, 10-15 -- Monday, 10-21
Mr. McClure to Mexico, Panama
WEEK 9
Monday, 10-14 and Tuesday, 10-15
Take ch. 5 quiz. Voice Production.
Finish any remaining demo speeches.
Introduce LS 6
Vacation Commercial
Explore vacation destinations. Declare destinations for vacation speeches. See sample vacation speech outlines and slide shows on the speech page.
HW: Continue work on vacation slides.
Wednesday, 10-16 and Thursday, 10-17
Continue LS 6.
Work on slides and introductions for vacation speech.
Friday, 10-18
LS 6 quiz
Work on slides and introductions for vacation speech.
WEEK 8
Monday, 10-7
Finish demonstration speeches.
Do Language Skills #5 parts A-D in class. See this link for more information on use of apostrophes.
View ch. 5 - Voice PowerPoint and present ch 5. Quizlet overview.
Continue demo speeches.
HW: Read and take notes on ch. 5 (Voice Production)
Wednesday, 10-9 Finish any remaining demo speeches.
Continue LS 5: E through end.
Introduce Vacation Speech.
1. See guide sheet.
2. See Tresilyn's Munich presentation.
3. Discuss finer details:
* Learn about airline search sites, Kayak and Hipmunk.
* Learn about the cost of driving. How to figure cost of gas. Cost of wear and tear on a car by mileage. (The state mileage rate is 53.5 cents per mile. This includes the cost of gas.)
* If traveling in the U.S., use Mapquest to determine miles traveled. Mapquest will also give you the estimated fuel cost.
Example of cost of driving to Topeka:
128 miles @ 53.5 cents per mile = 6,348 cents or $63.48 for a one-way trip. The cost of gas is approximately $8.49. $63.48 - $8.49 = $53.49 (That's the cost of buying and maintaining a car: Purchase price + tag, taxes, insurance and repairs.)
* For air travel, use Kayak. OR if traveling to Europe or Latin America, try TripMasters. TripMasters' package deal on flight and hotel could save money.
* For finding a map, use Google images.
* To copy a legal-to-use map image, Google "map Czech Republic," for example, go to images, then settings, and usage rights. Choose "free to use or share." Copy the images you want and put them in your slide show.
HW: Choose a destination for vacation speeches . Also review the quizlet for ch. 5 and study for LS 5 and speech ch. 5.
Friday, 10-11 Quiz LS 5. Follow up on vacation speech intro by hearing Mr. M's introduction that goes with the first 18 slides of these Vacation speech intro slides.
HW: Read ch. 5 and prepare for Monday' quiz. You may use this ch 5. Quizlet to review.
WEEK 7
Monday, 9-30 NO SCHOOL - Parent-teacher conferences
Tuesday, 10-1 and Wednesday, 10-2
TAKE CH. 6 QUIZ.
Fairy tale to demo paralinguistics, including pacing (rate, timing), volume and inflection.
Begin LS 4
Early bird special demos
Work on Google Slides and prep for demo speech.
Ellie, interview Ben about robotics.
HW: practice, practice, practice. Prep for LS 4 quiz by doing remainder of packet and noting questions.
Thursday, 10-3 and Friday, 10-4
LS 4 quiz.
Demo speeches begin.
WEEK 6
Monday, 9-23 Language skills 3 A-D in class.
Hear any remaining "Me" speeches.
Hear Mr. Mac's example demo speech.
*Discuss the 5 demo speech ideas. Is the demo unique? Will it fit the time requirement? Is the venue available? Etc. Begin preparing the demo speech by filling in pp. 1 and 2 of the demo speech handout, ADemonstrationSpeechEng10.doc. When you open this doc, it will create a copy on your Google Drive. Just move it to your E-10 folder.
Demo speech 5 possible topics due by end of class.
HW: Continue filling out ADemonstrationSpeechEng10.doc.
Wednesday, 9-25 Finish remainder of lang. skills 3.
Read ch. 6, Nonverbal communication, and take notes. See ch. 6 quizlet.
Ask about best demo topic idea.
Do the remainder of the demo speech handout.
Begin creating outlines using this Demonstration speech outline template, and create PPTs.
*HW: Finish outlines using this Demonstration speech outline template, and create PPTs.
HW: Study language skills 3. Finish formal outline for demo speech.
Friday, 9-27 Quiz - Lang skills quiz 3.
If you haven't taken the ch. 2 speech book test or any other quiz, today is the day.
See demo outlines.
Continue work on posters/slides for demo speech.
HW: Prepare for ch. 6 quiz by reading/taking notes and reviewing Quizlet.
Week 5
Monday, 9-16 NO SCHOOL - teacher in-service
Tuesday, 9-17 and Wednesday, 9-18
Several students need to take the ch. 2 test missed last week due to activities.
Take 15-20 minutes to review your formal outline, look over speaker's your speaker's outline, and complete this self evaluation.
"Me" speeches begin.
If time is available, take questions about ch. 19. Remind about "burlesque." Take ch. 19 quiz.
HW: Self eval; prep for ch. 19 quiz that was postponed.
Thursday, 9-19 and Friday, 9-20
Continue "Me" speeches.
*Introduce demonstration speech and assign students to think about a unique demo topic.
B8: Choose your enrichment activity.
Week 4
Monday, 9-9 and Tuesday, 9-10
Hear Mr. McClure's example ME speech.
Ask to see speech outlines.
Begin LS 2.
Show ch. 1 and 2 PPT.
Form groups of 3-4 and share speech outlines on Google Drive. In those groups:
*Discuss introductions and revise.
*Discuss transitions and revise.
*Discuss conclusions and revise.
Show me revised outlines.
HW:
*Read ch. 2 in text book. Quiz Wednesday.
*Revise intro, transitions and conclusion on "Me" speech and then turn in outline on Google Classroom.
*Practice, practice, practice "me" speeches.
Wednesday, 9-11 and Thursday, 9-12
ch. 2 speech quiz
Continue LS 2.
Revise Me outlines for conventions. See 3 Me speech outlines on screen.
Lecture and view quizlet for ch. 19, "Speeches that Entertain."
Prepare speaking outline from formal outline.
Me" speeches - EARLY BIRD SPECIAL. (+5)
HW: * Prepare ch. 19 notes (if we didn't get to this M/T.)
Friday, 9-13
LS 2 quiz
Me" speeches -(Still early +2)
HW: prep for ch. 19 quiz; practice speeches
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Week 3
Monday, Sept. 2 LABOR DAY - NO SCHOOL
Tuesday, 9-3 (Mr. McClure gone)
Begin by taking the Lesson 1 language skills quiz that you couldn't take Friday.
Submit on Classroom your rhetorical analyses of your 2 print ads from Friday’s work (if you haven’t already done that).
With your substitute, watch the assigned episode of The Andy Griffith Show. It's in the DVD player.
When you finish the movie, use language skills 2 words - feedback, empathy, context, precision, retention - in writing a response to (how you felt about) the episode of The Andy Griffith Show. Here is one of Mr. McClure's meager attempts and here is another (shorter one). Be prepared to read your responses in class when I return.
When you finish the response, put it in your Google Drive and keep it there.
Then read appendix C in the back of the speech text, and work on this appendix C outline in class. Submit on Classroom when finished.
If you finish, you may work on the formal outline for the Me In a Box speech. There is a template on my Google Sites Speech page.
HW: Finish the Appendix C outline and submit it if it isn’t yet finished.
If all is finished, the substitute may assign reading and note taking of ch. 19 of the speech text.
Wednesday, 9-4
SKIP the Andy Griffith video and writing assignment.
1. In groups of four, read your "Oh, no, John..." narratives. Choose the best one in the group to be read for the rest of the class. The winner should:
a. Use the 5 vocab. words, and use most of them correctly.
b. Show rather than tell.
c. Present an intriguing story.
d. It will probably use some dialogue.
2. Review the language skills 1 lesson.
3. Take LS 1 quiz.
Move to the speech text and do the following:
Examine the SPAM method of preparing a speech on page 49 of the speech text book. Just read the chapter summary together.
View on the screen the Appendix C Google Slides presentation. An advertising assignment is mentioned at the end of the slideshow.
Read ch. 3 (pages 34-39 in the text) together, which is about the SPAM method.
Do the Google Slides homework that is at the end of the slide show, but analyze just 2 ads rather than 5 as the slide presentation says. Those directions are re-listed below:
CREATE A GOOGLE SLIDES PRESENTATION AND TURN IT IN ON GOOGLE CLASSROOM.
• Find online TWO print advertisements that have different situations, audiences, and methods.
• Identify the situation for the ad.
• Identify the purpose for the ad.
• Identify the audience for the ad.
• Identify the method(s) the ad uses. For the method section, you are to explain whether the ad appeals to logos, pathos or ethos (or a combination).
• Explain your answers as you identify the SPAM.
NOTE: Use complete sentences to explain the SPAM. When (or if) you finish, turn in the ads to Google Classroom. You will present these ads to your class Thursday.
HW: Complete the print ad assignment if you don’t finish in class. Submit on Classroom when finished.
Thursday, 9-5
Do group work for the two writing assignments - Oh, no and Andy Griffith.
After this, synchronize classes again. See plan for Friday. Blocks 2 and 4. Submit Appendix C stuff by Tuesday.
Friday, 9-6
- Students present SPAM ads to the class.
- Discuss theme again. Need items and theme that allow interesting stories.
- Show Intros PPT. Discuss intros, transitions, conclusions. Experiment with intros, transitions, and conclusions for your "me" speech.
Create rough outline for your "me" speech. There is an example outline on the "speech" page of this web site.
HW:
1. Finish the formal outline for your "me" speech and submit it on Classroom not later than the beginning of class Monday/Tuesday. Include intro, transitions and conclusion on this version. 2. Read ch. 19 of speech text and take notes for Monday/Tuesday.
2. Then read appendix C in the back of the speech text, and finish this appendix C outline.
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Week 2
Monday, 8-26
Clean up activities from last week.
*Deliver any remaining good clean jokes.
Tech time
*Open and make a copy of the template for an MLA essay (which includes a name block, essay title and page number). Move the template to your English 10 folder on Google Drive.
Language skills and writing assignment
*Pass out language skills packets. Write names on packet covers and in books. Explain that language skills lessons are online and updated through the end of first semester.
*Present language skills introductory lecture about parts of speech and parts of sentence.
* In groups of three, do items in A-D Language skills #1.
Check and discuss A-D.
Wednesday, 8-28 (Sophomores and seniors gone to Bethany.)
See work for Thursday, 8-29 on the English 10 Google site. Then do only the following on Friday during class: The only two things I want you to do at home are to make sure your list of 5 items is posted on Classroom and to finish filling in answers for Language skills lesson 1 in the language skills packet.
1. Finish your language skills lesson 1. Place question marks beside items you need to ask about. Ask my sub to explain anything you may not understand.
2. Read Mr. McClure's attempt to write an "Oh, no, George, don't.." narrative.
3. Write your own narrative during class.
4. When you finish, find a partner to provide ideas about your "Oh, no..." writing and tell to tell you which vocabulary words need to be used differently.
5. Polish these so you will not only know your vocabulary words but also be proud of your stories.
6. Submit your story on Classroom.
7. Your lesson 1 quiz will be Wednesday. You will be able to ask Mr. McClure questions before the quiz. Know in advance what you desire to ask.
Thursday, 8-29
Finish reviewing lesson 1 of language skills.
VOCAB FOLLOWUP
(Mention "Hypertension," high blood pressure)
Preview sub plans for Friday and Tuesday.
1. Discuss SPAM.
2. Preview lessons and ask for questions.
3. Teach Karsyn and Ben and Ivie and Korey the required tech.
a. Clickers
b. Finding PowerPoint on website and clicking the "download" arrow.
4. Demo finding print ads online. Ex. - magazine ads 2019, shoe ads, car ads, etc.
5. Find formal outline template on Speech page.
WRITING ASSIGNMENT:
Prewriting:
To get ideas for the "Oh, no..." assignment, role play "Oh, no..." situations using the lesson 1 vocab.
example situations:
1. President and love interest at airport ready to take off in Air Force 1.
2. George and Donna, siblings, at a birthday party. George is about to pour something on his sister's head.
3. George and Donna, the president's children, discuss the forbidden room in the White House.
4. George Washington and Martha discuss George leading the country to war against the British.
Then, individually, write a brief story, using AND UNDERLINING the vocabulary words - apprehension, republic, rhetoric, sentimental, aspiration - following the prompt: "Oh, no, George, don't..." Here's Mr. McClure's attempt.
Writing:
Write a rough draft, using and underlining the words from LS 1 in a story entitled "Oh, no, George, don't...".
Editing:
Examine your "Oh, no..." MLA conventions.
___ Is name block right?
___ Is there a title?
___Does the slug line for your Google Doc include your name?
Pair to refine "Oh, no, George, don't..."
Publishing:
*Submit "Oh, no..." on Classroom.
* Flash one person's "Oh, No..." writing on the screen for group MLA exercise.
HW: FOR FRIDAY 1. Study for LS 1 quiz 2. Revise "George" stories. Submit.
Friday, 8-30 (Mr. McClure gone.)
Blocks 4 and 8:
Start by pairing and sharing "Oh, no, George, don't..." narratives to master the five vocabulary words. (5 minutes). Today, you'll only look at vocabulary. Next week, we'll hear some of the stories.
Take the language skills quiz 1. It’s a Google forms quiz.
With your sub, examine the SPAM method of preparing a speech on page 49 of the speech text book. Just read the chapter summary together.
View the Appendix C Google Slides presentation. (You’ll find the actual PowerPoint presentation in the attachments at the bottom of this English 10 page. It has an orange “P” beside it. Your sub will download it and it will show it on the front screen as a PPT.) The advertising assignment is mentioned at the end of the slideshow. (P.S. Don’t miss the YouTube link about the history of rhetoric on the fourth slide.) Read ch. 3 (pages 34-39 in the text) together, which is about the SPAM method.
Do the Google Slides homework that is at the end of the slide show, but analyze just 2 ads rather than 5 as the slide presentation says. Those directions are re-listed below:
CREATE A GOOGLE SLIDES PRESENTATION AND TURN IT IN ON GOOGLE CLASSROOM.
• Find online TWO print advertisements that have different situations, audiences, and methods.
• Identify the situation for the ad.
• Identify the purpose for the ad.
• Identify the audience for the ad.
• Identify the method(s) the ad uses. For the method section, you are to explain whether the ad appeals to logos, pathos or ethos (or a combination).
• Explain your answers as you identify the SPAM.
NOTE: Use complete sentences to explain the SPAM. When (or if) you finish, turn in the ads to Google Classroom. You will present these ads to your class Thursday.
HW: Complete the print ad assignment if you don’t finish in class.
If you finish, you may work on your Me in a Box speeches. There is a formal outline template on the Speech page of this Google site. Use the template to outline your Me speech. Speeches will be presented Monday/Tuesday, 9-9 and 9-10.
Block 5:
See work for Thursday, 8-29 on the English 10 Google site. Then do only the following today during class:
1. Finish your language skills lesson 1. Place question marks beside items you need to ask about. Ask my sub to explain anything you may not understand.
2. Read Mr. McClure's attempt to write an "Oh, no, George, don't.." narrative.
3. Write your own narrative during class.
4. When you finish, find a partner to provide ideas about your "Oh, no..." writing and tell to tell you which vocabulary words need to be used differently.
5. Polish these so you will not only know your vocabulary words but also be proud of your stories.
6. Submit your story on Classroom.
7. Your lesson 1 quiz will be Wednesday. You will be able to ask Mr. McClure questions before the quiz. Know in advance what you desire to ask.
8. If you've already done this at home, get a David Dary book and prepare an extra credit presentation.
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Week 1
Monday, 8-19
*Seating chart.
*Hand out speech books
-*Ice breaker activity - Create super-sized name tags for use today. Requirements: Name you prefer to be called in very large letters. Last name in smaller letters. Cut your name tag into the shape of something you really like. Safety pin tag on your shirt or wear it on your head. (10 minutes)
* the English 10 ONERULE followed by no more than five minutes of questions.
Water only in classroom, bathroom passes, respect and culture, phones, what happens if...
*Show how to get to web sites. Add my Google site as a favorite.
*Sign up for Google Classroom.
*Establish a Remind account (so I can send you text messages).
*Using this "handout," review Semester 1 syllabus online.
*Intro good clean story joke speech.
*Group activity: One-line jokes.
*Tell a couple of good, clean jokes: lisp, pink gorilla, bologna.
HW: 1. Read Semester 1 syllabus and fill out this "handout" about the syllabus.
2. Find a good, clean joke that takes about a minute or two to deliver. (Consider using your Chromebook or asking your family to tell a joke that you could repeat.) Practice delivering without a script.
3. Dress up your name tag. Make it a hat or a shirt or just an extra-large, colorful, image-laden name tag. Make it represent the way you want me to remember you.
Wednesday, 8-21
Revisit previous class details:
Show and tell: Name tag
Put names in speech books.
Syllabus questions. Discuss responses and write in improved answers.
Technology time
*Create an English 10 folder in Google Drive. Put your syllabus answers in the folder.
*Submit syllabus handout on Classroom. (This is mainly for practice.)
Speech time
*Hear some good, clean jokes.
*Lecture: ch. 1 of speech text. Students take notes.
Discuss the orators presented on pp. 10 and 11 of the text and see this article about George Washington.
Students, start the ch. 1 outline in groups in class.
HW: Read ch. 1 of speech text. Finish ch. 1 outline. If you haven't already done so, find a good, clean joke and practice, practice, practice delivering it.
Prepare for Friday's ch. 1 quiz.
Friday, 8-23
Discuss ch. 1 outline.
Take Ch. 1 quiz.
Speech intro
*Intro Me-in-a-box speech. Discuss items and motifs. Write list of 5 items for me in a box.
Continue delivering good, clean jokes if time permits.
HW: Write list of 5 items for me in a box.
Fall 2017 Mostly in reverse order
Week 19
Monday, 12-11
Examine LS 13 first part together. Last part in pairs. Finish in class or take remainder as homework.
Work on speeches. Show URLs, outlines, and 10 slides by end of block.
HW: Finish LS 13
Wednesday and Thursday, 12-13 and 12-14
Examine LS 14, A-D together. Remainder in pairs.
Early bird problem-solution
Friday, 12-15
LS 13 and 14 quiz
- Problem-solution speeches begin
HW: Do cumulative review for Monday/Tuesday.
Anyone want to ScreenCastify? If so, see this and this and get started. (Note: There's a 10-minute limit on the free version.)
Week 20
Monday and Tuesday, 12-18 and 12-19
Check cumulative review.
Continue problem-solution speeches
Wednesday and Thursday 12-20 to 12-21
Take cumulative LS text
Finish problem-solution speeches
If you don't get an opportunity to speak, here's Kate Weis' screencast that explains how to use ScreenCastify to screencast.
Extra credit impromptu speeches
___________________________________________________
Week 18
Monday, 12-4
Finish any remaining vacation speeches.
Begin LS 12: Do A, vocabulary; E, Active and Passive; F, comma reasons together. Then, in pairs, do part B.
Find a graphic and use this site that explains how to cite graphics in MLA format and this EasyBib web page to create a fourth annotated URL and its MLA citation.
See sample Illegal Immigration outline for problem-solution.
See remainder of MLA citations as students complete worksheet.
Work on additional sources for problem/solution speech.
HW: For Thursday: Finish annotated URL list. 10 or more URLs required but only three MLA citations plus one graphic required at this point.
For Friday: Outline for problem/solution speech.
Wednesday, 12-6
See this info about OWL web sources. Discuss inconsistencies.
Show Marissa's water slide presentation. Discuss the slide show requirements for the problem-solution speech.
See this Evaluation rubric.
Create outline for the problem-solution speech. Use this Illegal Immigration outline as a template. You may add your intro and conclusion later, but the outline is due no later than the beginning of Friday's class. Show it to me when you are finished.
Do this ch. 15 quizlet and then complete this ch. 15 worksheet. Due on Classroom no later than the end of class.
HW: Finish the outline (if it isn't yet finished).
Friday, 12-6
LS 12 quiz
Prepare at least 5 slides for the "problem" portion of your speech. Show me by the end of class.
Week 17
Monday 11-27
Language skills:
Begin LS 11. Do exercises A-D together.
Speech improvement
Show How to Speak… TEDed (Take notes.)
The Next Speech
1. See and discuss this problem-solution guide sheet and this topic list.
2. Choose a topic and write down the topic, the problem and at least three possible solutions. Submit this item on Google Classroom no later than the end of the block.
Ex.
The topic: Lack of nutrition and potable (drinkable) water in the 10-40 window (the area from 10 degrees latitude north of the equator to 40 degrees latitude north of the equator which contains much of Africa and Asia).
The problem: Even though two-thirds of the world's population lives in the 10-40 window, this region contains 85 percent of the poorest people in the world, lacking both nutritious food and clean water.
Possible solutions (BTW, not all of these solutions have proven to be viable. That's okay at this point.)
1. Give the people food and water.
2. Teach the people to raise food and to boil their water.
3. Help the people to get started raising food and teach them to filter their water.
If time permits:
See this Annotated URL starter. Find at least three sources for your topic and begin your annotated URL list. P.S. Be sure to list URLs on your annotated URL list, even those for graphics.
HW:
Read speech text ch. 15 - only pages 325-329 and 332-337 (Argumentation) and take notes.
Wednesday, 11-29
Show notes for ch. 15.
Fill in blank test for the Youtube video about speaking.
Any questions about LS 11
Present any remaining vacation speeches.
Discuss topic explanations (the work from Monday/Tuesday) for problem-solution speech.
Continue developing problem-solution speech.
HW: Prepare a list of three or more annotated URLs for your problem-solution speech. Due beginning of block Friday.
Friday, 12-1
Quiz LS 11
Explore EasyBib, Here's a site that explains how to cite graphics in MLA format.
Remind about graphics copyrights (free to use or share).
Call up your 3 annotated URLs that you created using this Annotated URL starter. Use EasyBib to create MLA citations for your three sources.
HW: Finish your three source citations - three internet or print sources
UNDER CONSTRUCTION
Week 18-
Monday, 12-4
Begin LS 12
Find a graphic and use this site that explains how to cite graphics in MLA format and this EasyBib web page to create a fourth annotated URL and its MLA citation.
See sample Illegal Immigration outline for problem-solution.
do this ch. 15 quizlet and then complete this ch. 15 worksheet. Due on Classroom no later than the end of class.
See remainder of MLA citations as students complete worksheet.
Discuss ch. 15 to determine whether we need a quiz.
Work on additional sources for problem/solution speech.
HW: Finish annotated URL list. 10 or more URLs required but only three MLA citations plus one graphic required at this point. Outline for problem/solution speech due Friday.
Wednesday, 12-6 LS 12 quiz. Create outline for problem-solution. Use this Illegal Immigration outline as a template. You may add your intro and conclusion later, but the outline is due at the beginning of the next class period. Discuss slide citations.
HW: Outline for problem/solution speech due beginning of next class.
Friday, 12-6
LS 12 quiz
_______________________________________________
Week 16
Monday and Tuesday, 11-20 and 21
Continue vacation speeches.
Impromptu speeches?
LS quiz 10 for block 4 postponed until after Thanksgiving break.
Wednesday, 11-22 Thanksgiving break begins.
Week 15
Monday, 11-13
Begin LS 10. See this discussion of troublesome verbs.
Focus: vacation speeches.
* Learn about airline sites.
* Learn about the cost of driving. How to figure cost of gas. Cost of wear and tear on a car by mileage. (The state mileage rate is 53.5 cents per mile. This includes the cost of gas.)
* If traveling in the U.S., use Mapquest to determine miles traveled. Mapquest will also give you the estimated fuel cost.
Example of cost of driving to Topeka:
128 miles @ 53.5 cents per mile = 6,348 cents or $63.48 for a one-way trip. The cost of gas is approximately $8.49. $63.48 - $8.49 = $53.49 (That's the cost of buying and maintaining a car: Purchase price + tag, taxes, insurance and repairs.)
* For air travel, use Kayak. OR if traveling to Europe or Latin America, try TripMasters. TripMasters' package deal on flight and hotel could save money.
* For finding a map, use Google images.
* To copy a legal-to-use map image, Google "map Czech Republic," for example, go to images, then settings, and usage rights. Choose "free to use or share." Copy the images you want and put them in your slide show.
HW: Finish slide show and practice.
Wednesday, 11-15
Continue LS 10 E - end of segment.
Discuss vacation speech intros. See Mr. M. sample intro.
Discuss polish. See Tresilyn's Munich presentation.
Vacation speeches begin. Early birds today.
Friday, 11-17
LS 10 quiz.
Vacation speeches.
Week 14
Monday, 11-6
Finish any remaining character speeches. Podcast?
Introduce LS 9
Vacation Commercial
Explore vacation destinations Declare destinations for vacation speeches by Wednesday. See sample vacation speeches on the speech page.
HW: Read ch. 10 in speech text and take notes.
Wednesday, 11-8
Continue LS 9.
In assigned pairs, begin this ch. 8 worksheet. (20 minutes in class)
Show me ch. 10 notes.
Work on vacation slide shows.
Friday, 11-10
LS 9 quiz
Impromptu speeches?
Week 13
Monday, 10-30
Explore LS 8
To understand pronoun usage, we need to understand linking verbs, so see this video. Then see LS8, E3, 4, and 5 before working together on LS8: A-D.
Introduce text ch. 8.
Present character sketches.
HW: Read and take notes on ch. 8, "Analyzing Audience and Situation."
Wednesday, 11-1
Show me notes on ch. 8.
Continue LS 8: D-G
Memorize pronoun block. In assigned groups, complete this worksheet.
Continue character sketch speeches.
HW: Memorize pronoun block, helping verbs and linking verbs
Friday, 11-3
Quiz pronoun block.
Quiz LS 8.
Finish speeches.
Block 3, start researching your vacation speeches.
HW: Read this guide sheet and choose a destination for your next speech. If you don't have notes on ch. 8, get 'em done.
Week 12
Monday, 10-23 and Tuesday, 10-24
*Test language skills cumulative
*Examine your character sketch manuscripts:
1. Is one main trait shining through?
2. Are you moving smoothly from one vignette (story) to the next?
3. Are you following the DAD (dialogue, action, description) principle?
4. Is it interesting and on point from beginning to end?
5. Does the conclusion evoke the desired emotional response? Does it make a point about the character? (In other words, does the reader know how to feel about the character?
*Discuss grading rubric for character sketches.
*Hear Larry Jones speech?
*Revise character sketch manuscripts.
*Create a speaker's outline (no more than one 8.5 x 11 page with very few words and big letters) from the manuscript. Your manuscript will NOT be allowed at the podium.
*Deliver any early bird character sketch speeches.
HW: Finish speaker's outlines or webs. Practice, practice, practice! Study for ch. 7 re-test.
Wednesday, 10-25 and Thursday, 10-26
*Re-test ch. 7 (language)
Look over Monday's/Tuesday's LS cumulative tests
Show me speech outlines.
Character sketch speeches begin.
HW: Read and take notes on speech text ch. 8.
Week 11
Monday, 10-16 and Tuesday, 10-17
English (Grammar and usage) ASPIRE testing during English 10 (45 minutes)
LS review
Review ch. 7 with ch. 7 quizlet.
Wednesday, 10-18 Parent-Teacher Conferences - No school for students.
Thursday, 10-19 and Friday, 10-120
Reading ASPIRE testing during English 10 (65 minutes)
10-19 and 10-20 Take language skills cumulative test after ASPIRE testing.
HW: See seniors' recommendations and revise your character sketches over the weekend.
Monday, 10-23 Retest ch. 7
Week 10
Monday, 10-9
Begin LS 7.
Complete this ch. 7 study guide and share responses in groups of three. *Highlight the most entertaining examples of figurative language for each term. *Note any examples that don't seem to exemplify a given term.
Continue working on the written version of the character sketch.
Before continuing beyond the opening vignette, check the following:
*Is name block MLA style, including European date style
*Is the document double spaced?
*Does the beginning start in the middle of things?
*In that first segment, is there dialogue, description and action that creates showing rather than telling?
As you continue, check the following:
*Are there at least three vignettes that work together to focus on just one character trait?
*Does the sketch move smoothly, with very little telling from one vignette to the next?
*Does the writer continue to work in ample dialogue, description and action (showing, not telling)?
When you've written the conclusion, check the following:
Is there a subtle point made about the character's main trait?
Does the ending leave the reader thinking?
Does it bring the sketch to closure, invoking from the reader/listener the desired emotional response?
HW: Finalize the rough draft of the written character sketch. The completed draft must be ready at the beginning of the next class period so peer editing can be effective.
Wednesday, 10-11 and Thursday, 10-12 Take ch. 7 (language) quiz on Chromebook.
*Google share character sketch with a classmate as assigned.
*The peer should rewrite as many telling portions of the sketch as time allows.
*After the allotted peer reading time, the original writer should consider the peer's suggestions and rewrite telling portions or any other portion that could be improved. To get a better idea of ways to help your partner, see this form, which the seniors will use to assist you in improving your sketches.
Turn in printed version of revised character sketch essay by end of block.
HW: Finish the remainder of LS 7 packet (E through H) on your own outside of class. Be ready to ask questions. Study for Friday's LS 7 quiz.
Friday, 10-13 Take LS quiz 7
HW: Complete the LS cumulative review for the first seven language skills lessons.
Week 9
Monday, 10-2
Take ch. 5 quiz. (Voice production)
Finish remainder of demo speeches.
Complete all of LS 6 in class.
See in medias res beginnings on overhead. InMediasResoverhead.doc
HW: For Wednesday, take notes on ch. 7. Revise graphic organizer and write in media res beginning.
Wednesday, 10-4
Language skills: Check remainder of LS 6 exercises.
Speech text: Introduce ch. 7. "Walk though" the chapter together.
Complete in class the paper worksheet (a previous ch. 7 test).
Character Sketch:
Writers: Read aloud in medias res beginnings for character sketches.
Classmates: Make suggestions to improve them.
Writers: Improve in medias res intros and continue writing the speech - SHOWING, NOT TELLING.
Submit in medias res beginning to Classroom before Friday's class.
HW: Prepare for LS 6 quiz. Read and take notes on ch. 7 of the speech text. Practice ch. 7 quizlet.
Friday, 10-6 Take LS 6 quiz. Check the paper practice test. Continue writing character sketches (beyond the in medias res intro). Begin this ch. 7 study guide.
HW: Finish rough draft of character sketch writings for Wednesday. Be prepared to read revision aloud Wednesday. Study for Wednesday's ch. 7 quiz.
Week 8
Wednesday, 9-27 Finish demo speech presentations.
View ch. 5 - Voice PowerPoint and present ch 5. Quizlet overview.
HW: Read and take notes on ch. 5 (Voice Production)
Introduce character sketch speech. See guide sheet on Speech page.
HW: Choose a character for character speech. Choose a trait. Choose three stories to illustrate that trait. Also review the quizlet for ch. 5 and study for LS 5 and speech ch. 5.
Friday, 9-29 Quiz LS 5. Listen to character sketches; hear them here.
HW: Read ch. 5 and prepare for Monday' quiz. You may use this ch 5. Quizlet to review.
Week 7
Monday, 9-25
Start with language skills #5.
Explain the words - apathy, ignorance, ethnic, thesis, dynamism.
Then do part A vocably together.
Ask them to tell you what they remember about fragments and run-on sentences. (They should tell you that there are two types of clauses - dependent and independent - and that independent clauses are complete sentences and dependent clauses, even though the have a subject and verb, are sentences fragments if they don’t have an independent part to go with them.
Then do B, grammar, together.
Etc. Finish together through part D. Then allow 10 minutes for them to finish the remainder of lesson 5. Tell them to write question marks for what they don’t understand.
Present speeches for Mr. Gies.
HW: Finish LS 5 exercises.
UNDER CONSTRUCTION BEYOND THIS POINT.
Week 6
Monday, 9-18
Hear any remaining "Me" speeches.
Demo speech 5 possible topics due.
Review clauses and begin LS 4: A-D.
Hear Mr. Mac's example demo speech.
HW: Read ch. 6, Nonverbal communication, and take notes. See ch. 6 quizlet. Do the remainder of the demo speech handout.
Wednesday, 9-20 Discuss speech ch. 6 and TAKE CH. 6 QUIZ.
Continue LS 4.
Begin creating outlines using this Demonstration speech outline template, and create posters/PPTs.
*HW: Finish outlines using this Demonstration speech outline template, and create posters/PPTs.
Friday, 9-21
LS 4 quiz
Continue work on posters/slides for demo speech.
Early bird special demos
Week 5
Monday, 9-11
Language skills 3 A-D in class.
Take 15-20 minutes to submit formal outline, look over speaker's outline, and complete this self evaluation.
"Me" speeches begin.
HW: Review for ch. 19 quiz.
Wednesday, 9-13
ch. 19 quiz.
Continue "Me" speeches.
Finish remainder of lang. skills 3.
*Introduce demonstration speech and assign students to list 5 ideas and submit on Google Classroom.
*Discuss the 5 demo speech ideas. Is the demo unique? Will it fit the time requirement? Is the venue available? Etc. Begin preparing the demo speech by filling in pp 1 and 2 of the demo speech handout.
HW: Study language skills 3.
Thursday and Friday, 9-15 and 9-16
Quiz - Lang skills quiz 3.
If you were gone or didn't have a chance to show me ch. 19 notes, show me. No test required if you have notes from lecture and book.
Finish "Me" speeches.
Intro demo speech.
List 5 ideas for a possible demonstration speech on ADemonstrationSpeechEng10.doc. When you open this doc, it will create a copy on your Google Drive. Just move it to your E-10 folder.
HW: Continue filling out ADemonstrationSpeechEng10.doc.
________________________________________________________________
UNDER CONSTRUCTION
Week 4
Monday, 9-4 NO SCHOOL - LABOR DAY
No language skills this week.
Tuesday, 9-5 and Wednesday, 9-6
- Students present SPAM ads to the class.
- Show Intros PPT. Discuss intros, transitions, conclusions. Experiment with intros, transitions, and conclusions for your "me" speech.
Create rough outline for your "me" speech. There is an example outline on the "speech" page of this web site.
HW: Finish the formal outline for your "me" speech and submit it on Classroom not later than the beginning of class Thursday. Include intro, transitions and conclusion on this version. Read ch. 19 of speech text and take notes for Monday/Tuesday.
Thursday, 9-7 and Friday, 9-8
Show ch. 1 and 2 PPT if there wasn't time Friday or Tuesday.
Ask to see speech outlines.
Hear early bird special Me-in-a-Box speech(es).
Lecture and view quizlet for ch. 19, "Speeches that Entertain."
Form groups of 3-4 and share speech outlines on Google Drive. In those groups:
*Discuss introductions and revise.
*Discuss transitions and revise.
*Discuss conclusions and revise.
Show me revised outlines.
Me" speeches - EARLY BIRD SPECIAL.
HW from Friday, 9-8:
*Revise intro, transitions and conclusion on "Me" speech and then turn in outline Google Classroom.
*Practice, practice, practice "me" speeches.
* Prepare ch. 19 notes.
Week 3
Weekend HW: Make a list of at least 5 items that you could include in your box for the "me" speech and list a probable motif. Watch this episode of The Andy Griffith Show.
- For Wednesday/Thursday: Do the assignment at the end of the Appendix C PowerPoint. (see details for the ad assignment on Monday, 8-28 list.)
Monday, 8-28
Continue dad joke competition.
*Start LS 2.
*Discuss rough drafts of Me in a Box items and motifs.
Begin reading appendix C and do the outline mentioned below in the homework.
HW: Read speech book Appendix C and complete this outline.
Use LS 2 words in writing a response to (how you felt about) this episode of The Andy Griffith Show. Here's Mr. McClure's meager attempt.
Wednesday, 8-30
- Listen to vocab responses about Andy Griffith show.
Finish rest of LS 2 E - H.
- Take Appendix C form quiz.
- Teacher: Deliver sample Me speech (show formal outline with transitions and speaker's outline)
HW: Study for LS 2 quiz. Begin your formal outline, using the one above as a template. Read speech text ch. 2 and take notes.
Friday, 9-1
Take the LS 2 form quiz.
-Show the Appendix C PowerPoint. Make assignment.
Ads ASSIGNMENT (see below) due Friday:
CREATE A GOOGLE SLIDES PRESENTATION AND TURN IT IN ON GOOGLE CLASSROOM.
• Find online TWO print advertisements that have different situations, audiences, and methods.
• Identify the situation for the ad.
• Identify the purpose for the ad.
• Identify the audience for the ad.
• Identify the method(s) the ad uses.
• Explain your answers as you identify the SPAM.
If time permits, show Powerpoint for speech text ch. 1 and 2.
HW: Complete the print ad assignment.
Week 2
Monday, 8-21
Clean up activities from last week.
*Deliver good clean jokes.
*Group discussion: Review Semester 1 syllabus via this "handout.
Discuss ch. 1 outline.
Discuss the orators presented on pp. 10 and 11 of the text and see this article about George Washington.
Tech time
*Open and make a copy of the template for an MLA essay (which includes a name block, essay title and page number). Move the template to your English 10 folder on Google Drive.
*Pair and share your work on your ch. 1 outlines and revise them
Language skills and writing assignment
LANGUAGE SKILLS 1 - AFTER TEACHER INTRODUCES THE LESSON:
* In groups of three, do items in A-D Language skills #1. Then, individually, write a brief story, using AND UNDERLINING the vocabulary words - apprehension, republic, rhetoric, sentimental, aspiration - following the prompt: "Oh, no, George, don't..." Here's Mr. McClure's attempt.
HW: 1. Finish parts C and D in the language skills packet, and write a very rough draft, using and underlining the words from LS 1 in a story entitled "Oh, no, George, don't...". 2. Study for Wednesday's Ch. 1 quiz.
Wednesday, 8-23
JUST FOR FUN
Bad dad jokes competition.
See this and prepare your list for a competition on Friday.
VOCAB FOLLOWUP
Examine your "Oh, no..." MLA conventions.
___ Is name block right?
___ Is there a title?
___Does the slug line for your Google Doc include your name?
* Flash one person's "Oh, No..." writing on the screen for group MLA exercise.
* Take ch. 1 quiz.
* Ask if all students have submitted ch. 1 outline on Google Classroom.
MORE LANGUAGE SKILLS
*Check C and D of language skills 1. (Mention "Hypertension," high blood pressure)
Move on to the rest.
Pair to refine "Oh, no, George, don't..."
*Intro Me-in-a-box speech. Discuss items and motifs. Write list of 5 items for me in a box.
HW: FOR FRIDAY 1. Study for the LS 1 quiz. 2. Revise "George" stories. 3. Find Dad jokes.
Friday, 8-25
HAND OUT PICTURE PACKETS AND CAREER STUFF!!
In groups of 3-4, read your "George" stories. Choose the best in your group to read aloud, for the whole class.
- Quiz 1 - lang. skills. (vocab., subject and verb, complete sentences and other conventions)
Monday, Sept. 4 LABOR DAY - NO SCHOOL
Week 1
Thursday, 8-17
Pass out optional health insurance forms.
-*Ice breaker activity - Create super-sized name tags for use today. Requirements: Name you prefer to be called in very large letters. Last name in smaller letters. Cut your name tag into the shape of something you really like. Safety pin tag on your shirt. (10 minutes)
* the English 10 ONERULE followed by no more than five minutes of questions .
-*Show how to get to web sites. Add my Google site as a favorite.
-*Sign up for Google Classroom.
*Using this "handout," review Semester 1 syllabus online.
-*Intro good clean story joke speech.
*Discuss speech ch. 1 before reading the chapter and take notes on discussion.
HW: Read Semester 1 syllabus and fill out this "handout."
For Monday: Find a good, clean joke (Consider using your Chromebook.) and practice delivering without a script.
Friday, 8-18
Show and tell: Name tag
-*Pass out language skills packets and Speech books. Write names on packet covers and in books. Explain that language skills lessons are online also but not updated yet.
Technology time
*Create an English 10 folder in Google Drive. Put your syllabus answers in the folder.
*Establish a Remind account (so I can send you text messages).
Speech time
-*Introduce a good clean story joke speech. Tell a couple of good, clean jokes: lisp, pink gorilla, bologna.
Lecture on ch. 1. Students, start the ch. 1 outline in groups in class.
HW: Read ch. 1 of speech text. For Monday: Finish ch. 1 outline. Find a good, clean joke and practice, practice, practice delivering it.
For Wednesday: Prepare for Wednesday's ch. 1 quiz.
___________________________________________________________________
Spring 2019
Week 19
Monday, 5-13
LS 24 quiz.
Discuss quotes.
Review MSND (and panel discussion questions)
Finish as much of MSND movie as possible.
Here's a version of the play that will allow you to search for scenes online by using a key word search.
Wednesday, 5-15 MSND objective and essay test
Friday, 5-17 Last day of school - Check in books and wrap up final details. Noon dismissal. Red-green game.
______________________________________
Week 18
Wednesday, 5-1
Continue LS 23.
Spot check Shakespeare worksheet p.3.
Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Take notes on page 1 of handout.
Shakespeare: A Midsummer Night's Dream
Hear and discuss Act 1, Scene 1.
Assign parts and act Act 1, Scene 2.
HW: Read remainder of MSND Act 1, scene 2 and then read Act 2 either in your book on at No Fear Shakespeare.
Friday, 5-3
LS 23 quiz.
Continue work on MSND through the end of Act 2.
HW: Read at least to the end of Act 2. We'll be working on Act 3 in our next class. You'll understand it better if you've read Act 3 in advance.
Week 17
Monday, 5-6
LS 24
Continue A Midsummer ND Act 3.
Assign quotes on p. 4 of study guide. (Explain how to find them.) Do the first quote together.
See MSND movie through Act 3.
HW: Read through the end of Act 4 of A Midsummer Night's Dream. For Friday, complete the quotations page (4) on this study guide.
Wednesday, 5-8 Rain day.
Begin and complete LS 24.
Continue MSND through end of Act 4.
Thursday and Friday, 5-9 and 5-10
Demo how to find quote material online.
Discuss Act 4 of MSND.
Continue MSND movie.
HW: Complete all of of the MSND worksheet except for the story summaries. Finish reading AMSND.
Week 16
Monday, 4-29
Intro LS 23.
Quiz HP 13-end
Review HP - all.
Final draft of "Demon Lover" essay due AFTER revising topic sentences.
HW:
Submit Demon Lover essay draft 2.
Study for Hiding Place test.
Midsummer Night's Dream:
Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. Due Wednesday.
Week 15
Tuesday, 4-23 and Wednesday 4-24
Check and discuss HP worksheet 7-9 and 10-12
Questions 7-12?
Quiz ch. 7-12.
Discuss 7-12.
See 60 Minutes segment and PowerPoints on this web page: The Hiding Place.
HW: Read HP 13 to end
Thursday, 4-25 and Friday 4-26
Catch up reading day. Finish anything you haven't read in The Hiding Place.
Work on revision of "Demon Lover" essay. Due Monday.
See the updated The Hiding Place website to review. Scroll to bottom to see the review notes for next week's test. There are many other study helps on the page. If you have time, explore those.
Finished? Work on HIDING PLACE WEBQUEST or begin homework for Monday, 4-29: Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. This will be due Wednesday/Thursday.
Week 14 - Testing week
Monday - Thursday, 4-15 to 4-18 Grammar and Usage test and Reading test.
Each day, when you finish testing, continue reading The Hiding Place (according to the soon-to-be-published schedule).
Monday, 4-15 and Tuesday 4-16
No language skills this week.
60 minute state assessment
When finished, discuss worksheets 1-3 and 4-6
Present remainder of Sell Me a Story
HW: Read The Hiding Place 7-9 and complete worksheet 7-9
Wednesday, 4-17 and Thursday 4-18
40 minute state assessment
HP quiz 1-3 and 4-6.
HW: Read The Hiding Place 10-12 and complete worksheet 10-12.
Week 13
Monday, 4-8
Present "Sell Me a Story."
Begin LS 22. (I've posted this for those who have not been in class to pick up a packet. It's a hard lesson, so try it and come back with questions before you take Friday's quiz.)
Write the remainder of the rough draft of the literary essay.
Introduce "The Hiding Place." Start reading The Hiding Place.
HW: Continue working on you "Demon Lover" literary essay.
Read ch. 1-3 and do worksheet 1-3 for Friday. Read ahead if you have opportunity.
Wednesday, 4-10
Continue LS 22.
Using this document, explain citations, both in text and in works cited.
Revise and submit "Demon Lover" essay, both on Classroom and on paper.
HW: Read ch. 1-3 of The Hiding Place. Complete worksheet 1-3.
Friday, 4-12
LS 22 quiz.
Grade and discuss worksheet 1-3 and (and test ch. 1-3?) of The Hiding Place.
HW: Read ch. 4-6 and complete worksheet 4-6.
Week 12
Monday, 4-1
Mention this next week's extra credit opportunities, both free.
7 p.m. Wednesday, April 10, Sam's Chapel, KWU: Holocaust survivor Manny Mandel.
6:30 Tuesday, April 9, Rm. 325 Pioneer Hall, KWU: A Film Unfinished - Documentary about the Nazi propaganda machine.
See writing assessment scores.
Begin LS cumulative review.
Examine feminist and allegorical approaches to "The Demon Lover."
Review for Short story/poetry test 2. See this test review link and scroll down.
HW: Study for short story test 2.
Wednesday, 4-3
Short story/poetry test 2
Continue LS cumulative review.
Begin the literary essay. Create a template. Create an outline and write the introductory paragraph.
HW: Study for cumulative language skills review test. Continue work on "Sell Me a Story."
Friday, 4-5
VOTE: Legacy awards.
Cumulative review LS test.
By the end of class, show me your rough outline for "The Demon Lover" essay. Include the thesis.
HW: Write the introductory paragraph for "The Demon Lover" literary essay. Finish "Sell Me a Story."
Week 11
Monday, 3-25
Begin LS 21
Mention returned 5 short stories.
Quiz "White Horse."
Revise answers for "White Horse," making sure answers are in ACES form.
Discuss White Horse interpretive questions.
HW:
1. Re-do and re-submit the summaries for "Sell Me a Story." Make it clear that you have read and understood each story.
2. Read "The Demon Lover."
3. Choose your short story to sell, and work on your trailer.
Wednesday, 3-27
1. Continue LS 21. Mention words from "The Demon Lover" short story. Mention also Freud and Jung and a few modern psychological diagnoses - postpartum depression, paranoia, and schizophrenia.
2. Mention the literary essay that will be written about "The Demon Lover."
3. Read "The Demon Lover" again together in class as the audio version plays.
4. Discuss first impressions of "The Demon Lover."
5. Then consider the archetypal approach to the story.
Examine the archetypal approach (the archetype being the James Harris or House Carpenter ballad) to "Demon Lover."
6. By yourself, underline "things" that make you think the story is a ghost story with a demon. For example, underline elements of the setting that are eerie.
7. In groups, make a list (on a shared Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: A line in the letter said (page 2), "In view of the fact that nothing has changed, I shall rely upon you to keep your promise." and on page 3, paragraph 5, Kathleen's lover said, “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
HW: Finish LS 21; finish listing five excerpts that indicate that “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Friday, 3-29
LS 21 quiz
Psychological approach to "Demon Lover."
Work on "Sell Me a Story." Re-submit 5 short story summaries after adding detail to the summaries.
Week 10
Monday, 3-18
Introduce LS 20
Read “Two Kinds” on p. 69 while listening to "Two Kinds" audio. Discuss Chinese culture.
HW:
Read "The Rules of the Game" - (Amy Tan) and
Finish interpretive questions.
Wednesday, 3-20
Continue LS 20
Right there quiz: "Rules..."
Answer these interpretive questions. (5-10 minutes)
Circle discussion of "The Rules of the Game."
After discussion, revise answers to "Rules," making sure the answers to 4, 6 & 7 are in ACES form.
HW: Finish your readings for Tell Me a Story.
Friday, 3-22
Quiz LS 20.
Answer the pre-reading questions on the
White Horse interpretive questions guide sheet.
Choose one item (4, 6, or 7) from these interpretive questions about "Rules of the Game," revise it, and turn it in on Classroom to be graded.
Turn in the 5 stories and one-sentence summaries for "Sell Me A Story" on Classroom.
HW: Read "The Summer of the Beautiful White Horse" for Monday. Finish "White Horse" interpretive questions for Monday.
Work on "Sell Me a Story."
Monday, 3-25
Begin LS 21
Quiz "White Horse."
Revise answers for "White Horse," making sure answers are in ACES form.
Discuss White Horse interpretive questions.
HW: Read "The Demon Lover." Choose your short story to sell, and work on your trailer.
Wednesday, 3-27
1. Continue LS 21. Mention words from "The Demon Lover" short story. Mention also Freud and Jung and a few modern psychological diagnoses - postpartum depression, paranoia, and schizophrenia.
2. Mention the literary essay that will be written about "The Demon Lover."
3. Read "The Demon Lover" again together in class as the audio version plays.
4. Discuss first impressions of "The Demon Lover."
5. Then consider the archetypal approach to the story.
Examine the archetypal approach (the archetype being the James Harris or House Carpenter ballad) to "Demon Lover."
6. By yourself, underline "things" that make you think the story is a ghost story with a demon. For example, underline elements of the setting that are eerie.
7. In groups, make a list (on a shared Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: A line in the letter said (page 2), "In view of the fact that nothing has changed, I shall rely upon you to keep your promise." and on page 3, paragraph 5, Kathleen's lover said, “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
HW: Finish LS 21; finish listing five excerpts that indicate that “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Friday, 3-29
LS 21 quiz
Psychological approach to "Demon Lover."
Work on "Sell Me a Story." Re-submit 5 short story summaries after adding detail to the summaries.
Monday, 4-1
Begin LS cumulative review
Feminist and allegorical approaches to "The Demon Lover."
Review for Short story/poetry test 2
Wednesday, 4-3
Short story/poetry test 2
Friday, 4-5
Cumulative review test
Finish "Sell Me a Story."
Monday, 4-8
Present "Sell Me a Story."
_________________________________________________________________
Week 9
Monday, 3-4
Review for Friday's short story/poetry test.
Continue local writing assessment - Submit, then immediately un-submit on Classroom.
If you finish, work on "Sell Me a Story."
HW: Review study guide for short story/poetry test.
Wednesday, 3-6 Mr. McClure gone (to ACT training)
Finish, print and turn in local writing assessment.
work on "Sell Me a Story."
HW: Review study guide for short story/poetry test.
Friday, 3-7 Mr. McClure gone (to Nashville)
Short story/poetry test.
Work on "Sell Me a Story."
Saturday, 3-7 -- Sunday, 3-15 SPRING BREAK
_______________________________________________________
Week 8
Monday, 2-25 teacher work day with PT conferences in evening
Tuesday, 2-26 PT conferences all day
Wednesday and Thursday, 2-27 and 2-28
Quiz and discuss "The Bet."
Hear "Land Enough for a Man" audio to review.
Check and discuss Questions for "Land Enough for a Man"
Quiz "Land Enough."
HW: Read the Sell Me a Story guide sheet and start reading short stories.
Friday, 3-1
Introduce local Writing Assessment. Introduce "Sell Me a Story."
Week 7
Monday, 2-18
Begin LS 19
Early bird career movies.
Read and listen to "The Masque of the Red Death." (20 minutes).
Complete this worksheet. Discuss Masque.
HW:
See the screen adaptation with subtitles, "The Masque of the Red Death" parts 1 and 2.
Read Leo Tolstoy (Russia) "Land Enough for a Man" 931-41
Leo Tolstoy (Russia) "Land Enough for a Man" 931-41
Wednesday, 2-20
Continue LS 19
Present career movies.
Individual work:
1. one-question pop quiz. Use scratch paper.
2. Brief lecture: About Tolstoy
3. Take this 10-question quiz.
Group work:
Friday, 2-22
LS 19 quiz
Present last of career movies.
Read "The Bet" and hear it. - Chekhov
HW:
Study sheet: Questions for "Land Enough for a Man" followed by group discussion.
Week 6
Monday, 2-11
LS 17 quiz (moved from previous week)
Begin LS 18
Show me homework.
Questions above about "The Open Window." (If you were here, you have a paper.)
Also this worksheet about Nadine Gordimer's "The Moment Before the Gun Went Off."
See the following:
History of South Africa (4:14)
Graphic history of South Africa (1:47)
Apartheid: 46 Years in 90 seconds
British Empire in 1962 (map)
Using this worksheet, discuss in appointed groups Nadine Gordimer's "The Moment Before the Gun Went Off." Then discuss the interpretive questions (labeled as interpretive questions) in our larger group.
HW : Read the following:
Judith Ortiz Cofer (Puerto Rico) “Catch the Moon” 62-69
Gabriela Mistral (Chile) and Doris Dana (America) “Ocho Perritos” 480
Pat Mora (American Hispanic) “Immigrants” 482; “Family Ties” 483
Jimmy Santiago Baca (Mexican-Apache) “I Am Offering This Poem” 395
In assigned groups, answer the questions on
Discuss "Catch the Moon."
Discuss Gabriela Mistral (Chile) and Doris Dana (America) “Ocho Perritos” 480
Pat Mora (American Hispanic) “Immigrants” 482; “Family Ties” 483
Jimmy Santiago Baca (Mexican-Apache) “I Am Offering This Poem” 395
Friday, 2-15
LS 18 quiz.
Final day to work on career movies.
HW: Read Edgar Allen Poe (America) “The Masque of the Red Death” 82-91. See the Literature page if you'd like to listen as you read.
Week 5
Monday, 2-4
Start LS 17. Discuss vocabulary. Move to groups to explore the rest of B-D.
Discuss Lucille Clifton "Miss Rosie" (472-3)
Using these Interpretive questions, discuss in groups Arna Bontemps "A Black Man Speaks of Reaping" (online) Galatians 6:7 Do not be deceived: God cannot be mocked. A man reaps what he sows.
Remain in groups.
HW:
Read the following: *The Moment Before the Gun Went Off - Nadine Gordimer
Wednesday, 2-6 and Thursday, 2-7 SNOW DAYS
Friday, 2-8 Wifi down
Discuss the remainder of LS 17.
Listen together to "The Open Window" audio. The, in groups, answer the following interpretive questions for The Open Window and discuss.
1. What significance to you find in the names of the main characters?
2. Why is Mr. Nuttel visiting the house of Mrs. Sappleton?
3. Why does Mr. Nuttel sprint out of house, nearly colliding with a bicyclist, at the end of the story?
4. What does it mean, in the end of the story, when the third person omniscient narrator says that "Romance at short notice was her specialty"?
5. How do you feel about Mrs. Sappleton's niece, Vera, as you reflect on the events of this story. List a few emotional reactions.
HW: Answer the questions above about "The Open Window." (If you were here, you have a paper. Complete this worksheet about Nadine Gordimer's "The Moment Before the Gun Went Off."
Semester 2, Week 4
Monday, 1-28
Begin LS 16
Discuss these interpretive questions about "The Father."
HW:
Read Alice Walker (African American) “Everyday Use” 108-117
Arna Bontemps "A Black Man Speaks of Reaping" (online)
Lucille Clifton "Miss Rosie" (472-3)
Wednesday, 1-30
Continue LS 16
Discuss Alice Walker (African American) “Everyday Use” 108-117
Arna Bontemps "A Black Man Speaks of Reaping" (online)
Lucille Clifton "Miss Rosie" (472-3)
HW: Work on career movie and resume
Friday, 2-1
Quiz LS 16
Work on career movie and resume
HW: Read Saki's “The Open Window” (text pages 5-11)
Semester 2, Week 3
Monday, 1-21 NO SCHOOL: TEACHER PROFESSIONAL DEVELOPMENT
No language skills this week.
Tuesday, 1-22
Submit answers to "After 20 Years" interpretive questions.
Finish career slides presentations.
Work on career movie and resume.
Wednesday, 1-23
(Wednesday, 1-23: Sophomores to Bethany)
Submit on Classroom answers to "After 20 Years" interpretive questions.
Thursday, 1-24 and Friday, 1-25
View a few "Hearts and Hands" paragraphs.
Review formalities of MLA.
Revise (10 minutes). Submit.
Discuss "After 20 Years."
Career Friday: Finish career slide presentations. Work on career movie and resume.
HW: Read "The Father." Answer these interpretive questions.
_____________________________________________
Week 2
Monday, 1-14
Begin LS 15
Finish discussion of "The Gift of the Magi."
Listen to "Hearts and Hands" together. See the literature page for the audio version.
Complete this Comprehension worksheet.
Complete "Hearts and Hands" interpretive questions. Use ACES only on the question about the "glad look."
Begin "Hearts and Hands" discussion.
HW: Finish LS 15; read the O. Henry bio on the literature page. Finish remainder of Hearts and Hands interpretive questions.
Wednesday, 1-16
Continue LS 15.
Wrap up discussion of Hearts and Hands. Focus: Irony.
See this video explanation of verbal irony, this video about situational irony, and this one about dramatic irony.
Prepare to write about O. Henry.
-Review the ACE method of writing via Powtoons.
Write:
USING ACES IN PARAGRAPH WRITING
Write a paragraph (5-8 sentences) that responds to the following prompt: Discuss irony in O. Henry's short story "Hearts and Hands."
You may begin with one of the following topic sentences or create your own:
1. Irony forms the heartbeat of O. Henry's short story "Hearts and Hands."
2. Irony is at the heart of O. Henry's short story "Hearts and Hands."
3. All three types of irony are present in O. Henry's short story "Hearts and Hands."
You'll have 10 minutes to complete the writing of the paragraph.
Show me. Some of you will be chosen to share your paragraph on the overhead.
Revise and submit "Hearts and Hands" paragraph on Classroom.
HW:
Study for LS 15 quiz. Prepare to present career slides.
Friday, 1-18
Quiz LS 15.
Present 3 career slides.
HW for Wednesday 1-23:
Read "After 20 Years" and answer these "After 20 Years" interpretive questions.
Finish the paragraph assigned Wednesday if you haven't already finished.
_______________________________________________________________
Semester 2, Week 1
Monday, 1-7
Language skills -- second quarter review (vocabulary portion).
Hand out literature book and record numbers.
See semester 2 syllabus.
Mention careers Fridays.
Read and interpret riddle poems in groups in class.
Review short story plot structure. (Mirrors, p. 12)
Discuss short story trailer project: Sell Me a Story.
HW: Read "The Gift of the Magi." See Literature link at left.
Wednesday, 1-9
Continue Q2 language skills review.
*Quiz on "The Gift of the Magi."
See info about magi and their gifts under the story title on the literature page of this web site.
*Review ACES approach to writing a paragraph (answer, cite, explain, summarize). See an example for "The Gift of the Magi."
*Using the ACES approach, answer these interpretive questions about the story. You'll need to make a copy. Here's an example of how to use the ACES method for question #1.
Then enter circle discussion. (If you are absent, just finish all the interpretive questions.)
HW:
Read "Hearts and Hands" for Monday and respond to these interpretive questions.
Friday, 1-11
LS 2nd quarter review test.
Begin working on career slides.
Slides due Friday, 1-18.
Directions: Create three careers slides. You'll begin presenting them Friday, 1-18. Here are Kallie Albrecht's slides and Grace Wyatt's slides. Use them as an example, but be creative about slide layout and follow the 5 x 5 rule (Use bullets with no more than five bullets per slide and no more than five words per bullet).
a. Include job tasks, salary range, expected growth rate, and education required. (Some of this you'll find on Career Cruising. You'll need to Google the rest of the information. To find the expected growth rate, try Googling "(title of job)______ job projections. Keep clicking until you find a percentage of projected increase or decrease.)
b. You may include other information if you think it is pertinent.
c. Use bulleted lists, observing the 5 x 5 rule for making slides.
d. Submit to Google Classroom when you finish.
e. You will present Friday.
HW:
For Monday
1. Finish the "Magi" interpretive questions. The last one doesn't have to be in ACES format.
2. Read "Hearts and Hands."
For Friday
Complete the 3 Career Cruising slides.
UNDER CONSTRUCTION
Week 4 and beyond
Friday, 2-8
Work on career movie and resume
Present career movies to class. (Early birds)
Friday, 2-15
Present career movies to class. (Group 1)
Friday, 2-22
Present career movies to class. (Group 2)
Monday, 2-25 and Tuesday, 2-26
PT conferences: Present educational and career plans to parents
_______________________________________________
SPRING 2018 (REVERSE ORDER)
SPRING 2018
State ELA testing: Monday-Thursday, April 2, 3, 4, 5
Semester 2, Week 17
Monday, 5-14
See any remaining careers movies or slides.
Any quizzes to make up?
Review HP. See the updated Hiding Place website to review.
HW: Prep for Hiding Place test.
Wednesday, 5-16
Test Hiding Place; turn in book. View parts of movie? See PowerPoints? See Hitler's Hidden Archives?
Friday, 5-18 Noon dismissal. Red/green game: Points will be assigned for completing this group assignment. This is a required activity and the final task in The Hiding Place unit. Ask for the alternate essay assignment and turn it in in advance if you will miss school on this day.
Semester 2, Week 16
Monday, 5-7 Career movie presentations.
Wednesday, 5-9
HW: Read HP 10-12. Do worksheet 10-12 as you read.
Friday, 5-11
Review Q4 language skills.
HW: Read HP 13 to end
_______________________________________________
Semester 2, Week 15
Monday, 4-30
Start LS 26.
Check MSND study guide quotes. Explore Act 4 and 5 of MSND. See movie through end. Introduce MSND essay.
Hand out The Hiding Place.
HW: Finish LS 26. Choose your MSND essay and write a thesis sentence. Start reading The Hiding Place (ch. 1-3).
Wednesday, 5-2
LS 26 quiz.
Group work. Write summaries of each plot to finish the MSND study guide.
Review AMSND.
Write essay. (See this article and this one to learn how to cite Shakespearean works. They both seem to be based on MLA 7, but that will be fine for this essay.)
Make up any missed quizzes at this time.
HW: Study for MSND test.
Read ch. 1-3 of The Hiding Place. Do worksheet 1-3.
Friday, 5-4 Take MSND test. Submit take-home essay.
HW: Read HP 4-6. Need an online version. Look here. Do worksheet 4-6 as you read.
Semester 2, Week 14
Monday, 4-23
Begin and complete LS 25.
Assign quotes on p. 4 of study guide. (Explain how to find them.) Do the first quote together.
Continue MSND through end of Act 4.
See MSND movie through Act 3.
Work on careers movie.
HW: Do p. 4 of MSND worksheet (quotations)
Wednesday, 4-25 Careers movie due for early birds.
Quiz LS 25
Check p. 4 of MSND worksheet.
Discuss Act 4 of MSND.
Continue MSND movie.
HW: Complete all of of the MSND worksheet except for the story summaries. Finish reading AMSND.
Friday, 4-26 NO SCHOOL
Semester 2, Week 13
Monday Wednesday, 4-16 and 4-18
Finish any remaining Careers Slides.
Begin LS 24. (Wednesday is large group music contest. If you miss class that day, you must take the LS 24 test by the end of the week.)
Resume due.
Continue work on MSND through the end of Act 2.
HW: Read at least to the end of Act 2. We'll be working on Act 3 in our next class. You'll understand it better if you've read Act 3 in advance.
Tuesday, 4-18 NO SCHOOL
Thursday, 4-19 and Friday, 4-20
Quiz LS 24. Continue with A Midsummer ND. Work on Careers movie.
HW: Read through the end of Act 4 of A Midsummer Night's Dream. By Thursday, complete the quotations page (4) on this study guide.
____________________________________________________________
Semester 2, Week 12
Monday, 4-9
I. Begin LS 23.
II. Continue work on citing sources for your "Demon Lover" essay.
1. Open Ks. Lib. Card.
2. Navigate to an article. Refer to a portion or quote it in your essay.
3. Add at least one more parenthetical citation and one more work cited.
a. Work on the transition that connects this excerpt to your paper.
b. See an example on the overhead.
4. Fix formatting on the work cited.
5. Add another before your next class.
HW: Create the final draft of your "Demon Lover" essay and submit it on Classroom. Make sure you have at least three sources and that you've responded to the seniors' suggestions.
Wednesday, 4-11
1. Demon Lover: Print your "Demon Lover" essay so the senior editors can see your progress. Highlight changes. Turn in the printed version. Submit on Classroom.
2. Continue LS 23.
3. Present any remaining Career Slides.
4. See Career Cruising resume building module. Using the Simon B Smart resume as a template, begin creating a "scholarship resume."
5. Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Take notes on page 1 of this study guide. Explore the materials available on this page of our website. Read together the beginning of Act 1 of A Midsummer Night's Dream.
Shakespeare: A Midsummer Night's Dream
Read Act 1 of AMSND together. Work on career movie.
HW: - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. Due Friday.
Friday, 4-13
LS quiz 23.
Spot check Shakespeare worksheet p.3.
Discuss remainder of Act 1, Scene 1.
Assign parts and act Act 1, Scene 2.
HW: Complete resume. Read remainder of MSND Act 2, scene 1.
______________________________________________________
Monday Wednesday, 4-16 and 4-18
Finish any remaining Careers Slides.
Begin LS 24.
Resume due.
Continue work on MSND through the end of Act 2.
HW: Read to the end of Act 3.
Tuesday, 4-18 NO SCHOOL
Wednesday, 4-19 and Friday, 4-20
Quiz LS 24.
Wednesday is large group music contest. If you miss class that day, you must take the LS 24 test by the end of the week.
Friday, 4-20
LS 24 quiz.
Continue MSND through end of Act 3.
Monday, 4-23 Careers movie due.
_______________________________________________
Semester 2, Week 12
Monday and Tuesday, 4-2 and 4-3
Day 1 of state ELA assessment. When finished...
Peer edit "Demon Lover" essays and turn in paper and electronic copies.
(Seniors read essays Tuesday.)
Read this information about our brief Careers unit. Examine this resume builder worksheet. When all are finished with testing, we'll discuss your upcoming assignments -- three careers slides, the resume and the careers movie.
HW:
Wednesday and Thursday, 4-4 and 4-5
Day 2 of state ELA assessment. When finished...
1. Complete the Legacy Award paper and return it to Mrs. Wright.
2. Create KS Library Card.
3. Use it to find another source or two so your works cited totals three.
a. Sources use a hanging indent.
b. They are alphabetized.
c. They are double-spaced just like the rest of the essay.
d. For details about how to cite a source from the web, see OWL web sources. To see how to cite a source from an electronic data base such as the Literary Reference Center or or Proquest or Explora, scroll down to "An Article from an Online Database (or Other Electronic Subscription Service)." Find and include as much information from the site as you can.
Friday, 4-6 Senior edits returned to sophomores
BLOCK 2 ONLY - FILL IN THE LEGACY AWARD PAPER AT BEGINNING OF CLASS
1. See your"Demon Lover" essays after the senior edits. They are in piles by class on the front table.
a. Revise and add information, responding to seniors' suggestions.
b. Use your Kansas Library Card to find two sources you could reference in your essay. (You will be required to have a total of three sources. At least one must be from an online data base.) Add two bits of information from sources. Add parenthetical citations. Add works cited entries.
c. Submit your final draft of the literary essay on Classroom by Wednesday/Thursday. (We'll work more on citing Monday. Do your best to figure it out in my absence. Come to class Monday with your attempt at parenthetical citations and works cited both ready to examine and improve.)
2. Create your three careers slides. You'll present them Monday. Here are Kallie Albrecht's slides and Grace Wyatt's slides. Use them as an example, but be creative about slide layout and follow the 5 x 5 rule (Use bullets with no more than five bullets per slide and no more than five words per bullet).
a. Include job tasks, salary range, expected growth rate, and education required. (Some of this you'll find on Career Cruising. You'll need to Google the rest of the information. To find the expected growth rate, try Googling "(title of job)______ job projections. Keep clicking until you find a percentage of projected increase or decrease.)
b. You may include other information if you think it is pertinent.
c. Use bulleted lists, observing the 5 x 5 rule for making slides.
d. Submit to Google Classroom when you finish.
e. You will present Monday/Tuesday.
3. If time allows, work on your careers movie. It'll be due Monday, 4-16 or Tuesday, 4-17. See an example here.
HW:
*For Monday:
1. Finish slides.
2. If you didn't complete this resume builder worksheet when it was assigned, get it done this weekend.
*For Wednesday: Revise and submit the "Demon Lover" essay, responding to the senior's edits and adding sources so you have a total of three or more.
Semester 2, Week 11
Monday, 3-26
The rough draft of your literary essay about "The Demon Lover" is due at the end of the block. Make a copy of this MLA template (if you haven't already done so, and then follow the guide sheet to write the rough draft of your literary essay. There is a citation for the French online data base that housed the story you read. Use it. We'll talk more about MLA style on Wednesday. When you finish the rough draft, use this checklist to see if it is complete. When it is, submit it on Classroom. Just in case you need them, here are the two stock outlines for the "Demon Lover" essay.
HW: Read "Land Enough for a Man" - Leo Tolstoy
Wednesday, 3-28
"LAND ENOUGH FOR A MAN"
Individual work:
1. one-question pop quiz. Use scratch paper.
2. Brief lecture: About Tolstoy
3. Take this 10-question quiz.
Group work:
Study sheet: Questions for "Land Enough for a Man" followed by group discussion.
REVIEW FOR SHORT STORY TEST 2 ("Masque of the Red Death," "The Demon Lover," "The Bet" and "Land Enough for a Man.") See the study guide for short story test 2.
REVISE LITERARY ESSAY
1. SELF EDIT - Re-read your essay. Look again at this checklist and revise for 10 minutes on your own.
2. WORK WITH TEACHER ON SELECTED ISSUES
a. Maintaining expository (explaining) writing, not narrative (retelling the story).
b. Topic sentences at the beginning of each paragraph.
c. Antithesis and refutation.
d. Parenthetical citations. Be sure you have cited, both parenthetically within the text and at the end of the essay, the text book or the internet version of "The Demon Lover."
3. PEER EDIT
HW: Study for test. Revise "Demon Lover" essay. Due on Classroom Sunday evening.
Friday, 3-30
SHORT STORY TEST 2
1. Get a Kansas Library Card. Use it to find two sources you could reference in your essay.
2. Revise and re-submit your "Demon Lover" essay no later than Sunday evening at 10 p.m.
Semester 2, Week 10
Monday, 3-12
1. Begin LS 22. Mention words from "The Demon Lover" short story. Mention also Freud and Jung and a few modern psychological diagnoses - postpartum depression, paranoia, and schizophrenia.
2. Mention the literary essay that will be written about "The Demon Lover."
3. Read "The Demon Lover" together in class as the audio version plays.
4. Discuss first impressions of "The Demon Lover."
5. Then consider the archetypal approach to the story.
Examine the archetypal approach (the archetype being the James Harris or House Carpenter ballad) to "Demon Lover."
6. By yourself, underline "things" that make you think the story is a ghost story with a demon. For example, underline elements of the setting that are eerie.
7. In groups, make a list (on a shared Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: A line in the letter said (page 2), "In view of the fact that nothing has changed, I shall rely upon you to keep your promise." and on page 3, paragraph 5, Kathleen's lover said, “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
HW: Finish LS 22; finish listing five excerpts that indicate that “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
FOR THOSE WHO MISSED CLASS, here's a link to Language Skills lesson 22 and here's one to the opening lecture.
Wednesday, 3-14
Mr. McClure's part:
(15 minutes) introduce the psychological approach to "The Demon Lover." Begin reading the story and underlining and annotating.
Sub's part
1. (20 minutes) In groups of three, continue annotating "The Demon Lover." Use one color (a pen, for example) to note things that indicate the story is just a ghost story. Use another color (a pencil, for example) to note things that indicate there is no demon but rather that Kathleen Drover is crazy.
2. (10 minutes) Using the Google doc you started Monday, copy the most important of these excerpts to your doc. Label the section about this being just a ghost story "Archetypal approach" (because this interpretation relies on the presumption that this story is like other ghost stories including the British ballad, "The House Carpenter," which we heard last class). Label the next section "Psychological approach" (because this interpretation assumes that Kathleen Drover is crazy).
3. (12 minutes) Go over Language Skills 22.
4. (20 minutes) Read "The Bet" and hear it. - Chekhov
5. If time remains, listen together to the psychological approach to "The Demon Lover." You'll find it among these audio lectures. As you listen, add ideas to your Google doc that lists passages that support the psychological approach to the story.
HW: Prep for LS 22 quiz. Finish your Google doc of excerpts (archetypal and psychological approaches). List at least five of each.
Friday, 3-16
Take LS 22 quiz.
Discuss "The Bet."
Start a Google doc for your "Demon Lover" essay from this MLA template.
HW: Outline your "Demon Lover" essay. Use one of these two stock outlines or create your own. Rough outline due by end of block. Final outline due beginning of class on March 26 or 27.
Spring Break
_________________________________________________________
Semester 2, Week 9
Monday, 3-5
Short story/poetry test 1
Read and listen to "The Masque of the Red Death." (20 minutes).
HW:
1. See the screen adaptation with subtitles, "The Masque of the Red Death" parts 1 and 2.
2. Complete this worksheet. Feel free to work in online groups, but don't feel free to merely copy someone else's answers.
Wednesday, 3-7
Discuss "Masque."
Create a fun cumulative test for language skills lessons 15-21.
Game requirements:
1. Must involve all individuals so one person can't amass points for the whole team.
2. Must involve movement.
3. May involve communication (but not so a few people can get all the points for a team)
Content requirements: The "test" must include
1. the 35 words from the seven lessons.
2. Punctuation, including
a. punctuation usage in quotations, (Lesson 15 and 16)
b. Dashes and hyphens (Lesson 17)
c. Semicolons and commas. (Lesson 19)
3. the persuasive techniques (informal fallacies): citing statistics, citing authority, bandwagon, glittering generalities, emotional appeals, anecdotal evidence, colloquial words, etc. (Lessons 15-17)
4. Misplaced modifiers. (Lesson 15 and 16)
5. Parallel structure. (Lesson 17)
7. Figurative language: metaphor, simile, personification, hyperbole, idiom, imagery, symbolism, analogy, onomatopoeia. (Lessons 20
8. Subject-verb agreement. Make sure to "test" the following. (Introduced in lesson 20; review in lesson 21)
a. Subjects connected by "and."
b. Subjects connected by "or" or "nor."
c. Subjects that include "each," "either," "neither," and the compounds of "body," "one," and "thing."
Friday, 3-7
Quarter 3 cumulative "fun" tests.
Semester 2, Week 8
Monday, 2-26 and Tuesday, 2-27
Take LS 20 quiz.
Present Sell Me a Story trailers.
In the same groups you were in last time, answer these questions about Bontemps' "A Black Man Speaks of Reaping." One-sentence answers will be fine for most of the answers. Show me your group's work when you are finished. Keep the answers for our discussion following your group work.
Draw connections between the South African story and the American poem.
Begin LS 21.
HW: Finish LS 21
Wednesday, 2-28 Parent-Teacher Conferences
Thursday, 3-1 and Friday, 3-2
Take LS 21 quiz.
Prepare for short story and poetry test 1.
Semester 2, Week 7
Monday, 2-19 and Wednesday, 2-21
Present early bird trailers.
Begin LS 20.
Using this worksheet, discuss in appointed groups "The Moment Before the Gun Went Off" by Nadine Gordimer. Then discuss the interpretive questions in our larger group.
Thursday, 2-22 Mr. McClure gone (school cancelled due to ice)
In the same groups you were in last time, answer these questions about Bontemps' "A Black Man Speaks of Reaping." One-sentence answers will be fine for most of the answers. Show Mrs. Cordill your group's work when you are finished. Keep the answers for our Monday/Tuesday discussion.
When finished, work on "Sell Me a Story."
HW: Finish "Sell Me a Story." (Due Monday/Tuesday) Study for language skills 20.
Friday, 2-23 No school for students (Inservice and teacher work day)
Monday, 2-26 and Tuesday, 2-27 Final deadline for trailers (Sell Me a Story).
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Semester 2, Week 6
Monday, 2-12
Start LS 19. Discuss vocabulary. Move to groups to explore the rest of B-D.
Discuss "White Horse." Those who didn't earn 70 percent or better will need to
show me answers to interpretive questions in order to enter the discussion.
Reman in groups. Listen together to "The Open Window" audio. The, in groups, answer the following interpretive questions for The Open Window and discuss.
1. What significance to you find in the names of the main characters?
2. Why is Mr. Nuttel visiting the house of Mrs. Sappleton?
3. Why does Mr. Nuttel sprint out of house, nearly colliding with a bicyclist, at the end of the story?
4. What does it mean, in the end of the story, when the third person omniscient narrator says that "Romance at short notice was her specialty"?
5. How do you feel about Mrs. Sappleton's niece, Vera, as you reflect on the events of this story. List a few emotional reactions.
HW:
Finish LS 19 packet.
Read Cofer's "Catch the Moon."
Work on Sell Me a Story project.
Wednesday, 2-14
Discuss the remainder of LS 19.
In assigned groups, answer the questions on this worksheet to prepare for our discussion of "Catch the Moon."
Discuss "Catch the Moon."
Work on Sell me a Story. If you have finished your trailer, see the homework for Monday and begin.
Friday, 2-16
LS 19 quiz.
Work on Sell Me a Story.
Read the following: *The Moment Before the Gun Went Off - Nadine Gordimer
Poem: A Black Man Speaks of Reaping - Bontemps
Semester 2, Week 5
Monday, 2-5
Discuss "Rules of the Game."
Teacher: Introduce LS 18. Do A - D together with teacher directing large group discussion. (approximately 10 minutes).
HW:
1. Move to groups of three or four (sub may assign your groups) and finish the LS 18 packet.
3. Continuing in your small groups, answer the pre-reading questions on the White Horse interpretive questions guide sheet. You do not need to write anything during this disucssion.
3. On your own, read "The Summer of the Beautiful White Horse." Be ready for a Google form test over the right-there answers on Wednesday/Thursday.
4. If time remains, start, on your own, the White Horse interpretive questions below the pre-reading questions. You'll have approximately 10 minutes on Wednesday to complete these answers before our right-there quiz and discussion.
5. If even more time remains, work on your Sell Me a Story projects.
Wednesday, 2-7
Review LS 18.
-Discuss ACES method on questions for "The Father." Rewrite one question. Choose students at random to show the rewritten ACES answer on the screen.
Block 3 samples are here.
Block 7 samples are here.
Assign rewriting one ACES answer for "The Father" and "The Rules of the Game."
Take White Horse test-in quiz. Those who score 70 percent or better may participate to gain discussion points.
HW:
1. Revise your "The Father" interpretive question and revise one "Rules of the Game" ACES answer. Submit on Classroom.
Friday, 2-9
Submit "The Father" and "Rules" ACES answers.
LS 18 quiz
Examine a few "The Father" and "Rules" ACES answers.
Answer White Horse interpretive questions. Use ACES. Show me progress completed work by end of block.
HW: Finish White Horse interpretive questions.
Read "The Open Window."
Semester 2, Week 4
Monday, 1-29
Start LS 17
Discuss "The Rules of the Game."
Fill in this Google form to choose short story for trailer. Begin selecting graphics for trailer.
Wrap up remainder of "Rules of the Game" discussion.
HW: Select at least 10 graphics for trailer. Write script for trailer and record it.
Wednesday, 1-31 Mr. McClure gone. Continue LS 17 with sub.
Work on trailer. iPads are in box at front. You may use WeVideo on your Chromebook if you prefer. Emily Meares has sent a tutorial for that app. You are on your own for iMovie, but many have experience. Ask others when you need help. I want to see what you have done when I return.
HW:
*Make any changes you desire to "Rules of the Game" interpretive questions.
*Study for LS 17 quiz.
*Continue work on trailer. Be ready to show me at least 10 still images on iMovie, WeVideo or another app at the beginning of Friday's class.
Friday, 2-2 LS 17 quiz.
Discuss "Rules of the Game."
HW:
* Revamp interpretive questions one last time. Turn in questions 4, 6 and 7 ACES answers Monday/Tuesday.
* Continue work on trailer.
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Semester 2, Week 3
Monday, 1-22
Interpretive questions for "The Father" are due on Classroom at the beginning of class. Remind students to turn them in.
*Monitor the students in completing the Communities that Care survey.
*Explore Language Skills 16: A-D together. Assign the remainder.
*Read five short stories and complete this doc for Wednesday/Thursday.
HW:
For Wednesday: 1. Finish Language Skills 16. Finish the 5 short story summaries.
For Friday: Read "The Rules of the Game" - Amy Tan and answer these interpretive questions.
Wednesday, 1-24
Submit 5 short story summaries on Classroom.
Discuss "The Father."
Check LS 16.
HW: Read "The Rules of the Game" - Amy Tan and answer these interpretive questions.
Friday, 1-26
Quiz LS 16.
Turn in ACES answer for "The Father." (Add an MLA name block and a title. Then copy and paste just the one question and ACES answer and submit to the new slot.)
Ask about any difficulty answering "The Rules of the Game" interpretive questions.
See iMovie sample trailers. Here's one done with WeVideo.
HW: Expand your "Rules of the Game" answers on the items noted on the interpretive question sheet. Choose one short story from your list of 5 for your trailer project. There will be a selection form ready for you on Monday/Tuesday. You'll work on your trailer on Wednesday, Thursday and Friday.
UNDER CONSTRUCTION BEYOND THIS POINT
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Monday, 2-5
Prepare to write about O. Henry.
-Review the ACE method of writing via Powtoons.
See this video explanation of verbal irony, this video about situational irony, and this one about dramatic irony.
Write: Discuss irony in O. Henry's stories Hearts and Hands and After 20 Years. Explain how his biography enhances the irony of the two stories.
If you find a desire for a bit of internet help, see this site and scroll to the material about "Hearts and Hands."
Details for assignment above:
USING ACES IN PARAGRAPH WRITING
-Using you notes about irony in "Hearts and Hands" that you created in groups last time we met, write a paragraph (5-8 sentences) that responds to the following prompt: Discuss irony in O. Henry's short story "Hearts and Hands."
You may begin with one of the following topic sentences or create your own:
1. Irony forms the heartbeat of O. Henry's short story "Hearts and Hands."
2. Irony is at the heart of O. Henry's short story "Hearts and Hands."
3. All three types of irony are present in O. Henry's short story "Hearts and Hands."
You'll have 10 minutes to complete the writing of the paragraph.
Show me. Some of you will be chosen to share your paragraph on the overhead.
USING ACES IN ESSAY WRITING
Review the ACES method of writing with this video.
- Read this very brief British biography of O. Henry. Return to your groups and find and list examples of irony in the other two O. Henry stories. Then, still in groups, deal with the following:
1. In an essay, where would the thesis be located?
2. What would be a good thesis for this essay?
3. How would you lead in to this thesis (that is, complete the introduction)?
4. What would the outline that would guide the writing of the essay look like?
I. Intro
II. Body paragraph 1
III. Body paragraph 2
IV. Body paragraph 3
V. Body paragraph 4
VI. Conclusion
- After group work, return to your rows. (We are moving from using ACES for paragraph writing to using ACES for essay writing.) and, Using the ACES format, respond, in a five or six-paragraph essay, to the following prompt:
O. Henry’s life and his stories are known for irony. Cite examples of and discuss the types of irony found in two of O. Henry’s short stories - “Heart and Hands,” and “After 20 Years ” - and in his life story.
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Semester 2, Week 2
Monday, 1-15 Teacher in-service - NO SCHOOL for students
Wednesday, 1-17 and Thursday, 1-18
Quiz LS 15.
Discuss LS 16: A-D.
Discuss Sell Me a Story with block 2. Remind all other blocks about reading 5 short stories.
Prior to discussion, complete this Comprehension worksheet.
Show answers to Hearts and Hands interpretive questions to teacher. No answers; no opportunity to discuss.
Discuss "Hearts and Hands " in large group.
HW:
For next class: Read "After 20 Years" and answer these "After 20 Years" interpretive questions.
Reminder: Read short stories that are not assigned in classes as SES. (See the Sell Me a Story guide sheet for a list of stories used in SES classes.) You will need 5 short story summaries and responses for Monday/Tuesday, 1-22 and 1-23.
Friday, 1-19
Quiz LS 16.
Show teacher answers to "After 20 Years" interpretive questions.
Discuss "After 20 Years."
HW: Read "The Father." Answer these interpretive questions.
For Wednesday: Read 5 short stories and write one-sentence summaries of each. Copy and use this guide sheet as an example of how to record the short stories you have read.
Week 3
HW: Finish LS 17
Thursday and Friday, 1-20 and 1-21
LS 16 quiz
Complete this form to select a short story for your trailer.
Semester 2, Week 1
Monday, 1-8
Language skills 15.
See semester 2 syllabus. Read and interpret riddle poems in groups in class. Review short story plot structure. Discuss short story trailer project: Sell Me a Story.
HW: Read "The Gift of the Magi." See Literature link at left.
Wednesday, 1-10
*Quiz on "The Gift of the Magi."
See info about magi and their gifts under the story title on the literature page of this web site.
*Review ACES approach to writing a paragraph (answer, cite, explain, summarize).
*Using the ACES approach, answer these interpretive questions about the story. Then enter circle discussion.
HW: Finish answering your interpretive questions if you did not finish in class.
Read "Hearts and Hands" for Friday and respond to these interpretive questions. Submit your answers on Classroom.
Snow day on Thursday, so Friday became Thursday. LS 15 quiz moved from Friday to Tuesday.
UNDER CONSTRUCTION BEYOND THIS POINT
SPRING 2016 (ALL IN REVERSE ORDER)
April 10-14 State ELA testing
Q4, Week 7
Monday, 5-1 No school.
Tuesday and Wednesday, 5-2 and 5-3
LS 26. Show me the remainder of the p. 4 quotes from the MSND worksheet. Finish MSND movie.
HW: Read the first three chapters of Gradesaver summaries for The Hiding Place. If you haven't finished of the study guide, finish the rest.
Thursday and Friday, 5-4 and 5-5 LS 26 quiz. Review for MSND objective test.
Intro highlights of ch. 1-3 of The Hiding Place, using the Gradesaver summaries. Introduce Papa and other key characters. Read portions of ch. 3 together. Focus on heartbreak (Karel).
Optional but helpful: Complete chapters 1-3 worksheet from Gradesaver notes.
HW: Read ch. 4-6 (pp. 46-88) 42 pages. Complete chapters 4-6 worksheet.
Q4, Week 8
Monday, 5-8 MSND test. Examine LS 27. Go over HP chapters 1-3 .
Extra credit opportunity: Hiding Place Webquest.
Wednesday, 5-10 Continue work on LS 27. Check and discuss 4-6 worksheet. Continue reading in HP.
HW: Finish reading at least to the end of ch. 6.
Friday, 5-12 Quiz LS 27. Quiz 4-6.
HW: Read Hiding Place ch. 7-9 (pp. 89-136) 47 pages Complete worksheet chapters 7-9. Continue reading ahead in The Hiding Place.
Q4, Week 9
Monday, 5-15 Begin LS 28. Discuss ch. 7-9 and check worksheet for chapters 7-9 . Take quiz 7-9.
HW: Read ch. 10-12 (pp. 137 - 187) 40 pages Complete 10-12 worksheet.
Prep for LS 28.
Wednesday, 5-17 LS ch. 28 quiz. Check 10-12 worksheet. Quiz 10-12
Use the Gradesaver summaries to complete the last two chapters of The Hiding Place. Show Hitler's Hidden Archives 60-minutes documentary and History of the Holocaust - PowerPoints if time permits.
Friday, 5-20 LAST DAY OF SCHOOL - NOON DISMISSAL - Play Red-green game.
Project presentations if there are any (for those who chose a project in lieu of the test)
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Q4, Week 6
Monday, 4-24 Begin LS 25. Continue presenting careers movies. Explore together Act 2 in MSND. Complete information about the first several characters on pp. 1 and 2 of worksheet together.
HW: Complete pp. 1-2 of the MSND worksheet. Read remainder of Act 2.
Wednesday, 4-26
Check pp. 1-2 of study guide. Continue LS 25. Explore Act 3 of MSND. See movie through "Help me, Lysander..." Assign quotes on p. 4 of study guide. (Explain how to find them.) Do the first quote together.
HW: Read Act 3 of MSND for Friday. Finish the first 4 quotes for Friday.
Friday, 4-28 LS 25 quiz. Examine Act 3. Continue movie.
HW: Finish remainder of quotes on worksheet. Read Act 4.
Q4, Week 5
Monday, 4-17 Resume due.
Start AMSND book and movie.
HW: Read Act 2 of AMSND.
Wednesday, 4-19 Continue AMSND reading and movie.
Friday, 4-21 Careers movie due. Present in class.
HW: Read Act 2 of AMSND
Q4, Week 4
Monday, 4-10 and Tuesday, 4-11
Kansas Reading Assessment
If time permits:
Check Shakespeare worksheet.
HW: Read Act 1 of AMSND. Work on career movie.
Wednesday, 4-12 and Thursday, 4-13
Kansas Reading Assessment
If time permits: Continue MSND?
HW: Read Act 2 of AMSND. Work on career movie.
Friday, 4-14 NO SCHOOL FOR STUDENTS
Q4, Week 3
Monday, 4-3
Examine KITE. Take practice tests (reading balanced 1)
Begin LS 23.
HW: Work on careers movie.
Wednesday, 4-5
Examine KITE. (Take practice tests writing 1 and 2)
Continue working on LS 23.
Thursday, 4-6
*Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Read together the beginning of Act 1 of A Midsummer Night's Dream. - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. Due Friday.
Friday, 4-7
LS 22 and 23 quizzes.
Blocks 2 and 4 - Present careers slides.
Block 3 - *Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Read together the beginning of Act 1 of A Midsummer Night's Dream. - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. (Due Monday.)
HW: Continue creating resume and careers movie.
Put resume in Google doc. (Use Simon B Smart as a model.)
Q4, Week 2
Monday, 3-27
Ask about April 4 conflicts (band). Begin LS 22.
Examine resume builder worksheet.
HW:
1. Visit with parents to complete resume builder worksheet.
resume builder worksheet due Wednesday.
2. Finish your three careers slides. Presenting Friday.
3. Work on literary essays. Due Friday.
4. Work on your careers movie. Due Monday, 4-17 or 4-18.
Wednesday, 3-29
Mrs. Wright in to discuss careers, resumes, etc.
See Career Cruising resume building module.
Using the Simon B Smart resume as a template, create a resume.
Continue LS 22 work.
HW: Finish final draft of literary essay.
Friday, 3-31
LS 22 quiz
"Demon Lover" literary essay due on Classroom.
Present 3 careers slides in class.
HW: Create scholarship resume
Friday, 3-10 Short story test review. See the review page for short story test #1.
HW: Prepare for Monday's test.
Monday, 3-13 Short story test. (Author identification, character identification, comprehension and literary terms)
Make a copy of this literary essay checklist and to see if you have met all literary essay requirements. Then submit your "Demon Lover" essay.
Introduce Careers unit. Discuss resume and careers movie. The Simon B. Smart sample resume might help you generate ideas for your resume, and you'll find links to sample movies on the careers unit link.)
Wednesday, 3-15 Work on slides, resume and careers movie.
Friday, 3-17 Language skills review game. Come prepared to rack up points. (Band and vocal trip participants: Before you leave for Chicago, your task will be to write questions for our review: 7 vocab (one from each of the seven 3rd quarter lessons), 7 grammar questions (one from each lesson) and 7 miscellaneous questions from the seven lessons. These questions may not be copied from the questions in the lessons but should be similar to them.)
Thursday, 3-16 and Friday, 3-17 Band and choir gone to Chicago.
Saturday, 3-18 to Sunday, 3-26 Spring Break
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Monday, 3-6
*Hear and see remainder of short story trailers.
*Get a Kansas Library Card and learn about finding literary criticism for "The Demon Lover." Find ideas or quotations from two sources to add to your literary essays. Add them. (30 minutes)
*Read and listen to "The Masque of the Red Death." (20 minutes). You should already have seen a screen adaptation with subtitles, "The Masque of the Red Death" parts 1 and 2.
HW: 1. Complete this worksheet. Feel free to work in online groups. 2. Find two sources to use in your "Demon Lover" essay.
Wednesday, 3-8
Literature:
Did you submit your "Masque" worksheet on Google Classroom?
Discuss "Masque."
Discuss characters and other review items (that are on the literature test but we haven't yet reviewed)
Literary essay:
*Show me your two critical essays that you intend to work in to their literary essays.
*Once they are approved, go to Easybib and try to create works cited. Help one another to create the citations. Ask me if you need help but ask only if others in the room are unable to help you.
*Select ideas from your two literary essays and work them into the flow of the rough draft of your current literary essay.
Continue revising literary essays. Peer edit again and get them ready for a senior's review or my review. Due end of block.
Mention Friday's LS review game and Monday's literature test. Band and vocal people: See your task that is due before you leave. It's noted on the plans for Friday, 3-17.
HW: Review stories we have read. Band and vocal: see assignment on Friday, 3-17.
Friday, 3-10 Short story test review. See the review page for short story test #1.
HW: Prepare for Monday's test.
Monday 2-28 and Thursday, 3-2
The rough draft of your literary essay about "The Demon Lover" is due at the end of the block. Make a copy of this MLA template and then follow the guide sheet to write the rough draft of your literary essay. If you use the text book, use the "print" citation in the work cited. If you use the online PDF, use the "web" citation. Don't use both.
Feel free to review any of these audio lectures about "The Demon Lover" after you have chosen an interpretation that you believe is the best.
Be sure you have cited, both parenthetically within the text and at the end of the essay, the text book or the internet version of "The Demon Lover."
Submit your draft on Classroom at the end of the block.
HW: Read and hear "The Bet" - Chekhov
Friday, 2-24 Present remainder of trailers
HW: See this video of "The Masque of the Red Death" parts 1 and 2
Semester 2, Week 9
Monday, 2-20
Quiz LS 20
Begin LS 21
Focus - trailers
Discuss psychological and feminist approaches to "The Demon Lover." Mention the allegorical approach.
If you miss class, be sure to listen to the audio lectures here.
Wednesday, 2-22 and Thursday, 2-23 Work on trailers.
Friday, 2-24 Present trailers
HW: Review your notes and these audio lectures about "The Demon Lover" and choose an interpretation that you will argue is the best. You'll be writing your literary essay in class Monday (blocks 2 and 4 on Thursday).
Semester 2, Week 8
Monday, 2-13
Intro LS 20
Reminder: Submit final draft of O. Henry irony essay
Finish and submit writing assessment (peer edit, revise, print, submit in in-box)
HW: Work on short story trailer
Wednesday, 2-15
Ask if all writing assessments are in the box.
Extra credit for explaining how to use tech to complete the trailer assignment.
1. LS 20 (E and following).
2. Mention the literary essay that will be written about "The Demon Lover."
3. Read "The Demon Lover" together in class.
4. Discuss first impressions of "The Demon Lover."
5. Then consider the archetypal approach to the story.
Examine the archetypal approach (the archetype being the James Harris or House Carpenter ballad) to "Demon Lover."
In groups, make a list (on a shared Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: Page 43 – in the flashback – “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
If you miss class, you are to do the following:
1. Click the following to hear the audio of the lecture about the archetypal approach to the story: Audio of lecture - Archetypal approach to Demon Lover.
2. Listen to and/or read the two links above: James Harris and "The House Carpenter."
3. Make a list (on paper or on a Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: Page 43 – in the flashback – “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
Have your list completed when you come to class Monday.
HW: Finish your group work. You need at least five excerpts and explanations that indicate that "The Demon Lover" is a simple ghost story. Read again "The Demon Lover" and be ready for discussion. Work on your short story trailer.
Friday, 2-17 NO SCHOOL (Teacher in-service)
Semester 2, Week 7
Monday, 2-6
Intro LS 19
See Paul Persigal's short story trailer and Gracie Stutterheim's trailer. Choose which short story each student will use for the trailer.
Use this peer editing guide peer edit a classmate's O.Henry essay.
Wrap up discussion of "White Horse."
Start writing assessment (Choose prompt, create web or outline, write rough draft)
HW: Revise O. Henry essay for Wednesday. Work on Sell Me a Story video. Due Wednesday/Thursday Feb. 23 and 24.
Wednesday, 2-8
Continue LS 19
Peer edit O. Henry irony essay.
Continue writing assessment. (Self-edit rough draft, peer edit rough draft, write final draft)
HW: Work on Sell Me a Story video.
Friday, 2-10
LS 19 quiz
Finalize and turn in, both on Classroom and on paper, copies of writing assessment.
HW: Work on Sell Me a Story video.
Semester 2, Week 6
Monday, 1-30
Start LS 18.
Submit attempt 2 of these interpretive questions for The Rules of the Game. Then discuss.
HW: 1. Complete essay about "Hearts and Hands." See directions below for Wednesday, 1-25.
2. Read "The Summer of the Beautiful White Horse."
Wednesday, 2-1
Review LS 18.
Review types of irony. See paragraphs on screen. Does the student understand ACES? Are examples accurate?
See PDF of Braydin Sippel's suggestions on Classroom.
Complete the White Horse interpretive questions (20 minutes). Discuss "White Horse."
Friday, 2-3
LS 18 quiz
Finish any last-minute editing on the O. Henry "Hearts and Hands" essay, and then submit it on Classroom.
HW: Choose a topic for your local Writing Assessment, and create an idea web or outline for your chosen topic. Bring the outline/web next class period, and be ready to begin writing. The writing will be done in class next week.
Semester 2, Week 5
Monday, 1-23
Block 2 only: Tuesday, January 24
John Green “On Mental Illness” - Start at 0:45
https://www.youtube.com/watch?v=Z_y4CACK-9g
Introduce LS 17
Remind student to submit their 5 short stories.
USING ACES IN PARAGRAPH WRITING
-Using you notes about irony in "Hearts and Hands" that you created in groups last time we met, write a paragraph (5-8 sentences) that responds to the following prompt: Discuss irony in O. Henry's short story "Hearts and Hands."
You may begin with one of the following topic sentences or create your own:
1. Irony forms the heartbeat of O. Henry's short story "Hearts and Hands."
2. Irony is at the heart of O. Henry's short story "Hearts and Hands."
3. All three types of irony are present in O. Henry's short story "Hearts and Hands."
You'll have 10 minutes to complete the writing of the paragraph.
Show me. Some of you will be chosen to share your paragraph on the overhead.
HW:
Finish the "Hearts and Hands" essay. Read, for Friday, The Rules of the Game - Amy Tan and answer these interpretive questions. Use the ACES method.
Wednesday, 1-25
Continue LS 17
Have you all submitted the ACES paragraph assigned Monday?
See example paragraph.
USING ACES IN ESSAY WRITING
Review the ACES method of writing with this video.
- Read this very brief British biography of O. Henry. Return to your groups and find and list examples of irony in the other two O. Henry stories. Then, still in groups, deal with the following:
1. In an essay, where would the thesis be located?
2. What would be a good thesis for this essay?
3. How would you lead in to this thesis (that is, complete the introduction)?
4. What would the outline that would guide the writing of the essay look like?
I. Intro
II. Body paragraph 1
III. Body paragraph 2
IV. Body paragraph 3
V. Body paragraph 4
VI. Conclusion
- After group work, return to your rows. (We are moving from using ACES for paragraph writing to using ACES for essay writing.) and, Using the ACES format, respond, in a five or six-paragraph essay, to the following prompt:
O. Henry’s life and his stories are known for irony. Cite examples of and discuss the types of irony found in three of O. Henry’s short stories - “The Gift of the Magi,” “Heart and Hands,” and “After 20 Years ” - and in his life story.
Friday, 1-27
LS 17 quiz.
Check and return "Rules of the Game" interpretive questions.
HW: Read Summer of the Beautiful White Horse" and complete interpretive questions for Wednesday/Thursday. O. Henry essay due Wednesday/Thursday.
Discuss "White Horse."
HW: ??
Monday, 1-30
Discuss "Rules of the Game."
UNDER CONSTRUCTION
_______________________________________________________________
Semester 2, Week 4
Monday, 1-16 NO SCHOOL
Tuesday, 1-17 and Wednesday, 1-18
-Take the LS 15 quiz. Explore LS 16.
Finish the discussion of "After 20 Years."
Discuss "The Father."
HW: Finish LS 16.
Reminder: Read five short stories for Monday/Tuesday.
Thursday, 1-17 and Friday, 1-18
-Review the ACE method of writing via Powtoons.
See this video explanation of verbal irony, this video about situational irony, and this one about dramatic irony.
-In assigned groups, find as many examples as possible of the three types of irony in "Hearts and Hands."
Take notes on a Google Doc in which you list the three types of irony on the left and then copy quotations from the story and explain how they exemplify the type of irony you are addressing.
Example:
Verbal irony
Quote: "I saw this opening in the West..."
Explanation: Miss Fairchild thinks Easton mean a job opening for marshall. He really means an opening to bilk people in the West by counterfeiting money.
If you find a desire for a bit of internet help, see this site and scroll to the material about "Hearts and Hands."
If you finish, submit your paragraph on Classroom and look over your answers to the questions about "The Father." Then start your homework.
HW:
Read and provide your one-sentence explanation for five short stories.
Read The Rules of the Game - Amy Tan and answer these interpretive questions for Wednesday-Thursday.
Week 3
Monday, 1-16 NO SCHOOL FOR STUDENTS (TEACHER INSERVICE)
Tuesday, 1-17 and Wednesday, 1-18
Do LS 16 at the beginning of class. This is a review lesson, so get started at the bell.
*Submit your 5 short story summaries and responses as directed.
*Choose the one story that you will use in making your Sell Me a Story trailer.
Interpretive questions due at the beginning of class for "The Father." Discuss "The Father."
HW: Finish LS 17
Thursday and Friday, 1-20 and 1-21
LS 16 quiz
Complete this form to select a short story for your trailer.
Explore story boards. Briefly demo WeVideo.
HW: Create a story board for your trailer. Collect images for your trailer.
UNDER CONSTRUCTION
Monday,
Do LS 17 and check it.
___________________________________________________
SPRING 2016 (ALL IN REVERSE ORDER)
April 10-14 State ELA testing
Q4, Week 7
Monday, 5-1 No school.
Tuesday and Wednesday, 5-2 and 5-3
LS 26. Show me the remainder of the p. 4 quotes from the MSND worksheet. Finish MSND movie.
HW: Read the first three chapters of Gradesaver summaries for The Hiding Place. If you haven't finished of the study guide, finish the rest.
Thursday and Friday, 5-4 and 5-5 LS 26 quiz. Review for MSND objective test.
Intro highlights of ch. 1-3 of The Hiding Place, using the Gradesaver summaries. Introduce Papa and other key characters. Read portions of ch. 3 together. Focus on heartbreak (Karel).
Optional but helpful: Complete chapters 1-3 worksheet from Gradesaver notes.
HW: Read ch. 4-6 (pp. 46-88) 42 pages. Complete chapters 4-6 worksheet.
Q4, Week 8
Monday, 5-8 MSND test. Examine LS 27. Go over HP chapters 1-3 .
Extra credit opportunity: Hiding Place Webquest.
Wednesday, 5-10 Continue work on LS 27. Check and discuss 4-6 worksheet. Continue reading in HP.
HW: Finish reading at least to the end of ch. 6.
Friday, 5-12 Quiz LS 27. Quiz 4-6.
HW: Read Hiding Place ch. 7-9 (pp. 89-136) 47 pages Complete worksheet chapters 7-9. Continue reading ahead in The Hiding Place.
Q4, Week 9
Monday, 5-15 Begin LS 28. Discuss ch. 7-9 and check worksheet for chapters 7-9 . Take quiz 7-9.
HW: Read ch. 10-12 (pp. 137 - 187) 40 pages Complete 10-12 worksheet.
Prep for LS 28.
Wednesday, 5-17 LS ch. 28 quiz. Check 10-12 worksheet. Quiz 10-12
Use the Gradesaver summaries to complete the last two chapters of The Hiding Place. Show Hitler's Hidden Archives 60-minutes documentary and History of the Holocaust - PowerPoints if time permits.
Friday, 5-20 LAST DAY OF SCHOOL - NOON DISMISSAL - Play Red-green game.
Project presentations if there are any (for those who chose a project in lieu of the test)
__________________________
Q4, Week 6
Monday, 4-24 Begin LS 25. Continue presenting careers movies. Explore together Act 2 in MSND. Complete information about the first several characters on pp. 1 and 2 of worksheet together.
HW: Complete pp. 1-2 of the MSND worksheet. Read remainder of Act 2.
Wednesday, 4-26
Check pp. 1-2 of study guide. Continue LS 25. Explore Act 3 of MSND. See movie through "Help me, Lysander..." Assign quotes on p. 4 of study guide. (Explain how to find them.) Do the first quote together.
HW: Read Act 3 of MSND for Friday. Finish the first 4 quotes for Friday.
Friday, 4-28 LS 25 quiz. Examine Act 3. Continue movie.
HW: Finish remainder of quotes on worksheet. Read Act 4.
Q4, Week 5
Monday, 4-17 Resume due.
Start AMSND book and movie.
HW: Read Act 2 of AMSND.
Wednesday, 4-19 Continue AMSND reading and movie.
Friday, 4-21 Careers movie due. Present in class.
HW: Read Act 2 of AMSND
Q4, Week 4
Monday, 4-10 and Tuesday, 4-11
Kansas Reading Assessment
If time permits:
Check Shakespeare worksheet.
HW: Read Act 1 of AMSND. Work on career movie.
Wednesday, 4-12 and Thursday, 4-13
Kansas Reading Assessment
If time permits: Continue MSND?
HW: Read Act 2 of AMSND. Work on career movie.
Friday, 4-14 NO SCHOOL FOR STUDENTS
Q4, Week 3
Monday, 4-3
Examine KITE. Take practice tests (reading balanced 1)
Begin LS 23.
HW: Work on careers movie.
Wednesday, 4-5
Examine KITE. (Take practice tests writing 1 and 2)
Continue working on LS 23.
Thursday, 4-6
*Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Read together the beginning of Act 1 of A Midsummer Night's Dream. - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. Due Friday.
Friday, 4-7
LS 22 and 23 quizzes.
Blocks 2 and 4 - Present careers slides.
Block 3 - *Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Read together the beginning of Act 1 of A Midsummer Night's Dream. - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers. (Due Monday.)
HW: Continue creating resume and careers movie.
Put resume in Google doc. (Use Simon B Smart as a model.)
Q4, Week 2
Monday, 3-27
Ask about April 4 conflicts (band). Begin LS 22.
Examine resume builder worksheet.
HW:
1. Visit with parents to complete resume builder worksheet.
resume builder worksheet due Wednesday.
2. Finish your three careers slides. Presenting Friday.
3. Work on literary essays. Due Friday.
4. Work on your careers movie. Due Monday, 4-17 or 4-18.
Wednesday, 3-29
Mrs. Wright in to discuss careers, resumes, etc.
See Career Cruising resume building module.
Using the Simon B Smart resume as a template, create a resume.
Continue LS 22 work.
HW: Finish final draft of literary essay.
Friday, 3-31
LS 22 quiz
"Demon Lover" literary essay due on Classroom.
Present 3 careers slides in class.
HW: Create scholarship resume
Friday, 3-10 Short story test review. See the review page for short story test #1.
HW: Prepare for Monday's test.
Monday, 3-13 Short story test. (Author identification, character identification, comprehension and literary terms)
Make a copy of this literary essay checklist and to see if you have met all literary essay requirements. Then submit your "Demon Lover" essay.
Introduce Careers unit. Discuss resume and careers movie. The Simon B. Smart sample resume might help you generate ideas for your resume, and you'll find links to sample movies on the careers unit link.)
Wednesday, 3-15 Work on slides, resume and careers movie.
Friday, 3-17 Language skills review game. Come prepared to rack up points. (Band and vocal trip participants: Before you leave for Chicago, your task will be to write questions for our review: 7 vocab (one from each of the seven 3rd quarter lessons), 7 grammar questions (one from each lesson) and 7 miscellaneous questions from the seven lessons. These questions may not be copied from the questions in the lessons but should be similar to them.)
Thursday, 3-16 and Friday, 3-17 Band and choir gone to Chicago.
Saturday, 3-18 to Sunday, 3-26 Spring Break
------------------------------------------------------------------------------------
Monday, 3-6
*Hear and see remainder of short story trailers.
*Get a Kansas Library Card and learn about finding literary criticism for "The Demon Lover." Find ideas or quotations from two sources to add to your literary essays. Add them. (30 minutes)
*Read and listen to "The Masque of the Red Death." (20 minutes). You should already have seen a screen adaptation with subtitles, "The Masque of the Red Death" parts 1 and 2.
HW: 1. Complete this worksheet. Feel free to work in online groups. 2. Find two sources to use in your "Demon Lover" essay.
Wednesday, 3-8
Literature:
Did you submit your "Masque" worksheet on Google Classroom?
Discuss "Masque."
Discuss characters and other review items (that are on the literature test but we haven't yet reviewed)
Literary essay:
*Show me your two critical essays that you intend to work in to their literary essays.
*Once they are approved, go to Easybib and try to create works cited. Help one another to create the citations. Ask me if you need help but ask only if others in the room are unable to help you.
*Select ideas from your two literary essays and work them into the flow of the rough draft of your current literary essay.
Continue revising literary essays. Peer edit again and get them ready for a senior's review or my review. Due end of block.
Mention Friday's LS review game and Monday's literature test. Band and vocal people: See your task that is due before you leave. It's noted on the plans for Friday, 3-17.
HW: Review stories we have read. Band and vocal: see assignment on Friday, 3-17.
Friday, 3-10 Short story test review. See the review page for short story test #1.
HW: Prepare for Monday's test.
Monday 2-28 and Thursday, 3-2
The rough draft of your literary essay about "The Demon Lover" is due at the end of the block. Make a copy of this MLA template and then follow the guide sheet to write the rough draft of your literary essay. If you use the text book, use the "print" citation in the work cited. If you use the online PDF, use the "web" citation. Don't use both.
Feel free to review any of these audio lectures about "The Demon Lover" after you have chosen an interpretation that you believe is the best.
Be sure you have cited, both parenthetically within the text and at the end of the essay, the text book or the internet version of "The Demon Lover."
Submit your draft on Classroom at the end of the block.
HW: Read and hear "The Bet" - Chekhov
Friday, 2-24 Present remainder of trailers
HW: See this video of "The Masque of the Red Death" parts 1 and 2
Semester 2, Week 9
Monday, 2-20
Quiz LS 20
Begin LS 21
Focus - trailers
Discuss psychological and feminist approaches to "The Demon Lover." Mention the allegorical approach.
If you miss class, be sure to listen to the audio lectures here.
Wednesday, 2-22 and Thursday, 2-23 Work on trailers.
Friday, 2-24 Present trailers
HW: Review your notes and these audio lectures about "The Demon Lover" and choose an interpretation that you will argue is the best. You'll be writing your literary essay in class Monday (blocks 2 and 4 on Thursday).
Semester 2, Week 8
Monday, 2-13
Intro LS 20
Reminder: Submit final draft of O. Henry irony essay
Finish and submit writing assessment (peer edit, revise, print, submit in in-box)
HW: Work on short story trailer
Wednesday, 2-15
Ask if all writing assessments are in the box.
Extra credit for explaining how to use tech to complete the trailer assignment.
1. LS 20 (E and following).
2. Mention the literary essay that will be written about "The Demon Lover."
3. Read "The Demon Lover" together in class.
4. Discuss first impressions of "The Demon Lover."
5. Then consider the archetypal approach to the story.
Examine the archetypal approach (the archetype being the James Harris or House Carpenter ballad) to "Demon Lover."
In groups, make a list (on a shared Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: Page 43 – in the flashback – “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
If you miss class, you are to do the following:
1. Click the following to hear the audio of the lecture about the archetypal approach to the story: Audio of lecture - Archetypal approach to Demon Lover.
2. Listen to and/or read the two links above: James Harris and "The House Carpenter."
3. Make a list (on paper or on a Google doc) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: Page 43 – in the flashback – “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
Have your list completed when you come to class Monday.
HW: Finish your group work. You need at least five excerpts and explanations that indicate that "The Demon Lover" is a simple ghost story. Read again "The Demon Lover" and be ready for discussion. Work on your short story trailer.
Friday, 2-17 NO SCHOOL (Teacher in-service)
Semester 2, Week 7
Monday, 2-6
Intro LS 19
See Paul Persigal's short story trailer and Gracie Stutterheim's trailer. Choose which short story each student will use for the trailer.
Use this peer editing guide peer edit a classmate's O.Henry essay.
Wrap up discussion of "White Horse."
Start writing assessment (Choose prompt, create web or outline, write rough draft)
HW: Revise O. Henry essay for Wednesday. Work on Sell Me a Story video. Due Wednesday/Thursday Feb. 23 and 24.
Wednesday, 2-8
Continue LS 19
Peer edit O. Henry irony essay.
Continue writing assessment. (Self-edit rough draft, peer edit rough draft, write final draft)
HW: Work on Sell Me a Story video.
Friday, 2-10
LS 19 quiz
Finalize and turn in, both on Classroom and on paper, copies of writing assessment.
HW: Work on Sell Me a Story video.
Semester 2, Week 6
Monday, 1-30
Start LS 18.
Submit attempt 2 of these interpretive questions for The Rules of the Game. Then discuss.
HW: 1. Complete essay about "Hearts and Hands." See directions below for Wednesday, 1-25.
2. Read "The Summer of the Beautiful White Horse."
Wednesday, 2-1
Review LS 18.
Review types of irony. See paragraphs on screen. Does the student understand ACES? Are examples accurate?
See PDF of Braydin Sippel's suggestions on Classroom.
Complete the White Horse interpretive questions (20 minutes). Discuss "White Horse."
Friday, 2-3
LS 18 quiz
Finish any last-minute editing on the O. Henry "Hearts and Hands" essay, and then submit it on Classroom.
HW: Choose a topic for your local Writing Assessment, and create an idea web or outline for your chosen topic. Bring the outline/web next class period, and be ready to begin writing. The writing will be done in class next week.
Semester 2, Week 5
Monday, 1-23
Block 2 only: Tuesday, January 24
John Green “On Mental Illness” - Start at 0:45
https://www.youtube.com/watch?v=Z_y4CACK-9g
Introduce LS 17
Remind student to submit their 5 short stories.
USING ACES IN PARAGRAPH WRITING
-Using you notes about irony in "Hearts and Hands" that you created in groups last time we met, write a paragraph (5-8 sentences) that responds to the following prompt: Discuss irony in O. Henry's short story "Hearts and Hands."
You may begin with one of the following topic sentences or create your own:
1. Irony forms the heartbeat of O. Henry's short story "Hearts and Hands."
2. Irony is at the heart of O. Henry's short story "Hearts and Hands."
3. All three types of irony are present in O. Henry's short story "Hearts and Hands."
You'll have 10 minutes to complete the writing of the paragraph.
Show me. Some of you will be chosen to share your paragraph on the overhead.
HW:
Finish the "Hearts and Hands" essay. Read, for Friday, The Rules of the Game - Amy Tan and answer these interpretive questions. Use the ACES method.
Wednesday, 1-25
Continue LS 17
Have you all submitted the ACES paragraph assigned Monday?
See example paragraph.
USING ACES IN ESSAY WRITING
Review the ACES method of writing with this video.
- Read this very brief British biography of O. Henry. Return to your groups and find and list examples of irony in the other two O. Henry stories. Then, still in groups, deal with the following:
1. In an essay, where would the thesis be located?
2. What would be a good thesis for this essay?
3. How would you lead in to this thesis (that is, complete the introduction)?
4. What would the outline that would guide the writing of the essay look like?
I. Intro
II. Body paragraph 1
III. Body paragraph 2
IV. Body paragraph 3
V. Body paragraph 4
VI. Conclusion
- After group work, return to your rows. (We are moving from using ACES for paragraph writing to using ACES for essay writing.) and, Using the ACES format, respond, in a five or six-paragraph essay, to the following prompt:
O. Henry’s life and his stories are known for irony. Cite examples of and discuss the types of irony found in three of O. Henry’s short stories - “The Gift of the Magi,” “Heart and Hands,” and “After 20 Years ” - and in his life story.
Friday, 1-27
LS 17 quiz.
Check and return "Rules of the Game" interpretive questions.
HW: Read Summer of the Beautiful White Horse" and complete interpretive questions for Wednesday/Thursday. O. Henry essay due Wednesday/Thursday.
Discuss "White Horse."
HW: ??
Monday, 1-30
Discuss "Rules of the Game."
UNDER CONSTRUCTION
_______________________________________________________________
Semester 2, Week 4
Monday, 1-16 NO SCHOOL
Tuesday, 1-17 and Wednesday, 1-18
-Take the LS 15 quiz. Explore LS 16.
Finish the discussion of "After 20 Years."
Discuss "The Father."
HW: Finish LS 16.
Reminder: Read five short stories for Monday/Tuesday.
Thursday, 1-17 and Friday, 1-18
-Review the ACE method of writing via Powtoons.
See this video explanation of verbal irony, this video about situational irony, and this one about dramatic irony.
-In assigned groups, find as many examples as possible of the three types of irony in "Hearts and Hands."
Take notes on a Google Doc in which you list the three types of irony on the left and then copy quotations from the story and explain how they exemplify the type of irony you are addressing.
Example:
Verbal irony
Quote: "I saw this opening in the West..."
Explanation: Miss Fairchild thinks Easton mean a job opening for marshall. He really means an opening to bilk people in the West by counterfeiting money.
If you find a desire for a bit of internet help, see this site and scroll to the material about "Hearts and Hands."
If you finish, submit your paragraph on Classroom and look over your answers to the questions about "The Father." Then start your homework.
HW:
Read and provide your one-sentence explanation for five short stories.
Read The Rules of the Game - Amy Tan and answer these interpretive questions for Wednesday-Thursday.
Week 3
Monday, 1-16 NO SCHOOL FOR STUDENTS (TEACHER INSERVICE)
Tuesday, 1-17 and Wednesday, 1-18
Do LS 16 at the beginning of class. This is a review lesson, so get started at the bell.
*Submit your 5 short story summaries and responses as directed.
*Choose the one story that you will use in making your Sell Me a Story trailer.
Interpretive questions due at the beginning of class for "The Father." Discuss "The Father."
HW: Finish LS 17
Thursday and Friday, 1-20 and 1-21
LS 16 quiz
Complete this form to select a short story for your trailer.
Explore story boards. Briefly demo WeVideo.
HW: Create a story board for your trailer. Collect images for your trailer.
UNDER CONSTRUCTION
Monday,
Do LS 17 and check it.
___________________________________________________
Semester 2, Week 2
Week 1
Wednesday, 1-4 and Thursday 1-5 See semester 2 syllabus. Read and interpret riddle poems in groups in class. Review short story plot structure. Discuss short story trailer project: Sell Me a Story.
HW: Read "The Gift of the Magi." See Literature link at left. 5 short story summaries and responses extended until Monday/Tuesday, 1-16 and 1-17.
Friday, 1-6
*Quiz on "The Gift of the Magi."
*Answer these interpretive questions about the story. Then enter circle discussion.
HW: Finish answering you interpretive questions if you did not finish in class.
Read "Hearts and Hands" for Monday and "The Last Leaf" (?) for Wednesday.
You will need 5 short story summaries and responses for next Monday/Tuesday, 1-16 and 1-17.
(If you missed class Thursday, navigate to the literature page and read the three poems by Emily Dickinson. Then answer these questions and email me the answers.)
(If you missed class on Friday, click on the "literature" link in the left sidebar and read all the selections related to "The Gift of the Magi." Then respond to these interpretive questions and submit your answers on Classroom.)
______________________________________________
2015 Homework (ALL IN REVERSE ORDER)
Semester 2
Dates to log on your calendar:
Feb. 15-19 Careers unit with Mrs. White
Feb. 22 and 23 - Multidisciplinary Performance Task (MDPT) test during English 10
practice.high.demo sake2 (Choose "practice first" on welcome screen.)
March 28- 31 State English Language Arts (ELA) assessment for English 10.
Block 3
Friday, 4-29 Read ch. 1-3 (pp. 1-45) of The Hiding Place. 45 pages
Monday, 5-2 Extra credit: Hiding Place Webquest.
Begin LS 26. Complete the chapters 1-3 worksheet. Discuss possible essay items on Wednesday's Midsummer ND in-class essay. Go 4 at a time to Mrs. White for enrollment discussions.
HW: Web quest optional. Read ahead.
Wednesday 5-4 Mr. McClure gone until 12:30 a.m. Check LS 26. Check worksheet 1-3. Write MSND essay test and submit on Classroom.
HW: Read ch. 4-6 (pp. 46-88) 42 pages. Complete chapters 4-6 worksheet.
Friday, 5-6 LS 26 quiz. Quiz ch. 4-6 (paper).
HW: Read Hiding Place ch. 7-9 (pp. 89-136) 47 pages Complete worksheet chapters 7-9 for Monday. Continue reading ahead in The Hiding Place.
Monday, 5-9 Begin LS 27 and 28. Check Hiding Place worksheets 1-3, 4-6 and 7-9 and discuss.
HW: Read ch. 10-12 (pp. 137 - 187) 40 pages Complete 10-12 worksheet.
Wednesday, 5-11 Check 10-12 worksheet; show Hitler's Hidden Archives 60-minutes documentary.
HW: Read HP 13-14, The Three Visions and Since Then. (pp. 188 - 241) 53 pages
Friday, 5-13 Quiz LS 27 and 28. HP multiple choice quiz 13-15. History of the Holocaust - PowerPoints .
HW: Read to the end of The Hiding Place. Begin studying for Wednesday's test.
Monday, 5-16 Do LS cumulative review. HP test review; discuss all worksheets, especially quotations. Red-green game
Wednesday, 5-18 LS cumulative test. HP objective test.
Friday, 5-20 LAST DAY OF SCHOOL - NOON DISMISSAL - Project presentations (for those who chose a project in lieu of the test)
Blocks 2 and 4
Friday, 4-29 Read ch. 1-3 (pp. 1-11) of Huck Finn. 11 pages
Tuesday, 5-3 Mr. McClure gone in afternoon (unavailable in TIP). Discuss possible essay items on Wednesday's Midsummer ND in-class essay. Begin LS 26. View Huck Finn Sparknotes summary and examine Huck Finn page on this site. Quiz H.F. ch. 1-3. Assign groups and answer the questions for discussion for ch. 1-3. Go 4 at a time to Mrs. White for enrollment discussions.
HW: Read H.F. ch. 4-8
Thursday 5-5 Check LS 26. Quiz H.F. ch. 4-8 (pp. 11-36). 15 pages. Answer the group questions for discussion for ch. 4-8. Write MSND essay test and submit on Classroom.
HW: Read H.F. 9-14 (pp. 36-60). 24 pages
Friday, 5-6 LS 26 quiz. Answer Huck Finn discussion questions in groups for ch. 9-14. Take quiz 9-14.
HW: Read H.F. ch. 15-18 (60-88). 28 pages
Tuesday, 5-10 Begin LS 27 and 28. Discuss and quiz H.F ch. 15-18.
HW: Read HF 19 - 23 (pp 88 - 118). (Ends w. Po' little 'Lizabeth.) 30 pages
Thursday, 5-12 Check LS 27 and 28. Quiz H.F. 19-20 and 21-23.
HW: Read H.F. ch. 24 to ch. 27 (pp. 118-140). 22 pages
Friday, 5-13 Quiz LS 27 and 28.
Discuss and quiz H.F. chapters 24-27.
HW: Read ch. 28 - 36 (pp. 140-188) and do worksheet. 48 pages.
Tuesday, 5-17 Do LS cumulative review. Discuss and quiz H.F. 28-36. Review H.F. up to ch. 36 to prepare for H.F. test. Discuss highlights of last six chapters.
HW: Finish reading Huck Finn (ch. 37-42; pp. 189-220) 31 pages
Thursday, 5-19 LS cumulative test. HF objective test (Google form).
Friday, 5-20 LAST DAY OF SCHOOL - NOON DISMISSAL - Project presentations (for those who chose a project in lieu of the test)
Week 33
Monday, 4-25 Check quotes on MSND study guide (p. 4). Begin LS 25. Discuss MSND Act 4. See movie for act 4. Write plot summaries on p. 2 of study guide. Continue with act 5 if time permits.
HW: Finish LS 25 worksheet. Finish plot summaries on study guide.
Wednesday, 4-20 Check plot summaries on MSND study guide (p. 2). Check LS 25 and take LS 25 quiz. Review MSND. Finish MSND movie.
HW: Study for LS 25 quiz and MSND objective quiz.
Friday, 4-22 MSND objective quiz on Google form. Start LS 26. MSND essay test Monday.
HW: Finish LS 26. Prepare for in-class MSND essay test.
Week 32
Monday, 4-18; Begin LS 24; See this worksheet. Check pp. 1-2 (characters) of MSND worksheet. Discuss MSND act 2. Continue MSND movie. Listen in class to Act 3.
HW: Finish reading act 3 MSND
Wednesday, 4-20 Check LS 24; discuss act 3 of MSND
HW: Read Act 4
Friday, 4-22 LS 24 quiz; begin quote sheet. Movie (if time permits)
HW: Finish reading AMSND; do quote sheet (p. 4 of handout)
---------------------------------------------------------------------------------Week 31
Monday, 4-11 Hand back writing assessments for students to see. Begin LS 23. Ask for questions about p. 3 of MSND study sheet. Grading of p. 3 extended to Wednesday/Thursday due to testing lags in block 4. Explore introductory materials in MSND book. Listen to Act 1, scene 1 of A Midsummer Night's Dream.
Block 3: Amanda - all state tests taken?
Block 2: Laura - all state tests taken?
Block 4: Carter, Trenton, Jordan - Finish state tests either in class or TIP.
HW: Read Acts 1 and 2 of AMSND at No Fear Shakespeare.
Wednesday, 4-13
*Discuss final draft of Demon Lover essay.
*Check LS 23.
*Check p. 3 of MSND worksheet.
*Act out scene 2. See remainder of Act 1 of MSND movie (Act 1) Read selections of MSND Act 2.
HW: Read MSND Act 2
Friday, 4-15 DO LEGACY AWARD BALLOTS. Quiz LS 23. Answer pages 1 and 2 of MSND study guide. Write one or two sentences about each character.
Final draft of Demon Lover essay due. Submit on Classroom before you leave the room.
HW: Read (and listen) to Act 3. Finish pp. 1 and 2 of study guide.
For those who need to complete a section or several sections, all the above is homework; you are testing today.
Part 3- Jordan Fritz and Carter Brull
Part 4- Jordan Fritz, Carter Brull, Paul Persigehl, Amanda Wingo, Trenton Evers
Week 30
Monday, 4-4 Block 3: Take state assessments 2 and 3; peer edit "Demon Lover" essay for thesis and topic sentences.
Tuesday, 4-5
Block 2: Take state assessment sections 3 and 4; peer edit "Demon Lover" essay for thesis and topic sentences.
Block 4: Finish state assessment section 2; take section 3; peer edit "Demon Lover" essay for thesis and topic sentences.
HW for all sections: Your peer edit task is to rewrite the thesis sentence and each topic sentence for your appointed peer editing partner so that the thesis forms an umbrella for the essay and each topic sentence provides an umbrella for its paragraph. Use the comment feature. Due beginning of next class.
Wednesday, 4-6 NO SCHOOL for students
Thursday, 4-7
Block 2:
*Ask for comments about what was tested in the state assessment.
*Begin "Midsummer Night's Dream." Present overview of the characters and plot lines. Read together the beginning of Act 1. - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers.
Revise and turn in "Demon Lover" essay on Classroom.
HW: Finish worksheet, p, 3. Read MSND Act 1
Block 4: Take section 4 of state assessment.
Begin "Midsummer Night's Dream" - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers.
Revise and turn in "Demon Lover" essay on Classroom.
HW: Finish worksheet, p, 3. Read MSND Act 1
Friday, 4-8 Block 3: Take section 4 of state assessment.
Begin "Midsummer Night's Dream" - Do worksheet p. 3. Use An Introduction to Shakespeare and his theatre as the basis for your answers.
Revise and turn in "Demon Lover" essay on Classroom.
HW: Finish worksheet, p, 3. Read MSND Act 1
Week 29
Monday, 3-28 - Thursday, 3-31 English Language Arts (ELA) State Reading Assessment
Wednesday 3-30 KITE is down. We won't be able to take state tests today, so...
Read and listen to "The Masque of the Red Death." (20 minutes) If we don't finish, listen online. If you desire to see a screen adaptation, click here.
HW: 1. Complete this worksheet. Feel free to work in online groups. 2. Complete "Demon Lover" essay.
Friday, 4-1 Submit Demon Lover rough.
State ELA testing
Block 2: Do section 3 of test
Block 3: Do section 2
Block 4: Finish section 2, do section 3 (Daniel - absent yesterday; do section 2); Trenton and Emily, finish section 1. Start section 2 only if you have 30 minutes remaining to do it.
HW: Revise "Demon Lover" essay, paying careful attention to thesis and topic sentences. Re-submit essay on Google Classroom for Monday/Tuesday.
Monday, 4-4 Peer edit rough draft of "Demon Lover" essay.
Block 3: Do sections 3 and 4 of assessment. Peer edit essay
Week 28 (4th quarter)
Monday, 3-21
Begin LS 22.
Review archetypal and psychological approaches to "The Demon Lover". Discuss feminist and allegorical approaches. Highlight in color passages from the story that support each approach. See the assignment on Google Classroom. Coding due by next class period.
HW: Finish LS 22. See the assignment sheet for your literary analysis of "The Demon Lover," choose your approach and write your outline for your essay. Outline due beginning of next class.
Wednesday, 3-23
*Quiz LS 22.
*Do the ELA reading assessment practice. Following your outline, write an introduction for your literary essay. (30 minutes)
*Create a Google Doc in MLA style and save it in your English folder for future reference.
*Choose a thesis for your lit essay and prepare an outline. Use the example on the guide sheet for direction.
*Write an introduction for the lit essay. Additional help in writing an introduction can be found on the Literary essay link in the left sidebar. Show the intro to the teacher. When outline and intro are approved, start writing the rough draft for the rest of the essay.
HW: Finish the rough draft of the "Demon Lover" essay by Friday, April 1.
Friday, 3-25 NO SCHOOL - GOOD FRIDAY
Week 29
Monday, 3-28 - Thursday, 3-31 English Language Arts (ELA) State Reading Assessment
Wednesday 3-30 KITE is down. We won't be able to take state tests today, so...
Read and listen to "The Masque of the Red Death." (20 minutes) If we don't finish, listen online. If you desire to see a screen adaptation, click here.
HW: 1. Complete "understanding the selection" worksheet (handout p. 137 - 8). Feel free to work in online groups. 2. Complete "Demon Lover" essay.
Friday, 4-1 Peer edit rough draft of essay.
HW: Revise "Demon Lover" essay and submit your best work on Google Classroom.
Week 27
Monday, 3-7 Discuss psychological approach to "Demon Lover." (Lecture -Psychological approach to Demon Lover) HW: Create a list of passages that support the psychological approach to "The Demon Lover."
Tuesday, 3-8 See Monday 3-7, except...Hunter White and Daniel Webster: Make up MDPT.
Wednesday, 3-9 Present careers movies.
HW: 1. Make sure you have turned in 3 slides, resume and movie on Classroom. Not in = zero.
2. Write three questions about job seeking to ask Miss Vincent.
Friday, 3-11 Guest speaker (recent job seeker Misha Vincent)
Week 26
Monday, 2-29 Careers: Start and complete LS 21. Do the practice job app. Skip the "upload resume" slot. Show me or my sub your completed job app. Create resume on KS Career Pipeline. Save all parts. Read "The Demon Lover" together in class.
HW: Finish LS 21. Finish the resume before next class period and save all parts. Read again "The Demon Lover" and be ready for discussion.
Tuesday, 3-1 Mr. McClure gone (scoring writing assessments); see Monday's instructions.
Wednesday, 3-2 NO SCHOOL (Parent-teacher conferences)
Thursday, 3-3 and Friday, 3-4
Discuss "The Demon Lover" in circle discussion. Then consider the archetypal approach to the story.
Examine the archetypal approach (the archetype being the James Harris or House Carpenter ballad) to "Demon Lover."
If you miss class, you are to do the following:
1. Click the following to hear the audio of the lecture about the archetypal approach to the story: Audio of lecture - Archetypal approach to Demon Lover.
2. Listen to and/or read the two links above: James Harris and "The House Carpenter."
3. Make a list (on paper) of at least five passages (page numbers and quotations) to support the following thesis: “The Demon Lover” is a simple ghost story whose archetype (pattern) is the ballad of James Harris, also known as “The House Carpenter.”
Example: Page 43 – in the flashback – “I shall be with you, sooner or later…” (This indicates that a demon wrote the letter and is stalking Kathleen.)
Have your list completed when you come to class Friday.
Week 25
Monday, 2-22
Review MDPT practice. Take MDPT.
Wednesday, 2-24
*Do LS 20.
*Finish your three "career slides" and submit them on Classroom.
*Fill in as much of this resume builder worksheet as you can in class. Then take it home and work with a parent to recall as many awards and activities as you can. Due on Google Classroom Friday. (Note: The Simon B. Smart sample resume might help you generate ideas.)
*Work on Careers slides and movie.
Thursday, 2-25 Mr. M gone. See Wednesday, 2-24.
HW: Continue work on movie.
Friday, 2-26 LS 20 quiz. Turn in three slides and resume builder worksheet on Google Classroom. Each student: show three slides on screen. Explore how to access the resume section of KS Career Pipeline and explore the resume builder. Know how it functions so we can finish resumes on Monday/Tuesday.
HW: Continue work on movie.
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Week 24
Careers Monday, 2-15 -- Friday, 2-19 (We've moved the Careers unit back to this week.)
Monday, 2-15 - Turn in ACES essay for short story. Mrs. White in charge; begin Careers unit.
Wednesday, 2-17 Continue careers unit.
Friday, 2-19 Practice for MDPT
Week 23
Monday, 2-8 -- Friday, 2-12 local writing assessment
Monday, 2-8 -- 2 ACES "Rules of the Game" paragraphs due. check LS 19; prewrite LWA and begin rough (Use MLA style.)
Wednesday, 2-10 Open for writing local assessment. Your best draft is due end of class. Peer edit and revise writing assessment.
Friday, 2-12 Take LS 19 quiz. ACES "essay test" over short stories and poetry. (This was initially scheduled for Monday.)
Week 22
Monday, 2-1
LS 19. Trailers due. Begin trailer presentations. Discuss The Summer of the Beautiful White Horse - William Saroyan. To participate in the discussion and thus get credit for the discussion, you must first attempt to answer the interpretive questions.
Wednesday, 2-3 Finish trailer presentations. Review for Friday's short story objective test.
Start LS 19 (test next Friday?)
HW: To study for short story/poetry test, click this link.
Friday, 2-5 Objective test: Short story and poetry part 1.
HW: Revise ACES answers for "Rules of the Game" followup questions.
Week 21
Monday, 1-25 (frantic schedule)
Blocks 2 and 4:
LS 17 quiz
Complete this form to select a short story for your trailer.
Discuss "Flowers."
Explore story boards. Briefly demo WeVideo.
HW: Create a story board for your trailer. Collect images for your trailer. Trailers due Tuesday, 2-2
Block 3: Begin LS 18. Show story board to Mr. M. Trailers due Monday, 2-1
Finish discussion of "Flowers..."
HW: Finish LS 18. Read The Rules of the Game - Amy Tan and answer these interpretive questions. To get the discussion points, you must have these questions ready when you come to class.
Tuesday, 1-26 (normal schedule)
Show story board. Begin LS 18. Finish discussion of "Flowers..."
Read The Rules of the Game - Amy Tan and answer these interpretive questions. (Review the ACES method of writing.) To get the discussion points, you must have these questions ready when you come to class.
Wednesday, 1-27 (normal schedule)
Check LS 18; Discuss The Rules of the Game - Amy Tan (Review the ACES method of writing and revise questions requiring this method.) After the discussion, answer the following questions using the ACES method.
HW: Read The Summer of the Beautiful White Horse - William Saroyan and answer these interpretive questions.
Thursday, 1-28 (normal schedule)
1. Check LS 18.
2. Check laptops for completion if questions for Rules of the Game.
3. Discuss The Rules of the Game - Amy Tan. After the discussion, answer one of the following questions using the ACES method.
HW: Study for LS 18 quiz. Answer a second "Rules of the Game" question using the ACES method. Due beginning of class Friday.
For Tuesday: Read The Summer of the Beautiful White Horse by William Saroyan and answer these interpretive questions. To get the discussion points, you must have these questions ready when you come to class.
Friday, 1-29 (normal frantic schedule)
LS 18 quiz; continue work on trailer and "Summer of the Beautiful White Horse."
Week 20
Tuesday, 1-19 and Wednesday, 1-20
Do LS 17 and check it.
Interpretive questions due at the beginning of class for "The Father." Discuss "The Father."
Take 20 minutes to answer the following comprehension and interpretive questions about "Flowers for Algernon."
HW: Finish LS 17; Do the comprehension and interpretive questions about "Flowers for Algernon."
Thursday and Friday, 1-20 and 1-21
LS 17 quiz
Complete this form to select a short story for your trailer.
Discuss "Flowers."
Explore story boards. Briefly demo WeVideo.
HW: Create a story board for your trailer. Collect images for your trailer.
UNDER CONSTRUCTION
Week 19
Monday, 1-11-16
*Do LS 16 at the beginning of class. This is a review lesson, so get started at the bell.
*Submit your 5 short story summaries and responses on Google Classroom if you haven't already done so.
*Choose the one story that you will use in making your Sell Me a Story trailer.
- Listen to the Libravox recording of Hearts and Hands and fill in this comprehension "handout" as you listen.
- Answer these interpretive questions (10 minutes).
- Read this very brief British biography of O. Henry.
*Discuss "Hearts and Hands"
HW: 1. Finish LS 16. 2. Read again "The Cactus." You'll have 10 minutes in class to do the comprehension and interpretive questions. If you feel you'll need more time than that, start it (or finish it) before class. 3. Read "The Father." This will be the first time to read this story. You'll probably need to read three times for this story to start making sense.
Wednesday, 1-13-16
Check LS 16
Answer individually the following comprehension and interpretive questions about "The Cactus." Then discuss your answers in small groups. Finally, discuss interpretations with the class.
Read "The Father" again individually. List any words you can't understand from their context. (This should be your second reading.) Then answer these interpretive questions. (15 minutes in small groups)
Discuss "The Father" in circle discussion.
Friday, 1-15-16
LS 16 quiz.
Behaviors survey - from counseling office (about 150 questions)
HW: Read Daniel Keyes' short story "Flowers for Algernon" (This is a longer story than you have been reading. There is no school Monday, so read it during your long weekend. To participate in discussion, you must read the story in advance.)
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Week 18
Tuesday, 1-5 and Wednesday, 1-6 Do LS 15 and check it. See semester 2 syllabus. Read and interpret riddle poems in groups in class. Review short story plot structure. Discuss short story trailer project: Sell Me a Story.
HW: Finish your language skills 15 and read "The Gift of the Magi." See Literature link at left. 5 short story summaries and responses extended until Monday/Tuesday.
Thursday, 1-6 and Friday 1-7
*LS 15 quiz
*Quiz on "The Gift of the Magi."
*Answer these interpretive questions about the story. Then enter circle discussion.
HW: 5 Short story summaries and responses. Read "Hearts and Hands" for Monday and "The Cactus" for Wednesday.
(If you missed class Thursday, click on the "literature" link in the left sidebar and read all the selections related to "The Gift of the Magi." Then respond to these interpretive questions and submit your answers on Classroom. You will also need to make up the LS 15 and Magi quizzes in TIP no later than Friday, and read both "Hearts and Hands" and "The Cactus" before Tuesday's class. If you haven't yet summarized and responded to 5 short stories, that's due Tuesday, too.)
Week 17
Monday, 12-14 FLOOD DAY
Do LS Cumulative Review.
Begin "Grand Finale" speeches.
HW: Read 5 short stories online or in books and write a summary and a response for each one. (Do not choose stories that we already read at SES)
These will be due on Jan. 7 or Jan. 8 (depending on which class rotation you are in.)
Wednesday, 12-16
Continue "Grand Finale" speeches.
Friday, 12-18
Language skills cumulative review test.
Semester 1 2015
Week 18
Monday, 12-21 Final day to present "Grand Finale" speeches. Turn in summaries for five short stories.
Tuesday, 12-22 HANGING OF THE GREENS
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Week 16
Monday, 12-7
Briefly review active and passive voice.
Do the last page of Lesson 12 (comma usage) together. Next explain reasons for use of each comma to a partner. Finally, explain to me.
Take LS 12 quiz.
Do LS 13 (focus: danglers) and 14 (dangler and comma review)
HW: Finish LS 13 and 14; outline "grand finale" speech.
Wednesday, 12-9
Check LS 13 and 14
Speech book 10 open book quiz (due by end of class) and speech book ch. 15 (due Friday or sooner) open-book, open-notes quiz.
Work on "grand finale" speech. (Create slide shows, gather facts, practice.)
HW: Complete LS 14 by beginning of Friday's class. Study for LS 13 and 14 quizzes.
Submit speech book ch. 15 before Monday/Tuesday class.
Friday, 12-11
Check LS 14.
Take lesson 13 and 14 quizzes.
Present early bird "Grand Finale" speeches.
Continue work on speech ch. 15 take-home quiz.
Week 15
Monday, 11-30 Snow day
Tuesday 12-1 and Wednesday, 12-2
Check LS 11. Do LS 12 in class.
Introduce "The Grand Finale: Do What You Do Best" speech.
Read and take notes on text ch. 10 (Delivery Techniques); review quizlet for ch. 10.
Read and take notes on ch. 10
HW: Finish LS 12. Study for Thursday/Friday LS 11 and 12 quiz.
Thursday 12-1 and Friday, 12-2
LS 11 and 12 quiz
Discuss speech ch. 10.
Choose final speech topic.
Use this spreadsheet to declare your topic.
HW: Read speech text ch. 15 - only pages 325-329 and 332-337 (Argumentation)
Week 14
Monday, 11-16 and Tuesday 11-17
*Add comments about seniors' essays on the Weebly site. Those who have already commented may read one more essay and comment for extra credit.
*Review irregular verbs, this time explaining direct objects.
*Do language skills 10 A-D together. Assign the rest.
*Present vacation speeches
HW: Finish LS 10.
Wednesday, 11-18 and Thursday 11-19
*Fill in this irregular verb grid and keep it for study for Friday's test.
*Grade LS 10.
*Continue vacation speeches.
HW: Study for LS 10. Memorize troublesome verb conjugations. The test will include a memorization section.
lie, lay, lain
lay, laid, laid
sit, sat, sat
set, set, set
Etc.
Friday, 11-20
*Practice speaking using formal standard forms of irregular verbs.
*Take LS 10 quiz.
*Finish presenting vacation speeches.
Monday, 11-23
Finish any remaining vacation speeches.
See videos of strong and weak speeches.
Complete language skills 11 in class.
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Week 13
Monday, 11-9 and Tuesday 11-10
Review LS 9 and take quiz.
Finish character sketch speeches.
Work on vacation speech outline and slides.
HW: Continue work on vacation speech. Read a senior's believe/doubt and comment on the blog page of this site.
Wednesday, 11-11 and Thursday, 11-12
Work on LS 10. Finish vacation speech stuff.
Friday, 11-6 early bird vacation speeches Deliver vacation speeches.
Week 12
Monday, 11-2 and Tuesday 11-3 Aspire READING TESTING (60 minutes); Introduce LS 9. Introduce vacation speech.
Wednesday, 11-4 and Thursday, 11-5 - Mr. M. gone for assessment analysis.
* Practice for Aspire writing test.
* Finish any remaining character sketch speeches.
*Do LS 9.
*Plan vacation speech. Work on slides.
Friday, 11-6 Aspire WRITING TESTING (40 minutes) followed by LS 9 quiz.
Week 11
Monday, 10-26 Speech test 7 final test (computer). Start LS 8. Continue delivering character sketch speeches.
Wednesday, 10-28 Go over LS 10. Introduce vacation speech. Finish delivering character sketch speeches. Aspire practice.
Friday, 10-30 LS 8 quiz. Aspire practice.
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Week 10
Monday, 10-19
Opening Story: Larry Jones and the Spectacular Spitwad
Explain procedure for finishing character sketch speeches. Then...
1. Submit the JFK worksheet. Discuss examples flashed on screen.
2. Do cumulative Language Skills 1 lessons. (Allow 20 minutes and then check first half of packet.) Then continue second half and check.
3. Return edits from seniors; students revise character sketches. Remember: Show, don't tell.
4. When you finish the written version, using this outline template to create your speaker's outline for your character sketch.
HW: Study for speech book ch. 7 test. Finish revisions to character sketches and submit again for Wednesday/Thursday.
Wednesday, 10-21 Speech 7 pretest (paper)
Early bird character sketches
HW: Study for LS cumulative and ch. 7 speech text test; complete speaker's outline and practice, practice, practice.
Friday, 10-23 LS cumulative test 1 ; HAND OUT GRADE CARDS. CHECK ACT ASPIRE PASSWORD.
HW: Speaker's outline due for character sketch speech. Practice for character sketches. Study for ch. 7 test.
Week 9
Monday, 9-12 NO SCHOOL
Tuesday, 9-13 and Wednesday, 9-14 Begin LS 7; Continue speech ch. 7 discussion of ch. 7 quizlet and this handout. Read all character sketch in medias res beginnings aloud before class and comment on telling and showing. Group to improve showing. Then work individually to complete written character sketch.
HW: Finish LS 7 worksheet and study for LS 7 quiz. Continue work on writing the character sketch.
Thursday, 9-15 and Friday, 9-16 Check LS 7 and take LS 7 quiz.
Complete rough draft of character speech and turn in by end of block.
HW: Continue this handout with JFK's inaugural address or choose a different speech and find as many examples of the figurative language terms listed as possible.
Week 8
Monday, 10-5 Intro LS 6. Intro ch. 7 (Language).
Discuss graphic organizer for character sketch speech. Fill in the parts from your previous web.
Complete all of LS 6 in class.
See in medias res beginnings on overhead. InMediasResoverhead.doc
HW: For Friday, take notes on ch. 7. Finish graphic organizer and write in media res beginning.
Wednesday, 10-7 NO SCHOOL FOR STUDENTS - Parent-teacher conferences
HW: Continue ch. 7 notes.
Friday, 10-9 Check remainder of LS 6 exercises. Take LS 6 quiz. Show me ch. 7 speech text notes. Discuss ch. 7 terms using the ch. 7 quizlet. Discuss ch. 7, part A.
Individuals: Read aloud in medias res beginnings for character sketches
Classmates: Make suggestions to improve them.
HW: Practice ch. 7 quizlet. Revise opening to character sketch. Be prepared to read revision aloud Tuesday and Wednesday.
Week 7
Monday, 9-28 (Ch. 7 will be delayed until next week.)
Finish demonstration speeches.
Do Language Skills #5 parts A-D in class. See this link for more information on use of apostrophes.
View ch. 5 - Voice PowerPoint and present ch 5. Quizlet overview.
HW: Read and take notes on ch. 5 (Voice Production)
Wednesday, 9-30 Finish any remaining demo speeches.
Introduce character sketch speech. See guide sheet on Speech page.
HW: Choose a character for character speech. Choose a trait. Choose three stories to illustrate that trait. Also review the quizlet for ch. 5 and study for LS 5 and speech ch. 5.
Friday, 10-2 Quiz LS 5 and speech chapter 5. Listen to character sketches. Hear character speeches here.
______________________________________________________________
Week 6
Monday, 9-21
Do LS 4: A-D together; hear any early bird demonstration speeches; examine demo outlines; work on presentations (Google Slides or Powerpoints or Prezis, etc.) or 4 posters (Intro, Materials Needed, Steps, Conclusion).
HW: Finish presentation. Practice. Practice. Practice. Finish Language Skills 4.
Wednesday, 9-23 Check LS 4 and prepare for Friday quiz. Begin demonstration speeches.
HW: Take notes for ch. 16 for Friday. Review quizlet for ch. 16.
Friday, 9-25 LS 4 quiz and open book ch. 16 quiz (10 minute time limit); continue demonstration speeches.
HW: Read and take notes on speech ch. 7 for Wednesday?
Week 5
Monday, 9-14 ch. Continue "me" speeches. Language skills 3 A-D in class. Read ch. 6, Nonverbal communication, and take notes. See ch. 6 quizlet.
HW: Finish language skills 3. Finish ch. 6 reading and notes.
Wednesday, 9-16 Finish "Me" speeches. Check all of lang. skills 3. Discuss speech ch. 6 and TAKE CH. 6 QUIZ.
*Introduce demonstration speech and assign students to list 5 ideas and submit on Google Classroom.
*Discuss the 5 demo speech ideas. Is the demo unique? Will it fit the time requirement? Is the venue available? Etc. Begin preparing the demo speech by filling in pp 1 and 2 of the demo speech handout.
HW: Study language skills 3. Complete the handout for demo speeches, focusing on perfecting your introduction. List 5 ideas for a possible demonstration speech on ADemonstrationSpeechEng10.doc. When you open this doc, it will create a copy on your Google Drive. Just move it to your E-10 folder.
Friday, 9-13 Quizzes - Lang skills quiz 3. Hear Mr. Mac's example demo speech.
*HW: Create outlines using this Demonstration speech outline template, and create posters/PPTs.
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Week 4
Ask to see speech outlines. Check ch. 19 notes. Lecture and view quizlet for ch. 19, "Speeches that Entertain."
Form groups of 3-4 and share speech outlines on Google Drive. In those groups:
*Discuss introductions and revise.
*Discuss transitions and revise.
*Discuss conclusions and revise.
Show me revised outlines.
Me" speeches - EARLY BIRD SPECIAL.
HW reminder:
*Revise intro, transitions and conclusion on "Me" speech and then turn in outline Google Classroom.
*Practice, practice, practice "me" speeches.
*Review for ch. 19 quiz.
*Do parts A, C and D on Language Skills #3.
Thursday, 9-10 and Friday, 9-11 ch. 19 quiz. Me" speeches begin.
Week 3
Monday, 8-31
GET PICTURE PACKETS TO 3RD BLOCK CLASS
See lesson 1 LS quiz score on Powerschool and review lesson 1 and ch. 1 quizzes on overhead. Do lesson 2: A-D lang skills.
Finish appendix C PowerPoint, paying particular attention to the ad assignment.
Begin reading ch. 2 of speech text (communication models) and take notes.
Discuss Me speech 5 items and revise list to make items more unique and fit themes better; then focus on outlining speech. See example in the speech tab in the left sidebar of this page.
HW: 1. Do the ads assignment for Friday. 2. Finish #2 L.S. lesson. 3. Read text ch. 2 and prepare for speech ch. 2 quiz with this quizlet. Quiz on Wednesday/Thursday.
Wednesday, 9-2 Bell ringer Prompt: Acting Up. Write a very brief story entitled "Acting Up." Use the lesson 2 words in your story. See Powerpoint for speech text ch. 1 and 2. Speech quiz 2. Language skills review. Discuss speech outline.
HW:
1. Create rough outline for your "me" speech. There is an example outline on the "speech" page of this web site.
2. Study for LS 2 quiz.
3. Finish and turn in ad assignment.
Friday, 9-4 PPT ad assignment due. Take LS quiz 2. Spot check "me" outlines as students begin taking notes on ch. 19. Hear Mr. Mac's rough "Me" speech. See Intros PPT. Discuss intros, transitions, conclusions. Practice writing intros, transitions, and conclusions.
HW:
Take notes on ch. 19. Revise Me outline and practice Me speech.
Monday, 9-7 Labor Day Vacation
Week 2
Monday, 8-24
*Deliver good clean jokes.
*Tweak and turn in your ch. 1 outlines.
Name block, name of document on google doc, sharing settings, etc.
* In groups of three, do items in A-D Language skills #1. Then write a brief story using AND UNDERLINING the vocabulary words: apprehension, republic, rhetoric, sentimental, aspiration. Prompt: "Oh, no, George, don't..."
HW: 1. Finish language skills, including "Oh, no, George, don't...". 2. Study for Wednesday's Ch. 1 quiz.
Wednesday, 8-26
*Tell remainder of good, clean jokes.
* Take ch. 1 quiz.
* Ask if all students have submitted ch. 1 outline on Google Classroom.
*Check remainder of language skills 1. (Mention "Hypertension," high blood pressure)
Pair to refine "Oh, no, George, don't..." Flash one person's writing on the screen for group grammar exercise.
Show the Appendix C PowerPoint. Make assignment.
Ads ASSIGNMENT (see below) due next Wednesday:
CREATE A SLIDES PRESENTATION AND TURN IT IN ON GOOGLE CLASSROOM.
• Find online TWO print advertisements that have different situations, audiences, and methods.
• Identify the situation for the ad.
• Identify the purpose for the ad.
• Identify the audience for the ad.
• Identify the method(s) the ad uses.
• Explain your answers as you identify the SPAM.
*Intro Me in a box speech. Discuss items and motifs. Write list of 5 items for me in a box.
*Continue good clean joke speeches if any remain.
HW: FOR FRIDAY 1. Make a list of at least 5 items that you could include in your box for the "me" speech and list a probable motif. 2. Study for the LS 1 quiz. for WEDNESDAY: 3. Do the ad assignment on the PPT.
Friday, 8-28
HAND OUT PICTURE PACKETS
Discuss rough drafts of Me in a Box items and motifs. Read aloud additional "Oh, no, George..." in groups and help each other with vocabulary words. Read best in each group for class.
Quiz 1 - lang. skills.
Begin reading appendix C and do the outline mentioned below in the homework.
HW: For Monday: Read speech book Appendix C and complete this outline.
For Wednesday: Do the assignment at the end of the PowerPoint (see details for the ad assignment on Wednesday, 8-26 list.)
Week 1
Thursday, 8-20 and Friday, 8-21
*Ice breaker activity - Create draft of name headbands for use today. (10 minutes)
* the English 10 ONERULE followed by no more than five minutes of questions .
*Show how to get to web sites.
Sign up for Google Classroom.
*Review syllabus online.
*Pass out language skills packets and Speech books. Explain that language skills lessons are online also.
*Intro good clean story joke speech.
Find a good, clean joke (Consider using your Chromebook.) and practice delivering without a script.
Discuss speech ch. 1 before reading the chapter and take notes on discussion. Do the ch. 1 outline in groups in class.
HW: For Monday: Finish ch. 1 outline. Prepare for Wednesday's ch. 1 quiz. Find and practice delivering a good, clean joke.