Wednesday, March 13th
Taming of the Shrew Study Guides (1st, 4th, and 5th)
Taming of the Shrew Act 1 Study Guide
Taming of the Shrew Act 2 Study Guide
Taming of the Shrew Act 3 Study Guide
Taming of the Shrew Act 4 Study Guide
Taming of the Shrew Act 5 Study Guide
Taming of the Shrew Dialectical Journals (2nd and 6th)
Taming of the Shrew Act 1 Dialectical Journal
Taming of the Shrew Act 2 Dialectical Journal
Taming of the Shrew Act 3 Dialectical Journal
Taming of the Shrew Act 4 Dialectical Journal
Taming of the Shrew Act 5 Dialectical Journal
Thursday, March 7th
Complete Comma Practice on NoRedInk.com. Due tomorrow!
Study for your vocab test tomorrow!
Tuesday, January 15th--Thursday, January 17th
"Serving Mein Fuhrer"
Click to watch Hitler's speech to the Hitler Youth. What does he say in the speech that sounds appealing? What's wrong with what he's saying (as in, what does he ACTUALLY mean?)
Levi's "America" commercial
Patriotism is pride for your country. Nationalism goes beyond pride; it is the belief that your country is the best and all the other countries are inferior.
"Serving Mein Fuhrer"--images of pages below. Take 3-2-1 notes for each page: 3 facts you learned, 2 ideas you had while reading, 1 question you still have.
Page 1
Page 2
Page 3
Page 4
"Serving Mein Fuhrer" Discussion Questions
1. What could happen to a parent who tried to keep a child from joining the Hitler Youth?
2. How did Hitler and the Nazi leaders get young people to join the Hitler Youth?
3. Hitler calls the Jungvolk, "You, my youth." What does he do to make them belong to him, as opposed to their parents?
4. Alfons Heck says the Nazi leaders saw the Hitler Youth as "its pool of future manpower." What evidence supports this? (HINT: think about how the Nazis prepared the Hitler Youth to be soldiers.)
5. Create a list of adjectives that describe the image of the German student shown. What about this image would attract young people to join the Hitler Youth?
6. How might the Levis commercials shown yesterday be used as American propaganda, like the Hitler Youth ad?
7. Alfons Heck says that "I try to explain how it was possible for people as educated and cultured as the Germans to follow a man like Hitler. How could this happen in Germany? Because we simply did not care enough for other people. We didn't care about anything else except ourselves." Do you think this applies to Americans today? Explain your reasoning.
Monday, January 14th--Tuesday, January 15th
Holocaust Prezi
Holocaust Notes
Friday, January 11th
Test on student.masteryconnect.com
Thursday, January 10th
Thursday: California's Homeless Problem Article
For each article/essay you read, complete this exit ticket:
Weak vs. strong arguments:
Weak arguments:
include words like "in my opinion" or "I think"
include personal examples instead of facts
May have reasoning, but little to no evidence
Strong arguments:
may include facts and statistics from an outside source
take the other side into account (counterargument)
have sound reasoning, no faulty logic or name-calling
Wednesday, January 9th
Wednesday: Gun Control Pro/Con Article
For each article/essay you read, complete this exit ticket:
Friday, January 11th
Test (MasteryConnect)
Holocaust Prezi
Holocaust Notes
Monday, January 7th--Friday, January 11th
Tuesday: 3 Essays on the Importance of Reading
Wednesday: Gun Control Pro/Con Article
Thursday: California's Homeless Problem Article
Friday: test
For each article/essay you read, complete this exit ticket:
Tuesday, December 11th
English 7: Study for your test tomorrow using this jeopardy game
Advanced (CP English): ESSAY DUE THURSDAY!
Pre-AP: A Wrinkle in Time Character Conflict Essay
When you're finished, use this checklist to make sure your essay is ready for an A+!
Pick one character from A Wrinkle in Time and analyze the character’s development over the course of the novel. Using your dialectical journals, choose three character traits and analyze how the character responds to internal and external conflict. This essay should be 5 paragraphs, and the body should be ACE paragraphs.
HOW TO WRITE THE BODY PARAGRAPHS: Using your dialectical journals, write three body paragraphs explaining how the author uses different types of conflict to develop the character’s personality. Make sure you include a character trait in each paragraph along with textual evidence to support the trait. This evidence (quote from the novel) should include conflicts the character encountered in the novel and/or examples to support their personality traits. You should give two quotes per body paragraph explaining the trait.
So, write the ACE body paragraph like this:
Assertion: what personality trait does your character show in the novel?
Cite the quote
Explain what type of external conflict is going on
Cite another quote
Explain what type of internal conflict is going on
Character Analysis Essay
Assignment: Your assignment is to write a character analysis of a major character in the novel A Wrinkle in Time. Once you have chosen a character to analyze, choose three adjectives that describe that character. These adjectives, or character traits, will be the basis of your five-paragraph essay.
Requirements: Your thesis statement should be stated directly in your introduction and be proven throughout your body paragraphs. You must use at least two quotations from the novel in each of the three body paragraphs to support your ideas: one quote for internal conflict, and one for external conflict. These quotations must be correctly cited (meaning: you must introduce the quote, write the quote, and end with page number in parentheses). The paper must be typed in 12 point font and double-spaced.
Character Choices: Meg Murry, Charles Wallace Murry, Calvin O’Keefe, Mr. Murry, Mrs. Whatsit, Mrs. Who, Mrs. Which
Writing Your Thesis Statement…
As we’ve discussed, a thesis statement is a sentence or two that tells the reader what the rest of the essay is about. Good thesis statements do not simply announce a topic; they say something about the topic, and it provides the framework for your paper. Never start a thesis with, “In this paper I will discuss…” A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusion that the writer has reached about the topic.
For Example: Through Mrs. Whatsit’s compassion, bravery, and cheerfulness, she is able to fight The Black Thing and help Meg save Mr. Murry and Charles Wallace.
After every quote, write the author’s last name and the page number that the quote is found on in parenthesis, followed by period. If you make a change to the original text (for clarity) put the change in brackets. Create an intro to your quotation that helps the reader understand its meaning. Remember: always put the page number in parentheses after the quote, and THEN the period!
Detailed Outline:
Monday, December 3rd--Friday, December 7th
A Wrinkle in Time Dialectical Journal Chs. 10-12
A Wrinkle in Time Dialectical Journal Chs. 7-9
A Wrinkle in Time Dialectical Journal Chs. 4-6
A Wrinkle in Time Dialectical Journal Chs. 1-3
Friday, November 10th--Friday, November 16th
Operation Christmas Child: click here to learn more about what to bring for our shoe box next week!
Read A Wrinkle in Time, chapters 4-6
A Wrinkle in Time Dialectical Journal Chs. 4-6
Monday, November 5th
Finish reading A Wrinkle in Time, chapter 1-3
A Wrinkle in Time Dialectical Journal Chs. 1-3
Thursday, November 1st
Click here to read the article on El Dia de los Muertos. (Links to an external site.)Links to an external site.
1. What is the author's purpose in this article: to entertain, to inform, or to persuade? Why?
2. How does the author organize her article: cause and effect, compare and contrast, description, chronological sequencing, or problem and solution? Why?
3. Why do you think the author wrote the first paragraph of the article? (Hint: Think about the audience. Why would the reader need to know the difference between Halloween and El Dia de los Muertos?)
4. What is the author's main argument in this article? (As in, what do you think the "theme" of the article is?) Give me some textual evidence where you see this theme/argument.
5. Read the passage below. What do you think commemmorating means? What context clues from the text gave you that hint?
“It wasn’t seen as a scary thing, and it’s still not seen as a scary thing,” Martinez said. “It’s about commemorating ancestors, being aware of those who came before us … and passing on family stories, or ancient stories, to the next generation to continue the legacy."
6. Click here to read about All Souls' Day, (Links to an external site.)Links to an external site. or do your own research. Compare and contrast El Dia de los Muertos, Halloween, and All Souls' Day. How are they similar, and how are they different?
Wednesday, October 31st: Happy Halloween!
Scary Story Contest
Tuesday, October 30th
Click here to read the article on El Dia de los Muertos. (Links to an external site.)Links to an external site.
1. What is the author's purpose in this article: to entertain, to inform, or to persuade? Why?
2. How does the author organize her article: cause and effect, compare and contrast, description, chronological sequencing, or problem and solution? Why?
3. Why do you think the author wrote the first paragraph of the article? (Hint: Think about the audience. Why would the reader need to know the difference between Halloween and El Dia de los Muertos?)
4. What is the author's main argument in this article? (As in, what do you think the "theme" of the article is?) Give me some textual evidence where you see this theme/argument.
5. Read the passage below. What do you think commemmorating means? What context clues from the text gave you that hint?
“It wasn’t seen as a scary thing, and it’s still not seen as a scary thing,” Martinez said. “It’s about commemorating ancestors, being aware of those who came before us … and passing on family stories, or ancient stories, to the next generation to continue the legacy."
6. Click here to read about All Souls' Day, (Links to an external site.)Links to an external site. or do your own research. Compare and contrast El Dia de los Muertos, Halloween, and All Souls' Day. How are they similar, and how are they different?
How to Write a Scary Story (Prezi)
SCARY STORY ASSIGNMENT:
Tuesday, October 23rd
Study for Black Cat Vocabulary test (the questions will be the examples from the vocabulary worksheet)
"The Black Cat" Homework:
You need to provide textual evidence (quotes from the story) for ALL answers! Make sure you write in complete sentences and introduce/cite your quotes!
1. Analyze how the theme of "guilt, ghosts and the power of the dead over the living" develops over the play. (Give at least one quote from the story.) How does the narrator change over the story, based on the dead things he encounters/his guilt over his actions?
2. Why does Poe use an unreliable narrator, telling the story from the killer's perspective? What is the effect on the reader? (Hint: think about Alfred Hitchcock's "bomb under the table" scenario.)
3. Give me an example from the text where you can see irony. What does the narrator say, and how does he actually feel? What is the effect on the reader?
4. What do you think the speaker's tone is in "The Black Cat"? Disgusted? Guilty? Ironic (as in, do you think he actually feels bad?) Why?
5. Give me one example in the text where Poe builds a suspenseful mood in the story.
Wednesday, October 17th
Black Cat Vocabulary Story: write a story about whatever you want, using the 25 vocabulary words CORRECTLY
Use these 25 words (look on the back!) to write an original story. I don’t care what the story is about; just make sure you use the words correctly. It will help me grade your work easier if you underline the words on YOUR story.
Wednesday, October 17th
Black Cat Vocabulary Definitions
Use these 25 words (look on the back!) to write an original story. I don’t care what the story is about; just make sure you use the words correctly. It will help me grade your work easier if you underline the words on YOUR story.
Tuesday, September 25th
"Monsters Are Due on Maple Street" Questions
1.When do the neighbors first sense something is wrong?
2.How is Pete Van Horn killed?
3.Why do the neighbors become suspicious of Tommy?
6. Foreshadowing is a technique a writer uses to hint at something that will occur later in a story. Reread lines 51-54 of Act 1. What is the purpose of the narrator’s role here?
7. At various points in the teleplay, the mob thinks different people are monsters in their midst. Make a list of these people, and consider the moments when the mob turns on them. What conclusions can you draw about how the mob picks its victims?
8. In your opinion, who are the monsters referred to in the title? Give reasons for your answer.
Tuesday, September 11th
Written in Bone Chapter 2 Questions
1.Describe the three steps Lavin and Owlsey took to properly excavate and preserve the skeleton.
2.What conclusions did Owsley draw about how the boy died?
3.On page 39 and 40, briefly summarize what other health problems the boy was suffering before his untimely death.
4.What lesson can the boy teach us about health problems today?
5.What did the forensic anthropologists find out about his diet in the lab? How did they do it?
6.Who was JR1225B, possibly? Why is that cool?
Monday, September 10th
Read Written in Bone Chapter 1: a Grave Mystery
Define these words: anthropologist, excavate, forensic
Written in Bone Chapter 1 Questions:
1. How are archaeologists and forensic anthropologists different?
2. Why would both be useful in studying the lost Jamestown settlement?
3. Who are Kelso, Owsley, and Hudgins? What did they contribute in this chapter?
4. Name some of the 17th century artifacts mentioned in the chapter. Which artifacts are the most important to dig and why?
5. What important information did the soil tell the archaeologists in Chapter 1?
Thursday, August 29th
Study for your test tomorrow!! Use the Kahoot on the Today tab of the Weebly.
Wednesday, August 28th
Complete "All Summer in a Day" worksheet
Thursday, August 16th
STUDY FOR YOUR TEST TOMORROW! The kahoot is on the today tab.
DUE TUESDAY, AUGUST 21st
Write in complete sentences, using ACE (answer the question, cite textual evidence, explain the quote). Remember to give a quote for EVERY question! Also, write the page number after the quote.
1. What is the theme of "Dark they Were, and Golden-Eyed"? Where do you see this theme being portrayed in the story?
2. "Dark They Were, and Golden-Eyed" is about humans trying to control their environment, just like "A Sound of Thunder." How are the stories different, in terms of their theme? (HINT: think about how the men in both stories try to control their environment. What happens to each of them?) (ALSO: writing "one story is about time travel and the other one is about Mars colonization" is the WRONG answer.)
3. Foreshadowing is hinting at the beginning of the story that something is going to happen at the end of the story. Give me an example of foreshadowing in the setting of "Dark They Were, and Golden-Eyed." What is the effect on the reader? (HINT: think about the mood of the story.)
4. How does the environment of Mars change Mr. Bittering's characterization?
5. Give me an example of imagery, simile, and metaphor in the story. How does Bradbury describe Mars in the beginning, versus in the end? What is the effect on the reader?
DUE WEDNESDAY, AUGUST 15th
"A Sound of Thunder" Questions:
Use textual evidence (as in, write down the sentence in the story where you got your answer) and WRITE IN COMPLETE SENTENCES!
1. What is the theme of "A Sound of Thunder"? Where is a point in the story when you can see the theme being developed?
2. How does Bradbury characterize Eckels? Give me at least three traits of his personality, and give me one quote from the story for each of those traits.
3. Analyze the structure of "A Sound of Thunder". Why does Bradbury use such big paragraphs and long sentences? What is the effect on the reader?
4. Analyze one part of the story where you can see imagery (painting a picture with words) and personification (giving a non-human object human-like qualities). Give me a quote for each literary device. In each quote, why does he use that specific literary device? What is the effect on the reader?
5. How does the setting of "A Sound of Thunder" help foreshadow the ending of the story?
Monday, August 6th
"Where I'm From" Poem (test grade!)
Write a "Where I'm From" poem using your answers from Mrs. McQueen's Questionnaire. A "Where I'm From" poem is a poem that begins with "I'm from..." and goes on to describe the experiences in your everyday life. You can describe what your home is like, your family members, the personalities of your friends, you favorite foods, anything that makes you YOU!
Use imagery (painting a picture in your reader's head). In order to get an A, your poem needs to be one page, and it needs to include AT LEAST 5 examples of sensory imagery: what you see, hear, touch, taste, and smell (at least 1 each). BE DETAILED!
Click to see other examples if you're stuck.
Wednesday, August 1st
Mrs. McQueen's Questionnaire
Mrs. McQueen’s Back-to-School Questionnaire
B.
C.
D.
E.
My ________ is like a _____________ because ___________________________________.
What does it look like?
What sounds can you hear?
What can you smell?
Can you taste anything? (Either something in the air or something you eat at home)
Can you feel anything? (Describe something you can touch at your home)
Describe it:
Describe it:
Describe it:
Describe it:
Describe it:
Describe it some more:
Describe it some more:
Describe it some more:
Describe it some more:
Describe it some more:
14. One thing you need to know about me is I LOVE traveling. Tell me about a time when you visited somewhere really cool. If you haven’t been anywhere yet, don’t worry! Tell me about a place you’d like to go some day. (I want to go to an elephant sanctuary in Thailand someday.)
15. Go to two people you DON’T KNOW in class and have them describe you. Be nice, y’all.
Person 1’s name: _______________________________
Person 2’s name:_______________________________
Make sure your parents look at this website and sign the pink paper with their emails!
ALSO: Bring me a COPY of a page from your favorite book. (Please, please, please do not rip out a page from your favorite book. It kills me a little bit on the inside.)
Taming of the Shrew Study Guides (1st, 4th, and 5th)
Taming of the Shrew Act 1 Study Guide
Taming of the Shrew Act 2 Study Guide
Taming of the Shrew Act 3 Study Guide
Taming of the Shrew Act 4 Study Guide
Taming of the Shrew Act 5 Study Guide
Taming of the Shrew Dialectical Journals (2nd and 6th)
Taming of the Shrew Act 1 Dialectical Journal
Taming of the Shrew Act 2 Dialectical Journal
Taming of the Shrew Act 3 Dialectical Journal
Taming of the Shrew Act 4 Dialectical Journal
Taming of the Shrew Act 5 Dialectical Journal
Thursday, March 7th
Complete Comma Practice on NoRedInk.com. Due tomorrow!
Study for your vocab test tomorrow!
- The largest and possibly most famous concentration camp in history: Auschwitz
- A Jewish prayer for the dead to pass on to the afterlife: Kaddish
- German bad police who did Hitler’s dirty work in the towns: Gestapo
- A prisoner in a concentration camp in charge of other prisoners: Kapo
- The Jewish secrets of the universe that Jews cannot study until age 30: Kabbalah
- A militarized government led by a dictator; no one has any rights: Fascist
- A Jewish church or place of worship: Synagogue
- A Jewish holiday celebrating the Jews’ escape from slavery in Egypt: Passover
- A Jewish holiday celebrating the Jewish New Year; Jews will fast and pray for God’s forgiveness for the past year’s sins: Yom Kippur
- People of Nordic ancestry with blonde hair and blue eyes who Hitler believed were the master race: Aryan
- A poor neighborhood where Jews were rounded up and forced to live together: Ghetto
- A fatal disease where the intestines become rotten; many Jews died of this: Dysentery
- The Jewish book of rules and stories that God passed down and told the Jews to obey: Talmud
- The group of people who are descended from Abraham and Isaac, who believe that God has blessed them, as long as they follow the rules God gives them: Jews
- Hitler’s top men who were in charge of planning the Holocaust and taking over the world: SS Officers
Tuesday, January 15th--Thursday, January 17th
"Serving Mein Fuhrer"
Click to watch Hitler's speech to the Hitler Youth. What does he say in the speech that sounds appealing? What's wrong with what he's saying (as in, what does he ACTUALLY mean?)
Levi's "America" commercial
Patriotism is pride for your country. Nationalism goes beyond pride; it is the belief that your country is the best and all the other countries are inferior.
"Serving Mein Fuhrer"--images of pages below. Take 3-2-1 notes for each page: 3 facts you learned, 2 ideas you had while reading, 1 question you still have.
Page 1
Page 2
Page 3
Page 4
"Serving Mein Fuhrer" Discussion Questions
1. What could happen to a parent who tried to keep a child from joining the Hitler Youth?
2. How did Hitler and the Nazi leaders get young people to join the Hitler Youth?
3. Hitler calls the Jungvolk, "You, my youth." What does he do to make them belong to him, as opposed to their parents?
4. Alfons Heck says the Nazi leaders saw the Hitler Youth as "its pool of future manpower." What evidence supports this? (HINT: think about how the Nazis prepared the Hitler Youth to be soldiers.)
5. Create a list of adjectives that describe the image of the German student shown. What about this image would attract young people to join the Hitler Youth?
6. How might the Levis commercials shown yesterday be used as American propaganda, like the Hitler Youth ad?
7. Alfons Heck says that "I try to explain how it was possible for people as educated and cultured as the Germans to follow a man like Hitler. How could this happen in Germany? Because we simply did not care enough for other people. We didn't care about anything else except ourselves." Do you think this applies to Americans today? Explain your reasoning.
Monday, January 14th--Tuesday, January 15th
Holocaust Prezi
Holocaust Notes
Friday, January 11th
Test on student.masteryconnect.com
Thursday, January 10th
Thursday: California's Homeless Problem Article
For each article/essay you read, complete this exit ticket:
- State one opinion and one fact from the text.
- What would be another claim the writer could make that would strengthen the argument?
- Is the author’s reasoning sound? Why or why not?
- Is any of the evidence irrelevant? If so, give an example. If not, explain why all the evidence is strong.
- In your opinion, is the writer’s argument valid? If so, what is the strongest part of the text? If not, what reasoning/evidence weakens the argument?
Weak vs. strong arguments:
Weak arguments:
include words like "in my opinion" or "I think"
include personal examples instead of facts
May have reasoning, but little to no evidence
Strong arguments:
may include facts and statistics from an outside source
take the other side into account (counterargument)
have sound reasoning, no faulty logic or name-calling
Wednesday, January 9th
Wednesday: Gun Control Pro/Con Article
For each article/essay you read, complete this exit ticket:
- State one opinion and one fact from the text.
- What would be another claim the writer could make that would strengthen the argument?
- Is the author’s reasoning sound? Why or why not?
- Is any of the evidence irrelevant? If so, give an example. If not, explain why all the evidence is strong.
- In your opinion, is the writer’s argument valid? If so, what is the strongest part of the text? If not, what reasoning/evidence weakens the argument?
Friday, January 11th
Test (MasteryConnect)
Holocaust Prezi
Holocaust Notes
Monday, January 7th--Friday, January 11th
Tuesday: 3 Essays on the Importance of Reading
Wednesday: Gun Control Pro/Con Article
Thursday: California's Homeless Problem Article
Friday: test
For each article/essay you read, complete this exit ticket:
- State one opinion and one fact from the text.
- What would be another claim the writer could make that would strengthen the argument?
- Is the author’s reasoning sound? Why or why not?
- Is any of the evidence irrelevant? If so, give an example. If not, explain why all the evidence is strong.
- In your opinion, is the writer’s argument valid? If so, what is the strongest part of the text? If not, what reasoning/evidence weakens the argument?
Tuesday, December 11th
English 7: Study for your test tomorrow using this jeopardy game
Advanced (CP English): ESSAY DUE THURSDAY!
Pre-AP: A Wrinkle in Time Character Conflict Essay
When you're finished, use this checklist to make sure your essay is ready for an A+!
Pick one character from A Wrinkle in Time and analyze the character’s development over the course of the novel. Using your dialectical journals, choose three character traits and analyze how the character responds to internal and external conflict. This essay should be 5 paragraphs, and the body should be ACE paragraphs.
HOW TO WRITE THE BODY PARAGRAPHS: Using your dialectical journals, write three body paragraphs explaining how the author uses different types of conflict to develop the character’s personality. Make sure you include a character trait in each paragraph along with textual evidence to support the trait. This evidence (quote from the novel) should include conflicts the character encountered in the novel and/or examples to support their personality traits. You should give two quotes per body paragraph explaining the trait.
So, write the ACE body paragraph like this:
Assertion: what personality trait does your character show in the novel?
Cite the quote
Explain what type of external conflict is going on
Cite another quote
Explain what type of internal conflict is going on
Character Analysis Essay
Assignment: Your assignment is to write a character analysis of a major character in the novel A Wrinkle in Time. Once you have chosen a character to analyze, choose three adjectives that describe that character. These adjectives, or character traits, will be the basis of your five-paragraph essay.
Requirements: Your thesis statement should be stated directly in your introduction and be proven throughout your body paragraphs. You must use at least two quotations from the novel in each of the three body paragraphs to support your ideas: one quote for internal conflict, and one for external conflict. These quotations must be correctly cited (meaning: you must introduce the quote, write the quote, and end with page number in parentheses). The paper must be typed in 12 point font and double-spaced.
Character Choices: Meg Murry, Charles Wallace Murry, Calvin O’Keefe, Mr. Murry, Mrs. Whatsit, Mrs. Who, Mrs. Which
Writing Your Thesis Statement…
As we’ve discussed, a thesis statement is a sentence or two that tells the reader what the rest of the essay is about. Good thesis statements do not simply announce a topic; they say something about the topic, and it provides the framework for your paper. Never start a thesis with, “In this paper I will discuss…” A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusion that the writer has reached about the topic.
For Example: Through Mrs. Whatsit’s compassion, bravery, and cheerfulness, she is able to fight The Black Thing and help Meg save Mr. Murry and Charles Wallace.
After every quote, write the author’s last name and the page number that the quote is found on in parenthesis, followed by period. If you make a change to the original text (for clarity) put the change in brackets. Create an intro to your quotation that helps the reader understand its meaning. Remember: always put the page number in parentheses after the quote, and THEN the period!
Detailed Outline:
- Paragraph #1 Introduction – general comments about the character and/or novel lead you to your thesis statement (described above). Be sure you have identified the author and title of the book and the character you will be analyzing. Then, give like a brief 1-2 sentence summary of the book. Why is the character you picked relatable to readers? THEN: end the intro paragraph with your thesis.
- Paragraphs #2 - #4 Three Body Paragraphs – the topic sentence for each body paragraph includes one character trait you chose to describe your character. For example, “Atticus Finch is a man of great integrity.” Follow the topic sentence with evidence from the novel: examples from the story that support your topic sentence, and at least one direct quotation from the novel in each body paragraph. Next, explain how your examples support your topic sentence, and conclude each body paragraph with a summarizing “clincher” sentence to wrap-up your ideas.
- Paragraph #5 Conclusion – restate your thesis statement and add some final thoughts about your character and/or the novel. Why is this novel/the characters important to people who are growing up?
Monday, December 3rd--Friday, December 7th
A Wrinkle in Time Dialectical Journal Chs. 10-12
A Wrinkle in Time Dialectical Journal Chs. 7-9
A Wrinkle in Time Dialectical Journal Chs. 4-6
A Wrinkle in Time Dialectical Journal Chs. 1-3
Friday, November 10th--Friday, November 16th
Operation Christmas Child: click here to learn more about what to bring for our shoe box next week!
Read A Wrinkle in Time, chapters 4-6
A Wrinkle in Time Dialectical Journal Chs. 4-6
Monday, November 5th
Finish reading A Wrinkle in Time, chapter 1-3
A Wrinkle in Time Dialectical Journal Chs. 1-3
Thursday, November 1st
Click here to read the article on El Dia de los Muertos. (Links to an external site.)Links to an external site.
1. What is the author's purpose in this article: to entertain, to inform, or to persuade? Why?
2. How does the author organize her article: cause and effect, compare and contrast, description, chronological sequencing, or problem and solution? Why?
3. Why do you think the author wrote the first paragraph of the article? (Hint: Think about the audience. Why would the reader need to know the difference between Halloween and El Dia de los Muertos?)
4. What is the author's main argument in this article? (As in, what do you think the "theme" of the article is?) Give me some textual evidence where you see this theme/argument.
5. Read the passage below. What do you think commemmorating means? What context clues from the text gave you that hint?
“It wasn’t seen as a scary thing, and it’s still not seen as a scary thing,” Martinez said. “It’s about commemorating ancestors, being aware of those who came before us … and passing on family stories, or ancient stories, to the next generation to continue the legacy."
6. Click here to read about All Souls' Day, (Links to an external site.)Links to an external site. or do your own research. Compare and contrast El Dia de los Muertos, Halloween, and All Souls' Day. How are they similar, and how are they different?
Wednesday, October 31st: Happy Halloween!
Scary Story Contest
Tuesday, October 30th
Click here to read the article on El Dia de los Muertos. (Links to an external site.)Links to an external site.
1. What is the author's purpose in this article: to entertain, to inform, or to persuade? Why?
2. How does the author organize her article: cause and effect, compare and contrast, description, chronological sequencing, or problem and solution? Why?
3. Why do you think the author wrote the first paragraph of the article? (Hint: Think about the audience. Why would the reader need to know the difference between Halloween and El Dia de los Muertos?)
4. What is the author's main argument in this article? (As in, what do you think the "theme" of the article is?) Give me some textual evidence where you see this theme/argument.
5. Read the passage below. What do you think commemmorating means? What context clues from the text gave you that hint?
“It wasn’t seen as a scary thing, and it’s still not seen as a scary thing,” Martinez said. “It’s about commemorating ancestors, being aware of those who came before us … and passing on family stories, or ancient stories, to the next generation to continue the legacy."
6. Click here to read about All Souls' Day, (Links to an external site.)Links to an external site. or do your own research. Compare and contrast El Dia de los Muertos, Halloween, and All Souls' Day. How are they similar, and how are they different?
How to Write a Scary Story (Prezi)
SCARY STORY ASSIGNMENT:
- Go to www.phobialist.com and find your phobia (fear). That’s your title.
- Make an outline that explains that plot (beginning, middle, end), the setting, and the characters. Now you are ready to write!
- Write a 2-3 page scary story based on your phobia. Include dialogue, imagery, and--most important--suspense that builds through the story until the end. MAKE ME FEEL WHAT IT’S LIKE TO HAVE YOUR PHOBIA. Scare me!
- This must be finished by Tuesday. DO NOT GOOF OFF. While submitting your scary story for the contest is optional, writing the story is required and worth a big grade. On Wednesday, we will vote for the scariest story, and the winner will get a big candy bar!
- How you will be graded:
- Imagery: ___/4
- Setting/Character Development: ___/4
- Plot (suspense development): ____/4
- Scary Factor: ____/4
- Ending (scary/surprising): _____/4
- Spelling/Grammar: ____/4
- TOTAL: ____24
Tuesday, October 23rd
Study for Black Cat Vocabulary test (the questions will be the examples from the vocabulary worksheet)
"The Black Cat" Homework:
You need to provide textual evidence (quotes from the story) for ALL answers! Make sure you write in complete sentences and introduce/cite your quotes!
1. Analyze how the theme of "guilt, ghosts and the power of the dead over the living" develops over the play. (Give at least one quote from the story.) How does the narrator change over the story, based on the dead things he encounters/his guilt over his actions?
2. Why does Poe use an unreliable narrator, telling the story from the killer's perspective? What is the effect on the reader? (Hint: think about Alfred Hitchcock's "bomb under the table" scenario.)
3. Give me an example from the text where you can see irony. What does the narrator say, and how does he actually feel? What is the effect on the reader?
4. What do you think the speaker's tone is in "The Black Cat"? Disgusted? Guilty? Ironic (as in, do you think he actually feels bad?) Why?
5. Give me one example in the text where Poe builds a suspenseful mood in the story.
Wednesday, October 17th
Black Cat Vocabulary Story: write a story about whatever you want, using the 25 vocabulary words CORRECTLY
Use these 25 words (look on the back!) to write an original story. I don’t care what the story is about; just make sure you use the words correctly. It will help me grade your work easier if you underline the words on YOUR story.
- Macabre (adj): being horrifying; having to do with death and gruesomeness
- That scary movie was too macabre for me; it was too gruesome.
- Succinctly (adv): short and to the point
- She explained succinctly in three minutes why she should be hired.
- Phantasm (noun) : ghost, specter
- One time I saw a phantasm in the window of an old Victorian house.
- Docility (noun): gentle, calm, sweet
- The precious little girl was noted for her docility; she was so well-behaved.
- Sage (adj): wise
- The sage old wizard said that with great power comes great responsibility.
- Uncongenial (adj): not nice or getting along
- The new kid is pretty uncongenial; he doesn’t want to makes friends, only enemies.
- Procuring (verb): acquire, attain, to go get
- I am procuring a new Xbox for my birthday, if I can procure all A’s on my report card.
- Tinctured (adj/verb): touched by, a hint of
- After washing her white t-shirt with red socks, her shirt was tinctured with pink.
- Fiend (noun): enemy, ghost
- What kind of fiend steals from a blind girl?
- Intemperance (noun): alcoholism, drunkenness
- In the 1800s, women protesting intemperance smashed up bars and saloons.
- Peevish (adj): annoyed, irritated
- Sorry I’m a little peevish; my little brother is getting on my nerves.
- Malevolence (noun): the quality of being bad
- My little brother’s malevolence is so bad; he is grounded for terrorizing the teacher.
- Atrocity (noun): horrible sight; disaster
- 9/11 was a terrible atrocity that should always be remembered.
- Debauch (noun/verb): doing what feels good and is fun without caring about the consequences
- After the night’s debauch of eating all our Halloween candy, we got stomach aches.
- Equivocal (adj): doubt; ambivalence; can't decide
- I hate going out to eat with Rhonda because she’s too equivocal; she can never decide.
- Irrevocable (adj): cannot be changed or taken away
- You are an American: your freedom of speech, religion, and protest are irrevocable.
- Perverseness (noun): doing something horrible because you think it's fun
- My little brother gets a kick out of torturing puppies; his perverseness is disgusting.
- Consummate (verb): seal the deal; final
- To consummate our five-course dinner, we ended it with a cheesecake dessert.
- Conflagration (noun): fire
- The forest conflagration was started with one careless camper flicking a burnt match.
- Apparition (noun): ghost, specter, vision
- I thought I saw an apparition of a Victorian girl in the abandoned house’s window.
- Remorse (noun): to be sorry
- The bully showed no remorse for locking the little girl in a closet all day; he just laughed.
- Odious (adj): bad smell
- Dang, I forgot to take out the trash this week. It sure is odious!
- Pestilence (noun): something annoying
- Some would say that being around hormonal seventh graders is a pestilence on level with the plagues of Egypt, but I find it fun and rewarding.
- Pertinacity (noun): perfect dedication
- The football team won the championship because of their extreme pertinacity.
- Wretched (adj): terrible; pitiful
- Oh, this is wretched! I lost my phone!
Wednesday, October 17th
Black Cat Vocabulary Definitions
Use these 25 words (look on the back!) to write an original story. I don’t care what the story is about; just make sure you use the words correctly. It will help me grade your work easier if you underline the words on YOUR story.
- Macabre (adj): being horrifying; having to do with death and gruesomeness
- That scary movie was too macabre for me; it was too gruesome.
- Succinctly (adv): short and to the point
- She explained succinctly in three minutes why she should be hired.
- Phantasm (noun) : ghost, specter
- One time I saw a phantasm in the window of an old Victorian house.
- Docility (noun): gentle, calm, sweet
- The precious little girl was noted for her docility; she was so well-behaved.
- Sage (adj): wise
- The sage old wizard said that with great power comes great responsibility.
- Uncongenial (adj): not nice or getting along
- The new kid is pretty uncongenial; he doesn’t want to makes friends, only enemies.
- Procuring (verb): acquire, attain, to go get
- I am procuring a new Xbox for my birthday, if I can procure all A’s on my report card.
- Tinctured (adj/verb): touched by, a hint of
- After washing her white t-shirt with red socks, her shirt was tinctured with pink.
- Fiend (noun): enemy, ghost
- What kind of fiend steals from a blind girl?
- Intemperance (noun): alcoholism, drunkenness
- In the 1800s, women protesting intemperance smashed up bars and saloons.
- Peevish (adj): annoyed, irritated
- Sorry I’m a little peevish; my little brother is getting on my nerves.
- Malevolence (noun): the quality of being bad
- My little brother’s malevolence is so bad; he is grounded for terrorizing the teacher.
- Atrocity (noun): horrible sight; disaster
- 9/11 was a terrible atrocity that should always be remembered.
- Debauch (noun/verb): doing what feels good and is fun without caring about the consequences
- After the night’s debauch of eating all our Halloween candy, we got stomach aches.
- Equivocal (adj): doubt; ambivalence; can't decide
- I hate going out to eat with Rhonda because she’s too equivocal; she can never decide.
- Irrevocable (adj): cannot be changed or taken away
- You are an American: your freedom of speech, religion, and protest are irrevocable.
- Perverseness (noun): doing something horrible because you think it's fun
- My little brother gets a kick out of torturing puppies; his perverseness is disgusting.
- Consummate (verb): seal the deal; final
- To consummate our five-course dinner, we ended it with a cheesecake dessert.
- Conflagration (noun): fire
- The forest conflagration was started with one careless camper flicking a burnt match.
- Apparition (noun): ghost, specter, vision
- I thought I saw an apparition of a Victorian girl in the abandoned house’s window.
- Remorse (noun): to be sorry
- The bully showed no remorse for locking the little girl in a closet all day; he just laughed.
- Odious (adj): bad smell
- Dang, I forgot to take out the trash this week. It sure is odious!
- Pestilence (noun): something annoying
- Some would say that being around hormonal seventh graders is a pestilence on level with the plagues of Egypt, but I find it fun and rewarding.
- Pertinacity (noun): perfect dedication
- The football team won the championship because of their extreme pertinacity.
- Wretched (adj): terrible; pitiful
- Oh, this is wretched! I lost my phone!
Tuesday, September 25th
"Monsters Are Due on Maple Street" Questions
1.When do the neighbors first sense something is wrong?
2.How is Pete Van Horn killed?
3.Why do the neighbors become suspicious of Tommy?
6. Foreshadowing is a technique a writer uses to hint at something that will occur later in a story. Reread lines 51-54 of Act 1. What is the purpose of the narrator’s role here?
7. At various points in the teleplay, the mob thinks different people are monsters in their midst. Make a list of these people, and consider the moments when the mob turns on them. What conclusions can you draw about how the mob picks its victims?
8. In your opinion, who are the monsters referred to in the title? Give reasons for your answer.
Tuesday, September 11th
Written in Bone Chapter 2 Questions
1.Describe the three steps Lavin and Owlsey took to properly excavate and preserve the skeleton.
2.What conclusions did Owsley draw about how the boy died?
3.On page 39 and 40, briefly summarize what other health problems the boy was suffering before his untimely death.
4.What lesson can the boy teach us about health problems today?
5.What did the forensic anthropologists find out about his diet in the lab? How did they do it?
6.Who was JR1225B, possibly? Why is that cool?
Monday, September 10th
Read Written in Bone Chapter 1: a Grave Mystery
Define these words: anthropologist, excavate, forensic
Written in Bone Chapter 1 Questions:
1. How are archaeologists and forensic anthropologists different?
2. Why would both be useful in studying the lost Jamestown settlement?
3. Who are Kelso, Owsley, and Hudgins? What did they contribute in this chapter?
4. Name some of the 17th century artifacts mentioned in the chapter. Which artifacts are the most important to dig and why?
5. What important information did the soil tell the archaeologists in Chapter 1?
Thursday, August 29th
Study for your test tomorrow!! Use the Kahoot on the Today tab of the Weebly.
Wednesday, August 28th
Complete "All Summer in a Day" worksheet
Thursday, August 16th
STUDY FOR YOUR TEST TOMORROW! The kahoot is on the today tab.
DUE TUESDAY, AUGUST 21st
Write in complete sentences, using ACE (answer the question, cite textual evidence, explain the quote). Remember to give a quote for EVERY question! Also, write the page number after the quote.
1. What is the theme of "Dark they Were, and Golden-Eyed"? Where do you see this theme being portrayed in the story?
2. "Dark They Were, and Golden-Eyed" is about humans trying to control their environment, just like "A Sound of Thunder." How are the stories different, in terms of their theme? (HINT: think about how the men in both stories try to control their environment. What happens to each of them?) (ALSO: writing "one story is about time travel and the other one is about Mars colonization" is the WRONG answer.)
3. Foreshadowing is hinting at the beginning of the story that something is going to happen at the end of the story. Give me an example of foreshadowing in the setting of "Dark They Were, and Golden-Eyed." What is the effect on the reader? (HINT: think about the mood of the story.)
4. How does the environment of Mars change Mr. Bittering's characterization?
5. Give me an example of imagery, simile, and metaphor in the story. How does Bradbury describe Mars in the beginning, versus in the end? What is the effect on the reader?
DUE WEDNESDAY, AUGUST 15th
"A Sound of Thunder" Questions:
Use textual evidence (as in, write down the sentence in the story where you got your answer) and WRITE IN COMPLETE SENTENCES!
1. What is the theme of "A Sound of Thunder"? Where is a point in the story when you can see the theme being developed?
2. How does Bradbury characterize Eckels? Give me at least three traits of his personality, and give me one quote from the story for each of those traits.
3. Analyze the structure of "A Sound of Thunder". Why does Bradbury use such big paragraphs and long sentences? What is the effect on the reader?
4. Analyze one part of the story where you can see imagery (painting a picture with words) and personification (giving a non-human object human-like qualities). Give me a quote for each literary device. In each quote, why does he use that specific literary device? What is the effect on the reader?
5. How does the setting of "A Sound of Thunder" help foreshadow the ending of the story?
Monday, August 6th
"Where I'm From" Poem (test grade!)
Write a "Where I'm From" poem using your answers from Mrs. McQueen's Questionnaire. A "Where I'm From" poem is a poem that begins with "I'm from..." and goes on to describe the experiences in your everyday life. You can describe what your home is like, your family members, the personalities of your friends, you favorite foods, anything that makes you YOU!
Use imagery (painting a picture in your reader's head). In order to get an A, your poem needs to be one page, and it needs to include AT LEAST 5 examples of sensory imagery: what you see, hear, touch, taste, and smell (at least 1 each). BE DETAILED!
Click to see other examples if you're stuck.
Wednesday, August 1st
Mrs. McQueen's Questionnaire
Mrs. McQueen’s Back-to-School Questionnaire
- What’s your name?
- Does your name have any special meaning? (My name means “captivating--to catch someone or put them under a spell”, and my mom named me after her friend from college who was really brave and funny.)
- If you could change your name, would you? Why? OR: What is your Rapper Name? (Lil’ Chicken Nugs)
- What is your favorite feature and why? (I like my green eyes because they look very clear in the sun.)
- Who is your best friend? What are they like? Describe five things about them:
B.
C.
D.
E.
- Do you have any siblings? What are they like?
- Describe the personalities of your siblings/parents/guardians using a simile (a comparison using like or as). For example: My mom is like a waterfall because she’s constantly going on and on about something.
My ________ is like a _____________ because ___________________________________.
- What is your favorite show on Netflix or TV? Why?
- If you had the choice to only stay inside and watch Netflix/TV/be on your phone for a year or only live outside in nature for a year, which would you choose and why?
- Do you have a favorite band/singer/song? What is it and why do you like it so much?
- What’s your favorite food? Describe what it looks like, tastes like, smells like, and feels like (stringy, smooth, crunchy, piping hot, icy cold, etc.).
- Where are you from?
- In the table below, describe what it’s like to be where you live. BE SPECIFIC with this one… the more detail you give, the higher your grade on our first assignment.
What does it look like?
What sounds can you hear?
What can you smell?
Can you taste anything? (Either something in the air or something you eat at home)
Can you feel anything? (Describe something you can touch at your home)
Describe it:
Describe it:
Describe it:
Describe it:
Describe it:
Describe it some more:
Describe it some more:
Describe it some more:
Describe it some more:
Describe it some more:
14. One thing you need to know about me is I LOVE traveling. Tell me about a time when you visited somewhere really cool. If you haven’t been anywhere yet, don’t worry! Tell me about a place you’d like to go some day. (I want to go to an elephant sanctuary in Thailand someday.)
15. Go to two people you DON’T KNOW in class and have them describe you. Be nice, y’all.
Person 1’s name: _______________________________
Person 2’s name:_______________________________
Make sure your parents look at this website and sign the pink paper with their emails!
ALSO: Bring me a COPY of a page from your favorite book. (Please, please, please do not rip out a page from your favorite book. It kills me a little bit on the inside.)