kregl;wlgverbals.docx
verbmoodscheatsheet.pdf
aellerg verb mood comic strips
rgwtrknw Verb Mood if i were a rich girl
aspirea_guide_to_the_act_aspire2.pptx
Monday, May 13th--Wednesday, May 22nd
Outsiders Test Review Kahoot
Have a good summer!
Monday, May 6th--Friday, May 10th
The Outsiders Collecting Quotes Worksheet (due Friday)
The Outsiders (novel)
Monday, April 30th--Friday, May 3rd
The Outsiders Prezi
The Outsiders (novel)
Friday, April 26th
Shakespeare literary devices test
The Outsiders Prezi
The Outsiders (novel)
Wednesday, April 24th--Thursday, April 25th
Kahoot test review: literary devices
Finish sonnets
Tuesday, April 23rd
Happy Shakespeare Day!
Today, we're going to celebrate Shakespeare's 455th birthday (and 403rd deathday) by spreading his words all around the school.
First, get an iPad. Look up a Shakespeare quote, a Shakespeare insult, or a quote from TotS that you like. (Nothing dirty/no curse words). Then, write down your quote on a note card and get a piece of chalk from me. We will go outside and you will have the whole period to write your quote and decorate it!
Monday, April 22nd
Shakespeare Sonnet Lesson (work with a partner)
Sonnet Outline
Sonnet Example
1. Sonnet Lesson (skip to end of Prezi)
2. Go to www.popsonnet.tumblr.com on your phone or download some pop sonnets here
3. Write your own sonnet! It can be a pop sonnet about your favorite song, or it can be random, like mine. Turn in on Canvas.
CP/Advanced:
Click here for the rubric (grading guide) for the essay
Read your partner's essay and give them a score out of 5 on these five topics:
1. Introduction paragraph/thesis sentence
2. Organization of essay/conclusion paragraph
3. Content of body paragraphs/deep analysis of the actions/motivations of the characters
4. Textual evidence/correct quotes and citations
5. Spelling and grammar
Monday, April 15th--Wednesday, April 17th
Study this quizlet for the Shakespeare test!!!
Pre-AP
Click here for the rubric (grading guide) for the essay
Introduction paragraph: start by giving me some background info on your topic/Shakespeare/TotS. End with your THESIS STATEMENT. (3-5 sentences)
Body paragraphs (at least 3): don't start with a quote. Remember to introduce all quotes and end with a citation (don't leave a quote hanging by itself in a paragraph). MOST IMPORTANT: don't tell me what's happening in the scene, tell me WHY it's happening. DO NOT SUMMARIZE the story; instead, tell me what's going on in the minds of the characters.
Conclusion paragraph: why is this topic (what you're talking about) still important today? Why is Shakespeare/TotS still important to read in school in 2019? (3 sentences)
Use Times New Roman font, size 12.
Make sure to introduce your quotes!!! When quoting anything using MLA citations, ALWAYS REMEMBER: quote, parenthetical citation, THEN period. Like this:
Katherine is frustrated by the lack of suitors who match her intellect, or rather, desire a mate with an intellect at all, when she says, “I pray you, sir, is it your will to make a scold of me amongst these mates” (1.1.57-58).
With Shakespeare, since you are only using one source, you don’t have to cite the author’s name and the text’s title in your essay. All you have to do is cite the number of the act.scene.lines. So, in the citation above, the quote can be found in act 1, scene 1, lines 57 through 58.
Click here for the rubric (grading guide) for the essay
Monday, April 8th--Friday, April 12th
Kiss Me, Petruchio
Morgan Freeman Taming of the Shrew
Watch Act 5 (finish movie)
Mary Pickford/Douglas Fairbanks
Mary Pickford Speech
University of Alaska at Anchorage (1940s)
Taming of the Shrew 1970s
Thursday, April 4th--Friday, April 5th
Read Taming of the Shrew, Act 5
ADVANCED/CP:
TotS Dialectical Journal Act 5
Taming of the Shrew Essay
Write a short 3 page paper, double-spaced, on one of these prompts. If you want to come up with your own prompt, please see me ahead of time. Be sure to use quotes (at least three) from the play to support your argument and cite correctly. While you will have some time to write this essay in class, I expect you to write your essay at home. Use your dialectical journals! Below the prompts are some helpful hints for making correct citations.
Use Times New Roman font, size 12.
Make sure to introduce your quotes!!! When quoting anything using MLA citations, ALWAYS REMEMBER: quote, parenthetical citation, THEN period. Like this:
Katherine is frustrated by the lack of suitors who match her intellect, or rather, desire a mate with an intellect at all, when she says, “I pray you, sir, is it your will to make a scold of me amongst these mates” (1.1.57-58).
With Shakespeare, since you are only using one source, you don’t have to cite the author’s name and the text’s title in your essay. All you have to do is cite the number of the act.scene.lines. So, in the citation above, the quote can be found in act 1, scene 1, lines 57 through 58.
Click here for the rubric (grading guide) for the essay
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
Monday, April 1st--Wednesday, April 3rd
Act 4 Taming of the Shrew
1st Period, 4th Period, 5th Period: Act 4 Study Guide Questions
2nd and 6th Period: TotS Act 4 Dialectical Journal
Wednesday, March 27th
Taming of the Shrew Mid-Book Vocabulary Test
Finish Act 3
1st, 4th, and 5th: TotS Act 3 Study Guide Questions
2nd and 6th: TotS Act 3 Dialectical Journal
Tuesday, March 26th
Study Shakespeare Vocabulary Definitions
Shakespeare Vocabulary Kahoot
Wednesday, March 13th
The Taming of the Shrew, by William Shakespeare: read Act 2, Scene 1
2nd and 6th: TotS Act 2 Dialectical Journal
1st, 4th, and 5th: Act 2 Study Guide Questions
Katherine vs. Petruchio: the roasting battle
Tuesday, March 12th
Kahoot
The Taming of the Shrew, by William Shakespeare: read Act 2, Scene 1
2nd and 6th: TotS Act 2 Dialectical Journal
1st, 4th, and 5th: Act 2 Study Guide Questions
Katherine vs. Petruchio: the roasting battle
Monday, March 9th
Finish reading Act 1, Scene 2
1st, 4th and 5th: Act 1 Study Guide
2nd and 6th: Taming of the Shrew Dialectical Journal Act 1
Friday, March 8th
Finish your NoRedInk (Comma Practice)... due today!
Study vocabulary for test next week: Shakespeare Vocabulary
Shakespeare Vocabulary Definitions
Thursday, March 7th
Continue reading TotS 1.1
Finish NoRedInk.com Comma Practice... due tomorrow!
Taming of the Shrew Dialectical Journal Act 1
Wednesday, March 6th
Begin reading TotS 1.1
2nd and 6th: Taming of the Shrew Dialectical Journal Act 1
1st, 4th and 5th: Taming of the Shrew Act 1 Study Guide
TotS Themes
THEMES TO LOOK OUT FOR
Feminism vs. the Patriarchy: 17th century Europe was a patriarchal society—dominated by men. Women were valued for their beauty, good temper, and silence. A woman belonged to her father until marriage, at which point she became her husband’s property. As we already know, women who were shrewish—loud-mouthed and opinionated—were looked down upon and likened to women of bad moral character (floozies). Katherine’s problem is she’s too smart for any of the guys living in her hometown, and it intimidates them, and as she’s getting older, she’s getting bitter. She doesn’t know how to express herself politely and it only gets worse as her insecurities get worse.
Feminism vs. Feminine Nature: Feminism is simply the belief that women deserve the same rights as men. Katherine is frustrated that although she is smarter, it is her sister Bianca who receives all the suitors, because Bianca is the ideal 17th century woman—pretty, sweet, not too smart, and obedient. Katherine has to learn to tap into her feminine to get feminism.
Rhetoric/Fighting with Words: We already know from studying Adolf Hitler that words are powerful weapons, and that a person who may lack physical strength can become stronger than a nation when he/she uses rhetoric—persuasive speech. Katherine’s problem is she uses her wit to twist everyone’s sentences into an insult, and she’s never been matched in words, until Petruchio comes along. Petruchio uses rhetoric to create the opposite effect—he poofs things up instead of tearing things down. Katherine and Petruchio (actually, all the main characters of the play) have to figure out how to use their words to get what they want.
Deeds of Nobility: This play centers around noble families and their servants, but not all the nobility is equal. Baptista is very rich, and Petruchio is apparently the son of a noble lord, but he’s run out of money and he isn’t a bona fide gentleman. Shakespeare uses “deeds” as a pun in this play, meaning the actions (heroic deeds) and materialistic rights (deeds to property and fortune) of nobility can sometimes not go hand-in-hand; one might chase the other.
Insecurity: Similarly to Deeds of Nobility, many of the main characters in this play suffer insecurities, although they won’t say them outright—Shakespeare leaves that up to you to figure out. There are things that Petruchio and Katherine in particular lack and feel insecure, and the way they act might be considered a defense mechanism.
Disguise: This one is pretty obvious, and pretty common in a Shakespearean play. Basically, you can’t have that great “wait what’s going on everything has gotten so crazy” comedic gold at the end of a Shakespearean play unless someone dresses up as someone who is above or below their station to get what they want. Disguise also relates to the theme of Fake Love.
Deeds of the Husband and Wife: In a patriarchal society, the husband was the head of the household, and the wife looked after the house and supported her husband’s decisions, as well as increased his household by bearing him children. The husband’s responsibility was to take care of and protect the wife; the wife’s responsibility was to be the glory of her husband. Women who were loud-mouthed and bossy shamed their husbands because it made the husbands look like they can’t take care of their house. Some of Petruchio’s actions might seem cruel, but in the 1600’s he would look like a sissy wimp if he let Kate do whatever she wanted.
Fake Love: Petruchio fakes being in love with Katherine (at first) and spouts poofy poetry to her to “kill her with kindness,” but Taming of the Shrew explores what real love is. Courtly love (pining after your crush and wooing her with heroic deeds and tokens of affection) was extremely popular at the time (think Romeo and Juliet) and Shakespeare explores how far courtly love will actually go in a marriage through different couples and how they treat each other.
Taming: Who tames whom?
Tuesday, March 5th
Finish Shakespeare Notes
Shakespeare Vocabulary
Write the definition of each word and an original sentence using each word:
1. Amorous (adj)
2. Dulcet (adj)
3. Wit (noun)
4. Abjure (verb)
5. Importune (verb)
6. Knave (noun)
7. Peremptory (adj)
8. Pedantic (adj)
9. Flout (verb)
10. Stoic (adj)
11. Coy (adj)
12. Enamored (adj)
13. Submissive (adj)
14. Beguile (adj)
15. Domineering (adj)
16. Chattel (noun)
17. Accoutrement (noun)
18. Bauble (noun)
19. Amiable (adj)
20. Rhetoric (noun)
Monday, March 4th
Shakespeare Prezi
Shakespeare Notes
Friday, March 1st
Complete Comma Practice on NoRedInk
You don't have to create a new account... just log in and start!!!
Remember, your username is firstname lastname.
Your password is 1234567
Breakup Letter: correct the punctuation
Comma Castle Game
Comma Chameleon Game
Thursday, February 28th
Grammar Practice: in your groups, do this for each sentence: 1) identify the parts of speech, 2) identify the type of sentences and clauses (independent, dependent), 3) correct the punctuation, and 4) diagram the sentence
Breakup Letter: correct the punctuation
Comma Castle Game
Capitalization and Punctuation Rules
Comma Rules Video
Wednesday, February 27th
Grammar Practice: in your groups, do this for each sentence: 1) identify the parts of speech, 2) identify the type of sentences and clauses (independent, dependent), 3) correct the punctuation, and 4) diagram the sentence
Capitalization and Punctuation Rules
Comma Rules Video
Breakup Letter: correct the punctuation
Comma Castle Game
Tuesday, February 26th
Warm Up: “The Jews have a right to hate all Germans for what they did in the concentration camps. Germans are evil for allowing the Holocaust to happen and should be punished for it today.”
Gallery Walk: take notes on Ernst Levin, Ernst Walters, Elise & Hermann Gottfried, Albert Emmerich, Gertrud Sombart, and William Benson.
Mock-UN Debate: The United Nations (UN) has declared that all Germans living between 1933-1945 (the reign of Hitler) must pay a reparation tax to concentration camp victims, because every German who didn't help fight against the Nazis is guilty of assisting the Nazis. Defend your Jew/German!
Wednesday, February 27th
Grammar Practice: in your groups, do this for each sentence: 1) identify the parts of speech, 2) identify the type of sentences and clauses (independent, dependent), 3) correct the punctuation, and 4) diagram the sentence
Capitalization and Punctuation Rules
Comma Rules Video
Breakup Letter: correct the punctuation
Comma Castle Game
Complete Comma Practice on NoRedInk
You don't have to create a new account... just log in and start!!!
Remember, your username is firstname lastname.
Your password is 1234567
Monday, February 25th
"What We Knew" Biography Posters:
1. Who were they? What was "normal" life like? What did they do? How old were they?
2. How much did they know about/during the Holocaust? What was antisemitism like where they lived? Did they take part in the persecution of Holocaust victims, or were they victims themselves?
3. What did they do about/during the Holocaust?
4. How do they feel about Germans who say they didn't know about the atrocities of the concentration camps?
5. How do they feel about the Holocaust today?
6. Do you believe them?
Friday, February 22nd
Night Test 2: short answer (choose five quotes, write one paragraph for each)
Thursday, February 21st
Night Test 1: multiple choice and fill-in-the-blank
Wednesday, February 20th
Night Jeopardy Review
Tuesday, February 19th
Night Kahoot Review
Monday, February 18th
President's Day
Thursday, February 14th--Friday, February 15th
Using your logical fallacies notes, group read the four sections of Mein Kampf and figure out the claims of each section (the claim is the main point he's arguing.) Figure out the main argument (what the whole book is about).
Then, find three sentences for each section that discuss the topic of the claim. Write that down for reasoning. Under each sentence, write what logical fallacy he uses and why it's a logical fallacy.
Evaluating Invalid Argument in Mein Kampf
Mein Kampf (7th grade version)
Wednesday, February 13th
Logical Fallacies Prezi
Logical Fallacies GIST notes (click to download)
Logical Fallacies in SNL/advertisements
Tim James ("This is Alabama, We Speak English")
Dale Peterson ("Thugs and Criminals")
Rick Barber ("Gather Your Armies")
Barack Obama ("Change Hope Good")
Evaluating Invalid Arguments in Mein Kampf
Mein Kampf (edited for 7th grade)
Tuesday, February 12th
7 Atrocities in Night Worksheet
•Make a list of the seven worst things that have happened to Elie/the Jews in Night, #1 being the absolute worst thing that would break you and #7 being something that, while terrible, you could handle. Then, tell me why you ranked them that way.
•If you need to refresh your memory of the book with your study guides/dialectical journals, you can use those. We’ll pass out books in a minute.
•Today we’re going to trace the development of Night’s theme (the loss of humanity/faith) over the course of the novel. [7th grade standard: RL.7.2]
Monday, February 11th
Winfrey Wiesel Interview
Winfrey Wiesel Response:
1. Imagine you are in a concentration camp. Why are you there? Because you are a Jew? Gypsy? Political dissenter? What camp do you go to? How are you treated? Think carefully about this one: are you killed right away (because of your health/gender status or because you gave up hope) or do you do whatever you need to survive? What do you do?
2. Would you have done what Elie did so far in the book, or would you have acted differently? Why?
3. After watching the documentary: Has the documentary changed how you imagined Wiesel? How has it informed your perspective on the book?
Friday, February 8th
Research any topic about the Holocaust that interests you. Write one paragraph summarizing your results.
If you have any 0's in class, complete that make-up work first and turn it in.
Monday, February 4th--Thursday, February 7th
Read Night chapters 5--6
1st, 4th and 5th Period:
Night Study Guide questions Chs. 6-9
Night Study Guide Questions Ch. 5
Night Study Guide Questions Ch. 1
Night Study Guide Questions Ch. 2-3
Night Study Guide Questions Ch. 4
2nd and 6th Period:
Night Dialectical Journal Pt. 1: Chs. 1-3
Night Dialectical Journal Pt. 2: Chs. 4-6
Night Dialectical Journal Pt. 3: Chs. 7-9
Night jeopardy
Night kahoot
Winfrey Wiesel Interview
Winfrey Wiesel Response
Respond: what is your reaction to the book right now?
Analyze: how is this quote you just chose symbolic of what the whole chapter/book is about? What's going on with Elie and his journey?
Evaluate: BIG PICTURE--based on what you know about history and the Holocaust, how does this quote explain all of the Jews' experiences in the Holocaust? (if you're stuck, focus on the Nazis: how is this quote part of their evil plan to strip the Jews of their humanity?)
Thursday, January 31st--Friday, February 1st
Vocab test
Continue reading Night, ch. 4
1st, 4th and 5th Period:
Night Study Guide questions Chs. 6-9
Night Study Guide Questions Ch. 5
Night Study Guide Questions Ch. 1
Night Study Guide Questions Ch. 2-3
Night Study Guide Questions Ch. 4
2nd and 6th Period:
Night Dialectical Journal Pt. 1: Chs. 1-3
Night Dialectical Journal Pt. 2: Chs. 4-6
Night Dialectical Journal Pt. 3: Chs. 7-9
Respond: what is your reaction to the book right now?
Analyze: how is this quote you just chose symbolic of what the whole chapter/book is about? What's going on with Elie and his journey?
Evaluate: BIG PICTURE--based on what you know about history and the Holocaust, how does this quote explain all of the Jews' experiences in the Holocaust? (if you're stuck, focus on the Nazis: how is this quote part of their evil plan to strip the Jews of their humanity?)
Wednesday, January 30th
Study for your vocab test tomorrow!
Tuesday, January 29th
Snow day!
Wednesday, January 23rd--Monday, January 28th
Continue reading Night Chs. 1-3
Night Study Guide questions Chs. 6-9
Night Study Guide Questions Ch. 5
Night Study Guide Questions Ch. 1
Night Study Guide Questions Ch. 2-3
Night Study Guide Questions Ch. 4
Tuesday, January 22nd
Begin reading Night, by Elie Wiesel. (Ch. 1)
Night Dialectical Journal Chs. 1-3 (Pre-AP)
Night Glossary (click here for definitions of confusing German/Jewish words)
Monday, January 21st
MLK Day
Friday, January 18th
"The Great Dictator"
BACKGROUND INFO: Charlie Chaplin was a famous silent movie actor; one of the most famous actors of all time. He was one of the last actors to continue making silent movies after 1928, when "talkies" (movies with sound were invented). Chaplin heard about what was going on in Nazi Germany, and he was mad about it, and wanted the American people to be mad too (we weren't involved in WWII until the end of 1941). In 1940, he wrote/directed/starred in "The Great Dictator," a satirical movie making fun of Hitler and many of his officers. A satire is something that makes fun of something because it needs to be changed. People flocked to the theaters to see the movie, because it was Chaplin's first talkie--they wanted to hear the great Charlie Chaplin's voice for the first time. The movie did a good job of making the people mad about Nazi Germany: it was good propaganda for the war effort, and motivated us to fight and win the war. After the American troops discovered what was actually going on in the concentration/extermination camps, Charlie Chaplin said he would have never made the movie if he knew about how much the Jews were being tortured and murdered--he would have censored it.
Recently, a satirical movie about two journalists who get involved in a plot to assassinate real-life dictator Kim Jong Un, was censored because the production company was getting hacking threats. Many actors were angry and cited "The Great Dictator"--after Hitler saw the movie, he was furious and put Charlie Chaplin at the top of his infamous Death List. Chaplin didn't care--he had a message to get out to the American people.
"The Great Dictator" Response: Charlie Chaplin said later that if he had known about the horrible atrocities committed in the concentration and extermination camps, he wouldn't have made "The Great Dictator". However, the movie was very successful, and was used as American propaganda to win WWII. "The Interview," a new satirical movie about two journalists who plot to assassinate Kim Jong Un, real-life leader of North Korea, was cancelled by Sony due to threats from a group of hackers. What do you think about satire, propaganda, and censorship? When--if ever--is it a good thing? Write one paragraph and explain your reasoning with examples.
Thursday, January 17th
MAUS Pt. 1
MAUS Pt. 2
Warm Up:
Mice, Cats, Dogs, Pigs. 45 seconds for each animal.
Show this anthropomorphism video
Jewish = mice; we think of them as less than human, of something to be exterminated, vermin
Nazis = cats; they hunt the mice, they are predators, they can be uncaring
Americans = dogs; seen as loyal and caring, dogs hunt cats; they are the heroes who save the mice
Polish = pigs; they aren’t really in the food chain like the others; while they are also farm animals, they aren’t really doing anything; neutral
MAUS vs. "Serving Mein Fuhrer" Discussion Questions
Then: Anthropomorphism Activity
•First, make a table like the one below. I want you to “anthropomorphize” people in school! Who would the principal be, and who would the students be? Are the different groups of students different animals?
•Then, I want you to write a short story using anthropomorphism. Try to make it have a moral or teach a lesson, like a fable.
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:
Tuesday, January 8th
Monday, January 7th--Friday, January 11th
Tuesday: 3 Essays on the Importance of Reading
For Essay 3, complete this exit ticket:
Monday, January 7th
Evaluating Arguments Prezi (TAKE NOTES!)
Evaluating Argument NOTES
Exit Ticket: Write a valid argument, and back it up with one claim with sound reasoning, and try to use one credible piece of evidence. (You can use your phone to look up evidence.)
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
For each article/essay you read, complete this exit ticket:
Thursday, December 19th--Sunday, January 6th
Winter Break
Monday, December 17th--Wednesday, December 19th
Harry Potter Unit
Sorting Hat Quiz
Link not working? Create a fake account on Pottermore, JK Rowling's real Harry Potter website, and get sorted for real
Patronus Quiz
Harry Potter Word Roots Video
Harry Potter Greek and Latin Roots
Directions: read the word (spell or name) and the quote from Harry Potter that describes it. Think of all the words the spell/name reminds you of, and what roots might connect those words. Make a guess as to what that word means. Then, write down the word's definition and meaning in the sentence.
Thursday, December 13th--Friday, December 14th
Watch A Wrinkle in Time and complete make-up work
Wednesday, December 12th
English 7: AWIT Final Test
Pre-AP/CP:
AWIT Essay Example A
AWIT Essay Example B
AWIT Essay Example C
AWIT Essay Example D
Monday, December 10th--Tuesday, December 11th
English 7: Study for your test tomorrow using this jeopardy game
Advanced (CP English):
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+!
Tuesday, December 5th--Friday, December 8th
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:
Friday, December 7th
Debate Activity
•You are working for an elite group of scientists with Mr. Murry. You must decide the fate of humanity.
•It is a scientific fact that, because of the pollution of the past fifty years, we have ripped a hole in the ozone layer, which is causing the polar ice caps to melt. Some scientists say that we may not be able to live on this planet in 100 years.
•You have to decide: do we combine our efforts with other countries to research how to stop climate change and fix our planet, or do we spend the money trying to colonize Mars, our “backup planet”?
•I want you to research both options with your group. How much money would it take? Is it a realistic option? How much time would it take? Would the American public be okay with you spending that much of their money on something that may not work?
•DO NOT USE WIKIPEDIA. DO NOT JUST CLICK ON THE FIRST THING YOU GOOGLE. Look at a VARIETY of websites to determine your research!
Wednesday, December 5th--Thursday, December 6th
Finish Chs. 10, 12 (read 11 and do dialectical journal for extra credit)
English 7: Study for your test tomorrow using this jeopardy game
Advanced (CP English):
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+!
Tuesday, December 5th--Friday, December 8th
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:
Tuesday, December 4th
Finish Chs. 7-9, begin reading ch. 10
A Wrinkle in Time Dialectical Journal Chs. 10-12 (last one!)
Wednesday, November 28th--Monday, December 3rd
Read A Wrinkle in Time Chs. 7-9
AWIT Dialectical Journal Chs. 7-9
Tuesday, November 27th
A Wrinkle in Time Mid-Book Test
AWIT Dialectical Journal Chs. 7-9
Monday, November 26th
A Wrinkle in Time Mid-Book Jeopardy Game
A Wrinkle in Time Mid-Book Test Study Guide
November 17th--November 25th
Happy Thanksgiving!
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
Tesseract and Time Travel Prezi
Tuesday, November 6th--Thursday, November 9th
Read A Wrinkle in Time, chapters 4-6
A Wrinkle in Time Dialectical Journal Chs. 4-6
Tesseract and Time Travel Prezi
Monday, November 5th
Finish reading A Wrinkle in Time, chapter 1-3
A Wrinkle in Time Dialectical Journal Chs. 1-3
Thursday, November 1st--Friday, November 2nd
Click here to read the article on El Dia de los Muertos. .
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/All Saint's Day. 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?
Dia de los Muertos Parade in Mexico City
Wednesday, October 31st: Happy Halloween!
Scary Story Contest
Tuesday, October 30th
Peer Editing Your Stories
Writer: ______________________________
Editor: _________________________________
Short Story Peer-Editing Worksheet
FIRST, read through your partner’s story COMPLETELY. After reading it through, answer the following general questions:
1. Did it seem like the story had a beginning that caught your attention, a middle that made you want to continue reading, and an ending that satisfied you? YES NO Why?
2. Do you know what the setting was? YES NO What was it?
3. Were there interesting characters? YES NO Who were they?
4. What problems arose in the plot?
5. Were the problems resolved at the end of the story? YES NO How?
YOU ARE NOT ALLOWED TO USE “AND THEN HE/SHE WOKE UP” AS AN ENDING!!!!
SECOND, examine the story to answer the following questions.
1. Is the writer ORGANIZED? Is there a beginning, a middle, and an end?
2. Is there plot DEVELOPMENT with a strong storyline? Is dialogue used to move the story forward? Is it detailed enough so that a reader can follow the story?
3. Are there interesting CHARACTERS in the story that are developed, not just flat caricatures? Write your notes and suggestions here.
4. From what point of view is the story told? (1st Person uses ”I,” and 3rd Person uses “he” and “she.”) Does it stay consistently in this tense?
5. Does the writer have a pleasant STYLE? Does the author stay consistent in tone and point of view? Does the writer use vivid words and language to make the story come alive to you? Write your notes and suggestions here.
THIRD, read the story one last time for CONVENTIONS. Highlight or mark all spelling, grammar, punctuation, and usage errors.
Thursday, October 25th--Monday, October 29th
How to Write a Scary Story (Prezi)
SCARY STORY ASSIGNMENT:
Wednesday, October 24th
Black Cat Vocabulary Test
Monday, October 22nd--Tuesday, October 23rd
Study vocab words tonight, Vocab test tomorrow! The test will be on the sentences I gave you as examples in "Black Cat Vocabulary"
"The Black Cat" Homework: DUE THURSDAY!
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.
Thursday, October 18th--Friday, October 19th
Edgar Allan Poe Prezi
Begin reading "The Black Cat"
"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.
Monday, October 15th--Tuesday, October 16th
Continue reading A Wrinkle in Time, chapter 1-2
A Wrinkle in Time Dialectical Journal Chs. 1-3
Monday, October 8th--Friday, October 12th: Fall Break!
Friday, October 5th
•A “Twilight Zone” episode always begins kind of normal, like you think you know what’s going on, and then has a twist ending. For example, the most famous episode is about a woman who wants to get plastic surgery to look like everyone else. The plot twist is that when the woman’s bandages are removed, it is revealed that she’s actually beautiful, and the “normal” people who she wants to become like are ugly.
•Write a Twilight Zone episode script with a partner. It should start normal, have a twist ending, and have characters and dialogue.
Wednesday, October 3rd--Thursday, October 4th
Begin reading A Wrinkle in Time, chapter 1
A Wrinkle in Time Dialectical Journal Chs. 1-3
Tuesday, October 2nd
A Wrinkle in Time Prezi. TAKE NOTES!!
A Wrinkle in Time Dialectical Journal Chs. 1-3
Monday, October 1st
Angry Mob Gallery Walk
Get with your groups and finish your poster. Then, we will rotate around in groups and your West will present to the rest of the groups. Take notes!
Respond in your notebooks: out of the 6 historical events, which is the craziest and which is the creepiest? As in, which seems like a lot of hysteria happened over nothing and which one really creeps you out the most? Why?
The winner of the creepiest historical mob gets good behavior tickets for the whole group!
Friday, September 28th
Finish Grammar Practice 2 (NoRedInk)
Thursday, September 27th
How are mobs dangerous?
Your group will be assigned a certain point of history and will be asked to answer these questions, relating to our theme: "Prejudices can kill, and suspicion can destroy"
1. What was going on during this point in history (what were the outside factors of hysteria)?
2. Who were the key players, if there were any? Who were the victims? (Who was the "Charlie" of the historical event, and who was the "Pete Van Horn"?)
3. What happened during the worst of the hysteria caused by prejudice?
4. How was the hysteria/prejudice solved? (What happened after all the hysteria?)
Here are some good links for you, although I expect you to do your own research as a group. EVERYONE must participate in some way, or we will have words outside if you are goofing off.
Group 1: Salem Witch Trials
Group 2: The First Red Scare (J Edgar Hoover and the HUAC)
Group 3: The Second Red Scare (McCarthyism)
Group 4: Antisemitism in the Holocaust
Group 5: Japanese Internment Camps in WWII
Group 6: The French Revolution (focus on Robespierre)
Tuesday, September 25th--Wednesday, September 26th
Finish "Monsters Are Due on Maple Street" and watch Twilight Zone episode (Netflix: season 1 episode 22)
"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.
Monday, September 24th
Begin reading "Monsters Are Due on Maple Street" and answer questions (click link)
Friday, September 21st
Written in Bone Test: Autopsy Report
•Directions: In your groups, read about your Jamestown skeleton assigned to you. Then, fill out your worksheet working together.
•Everyone has a specific job: Norths need to make sure no one goofs off and everyone gets the assignment finished by the end of class; Souths need to make sure everyone gets a fair chance and does equal work; Easts need to make sure that everyone does exactly what the directions tell them to do; and Wests need to make sure the worksheet looks nice and detailed when it’s time to turn in.
• Group 1: HK7 and HK 9 (pages 115—125)
•Group 2: Captain Bartholomew Gosnold (pages 44—53)
•Group 3: Baby Calvert (pages 84-92)
•Group 4: Ann Calvert (pages 92—100)
•Group 5: Phillip Calvert (pages 100-107)
•Group 6 (2nd and 5th period): Leavy Neck Servant (pages 57—67)
Thursday, September 20th
Pocahontas Biography
Pocahontas Biography Worksheet
Tuesday, September 18th--Wednesday, September 19th
Written in Bone Chapter 5 Questions
1. What was the main crop grown in Jamestown? Why did it grow so well?
2. Describe how Luckenbach's team found the grave on page 57.
3. On page 58 and 59, describe the life of indentured servants.
4. Why was the boy buried so suspiciously (p. 62)?
5. Describe the boy's other health problems.
Monday, September 17th
Written in Bone Chapter 3 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?
Bog Bodies Article
Friday, September 14th
Complete Grammar Practice 2: Sentence Types FIRST.
Then, when you finish, you need to do Commonly Confused Words.
Do NOT play games on the iPads.
Thursday, September 13th
Sentence Basics Prezi (take notes!)
1. What is a subject, and what is a predicate?
2. What is an independent clause, and what is a dependent clause?
3. What are the four types of verbs? (Give examples for each.)
Play these games to practice sentence structure:
http://www.quia.com/ba/120976.html
http://www.bbc.co.uk/skillswise/game/en30stru-game-logging-sentences
http://www.harcourtschool.com/activity/sensort/index_pre.html
http://www.quia.com/pop/14232.html
http://www.quia.com/rr/126726.html
Tuesday, September 11th--Wednesday, September 12th
Continue reading Chapter 1, Chapter 3 of Written in Bone
Written in Bone Chapter 3 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?
Wednesday, September 5th--Friday, September 7th
Complete Grammar Practice 1 on NoRedInk.com
You don't have to create a new account... just log in and start!!!
Remember, your username is firstname lastname.
Your password is 1234567
Grammar Ninja game
Monday, September 3rd--Tuesday, September 4th
Have a relaxing Labor Day!
Friday, August 31st
Grammar/Vocab Test 2
Create a NoRedInk Account for Next Week
When you create an account, make your password 1234567
1st Period: late kettle 50
2nd Period: polite wind 7
4th Period: logical mitten 10
5th Period: proper bus 62
6th Period: creative parrot 95
Thursday, August 30th
Grammar/Vocab Test 2 Kahoot!
Monday, August 27th--Wednesday, August 29th
Read "All Summer in a Day" by Ray Bradbury
Complete "All Summer in a Day" worksheet
Wednesday, August 22nd--Friday, August 24th
Finish "Dark They Were and Golden-Eyed"
Complete questions. DUE FRIDAY!
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 and personification in the story. How does Bradbury describe Mars in the beginning, versus in the end? What is the effect on the reader?
Monday, August 20th--Tuesday, August 21st
SCANTRON testing: your goal is to make at least a 2700 on the Reading test, and you will get a cupcake! If 80% of the class makes a 2700, we will have a free day on Friday!
Friday, August 17th
Grammar/Vocabulary Test 1
Thursday, August 16th
Click here to play the Kahoot TEST REVIEW!!!! Test is TOMORROW!
Continue reading reading "Dark They Were, and Golden-Eyed"
Take notes WITH quotes on the following:
Theme: Mankind cannot control everything, even though we try to.
Literary Devices: imagery and personification
Setting: colonization of Mars
Characterization: Mr. Bittering
Structure: foreshadowing
Wednesday, August 15th
Begin reading "Dark They Were, and Golden-Eyed"
Take notes WITH quotes on the following:
Theme: Mankind cannot control everything, even though we try to.
Literary Devices: imagery and personification
Setting: colonization of Mars
Characterization: Mr. Bittering
Structure: foreshadowing
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?
Tuesday, August 14th
Finish reading "A Sound of Thunder"
A Sound of Thunder Questions. DUE TOMORROW!! (Wednesday)
For each answer use ACE: Answer the question, Cite the textual evidence/quote, Explain how the quote relates to the answer.
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?
Thursday, August 9th--Monday, August 13th
Begin reading "A Sound of Thunder"
Find quotes AND page numbers for the following:
Theme: mankind cannot control everything
Literary devices: imagery and personaification
Characterization: Mr. Eckels
Structure: how does Ray Bradbury overwhelm the read with big paragraphs and literary devices?
Wednesday, August 8th
Finish Parts of Speech (with Star Wars!) prezi
Parts of Speech Notes
Three Theories of Time Travel
ENRICHMENT ONLY: click here to redo your club form
Tuesday, August 7th
Parts of Speech (with Star Wars!) prezi
Parts of Speech Notes
Monday, August 6th
"Where I'm From" poem (test grade!) DUE TOMORROW
Finish Mrs. McQueen's Questionnaire (homework/classwork 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! Don't just tell me you taste pizza, give me adjectives like "gooey, cheesy, stringy, piping hot," etc. Here are some adjectives you can use: putrid/odorous (smells bad), fragrant (smells good), delicious/delectable, sweet, salty, tangy, acidic, sour, peppery, sugary, stale, fresh, pungent, buttery, metallic, soft, feathery, rough, grainy, sandy, smooth, freezing, frigid, scorching, warm, cool, sticky, slick.
Click to see other examples if you're stuck.
Friday, August 3rd
Click to download Mrs. McQueen's Questionnaire
Write a poem using your answers from Mrs. McQueen's Questionnaire. Use imagery (painting a picture in your reader's head). Click to see other examples.
Thursday, August 2nd
Turn in your pink papers (parent checklist) or SILENT LUNCH!
Click to download The Personality Compass
Click to download Mrs. McQueen's Questionnaire
Write a poem using your answers from Mrs. McQueen's Questionnaire. Use imagery (painting a picture in your reader's head). Click to see other examples.
Wednesday, August 1st
Welcome back! Today we went over the syllabus (which can be found in the Home tab), classroom behavior expectations in a Guide to Mrs. McQueen's Classroom
Click to download The Personality Compass
Click to download 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:_______________________________
Go here to sign up for a club!
verbmoodscheatsheet.pdf
aellerg verb mood comic strips
rgwtrknw Verb Mood if i were a rich girl
aspirea_guide_to_the_act_aspire2.pptx
Monday, May 13th--Wednesday, May 22nd
Outsiders Test Review Kahoot
Have a good summer!
Monday, May 6th--Friday, May 10th
The Outsiders Collecting Quotes Worksheet (due Friday)
The Outsiders (novel)
Monday, April 30th--Friday, May 3rd
The Outsiders Prezi
The Outsiders (novel)
Friday, April 26th
Shakespeare literary devices test
The Outsiders Prezi
The Outsiders (novel)
Wednesday, April 24th--Thursday, April 25th
Kahoot test review: literary devices
Finish sonnets
Tuesday, April 23rd
Happy Shakespeare Day!
Today, we're going to celebrate Shakespeare's 455th birthday (and 403rd deathday) by spreading his words all around the school.
First, get an iPad. Look up a Shakespeare quote, a Shakespeare insult, or a quote from TotS that you like. (Nothing dirty/no curse words). Then, write down your quote on a note card and get a piece of chalk from me. We will go outside and you will have the whole period to write your quote and decorate it!
Monday, April 22nd
Shakespeare Sonnet Lesson (work with a partner)
Sonnet Outline
Sonnet Example
1. Sonnet Lesson (skip to end of Prezi)
2. Go to www.popsonnet.tumblr.com on your phone or download some pop sonnets here
3. Write your own sonnet! It can be a pop sonnet about your favorite song, or it can be random, like mine. Turn in on Canvas.
CP/Advanced:
Click here for the rubric (grading guide) for the essay
Read your partner's essay and give them a score out of 5 on these five topics:
1. Introduction paragraph/thesis sentence
2. Organization of essay/conclusion paragraph
3. Content of body paragraphs/deep analysis of the actions/motivations of the characters
4. Textual evidence/correct quotes and citations
5. Spelling and grammar
Monday, April 15th--Wednesday, April 17th
Study this quizlet for the Shakespeare test!!!
Pre-AP
Click here for the rubric (grading guide) for the essay
Introduction paragraph: start by giving me some background info on your topic/Shakespeare/TotS. End with your THESIS STATEMENT. (3-5 sentences)
Body paragraphs (at least 3): don't start with a quote. Remember to introduce all quotes and end with a citation (don't leave a quote hanging by itself in a paragraph). MOST IMPORTANT: don't tell me what's happening in the scene, tell me WHY it's happening. DO NOT SUMMARIZE the story; instead, tell me what's going on in the minds of the characters.
Conclusion paragraph: why is this topic (what you're talking about) still important today? Why is Shakespeare/TotS still important to read in school in 2019? (3 sentences)
Use Times New Roman font, size 12.
Make sure to introduce your quotes!!! When quoting anything using MLA citations, ALWAYS REMEMBER: quote, parenthetical citation, THEN period. Like this:
Katherine is frustrated by the lack of suitors who match her intellect, or rather, desire a mate with an intellect at all, when she says, “I pray you, sir, is it your will to make a scold of me amongst these mates” (1.1.57-58).
With Shakespeare, since you are only using one source, you don’t have to cite the author’s name and the text’s title in your essay. All you have to do is cite the number of the act.scene.lines. So, in the citation above, the quote can be found in act 1, scene 1, lines 57 through 58.
Click here for the rubric (grading guide) for the essay
Monday, April 8th--Friday, April 12th
Kiss Me, Petruchio
Morgan Freeman Taming of the Shrew
Watch Act 5 (finish movie)
Mary Pickford/Douglas Fairbanks
Mary Pickford Speech
University of Alaska at Anchorage (1940s)
Taming of the Shrew 1970s
Thursday, April 4th--Friday, April 5th
Read Taming of the Shrew, Act 5
ADVANCED/CP:
TotS Dialectical Journal Act 5
Taming of the Shrew Essay
Write a short 3 page paper, double-spaced, on one of these prompts. If you want to come up with your own prompt, please see me ahead of time. Be sure to use quotes (at least three) from the play to support your argument and cite correctly. While you will have some time to write this essay in class, I expect you to write your essay at home. Use your dialectical journals! Below the prompts are some helpful hints for making correct citations.
- Pick one of the themes we discussed (see “TotS Themes”) and analyze its development over the course of play. How does it affect certain characters? With this theme in mind, what social commentary is Shakespeare trying to make about gender/marriage/economic expectations?
- Analyze the comparison of two or three characters in the play. (For example: Katharine/Bianca/Widow, Petruchio/Lucentio/Hortensio, Baptista/Vincentio/Merchant, Tranio/Grumio) Analyze their characterizations and their relationships with the other main characters. How do they conform to or reject their gender/social roles? How does this affect their final outcome at the end of the play?
- Analyze Shakespeare’s use of wit and language in the play—in particular, the use of puns and metaphor. What effect does the use of wit (the characters who use wit) and rhetoric have on the play, in terms of plot?
- Analyze the societal expectations that one of the main characters has to deal with. What is that character’s inner desire, and how do they use the societal expectations in the pursuit of that desire? (This prompt is for students who want to go really deep into an analysis of one particular character.)
- Analyze the controversy of the play in different readings. Defend one particular reading as the best reading of the play. Support your defense with a close analysis of the text. (As in, should this play be only read in the context of history, or in the context of feminism?) How does a reading of this play affect Shakespeare’s message?
Use Times New Roman font, size 12.
Make sure to introduce your quotes!!! When quoting anything using MLA citations, ALWAYS REMEMBER: quote, parenthetical citation, THEN period. Like this:
Katherine is frustrated by the lack of suitors who match her intellect, or rather, desire a mate with an intellect at all, when she says, “I pray you, sir, is it your will to make a scold of me amongst these mates” (1.1.57-58).
With Shakespeare, since you are only using one source, you don’t have to cite the author’s name and the text’s title in your essay. All you have to do is cite the number of the act.scene.lines. So, in the citation above, the quote can be found in act 1, scene 1, lines 57 through 58.
Click here for the rubric (grading guide) for the essay
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
Monday, April 1st--Wednesday, April 3rd
Act 4 Taming of the Shrew
1st Period, 4th Period, 5th Period: Act 4 Study Guide Questions
2nd and 6th Period: TotS Act 4 Dialectical Journal
Wednesday, March 27th
Taming of the Shrew Mid-Book Vocabulary Test
Finish Act 3
1st, 4th, and 5th: TotS Act 3 Study Guide Questions
2nd and 6th: TotS Act 3 Dialectical Journal
Tuesday, March 26th
Study Shakespeare Vocabulary Definitions
Shakespeare Vocabulary Kahoot
Wednesday, March 13th
The Taming of the Shrew, by William Shakespeare: read Act 2, Scene 1
2nd and 6th: TotS Act 2 Dialectical Journal
1st, 4th, and 5th: Act 2 Study Guide Questions
Katherine vs. Petruchio: the roasting battle
Tuesday, March 12th
Kahoot
The Taming of the Shrew, by William Shakespeare: read Act 2, Scene 1
2nd and 6th: TotS Act 2 Dialectical Journal
1st, 4th, and 5th: Act 2 Study Guide Questions
Katherine vs. Petruchio: the roasting battle
Monday, March 9th
Finish reading Act 1, Scene 2
1st, 4th and 5th: Act 1 Study Guide
2nd and 6th: Taming of the Shrew Dialectical Journal Act 1
Friday, March 8th
Finish your NoRedInk (Comma Practice)... due today!
Study vocabulary for test next week: Shakespeare Vocabulary
Shakespeare Vocabulary Definitions
Thursday, March 7th
Continue reading TotS 1.1
Finish NoRedInk.com Comma Practice... due tomorrow!
Taming of the Shrew Dialectical Journal Act 1
Wednesday, March 6th
Begin reading TotS 1.1
2nd and 6th: Taming of the Shrew Dialectical Journal Act 1
1st, 4th and 5th: Taming of the Shrew Act 1 Study Guide
TotS Themes
THEMES TO LOOK OUT FOR
Feminism vs. the Patriarchy: 17th century Europe was a patriarchal society—dominated by men. Women were valued for their beauty, good temper, and silence. A woman belonged to her father until marriage, at which point she became her husband’s property. As we already know, women who were shrewish—loud-mouthed and opinionated—were looked down upon and likened to women of bad moral character (floozies). Katherine’s problem is she’s too smart for any of the guys living in her hometown, and it intimidates them, and as she’s getting older, she’s getting bitter. She doesn’t know how to express herself politely and it only gets worse as her insecurities get worse.
Feminism vs. Feminine Nature: Feminism is simply the belief that women deserve the same rights as men. Katherine is frustrated that although she is smarter, it is her sister Bianca who receives all the suitors, because Bianca is the ideal 17th century woman—pretty, sweet, not too smart, and obedient. Katherine has to learn to tap into her feminine to get feminism.
Rhetoric/Fighting with Words: We already know from studying Adolf Hitler that words are powerful weapons, and that a person who may lack physical strength can become stronger than a nation when he/she uses rhetoric—persuasive speech. Katherine’s problem is she uses her wit to twist everyone’s sentences into an insult, and she’s never been matched in words, until Petruchio comes along. Petruchio uses rhetoric to create the opposite effect—he poofs things up instead of tearing things down. Katherine and Petruchio (actually, all the main characters of the play) have to figure out how to use their words to get what they want.
Deeds of Nobility: This play centers around noble families and their servants, but not all the nobility is equal. Baptista is very rich, and Petruchio is apparently the son of a noble lord, but he’s run out of money and he isn’t a bona fide gentleman. Shakespeare uses “deeds” as a pun in this play, meaning the actions (heroic deeds) and materialistic rights (deeds to property and fortune) of nobility can sometimes not go hand-in-hand; one might chase the other.
Insecurity: Similarly to Deeds of Nobility, many of the main characters in this play suffer insecurities, although they won’t say them outright—Shakespeare leaves that up to you to figure out. There are things that Petruchio and Katherine in particular lack and feel insecure, and the way they act might be considered a defense mechanism.
Disguise: This one is pretty obvious, and pretty common in a Shakespearean play. Basically, you can’t have that great “wait what’s going on everything has gotten so crazy” comedic gold at the end of a Shakespearean play unless someone dresses up as someone who is above or below their station to get what they want. Disguise also relates to the theme of Fake Love.
Deeds of the Husband and Wife: In a patriarchal society, the husband was the head of the household, and the wife looked after the house and supported her husband’s decisions, as well as increased his household by bearing him children. The husband’s responsibility was to take care of and protect the wife; the wife’s responsibility was to be the glory of her husband. Women who were loud-mouthed and bossy shamed their husbands because it made the husbands look like they can’t take care of their house. Some of Petruchio’s actions might seem cruel, but in the 1600’s he would look like a sissy wimp if he let Kate do whatever she wanted.
Fake Love: Petruchio fakes being in love with Katherine (at first) and spouts poofy poetry to her to “kill her with kindness,” but Taming of the Shrew explores what real love is. Courtly love (pining after your crush and wooing her with heroic deeds and tokens of affection) was extremely popular at the time (think Romeo and Juliet) and Shakespeare explores how far courtly love will actually go in a marriage through different couples and how they treat each other.
Taming: Who tames whom?
Tuesday, March 5th
Finish Shakespeare Notes
Shakespeare Vocabulary
Write the definition of each word and an original sentence using each word:
1. Amorous (adj)
2. Dulcet (adj)
3. Wit (noun)
4. Abjure (verb)
5. Importune (verb)
6. Knave (noun)
7. Peremptory (adj)
8. Pedantic (adj)
9. Flout (verb)
10. Stoic (adj)
11. Coy (adj)
12. Enamored (adj)
13. Submissive (adj)
14. Beguile (adj)
15. Domineering (adj)
16. Chattel (noun)
17. Accoutrement (noun)
18. Bauble (noun)
19. Amiable (adj)
20. Rhetoric (noun)
Monday, March 4th
Shakespeare Prezi
Shakespeare Notes
Friday, March 1st
Complete Comma Practice on NoRedInk
You don't have to create a new account... just log in and start!!!
Remember, your username is firstname lastname.
Your password is 1234567
Breakup Letter: correct the punctuation
Comma Castle Game
Comma Chameleon Game
Thursday, February 28th
Grammar Practice: in your groups, do this for each sentence: 1) identify the parts of speech, 2) identify the type of sentences and clauses (independent, dependent), 3) correct the punctuation, and 4) diagram the sentence
Breakup Letter: correct the punctuation
Comma Castle Game
Capitalization and Punctuation Rules
Comma Rules Video
Wednesday, February 27th
Grammar Practice: in your groups, do this for each sentence: 1) identify the parts of speech, 2) identify the type of sentences and clauses (independent, dependent), 3) correct the punctuation, and 4) diagram the sentence
Capitalization and Punctuation Rules
Comma Rules Video
Breakup Letter: correct the punctuation
Comma Castle Game
Tuesday, February 26th
Warm Up: “The Jews have a right to hate all Germans for what they did in the concentration camps. Germans are evil for allowing the Holocaust to happen and should be punished for it today.”
Gallery Walk: take notes on Ernst Levin, Ernst Walters, Elise & Hermann Gottfried, Albert Emmerich, Gertrud Sombart, and William Benson.
Mock-UN Debate: The United Nations (UN) has declared that all Germans living between 1933-1945 (the reign of Hitler) must pay a reparation tax to concentration camp victims, because every German who didn't help fight against the Nazis is guilty of assisting the Nazis. Defend your Jew/German!
Wednesday, February 27th
Grammar Practice: in your groups, do this for each sentence: 1) identify the parts of speech, 2) identify the type of sentences and clauses (independent, dependent), 3) correct the punctuation, and 4) diagram the sentence
Capitalization and Punctuation Rules
Comma Rules Video
Breakup Letter: correct the punctuation
Comma Castle Game
Complete Comma Practice on NoRedInk
You don't have to create a new account... just log in and start!!!
Remember, your username is firstname lastname.
Your password is 1234567
Monday, February 25th
"What We Knew" Biography Posters:
1. Who were they? What was "normal" life like? What did they do? How old were they?
2. How much did they know about/during the Holocaust? What was antisemitism like where they lived? Did they take part in the persecution of Holocaust victims, or were they victims themselves?
3. What did they do about/during the Holocaust?
4. How do they feel about Germans who say they didn't know about the atrocities of the concentration camps?
5. How do they feel about the Holocaust today?
6. Do you believe them?
Friday, February 22nd
Night Test 2: short answer (choose five quotes, write one paragraph for each)
Thursday, February 21st
Night Test 1: multiple choice and fill-in-the-blank
Wednesday, February 20th
Night Jeopardy Review
Tuesday, February 19th
Night Kahoot Review
Monday, February 18th
President's Day
Thursday, February 14th--Friday, February 15th
Using your logical fallacies notes, group read the four sections of Mein Kampf and figure out the claims of each section (the claim is the main point he's arguing.) Figure out the main argument (what the whole book is about).
Then, find three sentences for each section that discuss the topic of the claim. Write that down for reasoning. Under each sentence, write what logical fallacy he uses and why it's a logical fallacy.
Evaluating Invalid Argument in Mein Kampf
Mein Kampf (7th grade version)
Wednesday, February 13th
Logical Fallacies Prezi
Logical Fallacies GIST notes (click to download)
Logical Fallacies in SNL/advertisements
Tim James ("This is Alabama, We Speak English")
Dale Peterson ("Thugs and Criminals")
Rick Barber ("Gather Your Armies")
Barack Obama ("Change Hope Good")
Evaluating Invalid Arguments in Mein Kampf
Mein Kampf (edited for 7th grade)
Tuesday, February 12th
7 Atrocities in Night Worksheet
•Make a list of the seven worst things that have happened to Elie/the Jews in Night, #1 being the absolute worst thing that would break you and #7 being something that, while terrible, you could handle. Then, tell me why you ranked them that way.
•If you need to refresh your memory of the book with your study guides/dialectical journals, you can use those. We’ll pass out books in a minute.
•Today we’re going to trace the development of Night’s theme (the loss of humanity/faith) over the course of the novel. [7th grade standard: RL.7.2]
Monday, February 11th
Winfrey Wiesel Interview
Winfrey Wiesel Response:
1. Imagine you are in a concentration camp. Why are you there? Because you are a Jew? Gypsy? Political dissenter? What camp do you go to? How are you treated? Think carefully about this one: are you killed right away (because of your health/gender status or because you gave up hope) or do you do whatever you need to survive? What do you do?
2. Would you have done what Elie did so far in the book, or would you have acted differently? Why?
3. After watching the documentary: Has the documentary changed how you imagined Wiesel? How has it informed your perspective on the book?
Friday, February 8th
Research any topic about the Holocaust that interests you. Write one paragraph summarizing your results.
If you have any 0's in class, complete that make-up work first and turn it in.
Monday, February 4th--Thursday, February 7th
Read Night chapters 5--6
1st, 4th and 5th Period:
Night Study Guide questions Chs. 6-9
Night Study Guide Questions Ch. 5
Night Study Guide Questions Ch. 1
Night Study Guide Questions Ch. 2-3
Night Study Guide Questions Ch. 4
2nd and 6th Period:
Night Dialectical Journal Pt. 1: Chs. 1-3
Night Dialectical Journal Pt. 2: Chs. 4-6
Night Dialectical Journal Pt. 3: Chs. 7-9
Night jeopardy
Night kahoot
Winfrey Wiesel Interview
Winfrey Wiesel Response
Respond: what is your reaction to the book right now?
Analyze: how is this quote you just chose symbolic of what the whole chapter/book is about? What's going on with Elie and his journey?
Evaluate: BIG PICTURE--based on what you know about history and the Holocaust, how does this quote explain all of the Jews' experiences in the Holocaust? (if you're stuck, focus on the Nazis: how is this quote part of their evil plan to strip the Jews of their humanity?)
Thursday, January 31st--Friday, February 1st
Vocab test
Continue reading Night, ch. 4
1st, 4th and 5th Period:
Night Study Guide questions Chs. 6-9
Night Study Guide Questions Ch. 5
Night Study Guide Questions Ch. 1
Night Study Guide Questions Ch. 2-3
Night Study Guide Questions Ch. 4
2nd and 6th Period:
Night Dialectical Journal Pt. 1: Chs. 1-3
Night Dialectical Journal Pt. 2: Chs. 4-6
Night Dialectical Journal Pt. 3: Chs. 7-9
Respond: what is your reaction to the book right now?
Analyze: how is this quote you just chose symbolic of what the whole chapter/book is about? What's going on with Elie and his journey?
Evaluate: BIG PICTURE--based on what you know about history and the Holocaust, how does this quote explain all of the Jews' experiences in the Holocaust? (if you're stuck, focus on the Nazis: how is this quote part of their evil plan to strip the Jews of their humanity?)
Wednesday, January 30th
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 29th
Snow day!
Wednesday, January 23rd--Monday, January 28th
Continue reading Night Chs. 1-3
Night Study Guide questions Chs. 6-9
Night Study Guide Questions Ch. 5
Night Study Guide Questions Ch. 1
Night Study Guide Questions Ch. 2-3
Night Study Guide Questions Ch. 4
Tuesday, January 22nd
Begin reading Night, by Elie Wiesel. (Ch. 1)
Night Dialectical Journal Chs. 1-3 (Pre-AP)
Night Glossary (click here for definitions of confusing German/Jewish words)
Monday, January 21st
MLK Day
Friday, January 18th
"The Great Dictator"
BACKGROUND INFO: Charlie Chaplin was a famous silent movie actor; one of the most famous actors of all time. He was one of the last actors to continue making silent movies after 1928, when "talkies" (movies with sound were invented). Chaplin heard about what was going on in Nazi Germany, and he was mad about it, and wanted the American people to be mad too (we weren't involved in WWII until the end of 1941). In 1940, he wrote/directed/starred in "The Great Dictator," a satirical movie making fun of Hitler and many of his officers. A satire is something that makes fun of something because it needs to be changed. People flocked to the theaters to see the movie, because it was Chaplin's first talkie--they wanted to hear the great Charlie Chaplin's voice for the first time. The movie did a good job of making the people mad about Nazi Germany: it was good propaganda for the war effort, and motivated us to fight and win the war. After the American troops discovered what was actually going on in the concentration/extermination camps, Charlie Chaplin said he would have never made the movie if he knew about how much the Jews were being tortured and murdered--he would have censored it.
Recently, a satirical movie about two journalists who get involved in a plot to assassinate real-life dictator Kim Jong Un, was censored because the production company was getting hacking threats. Many actors were angry and cited "The Great Dictator"--after Hitler saw the movie, he was furious and put Charlie Chaplin at the top of his infamous Death List. Chaplin didn't care--he had a message to get out to the American people.
"The Great Dictator" Response: Charlie Chaplin said later that if he had known about the horrible atrocities committed in the concentration and extermination camps, he wouldn't have made "The Great Dictator". However, the movie was very successful, and was used as American propaganda to win WWII. "The Interview," a new satirical movie about two journalists who plot to assassinate Kim Jong Un, real-life leader of North Korea, was cancelled by Sony due to threats from a group of hackers. What do you think about satire, propaganda, and censorship? When--if ever--is it a good thing? Write one paragraph and explain your reasoning with examples.
Thursday, January 17th
MAUS Pt. 1
MAUS Pt. 2
Warm Up:
Mice, Cats, Dogs, Pigs. 45 seconds for each animal.
- How does society perceive this animal?
- Are they generally well-liked by people?
- What are characteristics we use to describe this animal?
- Describe what this animal looks like. Be as specific as possible!
Show this anthropomorphism video
Jewish = mice; we think of them as less than human, of something to be exterminated, vermin
Nazis = cats; they hunt the mice, they are predators, they can be uncaring
Americans = dogs; seen as loyal and caring, dogs hunt cats; they are the heroes who save the mice
Polish = pigs; they aren’t really in the food chain like the others; while they are also farm animals, they aren’t really doing anything; neutral
MAUS vs. "Serving Mein Fuhrer" Discussion Questions
- How does Alfons Heck (Hitler Youth)’s description of what it was like to live in 1930’s-1940’s Europe differ from Art Spiegelman’s? Give me one example from MAUS to defend your answer.
- How is the Poles’ (pigs) treatment of the Jews (mice) in MAUS different than how the Germans treated the Jews in “Serving Mein Fuhrer”?
- In “Serving Mein Fuhrer”, Alfons Heck described a sign that said “JEWS, ABANDON ALL HOPE! OUR NET IS SO FINE, THERE IS NOT A HOLE THROUGH WHICH YOU CAN SLIP.” How do you think that influenced Vladek Spiegelman’s experience as a Jew in the Holocaust? (Hint: how did the Germans make Jews feel like mice?)
- Alfons Heck and Vladek Speigelman lived in Nazi Europe, and both men tell their stories today so we can know what it was really like back then. However, what different evidence/interpretation of facts does Vladek Spiegelman emphasize, compared to Alfons Heck?
- Imagine that there’s only one copy of “Serving Mein Fuhrer” and one copy of “MAUS” left on the planet, and you have to save one to pass on to future generations. (I don’t know; maybe they’re both in a burning house and you only have time to save one?? Go with me here.) Which one would you save, and why? EXPLAIN YOUR ANSWER THOROUGHLY!
Then: Anthropomorphism Activity
•First, make a table like the one below. I want you to “anthropomorphize” people in school! Who would the principal be, and who would the students be? Are the different groups of students different animals?
•Then, I want you to write a short story using anthropomorphism. Try to make it have a moral or teach a lesson, like a fable.
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?
Tuesday, January 8th
Monday, January 7th--Friday, January 11th
Tuesday: 3 Essays on the Importance of Reading
For Essay 3, 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?
Monday, January 7th
Evaluating Arguments Prezi (TAKE NOTES!)
Evaluating Argument NOTES
Exit Ticket: Write a valid argument, and back it up with one claim with sound reasoning, and try to use one credible piece of evidence. (You can use your phone to look up evidence.)
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
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?
Thursday, December 19th--Sunday, January 6th
Winter Break
Monday, December 17th--Wednesday, December 19th
Harry Potter Unit
Sorting Hat Quiz
Link not working? Create a fake account on Pottermore, JK Rowling's real Harry Potter website, and get sorted for real
Patronus Quiz
Harry Potter Word Roots Video
Harry Potter Greek and Latin Roots
Directions: read the word (spell or name) and the quote from Harry Potter that describes it. Think of all the words the spell/name reminds you of, and what roots might connect those words. Make a guess as to what that word means. Then, write down the word's definition and meaning in the sentence.
Thursday, December 13th--Friday, December 14th
Watch A Wrinkle in Time and complete make-up work
Wednesday, December 12th
English 7: AWIT Final Test
Pre-AP/CP:
AWIT Essay Example A
AWIT Essay Example B
AWIT Essay Example C
AWIT Essay Example D
Monday, December 10th--Tuesday, December 11th
English 7: Study for your test tomorrow using this jeopardy game
Advanced (CP English):
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+!
Tuesday, December 5th--Friday, December 8th
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?
Friday, December 7th
Debate Activity
•You are working for an elite group of scientists with Mr. Murry. You must decide the fate of humanity.
•It is a scientific fact that, because of the pollution of the past fifty years, we have ripped a hole in the ozone layer, which is causing the polar ice caps to melt. Some scientists say that we may not be able to live on this planet in 100 years.
•You have to decide: do we combine our efforts with other countries to research how to stop climate change and fix our planet, or do we spend the money trying to colonize Mars, our “backup planet”?
•I want you to research both options with your group. How much money would it take? Is it a realistic option? How much time would it take? Would the American public be okay with you spending that much of their money on something that may not work?
•DO NOT USE WIKIPEDIA. DO NOT JUST CLICK ON THE FIRST THING YOU GOOGLE. Look at a VARIETY of websites to determine your research!
Wednesday, December 5th--Thursday, December 6th
Finish Chs. 10, 12 (read 11 and do dialectical journal for extra credit)
English 7: Study for your test tomorrow using this jeopardy game
Advanced (CP English):
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+!
Tuesday, December 5th--Friday, December 8th
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?
Tuesday, December 4th
Finish Chs. 7-9, begin reading ch. 10
A Wrinkle in Time Dialectical Journal Chs. 10-12 (last one!)
Wednesday, November 28th--Monday, December 3rd
Read A Wrinkle in Time Chs. 7-9
AWIT Dialectical Journal Chs. 7-9
Tuesday, November 27th
A Wrinkle in Time Mid-Book Test
AWIT Dialectical Journal Chs. 7-9
Monday, November 26th
A Wrinkle in Time Mid-Book Jeopardy Game
A Wrinkle in Time Mid-Book Test Study Guide
November 17th--November 25th
Happy Thanksgiving!
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
Tesseract and Time Travel Prezi
Tuesday, November 6th--Thursday, November 9th
Read A Wrinkle in Time, chapters 4-6
A Wrinkle in Time Dialectical Journal Chs. 4-6
Tesseract and Time Travel Prezi
Monday, November 5th
Finish reading A Wrinkle in Time, chapter 1-3
A Wrinkle in Time Dialectical Journal Chs. 1-3
Thursday, November 1st--Friday, November 2nd
Click here to read the article on El Dia de los Muertos. .
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/All Saint's Day. 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?
Dia de los Muertos Parade in Mexico City
Wednesday, October 31st: Happy Halloween!
Scary Story Contest
Tuesday, October 30th
Peer Editing Your Stories
Writer: ______________________________
Editor: _________________________________
Short Story Peer-Editing Worksheet
FIRST, read through your partner’s story COMPLETELY. After reading it through, answer the following general questions:
1. Did it seem like the story had a beginning that caught your attention, a middle that made you want to continue reading, and an ending that satisfied you? YES NO Why?
2. Do you know what the setting was? YES NO What was it?
3. Were there interesting characters? YES NO Who were they?
4. What problems arose in the plot?
5. Were the problems resolved at the end of the story? YES NO How?
YOU ARE NOT ALLOWED TO USE “AND THEN HE/SHE WOKE UP” AS AN ENDING!!!!
SECOND, examine the story to answer the following questions.
1. Is the writer ORGANIZED? Is there a beginning, a middle, and an end?
2. Is there plot DEVELOPMENT with a strong storyline? Is dialogue used to move the story forward? Is it detailed enough so that a reader can follow the story?
3. Are there interesting CHARACTERS in the story that are developed, not just flat caricatures? Write your notes and suggestions here.
4. From what point of view is the story told? (1st Person uses ”I,” and 3rd Person uses “he” and “she.”) Does it stay consistently in this tense?
5. Does the writer have a pleasant STYLE? Does the author stay consistent in tone and point of view? Does the writer use vivid words and language to make the story come alive to you? Write your notes and suggestions here.
THIRD, read the story one last time for CONVENTIONS. Highlight or mark all spelling, grammar, punctuation, and usage errors.
Thursday, October 25th--Monday, October 29th
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: ____/
TOTAL: ____24
Wednesday, October 24th
Black Cat Vocabulary Test
Monday, October 22nd--Tuesday, October 23rd
Study vocab words tonight, Vocab test tomorrow! The test will be on the sentences I gave you as examples in "Black Cat Vocabulary"
"The Black Cat" Homework: DUE THURSDAY!
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.
Thursday, October 18th--Friday, October 19th
Edgar Allan Poe Prezi
Begin reading "The Black Cat"
"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!
Monday, October 15th--Tuesday, October 16th
Continue reading A Wrinkle in Time, chapter 1-2
A Wrinkle in Time Dialectical Journal Chs. 1-3
Monday, October 8th--Friday, October 12th: Fall Break!
Friday, October 5th
•A “Twilight Zone” episode always begins kind of normal, like you think you know what’s going on, and then has a twist ending. For example, the most famous episode is about a woman who wants to get plastic surgery to look like everyone else. The plot twist is that when the woman’s bandages are removed, it is revealed that she’s actually beautiful, and the “normal” people who she wants to become like are ugly.
•Write a Twilight Zone episode script with a partner. It should start normal, have a twist ending, and have characters and dialogue.
Wednesday, October 3rd--Thursday, October 4th
Begin reading A Wrinkle in Time, chapter 1
A Wrinkle in Time Dialectical Journal Chs. 1-3
Tuesday, October 2nd
A Wrinkle in Time Prezi. TAKE NOTES!!
A Wrinkle in Time Dialectical Journal Chs. 1-3
Monday, October 1st
Angry Mob Gallery Walk
Get with your groups and finish your poster. Then, we will rotate around in groups and your West will present to the rest of the groups. Take notes!
Respond in your notebooks: out of the 6 historical events, which is the craziest and which is the creepiest? As in, which seems like a lot of hysteria happened over nothing and which one really creeps you out the most? Why?
The winner of the creepiest historical mob gets good behavior tickets for the whole group!
Friday, September 28th
Finish Grammar Practice 2 (NoRedInk)
Thursday, September 27th
How are mobs dangerous?
Your group will be assigned a certain point of history and will be asked to answer these questions, relating to our theme: "Prejudices can kill, and suspicion can destroy"
1. What was going on during this point in history (what were the outside factors of hysteria)?
2. Who were the key players, if there were any? Who were the victims? (Who was the "Charlie" of the historical event, and who was the "Pete Van Horn"?)
3. What happened during the worst of the hysteria caused by prejudice?
4. How was the hysteria/prejudice solved? (What happened after all the hysteria?)
Here are some good links for you, although I expect you to do your own research as a group. EVERYONE must participate in some way, or we will have words outside if you are goofing off.
Group 1: Salem Witch Trials
Group 2: The First Red Scare (J Edgar Hoover and the HUAC)
Group 3: The Second Red Scare (McCarthyism)
Group 4: Antisemitism in the Holocaust
Group 5: Japanese Internment Camps in WWII
Group 6: The French Revolution (focus on Robespierre)
Tuesday, September 25th--Wednesday, September 26th
Finish "Monsters Are Due on Maple Street" and watch Twilight Zone episode (Netflix: season 1 episode 22)
"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.
Monday, September 24th
Begin reading "Monsters Are Due on Maple Street" and answer questions (click link)
Friday, September 21st
Written in Bone Test: Autopsy Report
•Directions: In your groups, read about your Jamestown skeleton assigned to you. Then, fill out your worksheet working together.
•Everyone has a specific job: Norths need to make sure no one goofs off and everyone gets the assignment finished by the end of class; Souths need to make sure everyone gets a fair chance and does equal work; Easts need to make sure that everyone does exactly what the directions tell them to do; and Wests need to make sure the worksheet looks nice and detailed when it’s time to turn in.
• Group 1: HK7 and HK 9 (pages 115—125)
•Group 2: Captain Bartholomew Gosnold (pages 44—53)
•Group 3: Baby Calvert (pages 84-92)
•Group 4: Ann Calvert (pages 92—100)
•Group 5: Phillip Calvert (pages 100-107)
•Group 6 (2nd and 5th period): Leavy Neck Servant (pages 57—67)
Thursday, September 20th
Pocahontas Biography
Pocahontas Biography Worksheet
Tuesday, September 18th--Wednesday, September 19th
Written in Bone Chapter 5 Questions
1. What was the main crop grown in Jamestown? Why did it grow so well?
2. Describe how Luckenbach's team found the grave on page 57.
3. On page 58 and 59, describe the life of indentured servants.
4. Why was the boy buried so suspiciously (p. 62)?
5. Describe the boy's other health problems.
Monday, September 17th
Written in Bone Chapter 3 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?
Bog Bodies Article
Friday, September 14th
Complete Grammar Practice 2: Sentence Types FIRST.
Then, when you finish, you need to do Commonly Confused Words.
Do NOT play games on the iPads.
Thursday, September 13th
Sentence Basics Prezi (take notes!)
1. What is a subject, and what is a predicate?
2. What is an independent clause, and what is a dependent clause?
3. What are the four types of verbs? (Give examples for each.)
Play these games to practice sentence structure:
http://www.quia.com/ba/120976.html
http://www.bbc.co.uk/skillswise/game/en30stru-game-logging-sentences
http://www.harcourtschool.com/activity/sensort/index_pre.html
http://www.quia.com/pop/14232.html
http://www.quia.com/rr/126726.html
Tuesday, September 11th--Wednesday, September 12th
Continue reading Chapter 1, Chapter 3 of Written in Bone
Written in Bone Chapter 3 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?
Wednesday, September 5th--Friday, September 7th
Complete Grammar Practice 1 on NoRedInk.com
You don't have to create a new account... just log in and start!!!
Remember, your username is firstname lastname.
Your password is 1234567
Grammar Ninja game
Monday, September 3rd--Tuesday, September 4th
Have a relaxing Labor Day!
Friday, August 31st
Grammar/Vocab Test 2
Create a NoRedInk Account for Next Week
When you create an account, make your password 1234567
1st Period: late kettle 50
2nd Period: polite wind 7
4th Period: logical mitten 10
5th Period: proper bus 62
6th Period: creative parrot 95
Thursday, August 30th
Grammar/Vocab Test 2 Kahoot!
Monday, August 27th--Wednesday, August 29th
Read "All Summer in a Day" by Ray Bradbury
Complete "All Summer in a Day" worksheet
Wednesday, August 22nd--Friday, August 24th
Finish "Dark They Were and Golden-Eyed"
Complete questions. DUE FRIDAY!
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 and personification in the story. How does Bradbury describe Mars in the beginning, versus in the end? What is the effect on the reader?
Monday, August 20th--Tuesday, August 21st
SCANTRON testing: your goal is to make at least a 2700 on the Reading test, and you will get a cupcake! If 80% of the class makes a 2700, we will have a free day on Friday!
Friday, August 17th
Grammar/Vocabulary Test 1
Thursday, August 16th
Click here to play the Kahoot TEST REVIEW!!!! Test is TOMORROW!
Continue reading reading "Dark They Were, and Golden-Eyed"
Take notes WITH quotes on the following:
Theme: Mankind cannot control everything, even though we try to.
Literary Devices: imagery and personification
Setting: colonization of Mars
Characterization: Mr. Bittering
Structure: foreshadowing
Wednesday, August 15th
Begin reading "Dark They Were, and Golden-Eyed"
Take notes WITH quotes on the following:
Theme: Mankind cannot control everything, even though we try to.
Literary Devices: imagery and personification
Setting: colonization of Mars
Characterization: Mr. Bittering
Structure: foreshadowing
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?
Tuesday, August 14th
Finish reading "A Sound of Thunder"
A Sound of Thunder Questions. DUE TOMORROW!! (Wednesday)
For each answer use ACE: Answer the question, Cite the textual evidence/quote, Explain how the quote relates to the answer.
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?
Thursday, August 9th--Monday, August 13th
Begin reading "A Sound of Thunder"
Find quotes AND page numbers for the following:
Theme: mankind cannot control everything
Literary devices: imagery and personaification
Characterization: Mr. Eckels
Structure: how does Ray Bradbury overwhelm the read with big paragraphs and literary devices?
Wednesday, August 8th
Finish Parts of Speech (with Star Wars!) prezi
Parts of Speech Notes
Three Theories of Time Travel
ENRICHMENT ONLY: click here to redo your club form
Tuesday, August 7th
Parts of Speech (with Star Wars!) prezi
Parts of Speech Notes
Monday, August 6th
"Where I'm From" poem (test grade!) DUE TOMORROW
Finish Mrs. McQueen's Questionnaire (homework/classwork 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! Don't just tell me you taste pizza, give me adjectives like "gooey, cheesy, stringy, piping hot," etc. Here are some adjectives you can use: putrid/odorous (smells bad), fragrant (smells good), delicious/delectable, sweet, salty, tangy, acidic, sour, peppery, sugary, stale, fresh, pungent, buttery, metallic, soft, feathery, rough, grainy, sandy, smooth, freezing, frigid, scorching, warm, cool, sticky, slick.
Click to see other examples if you're stuck.
Friday, August 3rd
Click to download Mrs. McQueen's Questionnaire
Write a poem using your answers from Mrs. McQueen's Questionnaire. Use imagery (painting a picture in your reader's head). Click to see other examples.
Thursday, August 2nd
Turn in your pink papers (parent checklist) or SILENT LUNCH!
Click to download The Personality Compass
Click to download Mrs. McQueen's Questionnaire
Write a poem using your answers from Mrs. McQueen's Questionnaire. Use imagery (painting a picture in your reader's head). Click to see other examples.
Wednesday, August 1st
Welcome back! Today we went over the syllabus (which can be found in the Home tab), classroom behavior expectations in a Guide to Mrs. McQueen's Classroom
Click to download The Personality Compass
Click to download 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:_______________________________
Go here to sign up for a club!