2014+What+Did++We+Do+in+Class+Today?

Click on links to see/print copies of assignments and handouts.

(To see info from the beginning of 4th Q, scroll down) || Due Dates (due first of class) || || AP Chem (am) AP Psych (pm)
 * FOURTH QUARTER 2014 ||
 * DATE || Agenda & Assignments
 * Mon 5/5


 * DAY 2: Chapter 8 Poetry Pop-Ups (due Fri 5/9)**

The instructions are on the board in class or on the document below. Like a Pop-Up Video (not a pop-up ad!)

Read "13 Ways of Looking at a Blackbird" by Wallace Stevens. Read the excerpt from the criticism of the poem by Kenneth Lincoln.
 * HOMEWORK:**

See the words in boxes in the Lincoln excerpt? Know what they mean! Be prepared to talk about both--and be on time for the start-up that will prove you read!

|| AP Calc (am)READING
 * You may use any notes you take on the poem/criticism for Wednesday's start-up!** ||  ||
 * Wed 5/7


 * STARTUP: **
 * Start-Up:** **30 Minute "Show What You Know"**..... I'll give you a paper (quiz-like, but not a quiz). You go as far as you can in 30 minutes to show what you know! You may not finish. That is normal and okay. The more you read carefully and thought before class, the more/better you should be able to do on this.


 * NOTE:** You AP Calculus kids who miss class today, DO this assignment so you don't miss the points. Set a timer for 30 mins, though. I don't want you to work on it longer, even if you aren't finished AND you have another assignment that will require your attention below!



You essentially already did steps 1 and 2 with the homework. Skip them (leave the vocab chart blank if you want, no penalty!)
 * ASSIGNMENT: **
 * CHAPTER 9: 13 Ways of Looking at Ezra (and a Blackbird).... (due 5/15)**

Begin, then with step 3. . . then proceed to steps 4 & 5. This is where the big points are. The assignment might hurt your head a little (and that is AWESOME!).
 * Imagine as you put it together, that you're creating a poem like Stevens's. When you're finished read all 13 together. It should feel impressionistic, imagistic--and a little strange.
 * If it feels like a list of facts about Ezra, you haven't really recorded impressions so it won't feel like a poem. See if you can take the facts and make them into images or examples of Ezra's personality.
 * __HE'S__ a little strange, hard to understand exactly, and a character who shifts and speaks and acts in little moments. Try to imitate that with this poem.

|| Reading DUE: chapter 9 due

Homework due (13 Ways of Looking at a Blackbird," excerpt by Kenneth Lincoln) ||
 * Fri 5/9 || ** CHAPTER 10: Close Reading (due 5/15) **

1. Look at the **prompts** ahead of time and plan your essay.
 * __Homework__: "In-Home" Essay:**

2. Peruse the **rubric** so you know how it will be graded. (Apply your best writing skills, but note that I'm using a holistic rubric--the kind I use for in-class writing)

3. Open the essay on Canvas and write your essay! ** ESSAY DUE DATE: post before SUNDAY, 5/18 @ midnight ** || Reading DUE: chapter 10 due


 * CHAPTER 7/8 POETRY POP UPS DUE**

//**Dinner at the Homesick**// **R****estaurant ESSAY DUE by 5/18, midnight (post on Canvas)!** ||
 * Tues 5/13 || AP Gov (am)

Work on close reading

Finish ch 9 work ("13 Ways of Looking at Ezra") ||  || || READ-A-THON, day 1 60 minutes, six questions pp. 1-32
 * Thurs 5/15


 * HOMEWORK: Divide unfinished questions among your team as homework if you do not finish in class. This note applies through Wednesday, 5/28!**


 * ATTENDANCE NOTE:** from today until the end of the school year, the points available in class are largely IN CLASS points--the participation kind that cannot be recovered (see the disclosure).

If you are absent and want to earn points for your group's daily questions, call or text a group member. Ask him or her what reading you missed and volunteer to write a question for one of the categories. Read what you missed and write a question.

Then 1) write a brief summary of the reading you missed then read, and 2) copy your question onto the same paper (you will still need to put it on a card) 3) give this work directly to Ms. Bishop. It's worth full points for the two classes after you missed. Turn it in later, and it will be Late Work (50%) || **CHAPTER 9 CONNECTION (13 WAYS OF LOOKING AT EZRA)**

60 minutes, six questions pp. 32-68
 * CHAPTER 10**
 * CLOSE READING** ||
 * Mon 5/19 || READ-A-THON, day 2

Absent? see 5/15 60 minutes, six questions pp. 71-100
 * SEE HOMEWORK 5/15** || //**Dinner at the Homesick**// **R****estaurant ESSAY DUE by 5/18, midnight (post on Canvas)!** ||
 * Wed 5/21 || READ-A-THON, day 3

Absent? see 5/15
 * SEE HOMEWORK 5/15** ||  ||
 * Fri 5/23 || READ-A-THON, day 4

=** quiz (up to page 100) **= 60 minutes, six questions pp. 100-136

Absent? see 5/15
 * SEE HOMEWORK 5/15** || ===**Need to make up the quiz? I need to see you RIGHT after school on one of these days: **===

** * THURS 5/29 **
||  ||  || 60 minutes, six questions pp. 136 to the end
 * Mon 5/26 || **NO SCHOOL**
 * Wed 5/28 || READ-A-THON, day 5

Absent? see 5/15 Graduation 1 pm ||  || Group Work: NY Times Book Review response FOR MAKE-UP WORK on the group work, see 4/9 below
 * SEE HOMEWORK 5/15** ||  ||
 * Fri 5/30 || **Acuity-- these points are available only today! Be here or count on covering the absence with your hall pass extra credit.** ||  ||
 * Tues 6/3 || **LAST (A) DAY OF CLASS, QUARTER 4!** HALL PASSES DUE @ THE FIRST OF CLASS!
 * you MUST be on time
 * <span style="font-family: Impact,Charcoal,sans-serif; font-size: 150%;">you MUST be present
 * <span style="font-family: Impact,Charcoal,sans-serif; font-size: 150%;">you MUST have your hall passes with you! ||  ||
 * Thurs 6/5 || No classes
 * || [[image:https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQYnuE_u_QCFbAumFr-cdmU31DaQ0biDKr9OjE_yVmdIzMAmzTC align="center" caption="external image images?q=tbn:ANd9GcQYnuE_u_QCFbAumFr-cdmU31DaQ0biDKr9OjE_yVmdIzMAmzTC"]] ||
 * || =<span style="background-color: #189999; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 250%; text-align: center;">FOURTH QUARTER April 7 to midterm = ||
 * Mon 4/7 || Quiz: chapters 1-4 //Dinner at the Homesick Restaurant//

**THE MAKE-UP QUIZ** is now available. Go to CANVAS and select the only //Dinner at the Homesick Restaurant// quiz there is!
 * You do NOT need an access code.
 * You have only 30 minutes once you open the quiz to finish it. Be sure you take the quiz when you can focus on it without distractions.
 * Let me know when you have taken the quiz. A message in CANVAS is fine, or just tell me in class. I do NOT automatically see that you have a score.
 * The quiz will close at midnight on Sunday night (April 13). If you have not done the make-up by then, your score is a zero. ||
 * Wed 4/9 || =BLUES poetry w/ Mrs. Ellingson!=

Group Work (continued from 4/7)
 * TO MAKE UP THE GROUP WORK:**
 * 1**. Print the chart.


 * [|Details]
 * [[file:olympusbishop/Reading Guide chs 1-4 (NY Times Book Review) 2014 update.pdf|Download]]
 * 530 KB


 * 2**. The first part of the paper cites an excerpt from the //NY Times Book Review// when this book first came out. Read it!
 * 3**. I took some of the best words and descriptive phrases from this review and put them on the chart. Your job is to find a brief passage from each chapter (1-4) that YOU think fits each description.
 * a**. Copy it in the appropriate column
 * b**. and cite the page number (MLA style: the page number ONLY--no "p." or anything-- in parentheses, AFTER the last quotation mark, followed by a period).
 * 4.** You do not need to explain your choice! Just record it. NOTE: you may only use a quotation one time, even if it fits more than one description.

SOME HINTS & EXPLANATIONS:
 * "beautiful"** may mean that you find something the writer describes appealing; it may also be a passage you think is skillful, engaging or otherwise beautiful in the WAY it is written.


 * "funny"** has an obvious meaning, but has a wide interpretation. Much of what is funniest in this book (to my taste, anyway) is also sometimes awful, sad, or even cruel (like Cody's pranks on Ezra). Don't be afraid to cite what YOU think is funny even if others might disagree.


 * "heart-hammering"** is a phrase that means something that invokes your pity, empathy, in an almost painful and overwhelming way. Imagine if it were literal: how would a hammer to the heart feel? Ouch, right? Heart-hammering moments are like when you see a kid being picked on by others and you hurt for the kid. Or maybe when you watch someone you care about embarrassing himself and you kind of want to die for him . . . make sense?


 * "wise"** is clear, I think, but look especially for something that even if you lifted it out of the context of the book, it would still say something interesting and profound

Homework: Read ch 5 ||
 * "superbly entertaining"** is the most open and broad category. Anything that entertains you is fair. Most people will choose a second 'funny' moment, but it doesn't have to be funny.
 * Fri 4/11 || **pm assembly schedule**

finish group work
 * READ: chs 5-8 by Monday 4/21** ||
 * Tues 4/15 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png width="256" height="65"]]

SAGE writing exam (part one)

 * meet in the history lab (room 233) ** ||
 * Thurs 4/17 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png width="256" height="65"]]

SAGE writing exam (part two)

 * meet in the history lab (room 233) ** ||
 * Mon 4/21 || **PERIOD 1A WILL HAVE SOME TIME TO FINISH SAGE ESSAYS TODAY.**

CHAPTERS 5 & 6 Icebergs

INSTRUCTIONS: 1. You need to do FOUR of these altogether (one for each of these characters: Cody, Ezra, Ruth, and one more--your choice).

2. The iceberg is the model for us here, because what is NOT directly observable (what is "below the surface") is bigger, more meaningful, more important than what we can observe directly.

3. In the box, just write the character's name.

4. On the top of the iceberg, write one or two things the character did, said, or something another character reports--just something you can directly observe in the book. Focus on the characters' actions in chapter 5 and/or 6.

5. Underneath, try to trace the character's reasons for behaving this way, interpret what this might mean, infer from other information what this action indicates about the character's true motives, subconscious feelings, etc. Note there is MUCH more room down here--push your thinking, analyze, evaluate--ask why, answer, then ask why again (for example: Cody hurts Ezra because he's jealous of him. Why? Because Pearl loves Ezra more. Why does that matter to Cody? Maybe because he has only one parent left to please. So is he not thinking of Beck's approval anymore? Well . . . ) ||
 * Wed 4/23 || //Hey, for you smart kids keeping track of class by looking at our website, we will have a "pop" quiz on chapter 7 today! I think this chapter is important as it shows change and growth in the character who develops into a different person as an adult much more than the others. Review the details of this chapter and you'll ace this "surprise" quiz. Thanks for checking in**!**//

//**Need to make up the quiz? I will post a make-up version of it on CANVAS on Thursday after school. Please take that quiz before midnight on Monday, April 28.**//


 * Continue (finish?) working on your icebergs.** ||
 * Fri 4/25 || CHAPTER 8 poetry pop-ups (Day 1 of 2)
 * You will need need to use a copy of the Holt LITERATURE anthology. It is a heavy, large book you can use in my classroom but not check out. No worries--you can read it online! Click on the HOLT TEXTBOOKS link in the navigation bar (it's on the left if you're on a computer or it will come up if you touch the "..." at the bottom of your phone or tablet's screen). The first page that comes up (before you actually go to the HOLT site) will tell you how to log-on!


 * Begin by selecting a poem from the anthology that has some connection with chapter 8-- a stretch is okay! Your poem may be from **UNIT 5, COLLECTION 11 or from UNIT 6, COLLECTION 18** (this will make sense when you see the book online)


 * Read the poem (several times) and answer the questions about it in the book (usually directly after the poem, sometimes after a few poems. NOTE: there are questions before the poem to help you prepare to read. Just think about those ones. The questions AFTER the poem are the ones to answer in writing.
 * Please show your best writing and your best thinking. I do not want you to copy the question, but you should "reformulate" it so that I can read your response and know what you're trying to answer. These are not busy work questions: I will grade the quality of your writing and the proof of higher-order-thinking in your answer!
 * Some of the questions that follow may be about different poems; just answer the ones that include your poem.


 * The next step is to copy the poem, by hand, onto a piece of paper. The process of re-writing a poem like this forces you to pay attention to specific choices the poet made and slows down your reading to a pace more appropriate for poetry.


 * The actual "pop-up" steps will be on the board in class after we complete our SAGE tests. If you complete the steps above you will be on schedule with the rest of class. ||
 * Tues 4/29 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png width="256" height="65"]]

SAGE Language Arts (part one)

 * meet in the English lab (room 243) ** ||
 * Thurs 5/1 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png width="256" height="65"]]

SAGE Language Arts (part two)

 * meet in the English lab (room 243) **

DAY 1.5: Poetry Pop-Ups ||

(due first of class) ||
 * || <span style="color: #800080; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 36px; text-align: center;">THIRD QUARTER 2014 ||  ||
 * DATE || Agenda & Assignments || Due Dates
 * 1/21[[image:http://www.bhagwad.com/blog/wp-content/uploads/2011/03/The-Grapes-of-Wrath-by-John-Steinbeck.jpg width="100" height="145" align="left"]] || //OBJECTIVE: Students will identify and evaluate important themes in the novel.//

1. Discuss poem and quote (GROUPS/FULL CLASS) 2. Essay assignment **(due Jan. 29)**

3. Work on Reading || **writing #6 (creative response**) ||
 * 1/23 || //OBJECTIVE: Students will identify and evaluate important themes in the novel.//

Discuss. . . THE END!
 * If you miss class: **
 * 1. Listen to the first 30 minutes of The Diane Rehm Show from January 22, 2014 (up to the part where she starts to take callers). Write some notes and/or doodles to show you have listened to it. Click the link! Of course, you can listen to more of it if you'd like! **

||  ||
 * 2. Download the assignment below. Follow the instructions on it to recapture some of what we discussed about the end of the novel. **
 * 1/27 || MEET IN ROOM 243 (English Lab!) -- Acuity
 * If you miss class, please come in after school THIS WEEK to make up this exam! ** ||  ||
 * 1/29 || 1. MEET IN ROOM 243 (English Lab!) -- SRI
 * If you miss class, please come in after school THIS WEEK to make up this exam! **

2. Film: //The Grapes of Wrath// || //**Grapes of Wrath**// **essay due!** || Get a copy of //Narrative of the Life of Frederick Douglass// in the library If you prefer, you can also find free electronic copies of the book in many places:
 * 1/31[[image:http://evangelicaloutpost.com/images/narrative-of-the-life-of-frederick-douglass-s.jpg width="91" height="150" align="right"]] || Finish the Film (participation points-- no make up available)
 * iTunes
 * www.amazon.com (for Kindle)
 * www.gutenberg.org (download an electronic version or just read online!)

You WILL need your books in class, so plan accordingly. ||  || finish the movie pick up books (see 1/31) read chapter 1 (finish at home)-- there will be a quiz on ch. 1
 * 2/4 || **1ST PERIOD:**

read chapter 1 quiz ch 1 discuss ethos, pathos, logos (LEVELS OF APPEAL) read ch 2 in class; do the "quiz" w/ch. 2 read chs 3 & 4, do "Douglass's rhetoric" sheet w/ chs 3 & 4
 * 2ND PERIOD:**
 * in class**:
 * homework**: read chapter 2 ||  ||
 * 2/6 || **MID-TERM**
 * 1ST PERIOD:**
 * homework:**

quiz chs 1 & 2 discuss ethos, pathos, logos (LEVELS OF APPEAL) read chs 3 & 4 and do "Douglass's Rhetoric" sheet finish chs 3 & 4, sheet (if needed)
 * 2ND PERIOD:**
 * in class:**
 * homework:**

HERE IS THE POWERPOINT ON LEVELS OF APPEAL IF YOU WANT TO SEE IT AGAIN!

HERE IS THE RHETORIC SHEET (ignore that it says it's for chs. 1 & 2-- do one side for ch 3 and the other for 4) || **end of class:** ch. 2 "quiz" (__first period only__) ||
 * 2/10 || **in class:** read chs 5-7, work on quotes sheet

QUOTES SHEET: reading guide chs 5-7 (quotes sheet) || //chs 3 & 4 rhetoric sheet due// ||
 * homework:** finish chs 5-7
 * 2/12 || **parent-teacher conferences (and 2/11**)

reading guide (do the chapter 9 part only)
 * in class:** read chs 8 & 9

continue working on the reading guide || //chs 5-7 reading guide (quotes sheet)// ||
 * homework:** read ch. 10 (it's LONG-- pace yourself!)
 * //NO SCHOOL// || [[image:https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRxOb26oLAfXgUaEY9-4YbO6bfPMapoPloXafKw7c1h_pQDK5Jh width="242" height="80" align="center"]] ||  ||
 * 2/18 || **in-class**:read ch 11

COUNSELORS IN CLASS TO COLLECT REGISTRATION MATERIALS! || //chs 9 & 10 reading guide// || You MAY use your book on this; bring it with you if you'd like!
 * 2/20 || ==**in-class essay: MEET IN ROOM 233 (history lab) **==

||  ||
 * If you missed class ,** go to Canvas and do the "Form B" essay ("FREDERICK DOUGLASS: In-Class Essay Form B"). It will be ** open until 11:59 pm on Sunday night (2/23) **! || MAKE-UP DUE BY 11:59 pm, SUN 2/23 ||
 * 2/24[[image:piano lesson cover.png width="108" height="159"]] || FILM & online discussion: //Slavery by Another Name//
 * 2/26 || FILM & personal response: //Slavery by Another Name// (part two) ||  ||
 * 2/28 || ** MEET IN ROOM 243 (English lab) **
 * // BRING HEADPHONES/EAR BUDS IF YOU HAVE THEM! //**

Historical/Social Context research: The African-American Experience in the 1930s/1940s ||  ||
 * See the link on the home page for the sites you need to visit.**
 * The paper you need to fill out is below:**
 * 3/4 || Short classes (ACT for all juniors)

**WORK DAY, no participation points . . .**
||  ||
 * 3/6 || Finish research

See 2/28 for papers, links ||  ||
 * MEET IN ROOM 243 (English lab)? **
 * // BRING HEADPHONES/EAR BUDS IF YOU HAVE THEM! //**
 * || Checklist & Discussion: Racial Privilege & follow-up

Article & Discussion: "The Meanings of a Word" by Gloria Naylor, Historical Social Context 54321 sheet (for the article above) || Research Due || (if you missed class, get yours from the library!)
 * 3/12 || **Check out books //The Piano Lesson//**

Read first part of Act I (pages 1-40) Character worksheet

(article)
 * HELPFUL HINTS**: 1) for the "IDENTIFICATION" column, simply state who the person is in relation to the other characters; 2) For "FROM THE TEXT," copy something in the play (probably from the stage directions/author's notes) that explains who the character is; 3) for "HIS/HER HEART" identify what you think this character is motivated by-- what drives him/her? what does s/he want?; 4) for 'HIS/HER LOVE" identify what or whom this character seems to love most (there may be some overlap with the "heart" column for some characters?); and 4) under HIS/HER PAIN show what this character has suffered, lost, feared. || 54321 due

Privilege Checklist follow-up due || Read the rest of Act I (pages 40-54) Fill out two worksheets while you read: Doaker's Story Timeline and the Charles Family Tree this checklist will help: (all of the characters go on the family tree; all of the events go on the timeline)
 * 3/14 || (choir tour)

HELPFUL HINTS: 1) Doaker does not give dates of birth, but sometimes you know how old a character is. Use math! 2) The family chart is patriarchal. That means the men of the family will be on the LEFT most of the time. There are two exceptions (one woman who married into the family-- not on a straight line) and Berniece (in relation to her husband) 3) The three stars on the family chart are the three members of the family directly affected by the trade for the piano.

4) Note the two timelines. The first is obviously "during slavery" so before 1856. The second begins with the events of 1911. The heavy tic on the second timeline is the first event of 1936 (what happens to make Boy Willie come to Pittsburgh).

5) Every event has a tic on the line. A few events could overlap so it's hard to tell which came first between them. As long as they are together on the timeline, you'll get credit. || Character worksheet due ||
 * 3/18 || (choir tour)
 * QUIZ: Act 1** (if you are absent for choir tour, take the make-up quiz on Canvas before it closes on March 19 at 11:59 pm)


 * HOMEWORK: READ ACT 2 (all)** || Timeline & family tree due ||
 * 3/20 || **QUIZ: ACT 2**
 * If you missed the quiz, please take the make-up quiz on Canvas before it closes on Monday, March 25 at 11:59 pm. If you do not, you will have a zero on the quiz as the quarter ends on March 27!**

Watch Act 1 (participation points, no make-up) || Reading for Act 2 due (quiz)

ALL make-up work for those on choir tour is due TODAY when you come to class! If you turn it in later it's half-credit (i.e. LATE) ||
 * 3/24 || Watch Act 2

**Check out //Dinner at the Homesick Restaurant//**
**HOMEWORK: read chapters 1-4 before class on April 7** || GRAPES OF WRATH ESSAY REDEMPTION DUE BY 2:30 PM ||
 * 3/26 || **LAST (A) DAY OF QUARTER 3!** ** HALL PASSES DUE @ THE FIRST OF CLASS! ** * ** you MUST be on time **


 * ** you MUST be present **
 * ** you MUST have your hall passes with you! **

= = ||  ||
 * March 28-April 4 || [[image:olympusbishop/spring break.png align="center"]] ||  ||

(due first of class) || Group Work: NY Times Book Review response || Reading DUE: chs 1-4 ||
 * || <span style="color: #800080; font-family: Impact,Charcoal,sans-serif; font-size: 36px;">THIRD QUARTER 2014 ||  ||
 * DATE || Agenda & Assignments || Due Dates
 * Mon 4/7 || Quiz: chapters 1-4 //Dinner at the Homesick Restaurant//
 * Wed 4/9 || =BLUES poetry w/ Mrs. Ellingson!=

Group Work (continued from 4/7) Homework: Read ch 5 || Group work due END of class || //AP Psych (pm)// ||  || <span class="irc_mutl"> ||  || Graduation 1 pm ||  ||
 * Fri 4/11 || pm assembly schedule
 * READ: chs 6-8 by Monday 4/21** ||  ||
 * Tues 4/15 || ==SAGE writing exam (part one)==
 * meet in the history lab (room 233)** ||  ||
 * Thurs 4/17 || ==SAGE writing exam (part two)==
 * meet in the history lab (room 233)** ||  ||
 * Mon 4/21 || CHAPTERS 5 & 6 Icebergs || Reading DUE: chs 6-8 ||
 * Wed 4/23 || CHAPTER 7 ||  ||
 * Fri 4/25 || CHAPTER 8 ||  ||
 * Tues 4/29 || ==SAGE Language Arts (part one)==
 * meet in the English lab (243)** ||  ||
 * Thurs 5/1 || ==SAGE Language Arts (part two)==
 * meet in the English lab (243)** ||  ||
 * Mon 5/5 || //AP Chem (am)//
 * Wed 5/7 || //AP Calc (am)// ||  ||
 * Fri 5/9 ||  ||   ||
 * Tues 5/13 || //AP Gov (am)// ||  ||
 * Thurs 5/15 ||  ||   ||
 * Mon 5/19 ||  ||   ||
 * Wed 5/21 ||  ||   ||
 * Fri 5/23 ||  ||   ||
 * Mon 5/26 || **NO SCHOOL**
 * Wed 5/28 ||  ||   ||
 * Fri 5/30 ||  ||   ||
 * Tues 6/3 || **LAST (A) DAY OF CLASS, QUARTER 4!** ** HALL PASSES DUE @ THE FIRST OF CLASS! ** * ** you MUST be on time **
 * ** you MUST be present **
 * ** you MUST have your hall passes with you! ** ||  ||
 * Thurs 6/5 || No classes
 * || [[image:https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQYnuE_u_QCFbAumFr-cdmU31DaQ0biDKr9OjE_yVmdIzMAmzTC width="266" height="201" align="center"]] ||  ||

**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif; font-size: 400%;">ARCHIVE **

** (due first of class) ** || "Update" project ||  || If you miss class, please come in after school THIS WEEK to make up these exams!
 * || <span style="background-color: #fafa93; color: #001580; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 36px; text-align: center;">SECOND QUARTER 2013-14 ||  ||
 * ** DATE ** || ** Agenda & Assignments ** || ** Due Dates **
 * 11/4[[image:https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRO-DqfclrUX76ChFpNLtgvvKRHFqPedgljvfusqXoZGlcNEpiR width="76" height="111" align="left"]] || Film ||  ||
 * 11/6 || Finish Film
 * 11/8 || "Update" project ||  ||
 * 11/12 || "Update" project ||  ||
 * 11/14 || Finish/review projects ||  ||
 * 11/18 || MEET IN ROOM 243 (English Lab!) -- SRI & Acuity

|| //OBJECTIVE: Students will collect background knowledge to prepare to read// The Grapes of Wrath //by John Steinbeck//
 * HOMEWORK: Read chapters 1-5 (before class on 11/26)** || Gatsby Projects due ||
 * 11/20

1. Listen to "The Big Read" podcast 2. "Jigsaw" groups: intro to Steinbeck and his writing http://www.neabigread.org/books/grapesofwrath/readers-guide/


 * HOMEWORK: Read chapters 1-5 (before class on 11/26)**

**IF YOU MISSED CLASS:** 1. Read the INTRODUCTION, OTHER WORKS & ADAPTATIONS, and ABOUT THE AUTHOR at the link above. Take some notes to turn in for the participation points.

2. Listen to the podcast here: @https://itunes.apple.com/us/podcast/neas-the-big-read/id303133830 (it's #29 then click "view in iTunes" to listen to the whole thing) If you cannot use itunes for any reason, let me know and you can come in after school to listen to it with me :) Take some notes again!

3. Do the homework ||  ||
 * 11/22 || //OBJECTIVE: Students will explore how the Oklahoma landscape shapes the lives of the people in the novel and how their own landscape(s) shape their lives. FOCUS: Culture and History//


 * 1. in-class writing #2: personal response **



(because of Acuity, we won't do #1-- I"m not renumbering everything, though, so deal with it....)

2. Film: //AMERICAN EXPERIENCE: Surviving The Dust Bowl// 5-4-3-2-1 sheet

**IF YOU MISSED CLASS:** 1. Watch the film online. It is available free on [|www.pbs.org] and on [|www.amazon.com] instant video (if you have a Prime Membership--it's $1.99 otherwise). Search for "surviving the dustbowl". Take some notes to turn in for the participation points.

2. Do the in-class writing (available above) || 5-4-3-2-1 due (end of film) ||
 * 11/26 || //OBJECTIVES: Students will demonstrate their reading of chapters 1-5 of the novel. Students will continue reading, evaluating the alternating voices in the narration.//

1. QUIZ: chapters 1-5 2. Go over reading guide for 6-9 (look for details on Canvas too)
 * NOTE: If you miss class, please take the "make-up quiz chs 1-5" on Canvas BEFORE 12/5 **


 * HOMEWORK: Read chapters 6-9 before class on 12/3, complete the reading guide.** || Chapters 1-5 (reading due)

In-Class Writing #2 ||
 * [[image:olympusbishop/snoop.jpg width="116" height="85" align="center"]] || [[image:olympusbishop/free-thanksgiving-banner-printable-decorations.jpg width="279" height="229" align="center"]] || [[image:https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSnPPdWCXVAED8AfoE6o0BGZdySMTJebpkWRGXYYHij73DwGnf5uA width="205" height="109"]] ||
 * 12/3 || OBJECTIVE: Students will examine Steinbeck's use of Narrative and Point of View

1. QUIZ: chapters 6-9 2. Discussion: THE INTERCHAPTERS (Steinbeck's "generals") 3. **in-class writing #3: creative response** 4. Go over reading guide for 10-13

//OBJECTIVE: Students will discuss characterization, specifically identifying antagonists in the novel.//
 * HOMEWORK: Finish your creative response before next class**
 * Read chapters 10-13 before class on 12/11** || Chapters 6-9 (reading & guide due) ||
 * 12/5 || **midterm**

1. Group discussions: Who are the antagonists? 2. **in-class writing #4: literary analysis** || Writing #3 due (first of class) ||
 * 12/9 || //OBJECTIVE: catch up!//

Work Day! Finish your reading & guide for chs 10-13--or even read ahead! I double dog dare you.... || Writing #4 due (first of class) ||
 * 12/11 || //OBJECTIVE: Students will review and analyze Steinbeck's figurative language in the novel thus far.//

1. QUIZ: chs 10-13 2. Go over reading guide for chapters 14-21 3. Work on reading guide
 * NOTE: If you miss class, please take the "make-up quiz chs 10-13" on Canvas BEFORE 12/19 **

(reading & guide due) ||
 * HOMEWORK: Read chapters 14-21 & complete the reading guide before class on January 7!** || Chapters 10-13
 * 12/13 || //OBJECTIVE: Students will review and analyze Steinbeck's figurative language in the novel thus far.//

Powerpoint/Notes: Figurative Language 1. Click on the Powerpoint presentation below to open it.

2. Follow the instructions on the first slide about taking notes and using the handout.

3. If you are doing this as make-up work because you were absent, click on "figurative language examples" below-- it's the handout everyone else got in class.

||  ||
 * note: If you cannot use the PowerPoint on your computer, the file below is a PDF of the presentation.**
 * 12/17 || //OBJECTIVE: Students will review and analyze Steinbeck's figurative language in the novel thus far.//

1. Review Figurative Language 2. Group Work: Figurative Language Analysis


 * NOTE: If you missed class, please download the worksheet and choose ONE of the chapter clusters as your focus. Follow the other directions to complete the assignment on your own. Instead of presenting your findings to the class, though, just write a paragraph that explores the conclusions you would have presented if you were in class. ** || Figurative Language Notes Due (first of class) ||
 * 12/19 || EXTRA CREDIT: Literary Christmas Presents :) || Figurative Language group work due (first of class) ||
 * [[image:olympusbishop/snowflake-icon.jpg width="200" height="148" align="center"]] || [[image:http://jimmywatts.files.wordpress.com/2012/02/3698__330x_72lowell51731.jpg width="249" height="218" align="center"]] || [[image:olympusbishop/snowflake-icon.jpg width="200" height="148" align="center"]] ||
 * 1/7 || //OBJECTIVE: Students will explore dynamic characters and character development in the novel so far.//

1. QUIZ: chs 14-21 2. Group discussions 3. **in-class writing #5: character analysis** Work on in-class writing #5 Reading Time (chs 22-24)
 * IF YOU MISSED THE QUIZ, TAKE THE MAKE-UP QUIZ ON CANVAS. IT WILL BE OPEN UNTIL MONDAY, JANUARY 13 AT 11:59 PM! **
 * HOMEWORK:** **Read cha****pters 22-24 before 1/13** || Chapters 14-21 (reading & guide due) ||
 * 1/9 || Finish group discussions from last class

** JANUARY 10 AT 2:30 PM IS THE CUT-OFF FOR ALL **** MAKE-UP & LATE WORK! ** ||  ||
 * 1/13 || //OBJECTIVE: Students will identify an explore plot pacing, climax, and turning points.//

1. QUIZ: chs. 22-24 2. Group discussions (we just did the first half-- the chart--today) || Chs 22-24 (reading only)

Writing #5 (compare/contrast character pairs)

Dynamic characters groupwork (on the back of the writing #5 paper) ||
 * 1/15 || ** HALL PASSES DUE @ THE FIRST OF CLASS! **
 * you MUST be on time
 * you MUST be present
 * you MUST have your hall passes with you!

1. Foreshadowing, predictions 2. **in-class writing #6: creative response** (see the file above for this assignment--it's the 3rd pg of the document) 3. Work on reading


 * HOMEWORK: Read chapter 25 to the end before class on 1/23** ||  ||

//Poisonwood Bible// exam Essay due Disclosure information || //Poisonwood Bible// essay || Scavenger Hunt info due, end of class || || Background info due. Discussion due 9/9 || Read this: Read this: Read page 29 of the Try the steps to eliminate passive diction (as explained in the Writer's Guide) on this worksheet:
 * || <span style="background-color: #fafa93; color: #800000; display: block; font-size: 36px; text-align: center;">FIRST QUARTER 2013 ||  ||
 * Date || Agenda & Assignments || Due Dates(due first of class) ||
 * 8/21 || [[image:http://images.contentreserve.com/ImageType-100/1486-1/%7BB3325F08-65F5-444F-9191-F2286CCE26BB%7DImg100.jpg width="95" height="127"]]
 * 8/23 || Background information "scavenger hunt" ||  ||
 * 8/27 || Acuity Testing (room 233) ||  ||
 * 8/29 || SRI Testing (room 233) || DISCLOSURE MUST BE SIGNED (online)
 * 9/3 || Book Discussion
 * 9/5 || Benchmark Essay (room 342) ||  ||
 * 9/9 || **Essay Revision: passive diction**

Revise the TO BE verbs OUT of your essay before next class! || Book discussion due || Read this: Read the "Phrasal Verb" part of the handout from last time: Read page 31 of the "Revising for Word Economy" Fill in this reference sheet: Follow each step carefully, please! (note the details about quotes, sentences, for example-- they are big points on the rubric!!)
 * 9/11 || **Essay Revision: verbosity**
 * Revise YOUR essay for verbosity** || ESSAY DRAFT #2 DUE (no TO BE verbs) ||
 * 9/13 || **STYLE REVISION CHECKLIST**:

This sheet also has information about how your final essay should look when you turn it in. The rubric you need to attach to the back is stapled to the first draft I returned to you on Monday.

If you need another copy, print it here: || ESSAY DRAFT #3 DUE (no verbosity!!) //i.e., no redundancies, no cliched phrasal verbs, no TO BEs, etc//. || -- get groups, topics (see Canvas for your group, see a group member for your topic) -- intro assignment (read through this sheet--or see it on Canvas) -- write proposals (see the assignment sheet) || **REVISED ESSAY DUE (first of class)** //Poisonwood Bible// Exhibits --Adjust plans from proposals --Work on exhibits ||  || -- Finish exhibits -- Post to Canvas || **Post your exhibit by midnight.** || Go to www.kidblog.org (then sign in to your class) Look through other groups' exhibits and comment on at least SIX of them-- see the project assignment sheet for requirements in your comments. || Post your visits comments by 11:59 pm today! || Jazz Age" Research
 * 9/17 || //Poisonwood Bible// Exhibits
 * Group proposal (end of class)** ||
 * 9/19 || **MID-TERM!**
 * 9/23 || //Poisonwood Bible// Exhibits
 * 9/25 || Museum "visits"
 * 9/30 || [[image:https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRO-DqfclrUX76ChFpNLtgvvKRHFqPedgljvfusqXoZGlcNEpiR width="122" height="177" align="left"]]

** Meet in Room 243 (English Computer Lab) **
|| Research Due 10/8 || get books go over journals, topics read chapter 1 (stop & draw)
 * 10/2 || Work on "Jazz Age" Research ||  ||
 * 10/4 || A & E Biography: F. Scott Fitzgerald (A-Z notes) || **Research Due**
 * (first of class)** ||
 * 10/8 || Research presentations
 * MAKE-UP ASSIGNMENT FOR THIS DAY:**
 * 1. Go back to the assignment sheet for the research (9/30)**
 * 2. Select 15 topics from the list (other than the one you researched)**
 * 3. Do some quick online research to get a basic idea of the person/event/thing**
 * 4. Write the topic, five interesting facts about it, and one comment of your own-- how you feel about the topic, what sticks out to you, questions or thoughts you have.**
 * 5. Do this process for all 15 topics.**
 * 6. Turn your work in to the "Late/Make-Up" work part of the box (on the left column, just over from where you turn in your regular classwork).** || notes due @ end of class ||
 * 10/10 || Begin //The Great Gatsby//:

work on journals
 * HW:** read chapter 2 || stop & draw (end of class) ||
 * 10/14 || **in class**: Read chapter 3

// See Canvas for details // || work on journals
 * HW:** read chapter 4 || ** post by Sun 10/20: **
 * JOURNALS 1 & 3**
 * DISCUSSIONS**
 * chs 2 & 4**
 * 10/16 || **in class:** Read chapter 5
 * HW:** read chapters 6 ||  ||
 * 10/22 || Tableaux Vivants! (group work & discussion)


 * HW**: read chapters 7 & 8

** note: Wednesday, October 23 at 2:15 pm is the absolute cut-off for late/make-up work for Quarter 1. I will NOT accept any late/make-up work after this time! **
|| ** post by Sun 10/27: ** // See Canvas for details // || work on journals, discussions || ** group discussion questions due (end of class) ** ||
 * JOURNALS 5 & 7**
 * DISCUSSIONS**
 * chs 6 & 8**
 * 10/24 || **in class**: Quiz, Read chapter 9
 * 10/28 || **I n-Class Essay/Reading Exam **

** Meet in Room 243 (English Computer Lab) **
||  ||
 * 10/30 || ** HALL PASSES DUE @ THE FIRST OF CLASS! **
 * you MUST be on time
 * you MUST be present
 * you MUST have your hall passes with you!

Gatsby "Updates" project


 * FIRST QUARTER ENDS!!** ||  ||

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2751px; width: 1px;">https://itunes.apple.com/us/podcast/neas-the-big-read/id303133830