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

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 Art History (pm)
 * || FOURTH QUARTER 2014 ||  ||
 * DATE || Agenda & Assignments
 * Tues 5/6
 * DAY 2: CHAPTER 8 Poetry "Pop-Ups"** (DUE Mon 5/12)

Like a Pop-Up Video (not a pop-up ad!)


 * HOMEWORK:**

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


 * You may use any notes you take on the poem/criticism for Thursday's start-up!**

||  ||
 * Thurs 5/8 || **CHAPTER 9: 13 Ways of Looking at Ezra (and a Blackbird)....** (DUE Fri 5/16)


 * 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:** If you miss class (or the starter) today, DO this assignment so you don't miss all of 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.

AP physics (pm)
 * [|Details]
 * [[file:olympusbishop/13 Ways of Looking at Ezra.pdf|Download]]
 * 288 KB || Reading DUE: chapter 9 ||
 * Mon 5/12 || AP Bio (am)


 * CHAPTER 10: Close Reading (due 5/16) **

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 MONDAY, 5/19 @ 11:59 PM **

. || Reading DUE: chapter 10


 * CH 7/8 POETRY POP UPS DUE** ||
 * Wed 5/14 || AP US (am)

Finish work for chapters 9 & 10 (close reading, "13 Ways of Looking at Ezra" ||  || || READ-A-THON, day 1 60 minutes, six questions pp. 1-32
 * Fri 5/16


 * HOMEWORK: Divide unfinished questions among your team as homework if you do not finish in class. This note applies through Thursday, 5/29!**


 * 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%) || **CH 9 "13 WAYS" CONNECTION DUE**

60 minutes, six questions pp. 32-68
 * CH 10 CLOSE READING DUE** ||
 * Tues 5/20 || READ-A-THON, day 2

Absent? see 5/16 60 minutes, six questions pp. 71-100
 * SEE HOMEWORK 5/16** || **Essay must be posted by 5/19 @ 11:59 pm** ||
 * Thurs 5/22 || READ-A-THON, day 3

Absent? see 5/16
 * SEE HOMEWORK 5/16** ||  ||
 * Tues 5/27 || READ-A-THON, day 4

= QUIZ! (reading so far) =

pp. 100-136 Absent? see 5/16
 * SEE HOMEWORK 5/16** || ===**Need to make up the quiz? I need to see you RIGHT after school on one of these days: **===

** * THURS 5/29 **
||
 * Thurs 5/29 || am assembly schedule (Historian's Assembly)

READ-A-THON, day 5 60 minutes, six questions pp. 136- end

Absent? see 5/16
 * SEE HOMEWORK 5/16** ||  ||
 * Mon 6/2 || == ** GAME TIME! ** ==

LAST DAY OF CLASS, QUARTER 4! HALL PASSES DUE @ THE FIRST OF CLASS! * you MUST be on time (no class) ||  ||
 * you MUST be present
 * <span style="font-family: Impact,Charcoal,sans-serif; font-size: 24px;">you MUST have your hall passes with you! ||  ||
 * Wed 6/4 || YEARBOOK DAY
 * || [[image:https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQYnuE_u_QCFbAumFr-cdmU31DaQ0biDKr9OjE_yVmdIzMAmzTC align="center"]] ||  ||
 * || FOURTH QUARTER April 8 to midterm ||  ||
 * Tues 4/8 || Quiz chs 1-4 //Dinner at the Homesick Restaurant//
 * Tues 4/8 || Quiz chs 1-4 //Dinner at the Homesick Restaurant//

Group work: NY Times Book Review (see the make-up work details on 4/10 below)

**THE MAKE-UP QUIZ** is now available. Go to CANVAS and select the only //Dinner at the Homesick Restaurant// quiz there is! Group Work (continued from 4/8)
 * 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. ||  ||
 * Thurs 4/10 || **am assembly schedule**
 * TO MAKE UP THE GROUP WORK:**
 * 1**. Print the chart.
 * 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


 * "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. ||  ||
 * Mon 4/14 || finish group work
 * READ: chs 5-8 by Monday 4/21** ||  ||
 * Wed 4/16 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png]]

SAGE writing exam (part one)

 * meet in the history lab (room 233) ** ||  ||
 * Fri 4/18 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png]]

SAGE writing exam (part two)

 * meet in the history lab (room 233) ** ||  ||
 * Tues 4/22 || CHAPTERS 5 & 6 Icebergs
 * [|Details]
 * [[file:olympusbishop/chapter 5 character ice bergs.pdf|Download]]
 * 250 KB

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 . . . ) ||  ||
 * Thurs 4/24 || //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.** ||  ||
 * Mon 4/28 || 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. ||  ||
 * Wed 4/30 || [[image:http://ogdenprep.org/wp-content/uploads/2014/01/Sage-Portal-320x83.png caption="external image Sage-Portal-320x83.png"]]

SAGE Language Arts (part two)

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

SAGE Language Arts (part two)

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


 * + ACUITY ** ||  ||

(due first of class) ||
 * || <span style="color: #800080; font-family: Impact,Charcoal,sans-serif; font-size: 36px;">THIRD QUARTER 2014 || Due Dates
 * 1/22[[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. 30)** 3. Work on Reading || writing #6 (creative response) ||
 * 1/24 || //OBJECTIVE: Students will identify and evaluate important themes in the novel.//

1. 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. **

||  ||
 * 1/28 || MEET IN ROOM 243 (English Lab!) -- Acuity
 * If you miss class, please come in after school THIS WEEK to make up this exam! **

Film: //The Grapes of Wrath// ||  ||
 * 1/30 || MEET IN ROOM 243 (English Lab!) -- SRI
 * If you miss class, please come in after school THIS WEEK to make up this exam! **

Film: //The Grapes of Wrath// || //**Grapes of Wrath**// **essay due!** ||
 * 2/3[[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)

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:


 * 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 film read chapter 1
 * 2/5 || **in class**:


 * homework**: read chapter 2 ||  ||
 * **2/7** || **MID-TERM**

QUIZ: chs 1 & 2 define levels of appeal (ethos, pathos, logos) read chs 3 & 4 and do "Douglass's Rhetoric" sheet
 * in class:**

HERE IS THE POWERPOINT ON LEVELS OF APPEAL: HERE IS THE RHETORIC SHEET (ignore that it says it's for chs 1 & 2; do ch 3 on one side, 4 on the other)
 * homework:** finish chs 3 & 4 & "rhetoric" sheet (if needed) ||  ||
 * 2/11 || **parent-teacher conferences (and 2/12)**

read chs 5-7 Reading Guide 5-7 ("quotes sheet")
 * in class:**

reading guide chs 6 & 7 || //chs 3 & 4// //rhetoric sheet// || reading guide (do the chapter 9 part only)
 * homework:** finish chs 5-7 (?)
 * 2/13 || **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"]] ||  ||
 * 2/19 || **in-class**:read ch 11 || //chs 9 & 10 reading guide// ||
 * 2/21 || ==**in-class essay: MEET IN ROOM 243 (English lab) **==
 * Bring your books (you may use them if you'd like) **


 * 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 SUNDAY 2/23 11:59 pm ||
 * 2/25 || **SHORT CLASSES (after ACT registration)**

**poetry annotation (Frederick Douglass)**
NOTE: The first two pages of this document will give you your assignment. The last page is an example of a great poetry annotation! || //poetry annotations (end of class)// ||
 * 2/27[[image:piano lesson cover.png width="90" height="131"]] || [[image:http://www.yalerep.org/on_stage/2010-11/_images/pianobigimage.jpg width="316" height="168" align="left"]]

FILM & online discussion: //Slavery by Another Name// ||  || Historical/Social Context research: The African-American Experience in the 1930s/1940s
 * 3/3 || FILM & personal response: //Slavery by Another Name// (part two) || film notes due END of class ||
 * 3/5 || ** MEET IN ROOM 243 (English lab) **

See the link on the home page for the sites you need to visit. The paper you need to fill out is below: ||  || See info on 3/5
 * // BRING HEADPHONES/EAR BUDS IF YOU HAVE THEM! //**
 * 3/7 || Finish research
 * MEET IN ROOM 243 (English lab) **?
 * // BRING HEADPHONES/EAR BUDS IF YOU HAVE THEM! //**

SRI (if time) ||  ||
 * **3/11** || Checklist & Discussion: Racial Privilege

**Check out books //The Piano Lesson//**
|| Social/Historical Context Research due ||
 * 3/13 || Article & Discussion: Historical/Social Context, "The Meanings of a Word" by Gloria Naylor

54321 Sheet (do this for the Gloria Naylor article)

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


 * 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. || Be sure you have a book!

Privilege Follow-Up Due

54321 Due (end of class) || 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 Use this checklist to help you!
 * 3/17 || (choir tour)

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.
 * HELPFUL HINTS:**

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 || (if you are absent for this quiz AFTER missing two classes for choir tour, you WILL take a zero on this quiz!)
 * 3/19 || **QUIZ: Act 1**


 * HOMEWORK: Read Act 2** (all) || Timeline & Family Tree due

//ALL make-up work for those who miss for choir tour is also due at the FIRST of class today. If you turn it in after, it will be half-credit (i.e. LATE)// ||
 * 3/21 || **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 (Act 2)

Remember: GRAPES OF WRATH ESSAY REDEMPTION DUE BY 2:30 PM on MONDAY March 24 || = = = = =BLUES poetry w/ Mrs. Ellingson!= ||  ||
 * 3/25 || ** Check out //Dinner at the Homesick Restaurant// **
 * Read chapters 1-4 before class on __April 8__ **
 * **3/27** || LAST 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! **

Watch Act 2
||  ||
 * March 28-April 4 || [[image:spring break.png align="center"]] ||  ||

** (first of class **) || || Film ||  || Film/"Updates" project ||  || see instructions on 11/7 ||   ||
 * || <span style="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 **
 * 11/5
 * 11/7 || **BRING MAGAZINES!!**
 * 11/11 || "Updates" project
 * 11/13 || "Updates" project ||  ||
 * 11/15 || Finish "Updates"/Review ||  ||
 * 11/19 || === MEET IN ROOM 243 (English Lab) for SRI & Acuity ===

|| //OBJECTIVE: Students will collect background knowledge to prepare to read// The Grapes of Wrath //by John Steinbeck//
 * HOMEWORK: Read chapters 1-5 of //The Grapes of Wrath// (before class on 11/25)** || Gatsby Updates due ||
 * 11/21

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 11/25)**

**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! ||  ||
 * 11/25 || //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
 * NOTE: If you miss class, please take the "make-up quiz chs 1-5" on Canvas BEFORE 12/4 **

2. Go over reading guide for 6-9 (see more info on Canvas)


 * HOMEWORK: Read chapters 6-9 before class on 12/4, complete the reading guide** || Chapters 1-5 (reading due) ||
 * [[image:olympusbishop/snoop.jpg width="116" height="85" align="center"]] || [[image:olympusbishop/free-thanksgiving-banner-printable-decorations.jpg width="349" height="287" align="center"]] || [[image:https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSnPPdWCXVAED8AfoE6o0BGZdySMTJebpkWRGXYYHij73DwGnf5uA width="196" height="112" align="center"]] ||  ||
 * 12/1 || //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 (NOTE: Because of Acuity testing, you will NOT do writing #1. I'm not changing the numbers of the other assignments, though, to avoid further confusion)**

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) || Writing #2 due end of class

5-4-3-2-1 due end of film ||
 * 12/4 || //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 12/12** || Chapters 6-9 (reading & guide due) ||
 * 12/6 || **midterm**

1. Group discussions: Who are the antagonists? 2. **in-class writing #4: literary analysis** || Writing #3 first of class ||
 * 12/10 || //OBJECTIVE: Catch up!//

Work Day! Finish your reading & guide for chs 10-1300 or even read ahead! I double dog dare you..... || Writing #4 first of class ||
 * 12/12 || //OBJECTIVE: Students will review and analyze Steinbeck's figurative language in the novel thus far.//

1. QUIZ: chs 10-13
 * NOTE: If you miss class, please take the "make-up quiz chs 10-13" on Canvas BEFORE 12/19 **

2. Go over reading guide for chapters 14-21


 * HOMEWORK: Read chapters 14-21 & complete the reading guide before class on January 8!** || Chapters 10-13 (reading & guide due) ||
 * 12/16 || //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.

||  || //OBJECTIVE: Students will review and analyze Steinbeck's figurative language in the novel thus far.//
 * note: If you cannot use the PowerPoint on your computer, the file below is a PDF of the presentation.**
 * 12/18 || **am assembly schedule**


 * 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. **

Group Work: figurative language ||  || 2. Work Day (reading/reading guide) ||  ||
 * [[image:olympusbishop/snowflake-icon.jpg width="200" height="148" align="center"]] || [[image:http://jimmywatts.files.wordpress.com/2012/02/3698__330x_72lowell51731.jpg width="262" height="237" align="center"]] || [[image:olympusbishop/snowflake-icon.jpg width="200" height="148" align="center"]] ||
 * 1/6/14 || 1. Review Figurative Language
 * 1/8 || //OBJECTIVE: Students will explore dynamic characters and character development in the novel so far.//

1. QUIZ ** IF YOU MISSED THE QUIZ, TAKE THE MAKE-UP QUIZ ON CANVAS. IT WILL BE OPEN UNTIL MONDAY, JANUARY 13 AT 11:59 PM! ** 2. Group discussions 3. **in-class writing #5: character analysis**

HOMEWORK: Read chapters 22-24 before 1/14 || Chapters 14-21 (reading & guide due) || Work on in-class writing #5 Reading Time (chs 22-24)
 * 1/10 || Finish groups (from last time)

** JANUARY 10 AT 2:30 PM IS THE CUT-OFF FOR ALL **** MAKE-UP & LATE WORK! ** ||  ||
 * 1/14 || //OBJECTIVE: Students will analyze plot and foreshadowing in the novel so far.//

1. QUIZ: chs. 22-24 2. Group discussions: plot


 * HOMEWORK: Read chapter 25 to the end before class on 1/24** || Chs 22-24 (reading only)

Writing #5 (compare/contrast character pairs)

Dynamic characters group work (on the back of the writing #5 paper) ||
 * 1/16 || ** HALL PASSES DUE @ THE FIRST OF CLASS! **
 * you MUST be on time
 * you MUST be present
 * you MUST have your hall passes with you!

//OBJECTIVE: Students will identify an explore plot pacing, climax, and turning points.//

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

//Poisonwood Bible// exam Essay due Disclosure information || //Poisonwood Bible// essay || || **Background info due today**
 * || <span style="color: #800000; display: block; font-family: impact,charcoal,sans-serif; font-size: 36px; text-align: center;">FIRST QUARTER 2013 ||  ||
 * <span style="color: #9b1313; display: block; font-family: 'arial black',gadget,sans-serif; text-align: center;">Date || <span style="color: #9b1313; display: block; font-family: 'arial black',gadget,sans-serif; text-align: center;">Agenda & Assignments || <span style="color: #9b1313; display: block; font-family: 'arial black',gadget,sans-serif; text-align: center;">Due Dates (due first of class) ||
 * 8/22 || [[image:http://images.contentreserve.com/ImageType-100/1486-1/%7BB3325F08-65F5-444F-9191-F2286CCE26BB%7DImg100.jpg width="95" height="127"]]
 * 8/26 || Background information "scavenger hunt" ||  ||
 * 8/28 || Acuity Testing (period 1B room 243, 3B room 233) ||  ||
 * 8/30 || SRI Testing (room 243) || DISCLOSURE MUST BE SIGNED (online) ||
 * 9/4 || Book Discussion
 * Discussion due 9-10** ||
 * 9/6 || Benchmark Essay (1B meet in room 342, 3B in room 233 ) ||  ||
 * 9/10 || **Essay Revision: passive diction**

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:

Revise the TO BE verbs OUT of your essay before next class || **Discussion info. due** || Read this: Read the "Phrasal Verb" part of the handout from last time: Read page 31 of the "Revising for Word Economy"
 * 9/12 || **Essay Revision: verbosity**

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!!)
 * Revise YOUR essay for verbosity** || Essay Draft #2: NO TO BE VERBS! ||
 * 9/16 || **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: No VERBOSITY** || -- get groups, topics (see Canvas for your group, see your group for your topic) -- intro assignment (read the assignment sheet) -- write proposals (see the assignment sheet) || **REVISED ESSAY DUE (first of class)**
 * 9/18 || //Poisonwood Bible// Exhibits

//Poisonwood Bible// Exhibits --Adjust plans from proposals --Work on exhibits ||  || -- Finish exhibits -- Post to Canvas || **Post your exhibit before midnight!** || Go to www.kidblog.org and sign in to your class blog Look through the other groups' exhibits. Comment on at least SIX of them (see the project assignment sheet for requirements on the comments). || **Peer reviews due end of class.** || "Jazz Age" Research
 * Proposal due (end of class)** ||
 * 9/20 || **MID-TERM!**
 * 9/24 || //Poisonwood Bible// Exhibits
 * 9/26 || Museum "visits"
 * 10/1 || [[image:https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRO-DqfclrUX76ChFpNLtgvvKRHFqPedgljvfusqXoZGlcNEpiR width="122" height="177" align="left"]]

** Meet in Room 243 (English Computer Lab) **
|| "Jazz Age" Research due 10/9 || Watch Fitzgerald biography (participation points) || presentation notes due (end of class) || get books go over journals, topics
 * 10/3 || Work on "Jazz Age" research ||  ||
 * 10/7 || Research presentations
 * MAKE-UP ASSIGNMENT FOR THIS DAY:**
 * 1. Go back to the assignment sheet for the research (10/1)**
 * 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).** || **Research due (first of class!)** ||
 * 10/9 || ASVAB TESTING (am)-- 40 minute class
 * 10/11 || Begin //The Great Gatsby//:


 * in class**: read chapter 1 (stop and draw)

work on journals
 * HW**: read chapter 2 || stop & draw due @ end of class ||
 * 10/15 || in class: Read chapter 3

work on journals
 * HW**: read chapter 4 || ** post by Sun 10/20: **
 * JOURNALS chs 1 & 3**
 * DISCUSSIONS**
 * chs 2 & 4** ||
 * 10/21 || **in class**: Read chapter 5
 * HW:** read chapter 6 ||  ||
 * 10/23 || Tableaux Vivants! (group work and 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: ** work on journals, discussions || group discussion questions due (end of class) ||
 * JOURNALS chs 5 & 7**
 * DISCUSSIONS**
 * chs 6 & 8** ||
 * 10/25 || **in class:** quiz, Read chapter 9
 * 10/29 || In-Class Essay/Reading Exam

** Meet in Room 243 (English Computer Lab) **
||  ||
 * 10/31 || ** 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 //(SCORE WILL BE ON QUARTER 2 AS WE NEED AT LEAST ONE MORE CLASS PERIOD TO FINISH THIS)//


 * FIRST QUARTER ENDS!! No school Friday, November 1!** ||  ||