ENGLISH+I+(9th+gr)

ENG I Online Textbook //__Weekly Assignments__// __ **Monday:** __ Chromebooks - prepping for the AIR Test __** Peer Revisions Directions **__ __**Tuesday:**__ R&J ACT III sc. i notes __**Wednesday:**__ R&J Act III sc. ii-iii (pgs. 870-875) __**Thursday:**__ R&J Act III sc. iv-v (pgs. 875-890) __**Friday:**__ CLAB - prepping for the AIR Test
 * March 13-17 - ** Note: with the State testing AND absences, you MUST keep-up with reading R&J on your own! You canNOT assume that simply showing-up for class will prepare you for understanding the play and you may fall behind if you are not reading on your own!
 * 1) Share your letter about Digital Connectedness w/ classmate that Mrs. Guildoo assigned for you.
 * 2) Use the following list to offer comments on your classmate's paper. DO NOT CORRECT they paper - only insert comments where your peer needs to revise their paper.
 * Is your classmate missing indentations?
 * Is your classmate missing capitalization? Commas? Apostrophe?
 * Does your classmate use 1st/2nd person? (Use CTRL-F to 'search' the word(s) "I" and "you".
 * Read your classmate's introduction. Do they have a 'hook'? If not, insert a comment to tell them they need one.
 * Read your classmate's letter. Do they have a counter-claim and rebuttal/refute? If not, insert a comment where they should have one and offer suggestions.
 * Read your classmate's letter. Do they have a conclusion? If not, insert a comment where they should have one and offer suggestions.
 * HW: INDEPENDENTLY read ACT III sc. i (pgs. 863-870). **


 * *CLASSES FOR FRESHMEN DO NOT MEET ON TUESDAY, MARCH 21 due to ACT/State Testing* **

__ **Monday:** __ R&J Act II sc. iii. vocabulary: hardhearted, torment, proportion, immortal, pox, antic, fashionmonger, herring, harlot, salutation, counterfeit __ **Tuesday:** __ AIR PREP PRACTICE
 * March 6-10 **
 * 1) Define each word above.
 * 2) Create an original narrative in 1-2 paragraphs where each word above appears one time!

__ **Wednesday:** __ R&J Act II sc. iv-vi.

__ **Thursday:** __ R&J FINISH ACT II w/ homework questions: __**Friday:**__ NO SCHOOL for STUDENTS
 * 1) Recall the **MAIN EVENTS** of Act II in __chronological order__.
 * 2) What is YOUR i**nterpretation of what R&J have done** and what do YOU believe will be the **ramifications** of what they have done (hint: the answer is NOT simply that they have married)?
 * 3) How does **excluding a true wedding scene** void of all the fanfare and regalia help you, the reader, begin to develop the **theme** of this play?

__ **Monday:** __ R&J Act II sc ii-iii (lines 1-22 of sc. iii) (HW: Find figurative lang. elements in F. Lawrence's soliloquy) __**Tuesday:**__ Comp. Lab: rough drafts of argument & counter-claim re: digital connectedness using pros/cons from last week (*NOTE: please click on the 'Writing Help' link to the left, then click on 'Constructing Claims" for additional help OR click on the file below)
 * February 27- March 3 **



Here is an EXAMPLE for beginning this assignment...NO, you may NOT copy/paste this into your own paper! Please use TIMES NEW ROMAN/12 PT/double-spaced. February 28, 2017 Dear Students/Class/Student Body, The age of digital connectedness is decreasing verbal skills in younger generations. How often do students find themselves typing a paper for an English assignment using less than one hundred forty characters as though they are Tweeting?

__**Wednesday:**__ Comp. Lab: ROUGH DRAFTS DUE __**Thursday:**__ R&J Act II sc iii __**Friday:**__ R&J Act II sc iii

**February 21-24**

__ **Monday:** __ NO SCHOOL (President's Day)

__ **Tuesday:** __ AIR Test Practice on the computers

**__Wednesday:__** R&J Finish scene ii of ACT II (pgs. 839-844) + Act II vocab (pg. 839 #1-6 & #1-2 under vocab) Vocab words (define and synonym): chide, mar, knave, commend, jaunt, wield, procure, predominant, intercession, sallow, lament


 * __ Thursday: __ AIR Test Practice w/ writing prompt on the computers (collected at the end of class) **
 * AIR PRACTICE w/ online articles via The New York Times in preparation for writing tomorrow IN CLASS! **


 * Directions: Click on the link below to collect TWENTY (20) pros and TWENTY (20) cons for the topic: Is Digital Connectedness Good or Bad for People? Please create a list in your notebook using information from all six (6) of the sources so that you have a total of 20 pros and 20 cons from a variety of sources.**

Is Digital Connectedness Good or Bad?
 * Use this link:**


 * Note: you WILL need to actually READ each article to locate the pros/cons offered from each author.** __// THIS IS BEING COLLECTED FOR A GRADE TODAY! //__

**Friday:** Using the list of pros/cons from yesterday's search, develop an argumentative response WITH a counter-claim. (Response will be found on the board in Mrs. Guildoo's classroom.)

**February 13-17**

__ **Monday:** __ R&J - Begin ACT II (pg. 835)

__ **Tuesday:** __ R&J - continue ACT II

**__Wednesday:__** AIR Test Practice w/ computers

**__Thursday:__** R&J - ACT II sc. i-ii. (finding hyperbole, metaphor, similes, personification in Romeo's monologue)


 * Friday: ** R&J - ACT II sc. i-ii. (finish finding literary elements in Romeo's monologue)

**February 6-10**

__ **Monday:** __ Scheduling in LRC w/ Guidance

__ **Tuesday:** __ R&J - ACT I (pgs. 824-830)

**__Wednesday:__** R&J - finish ACT I (pgs. 824-830)


 * __Thursday:__ ** R&J - QUIZ ACT I


 * __Friday:__ ** AIR Test Practice w/ writing prompt

**** **January 30-February 3** __ **Monday: SNOW DAY** __

__ **Tuesday: Act I sc. ii** __

__ **Wednesday: Act I sc. iii** __

__ **Thursday: AIR TEST PRACTICE** __ AIR PRACTICE w/ online articles via //The New York Times//
 * Directions: Click on EACH link below to collect FIVE (5) pros and FIVE (5) cons for the topic: Can a Meme Become a Hate Symbol? Please create a list in your notebook that captures the following**
 * 1) **The name of the article**
 * 2) **Five (5) pros that are in the article regarding memes**
 * 3) **Five (5) cons that are in the article regarding memes**
 * 4) **You will do this for EACH article that is linked below, thus have FIFTEEN (15) pros and FIFTEEN (15) cons in total.**
 * Article #1**
 * Article #2**
 * Article #3**
 * Note: you WILL need to actually READ each article to locate the pros/cons offered from each author**

__**Friday:**__ FINISH Act I sc iii (Queen Mab Monologue). Questions below are due Mon., Feb. 6:

__**Monday:**__ R&J Act I vocabulary; scene i. Vocabulary: **quarrel, portentous, forswear, scant, scorn, valiant,**
 * January 23-27 **
 * January 23-27 **
 * quench, forfeit, fickle, assailing, devout, fray**
 * Definitions, synonyms, part of speech

__**Tuesday:**__ AIR Test Practice

__**Wednesday:**__ R&J Act I scene ii and iii.

__**Thursday:**__ Finish AIR Test; resume R&J Act I

__**Friday:**__ R&J Quiz covering vocab & Act I

Writing Prompts (prior to mid-terms and break). All three prompts are REQUIRED! Each prompt was assigned one day at a time (Monday, Tuesday and Wednesday). Minimum of five paragraphs per prompt! Develop your thoughts thoroughly, as you will use these to refine one complete essay on Thursday and Friday (Dec. 8 and 9).
 * Dec. 5-9 **
 * After reading “The Gift of the Magi” & “The Necklace”**
 * 1) What does it mean to be wise? How does one become wise? What is a true demonstration of wisdom?
 * 2) What is a real self-sacrifice? Provide an example and explain how would the self-sacrifice would affect you daily and throughout your life.
 * 3) What is the perfect gift? Why is it the perfect gift? When would this gift become something that is meaningful for an entire lifetime (into your old age). An example may be more time with a loved one who has passed or acceptance from someone who you admire.

The final essay assignment can be downloaded below:

v Highlight in ** blue ** misspellings v Highlight in ** red ** capitalization errors v Use the Insert/Comment to tell your peer if they’ve engaged the reader (use my assignment sheet) v Use the Insert/Comment to add more specific words to help your peer with details about their response. v Use the Insert/Comment to tell your peer if their conclusion meets the expectations
 * Peer Edits

Nov. 14-18 Monday: Group work on computers for presentations Tuesday: Period 7/8 Chromebooks; other classes work on presentation edits/scripts Wednesday: Periods 1 & 5/6 Computer lab; other classes work on presentation edits/scripts Thursday: Periods 9 & 10 Computer lab; other classes work on presentation edits/scripts Friday: All classes rehearse

*ALL PRESENTATIONS DUE ON MONDAY, NOV. 21


 * Citing Your Sources **
 * 1) Create __**one slide**__ that is titled "Works Cited" - do NOT call it Works Cited Page, do NOT bold the words, italicize the words, or underline the words.
 * 2) Alphabetize the citations. Alphabetize according to the first letter of each citation, which may be different for each group.
 * 3) Use the following guidelines:

For an //**online citations**//, such as Dictionary.com or Google:

"Pride." //Dictionary.com//. www.dictionary.com/browse/pride?s=t. Accessed 17 Nov. 2016.

"Pride." //Google//. www.google.com/?gws_rd=ssl#safe=strict&q=pride. Accessed 17 Nov. 2016.

For the //**citations from our textbook**//, on the Works Cited Page everyone will use this source:

Maupassant, Guy de. "The Necklace." //Prentice Hall Literature//. Edited by Grant Wiggins, Ed.D., et. al. Pearson Education, Inc., 2012. pp. 332-42.

For the //**in-text citations on the slides where you have the selected quotes (examples for your theme), you will use a parenthetical citation**// as follows...

To show the theme of vanity: "No...there's nothing more humiliating than to look poverty-stricken among a lot of rich women" (Maupassant 336). //**Note: You are to place the author's LAST NAME inside the parenthesis along with the page number. You do NOT use pg., pp. or # - only the actual number of the page. Also, the period is to be placed on the OUTSIDE of the parenthesis.**//

__** Nov. 7-8 **__
 * "The Necklace" (pg. 332) **
 * vocab **
 * comprehension questions **
 * summary analysis **
 * group project assigned **

__** Oct. 31 - Nov. 4 **__
 * Mon. - Author's Purpose/Perspective notes in class; vocab due Tuesday (definition; synonym; sentence) **
 * tumultuous
 * implications
 * confines
 * desolate
 * poignant
 * immaculate
 * Tues. - Vocab due; in-class practice with Author's Purpose text **
 * Wed. - in-class reading of "White House Diary" (in textbook); sequencing of quotes from the story **
 * Thurs. - quote analysis of "White House Diary" **
 * Fri. - QUIZ (vocab and author's purpose/perspective of "White House Diary") **
 * Oct. 17-21: **
 * Edgar Allan Poe Essay Response **
 * 1) Use the Mini-Bio Article/Infosheet to create the 42-word summaries of each part of Poe's life (Early Life/Literary Career/Death).
 * 2) After creating the 42-word summaries, type those summaries into a NEW GOOGLE DOC. At this point, you will add the words and phrases needed to make three fully-developed paragraphs about Poe's biographical information (obviously, you will add more words than you used for the 42-word exercise). These three paragraphs are a paraphrase of the material in Poe's biography article, thus you are using YOUR own words.
 * 3) Using the Text-Dependent and the Task Writing Prompt documents, you will next create FOUR separate paragraphs describing how Poe uses the MOOD, SENSORY DETAILS, CHARACTER'S ACTIONS and SUSPENSE to drive his plot and interest his readers. If you were in class for our brainstorming, then you will use all that we created together with the various descriptors for each of the four categories. If you were not in class, then you will need to do your best using the online textbook and/or your class notes to help guide your analysis of BOTH "The Cask of Amontillado" AND "The Tell Tale Heart" (if you were in class to view "The Tell Tale Heart").
 * 4) You are explaining AND describing the MOOD, SENSORY DETAILS, SUSPENSE, and SUSPENSE that drives Poe's stories. You may (and should) include evidence from the stories we have examined in class.
 * 5) You will create a conclusion to wrap-up all of Poe's biographical information and the above four categories.
 * 6) Keep in mind that Poe's name is EDGAR ALLAN POE. His name needs to be capitalized - Edgar Allan Poe. His stories are placed in quotations ("The Cask of Amontillado" and "The Tell Tale Heart").
 * 7) You MUST use Google Docs. You MUST use Times New Roman/12 pt/Double-spaced
 * 8) **This is a 100 pt assignments and will be the final grade for quarter one!**
 * 9) **We have worked on writing ALL WEEK - so, if you have been absent, you MUST catch-up since the quarter ends NEXT WEEK!**
 * 10) **Rough Drafts are due Monday, Oct. 24**
 * 11) **Final Copies are due Tuesday, Oct. 25**
 * 1) **Final Copies are due Tuesday, Oct. 25**








 * Oct. 10: **
 * Directions: Use the internet to collect and record answers to the following prompts. You may put your responses in a WORD DOCUMENT to print and turn-in at the END OF CLASS today! This IS FOR A GRADE and IS DUE at the end of class today, unless, of course, you are working hard and cannot finish - then you may turn this in tomorrow, but that will be determined by your level of productivity during class.**
 * **Use the link to Genre Characteristics Chart to explain IN YOUR OWN words the purpose of a mystery.**
 * **Explain __3 qualities__ that a story with a satisfactory ending has for YOU (this is NOT something that comes from the Internet, but rather from your OWN mind)!**
 * **What is the meaning of the word //explicit//?**
 * **Provide __5 examples__ of something that would be explicitly stated.**
 * **What is the meaning of the word //implicit//?**
 * **Provide __5 examples__ of something that would be implicit.**
 * **Now, compare your explicit examples to your implicit examples. How would you change EACH explicit example to reflect an implicit example? *NOTE: do NOT copy examples from friends in class - use your OWN original ideas!**
 * **Do some basic research about __reverse psychology__. What is reverse psychology? Provide 2 examples of reverse psychology.**
 * **What is the definition of __revenge__? Do some basic research about revenge to fine 3 examples from books and/or movies.**
 * **__Write one FULL paragraph__ (5-7 complete sentences) where you explain whether or not you believe revenge to be an unlawful or criminal activity. Think about what it means to 'get away with murder' and whether or not revenge is acceptable. What are some examples where you can imagine revenge being an acceptable/unacceptable form of behavior. What would cause someone to seek revenge? Is revenge ever justifiable?**


 * Sept. 26: "The Scarlet Ibis" - introduction to literary devices, modeled/guided reading to find examples HW: Vocab **
 * Sept. 27: Chromebooks - editing transitions, introductions and sentence structure **
 * 1) ** Open the following link: Practice with Revising Writing. Follow ALL of the directions and record your answers on YOUR OWN PAPER. **
 * 2) **  T ake your time because it will be for a grade!  **
 * 3) **  After you complete the exercise above, please return to YOUR "The Most Dangerous Game" summary and REVISE your writing using the following prompts. Remember, I can see that you have edited your papers, so be wise in your revisions! Use the following guidelines to revise your writing:  **
 * Introductory paragraph with a topic sentence including the title of the story AND the author.
 * Your introductory paragraph must include the primary characters and the conflict of the 'game'.
 * Your second paragraph should summarize with 5-7 sentences what that 'game' entails (the details of why the game was invented, who it involves, the setting, why the characters are in conflict, etc.)
 * The third paragraph should summarize the conclusion of the story and involve words such as "ambiguous" and "epiphany" (refer to your notes).
 * Re-read your own writing. Try reading it 'aloud' in your head. Do the words make sense? Do your nouns/verbs make sense together?
 * Re-read your own writing again. Have you capitalized the first letter of every sentence? Have you added the proper punctuation to the end of every sentence? Have you hit the 'TAB' key to indent every paragraph?
 * Sept. 28: "The Scarlet Ibis" - guided reading in-class with analysis exercise HW: Complete what is not finished in class **
 * Sept. 29: Chromebooks - writing response to "The Scarlet Ibis" **
 * Sept. 30: Finalize "The Scarlet Ibis" **
 * Sept. 29: Chromebooks - writing response to "The Scarlet Ibis" **
 * Sept. 30: Finalize "The Scarlet Ibis" **

**Sept. 20: "Mitty" - Identifying Mitty's dreams and character development HW: Finish 'Balloon Exercise'** **Sept. 21: "Mitty" - in class questions** **Sept. 22: "Mitty" - in class writing (Due by end of class Friday)** **Sept. 23: "Mitty" - in class** ** QUIZ ** **& finish writing**
 * Sept. 19: "The Secret Life of Walter Mitty" - class notes ** **about dynamic/round characterization HW: vocab & read the entire story**


 * Sept. 12: "TMDG" (notes ~ internal conflict & climax) HW: vocabulary due on Tues. if not completed in class **
 * Sept. 13: "TMDG" Writing Prompt (class in the computer lab) **
 * Sept. 14: "TMDG" questions **
 * Sept. 15: "TMDG" extension activity with Chromebooks **
 * Sept. 16: "TMDG" test **
 * Sept. 6: LRC Orientation **
 * Sept. 7: "The Most Dangerous Game": Vocab + Literary Terms **
 * HW: [[file:cornell notes for elements of short story.doc]] **
 * Sept. 8: "TMDG" reading in class (finish for HW) + questions **
 * Sept. 9: Vocab Quiz ("TMDG" + literary terms) **
 * Sept. 8: "TMDG" reading in class (finish for HW) + questions **
 * Sept. 9: Vocab Quiz ("TMDG" + literary terms) **

Scheduled dates for Chromebooks (Cart C) *If you are absent from class on these days, please make sure to check complete the assignment for the day, as it is ordinarily a scheduled online assignment OR a writing assignment. **September: 1, 15, 29 (Note: Tues., Sept. 6 - meet in LRC for 9th grade orientation)** **October: TBA** **November: TBA** **December: TBA** **//Thurs.,Sept 1: //**
 * Aug. 29: Syllabus/Ice Breaker **
 * Aug. 30: Textbook Hunt **
 * Aug. 31: Beg. of Course Exam **
 * Sept. 1: "Get to Know Your Class Website" (chrome books) - FINISH for HW **
 * Sept. 2: Finish BOC Exam (if needed)/Finish Textbook Hunt (if needed) **
 * Directions: Open the following assignment in word and follow the directions. This __IS FOR A GRADE__ and is to be completed __INDEPENDENTLY__. You will have all period to complete the assignment and should be turned-in at the end of class. You may either type your answers in the document OR you may HAND WRITE your answers. If you choose to type it, please save it under "File", "Save As" and be sure to change the location of the file to YOUR DOCUMENTS! You may ask for help if needed, but this should be fairly simple! Good luck!**

(Please use the Online Textbook site to complete the notes)
 * //Tues.,Sept 6: LRC Orientation for Freshmen //**
 * //Thurs.,Sept 15: //**

** Aug. 29 ICEBREAKER ** **Directions: On a sheet of paper list or write one sentence in response to EACH of the following:** //Final ESSAY// __** Prompt/Basics: **__
 * 1) **The name of your favorite MOVIE from the summer (could be something you saw in a theater or at home).**
 * 2) **The name of your favorite SONG from the summer (could be old or new/current).**
 * 3) **Your favorite PLACE that you went this summer (could be out of town/state OR just your friend's house OR your own room).**
 * 4) **One WORD to describe your summer (must be descriptive and more than simply, "Boring").**
 * 5) **A sentence describing what you WISH you had done this summer or did not have enough time to accomplish this summer.**
 * 6) **Your biggest FEAR in taking this class.**
 * 7) **What you look forward to the MOST in this class (you must come-up with something - do NOT write, "Nothing").**
 * 8) **One word to describe your biggest STRENGTH.**
 * 9) **One word to describe your biggest WEAKNESS.**
 * 10) **Did you attend the Link Crew Orientation? (yes or no)**
 * You creating a MEMOIR! You will begin by listing as many MAJOR events as you think of from childhood to present day.
 * If you find that you need to 'exaggerate' the events to add detail, then that will be accepted!
 * Brainstorming on paper all the events you can remember from your life that were either very important to you in a positive way, or very important to you in a negative way.
 * Journal with pre-writing for chronological ordering of events/narration (brainstorming can be included in this)
 * Select the ONE event that seems most interesting to you right now. Brainstorm again but in more detail, trying to recall names, places, descriptions, voices, conversations, things, and all the other details that will make this turn into an interesting memoir.
 * For your first draft, write quickly to get all your ideas down from beginning to end. Don't worry about editing.
 * Revise and share your first draft with a classmate
 * Consider their response, but go with what feels right. Rewrite, and then start editing as needed. Good memoirs are about everyday things, but they are interesting, sometimes just as interesting to read as a good novel.
 * But remember, a memoir is supposed to be true, so be careful not to exaggerate or embellish the truth.

__** Requirements: **__
 * 2-3 pages
 * Double-spaced
 * Capitalization/punctuation/spelling
 * Sentence structure
 * Paragraph organization
 * Subject/verb agreement
 * Plot/narration is sensible
 * Details/imagery



__ **Timeline for due dates**: __ Tuesday, May 17: Brainstorming due Wednesday, May 18: Rough Draft due Thursday, May 19:Peer edits due Friday, May 20: FINAL PAPER DUE

//Night// Chapter 6
 * 1) While running, an idea began to fascinate Elie. What was the idea? What kept him from carrying out his idea?
 * 2) What did Elie realize about Rabbi Eliahou and his son?
 * 3) What was the name of the camp to which the men walked?
 * 4) Describe Elie's meeting with Juliek. What happened to Juliek?
 * 5) How long were they at Gleiwitz?
 * 6) How did the quench their thirst? Describe this action.

Chapter 7 Chapter 8 and 9 __** Chapter 6 Vocab: (Due Wed., May 4) **__ ** *Required for each word: denotation, 1 synonym and 1 original sentence where the word is clearly used correctly to establish meaning* ** Chapter 4:
 * 1) Who was Meir Katz?
 * 2) What happened to Meir Katz?
 * 3) How many people started out in the train?
 * 4) What did the prisoners do to those that died on the train? Why?
 * 5) Describe the incident with the Germans throwing bread into the wagons with the prisoners.
 * 6) How many people died just in Elie's train on the way to Buchenwald?
 * 7) Describe the weather conditions the men were forced to endure while on the train and WHY were they forced to endure the weather while on the train.
 * 1) Why didn't the sight of the crematories when the arrived at Buchenwald effect the prisoners?
 * 2) How had Elie's father become similar to that of a child? (hint: find the quote at the beginning of chat. 8)
 * 3) What brief thought entered Elie's mind when he could not find his father?
 * 4) What does the head of the block reminder Elie of after a week of Elie's father being ill?
 * 5) What did Elie's father die of?
 * 6) Why did Elie end-up on the brink of life and death even after liberation?
 * 7) What did Elie mean when he remarks that he saw a corpse "gaz[ing] back at" him?
 * automaton
 * parched
 * famished
 * condemned
 * petrified
 * bereaved
 * stupefied
 * encumbrance
 * embark
 * wither

Friday, April 22 Elie's Interview and Visit to Auschwitz __**Chapter 3**__ __** Sections 2, 3, pages 21-43 **__ __** Section 1 **__ 1.Describe Moshe the Beadle. 2.Describe Elie Wiesel's father. What was his occupation? 3.Why was Moshe the Beadle important to Elie Wiesel? 4.Summarize the story Moshe the Beadle told on his return from being deported. Why did he say he had returned to Sighet? 5.What was the public reaction to Moshe's story? 6.What was the setting and the year for the first section of the book? What was the world condition at the time? 7.Describe, in order, the events that happened from the last day of Passover until Pentecost. 8.How did Wiesel say he felt about the Hungarian police? 9.Who was Martha? What happened when she visited the Wiesel family in the ghetto?
 * 1) Describe Elie's encounter with the dentist.
 * 2) What did Elie discover about the woman who had confronted him after he was beaten by Idek?
 * 3) What did Elie Wiesel do when Idek hit his father? What was he thinking?
 * 4) Who took Elie's gold tooth? Why did Elie give it up?
 * 5) What were the only things in which Elie took an interest?
 * 6) How did Elie describe the men after the air raid?
 * 7) What happened to the young man from Warsaw? Why?
 * 8)  How did Elie say the soup tasted the night the pipel (young servant boy) was hanged?
 * 1) What were the 8 words that changed Elie's life forever //**AND**// why?
 * 2) What were the specific lies that Elie told the selection guards? What did Elie's father tell them?
 * 3) Who was Dr. Mengele?
 * 4) What was the barrel of petrol used for?
 * 5) What did Elie consider to be "true equality"? (HINT: pg. 26)
 * 6) What was the inscription over the iron door of Auschwitz? What did it imply?
 * 7) What is significant about A-7713?
 * 8) What did Elie's daily ration of food consist of? (HINT: pg. 32)
 * 9) Who was Meir Katz?
 * 10) Who was Akiba Drumer?
 * 1) To what did Wiesel compare the world?
 * 2) What did Madame Schächter see in her vision?
 * 3) How did the other people in the car react to Madame Schächter?
 * 4) Where did the train stop?
 * 5) What did the Jews in the train car discover when they looked out the window?
 * 6) When did Wiesel say the travelers left their illusions behind?
 * 7) Which notorious SS officer did they meet at Auschwitz?
 * 8) What was Elie's main thought as the men and women were being herded from the train?
 * 9) What prayer were the people saying? Why was it unusual?
 * 10) What did Elie do when the gypsy struck his father? Why? What was his father's response?
 * 11) How long were Elie and his father at Auschwitz? Where did they go after that?

Link for #12 and #13: http://content.time.com/time/specials/packages/article/0,28804,1975813_1975847_1976617,00.html //ACT IV Vocab// //Act III VOCAB (Juliet's Soliloquy) pg. 870-874//   //"WHAT IF' assignment://    //Monday, Feb. 29 - AIR practice commences!//    //Monday, Feb. 22, 2016: Vocabulary continued for Act II//   Please identify the definition AND the part of speech for each word below:   Hardhearted  Torments  Courageous  Compliments vs.Complements (NOTE: TWO DIFFERENT WORDS)  Proportion  Immortal  Pox  Antic  Lamentable  Fashionmonger  Herring  harlots  Salutation  Counterfeit  Exposition  Jest   //Friday, Feb. 19, 2016: Friar Lawrence's monologue//  DOWNLOAD THIS WITH THE QUESTIONS, AND THEN ANSWER THE QUESTIONS THAT FOLLOW! The gray-eyed morn smiles on the frowning night,
 * Define
 * Find 2 synonyms
 * 1) gallop
 * 2) steeds
 * 3) wagoner
 * 4) amorous
 * 5) rites
 * 6) sober
 * 7) matron
 * 8) stainless
 * 9) unmanned
 * 10) mantle
 * 11) browed
 * 12) tedious
 * 13) impatient
 * 14) eloquence
 * 15) fetch
 * ** __Emphasize__ the words that Lady Capulet declared when she found her nephew, Tybalt, dead. **
 * ** __Introduce__ THREE "What-If" scenarios. **
 * ** __Describe__ how Mercutio AND Tybalt died. **
 * ** __Compare__ how Romeo handled the death of Mercutio VERSUS how he SHOULD HAVE handled the death of Mercutio. **

Checkering the eastern clouds with streaks of light,

And fleckled darkness like a drunkard reels

From forth day’s path and Titan’s fiery wheels.

Now, ere the sun advance his burning eye,

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">The day to cheer and night’s dank dew to dry,

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">I must upfill this osier cage of ours

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">With baleful weeds and precious-juicèd flowers.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">The earth, that’s nature’s mother, is her tomb.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">What is her burying, grave that is her womb.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">And from her womb children of divers kind

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">We sucking on her natural bosom find,

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Many for many virtues excellent,

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">None but for some and yet all different.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Oh, mickle is the powerful grace that lies

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">In herbs, plants, stones, and their true qualities.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">For naught so vile that on the earth doth live

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">But to the earth some special good doth give.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Nor aught so good but, strained from that fair use

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Revolts from true birth, stumbling on abuse.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Virtue itself turns vice, being misapplied,

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">And vice sometime by action dignified

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">(Enter Romeo)

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Within the infant rind of this small flower

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Poison hath residence and medicine power.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">For this, being smelt, with that part cheers each part;

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Being tasted, stays all senses with the heart.

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">Two such opposèd kings encamp them still,

<span style="font-family: Calibri,sans-serif; font-size: 11pt; text-align: -webkit-auto;">In man as well as herbs—grace and rude will.

//Tuesday, Feb. 9, 2016://
 * __Directions:__**

**//Romeo and Juliet//: Act II Vocabulary** //Monday, Feb. 1, 2016:// **//Romeo and Juliet//: Act I Vocabulary (Part 2)** **__Directions:__**
 * Write the definition for EACH word below.
 * Copy the phonetics for each word next to the definition (you will find the phonetics [pronunciation] in parentheses – be sure to mark the phonetic spelling with the special marking, such as accents, long vowel, short vowel, etc.)
 * Write your OWN unique sentence with the word to help you understand it’s meaning.
 * Write TWO synonyms for each word
 * 1) quivering
 * 2) invocation
 * 3) extremities
 * 4) shrift
 * 5) heir
 * 6) peril
 * 7) cunning
 * 8) vice
 * 9) laments
 * 10) mortal
 * 11) sallow
 * 12) wanton (adj)
 * 13) bewitched
 * 14) purblind
 * 15) betrothed/bequeathed/dowry (please use all three)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Write the definition for EACH word below.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Copy the phonetics for each word next to the definition (you will find the phonetics [pronunciation] in parentheses – be sure to mark the phonetic spelling with the special marking, such as accents, long vowel, short vowel, etc.)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Write your OWN unique sentence with the word to help you understand it’s meaning.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Write TWO synonyms for each word


 * 1) rebellious
 * 2) profaners
 * 3) defiance
 * 4) beseeming
 * 5) forfeit
 * 6) sycamore
 * 7) weary
 * 8) shunned
 * 9) portentuous
 * 10) covert

//Monday, Jan. 25, 2016://  ALL students: please click on the following link to complete a required survey. It is anonymous. Student Survey Romeo & Juliet...Vocab - Act I
 * __Directions:__**


 * 1) 1. Write the definition for EACH word below.
 * 2) 2. Copy the phonetics for each word next to the definition (you will find the phonetics [pronunciation] in parentheses – be sure to mark the phonetic spelling with the special marking, such as accents, long vowel, short vowel, etc.)
 * 3) 3. Write your OWN unique sentence with the word to help you understand it’s meaning.
 * 4) 4. Write TWO synonyms for each word

//January 21, 2016://
 * 1) pernicious
 * 2) adversary
 * 3) augmenting
 * 4) grievance
 * 5) oppression
 * 6) transgression
 * 7) dignity
 * 8) mutiny
 * 9) star-crossed
 * 10) valiant
 * 11) civil
 * 12) quarrel
 * 13) tyrant
 * 14) disgrace
 * 15) kinsmen
 * 16) swashing
 * 17) partisans
 * 18) flourish
 * 19) foe
 * 20) rebellious
 * Alliteration: ** repetition of vowel sounds

// The bright blue balloon blew to Brazil. //


 * Allusion: ** reference to a famous person or pop culture.

// You’re so good at math you might be the next Albert Einstein. //


 * Foreshadowing ** : hints or clues as to what will happen in the story

// Juliet’s face was a grave white color. //


 * Oxymoron: ** opposite adjectives

// Cold fire, jumbo shrimp, feather of lead //


 * Metaphor: ** comparison without like or as

// She was the sunshine of his day. //


 * Simile: ** comparison with like or as

// He was so embarrassed his face was as red as a rose. //


 * Hyperbole: ** over-exaggeration

// I am so hungry that I could eat a horse. //

//January 11, 2016://  Life Event Writing Response //Speak// (Laurie Halse Anderson) Tuesday, Dec. 1:
 * Choose an event in your life that significantly altered your life (ex: changing school districts, the birth of a sibling, breaking a bone)
 * Using FIVE ADJECTIVES, describe how the event made you FEEL. Please, use GRADE APPROPRIATE words (those that are found in a Dr. Seuss book are not high school level adjectives).
 * Describe the life event:
 * Date/Year
 * Who was involved?
 * What was the event? What exactly happened? What led-up to that event?
 * List FOUR ways your life would be different if this event DID NOT occur and for each of those four examples, provide an emotion that you can associate with how your life would differ.

Using two specific examples, explain how mistakes and momentary lapses in judgment can lead to events that may result in traumatic life events. 1. On page 51, Melinda says, “There is a beast inside my gut.” Explain what she means by this statement. 2. Melinda admires David Petrakis when he stands up to the unreasonable Mr. Neck. She states, “He (David) says a million things without saying a word.” Explain why Melinda admires the way David gets attention and his point across. 3. Melinda takes the turkey bones out of the trash and to art class with her. How does Mr. Freeman encourage her? 4. Melinda goes to work with each of her parents over Christmas break. Why is she so angry with her dad? 5. What hidden talent do we learn Melinda has in the chapter titled, FOUL? 6. What favor does Heather ask of Melinda? What motive does Heather have for asking Melinda to do this? 7. What new physical act of self-destruction does Melinda begin? 8. How does Mrs. Sordino respond to Melinda’s silent cry for help? Nov. 9
 * Second Marking Period Discussion Questions **
 * Closet Space **
 * 1) How does Melinda fix up her closet? Why do you think she does this?
 * 2) What does Melinda do to the mirror in the closet? What do you think is the symbolic meaning behind her actions?
 * 3) Why do you think Melinda is having difficulty talking?
 * All Together Now **
 * 1) What might be significant about the words Melinda decided to conjugate for her Spanish homework? Why do you think she chose these particular words?
 * First Amendment **
 * 1) 5. Why is Mr. Neck so angry that his son “can’t get a job”?
 * Giving Thanks **
 * 1) 6. What is Melinda’s home life like? What is her mother like? Her father?
 * Wishbone **
 * 1) 7. Describe Melinda’s turkey bone art project?
 * 2) What mood does Melinda’s art project evoke in Mr. Freeman? In Ivy?
 * 3) How do you think Melinda’s art project symbolically reflects her inner feelings? Explain your answer.
 * Peeled and Cored **
 * 1) 10. What memory does the apple evoke for Melinda?
 * 2) How does this memory contrast with her present situation?
 * Winter Break **
 * 1) According to the last paragraph on pg. 70, what can you infer from Melinda’s attitude about her parents?
 * 2) What do Melinda’s parents get her for Christmas? How does she respond?
 * Hard Labor **
 * 1) What does Melinda’s dad mean when he mentions “professional help”?
 * Poster Child **
 * 1) What is happening between The Marthas and Heather?
 * Dead Frogs **
 * 1) 16. Why do you think Melinda passes out while dissecting the frog?
 * 1) Open the Author Website to answer the questions on the document below.
 * 2) Download the [[file:Speak author webquest.docx]]
 * 3) Interview with the author!

__Picasso Research Assignment__**
 * 1) Click here to open the question document [[file:Picasso Research.docx]]
 * 2) [|Click here to open link to answer questions about Picasso's Life]









<span style="background-color: #292927; color: #e60b0b; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 43.2px; text-align: center;">SPEAK


 * Character List - //SPEAK// **


 * Melinda Sordino** - This character experienced a traumatic event at summer's end party, called the police but left before the police arrived. She is an outcast and withdrawn from her peers. No one knows what happened.


 * David Petrakis** - This character is Melinda's lab partner. This character speaks up when the social studies teacher treats the class unjustly and is one of the few people to make friendly overtures to Melinda, even inviting her to a party.


 * Heather** - This character is the new student from Ohio. Melinda was the only person who spoke with this character the first day. Cute and perky, this character wants desperately to belong.


 * Mr. Freeman** - This character is the school's art teacher. The character is warm and welcoming, enthusiastic and inspiring. The character is constantly struggling with the school board members.


 * Rachel** - This character **__ was __** Melinda's best friend; the person who arranged for them to go to the fateful party at summer's end.


 * Ivy** - Creative and knowledgeable about art, this character **__ was __** one of Melinda's close friends.


 * Nicole** - Cute and athletic, this character is another of Melinda's ex-friends.


 * Melinda's Parents** - These characters are isolated from Melinda and fail to provide her with the support she needs. Both are distracted by work and fail to notice something is wrong with her.


 * Mr. Neck** - This character is the Social Studies teacher. This character decides Melinda's a troublemaker and watches her closely.


 * Hairwoman** - This character is Melinda's English teacher. The character has students keep a daily journal and promises not to read them.


 * Principal Principal** - This character often seems oblivious to what's going on around him. This character is not quick-witted enough to catch on to the students' tricks.


 * Ms. Keen** - This character is the Biology teacher. The character is a kind, intelligent, overweight person who usually wears orange polyester.


 * Mr. Stetman** - This character is a nice person but, unfortunately, teaches Algebra-One of Melinda's least favorite subjects.

Vocab Marking Period #1:
 * 1) ** floundering **
 * 2) ** sanctuary **
 * 3) ** inconspicuous **
 * 4) ** errant **
 * 5) ** degrading **
 * 6) ** xenophobic **
 * 7) ** retreat **
 * 8) ** revolutionary **


 * __ Directions (for EACH WORD): __**


 * ** Find definition **
 * ** Determine a connotation (YOUR own definition of the word – maybe a memory clue) **
 * ** Provide a synonym OR an antonym **
 * ** Conjugate the word (ex: remove the suffix – what is the root word, OR remove the prefix – what is the root word, add a prefix/suffix – how does the addition change the meaning of the word?) **
 * ** Create a UNIQUE sentence of your OWN using the word! **

Wednesday, Oct. 7, 2015: Tuesday, Oct. 6, 2015:
 * 1) Copy the notes from Monday (conflict in TMDG) in your NOTEBOOK.
 * 2) Copy the "Writing Summaries" notes below into your NOTEBOOK.
 * 3) In a GOOGLE DOC - bullet point/list the MAIN points (setting, characters, conflicts and plot events) from TMDG.
 * 4) In the SAME GOOGLE DOC - turn the list that you made into at LEAST 2 FULL PARAGRAPHS summarizing TMDG.

Writing Summaries

<span style="background-color: #ffffff; color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">" <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Summarizing <span style="background-color: #ffffff; color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;"> condenses in your own words the main points in a passage. . . . >> "Here. . . is a general procedure you can use for composing a summary: >>> //Step 1:// Read the text for its main points. >>> //Step 2:// Write down what is discovered int the exposition of the story/article (setting & characters). >>> //Step 3:// Write down the GENERAL PLOT points of the story (rising action/conflict; climax; falling action & resolution) >>> *If it is a NONFICTION piece: jot down at LEAST 3-4 MAIN points/details from the author's perspective >>> //Step 4:// Turn steps 1-3 into a COMPLETE paragraph (at LEAST 5 sentences). You SHOULD have MORE than 1 paragraph to summarize a story that is more than 3 pages long! >>> //Step 5:// GOOD summaries inform the reader of the setting, characters (protagonist and antagonist), conflict and resolution.
 * 1) <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Reread the passage, jotting down a few keywords.
 * 2) <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">State the main point in your own words. . . . Be objective: Don't mix your reactions with the summary.
 * 3) <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Check your summary against the original, making sure that you use <span style="color: #0099cc; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">[|quotation marks] <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">around any exact phrases that you borrow."
 * <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Steps in Composing a Summary
 * Think of a summary in terms of a movie trailer - you want to HIGHLIGHT the KEY POINTS/DETAILS

> "The purpose of a summary is to give a reader a condensed and objective account of the main ideas and features of a text. Usually, a summary has between one and three paragraphs or one hundred to three hundred words, depending on the length and complexity of the original essay and the intended <span style="color: #0099cc; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">[|audience] <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;"> and purpose.  Monday, Oct. 5, 2015:    Wed., Sept. 23, 2015:      Tues., Sept. 22, 2015:    Wed., Sept. 16, 2015:   Use the following words as SUBJECTS in 15 DIFFERENT sentences. You WILL need to repeat some of the words:   Tuesday, Sept. 15, 2015:
 * <span style="color: #191919; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Characteristics of a Summary
 * 1) Use your online textbook to finish reading "The Secret Life of Walter Mitty".
 * 2) Begin building your OWN character: [[file:Building a Character Profile.docx]]
 * each
 * few
 * many
 * some
 * every
 * most
 * one
 * either

Monday, Sept. 14, 2015:  Homework Friday, Sept. 11, 2015: <span style="background-color: #e05435; color: #27e07c; font-family: 'Lucida Console',Monaco,monospace; font-size: 230%;">ELIE WEISEL///NIGHT// BRAINSTORM (list, bullet point, etc.)
 * Identify 5 symbols (use the image below to help you begin locating those symbols…think about objects or characters that represent larger concepts - weather can be a symbol too!)
 * Themes (the larger message that the author is trying to help the reader understand - think about that larger 'take away' after reading a story)
 * Tuesday, May 19th:: **
 * Significant events in your life that have caused self-growth.
 * For example, transitioning into high school, coping with the death of a loved one, divorce, traveling to a new country
 * These do NOT need to be negative events necessarily; HOWEVER, the events need to be SIGNIFICANT times when you have learned a lesson; overcome an obstacle; changed your perspective about something

Introductory Notes and Pre-reading assignment:







Vocabulary - Chapters 6 & 7


 * 1) automatons
 * 2) parched
 * 3) condemned
 * 4) petrified
 * 5) stupefied
 * 6) encumbrance
 * 7) embarkation
 * 8) manacles
 * 9) provisions
 * 10) gallows
 * 11) pipel
 * 12) petrol
 * 13) indifferent
 * 14) semblance
 * 15) contagion

Vocabulary - Chapters 1-3
 * 1) surname
 * 2) synagogue
 * 3) encumbered
 * 4) timidity
 * 5) Cabbala
 * 6) perilous
 * 7) edict
 * 8) compatriots
 * 9) expound
 * 10) firmament
 * 11) hermetically
 * 12) truncheon
 * 13) premonition
 * 14) pillage
 * 15) pestilence

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5; text-align: left;">Chapter 1, pages 3-17 ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 1. Describe Moshe the Beadle. 2. Describe Elie’s family. Describe Elie Wiesel's father. What was his occupation? 3. Why was Moshe the Beadle important to Elie Wiesel? 4. Summarize the story Moshe the Beadle told on his return from being deported. Why did he say? Why he had returned to Sighet? 5. What was the public reaction to Moshe's story? 6. What was the setting and the year for the first section of the book? What was the world condition at the time? 7. Describe, in order, the events that happened from the last day of Passover until Pentecost. 8. How did Wiesel say he felt about the Hungarian police? 9. Who was Martha? What happened when she visited the Wiesel family in the ghetto?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. What did Madame Schächter see in her vision? 2. How did the other people in the car react to Madame Schächter? 3. Where did the train stop? 4. What did the Jews in the train car discover when they looked out the window? 5. When did Wiesel say the travelers left their illusions behind? 6. Which notorious SS officer did they meet at Auschwitz? 7. What was Elie's main thought as the men and women were being herded from the train? 8. What prayer were the people saying? Why was it unusual? 9. What did Elie do when the gypsy struck his father? Why? What was his father's response? 10. How long were Elie and his father at Auschwitz? Where did they go after that? ** Chapters 4-5, pages 35-62 **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chapters 2 and 3, pages 18-34 **
 * 1) Describe Elie's encounter with the dentist.
 * 2) What did Elie Wiesel do when Idek hit his father? What was he thinking?
 * 3) Who took Elie's gold tooth? Why did Elie give it up?
 * 4) What were the only things in which Elie took an interest?
 * 5) How did Elie describe the men after the air raid?
 * 6) What happened to the young man from Warsaw? Why?
 * 7)  How did Elie say the soup tasted the night the <span style="font-family: 'TimesNewRoman,Italic'; font-size: 12pt;">pipel (young servant boy) was hanged?
 * 8) What did the men do on the eve of Rosh Hashana?
 * 9) How did Elie feel while the others were praying?
 * 10) What was Elie's decision about fasting on Yom Kippur? Why did he make that decision?
 * 11) What was Elie's "inheritance" from his father? Why was his father giving it to him?
 * 12) Did the men remember to say the Kaddish for Akiba Drumer?
 * 13) What did Elie dream of when he dreamed of a better world?
 * 14) What happened to the patients who stayed in the hospital instead of being evacuated?
 * 15) What was the last thing the head of the block ordered the men to do before they evacuated?

<span style="background-color: #5c4f4f; color: #e9ed22; font-family: 'Comic Sans MS',cursive; font-size: 22.1000003814697px;">WHAT REMAINS ASSIGNMENT
 * Chapters 6-9, pages 63-83 **
 * 1) **Where do Elie and his father seek shelter in the snow?**
 * 2) **While running, an idea fascinates Eilie. What was that idea? What kept him from pursuing his idea?**
 * 3) **What does Elie realize about Rabbi Eliahou and his son?**
 * 4) **What was the name of the camp they were walking/running to?**
 * 5) **Describe Elie's meeting with Juliek.**
 * 6) **What did Rabbi Eliahou's son do that should seem shocking to the reader?**
 * 7) **What does Elie hear while laying at the bottom of a pile of dead bodies?**
 * 8) **How long were they at Gleiwitz? Where do they go next?**
 * 9) **What do the 'gravediggers' try to do to Elie's father while on the train?**
 * 10) **How many men started out in the train? How many were left when they arrived at Buchenwald?**
 * 11) **How does Elie respond when he realizes his father had died?**
 * 12) **Who was Meir Katz? What happened to him?**
 * 13) **From which camp is Elie LIBERATED?**
 * 14) **What was the FIRST act the 'freed men' did?**
 * 15) **What was Elie's ONLY desire?**
 * 16) **What happened on April 10, 1945?**
 * 17) **What was the image that reflected back at Elie in the hospital?**
 * 1) Click on this link to open the assignment: [[file:what remains.docx]]
 * 2) Click "Enable Editing" once you open the document.
 * 3) Answer in COMPLETE SENTENCES!

<span style="background-color: #5c4f4f; color: #e9ed22; display: block; font-family: 'Comic Sans MS',cursive; font-size: 22.1000003814697px; text-align: center;">ELIE WEB SEARCH

[|Elie Bio]

[|Elie Bio #2]

[|Elie - Time Magazine]

[|Elie with Pres. Obama] SHAKESPEARE

** ACT IV sc iii: Juliet’s Chamber (pg. 901-903) **

Juliet’s Soliloquy (as she prepares to drink the poison):

What are her SEVEN FEARS?


 * Identify the fear
 * Put the fear into your OWN words


 * 1) 1. Lines 20-21
 * 2) 2. Lines 25-27
 * 3) 3. Lines 30-32
 * 4) 4. Lines 34-35
 * 5) 5. Lines 42-44
 * 6) 6. Lines 46-48
 * 7) 7. Lines 55-57


 * Act III sc v**
 * 1. What is the difference between lark versus nightingale?**
 * 2. On page 883, line 20, explain “Cynthia’s brow” and indicate what time of figurative language is this?**
 * 3. What does Lady Capulet threaten on page 885? (Line #92)**
 * 4. What is the metaphor used by Lady Capulet on page 886 lines 127-139?**
 * 5. What does Lord Capulet mean in lines 127-68 page 887?**
 * 6. What does Lord Capulet threaten in his monologue on page 888?**
 * 7. What is the Nurse’s change of mind?**
 * 8. What does Juliet decide in the end? (pg 890)**


 * Writing Prompt for Act I Sc i **
 * Using ONLY what we have read thus far in R&J, describe in DETAIL the characterization, action and emotions of the ENTIRE scene.
 * You may use the NOTES that we have developed during the past few class times together.
 * Be SPECIFIC - not generic!
 * Use 3rd person narration - you are NOT creating your subjective (**opinion). This is a FACT/EVIDENTIAL description!**
 * **You will hand write this assignment.**
 * **You will need at LEAST 3 paragraphs (introduction, body, conclusion). Please remember that paragraphs (at the HIGH SCHOOL level) are 5-7 sentences!**


 * Background Notes for Quiz **
 * Quiz on Thursday, Jan. 22!
 * [[file:Cornell Notes for Elements of a Drama answers.docx]]
 * [[file:Shakespeare bckgrnd ppt.ppt]]


 * ** Download the notes we began in class **
 * ** Use the textbook (on-line version is fine) to complete the notes regardi **** ng the Elizabethan era **
 * [[file:Cornell Notes for Elements of a Drama and Greek Tragedy.docx]]

Assignment: (Download this document for the questions) Link: [|Mrs. G's Shakespeare Web Inquiry] (Use this link to answer the question on the above assignment)

<span style="background-color: #292927; color: #e60c0c; font-family: Impact,Charcoal,sans-serif; font-size: 170%;">The Cask of Amontillado

Make the chart below using the //Cask of the Amontillado//
 * __ Step #1 __**
 * ** Abstract ** || ** Concrete ** ||
 * ** 1. **
 * 2. **
 * 3. **
 * 4. ** || ** 1. **
 * 2. **
 * 3. ** ||

Write a five sentence paragraph using each of your nouns that you found about the //Cask of the Amontillado//. You can **__EITHER__** summarize the //Cask of the Amontillado// **__or__** you can pretend to be Montressor explaining his revenge.
 * __ Step #2 __**

<span style="background-color: #292927; color: #e60c0c; font-family: Impact,Charcoal,sans-serif; font-size: 170%;">The Secret Life of Walter Mitty


 * Topic: Create **AN ALTERNATE ENDING** TO “The Secret Life of Walter Mitty”!
 * Create a SIXTH dream sequence
 * Walter MUST interact with his wife
 * Must introduce how Walter moves/enters into another dream realm
 * Requirements:
 * 4 paragraphs
 * 15-20 sentences
 * Must have Walter in a role of respect and display how Walter is brought out of his dream with belittling from his wife (look-up “belittling” if you don’t know what it means)
 * Capitalization
 * Punctuation
 * Spelling

Shakespeare's Dating Tips!

<span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">She is the fairies' midwife, and she comes <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">In shape no bigger than an agate stone Line 55 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">On the forefinger of an alderman, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Drawn with a team of little atomies <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Over men's noses as they lie asleep; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Her wagon spokes made of long spinners' legs, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">The cover, of the wings of grasshoppers; Line 60 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Her traces, of the smallest spider web; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Her collars, of the moonshine's wat'ry beams; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Her whip, of cricket's bone; the lash, of film; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Her wagoner, a small grey-coated gnat, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Not half so big as a round little worm Line 65 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Pricked from the lazy finger of a maid; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Her chariot is an empty hazelnut, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Made by the joiner squirrel or old grub, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Time out o' mind the fairies' coachmakers. <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And in this state she gallops night by night Line 70 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Through lovers' brains, and then they dream of love; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">O'er courtiers' knees, that dream on curtsies straight; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">O'er lawyers' fingers, who straight dream on fees; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">O'er ladies' lips, who straight on kisses dream, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Which oft the angry Mab with blisters plagues, Line 75 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Because their breaths with sweetmeats tainted are. <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Sometimes she gallops o'er a courtier's nose, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And then dreams he of smelling out a suit; <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And sometimes comes she with a tithe-pig's tail <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Tickling a parson's nose as 'a lies asleep, Line 80 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Then dreams he of another benefice. <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Sometimes she driveth o'er a soldier's neck, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And then dreams he of cutting foreign throats, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Of breaches, ambuscadoes, Spanish blades, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Of healths five fathom deep; and then anon Line 85 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Drums in his ear, at which he starts and wakes, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And being thus frighted, swears a prayer or two <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And sleeps again. This is that very Mab <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">That plats the manes of horses in the night <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">And bakes the elflocks in foul sluttish hairs, Line 90 <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Which once untangled much misfortune bodes. <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">This is the hag, when maids lie on their backs, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">That presses them and learns them first to bear, <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">Making them women of good carriage. <span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">This is she!
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">(Act I Scene iv) **
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> MERCUTIO: **<span style="color: #000000; font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">O, then I see Queen Mab hath been with you.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Answer the following questions using the Mercutio’s monologue. **
 * 1) ** Use lines 54-69 to locate and list four (4) physical descriptions of Queen Mab based on Mercutio’s monologue. **
 * 2) ** According to Mercutio, what kinds of dreams does Queen Mab control and demand of the following (complete each statement using Mercutio’s monologue): **
 * ** Lovers dream of… **
 * ** Courtiers dream of… **
 * ** Lawyers dream of… **
 * ** Ladies dream of… **
 * ** A parson dreams of… **
 * ** A soldier dreams of… **


 * <span style="font-family: 'Times New Roman','serif';">Use the following discussion between Romeo and Mercutio to answer questions #3 & #4 below: **

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">True, I talk of dreams,
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MERCUTIO **

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Which are the children of an idle brain,

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Begot of nothing but vain fantasy,

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Which is as thin of substance as the air

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> And more inconstant than the wind, who wooes

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Even now the frozen bosom of the north,

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> And, being anger'd, puffs away from thence,

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Turning his face to the dew-dropping south.

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;">I fear, too early: for my mind misgives
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ROMEO **

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Some consequence yet hanging in the stars

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Shall bitterly begin his fearful date

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> With this night's revels and expire the term

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Of a despised life closed in my breast

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> By some vile forfeit of untimely death.

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> But He, that hath the steerage of my course,

<span style="font-family: 'Lucida Sans','sans-serif'; font-size: 13.3333px;"> Direct my sail! On, lusty gentlemen.

**3. H** ** ow does ROMEO feel about dreams based on his comments above? **


 * 4. How does MERCUTIO feel about dreams based on his comments above? **


 * 5. DRAW (do not cut n’ paste) your interpretation of what Queen Mab looks like! **

[|How to Write a Sonnet]






 * Please note attendance is imperative because of the supplemental information provided with these notes in class*





Click on to open and complete the activity for today! Remember to click on 'Enable Editing' on the top of the page (in yellow) once you open the Word Document to type and click within the document. *This will be for a grade*

<span style="background-color: #ffffff; color: #000000; display: block; font-size: 22.4px; text-align: left;">Click on this link: to open the Nonfiction WebQuest for today which includes all the links that you will need. You may either type your answers on this document, print this document and write-in your answers, or hand write your answers on a sheet of notebook paper.


 * "The Scarlet Ibis" (James Hurst) **

> <span style="color: #ffffff; font-family: verdana,arial,helvetica;">[|www.photohome.com/photos/animal-pictures/birds/scarlet-ibis-1.html] > <span style="background-color: #c0c0c0; color: #ffffff; font-family: Arial,Helvetica; font-size: 130%;">[|www1.nhl.nl/~ribot/english/euru_ng.htm] <span style="color: #ff0000; font-family: verdana,arial,helvetica; font-size: 140%;"> **Record your answers to the following questions on your worksheet:** "First Lesson" by Philip Booth
 * 1) Use the handout provided in class to answer the following questions OR download it here [[file:scarlet ibis webquest.docx]] to type your answers.
 * 2) **<span style="font-family: verdana,arial,helvetica;">What is a symbol? Instead of going to the textbook for the answer, link to the following site to find the definition of a symbol: ** **<span style="font-family: verdana,arial,helvetica;">[|www.uky.edu/ArtsSciences/classics/Harris/rhetform.html] **
 * 3) **<span style="font-family: Arial,Helvetica; font-size: 110%;">This next site gives you a sampling of categories that provide a wide range of symbols. Click on at least five <span style="font-family: Arial,Helvetica; font-size: 110%;"> letters of the alphabet and record your five <span style="font-family: Arial,Helvetica; font-size: 110%;"> findings on your worksheet. ** <span style="color: #ffffff; font-family: Arial,Helvetica;">[|www.umich.edu/~umfandsf/symbolismproject/symbolism.html]
 * 4) You're going to read a story about a scarlet ibis, and you have probably guessed that it will involve some symbolism. Wouldn't you agree that it would help to understand the story if you knew what a scarlet ibis was? The following site has a picture of the scarlet ibis.
 * **<span style="font-family: verdana,arial,helvetica; font-size: 130%;">Use the following link to answer the following 3 question: **
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**<span style="font-family: Arial,Helvetica; font-size: 120%;"> What is a scarlet ibis? Describe in detail. ** <span style="color: #ffffff; font-family: Arial,Helvetica;"> De
 * <span style="color: #ff0000; font-family: Arial,Helvetica; font-size: 110%;">**Describe the environment in which the scarlet ibis lives.**
 * **<span style="color: #ff0000; font-family: Arial,Helvetica; font-size: 120%;">How is environment important to the bird's survival? **
 * 1) Read the following poem carefully searching for hidden meaning and what the main symbol is. Answer the questions following the poem.

//Lie back, daughter, let your head//

//be tipped back in the cup of my hand.//

//Gently, and I will hold you. Spread//

//your arms wide, lie out on the stream//

//and look high at the gulls. A dead-//

//man's - float is face down. You will dive//

//and swim soon enough where this tidewater//

//ebbs to the sea. Daughter, believe// //me, when you tire on the long thrash//

//to your island, lie up, and survive.//

//As you float now, where I held you//

//and let go, remember when fear//

//cramps your heart what I told you://

//Lie gently and wide to the light-year//

//stars, lie back, and the sea will hold you.//


 * <span style="background-color: #000000; color: #ffffff; font-family: verdana,arial,helvetica;">The father is giving his daughter advice about floating. This first swim lesson dealing with floating also has a symbolic meaning. Not only is the father giving his daughter advice about floating, but he is also giving his daughter advice about.
 * <span style="background-color: #000000; color: #ffffff; font-family: verdana,arial,helvetica;">What are the SPECIFIC words/phrases that helped you determine what the symbol is
 * Identify what the symbol is -name it!

<span style="background-color: #800080; color: #ffffff; font-family: Arial,Helvetica; font-size: 150%;">6. James Hurst (the author) also uses characters to enhance the meaning of the story. One of his characters has many obstacles to overcome. The following sites have real-life stories of people who have been successful in overcoming difficulties. Use the sites to name/identify a 2-3 real-life people in current times that struggle with a disability and what the disability is.. AND name/identify 2-3 real-life people who lived in the past that struggled with a disability and what the disability is: http://www.disabled-world.com/artman/publish/speech-famous.shtml http://www.disabled-world.com/artman/publish/famous-polio.shtml http://www.disabled-world.com/artman/publish/wheelchair-famous.shtml http://www.disabled-world.com/artman/publish/article_2130.shtml http://www.disabled-world.com/artman/publish/famous-psoriasis.shtml http://www.disabled-world.com/artman/publish/ms-famous.shtml http://www.disabled-world.com/artman/publish/asthma-famous.shtml http://www.disabled-world.com/artman/publish/famous-deaf.shtml

<span style="background-color: #808080; color: #0000ff; font-family: Arial,Helvetica; font-size: 210%;">END OF "THE SCARLET IBIS" WEBQUEST



RAY BRADBURY
 * Something Wicked This Way Comes **

Literary Elements - *use Literary Resource Links to the left of this page*
 * alliteration
 * foreshadowing
 * metaphor
 * simile
 * irony
 * symbolism
 * personification

Keep in the mind the following symbols thus far in the novel (chapters 1-12):
 * lightning rod
 * Will/Jim - dark/light
 * music
 * running
 * hats
 * music
 * carnivals
 * woman in the ice
 * aging (think about the poems)

Also, remember the odd events thus far:
 * lightning rod salesman, Tom Fury
 * Jim hearing music
 * Mr. Halloway seeing man whistling Christmas carol
 * Jim/Will seeing "The Theater"
 * Mr. Tetley hearing music/Mr. Crosseti smelling cotton candy
 * Mr. Halloway seeing woman in block of ice
 * Mr. Fury seeing the woman in block of ice
 * the train's arrival with the ghoulish men setting-up the poles
 * the train's music
 * the train's age
 * Mr. Halloway hiding the flyer about the carnival/Will not asking him about it

Download History of Carnivals requirements for presentation due Thurs. 9/23: Use the following links to discover information for History of Carnivals presentations: [|History of Carnvials] [|Carnivals] (for this assignment Wikipedia is permissible) [|Traveling Carnivals] [|Sideshows]


 * Download author Web Quest Document:**




 * Use the following links to complete the Bradbury Web Quest**:

[|Bradbury's biography]

[|Something Wicked information]