Sem 1 Final Exam Day

Reminders:

• You will need a #2 pencil (and a back up) and some paper for the exam. No iPads.
• Complete your Grace Project over the break; come back ready to write a reflection in-class.
• Next semester we will be reading To Kill A Mockingbird by Harper Lee. Feel free to get a head-start on reading over the break, start listening to an audiobook, etc.

Here is one of my favorite holiday-time poems, because of Klug's bare use of language to establish a striking image-emotion:

Advent

BY NATE KLUG

In the middle of December

to start over

to assume again

an order

at the end

of wonder

to conjure

and then to keep

slow dirty sleet

within its streetlight

FINALS SCHEDULE

Thursday, 12/11 & Friday, 12/12

Pre--
Please take this survey about my teaching; be as honest as possible. I greatly appreciate your feedback.

Lesson--
Turn in your Grace Project Plan by going to the Project Page (click here), and posting your plan as a comment in reply to the post. Be sure to include your name so I can grade it, and be sure to leave personal details such as names out, or changed, if there are details that should remain private.

Take time to read through your classmates' plans. Gather inspiration from them, and make any revisions to your own plan in light of the things that you see your classmates doing.

Discuss Les Miserables the musical film, and the novel.
How are class differences portrayed differently or similarly?
How are contrasts used?
How are characters developed?


Post--
Review for the final--see the Semester 1 Final Study Guide. 
Grammar notes
Literary Devices/Reading Notes
Writing
Works we have read

HW--
Study for the final exam
Bring a #2 pencil on Final Exam Day


.

Wednesday, 12/10

Pre--
Pull out Les Miserables Film Assignment.

Lesson--
Finish the film.
Complete and turn in the assignment.

Post--
Work on the plan for your Grace Project. It is due on block day.

HW--
Grace Project Plan due block day.
Bring a 3X5 card if you want to work on making it; we will have study time in class tomorrow.

Tuesday 12/9

Film Watching Day!

Work on the Les Miserables Film Assignment while we watch.

Monday, 12/8

Pre--
Check out the Semester 1 Final Study Guide
Check out the Changed by Grace: Les Miserables Project
*These are also on the class Focus page.

Lesson--
Briefly review Sem 1 Final Study Guide
Explain LM Project

Post--
Continue Watching LM Film

HW--
Complete PLAN for Change by Grace: LM Project by Block Day. Have it typed up somewhere on your iPad.

Thursday, 12/4 & Friday, 12/5

Pre--
Prepare for Timed Writing; Review Grammar notes, Lit Devices notes, Les Miserables

Lesson--
Timed Writing--25 minutes

Brief discussion of LM Project: How can we embody themes from Les Miserables, do something similar to what a character does, or affect those around us in a grace-filled way?

Begin watching Les Miserables--think of project ideas, and begin assignment.

HW--
Think about LM Project

Wednesday 12/3

Pre--
Review your essay; at the top, write down one thing that you would like your peer to give you feedback on.

Lesson--
Find a partner (your choice). Swap essays with them, and read each others' essay at least twice.

Follow this feedback guide:
1) At the end of the essay, and throughout, give them feedback about the topic they asked you to focus on. Mention at least one strength and at least one weakness.

2) Focus on correcting spelling and grammar. Don't simply fix things for them, but mark areas where they need to make corrections:
   -Spelling (sp)
   -Syntax/sentence writing (syn)
   -Punctuation usage
   -Misplaced Modifiers
   -Distracting Shifts (Verb tense, etc)
   -and many more! You may review your grammar notes if you need to brush up on these.

Spend a quality 30 minutes giving feedback.

Post--
Use the time to review Les Miserables in preparation for the written test tomorrow.
Keep brainstorming ideas for the Les Miserables Project.

HW--
Prepare for Written Test tomorrow by studying and reviewing notes from and the text of Les Miserables.

Tuesday, 12/2

Pre--
Open to Les Miserables Part 48 Ch. 5

Lesson--
Finish reading Les Miserables
Discuss "What to do with it?"

HW--
Prepare for writing on Block Day by 1) Reviewing Essays 2) Reviewing Grammar

Monday, 12/1

Go to the Substitute Plan Page for today's instructions.

To find out where Mr. Kirkendall is, solve this riddle:

What promises speed but proceeds like a sloth,

Flows like a river but often does stop,

Spans mountain and valley for the lounging traveler,

Causes congestion and is a small taste of Hell?

HW: Finish Essay, typed MLA format; turn in physical copy and submit to turnitin.com by class tomorrow.

Thursday, 11/20 & Friday, 11/21

Pre--
Pull up Book Club document
Giver Book Club 2

• Period 1
• Period 4

Book Club #3 - Finish the Giver

Brief Discussion

Lesson--
Finish reading Les Miserables
Part 42 Chapter 11
Part 43 Ch. 1
Part 46 Ch. 1
Part 48 Ch. 1, 3, 5

Post--
Discuss: now what? We feasted after reading The Odyssey; what should we do with Les Miserables?

HW--
Think about the question above.
Review your essay feedback; be prepared to write your final draft in class on the Monday we return.

Wednesday 11/19

Pre--
There will be another essay on Les Miserables - to prepare, take good notes on the theme of redemption, and on Hugo's use of things like contrast, foil, and characterization.

Lesson--
Read Les Miserables
Part 29 Ch. 5 (1163) & 6 (1166)

Part 42 Ch. 9, 10, 11

Post--
Silently read and take notes.

HW--
Finish read the Giver and complete Book Club job.

Tuesday, 11/18

Pre--
Turn in Hand-written essay with Plan stapled to the back
Pull up Les Miserables Part 26 Ch. 4, p. 1085

Lesson--
Foils?
Read Les Miserables
   Part 26 Ch. 4 (1085)
   Part 27 Ch. 5 (1110) & 6 (1115)
   Part 29 Ch. 5 (1163) & 6 (1166)
 
Analyze character development and use of contrast.

Post--
Add comments about redemption--struggling for it, failing to find it, finding it?

HW--
Finish reading the Giver by Block Day

Monday, 11/17

Pre--
Reading Quiz: on paper, write down one of the Chapters that you read and a brief summary of the events or descriptions in the chapter.

Review Grammar Quizzes

Lesson--
Work on Lit Analysis Essay 3. This is your first draft. Aim to finish by the end of the period.

Post--
If you finish your essay, use the time to continue reading Les Miserables: 
   Read sections we have skipped,
   Read-read sections that interest you,
   or Read from Part 24, Ch. 1 - p. 921 (after Marius cannot find Cosette or Valjean

HW--
Finish Lit Analysis Essay 3 draft one (handwritten on paper and turned in tomorrow)

Thursday, 11/13 & Friday, 11/14

Pre--
Partner Quiz: Grammar & Roots

Period 1:
Grayson & Keith
Gio & Zak
Dennis & Tyler
James & Parker
Leo & Jamie
Isaiah & Conor
Christian & Hannah
Willow & Ryan
Riley & Kyle
Abe & William
Mylyn & Kenny
Mackenna & Charlie

Period 4:
Darius, Tyler & JT
Sean & Lance
Hudson & Isabella
Andrew & Sara
Sydney & Alicia

Lesson--
Giver Book Club 2

• Period 1
• Period 4

Post--
Work on Essay
Continue Reading Les Miserables Vol. 2, gathering evidence for the essay.

• Part 16, Ch. 9 (704)

HW--
Choose three of these chapters to read by Monday:

Nine years later, a young man named Marius, the grandson of a rich aristocrat, begins to fall in love with the now beautiful, almost adult Cosette:

• Part 21, Ch. 5 (869)
• Part 22, Ch. 1-2 (879)
• Part 22, Ch. 4 (888)
• Part 22, Ch. 6 (894)
• Part 22, Ch. 9 (903)

There may be an assignment that requires knowledge of your reading on Monday.
Lit Analysis Essay 3 Due Tuesday

Wednesday, 11/12

Pre--
Turn in Essay Plan.
Pull up Les Miserables: Part 11 Chapter 5: The Little One All Alone (p. 489)

Lesson--
Read Les Miserables, focusing on evidence that might contribute to your essay.

Post--
Grammar/Roots Review

HW--
Study for Grammar & Roots Quiz 2: Bedford 11, 12, 13 notes, Roots 15-30 (bible - cide)
Giver Reading

Tuesday, 11/11

Pre--
Download this document and have it ready: Grammar-Bed. 11, 12, 13. It is also on Focus under "Grammar & Vocabulary."
Work on your Root entries; the quiz will be on Roots 15-30, bibl - cide

Lesson--
Work through Grammar Assignment
If time, do more practice at the end of chapters.

Post--
Work on Essay Plan; due tomorrow
Study Roots and Grammar

HW--
Read the Giver
Essay Plan due tomorrow
Study Grammar (Bedford 11, 12, 13) & Roots (15-30; bibl - cide); quiz Block Day

Monday, 11/10

Pre--
New Seating Chart
Pull out your Literary Device/Reading Notes. Copy these into your notes (if not already there!):

-Direct Characterization: an author's explicit description of a characters' appearance or character traits.
Ex. Mr. Kirkendall was tired.

-Indirect Characterization: an author's implicit revelation of a characters' traits or development through action, dialogue, or description of appearance.
Ex. Mr. Kirkendall said, "There are pink monkeys playing accordions on my head," closed his eyes and fell to the ground, fast asleep.

Lesson--
Read Les Miserables Part 8, Ch. 2, 4, 5; Part 9 Ch. 5

Post--
Pass out Lit Analysis Essay 3; review and begin planning.

Link to Essay Writing Rubric

HW--
Essay Plan Due Wednesday.
Read The Giver 

Thursday, 11/6 & Friday, 11/7

Pre--
Pull up your group's Book Club document:

• Period 1
• Period 4

Lesson--
1. Book Club
     -Propel the discussion forward with good questions, and by searching for evidence from the text. I am grading on discussion.

2. Finish Subtext Forum
(I erased the thread in which you copied and pasted your questions; let's start over. Simply make a comment with your question in it, and respond to two of your classmates' questions (or more!)

3. Les Miserables Reading

Post--
Pass back Analysis #2 and discuss feedback

HW--
None (unless you want to get a head start on the next section of the Giver.)

Wednesday, 11/5

Pre--
Prepare to read

Lesson--
Les Miserables Reading--The Descent

Post--
Subtext Forum 1: 

1. At the end of the current chapter, find my comment. In it, post your BEST QUESTION from your 3 character analysis questions. MAKE SURE IT IS PUBLIC.

You may need to reference your questions on the document-Character Moral Analysis Questions

3.Then, find and reply to at least TWO OTHER questions from your classmates. With an answer that references a specific character or scene. Comments will should stay within the discussion that I started. You will be graded on your question and your two responses (3 points each); I am looking for:

          1. A good analytical question
          2. A response that is thought through
          3. A response that specifically references evidence, either as a quote, paraphrase, or summary of a previous chapter, or something from the current chapter. You may also consider using C.S. Lewis' thoughts.
          4. Proper English grammar.

HW--
Giver Reading--be sure you complete your jobs on your group's document, in the folders below:

• Period 1
• Period 4

Tuesday, 11/4

Pre--
Put in your Literary Devices Notes:

-Contrast--stark differences between various elements that an author uses to produce a tension, image, or effect.
-Foil--usually, a minor character who contrasts a main character, serving to highlight the traits of the main character all the more strongly.
-External Conflict--man vs. man, man vs. nature, man vs. society, man vs. God/gods
-Internal Conflict--man vs. self

Lesson--
Les Miserables Reading--Thenardiers

Post--
Try to find and annotate examples of the Literary Device Terms we learned at the beginning of class.

HW--
Read the Giver--be prepared for the first Book Club on Block Day

Monday, 11/3

Pre--
Journal #2: Read the profiles of 5 individuals sentenced to life in prison, without parole, as juveniles: When Kids Get Life

Being on 'parole' suggests being given another chance at life outside of prison. Should there be crimes for which juveniles (under 18-year-olds) are sentenced to life without parole? Develop your response with as much specificity as possible.

Lesson--
Review your Character Moral Analysis Questions--edit them so that:
1) They can be asked about specific characters in a fictional work.
2) They are specific enough to be understood
3) They are open-ended--they require reading and considering multiple perspectives, rather than a right or wrong answer
4) They require analysis (looking for evidence in the text, and looking at detailed features of the text)

Example: How does the author develop a contrast between vice and virtue (evil and good) in characters?

Post--
Read Les Miserables 

HW--
Read first section of The Giver for first Book Group on Block Day

Thursday, 10/30 & Friday, 10/31

Pre--
Turn in Essays
Turnitin.com Submission Issues?
Grammar & Roots Quiz 1

Period 1:
Gio, Leo, Zak
Dennis & Tyler
James & Parker
Leo & Jamie
Isaiah & Conor
Christian & Hannah
Willow & Ryan
Riley & Kyle
Abe & William
Mylyn & Kenny
Mackenna & Charlie


Period 4:
Darius, Tyler & JT
Sean & Lance
Hudson & Isabella
Andrew & Sara
Sydney & Alicia

Lesson--
Book Group: The Giver

Period 1 Groups

• James, Dennis, Leo
• Conor, Jamie, Isaiah, Tyler
• Mackenna, Abe, Charlie, Kenny
• William, Mylyn, Willow, Ryan
• Kyle, Parker, Riley, Hannah
• Grayson, Christian, Zak, Gio

Period 4 Groups

• Darius, Sean, Lance, Tyler
• Andrew, Sara, Isabella, JT
• Sydney, Alicia, Hudson

In groups, do the following:

• Create a Google Doc with this Title: [Last Names: The Giver]
• Choose a role for each person
• Discussion Leader--good discussion questions (3)
• Vocabulary--how words are used in context (5)
• Moral Analyzer--create good questions about the characters' morality (3)
• Deep Reader--find 3 quotes and develop good questions about it (3)
• Move the Document to your Period Folder:
• Period 1
• Period 4
• Plan out a reading schedule for the rest of the quarter. Below are the Group dates:
• 11/6 or 11/7
• 11/13 or 11/14
• 11/20 or 11/21
• Write the schedule on your document. Under each date is where you should complete your role.

Post--
Les Miserables Reading

HW--
Read Les Miserables

Wednesday, 10/29

Pre--
Check-In: Roots 1-15 (acer - belli); Run-Ons, Fragments, Subject Verb Agreement (Bedford 19-21)
Pull up Lit Analysis Essay - MLA Formatting

Lesson--
Review Character Questions
Les Miserables Reading - Bishop and Valjean, Character & Plot

Post--
Take notes on character's morality by responding to the question you chose.

HW--
Final Lit Analysis Draft Due on Block Day--Print and submit to turnitin.com.
Quiz on Roots 1-15, Run-Ons, Fragments, Subject/Verb Agreement on Block Day (Study Roots & Grammar Notes, Bedford 19-21)
Download or purchase The Giver by block day.

Tuesday, 10/28

Pre--

Correct the following sentences--make fragments complete, fix run-ons, make subjects and verbs agree. Copy and paste these into a document, and correct by making editing marks. (You do not need to completely write-out corrections.)

1. The panther lay motionless behind the rock. Waiting silently for its prey.
2. Mother loved to play all our favorite games. Canasta, Monopoly, hide-and-seek, and even kick-the-can.
3. The car was hardly worth trading, the frame was twisted and the block was warped. [Restructure the sentence.]
4. The next time an event is canceled because of bad weather, don’t blame the meteorologist, blame nature. [Make two sentences.]

For the following, underline the subject, and circle the verb that agrees with it.

1. Neither the professor nor his assistants (was/were) able to solve the mystery of the eerie glow in the laboratory.
2. Many hours at the driving range (has/have) led us to design golf balls with GPS locators in them.
3. Every year, during the midsummer festival, the smoke of village bonfires (fills/fill) the sky.
4. The story performers (was/were) surrounded by children and adults eager to see magical tales.

If you finish, work on Root entries

Lesson--

Grammar Notes: subject/predicate agreement, fragments, run-ons

Check corrections

Write three sentences about what your favorite character from something we have read in English class so far: one sentence that is a fragment, one that is a run-on, and one that has a subject and verb that do not agree. Swap with a partner, and try to correct your partners' sentences. Try to trick them!

Post--

Work on essay revisions; focus on quality sentence-writing; ensure that each sentence is neither a fragment nor run-on, and has a clear subject and predicate.

MLA format

HW--

Work on essay revisions.
Grammar & Roots Quiz on Block Day: Roots 1-15 (acer - belli), Fragments, Run-Ons, Subject/Verb

Monday, 10/27

Pre--
Review MC Book 3 Chapters 1-2
Create Questions. A good question is:
    -Specific
    -Open-ended enough to require investigation
    -Requires evidence to prove
Copy and paste your questions into this document under the appropriate period. Put your last name in front ("Last Name: Questions...")
Psalm 16

Lesson--
Read Les Miserables Book 2--Character Analysis

Post--
The Giver Independent Reading

HW--
Final Draft of Lit Analysis Essay Due Block Day (MLA Format, Submitted to Turnitin.com and turned in physically)
Buy a copy of The Giver. This is your second independent reading.

Thursday, 10/22 & Friday, 10/23

Pre--
Les Miserables Background Quiz (7 minutes)
Pass back Essays - revisions due in one week (10/30 or 10/31)
Brief Discussion: What do we do with Les Miserables?

Lesson--
Take notes in your writing section. This may be on our next grammar quiz.
In Literary Analysis Essays, AVOID:

1. First or Second Person (I or you). Opt for third person (One, oneself, the reader)
2. Summarizing--your thesis and each body paragraph should start and end with a meaningful claim about what the author is doing.

    "Odysseus escapes from the Cyclops by clinging to the belly of one of his goats."
    "Homer displays Odysseus' metis, or cunning, when he describes Odysseus' escape from the Cyclops. Homer writes, "...""

3. Use quotes within the syntax, or sentence structure, of your own writing.
     Yes: For example, Homer writes, "we strayed for days upon the winedark sea."
     No: "We strayed for days upon the winedark sea."

4. Homonyms--know the difference!

• Your/you're
• There/their/they're
• It/it's

5. Underline book titles, put shorter works (short stories, poems, articles) in "quotes."

    Books are heavier; they need the weight underneath. Shorter works are lighter, and can hang under quotes.

     The Odyssey; The Lightning Thief

     "The Rime of the Ancient Mariner" (poem)

See the Essay Outline to know what each sentence should look like

Begin typing up a revision

Bedford 19 & 20

BREAK

Read Mere Christianity Book 3, Chapters 1-2

As we read, develop questions that we should ask in order to analyze characters' morals. In addition, annotate Lewis' arguments and illustrations/analogies.

Post--
Continue reading Les Miserables from Book 2, Chapter 1

HW--
Read Book 3, Chapter 2 of Mere Christianity. Think of another question to ask to help analyze characters' morality in Les Miserables. 

Come ready to finalize your questions.

Wed., 10/22

Pre--
Review Grammar from Monday: Fragments and Run-Ons (Bedford 18-19)

Who is someone who has shown you a lot of grace? What has this caused you to do differently?

Mercy:

Grace:

Lesson--
Read Les Mis Book 1
Analyze the Bishop's character.

How does he set the tone of the entire novel?
How does he change?
What motivates him?
What are his views of right and wrong?

Post--
What questions should we ask in order to analyze a character's morality?

HW--
Study Les Mis Background Notes; Quiz Block Day.

Tuesday, 10/21

Pre--

Take Student Survey (5 minutes)

Complete Journal #1

Matthew 18:21-22

Then Peter came and said to him, “Lord, if another member of the church sins against me, how often should I forgive? As many as seven times?” Jesus said to him, “Not seven times, but, I tell you, seventy-seven times.

Journal #1 (numbering starts over for Q2): When someone makes a mistake over and over again, they may hear something like "I've given you so many chances." How many chances should someone be given before they can no longer be trusted? What should happen after that? When, or under what circumstances, can trust be regained? Refer to the story, Scripture, or your own experiences to illustrated with examples. 

Discuss

Review grammar

Lesson--

Les Mis background:

 The June Rebellion of 1832:

• after the French Revolution in 1789, some wanted a new constitutional monarchy, some wanted Napoleon to be Emperor, and some wanted a Republic.
• The June Rebellion, or Parisian Uprising, was a short two-day spurt of violence by Republicans protesting the new constitutional monarchy of Luis-Philippe in 1830.
• Some of the discontents were also Bonapartists, disillusioned by Napoleon's loss at the battle of Waterloo in 1812.
• Economic hardship, cholera outbreaks, and rises in the cost of living also contributed to dissatisfaction with the ruling authorities.

Victor Hugo is known as a French Romantic author, meaning he is interested in depicting characters who are heroes, villain, or individual who stand for strong ideals.

Important themes: forgiveness & redemption, crime & law, the consequences of one's past, love in the midst of war, the futility of passion, the effects of being offered grace/a second chance.

Character Analysis: Moral Analysis. C.S. Lewis is going to help us develop questions that we should ask in order to analyze a character's moral framework.

Post--

Set up reading in Subtext

HW--

Be ready to read Les Mis

Monday, 10/20

Pre-- (5-7 minutes, start when seated)
1. Download "Pop Goes the Alleycat" by Wallace Stegner (click on link, or find on Focus)
Save and organize in notability.

2. Place any make-up work in the basket under the television.

3. In your Grammar notes, write a corrected version of the following run-on sentences. We will go over the corrections tomorrow. Follow the hints at the end.

1. Mr. Kirkendall was out sick, I went home and cried myself to sleep. [Change the structure and add a word.]
2. I woke up hungry, the refrigerator was full of left-over lasagna from my feast project. [Use a comma and a coordinating conjunction - for, and, nor, or, but, yet, so.]
3. I comforted myself with a large bowl of lasagna, was it my fault that Mr. Kirkendall was sick? [Make two sentences.]

Lesson--Silent Reading & Note-taking (30 minutes)
This is our first silent reading--do your best! This is practice for exams in which you must read and analyze a story or poem silently, on your own. Whatever you do not finish reading is homework.

This is a story about juvenile delinquency--youth who break rules or defy laws. Johnny is a young man in Los Angeles who is trying to get his life back on track. Carol is a social worker who is trying to help Johnny, and Prescott is a journalistic photographer who is working on a story about juvenile delinquency in Los Angeles.  I used to work with students in Los Angeles who were similar to Johnny, so this story is special to me.

Silent read for 30 minutes; take notes on the following characters:

1. Johnny--How is he described? Does Stegner want us to trust him?

2. Prescott--What is motivating Prescott? Why does he seem skeptical and guarded?

3. Carol--What is motivating Carol? How does Stegner want the reader to feel about her?

*Please take these notes as annotations in the margins (including highlighting AND written notes), or in a separate document, physical or digital.

If you finish, reflect on the story and the following verse, and answer the question below as a Journal Entry in your notebook:

Matthew 18:21-22
Then Peter came and said to him, “Lord, if another member of the church sins against me, how often should I forgive? As many as seven times?” Jesus said to him, “Not seven times, but, I tell you, seventy-seven times.

Journal #1 (numbering starts over for Q2): When someone makes a mistake over and over again, they may hear something like "I've given you so many chances." How many chances should someone be given before they can no longer be trusted? What should happen after that? When, or under what circumstances, can trust be regained? Refer to the story, Scripture, or your own experiences to illustrated with examples. 

Post--(last 5 minutes)
In pairs, share notes and responses to the characters (Johnny, Prescott, Carol)

Time permitting, volunteers share what was discussed in pairs.

HW--
Finish reading "Pop Goes the Alleycat"

UPDATE: We will be reading a free version of Les Mis through the app Subtext. If you already purchased a version, you may return it. Be sure to download Subtext, open it, and log in to our class with the code you can find in "Turnitin & Subtext Log-ins" under "Important Links."

Thursday, 10/16 & Friday, 10/17

Feast. Watch the Lightning Thief.

HW--
Obtain a copy of Les Miserables, Abridged version, translated by Isabel Hapgood.
Begin studying Roots - complete 5 entries, starting with acer-.

Wednesday, 10/15

Be sure to have project proposal and evidence uploaded to google folder:

Upload Feast Project Evidence and Proposal
    -Re-title each document with your LAST NAME FIRST
       Period 1 Upload Here
       Period 3 Upload Here

Bring Food tomorrow; see below; 2-3 volunteers to bring plates, napkins, and plasticware

Work on Freshman Portfolios

HW--
Bring Food and thankful hearts for Class Feast on Block Day!
Consider bringing items that reflect the values of good feasting that we have discussed in class. You decide what this looks like...?

Tuesday, 10/14

Pre--
Upload Feast Project Evidence and Proposal
    -Re-title each document with your LAST NAME FIRST
       Period 1 Upload Here
       Period 3 Upload Here

Lesson--
Prepare for Timed Essay Write. You may use texts, notes, and resources related to the Odyssey and The Lightning Thief. 
45 minutes. On paper, with pencil.

Post--
Review writing for grammar, syntax, spelling, etc.

HW--
Begin studying Roots (acer through germ)

Monday, 10/13

Pre--
Review Prefix Quiz
Gear up for Q2 Roots--find the link, know where you will make your Vocabulary Entries
Pull up your Feast Project Proposal and Evidence

Lesson--
Discuss Feast Project
   What did you plan?
   Did it go as you planned? Why or why not?
   How did you treat your guest?
   What did you learn about feasting?

Read this essay: http://www.firstthings.com/blogs/leithart/2014/08/feasts

Why might Christian feasting 'affirm life?' Why might Greek feasting not? What about American feasting?


Post--
Review all materials and writing from the Odyssey; prepare for timed essay in class tomorrow.
Review Lit Analysis essay link: Sample Essay Guide

HW--
Review Odyssey material, prepare for timed writing tomorrow
Obtain physical or digital copy of Les Miserables by Victor Hugo, translated by Isabel Hapgood

Wed., 10/8 & Thurs., 10/9

Pre--
Prepare for Book Club--Be in Book Club Groups

Lesson--
Book Club (20 minutes)
Discuss parallels with the Odyssey

Post--
Review Feasting Project & Work on Proposal (answer four questions on previous blog); Due Monday, 10/13 - Try to complete your experience by then as well
Work on 3 Body Paragraphs

Have out notebooks & iPads for Organization & Journal Check

HW--
Feasting Project Proposal & Evidence due 10/13, Monday
Obtain physical or digital copy of Les Miserables by Victor Hugo, Abridged version, trans. Isabel Hapgood (free on iBooks)

Tues., 10/7

Pre--
Download the "Feast Project Description" and review (also on Focus)

Lesson--
Discuss:

What values surrounded Greek feasting?

What does feasting have to do with Christianity?

 Luke 22:14-23

 John 6:1-14

 John 6:22-59

What values surround feasting in American culture, your community, or your home?

What problems do you see with how feasting/eating is done around you? (Monte Vista? Home? America? Advertising/media?) Does our method of feasting reflect Greek or Christian values?

Your Project involves hosting a feast, writing, or serving. 

What will you do? 

How will you do it? 

How will it reflect Greek and/or Christian values? 

What problem regarding feasting around you will it seek to resolve?

Create a new document, and write a proposal that answers these questions.

Post--
Work on Body Paragraph Drafting.

HW--
LT Book Club #4--last one--on Block Day.
Plan and prepare for Feast Project.
Be ready for Organization Check.

Monday, 10/6

Pre--
Late Assignments--turn into basket.
Take Prefix Quiz.
When you finish, you may continue to compile evidence/quotes from the Odyssey into your Notebook.

Lesson--
Essay Writing: Thesis, Outline, Arguments and Evidence.

Writing process:
1. Brainstorm
2. Compose a Thesis and Outline
      Thesis: specific and analytic
      Outline: 3 topics you will cover in each paragraph, each of which is based in the thesis.
       Ex: In the Odyssey, Homer uses the Sirens to symbolize Odysseus' ability to make it past
              temptations and achieve his nostos.
3. Gather Evidence - quotes that prove your thesis.
4. Organize into three separate arguments, three separate body paragraphs.
      Sample Body Paragraph:
          Sentence 1: Topic (see above)
          Sentence 2: Evidence (For example, Homer writes... "the Sirens...".)
          Sentence 3: Commentary (This shows that...)
          Sentence 4: Evidence #2/further explanation
          Sentence 5: Commentary/Explanation
          Sentence 6: Conclusion/Transition (reference your thesis, move into your next sentence)
5. Ask, "Does my evidence really prove my claim? Should I change my evidence or my claim if they do not match?


Post--
Write your three body paragraphs in your Journal section, underneath your thesis and reading notes. Label them each "Body Paragraph 1, 2, or 3"

HW--
Organization & Journal Checks tomorrow--be organized
LT Reading by Block Day (1st Period Thurs., 4th Period Wed.,)

Friday, 10/3

Pre--
Pull out Final Narratives to turn in; keep on your desk
Prepare for Book Club
Psalm 11

Lesson--
Book Club
Discussion Expectations: Reference the text, engage everybody

Post--
Read Sample Essay Guide by Monday, reviewing at least one Sample Essay

HW--
Prefixes a - dis entries due Monday (you may choose to do these as flash cards)
Prefix Quiz on Monday
Read & Explore Sample Essay Guide

Thurs., 10/2

Pre--
Pull up the Odyssey Part 2
Review and take notes pertaining to your chosen theme

Lesson--
Finish The Odyssey Part 2
Highlight and take notes on evidence pertaining to your claim.

Post--
Continue to read the Odyssey; begin listing quotes to use as evidence in your Journal.
Work on Narrative Revisions.

Homework--
Final Draft of Narrative due Tomorrow (print and turn in physically)
LT Book Club Reading due Friday
Prefix Quiz a - dis on Monday.

Wed., 10/1

Pre--
Pull out journals, open to Odyssey Analysis Response.

Underneath, write "Practice Thesis"

Based on your claim, write a Thesis conforming to the following format:

In [Title of work/episode], [author's name] uses ______________, ___________________, and

_________________ [three specific literary devices] in order to

________________ [develop a specific theme].

Example: 
In the Odyssey, Homer uses similes about Circe, Odysseus' relationship with Calypso, and Odysseus' exposure to the Sirens in order to show how Odysseus must overcome female temptation and achieve nostos.

Share with partners.

Lesson--
Continue The Odyssey Part 2
Highlight and take notes on evidence pertaining to your claim.

Post--
Continue to read the Odyssey; begin listing quotes to use as evidence in your Journal.

Homework--
Final Draft of Narrative due Friday; review Peer Comments on Turnitin.com
LT Book Club Reading due Friday
Prefix Quiz a - dis on Monday.

Tues., 9/30

Pre--
Finish PeerMark on Turnitin.com
Work on Prefix entries (a-dis)

Lesson--
Literary Analysis: Finding Evidence (what to look for)
Begin reading the Odyssey Part 2, seeking to find evidence for your answer to Analysis Question

Example
Claim: Homer uses female figures as a symbol of distraction from returning home (nostos).
Evidence: Calypso, Circe, the Sirens, and in-depth explanation of how they distract Odysseus or his men from nostos. Find specific quotes to analyze. 

Post--
Review your Analysis Response from yesterday--are you finding more evidence? Do you need to change your claim?

Work on Essay Revisions or Prefix Entries
Pass back work

HW--
Final Draft of Narrative due Friday; review Peer Comments on Turnitin.com
LT Book Club Reading due Friday
Prefix Quiz a - dis on Monday.

Mon., 9/29

Pre--
Turn in 2nd Draft; Upload to Turnitin.com

Write in your Journal, title "The Odyssey Analysis" How does Homer develop themes related to  metis, nous, or nostos? Cite specific examples and specific devices that Homer uses. How are these similar to or different from themes in The Lightning Thief?

Write a well-developed response, and check your writing. Mr. Kirkendall is watching, like the Cyclops (before his eye was gouged out).

Lesson--

Peer Review: turnitin.com assignment


HW--
LT Reading (Book Club Friday)
Final Draft of Essay (both due Friday)
Finish all Prefix Entries (a-dis); quiz next week

Thurs., 9/25 & Fri., 9/26

Pre--
Quiz
Prepare for Book Club
Book Club--20 points for completion, 20 points for quality of group-work (discussion expectations!)
Be ready for next book club

Lesson--
[4th period only:
What kind of obstacle does the Cyclops present to Odysseus? What does this symbolize?
How does Odysseus prove his metis and nous in this episode?
How do Odysseus, the Cyclops, and various gods (Zeus, Poseidon, etc.) all relate to each other? Is Odysseus in control of his own destiny, or do the gods determine his destiny?]

Finish the Odyssey Part 1

Written Response in Journal: How does Homer develop themes surrounding metis, nous, or nostos? Cite specific examples and specific devices that Homer uses.

Post--
Narrative Revisions: 2nd Draft & Final Draft Expectations


HW--
Finish Narrative Revisions 2nd Draft--one day of Grace (turn in by Monday)
Submit to turnitin.com

Wed., 9/24

Pre--
Continue Reading "The Cyclops" episode, annotating silently.
Take note of metis, nous, nostos, feasting, death, etc.

Lesson--
Read & highlight main points starting from line 264. Practice making good notes; I will give you time, but will not guide you through note-taking.

Discussion:
What kind of obstacle does the Cyclops present to Odysseus? What does this symbolize?
How does Odysseus prove his metis and nous in this episode?
How do Odysseus, the Cyclops, and various gods (Zeus, Poseidon, etc.) all relate to each other? Is Odysseus in control of his own destiny, or do the gods determine his destiny?

Post--
Work on prefix entries
HW--
Prefixes 11-20 by next class (Quiz!)
Narrative Revisions due Block Day (Grace given)
LT Reading & Book Club Jobs due Block Day, next class

Tues., 9/23

Pre--
Review the definition and example of Epic Simile. 5 minutes.

In your Reading Notes, or in your Journal, create your own epic simile that compares a time you had to decide to do the right thing with something interesting and revealing. 2-3 sentences. Format:

"As when/how...  [2-3 sentences of a descriptive, in depth epic simile] ... so was I when I had to [decision you had to make]."

Lesson--
Continue reading the Odyssey, taking notes on Character, Theme, Epic Simile

Post--
Silent Reading and note-taking of the Odyssey.

HW--
Prefixes 11-20 by Block Day (Quiz)
2nd draft of narratives due Block Day
Read LT & do Book Club job by Block Day

Mon., 9/22

Pre--

Enjoy some muffins from my wife (front table)
See previous blog post for Reading Notes, copy down into Reading Notes section
If you want to re-take a quiz, see me during advisory this week

Write Journal #7 (25-30 minutes):

Write about a large obstacle that you had to overcome. Be detailed, and if you like, tell it as a story. Try to include a Homeric simile (a simile that goes on for a long time).

Lesson--

Continue reading The Odyssey

Post--

Review Prefix Entries in Vocabulary Notes

Homework--

Entries for Prefixes 11-20 by Block Day (Quiz on that day)
Work on Narrative Revisions (2nd draft due block day)
Read 2nd section of The Lightning Thief for Block Day Book Club
[Make sure to have previous blog post copied into reading notes]

Homework: Copy Terms into Reading Notes

Direct Characterization: the way an author tells what a character is like with direct description of him or her.

Ex.: "Bobert was angry."

Indirect Characterization: the way an author shows what a character is like through his or her actions, words, or appearance.

Ex.: "Bobert punched a wall, turned as red as a tomato, and exclaimed, "I'll get you for this, Monsieur Montgomery!"

Theme: a pattern of an idea, lesson, or moral that an author weaves into a story through character, plot, dialogue, etc.

Ex.: In the short story "Bobert's Revenge," Bobert is constantly becoming angry for very small things, but doesn't realize the larger, more important things that are going on around him. These instances develop a theme of "anger over trivialities."

Epic/Homeric Simile: A simile in epic poetry that extends for several lines, and usually highlights something about hero.

Ex.: "As when a bear, startled by an intruder, rages into a fury to protect her young, throwing her mighty paws and thrashing her heavy head, rending trees into splinters and rocks into sand, so did Bobert rage when he found out Monsieur Montgomery ate his donut.

Thurs., 9/18 & Fri., 9/19

Pre--
Quiz
Pull up Book Club work when you finish.

Get in Book Club Groups; be ready to start when bell rings. I will be checking your completion as you discuss.

Lesson--
Book Club: Present for 5 minutes each in this order:
1) Vocab
2) Myth
3) Deep Reader
4) Discussion Leader

With remaining time, discussion leader asks questions, and the group discusses.

Continue reading the Odyssey.

Post--
Work on Narrative 2nd Drafts, due in one week.

HW--
Find definitions for Direct Characterization, Indirect Characterization, Theme, and Epic Simile. Put them in your reading notes; Due Monday 9/22 (Blog Post with notes on these to follow!)
Read the next section of LT; Due on Block Day next week (9/25 or 9/26)

Wednesday, 9/17

Pre--
Have out answers to Reading Questions/Notes on the HW reading & video

Journal #6: What is something, someone, or somewhere that you feel you have lost? What would you do to reclaim that something, someone, or somewhere? If you like, tell this like a story, including vivid details and descriptions.

Lesson--
Finish Background Notes on the Odyssey
Begin reading, annotating for character and plot.

How does Homer use a proem? What does it lay out for the reader?
Who is Odysseus? What is he like?
Who is Penelope? What is her situation?
Who is Telemachus? What does he struggle with?
What are obstacles that Odysseus must overcome? (Predict & Observe)

Post--
Read LT or work on Narrative Revisions

HW--
Finish first LT reading section for block day Book Club; work on Narrative Revisions

Tuesday, 9/16

Pre--
Download into Reading Notes in Notability: The Odyssey Intro Notes (also on Focus under "The Odyssey)

Open & have ready two texts by Leithart - "Ancient Epic" and "The Odyssey." Both are on Focus.

Begin reading "Ancient Epic."


Lesson--
Read "Ancient Epics" and take Notes on "The Odyssey Intro Notes."

Read "The Odyssey" and take Notes on "The Odyssey Intro Notes."

Post--
Answer Reading Questions in Reading Notes

HW--
Finish Reading Questions at the end of notes in your Reading Notes--have ready to show me tomorrow.
Answer by skimming "The Odyssey Introduction" (on Focus) and by watching this video: https://www.youtube.com/watch?v=MS4jk5kavy4

Monday, 9/15

Pre--
Quiz
When finished, work on Narrative Revisions (if in filing cabinet, retrieve it)

Lesson--
Narrative Revisions--
What is the plot, and how is it structured?
How did you incorporate a theme or aspect of CFR?
Is it free of grammar, mechanics, and syntactical errors?

Set up Book Club for The Lightning Thief
Download the Book Club Description Document (also on Focus)
Book Club Groups: Announce Members; Create Document; Create Reading Plan

Post--
Begin reading The Lightning Thief


HW--
Read your first section of The Lightning Thief

Thurs. 9/11 & Fri. 9/12

Pre--
Find at least two analogies from MC Ch. 2; complete corresponding entries in analogy chart.

Lesson--
Finish Chapter 3 of Mere Christianity
  What is Lewis' main argument?
  How does he prove this argument with illustrations, examples, or analogies?
  Why does he start a book about the 'basics' of Christianity with these chapters?
Discuss: Why would C.S. Lewis present his arguments the way he does? How can one apply his idea of the "Moral Law" to thinking about other things? Literature?

Turn in Analogy Chart to Google Drive Folder

Grammar: Bedford 8, 9, 19, 20 review

Prefix review: Partner drills

Post--
Peer Review of Narratives & Revisions
   Plot?
   CFR?
   Mechanics?
If time: finish composing "The Tyger" paragraphs & poem
HW--
Have The Lightning Thief Book 1 Read for first outside read
Download texts under "The Odyssey" on Focus--put in new category in Notability.
Study for Grammar/Vocab Quiz
Try to acquire Bedford Integrated Media; if "on back-order," rely on the online 7th edition until it is available.