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.

Wednesday, 9/9

Pre--
Finish Analyzing MC Book 1 for Analogy - complete chart, and complete similar notes for future chapters.

Lesson--
Read Chapters 2 & 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?

Post--
Review Grammar - Bedford 8, 9, 19, 20
Review Prefixes
Pass back work

HW--
Study for Grammar/Vocab Quiz
Have Analogy analysis handout ready to turn in

Tuesday, 9/9

Pre--
Pray: Psalms 1
Read Introduction to "Analogy" handout; come up with as many analogies as you can for the example

Lesson--
Read Lewis Ch. 1 - 2; Focus on analogy (handout)

What is the “Law of Nature?” How does it relate to Lewis’ ideas about right and wrong?

Why would Lewis start his book about “Mere Christianity” with this chapter?

How does Lewis support his arguments? How does he make them convincing? (ex.: laws that humans cannot help but obey, and laws that they can choose to disobey)

Post--
Finish Paragraph & Poem in response to "The Tyger"

Homework--
Study for Grammar/Vocab Quiz on Block Day:
Prefixes 1-10
Bedford 8, 9, 19, 20 (do practice sentences at end of each chapter to study)

Monday, 9/8

Pre--
In Grammar Notes:
-Write the correct version of these sentences:

1. Listening to the CD her sister had sent, Mia was overcome with a mix of emotions. Happiness, homesickness, nostalgia. (Bedford 19d)
2. The city had one public swimming pool, it stayed packed with children all summer long. (Bedford 20d)

-Write a sentence in which you list your three favorite things to do. (parallelism, Bedford 9)
-Review Active Verbs

Lesson--
Take notes in "Reading Notes"
Why read? Non-fiction, philosophy, & "common Christianity."
C.S. Lewis Background: C.S. Lewis Foundation
Analogy - Complete Assignment as we read


Post--
Finish Paragraph and Poem on "The Tyger"

Homework--
Prefix Entries 1-10 by Block Day

HOMEWORK REMINDER

1) Study for Vocabulary & Grammar Quiz (covers Prefixes 1-10)

2) Complete 3 more Vocabulary Entries (Prefixes 1-5 due Monday)

4) Try accessing Bedford Integrated Media

5) Come with Mere Christianity on Monday

6) Submit Narrative Essay to Turnitin.com for credit

Thursday 9/4 & Friday 9/5

Pre--

Organization Checks--have notebooks or Notability out and ready to show me.

Read "God's Grandeur" and take notes

Grammar Review

Lesson--

Finish Poetry.

1)   Read out loud and focus on comprehending the meaning. Write notes in the margin that summarize what is happening.

2)   Re-read; circle symbols and underline figurative language. In the margins, write what the symbols could stand for and what the figurative language means.

3)   Re-read; ask yourself what ideas the author is getting at through the symbols and language he presents. Take notes at the bottom, writing out a short phrase of what theme or themes you notice.

Post--

1 paragraph writing: How does William Blake use symbolism and figurative language in “The Tyger” to develop a theme of experiencing both beauty and terror? Compose one paragraphs using specific evidence.

Poetry: Write a poem that uses symbols and figurative language to develop a theme related to creation, fall, or redemption.

Homework--
Study for Vocabulary & Grammar Quiz; Complete 3 more Vocabulary Entries (Prefixes 1-5 due Monday); try accessing Bedford Integrated Media; Come with Mere Christianity on Monday

Wednesday, 9/3

Pre--
Correct homework, Bedford 8c:
d. No change necessary
e. Protesters were shouting on the courthouse steps.
1. The monkey that had escaped from the zoo made a strange sound in the willow tree.
2. Her letter acknowledged the student's participation in the literacy program.

Download from Focus into Notability "Poems & Shorts:" "Holy Sonnet XIV," "Sonnet 130," "God's Grandeur," "The Tyger"

Lesson--
Copy & Define in Literary Devices Notes:

Theme: a pattern of ideas developed in a literary work.

Symbol: an object that has a deeper meaning or connotation than the literal object

Figurative Language: non-literal language; language that expresses meaning beyond the words’ literal definitions.

            Metaphor: A comparison wherein something “is” something different.

            Simile: A comparison wherein something is “like/as” something different.

            Personification: a non-human thing given human-like characteristics.

To analyze poems for symbols, figurative language, and theme, follow these steps:

1)   Read out loud and focus on comprehending the meaning. Write notes in the margin that summarize what is happening.

2)   Re-read; circle symbols and underline figurative language. In the margins, write what the symbols could stand for and what the figurative language means.

3)   Re-read; ask yourself what ideas the author is getting at through the symbols and language he presents. Take notes at the bottom, writing out a short phrase of what theme or themes you notice.

Post--

1 paragraph writing: How does William Blake use symbolism and figurative language in “The Tyger” to develop a theme of experiencing both beauty and terror? Compose two paragraphs using specific evidence.

Creative Assessment: Write a poem that uses symbols and figurative language to develop a theme related to creation, fall, or redemption.

Homework--

Complete two vocabulary entries*; Have Mere Christianity ready to read.

*Go to "Prefixes" Link. Complete 2 entries (starting with "a"), in your "Vocabulary" notes

An entry includes: The prefix, definition, two sample words, and one of the sample words used in a sentence.

Tuesday, 9/2

Pre--
In "Grammar Notes," Correct the following sentences so they utilize active verb forms:

The student on roller-blades was tripped by the irksome teacher.

The only responsibility I was given by my parents was putting gas in the new car.

The written work of first and fourth period was influential in Mr. Kirkendall's decision to teach a lesson on active verbs.

*Have Personal Narratives ready to turn in
*Returning work, re-dos, folders, organization reminder
*Returned work questions after "Pre--"

Lesson--
Pray - Psalm 1:1-4
Discuss: What is a story? What is imagination? What would these have to do with being a Christian?
Is your reading and writing "governed by the Law of Love?" (Alan Jacobs, A Theology of Reading, p. 10)
Read C.S. Lewis essay excerpt; take notes and complete 1-2 sentence response:
Why do humans need stories? What do stories have to do with being Christian?
Read George MacDonald excerpt; take notes and complete 1-2 sentence response:
Why is imagination important? What does imagination have to do with being Christian?

Post--
Make sure your e-book or book of Mere Christianity is ready and bring it tomorrow.
Start on Homework

Homework--
Grammar Lesson 1 - Active Verbs: Complete items d., e., 1, and 2 in Bedford 8c (p. 151). Complete in "Grammar/Writing" notes section. Due Wed., 9/3