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.