Friday, 1/29

1. Roots & Grammar

drome

run, step

syndrome (run together), hippodrome (place where horses run) Look at that dromedary run across the sand-dunes! (single-humped camel)

Review: Fragments, run-ons, comma splices; label what is wrong and how you would fix--

a. There is one thing I really love. Looking at the stars.

b. Please come to my house you will love it there.

2. Take some time now to make a schedule or plan for completing your independent reading. Review the page under Units of Study for the due date, the list of books, and the form.

3. Continue reading Act 1.

*Note--an upcoming project will require you to describe how a single character does or does not demonstrate love. Be on the look out for a character you like or find interesting who you would like to base your project off of. You can review the project by finding it on the Romeo & Juliet page under "Units of Study."

4. Begin taking notes on Key Terms. There will be a quiz on this material next week or the following week.

HW--Get a parent signature on Independent Reading Form.

Be ready for a Roots 1-15 Quiz (crea - drome) next week (2/4)

Wednesday, 1/27

1. Roots & Grammar--

dorm	sleep	dormant, dormitory The sleeping dragon had lain dormant for decades.
dox	opinion, praise	orthodox, heterodox, paradox, doxology The Trinity and the Incarnation are central doctrines of Christian orthodoxy. God becoming man is a mysterious paradox.

Review: subordinate clauses; repair the following sentences

1. Alex made cookies for his neighbors every friday, a fine young boy.

2. Raul a skater. Liked to help the neighborhood boys build skate ramps. 

2. Finish Intro Notes, Speaking Shakespearean, and Cast

3. Act 1 Intro & Reading--Fencing, Dancing, and Falling in Love

How does Shakespeare develop character traits?

HW--Study "Speaking Shakespearean" & Cast

Tuesday, 1/26

1. Root & Grammar-

domin	master	dominate, dominion, predominant, domain Humans are the dominant species on planet earth.
don	give	donate, condone Donate blood, and you may save somebody's life.

Review: subordinate clauses

*Each of these sentences contains a subordinate clause (underlined). Identify if the underlined subordinate clause is acting like a noun, adjective, or adverb.

1. The boy argued with his mother.

2. During a mudslide, be sure to find higher ground.

3. Shakespeare was a successful actor who also began writing the world's most famous plays.

2. Finish Prologue 

3. Speaking Shakespearean & Cast of Characters

4. Read and take notes on Anderson Article

HW--re-do Short Story if it is passed back to you

Monday, 1/25

1. Roots & Grammar--

dict	say, speak	dictation, dictionary, dictate, dictator, Dictaphone, edict, predict, verdict, contradict, benediction I predict that the dictionary will contradict my definition.
doc, dokein	teach	doctrine, indoctrinate, document, dogma, dogmatic The document contained some strange doctrine.

Review: subordinate clauses (adjectival); correct the following sentences so they are complete sentences with appropriate clauses--

1. We went to the supermarket. And then we went home.

2. I would like a loaf of bread I would also like a hunk of cheese.

3. Because if you consider shoplifting I will report you.

2. Journal #17: What is love?

*Object Sharing

3. Prologue Reading & Viewing--why would Shakespeare spoil the whole ending?

*Start Intro Notes: Anderson Article

HW—Short story due tomorrow, MLA, typed, printed

Friday, 1/22

1. Roots and Grammar in your notes--

derm

skin

hypodermic, dermatology, epidermis, taxidermy Your epidermis is the largest soft tissue organ in your body. I have several fine taxidermy specimens of narwhal.

Homophones: complement/compliment

*Complement: noun or verb, something that goes well with or completes something else.

*Compliment: noun or verb, polite expression of praise or encouragement.

1. I just about fainted when our strict coach finally gave me a _______________ (compliment/complement)

2. White wine makes a nice ________________ with fish (complement/compliment).

3. Good sir, you forgot your ________________ fortune cookie (complementary/complimentary). 

*Prayer requests?

2. Introduce second semester independent reading (find under Units of Study). Choose your book, and get a parent pre-approval signature soon. Next week, we will have some class time to make a scheduled plan, so have your book(s) chosen and ready.

3. Create a new folder titled "Romeo & Juliet." Head to our Google Drive folder in your Drive app, and download all texts for Romeo & Juliet. 

*What is love? Who has the right to tell others what love is? Are teenagers capable of real love?

*On Monday, bring an object or image that represents somebody's view of what love is, represents some meaningful, loving connection you see. These can be good or bad views of love. Think about your families, pop culture, school culture, history, art...

4. Writer's Workshop: Write actively, not passively (cut out as many verbs as possible).

*Find a partner. Have your partner read a specific 2-3 sentence section, and help you revise it for clarity, active verb usage, and cutting down on cluttered words. 

*Give your partner a compliment, then a suggestion for revision, then another compliment.

*Continue writing your Narrative when you both give feedback.

[If time--*Read and annotate the Prologue

*Watch two film versions of the Prologue]

HW--Bring an object or image representing love on Monday. This will count for participation credit.

Narratives due on Tuesday, 1/26. MLA formatted, typed, printed.

Wednesday, 1/20

Please take this brief Jan Term Survey

1. Roots & Grammar--

dent, dont

tooth

dental, denture, orthodontist, periodontal Teenagers often have to navigate the painful world of orthodontia.

Homophones: allusion/illusion

Allusion: a reference to a famous story, figure, or idea, often in a work of literature.

Shakespeare often alludes to figures from Greek and Roman mythology in his plays.

Illusion: a false appearance or false representation.

The castle hovering over the desert sands looked like a promising destination, but was only an illusion.

1. The magician created the ______________of cutting somebody in half. (allusion/illusion)

2. The magician made an ________________ to the genie from Aladdin in a speech before his trick. (allusion/illusion)

2. Your 12 RQs were due today, before class time, to Google Classroom. You may submit them now for late credit. Make sure they are on the same document, and clearly labelled with which story they apply to.

3. Work on drafting your short story. Review all aspects of our Short Narrative unit, including the rubric, for guidance and inspiration.

HW--Short story due Tuesday, 1/26

Tuesday, 1/16

1. In your notes--

deca	ten	decade, decalogue, decathlon, decahedron
dem	people	democracy, demography, epidemic

Homophones: affect/effect

Affect is a verb; A = active

Effect is a noun; no A = no active

1. Web and cellular technologies __________ the way people process information (affect/effect).

2. One of the ___________ of exposure to radiation is blackened hair (affects/effects).

3. I am afraid that the new policy will ____________ us in a negative way (affect/effect).

2. Review the rubric

3. How to begin? On the Short Narrative page, reflect on John 1, on the famous opening lines (toward the bottom of the page), and do a 5-minute journal brainstorming as many 'beginnings' as possible. They can be related or unrelated to your current story idea.

4. Continue working on your short narrative. Review the requirements at the bottom of the Short Narrative page.

HW--All RQs (12) due tomorrow to Google Classroom (submit before school starts). One single document.

Friday, 1/15

1. Copy/complete in your Grammar and Roots notes--

cycl, cyclo

wheel, circular

Cyclops, unicycle, bicycle, cyclone, cyclic I ride my unicycle to school every day.

It’s = contraction for “it is.”

Its = possessive pronoun

1)   ___________ pleasure to meet you (its/it’s).

2)  The government gave most of __________ funding to fighting poverty (its/it’s).

2. Go to the Short Narrative Unit page (click here or find under Units of Study) and begin copying Key Terms notes under #3 into your reading notes while we review them.

Then, review the Narrative Rubric together (#4) to gain a broad view of what constitutes a well-told story. You will be writing your own story inspired by a new story of your choice, and this rubric will also be used to grade it.

Then, continue through #3, #5, and #6, which include--

*Completing the 6 Response Questions (RQs) to "The Most Dangerous Game" on a new document.

*Choosing a new short story from the list, reading, and responding to the same 6 Response Questions for this story on the same document (12 response questions total for 2 stories).

*Begin brainstorming and writing your own short narrative.

All instructions and guidelines are on the short narrative unit page.

HW--RQs due Wed., 1/20 (12 total for 2 stories)

Short narrative due Tuesday, 1/26

.

Wednesday, 1/14

1. Copy the root, and complete the grammar exercise, in your notes--

cura

care

curator, curative, manicure One day, I’d like to be a museum curator.

Homophones: your/you’re

 1. ____________  shoe is untied (you’re/your).

 2. ____________ a bright, shining star (you’re/your).

2. Finish reading "The Most Dangerous Game," and start working on RQs - 

Complete these in a new document titled "Short Story RQs." You will complete another set of these for one more story of your choice (starting on Block Day).

Response Questions

Episodic Elaboration

1.    What event in the story seems the most surprising or powerful? Why?

2.    What are the consequences of this event? How does the protagonist or antagonist respond to this event, and how does this shape his/her character or affect the plot?

Specificity of Detail

3. What is a specific detail or concrete image that is particularly strong or vivid?

4. How does this detail or image contribute to the overall meaning, focus, or effect of the story?

Style

5. Where do you notice interesting, creative, and strong examples of word choice, syntax, tone, or awareness of audience?

6. How do specific devices (e.g. humor, irony, en media res, figurative language) contribute to voice of the author and the impact on the reader?

HW--Finish Reading "The Most Dangerous Game" by Block day.
all RQs due on Wednesday, 1/20

Tuesday, 1/12

1. Copy the following roots in your Sem2 Roots notes (there will be 40, and you will not be tested on the roots from last semester); complete the grammar exercises in your Grammar notes--

crit	separate, choose	critical, criterion, hypocrite The critics say the film was a good adaptation of the book's characters, but its plot lacked substance.
cur, curs	run	current, concurrent, concur, incur, recur, occur, courier, precursor, cursive The strong ocean current swept him off his feet.

Homophones: there/there/their; identify the correct word for the blank--

1. Where is Ted? He is over __________ (there/their/they're). 

2. Ted is with Alex; both _____________ eyes look red (there/their/they're).

3. ___________ snarling at us. I think ____________ angry (there/their/they're).

2. What makes up a strong story, and what makes it whole? 
Take notes on the Key Terms  in your Reading Notes:

• Episodic Elaboration - plot, event, character construction
• en media res - Opening a story in the middle of the action, requiring filling in past details by exposition or flashback.
• Plot Structure
• Specificity of Detail - concrete detail, imagery, vivid description
• Figurative Language and imagery - Sensory details in a work; the use of figurative language (such as metaphor, simile, symbolism, hyperbole) to evoke a feeling, call to mind an idea, or describe an object. Imagery involves any or all of the five senses.
• Style - Word choice, syntax, sensitivity to reader/audience
• Tone - the way the author expresses his/her attitude in his/her writing*
• Irony - A situation or statement characterized by significant difference between what is expected or understood and what actually happens or is meant. Irony is frequently humorous, and can be sarcastic when using words to imply the opposite of what they normally mean.
• Syntax - The way words are put together to form phrases, clauses, and sentences. It is sentence structure and how it influences the way a reader perceives a piece of writing.
• Narrative Voice - The way the author writes as opposed to how he/she writes. It is the quality that makes his or her writing unique, and which conveys the author's attitude, personality, and character. 

(Both can be found on the Short Narratives page.)

3. Read "The Most Dangerous Game"  out loud (make sure to download into notability)--keep an eye out for the sorts of things we took notes on, and think about what makes a good story whole.

HW--Finish Part 2 of Journal #16 (read "Good Reader/Bad Reader") 

Monday, 1/11

Welcome back!

Announcements
*Prayer updates?
*Daily: complete Root & Grammar Warm-up right away
*1st Semester Final: see me if you would like to review it (FLEX, after or before school)
*Persuasive Essay: in your file if you would like to review or keep it
*Seating Privileges
*iPad privileges: participation grade & referrals

1. Complete Journal #16; prepare to share it with a partner.

To tell good stories, draw the listener along a single thread and save the juicy stuff for a climactic moment. Don't give it all away at once!
*Share with a partner
*2-3 share with the class

Reading well will help us write well, which is why we will both read and write narratives to start the second semester.

2. Introduce Short Stories & Narrative--download and save "The Most Dangerous Game" into Notability.
*You can find this under "Units of Study."
*Do you know anyone who seems to derive pleasure from manipulating others? How does this feel? How might this feeling be associated with suspense and surprise?
*Begin reading out loud.

HW: Read the handout "Good Reader/Bad Reader" and use it to finish Journal #16