Summer Assignment: Instructions for Annotating a Text

For AP Literature students who did not get a copy of the Summer Assignment, here are the two articles you need to read for annotating the book you chose in the previous blog entry. Essay How to Mark a Book By Mortimer J. Adler, Ph.D.   You know you have to read "between the lines" to get the most out of anything. I want to persuade you to do something equally important in the course of your reading. I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading. I contend, quite bluntly, that marking up a book is not an act of mutilation but of love. You shouldn't mark up a book which isn't yours. Librarians (or your friends) who lend you books expect you to keep them clean, and you should. If you decide that I am right about the usefulness of marking books, you will have to buy them. Most of the world's great books are available today, in reprint editions. There are two ways in which one can own a book. The first is the property right you establish by paying for it, just as you pay for clothes and furniture. But this act of purchase is only the prelude to possession. Full ownership comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it. An illustration may make the point clear. You buy a beefsteak and transfer it from the butcher's icebox to your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your bloodstream. I am arguing that books, too, must be absorbed in your blood stream to do you any good. Confusion about what it means to "own" a book leads people to a false reverence for paper, binding, and type -- a respect for the physical thing -- the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate inside the cover. Having a fine library doesn't prove that its owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them. There are three kinds of book owners. The first has all the standard sets and best sellers -- unread, untouched. (This deluded individual owns woodpulp and ink, not books.) The second has a great many books -- a few of them read through, most of them dipped into, but all of them as clean and shiny as the day they were bought. (This person would probably like to make books his own, but is restrained by a false respect for their physical appearance.) The third has a few books or many -- every one of them dog-eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back. (This man owns books.) Is it false respect, you may ask, to preserve intact and unblemished a beautifully printed book, an elegantly bound edition? Of course not. I'd no more scribble all over a first edition of 'Paradise Lost' than I'd give my baby a set of crayons and an original Rembrandt. I wouldn't mark up a painting or a statue. Its soul, so to speak, is inseparable from its body. And the beauty of a rare edition or of a richly manufactured volume is like that of a painting or a statue. But the soul of a book "can" be separate from its body. A book is more like the score of a piece of music than it is like a painting. No great musician confuses a symphony with the printed sheets of music. Arturo Toscanini reveres Brahms, but Toscanini's score of the G minor Symphony is so thoroughly marked up that no one but the maestro himself can read it. The reason why a great conductor makes notations on his musical scores -- marks them up again and again each time he returns to study them--is the reason why you should mark your books. If your respect for magnificent binding or typography gets in the way, buy yourself a cheap edition and pay your respects to the author. Why is marking up a book indispensable to reading? First, it keeps you awake. (And I don't mean merely conscious; I mean awake.) In the second place; reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points. If reading is to accomplish anything more than passing time, it must be active. You can't let your eyes glide across the lines of a book and come up with an understanding of what you have read. Now an ordinary piece of light fiction, like, say, "Gone With the Wind," doesn't require the most active kind of reading. The books you read for pleasure can be read in a state of relaxation, and nothing is lost. But a great book, rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable. You don't absorb the ideas of John Dewey the way you absorb the crooning of Mr. Vallee. You have to reach for them. That you cannot do while you're asleep. If, when you've finished reading a book, the pages are filled with your notes, you know that you read actively. The most famous "active" reader of great books I know is President Hutchins, of the University of Chicago. He also has the hardest schedule of business activities of any man I know. He invariably reads with a pencil, and sometimes, when he picks up a book and pencil in the evening, he finds himself, instead of making intelligent notes, drawing what he calls 'caviar factories' on the margins. When that happens, he puts the book down. He knows he's too tired to read, and he's just wasting time. But, you may ask, why is writing necessary? Well, the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory. To set down your reaction to important words and sentences you have read, and the questions they have raised in your mind, is to preserve those reactions and sharpen those questions. Even if you wrote on a scratch pad, and threw the paper away when you had finished writing, your grasp of the book would be surer. But you don't have to throw the paper away. The margins (top as bottom, and well as side), the end-papers, the very space between the lines, are all available. They aren't sacred. And, best of all, your marks and notes become an integral part of the book and stay there forever. You can pick up the book the following week or year, and there are all your points of agreement, disagreement, doubt, and inquiry. It's like resuming an interrupted conversation with the advantage of being able to pick up where you left off. And that is exactly what reading a book should be: a conversation between you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the proper humility as you approach him. But don't let anybody tell you that a reader is supposed to be solely on the receiving end. Understanding is a two-way operation; learning doesn't consist in being an empty receptacle. The learner has to question himself and question the teacher. He even has to argue with the teacher, once he understands what the teacher is saying. And marking a book is literally an expression of differences, or agreements of opinion, with the author. There are all kinds of devices for marking a book intelligently and fruitfully. Here's the way I do it:       .      Underlining (or highlighting): of major points, of important or forceful statements.       .      Vertical lines at the margin: to emphasize a statement already underlined.       .      Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.)       .      Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument.       .      Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together.       .      Circling or highlighting of key words or phrases.       .      Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the books. I use the end-papers at the back of the book to make a personal index of the author's points in the order of their appearance. The front end-papers are to me the most important. Some people reserve them for a fancy bookplate. I reserve them for fancy thinking. After I have finished reading the book and making my personal index on the back end-papers, I turn to the front and try to outline the book, not page by page or point by point (I've already done that at the back), but as an integrated structure, with a basic unity and an order of parts. This outline is, to me, the measure of my understanding of the work. If you're a die-hard anti-book-marker, you may object that the margins, the space between the lines, and the end-papers don't give you room enough. All right. How about using a scratch pad slightly smaller than the page-size of the book -- so that the edges of the sheets won't protrude? Make your index, outlines and even your notes on the pad, and then insert these sheets permanently inside the front and back covers of the book. Or, you may say that this business of marking books is going to slow up your reading. It probably will. That's one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent reading. Some things should be read quickly and effortlessly and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things differently according to their worth. In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through you -- how many you can make your own. A few friends are better than a thousand acquaintances. If this be your aim, as it should be, you will not be impatient if it takes more time and effort to read a great book than it does a newspaper. You may have one final objection to marking books. You can't lend them to your friends because nobody else can read them without being distracted by your notes. Furthermore, you won't want to lend them because a marked copy is kind of an intellectual diary, and lending it is almost like giving your mind away. If your friend wishes to read your Plutarch's Lives, Shakespeare, or The Federalist Papers, tell him gently but firmly, to buy a copy. You will lend him your car or your coat -- but your books are as much a part of you as your head or your heart.   Instructions for Annotating a Text:[1]  Annotate – v. To furnish (a literary work) with critical commentary or explanatory notes [ad near + nota a mark, note] Inside Front Cover:  Keep a character list with a small space for character summary and for page references for key scenes, moments of character development, etc. Inside Back Cover:   Make note of your thoughts about Themes, allusions, images, motifs, key scenes, plot line, epiphanies, etc.   List and add page references and/or notes as you read.  Additional Markings: Chapter summaries/titles: At the end of each chapter, write a brief summary of the plot as it occurred in that chapter.  This does not have to be long or greatly detailed, but should include all relevant incidents.  Use plot-related language (TP, cf, Cx, RA, etc.), see below, whenever possible in your summary.  Supply an instructive title for each chapter of the book.  This may prove useful for books in which chapters are already titled.  This practice will help you solidify your understanding of a chapter in just a few of your own words. Underline: Within the text of the book, and as you read, underline or otherwise note anything that strikes you as important, significant, or memorable. If possible and profitable, write brief comments within the side margins that indicate your motivation in underlining. Focus on essential stylistic devices (diction, syntax, imagery, literary devices, tone) and elements of literature (plot, setting, characterization, point of view and theme). Often, I underline isolated words and phrases.  Occasionally, I connect such underlinings with a line, in essence creating a new sentence, a distillation of ideas or meaning. Brackets: Use brackets, as you read, together with abbreviations and symbols to indicate passages (too long to underline) that contain important themes, wonderfully nuanced descriptions, especially delightful phrasing and/or syntax, provocative assertions, and figurative language.  And, of course, write comments and analytical snippets to clarify your thinking. Vocabulary/unusual diction: Within the text of the book, circle words that are unfamiliar to you or whose use strikes you as unusual or inventive.  Look up words in a dictionary that seem essential to an understanding of the meaning or the sense of the author.  If it helps to do so, jot a brief definition or synonym nearby. Questions: Actively engage the text and further/confirm your understanding of each chapter by writing at least two open-ended questions for each.  Short essay questions are most useful.  Shifts: Note all shifts in point of view.  Note all shifts in time.  Note all shifts in diction and syntax. The Process: There are a number of procedural expectations that make annotation practical and effective.  1.   Implement a consistent system.  Use the same abbreviations and symbols every time you annotate (See Below). 2.   Use one color ink or pencil to make initial markings while reading; then go back with another color or colors to mark more thoroughly once you have finished a larger section and have had time to think about it. Why?  You may change your mind or get it wrong the first time, or subsequent discoveries may prompt a reevaluation of earlier findings. 3.   Do underlining, bracket notations, and circling as you read 4.   At chapter or section ends, stop to index page numbers on your front cover list of character information and traits as well as on your back cover list of themes, images, allusions, etc. Also, write chapter summaries at that time. 5.   Be neat and be disciplined. Some suggested Abbreviations/Symbols: b/c = because + = and w/ = with w/o = without b/t = between e.g. = for example ex = example info = information b4 = before ↑= increase, improvement, rising ↓ = decrease, decline, falling * = important ** = very important # = of the utmost importance; crucial to understanding > = use caret to point to an exact location   ∆ = change PLOT = plot item (and/or use one of the following)       EXP = exposition       TP = turning point       cf = conflict       RA = rising action       Cx = climax       FA = falling action       RES = resolution Ch = characterization S = setting POV = point of view (mention type: 1st person, limited omniscient, etc.) Th = theme LT = literary term (identify the term by name: irony, tone, foreshadowing, personification, metaphor, symbol, etc.)     Final Thoughts on Annotation: Think critically about what you are reading.  While the amount of annotation may vary widely from page to page, any thoughtful notes you add to a text will help you to read more critically – any thoughtful attempt to annotate your book will help you to understand the reading as you read – and, as I hope these instructions made clear, will help you return to the reading with confidence later.  [1] These Annotation Instructions have been adapted from Chris Rokous’s excellent guide to annotating which, in turn, was in part inspired and informed by “How to Mark a Book,” an essay by Mortimer J. Adler, Ph. D Reprinted from a link provided by Michelle Garbis, Marjory Stoneman Douglas High School, Miami, Florida.

 

AP SUMMER ASSIGNMENT

Summer Reading - AP English Literature and Composition 2009-10
Ms. Scanlon: shscanlon@aol.com & www.scanlons.blogspot.com

CONGRATULATIONS on your acceptance into the AP English Literature and Composition class! I welcome you to an extremely rewarding and challenging course for your senior year. If you have any questions or concerns please feel free to contact me by email or phone 545-5023. See you in August, ready for the challenge!

1. This summer you will read and annotate one book from the list below. You will need to bring your book with annotations the first day of school. You will have a writing assignment (within the first two weeks of school) based on the questions generated from the text. You will also take an Accelerated Reader (AR) quiz when school begins. Read “How to Mark a Book” and “Instructions for Annotating a Text.” Bring both to class and keep in a binder for English.

2. You are to answer questions about basic literary elements for your book that are due the first day of school. This will be your study guide for the Question 3 essay on the AP Exam in May. We will also have a quiz on the basic literary term definitions the first day of class. To see this list, scroll down past the book list.

TITLE/ AUTHOR/ NATION/ PUBLISHING DATE/ BRIEF SUMMARY
Anna Karenina Leo Tolstoy Russian 1876
Tale of the married Anna and her love for Count Vronsky.

As I Lay Dying William Faulkner American 1930
The Bundren family must take the body of Addie, matriarch of the family, away to be buried. Along the way, we listen to each member of the macabre pilgrimage.

The Awakening Kate Chopin American 1899
The story of one woman's emotional journey from a stifled, miserable marriage to a spirited and lusty freedom.

Beloved Toni Morrison American 1987
Sethe was born a slave and escaped to Ohio, but eighteen years later she is still not free. She has borne the unthinkable and not gone mad.

Billy Budd Herman Melville American 1886
A handsome young sailor is unjustly accused of plotting mutiny in this timeless tale of the sea.

Catch-22 Joseph Heller American 1961
Yossarian, the wise-ass bombardier, was too smart to die but not smart enough to find a way out of his predicament.

Ceremony Leslie Marmon Silko American 1981
Tayo, a World War II veteran of mixed ancestry, returns to the Laguna Pueblo Reservation. He is deeply scarred by his experience as a prisoner of the Japanese and further wounded by the rejection he encounters from his people.

Crime and Punishment Fyodor Dostoevski Russian 1866
An impoverished St. Petersburg ex-student formulates a plan to kill a hated, unscrupulous pawnbroker for her money, thereby solving his financial problems and at the same time, he argues, ridding the world of an evil, worthless parasite.

A Doll's House Henrik Ibsen British play 1879
The story of Nora and Torvald rises above simple gender issues to ask the bigger question: "To what extent have we sacrificed our selves for the sake of social customs and to protect what we think is love?"

Heart of Darkness Joseph Conrad British 1899 Assigned by an ivory company to take command of a cargo boat stranded in the interior of Africa, Marlow makes his way, witnessing the brutalization of the natives by white traders.

Invisible Man Ralph Ellison American 1953
Invisible Man is narrated in the first person by the protagonist, an unnamed African American man who considers himself socially invisible.

Lord Jim Joseph Conrad British 1899
A young, idealistic Englishman is disgraced by cowardice while serving as an officer on a merchant-ship. His life is ruined, but then his courage is put to the test once more. This book about courage and cowardice, self-knowledge and personal growth is one of the most profound and rewarding psychological novels in English.

Macbeth William Shakespeare British 1605
Macbeth, a Scottish nobleman in the king's army, is prophesied by witches to become king. Taking their words seriously, he and his wife plot to murder their king. Afterwards, Macbeth's insecurity and guilt lead him to kill innocent people until he himself is defeated.

Madame Bovary Gustave Flaubert French 1856
Emma Bovary, a bored country housewife, abandons her husband to pursue the libertine Rodolphe in a desperate love affair. Written in a modern style, this powerful novel was a scandal in its day.

The Mayor of Casterbridge Thomas Hardy British 1886
Michael Henchard, having sold his wife and baby early in the novel for five guineas while in a drunken rage, gets what he deserves despite his valiant efforts at atonement years later.

Medea Euripides Greek 341 BCE
Medea tells the story of the jealousy and revenge of a woman betrayed by her husband. She leaves home and father for Jason's sake, and after she has borne him children, he forsakes her.

Middlemarch George Eliot British 1871
This "Study of Provincial Life" has a multiple plot with a large cast of characters, and it pursues a number of underlying themes, including the status of women, the nature of marriage, idealism and self-interest, religion and hypocrisy, and education.

Moby Dick Herman Melville American 1851
This story tells the adventures of the wandering sailor Ishmael and his voyage on the whaleship Pequod, commanded by Captain Ahab. Ishmael soon learns that Ahab seeks one specific whale, Moby Dick, a white whale of tremendous size and ferocity.

Obasan Joy Kogawa Canadian 1981
Obasan uses a combination of personal narrative, lyrical outpourings, official letters, and dreams to protest the treatment of Japanese-Canadians during World War II. The voices clash and mesh until they reach the ending, which both stuns and reveals truth.

Tess of the D'Urbervilles Thomas Hardy British 1891
Tess of the d'Urbervilles describes the experiences of a woman who, through no fault of her own, falls outside of the moral code of the Victorian era in which she lives and suffers long-reaching consequences as a social outcast.

Their Eyes Were Watching God Zora Neale Hurston American 1937
An African American woman, Janie Crawford, tells the story of her life in Florida in the early 1900s and her marriages to three very different men.

Wuthering Heights Emily Bronte British 1847
This swirling tale of largely unlikeable people caught up in obsessive love that turns to dark madness is cruel, violent, dark and brooding. And yet it possesses a grandeur of language and design, a sense of pity and great loss that sets it apart.

LITERARY ELEMENTS & DEFINITIONS

You will write these definitions on a quiz the first day of class.

• THEME: The central or dominant meaning of a work as a whole. It is often a universal idea.
Theme is the most important term to understand in literature (fiction).

• PLOT: The sequence of events. It includes:
Exposition: background facts,
Conflict: problems or struggles,
Rising action: increasing levels of conflict,
Climax: point of greatest tension or the turning point,
Falling action: action that leads to the resolution,
Resolution: the culmination of the plot. ( also known as denouement)

• SETTING: A combination of:
(1) Place,
(2) Historical time, and
(3) Social environment

• CHARACTERIZATION: The ways an author describes and develops the characters.
FLAT characters are types, defined by a single quality.
ROUND characters have the three-dimensional complexity of real people & are developed by author.

• POINT OF VIEW: The vantage point from which a narrative is told.
FIRST person: The author tells the story through a character referred to as “I.”
THIRD person: The narrator is omniscient (all knowing) or limited.

• SYMBOL: Something that stands for itself and also suggests something larger and more complex--often an idea or a range of interrelated ideas, attitudes, and practices.

• ALLUSION: An indirect reference to a person, event, statement, or theme found in literature, the other arts, history, myths, religion, or popular culture.

QUESTIONS ABOUT YOUR BOOK

Write the question. Write the answer on the line below it. Be sure you know the meaning of the terms.

1. In a well-written story, all other elements support the theme. What do you see as the theme of the book you read?
2. Write a statement (a précis) of the plot in one sentence, around 25 words. Do not go over 30!
3. Describe the three parts of the setting on three separate lines.
4. How does the setting impact the meaning of the work as a whole?
Answer questions 5, 6, 7, and 8
for at least two characters.
5. Name a character important to the theme.
6. Tell whether the character is flat or round.
7. Give the evidence that makes you think so. (Evidence is a literal fact or detail from the story)
8. How does the character fit into the meaning of the work as a whole?
9. What is the narrative point of view of your book?
10. How does the point of view fit with the meaning of the work as a whole?
11. Pick out a possible symbol and give the page and chapter where it is mentioned.
12. What might the symbol represent?
13. How is the symbol related to the meaning of the work as a whole?
14. Name an allusion and list the page and chapter where it is mentioned.
15. How does the use of the allusion add to the meaning of the work as a whole?

To learn to identify these elements, you must not get an answer from someone else. If you cannot find an answer or do not understand the question, I will help you learn how to find and understand it, either when school starts or in an email during the summer. shscanlon@aol.com


ANY WORK TAKEN FROM A STUDY GUIDE IS PLAGIARISM AND RECEIVES A FAILING GRADE

Tue, May 19, 2009

Tue, May 19

Pds 1, 2
Final Exam

Pd 4
Literary Circle Presentations for Journal of the Plague Year

Mon, May 18

Pds 1,2,4
1. Study for exam
2. Prepare for presentation

Pd 5
1. Speaker Mr Brad Evans, Radford alumnus 1994, speaking on his career as a political officer for the US Embassy in Iceland

Friday, May 15, 2009

Friday, May 15

Periods 1, 2, 4
1. Study for exam: Voc. Terms 1-25
2. Prepare for presentation for Journal of the Plague Year

Pd 5
1. AR rdg
2. Survey
3. Quiz on The Pardoner's Tale and the Pardoner from p 104, the text, not the small description on the side

Thu, May 14, 2009

Thu, May 14

Pds 2,4
1. Voc 16-25
2. STAR

Pd 5
1. AR rdg
2. Quiz on Nun’s Priest’s tale and discuss what is implied about priest on p121. = [
3. STAR test in Mac lab
HW: Read the Pardoner’s tale pp 122-129 and about the Pardoner on p 104.

Wed. May 13, 2009

Wed. May 13

Pd 1
1. STAR
2. Voc Qz 1-25
3. Lit Circles

Pd 4
1. Voc Quiz 11-22
2. Lit Circles

Tue, May 12, 2009

Tue, May 12

Pds 1, 2
1. AR rdg
2. Vocabulary Qz 11-22
3. Literary Circles

Pd 5
1. Quiz on Middle Ages/ Medieval Period
2. Present One-Pagers
3. Read the Prologue to the Canterbury Tales
4. Watch the Nun’s Priest’s tale about Chanticleer. It’s in the book beginning on p 110. Those who were absent today need to read it for Thursday.
HW: Read p 121 What is the host implying about the Priest?

Mon, May 11, 2009

Mon, May 11

Pds 1, 2, 4
1. AR rdg
2. Voc Qz 11-20 Pd 4
Pds 1 & 2 study #s 19 & 20 for inclusion with Tues quiz 11-22.

Pd 5
1. Discuss Essential Vocabulary 1-25. Idiom: an expression (group of words) that can't be understood from the meaning of its separate words. For example, to "kick the bucket" means to die.
2. The Anglo-Saxon period is notable for the groups of people who lived in England during formative invasions. The earliest people known to live there were Celts. The Romans came and built roads, walls, towns, and forts. They left when Rome was attacked. Germanic tribes such as the Angles and the Saxons invaded and took over from the Celts. The country came to be called Angland. Vikings from Denmark invaded and held land called the DaneLaw but were eventually defeated by the Anglo-Saxons. Finally, the French from Normandy defeated the Anglo-Saxons and united England under one king.
3. Beowulf: Quiz
HW: Do a “One-Pager” for Beowulf quotes. See quotations below. Select a quotation to illustrate. Write the quote, documented MLA style, in large, dark letters. Art should have at least 3 colors, contrast from dark to light, fill the page, use no stick figures, and fit the quote and period appropriately.
HW: Read about the Middle Ages/ Medieval Period pp 68-75 for T/F quiz. Know the two major elements of the period.

Quotations for Burton Raffel’s translation of Beowulf
• Quote 3: "recalling/ The Almighty making of the earth, shaping/ These beautiful plains marked off by oceans,/ Then proudly setting the sun and moon/ To glow across the land and light it;/...made quick with life, with each/ Of the nations who now move on its face." pg. 26, lines 91-98
• Quote 4: "Till the monster stirred, that demon, that fiend/Grendel who haunted the moors, the wild/Marshes, and made his home in a hell./Not hell but hell on earth. He was spawned in that slime/Of Cain, murderous creatures banished/ By God, punished forever for the crime/ Of Abel's death." pg. 26, lines 101-108
• Quote 5: "Twelve winters of grief for Hrothgar, king/ Of the Danes, sorrow heaped at his door/ By hell-forged hands, His misery leaped/ The seas, was told and sung in all/ Men's ears" pg. 28, lines 147-151
• Quote 6: "Grendel's hatred began,/...the monster relished his savage war/ On the Danes, keeping the bloody feud/ Alive, seeking no peace, offering/ No truce, accepting no settlement, no price/ In gold or land, and paying the living/ For one crime only with another. No one/ Waited for reparation from his plundering claws:/ That shadow of death hunted in the darkness,/ Stalked Hrothgar's warriors." pg. 28, lines 151-160

Thur, May 7, 2009

Thur, May 7

 

Pds 2,4

1. AR rdg

2. Voc Qz 7-16

3. Literature Circle

 

Pd 5

1. AP EXAM

Wed, May 6

Wed, May 6

 

Pd 1

1. AR rdg

2.Voc Qz 7-16

3. Literature Circles

 

Pd 4

1. AR rdg

2. Finish reading from Journal of the Plague Year

p 500 part 4 to end

3. Discuss and take Quiz

 

Tue, May 5, 2009

Tue, May 5

Pds 1, 2
1. AR rdg
2. Finish reading from Journal of the Plague Year
Pds 1&2: p 501 part 5
3. Discuss and take Quiz
4. Voc Quiz 5-14, analysis

Pd 5   On the AP exam, don't forget Eliza (or Liza) Doolittle, Henry Higgins, Colonel Pickering, Freddy and Clara Eynsford Hill, Mrs Pearce (Henry's housekeeper).  Pygmalion is a satire on English class values.
1. AR rdg
2. Hand in AP exam essay
3. Discuss essays on prose, poetry, and the "open" question. Look at syntax power point.
HW: Look over your cards to get names of characters, places, etc. in your head for the open question.

Mon, May 4, 2009

Mon, May 4

Pds 1, 2, 4
1. AR rdg
2. Handout: vocabulary lists 1-25
3. Voc Quiz 3-12, sonnet
Pd 4: Progress reports

Pd 5
1. Hand in style essays
2. Discuss AP term quiz
3. Discuss AP exam essays and strategies.
HW: AP exam essay, prose from The Crossing. Students taking other AP exams this week, write the introduction at least.
TWO IDEAS FOR AP EXAM ESSAYS
1. Check out this power point of syntax examples:
http://exchange.guhsd.net/details.php?object_id=643
2. Workable strategy for essay
• 1-3 minutes reading and working the prompt
• 5 mins rdg and making marginal notes about the passage. Try to isolate 2 quotes that strike you. This may give you your opening and closing.
• 10 minutes preparing to write.
---Choose 1 or 2 of these:
-underlining, bracketing, circling
-marginal notes
-charts or key word/one word/line # outlining
• 20 minutes to write
• 3 minutes proofreading

Fri, May 1, 2009

Fri, May 1

Pds 2, 4
1. AR rdg
2. Continue reading from Journal of the Plague Year
3. Discuss and take Quiz

Pd 5
1. AR rdg
2. Hand in AP exam essay
3. Continue AP term quiz and discuss
HW: Style essay due Monday final draft, 2 rough drafts, and outline of thesis (main idea and 3 subtopics).

Thu, Apr 30. 2009

Thu, Apr 30

Pd 1
1. AR rdg
2. Continue reading from Journal of the Plague Year
p 498 to p 501 part 5

Pd s 2,4
1. AR rdg
2. Hand in essays: Final draft, rough draft, outline, chart
3. Vocabulary quiz 1-10 Pd 2
4. Read from Journal of the Plague Year Intro p 497
Pd 2 finished Intro
Pd 4 to part 2

Pd 5
1. AR rdg
2. Hand in introductions
3. Share style essay with partner.
4. Continue AP exam essay terms quiz . Discuss 1,2,4
HW: Do other AP exam essay.
HW: Due Mon-Style Essay , drafts, and thesis outline (main idea and 3 supporting subtopics)

Wed, Apr 29, 2009

Wed, Apr 29

Pd 1
1. AR rdg
2. Hand in essays: Final draft, rough draft, outline, chart
3. Vocabulary quiz 1-10
4. Read from Journal of the Plague Year Intro p 497 to p 498, col 2, ¶ 2

Pd 4
1. AR rdg
2. Hand in essays: Final draft, rough draft, outline, chart
3. Vocabulary quiz 1-10
4. Literary Period & Pepys Diary review

Tue, Apr 28, 2009

Tue, Apr 28

Pds 1, 2
1. AR rdg
2. Hand in essays: Final draft, rough draft, outline, chart
3. Six traits quiz
4. Vocabulary review Pd 1
Lit Pd & Diary review Pd 2

Pd 5
1. Quiz AP essay terms
2. AP essay
HW: Pick up Qstn 3 sheet and your rdg record cards. Address the prompt for each of the three books we read and write the introductions for them as you would on the AP exam essay.
Bring your style essay draft 2 to class Thursday.

Fri, Apr 24, 2009

Fri, Apr 24 Substitute today: Mr. Gumm

Pds 1,2,4
1. AR rdg
2. In the gold books p134 read aloud the first three sections: The Rise of the Romantics and THE RESTORATION & THE ENLIGHTENMENT, then take notes on the handout.
3. Read Samuel Pepys Diary p205-207 aloud. Answer the questions after and hand in.

Pd 5
1. AR reading?
2. Ms Fukuji AP exam documents
3. Quiz on the Epilogue to Pygmalion and check.
HW: Write second (and possibly final) draft of style essay.
HW: Read Defns of AP Essay Terms for quiz on secondary information

Thu, Apr 23, 2009

Thu, Apr 23

Pds 2,4
1. AR rdg
2. Write the last 2 ¶ s of your essay.
3. Due date
pd 2: Tues 4/28
pd 4: Wed 4/29

Pd 5
1. AR rdg
2. Quiz on Act 5 Pygmalion
3. Show me your thesis & outline for style essay
4. Discussion of essay writing
HW: Write a first draft for Friday to discuss with partner. 400 word minimum. You will comment using signs for GOOD, UNCLEAR, and ADD DETAILS
HW: Read Epilogue pp 1201-1207 for quiz.

Writing a Persuasive Essay Using Your Experience

Persuasive Essay in Seven Easy Steps

1. Think of topics of interest to you that you have some personal experience with.

For example, for me it would be books, my school, places I have lived, restaurants and stores, cafeteria food, my children, sailing, cars I have driven, etc.

2. Pick one and write an opinion about it that some people might disagree with.

For example, I picked BOOKS, and my opinion is that you should read Tuesdays with Morrie. In the past I chose If you want a good car, you should buy a Camry.

3. Make a chart listing reasons why your opinion is right (for it) and reasons why it is wrong (against it).

For example:
You should read Tuesdays with Morrie

FOR
1. Lessons about life
2. Two men struggle
with problems and
solve them

AGAINST
1. It’s about death

4. If you have 2 good reasons FOR and one good reason AGAINST, you can write a THESIS statement by filling in the blanks:
Even though ___[reason Against]____,
___[put your Opinion on this line]____
because ___[second-best reason For]_
and ____[best reason For]__________.

For example:
Even though it is about death,
you should read Tuesdays with Morrie
because 2 men in it solve terrible problems,
and it teaches amazing lessons about life.

5. Write an Outline of the body ¶ s based on your thesis. Begin with people’s objection to your opinion, because they will see you considering both sides to the argument and then they will listen to your side.

For example:
Write the OUTLINE of the BODY ¶ s from this THESIS:
Even though it is about death, I.
you should read Tuesdays with Morrie
because 2 men solve terrible problems, II.
and it teaches amazing lessons on life. III.

I. It is about death
A.
B.
II. Solving terrible problems
A.
B.
III. Lessons on life
A.
B.

Fill in the outline by writing 2 things about each subtopic. Now you have a plan!

6. Write your body ¶ s. I. II. III.

If you write the objection to your opinion first, don’t convince them NOT to agree with you! Play down the argument against you. Or if you can’t weaken it, admit it and say that your idea is so good, they will want to agree with you anyway!
And don’t make it your biggest, best paragraph!

To argue For your opinion, use all the specific details you know from your experience with the topic. Help the reader feel what you feel, know what you know.

7. Write your beginning and ending-- the introduction ¶ and the conclusion ¶. Both consist mostly of your THESIS.

Introduction ¶
1. Attention getter related to topic
2. THESIS

Conclusion ¶
1. THESIS restated in different words or a different way
2. A personal comment not said before, and related to your topic

Wed, Apr 22, 2009

Wed, Apr 22

Pd 1
1. AR rdg
2. Write the last 2 ¶ s for persuasive essay.

Pd 4
1. AR rdg
2. Write 2 more ¶ s for 10 more points on the persuasive essay.

Tue, Apr 21, 2009

Tue, Apr 21

Pds 1,2
1. AR rdg
2. Write 2 more ¶ s for 10 pts.

Pd 5
1. Quiz Act 4 & TPCASTT
2. Discuss AP essays on poems
3. Look at work p 1229 with respect to significance of author’s style. Use work to help with your essay and hand in with essay.
HW: Read Act 5 Pygmalion
HW: Write a thesis and outline for the style essay p 1229.

Mon, Apr 20, 2009

Mon, Apr 20

Pds 1,2,4
1. AR rdg
2. Write 1 ¶.

Pd 5
1. Hand in qstn 10 and discuss.
2. Quiz Act 3 & p1229 Style
3. Check passages and review p1229.
HW: Read Act 4
HW: Select 30-35 lines in one column from the textbook for a story you select from the 20th century authors. Select a passage that is significant to the story. Answer qstns 1-5 for words, 1-4 for sentences, & 1-2 for stylistic devices, p 1229 for tomorrow. We will be writing an essay following the suggestions on p1229.

Fri, Apr 17, 2009

Fri, Apr 17

Pds 1,2,4
1. AR rdg
2. Work on outline of essay. Take body ¶ s from thesis.
Even though _____I_____,
______[my opinion]______
because _________II_____
and __________III________.
Write at least two details for each of the 3 body ¶ s and hand in. (9 points)


Pd5
1. AR rdg
2. Quiz on Act 2 Pygmalion
3. Writing an AP essay
• Read poem twice
• Set up triangle: Answer the question using literary strategies and several examples of evidence for each.
• Use analysis technique such as TP-CASTT
4. Review TPCASTT for quiz
T=Title
P=Paraphrase
C=Connotations
A=Attitude (like Tone but too many T's already)
S=Shifts
T=Title again
T=Theme
HW: Read Act 3, p 1174-1185, answer qstn #10 p 1185
HW: Read p 1229 for quiz.
Copy a passage of several representative sentences (100-200 words) from each author:
Conrad p 925- Secret Sharer
Munro p 951- Sredni Vashtar
Joyce p 959- or 966- Araby or Portrait of the Artist
Lawrence p 973- Rocking Horse. You may copy pages from the book on a copier.

Thu, Apr 16, 2009

Thu, Apr 16

Pds 2, 4
1. AR rdg
2. Persuasive Essay:
Write 4 part thesis:
Even though_____[objection]_____,
[your opinion]____________
because _____[2nd best support]_________
and ____[best support]______________
3. Begin essay
4. Hand in or show me work

Pd 5
1. AR rdg
2. Quiz on Lawrence, "Rocking Horse Winner", Pygmalion Preface, and Act 1.
3. Hand in critical response
4. Writing an AP essay on "Blackberry Picking"
• Read poem twice
• Set up triangle
• Use analysis technique such as TP-CASTT
HW: Read Act 2 Pygmalion pp 1159-1173

Wed, Apr 15, 2009

Wed, Apr 15

Pd 1
1. AR rdg
2. Write 4 part thesis:
Even though__________,
[my opinion]____________,
because ______________,
and __________________.


Pd 4
1. AR rdg
2. Ideas for essay – brainstorm
Don’t use issues of faith or anything you are highly emotional about. Use logic and reason. Use only topics you can support with your own personal experience.
3. Of the brainstormed ideas, choose one. Make a chart of at least one reason supporting your opinion and one opposing your opinion.

Tue, Apr 14, 2009

Tue, Apr 14

Pds 1,2
1. AR rdg
2. Ideas for essay – brainstorm
Don’t use issues of faith or anything you are highly emotional about. Use logic and reason. Use only topics you can support with your own personal experience.
3. Of the brainstormed ideas, choose one. Make a chart of at least one reason supporting your opinion (for) and one opposing your opinion (against).


Pd 5
1. Quiz Joyce, Araby, Portrait, Stream of Consciousness.
2. Hand in critical response
3. Write "Blackberry Picking" essay
HW: Read D.H.Lawrence p971-2, “The Rocking Horse Winner” p973-981, and write Critical Response p 982 #4
HW: Read Pygmalion:
• Preface- A Professor of Phonetics (only), p1148
• Two ¶s on p 1151, column 2, ¶s 2 & 3, beginning w/ “I wish…” and ending with “ ridiculous.”
• Act 1 p 1152-1158

Mon, Apr 13, 2009

Mon, Apr 13

Pds 1,2,4
1. AR rdg
2. Return 6 Traits quiz & notes
3. Mastery 80+% required. For study help, use art to connect word to definition, i.e. Ideas = content. Make “content” concrete with art, as a coffee cup’s content being full of ideas.
4. Begin persuasive essay with topic ideas: a good place to live, a good place to shop, a good place to eat, or a bad place etc.

Per 5 For Reading Record Card Format see "Note to AP Students" posted Tuesday, March 24
1. Quiz Munro/ Saki and “Sredni Vashtar”
2. Hand in rdg record card for group novel.
3. Note from essay: Know when to use underline/italics and when to use quotation marks.
Use underline/italics for long works (or works containing shorter works). Use quote marks for short works (or works contained in longer works).Tip: UnderLine for Long (LL) and lines are long. “Quote marks are short” “” Example: Walt Whitman's poem "Song of Myself" is found in his book Leaves of Grass.
HW: Read James Joyce p 956, “Araby” p 959, from A Portrait of the Artist as a Young Man p 966, & “The Stream of Consciousness” p 969
HW: Write a Critical Response for either p 964 Analyzing a Theme or p 969 Comparing and Contrasting Characters

Thu, Apr 9, 2009

Thu, Apr 9

Pds 2,4
1. AR rdg
2. Review 6 Traits for quiz
3. Quiz and check

Pd 5
1. AR rdg
2. Qz Prt2 Secret Sharer p 936 & Marginal Hero p 947
3. Hand in Crit Response p 348 and Rdg Record card for Jane Eyre
HW: Read: Munro (Saki) p 950, “Sredni Vashtar” p 951 for quiz
HW: Reading Record card for Group Novel.
HW for TUES: You can make use of the weekend to get ahead.
Read James Joyce p 956, “Araby” p 959, “A Portrait of the Artist as a Young Man” p 966, & “The Stream of Consciousness” p 969
Write one Critical Response for either p 964 Analyzing a Theme or p 969 Comparing and Contrasting Characters

Wed, Apr 8, 2009

Wed, Apr 8

Pd 1
1. AR rdg
2. Review 6 Traits for quiz
3. Quiz and check

Pd 4
1. AR rdg
2. Self Quiz on 6 Traits
3. Discuss definitions for quiz
4. Get grade updates

Tue, Apr 7, 2009

Tue, Apr 7

Pds 1,2
1. AR rdg
2. “Quiz” on 6 Traits +1 and vocab 10-16
3. Grade sheets
4. Pd 2 get essays

Pd 5
1. Quiz 20th Century, Conrad, & Secret Sharer Pt1
2. Grade sheets
HW: Read for quiz
Part 2 Secret Sharer p 936-946 & Marginal Hero p 947
HW: Write Critical Response p 348-9 # 3, 4, or 5

Mon, Apr 6, 2009

Mon, Apr 6

Pds 1,2,4
1. AR rdg
2. Exams returned
3. Composition 3 returned
4. Pd 4 Grade sheet

Pd 5
1. Reading Record Cards: Jane Eyre due Thur, Group novel due Friday
2. Exams returned
3. Essays- Group novel & Jane Eyre Free Response- returned
HW: Two AR quizzes other than the Jane Eyre AR quiz are required for 3rd quarter. 4/7 deadline.
HW: Read for quiz:
20th Century p 914-920,
Joseph Conrad ¶s 1&2 p 921,
Secret Sharer p 925-935 Part I
(Anyone who needs to can make up this quiz on Wednesday after school )

Note to AP students

Several students in AP did not take both the AR quiz for a book of their choice and the AR quiz for Jane Eyre. I suspect that some students did not realize both were required. Although points will be deducted for lateness, students may take the quizzes when school resumes.

Fri, Mar 20, 2009

Fri, Mar 20

Pds 1,2,4
1. AR rdg
2. Make up work

Pd 5
1. AR rdg
2. Qz chs 37-38 and Lecture Notes pp 5-6
3. Check study qstns chs 37-38
HW: Write Reading Record Card for Jane Eyre due Thurs, April 9 (see below)
HW: Find your books and return them

Reading Record Cards

The purpose of this card is to keep fresh in your mind information about books you read recently so you can discuss them on the Open Question for the AP exam.

Use any size note card, but use the same size for all your books.

FORMAT:

1. Title of book
2. Author, Dates of birth and death, Where lived
3. Publication year of the book originally
4. Setting: Place, Time, Current events of that time and place
5. Plot synopsis in 25 words or so
6. Characters, with brief descriptions. Identify protagonist and antagonist.
7. A major symbol or allusion
symbol (something that stands for or suggests something larger and more complex)
allusion (an indirect reference to something in literature, the other arts, history, myths,
8. Distinguishing characteristics of the work (what is different about this work?)
9. Your personal response to the content and style of the work

Thu, Mar 19, 2009

Thu, Mar 19

Pd 5
1. Exam
HW: Check study qstns chs34-36.
Qz Friday chs 34-38 and Lecture Notes pp 5 & 6

Tue, Mar 17, 2009

Tue, Mar 17

Pds 1,2
1. AR rdg
2. Exam
3. Any more essays?


Pd 4
1. AR rdg
2. Any more essays?
3. Review for exam

Mon, Mar 16, 2009

Mon, Mar 16

Pds 1,2,4
1. AR rdg
2. AR quizzes
3. Hand in essays
4. Exam study & notes returned
I. Six Traits + 1 of Writing
II. The Renaissance
III. Sonnets
IV. Macbeth
V. Vocabulary
VI. Creative writing

Pd 5
1. Quiz chs 29-33
2. Check study qstns, score, and record on Progress Sheet
HW: Read chs 34-36 and do study assignment

Fri, Mar 13, 2009

Fri, Mar 13

Pds 1,2,4
1. AR rdg Pd 1
2. Essay writing 10 pts for 100 more words. Show me 350 words total
3. Final draft, rough draft, outline due Monday


Pd 5
1. AR rdg
2. Qz Ch 28
3. Response writing
4. Write MC scores for 1-10 and 11-20 on JE ProgRpt
5. Hand in MCs with scores
HW: Rd chs 29-33 and do study assignment (qstns or 2 voc/jrnls)

Thu, Mar 12, 2009

Thu, Mar 12

Pds 2,4
1. AR rdg
2. Essay writing
10pts for outline
10pts for 100 words
by 8:40 for 100%
3. 150 more words due today
4. Literary analysis tips:
1] Use present tense.
Present tense: Macbeth kills. . .
They run, see, fight. . .
Past tense: Macbeth killed. . .
They ran, saw, fought. . .
2] Avoid using I or me, as in
I think, I believe, in my opinion.
3] Don't use contractions. don't=do not
5. Use quotations. EXAMPLES:
Macduff called Macbeth a “hellhound,” which shows Macduff’s hatred of him (87).
Grendel’s eyes “burned with a gruesome light” when he saw his prey sleeping (ch11).

Pd 5
1. AR rdg
2. 5 minute response to ch27
3. Quiz chs 26-27 & Lecture Notes p 4
4. MC 11-20
HW: Rd chpt 28
HW: Check answers to MC 8-10 and 11-20.
HW: Look at MC answer explanations. Write a checkmark on each qstn when you understand the answer. Write an X on each qstn when you don’t understand the answer.
HW: Record scores in JE Progress Report

Wed, Mar 11, 2009

Wed, Mar 11

Pd 1
1. AR rdg
2. Essay writing
10pts for outline
10pts for 100 words
by 8:40 for 100%
3. 150 more words due today
4. Literary analysis tips:
1] Use present tense.
Present tense: Macbeth kills. . .
They run, see, fight. . .
Past tense: Macbeth killed. . .
They ran, saw, fought. . .
2] Avoid using I or me, as in
I think, I believe, in my opinion.
5. Use quotations.
Macduff called Macbeth a “hellhound,” which shows Macduff’s hatred (87).
Grendel’s eyes “burned with a gruesome light” when he saw his prey sleeping (ch11).

Pd 4
1. AR rdg
2. Essay writing
10pts for outline
10pts for 100 words
3. Sample outline:
Main Idea: Is Grendel an evil monster or a hungry animal?
I. Grendel’s actions
II. His appearance
III. Reactions of others

Tue, Mar 10, 2009

Tue, Mar 10

Pds 1, 2
1. AR rdg
2. Essay writing
10pts for outline
10pts for 100 words

Pd 5
1. Quiz chs 24-25
2. MC quiz & check
3. Check answers to study qstns; finish at home & score
HW: Read chs 26-27 and do study assignment
HW: Read Lecture Notes: J.E. “An Autobiography” and “The Legal Rights of Women” for quiz
Adjust reading schedule:
Thursday chpt 28 (36 pp)
Friday chs 29-32 (38 pp)

Mon, Mar 9, 2009

Mon, Mar 9

Pds 1,2,4
1. AR rdg
2. Pd 1 Macbeth art due today
3. Pds 2,4 Macbeth test; Art assignment due this week
4. Composition 3 assignment sheet passed out: Write an essay about any one of the works we have read this year: Beowulf, The Seafarer, The Canterbury Tales, On His Having Arrived at the Age of Twenty-Three, On His Blindness, and The Tragedy of Macbeth. Due Monday

Pd 5
1. AR rdg
2. Quiz chs 21, 22, 23 J. E.
3. Answer study questions
HW: Read chs 24 & 25 and do study assignment.

Fri, Mar 6, 2009

Fri, Mar 6

Pd 1
1. AR rdg
2. Go over answers to qstns p90
3. Test
4. Work on art, due Mon

Pd 2,4
1. AR rdg
2. Check Qstns MB
Test Mon

Pd 5
1. AR rdg
2. Qz chs 19-20 J.E.
3. Check work on chs
HW: Rd chs 21,22,23 and do worksheet of your choice

Thu, Mar 5, 2009

Thu, Mar 5

Pds 2,4
1. AR rdg
2. Work on handout of qstns p90 about Macbeth pp73-88
3. Art begun in Pd 2, not Pd 4

Pd 5
1. AR rdg
2. Quiz chs 17-18 & Bronte’s life.
3. Hand in worksheets and discuss answers to Study Qstns
4. Get J.E. Daily Progress Rpt
HW: Read chs 19-20 w/worksheet of choice.

Wed, Mar 4, 2009

Wed, Mar 4

Pd 1
1. AR rdg
2. Discuss answers to qstns p 90 in gold bk.
3. Art for Macbeth due Friday: From the Macbeth adaptation in the gold book pp 73 to 88, find a quotation by Shakespeare to illustrate. Quotations begin on p 74 and they usually follow the name of the speaker.
For example on p74-- BANQUO: But ‘tis strange:
(There are only a few quotes included in the descriptive paragraphs, and those have quotation marks around them.)
ART REQUIREMENTS:
- Write Shakespeare’s words in DARK LETTERS in “quotation marks” with (page number) in parentheses.
For example: “But ‘tis strange” (74)
- Fill the page
- Use at least 3 colors
- Use contrast (dark&light)
- No stick figures

Pd 4
1. AR rdg
2. Macbeth video to MB about to be attacked at Dunsinane

Tue, Mar 3, 2009

Tue, Mar 3

Pds 1,2
1. AR rdg
2. Macbeth video to end
3. Pd 1: worksheet of Questions 1-10 and Response from p 90 gold book

Pd 5
1. J.E. Quiz chs 15-16
2. Hand in worksheets.
3. Free response Qstn#1 essay JE
HW: Change in reading schedule: Read only chs 17-18 for Thu, and either answer study questions or do Voc & Journal. Thursday reading will be 19& 20 and one worksheet. Friday will be 21, 22, &23 and 2 worksheets.
HW: Get Lecture Notes handout and read about Charlotte Bronte’s life on the first page for a quiz w/one qstn per paragraph.

Mon, Mar 2, 2009

Mon, Mar 2

Pds 1,2, 4
1. AR rdg
2. Watch Macbeth video
Pd 1 to MB calling for his armor
Pd 2 MB into cauldron scene
Pd 4 MB orders murder of Banquo & Fleance


Pd 5
1. Quiz chs 13-14 Jane Eyre
2. Check , discuss, and hand in study qstns.
HW: Read chs 15-16, and either answer study questions or do Voc & Dialectical Journal.

Fri, 2/27, 2009

Fri, 2/27
Assembly

Pds 1,2, 4
Watch video Macbeth
Pd 1 finished Banquo ghost scene
Pd 2 finished Banquo murder scene
Pd 4: Café duty, then up to Duncan murder scene.


Pd 5
1. Quiz chs 11-12 Jane Eyre
2. Check , discuss, and hand in worksheets
HW: Read chs 13-14 and answer study questions.

Thu, 2/26, 2009

Thu, 2/26

Pds 2, 4
1. AR rdg
2. Read
Pd 2 pp 81-end
Pd 4 pp 85-end
3. Watch video to "the cat in the adage"


Pd 5
1. AR rdg
2. Hand in worksheets
3. Any more essays on group books?
4. Quiz on Jane Eyre chs 6-10.
5. MC p188 discuss answers to #13.
HW: Read chs 11-12 and get study questions to answer.

Wed, Feb 24, 2009

Wed, Feb 24

Pd 1
1. AR rdg
2. Does the prophecy change Macbeth’s character?
3. Watch video

Pd 4
1. AR rdg
2. Check notes for these:
• How are the responses of Lady M & Banquo different?
• Does the prophecy change Macbeth’s character?
3. Read pp 81-85 ¶ 2

Tue, Feb 24, 2009

Tue, Feb 24

Pds 1,2
1. AR rdg
2. Continue reading Macbeth p73 in gold book
3. Pd 1: Qz orally. Read to end.
Pd 2: Read to bottom of p81.
Check notes for these:
• What is Macbeth’s internal conflict about the prophecy?
• How are the responses of Lady M & Banquo different?
• Does the prophecy change Macbeth’s character?
• What is Lady Macbeth’s character like and why do you think so?
Notes on Characters: Macbeth, King Duncan, Banquo, Malcolm, Fleance, Macduff


Pd 5
1. Hand in Mult Choice explanations p147 if not in yet
2. Any more essays on group books?
3. Quiz on Jane Eyre chs 1-5 & essay question.
4. Hand in Worksheet for chs1-3 and chs 4-5: Vocabulary, and one Dialectical Journal entry.
HW: Hand out Jane Eyre Reading Schedule. Chs 6-8 and 9-10 for Thursday and 2 worksheets. See Friday, 2/20 for work to be included on worksheet.

Fri, Feb 20, 2009

Fri, Feb 20

Pd 1
1. AR rdg
2. Continue reading Macbeth p73 in gold book
3. Answer qstns as we go:
• What is Macbeth’s internal conflict about the prophecy?
• How are the responses of Lady M & Banquo different?
• Does the prophecy change Macbeth’s character?
• What is Lady Macbeth’s character like and why do you think so?
Notes on Characters: Macbeth, King Duncan, Banquo, Malcolm, Fleance, Macduff

Pd 5
1. AR rdg
2. Hand in Mult Choice explanations p147
3. Hand in essays on group books, using pen name.
4. Get copies of Jane Eyre.
HW: Read Jane Eyre chs 1-5 for a quiz. Worksheet for chs1-3 and another one for chs 4-5:Worksheet consists of
1] VOCAB: Make a list of 5 words you don’t know as you read the chapters assigned. List page no. and ¶ no. for each. Select one of the 5 words, write the sentence it is found in, your guess at the definition, then the dictionary defn that fits the sentence. Tell what dictionary you used.
2] QUOTE: Write one dialectical journal entry with 3 columns: 1) quote,2) inferences you make from quote, and 3) your response to quote and inferences.
AR: You will be required to use Jane Eyre for your next AR book quiz by Mar 19, but not allowed to use it for silent reading on Thu and Fri.

Thu, Feb 19, 2009

Thu, Feb 19

Pds 2,4
1. AR rdg
2. Begin Macbeth p73
3. Notes & qstns as we read:
Macbeth- brave, ambitious, cruel, Thane of Glamis,
Banquo- a thane and a general, will not be king, but will be father of a king
Dunsinane- Macbeth’s castle
King Duncan- meek, merciful
• What is Macbeth’s internal conflict about the prophecy?


Pd 5
1. AR rdg
2. Show me 600 words
3. Look at verbs in your essay. Use strong verbs and active voice whenever possible.
Look at quotes. 1] Blend into your sentences and explain the relevance. 2] Use them for support of your ideas.
4. Check multiple choice & hand in.
HW: Due tomorrow: Hand in Final Draft of group book essay, along with rough draft, rough outline, and final outline. Use a pen name.
HW: Mult Choice pp188 & 221; “Another Letter” #13-27 and “I had not minded walls” #1-12 returned to you to figure out and write what your mistake was for each one you missed. If you don’t know, write DK.

Wed, Feb 18, 2009

Wed, Feb 18

Pd 1
1. AR rdg
2. Begin Macbeth p73
3. Answer qstns as we go
What is Macbeth’s internal conflict about the prophecy?
How are the responses of Lady M & Banquo different?
Does the prophecy change Macbeth’s character?

Pd 4
1. AR rdg
2. Begin Macbeth p72 in gold book; Read p 72: compare & contrast. Definitions—
CONFLICT: problem or struggle;
Classical TRAGEDY: a story about a hero with a tragic flaw that causes his downfall
4. “Writing Connection” p72 Write 2 sentences about the character described. Exchange with a partner, pick one of his 2 sentences, and write a paragraph about it on your partner’s paper. Hand in.

Tue, Feb 17, 2009

Tue, Feb 17

Pds 1, 2
1. AR rdg
2. Finish discussing answers to Reading Assessment Posttest (absentees take it)
3. Begin Macbeth in gold book; Read p 72: Compare & contrast. Definitions—
CONFLICT: problem or struggle;
CLASSICAL TRAGEDY: a story about a hero with a tragic flaw that causes his downfall
4. Do “Writing Connection”: Write 2 sentences about the character described. Exchange with a partner, pick one of his 2 sentences, and write a paragraph about it on your partner’s paper. Hand in.

Pd 5
1. Hand in Emily Dickinson work on AP essay practice p 122
2. Show me 300 words of rough draft
3. Discuss quotations from handout: “How to Use Quotes with Sophistication.”
4. Discuss multiple choice Test 2: “Thy glory pass” 1-16 & “Ode … Cat”29-42 pp147 &152
HW: 600 words of rough draft
HW: Mult.Choice pp188 & 221; “Another Letter” #13-27 and “I had not minded walls” #1-12.

Fri, Feb 13, 2009

Fri, Feb 13

Pds 1, 2, 4
1. AR rdg
2. Quiz on Sonnets
3. Discuss Reading Assessment
Pd 2: 1-7; Pds 1,4: 1-3

Pd 5
1. AR rdg
2. Show me your 1] thesis & the 3 steps, and 2] your outline of at least 2 subtopics and at least 2 pieces of evidence to support each.
3. Discuss 3 step thesis & get handout if you don’t have it.
HW: Essay writing: Due Tues: 300 words of rough draft
Due Thurs: at least 600 (total).
Due Fri, 2/20: Final draft, rough draft, rough outline, final outline.
HW: AP essay on bird poem by Emily Dickinson.
(1) Read the beginning discussion in handout “Question 2: Emily Dickinson” p138, underlining things to look for in an essay.
(2) Read the 2 essays and underline things that were specifically mentioned in the beginning discussion. Try to find one in each paragraph of the 2 essays.
(3) In YOUR essay (returned,) try to find as many as you can and underline.
(4) Read “Response to Student Essays 1 & 2” on p141. Write what score you would give your essay and why.

Thu, Feb 12, 2009

Thu, Feb 12

Pd 2
1. AR rdg
2. Finish answering qstns 1-10 + Response on p66 in gold book
3. Discuss Rdg Assessment questions 1-7

Pd 4
1. AR rdg
2. Review rdg assessment and the kinds of questions asked
3. Take Reading Assessment Posttest

Pd 5
1. AR rdg
2. Check multiple choice
3. Book group; log, and Dialectical Journals- hand in
4. Handout “Analyzing Fiction”-- Included is a page called “How to Use Quotations with Sophistication”
HW: Decide on your approach for an ESSAY of at least 600 words. Pick something about your book that interests you or that you wonder about. You may also want to look at an early handout called “Ideas for Literary Analyses”
Write for tomorrow, Friday
1] a thesis showing the 3 steps (from the handout “How to Make a Thesis in 3 Easy Steps) and
2] a brief outline of at least 2 supporting subtopics and at least 2 possible examples for each.
Due Tues: 300 words of rough draft
Due Thurs: at least 600 (total). Due Fri, 2/20: Final draft with rough draft, rough outline, and final outline.

Wed, Feb 11, 2009

Wed, Feb 11

Pds 1,4
1. AR rdg
2. Finish answering qstns 1-10 and Response to Literature on p66 in gold book

Tue, Feb 10, 2009

Tue, Feb 10

Pds 1,2
1. AR rdg
2. Review inference & main idea
3. Reading PostAssessment


Pd 5
1. Check multiple choice .
HW: Final book group tomorrow. Five Dialectical Journals due
HW: Practice Test Mult Choice 30 questions.

Mon, Feb 9, 2009

Mon, Feb 9

Pds 1,2,4
1. AR rdg & Quiz Deadline Today
2. Any more sonnets or 10 questions to turn in?
3. Answer questions 1-10 and "Respond to Literature" p66 in gold book and hand in.


Pd 5
1. AR Quiz Deadline Today
2. Quiz on Charles Dickens, David Copperfield, and The English Language
HW: AP exam: Multiple Choice and Essay on poems

Fri, Feb 6, 2009

Fri, Feb 6

Pds 1,2,4
1. AR rdg
2. Hand in sonnets & 10 sentences.
3. Review sonnets p62 Also: Italian (Petrarchan) is 8 lines=octave + 6 lines=sestet.
English is 4 lines= quatrain x 3 plus 2 lines=couplet.
Problem/ Question at the beginning and Solution/ Answer/ Comment at the end.
4. Read Milton sonnets pp63-4 “On Arriving at the Age of Three-and-Twenty” and “On His Blindness” and discuss what they are saying.


Pd 5
1. AR rdg
2. Quizzes on poets & poems.
3. Discuss
HW: Read Charles Dickens, p845, from David Copperfield p846, and “The English Language” p907. Quiz on all.

Thu, Feb 5, 2009

Thu, Feb 5

Pds 2,4
1. AR rdg
2. Check 10 sentences
3. Discuss Italian and English sonnets, also names of 8 lines=octave, 6 lines=sestet, 4 lines=quatrain, 2 lines=couplet.
4. Write sonnet about the topic of your 10 sentences. Present problem or qstn in beginning of poem and answer, solution, or comment at the end.

Pd 5
1. AR rdg
2. Hand in work on Browning’s poems
and discuss
3. Book groups discuss and do log
HW: Read Elizabeth Barrett Browning p808 & Sonnet from the Portuguese p809, Gerard Manley Hopkins p827 & “Spring and Fall” p828, Thomas Hardy p833 & “The Darkling Thrush” p834. Write 3 facts for authors and write what each poem is saying.

Wed, Feb 4, 2009

Wed, Feb 4

Pd 1
1. AR rdg
2. Check 10 sentences and quiz on sonnet.
3. Write sonnet: First write a story of an experience w/topic. Present problem or qstn in first 8 lines of poem and answer or response in last 6 for Italian (Petrarchan) sonnet (8,6) OR problem in the first 12 and answer or comment in the last 2 for English (Shakespearean) sonnet (4,4,4,2.)

Pd 4
1. AR rdg
2. Reading analysis Jane Eyre questions 6,7,8,9. Discuss literal, inferential, & thematic levels of meaning
3. Sonnets :Choose one topic: love, grief, or relationships. Write 10 sentences exploring your feelings about that one topic. They can be in a paragraph or a list.

Tue, Feb 3, 2009

Tue, Feb 3

Pds 1,2
1. AR rdg
2. Reading analysis questions 8-9. Discuss literal, inferential, & thematic levels of meaning
3. Sonnets p62: Choose one topic: love, grief, or relationships. Write 10 sentences exploring your feelings about that one topic. They can be in a paragraph or a list.

Pd 5
1. Hand in work on Tennyson poem you found, facts about Browning, and response to "My Last Duchess."
2. Quiz on Browning
3. AP essay scores for “Evening Hawk”
4. Read Duchess aloud & discuss
HW:*Read the rest of Browning’s poems for quizzes.
*Answer qstns 1-6 p804 for Porphyria.
*For "Meeting at Night," list the 4 senses used and the things described. *For “Prospice” tell what the poem is saying.
HW: Five Dialectical Journals on your group book.

Mon, Feb 2, 2009

Mon, Feb 2

Pds 1,2,4
1. AR rdg
2. Reading analysis questions 4-7: audience, tone, (& symbol pd1 only)

Pd 5
1. Hand in work on Tennyson and 4 poems & discuss.
2. Quiz on Victorian Pd, Tennyson, and poems.
HW: Find and copy a Tennyson poem you like. In literary terms, tell what you like and why. Use quotes.
HW: Read Browning p 798. Write one fact each about early life, his work, why he is classic, and another of your choice. The quiz will be true/false.
HW: Read “My Last Duchess” p800 and do Critical Response p801. Look at questions 1-7 for help.

Fri, Jan 30, 2008

Fri, Jan 30

Pds 1,2,4
1. AR rdg
2. Reading analysis: Jane Eyre excerpt; discuss qstns1-3
3. Pd 2 Return permission forms

Pd 5
1. AR rdg
2. Discuss Victorian Period: Quiz postponed until Monday
3. Read poem aloud p711
HW: *Read Tennyson p777. Write facts: One about early life, two about his work, and one about what makes him “classic.”
*Read the first 4 poems: Tears, Now Sleeps, Break, and Crossing pp779-782. Write “what the poem is saying” for each (S&S, Ch2, “Read the Poem.”)

Thu, Jan 29, 2009

Thu, Jan 29

Pds 2,4
1. AR rdg
2. Get notes back to finish (Pd 2) and/or review for quiz.
3. Quiz
4. Sonnets p62 Gold book


Pd 5
1. AR rdg
2. Hand in Dialectic Journals and comparison essay of Byron, Shelley, and Keats.
3. Discuss Bright Star & When I Have Fears
4. Get in Book Groups with handouts of
Discussion Starters and Daily Log
HW: Read The Victorian Period pp760-772. Write the bold-print heading (in black AND red print) for each of the nine sections and one interesting fact for each and 2 for the last one. You will read facts aloud in class and take a quiz.
HW: Due Monday: • Read Tennyson p777, writing one interesting fact of his early life, two on his poetry, and one explaining why he is classic. • Read the first four short poems, and tell what each one seems to be saying

Wed, Jan 28, 2009

Wed, Jan 28

Pd 1
1. AR rdg
2. Quiz on Renaissance
3. Reading Analysis: Jane Eyre passage: Read silently and answer questions to hand in

Pd 4
1. AR rdg
2. Read Renaissance and take notes to hand in
3. Questions to answer orally

Tue, Jan 27, 2009

Tue, Jan 27

Pds 1,2
1. AR rdg
2. Take notes on the Renaissance
Pd 2 up to End section
3. Quiz on Renaissance Pd 1


Pd 5
1. Hand in facts on Keats and lines for “Bright Star” & “When I Have Fears”
2. Quiz on Keats and “La Belle Dame”
3. Check Mult Choice Set 2 Poetry
4. Cat Sentence Contest: Winner, Ariale
HW: 5 Dialectical Journal entries on second quarter of the group book
HW: Compare the first short poems of Byron, Shelley, and Keats (“She Walks,” p680, Ozymandias,” p706 and “Bright Star” p710) by showing 2 examples of similarities between any two poems and 2 examples of differences between any two poems. Use literary terms and quotations. Conclusions will be looked for later. Write as an essay, not a list or chart.

Mon, Jan 26, 2009

Mon, Jan 26

Pds1,2,3
1. AR rdg
2. • Pd 1: Read about the Renaissance in gold book p 60
• Pds 2,4 Read Cat Sentences and pick top winners


Pd 5
1. Hand in 3 facts each for Shelley, Comment, Apostrophe and 2 lines each, best and unclear, for Ode to theWest Wind; Ozymandias
2. Quiz on facts
3. Discuss choices for best and unclear lines
HW: 1) Read • Keats p707-9, write 3 facts, one about his early life, one about his poetry, and one about why he’s a classic,
.2) Read “Bright Star” & “When I Have Fears” pp710-11 and write the best line and the most unclear line for each.
3) Read “La Belle Dame Sans Merci” p712- for quiz.
HW: Multiple Choice Practice: Poetry Set 2

Fri, Jan 23, 2009

Fri, Jan 23

Pds 1,2
1. AR rdg
2. Canterbury Tale videos: Franklin’s Tale
3. Write who was most generous or noble and why you think so.
4. Pd 1 Cat Sentence Contest for pd 2
Pd 4
1. AR rdg
2. Canterbury Tale video:Tales from the Knight & Wife of Bath; discuss


Pd 5
1. Quiz Byron and Don Juan
2. Hand in lines for “She Walks in Beauty”
and discuss choices for best and unclear
3. Cat Sentence Contest, not finished
4. Get in Book Groups with handouts.
HW: 1) Read Shelley p694-6, “Comment” p699, and “Apostrophe” p700. Write 3 important facts about each to hand in and to recall on a quiz. 2) Read “Ode to the West Wind” pp697-9 and “Ozymandias” p706. For each poem select the best line and the most unclear line to write on the same sheet as the 3 facts in the reading for 1)
HW: Due Monday-Copy favorite line(s) from Rime of the Ancient Mariner and illustrate. Art Requirements 1) minimum of 3 colors, 2) fill the page, 3) contrast of dark and light, 4) no stick figures

Thu, Jan 22, 2009

Thu, Jan 22

Pd 2
1. AR rdg
2. Canterbury Tale videos: Priest, Knight, Wife of Bath
3. Write about one (sheet)
Pd 4
1. AR rdg
2. Canterbury Tale video: Pardoner, Franklin
3. Write who you think was the most generous or noble and why you think so.

Pd 5
1. AR rdg
2. Quiz Mariner & Romantic Lyrics p646
3. Hand in Dialectic Journals: Problems to correct 1) Write out the quote. A good guideline is 25 words minimum. 2) If the meaning is obvious, use the meaning column AND the 3rd to write a response, 3) Don’t squish your words into a small space. You have 4 pages to write 5 quotes, so take as much room as you need. Write enough to get some insight.
4. Get in Book Groups with handouts of Discussion Starters (1 per student), Daily Log (1 per group), and your copy of book.
Discuss & record comments.
HW: Read • Byron p678-9 for quiz, • “She Walks in Beauty” p680 & pick 1)best line and 2) unclear line (no quiz), • Don Juan, Canto II p684 for quiz
HW: Due Monday-Copy favorite line(s) from Rime of the Ancient Mariner and illustrate. Art Requirements 1) minimum of 3 colors, 2) fill the page, 3) contrast of dark and light, 4) no stick figures

Wed, Jan 21, 2009

Wed, Jan 21

Pd 1
1. AR rdg
2. Canterbury Tale videos: Priest, Knight, Wife of Bath
3. Write about one (worksheet)

Pd 4
1. AR rdg
2. Canterbury Tale video: Merchant, Priest?
3. Any more cat sentences?

Tue, Jan 20, 2008

Tue, Jan 20

Pds 1,2
1. AR rdg
2. Canterbury Tale video
3. Writing about Canterbury Tale from video (pd 1 only)
4. Any more cat sentences?

Pd 5
1. Quiz The Rime of the Ancient Mariner parts 1-4 and on 3 facts about Coleridge.
2. Examine your sample essay scores in book groups:
• Write your score on a sheet of paper.
• Discuss score w/ group.
• Explain your reasoning for keeping or changing the score you gave.
3. Get Dialectical Journal sheets: 3 columns: Quote a passage/ What is means/ Your response
If what it means is clear, use the last 2 columns for response.
HW: • Finish reading The Rime of the Ancient Mariner, pp665-675 for quiz.
• Read “Romantic Lyrics” p646 for quiz. Know main idea, subtopics, and explanation or definition.
• Do 5 Dialectic Journal entries for the first quarter of your group book, to discuss Thu.

Thu, Jan 15, 2009

Thu, Jan 15

Pds 2,4
1. AR rdg
2. Finish discussing 6 Traits of Writing in Pd 2
3. Hand in HW Cat Sentence
4. Get grade report to review


Pd 5
1. AR rdg
2. Check answers to MC Prose Set 1 “Leisure is gone”
3. Get grade reports to review
HW: Read Coleridge pp647-8. Write 3 important facts for answers to quiz.
Read The Rime of the Ancient Mariner parts 1-4, pp655-665 for quiz.
NO SCHOOL TOMORROW
Be ready to discuss the first quarter of your group novel next Thursday.

Wed, Jan 14, 2008

Wed, Jan 14

Pd 1
1. AR rdg
2. Finish discussing 6 Traits of Writing
3. Hand in HW Sentence Rewrite Cat jumped
4. Get grade report to review

Pd 4
1. New log & AR rdg
2. Get Expos Essay back
3. Get new 6Traits of Wrtg
4. Mark Strong&Weak on 6Traits handout
HW. Rewrite this sentence in your own words, less than 25: The cat jumped from the tree. Will read aloud anonymously in class and pick best one for !00%

Tue, Jan 13, 2009

Tue, Jan 13

Pds 1,2
1. New logs & AR reading
2. Get expository essay back.
3. New 6 Traits of Writing handout. Put in binder to replace old one.
4. Discuss strongest trait and weakest trait from essay. Discuss Traits according to importance.
Pd 1: all but Sentence Fluency
Pd 2: all but Sentence Fluency and Word Choice
HW: Rewrite the following sentence in your own words. Use 25 words or less. They will be read in class and one will be chosen as the best.

Pd 5
NHS MEMBERS: Math club urgently needs volunteers for math meet Sat, Jan 24, at Radford from 7:30 to 12:30 or 1:00. Contact Mrs Oka at maria_oka@notes.k12.hi.us THANKS! = ]
1. Seminar book group check: members, title, author, # of pages
2. Rewrite and hand in less than 25 words: The cat jumped from the tree. Class will judge their favorite.
3. Evaluate 5 sample essays on “Evening Hawk”
4. Get sem 2 exam back and review paraphrase of Milton’s “On His Blindness” Return exams
HW: Set 1 Prose: “Leisure is gone”

Fri, Dec 19, 2008

Fri, Dec 19

Pds 1,2,4,5
1. Uncommon sense word game or Wheel of Fortune

2. Pds 1,2,4
Canterbury Tales video will be continued in January.

Thu, Dec 18, 2008

Thu, Dec 18

Pd 5
Sem 1 Exam

Pds 1,2
Remington College Presentation

Wed, Dec 17, 2008

Wed, Dec 17

Pd 4
1. Review questions
2. Exam

Pd 5
1. Review questions for exam
2. Study terms for exam:
Example: a character who is used in contrast to another character
A. KENNING B. APOSTROPHE C. PARODY D. FOIL
ALLEGORY the presentation of abstract or moral concepts through more concrete means, creating 2 levels of meaning
ALLITERATION the repetition of consonant sounds in words that are close to one another, most often at the beginning of words; an essential feature of Anglo-Saxon poetry
ANTITHESIS two directly opposed ideas presented in a grammatically parallel way
BLANK VERSE Unrhymed iambic pentameter
CAESURA a pause in a line of poetry dictated by natural speaking rhythm
CONCEIT an elaborate and often surprising comparison between two apparently highly dissimilar things
DIALECT a way of speaking that is characteristic of a particular region or group of people
ELEGY a poem that mourns the death of a person or something lost
EPITHET an adjective or other descriptive phrase that is regularly used to characterize a person, place, or thing.
FOIL a character who is used in contrast to another character
FREE VERSE Poetry that has no regular meter or rhyme scheme
HYPERBOLE a figure of speech that uses exaggeration to express strong emotion or create a comic effect.
IMAGERY language that appeals to the senses
KENNING in Anglo-Saxon poetry, a metaphorical phrase or compound word used to name a person, place, thing, or event indirectly.
LYRIC POETRY poetry that focuses on expressing emotions or thoughts, rather than on telling a story
ODE a complex, generally long lyric poem on a serious subject
PARALLELISM the repetition of words, phrases, or sentences that have the same grammatical structure or that restate a similar idea
PARODY the imitation of a work of literature, art, or music for amusement or instruction
PASTORAL a type of poem that depicts country or rustic life in idyllic, idealized terms
SATIRE a kind of writing that ridicules human weakness, vice, or folly in order to bring about social reform
SCANSION indicating the metrical pattern of a poem by marking the stressed and unstressed syllables
SONNET a 14 line lyric poem, usually written in iambic pentameter, that has one of several rhyme schemes
WIT a quality of speech or writing that combines verbal cleverness with keen perception, especially of the incongruous

Tue, Dec 16, 2008

Tue, Dec 16

Pds 1, 2
1. Discuss students' questions about the review sheet
2. Semester 1 Exam

Pd 4
Remington College presentation

Mon, Dec 15, 2008

Mon, Dec 15

Pds 1,2,4
1. AR rdg & quiz
2. Review for exam


Pd 5
1. AR rdg & quiz
2. Quizzes on Wordsworth p631 and poems: Tintern Abbey p633, Strange Fits p 638, She Dwelt p639, A Slumber p640, I Wandered p642, Solitary Reaper p645
HW: Study for your exams

Fri, Dec 12, 2008

Fri, Dec 12

Pds 1,2,4
1. AR rdg
2. Pd 1 discuss 1-7 p162
3. Pass out review sheet
4. Pd 1 video of the Merchant’s Tale
5. Pds2,4 Discuss review questions


Pd 5
1. AR rdg
2. Hand in Critical Response and 3 facts about Blake
3. Discuss Tyger & Lamb
4. Get back quiz S&S chs 4,5,6 to correct errors
HW: Read Wm. Wordsworth p631, Tintern Abbey p633, Strange Fits p 638, She Dwelt p639, A Slumber p640, I Wandered p642, Solitary Reaper p645 for quizzes on all.

Thu, Dec 11, 2008

Thu, Dec 11

Pds 2,4
1. AR rdg
2. Write sentences for Voc words 7-13 showing meaning and relating them to the literature read.
3. Pd 4: Go over answers to qstns 1-7 on p162

Pd 5
1. AR rdg
2. Quiz “Style,” The Romantic Period, and “To a Mouse.”
3. Hand in Burns: 3 facts
4. Group novel mtg day will begin on Thursday, Jan 15.
5. Get sem 1 exam review of topics covered
HW: Read William Blake & “Poems” p617-620, “The Tyger” and “The Lamb” pp620-622. Write 3 important facts about Blake and do the Critical Response on p622.

Wed, Dec 10, 2008

Wed, Dec 10

Pd 1
1. AR rdg
2. Voc. 7-10: write definitions and a sentence using the word &literature we have read.
3. Answer qstns 1-7 on p162 in purple book

Pd 4
1. AR rdg
2. Discuss Canterbury Tales pp 162-3 in purple book: Satire
3. Answer qstns 1-7 p162 in complete sentences or with the question.

Tue, Dec 9, 2008

Tue, Dec 9

Pds 1,2
1. AR rdg
2. Discuss Canterbury Tales pp 162-3 in purple book
3. Pd Answer qstns 1-7


Pd 5
1. Quiz on Johnson & Dictionary p555 only
2. Hand in responses and 2 favorite words
3. Four groups of 5 for selection of group novel.
HW: -Read for quizzes:
• “Style” p565
• Romantic Pd pp600-610
• “The Mouse” p613+
-Read about Robert Burns p611-2. Write the 3 most important facts about his life

Mon, Dec 8, 2008

Mon, Dec 8

Pds 1,2,4
1. AR rdg
2. Review The Pardoner’s Tale & discuss the Pardoner and his message: “Love of money is the root of all evil.”
3. Quiz: Pardoner’s Tale from silver book


Pd 5
1. AR rdg
2. Quiz “Modest Proposal” & Alexander Pope
3. Discuss Satire, Wit, and “Essay . . .” poems
4. Hand in paraphrases
HW: Read:
• Samuel Johnson pp553-4 for quiz.
• Dictionary of the Eng. Lang pp 555-8 for quiz on p555.
-Pick 2 favorite words from Dictionary and do Critical Response p555.
-Read “Letter to Lord Chesterfield” pp 559-60, and do any one of the 3 Responses on p 560.

Fri, Dec 5, 2008

Fri, Dec 5

Pds 1,2,4
1. AR rdg
2. Read "The Pardoner’s Tale" p13 in gold book and pp 123-125 in silver book
3. Quiz


Pd 5
1. AR rdg
2. Quiz Robinson Crusoe
3. AP essay practice
HW: Read Satire pp516+, A Modest Proposal pp 518-523 (quiz), Alexander Pope pp525+ (quiz), “An Essay in Criticism” p529, “An Essay on Man” p 530. Paraphrase both. What is the best line of each poem? Read Wit p542.

Thu, Dec 4, 2008

Thu, Dec 4

Pds 2,4
1. AR rdg
2. Check worksheet
3. Quiz on 3 pilgrims

Pd 5
1. AR rdg
2. Quiz Defoe and Journal of the Plague Year
3. Mult Choice practice
HW: Read Robinson Crusoe excerpt for quiz.

Wed, Dec 3, 2008

Wed, Dec 3

Pd 1
1. AR rdg
2. Quiz on 3 pilgrims
3. Binder check

Pd 4
1. AR rdg
2. Review the Knight, the Squire, and the Prioress
3. Pd 2 Complete Understanding Characterization sheet
4. Write about each of the three by 1) a descriptive trait and 2) two actions that support the descriptive trait

Tue, Dec 2 , 2008

Tue, Dec 2

Pds 1,2
1. AR rdg
2. Review the Knight, the Squire, and the Prioress
3. Pd 2 Complete Understanding Characterization sheet
4. Write about each of the three pilgrims by 1) a descriptive trait and 2) two actions that support the descriptive trait
5. Pd 1 Voc #7 satire: (n) + def’n. Binder check Wed.

Pd 5
1. Quiz on Eng. Lang pp438+ and The Restoration pp448+
2. Discuss “On His Blindness” and poetry.
HW: Read Defoe pp480+ and Journal of the Plague Year pp497+ for quiz