Tier III - Fourth Block (Fall) (Period 4) Assignments
- Instructor
- Jennifer Williams
- Term
- 2019-2020 School Year + Summer Term
- Department
- English Department
- Description
-
This course is designed to build a solid foundation of knowledge, skills, and strategies that will be refined, applied, and extended as students engage in more complex ideas, texts, and tasks. Students will be introduced to various genres of classical and contemporary narrative and informational texts, while developin and enhancing their grammar and writing skills.
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Monday, December 9, 2019
Quick Write:
Identify ideas common to paragraphs 3-7 and paragraphs 20-22. Support your responses with evidence from the text. In paragraphs 20-22, how does Alvarez further develop ideas she introduces in paragraphs 3-7? You will be given a handout to helpyou compare the two sections before you write your answers...
Write the following vocabulary:
adolescence - the period in human development that occurs between the beginning of puberty and adulthood
outlandish - freakishly or grotesquely strange or odd, as appearance, dress, objects, ideas, or practices
disown - to deny the ownership of or responsibility for
We will read paragraphs 23-26 as a class...
Answer the following questions:
1. What ideas about herself does Alvarez reveal in paragraph 23?
2. What words does Alvarez use to describe her relationship with her mother? How does the word choice develop Alvarez's relationship with her mother?
3. How is Alvarez different from her mother? Cite specific examples from paragraph 23 and earlier in the essay to support your analysis.
4. How does the contrast between Alvarez and her mother develop one of the essay's central ideas?
5. Why did Trujillo "cautionary tales" work only "momentarily"?
6. Where did Alvarez's mother learn her definition of disrespect? How does Alvarez's mother's definition of "disrespect" develop the central idea of silence?
7. How does Alvarez develop the contrast between herself and her mother in paragraphs 24-26?
8. How does the contrast in paragraphs 24-26 refine one of the essay's central ideas?
9. What connections does Alvarez draw between her mother and Trujillo? Consider evidence about Alvarez's mother in comparison to descriptions of Trujillo earlier in the essay?
Quick Write:
How do the connections Alvarez draws in paragraphs 23-26 further shape and refine a central idea?
-- Identify one or more connections Alvarez draws in paragraphs 23-26...
--Identify a central idea related to the connections in paragraphs 23-26...
--Explain how the connections in paragraphs 23-26 refine a central idea
Tuesday, December 10, 2019
Complete the "Context Clues" handout together as a class...it will be a grade for those of you here today.
Wednesday, December 11, 2019
Write the following vocabulary:
contemporaries - people of the same age as each other
cronies - close friends, companions
embers - small live pieces of coal, wood, etc., as in a dying fire
instilled - infused slowly or gradually into the mind or feelings
inscribed - addressed or dedicated (a book, photograph, etc.) informally to a person, especially by writing a brief personal note in or on it.
We are going to read paragraphs 27-31 as a class...
Paragraph 27:
1. In paragraph 27, what is Alvarez's mother's response to Alvarez's poetry? What is her response to Alvarez's first novel?
2. Explain the reason behind Alvarez's mother's response to Alvarez's first novel.
3. Which of her decisions does Alvarez claim is "unfortunate" for her mother?
4. Why do Alvarez's mother's friends believe that Alvarez's mother is a writer?
5. How do Alvarez's mother's responses to Alvarez's writing develop central idea of the text?
Paragraph 28:
6. Which specific words in paragraph 28 recall details from earlier in the text?
7. What is the impact of recalling these ideas at the end of the essay?
Paragraph 29:
8. What "hardest challenge" does Alvarez introduce in paragraph? How does Alvarez use rhetoric to develop this "challenge"?
9. What does the word embers in the phrase "the embers of the dictatorship" suggest about the status of the dictatorship?
10. How does Alvarez's "challenge" in paragraph 29 further develop one of the essay's central ideas?
11. What do Alvarez's cousins in the Dominican Republic say about Alvarez's mother's "dire predictions"?
12. What is the meaning of the cousins' response that "old people still see a SIM agent under every bush"?
Paragraphs 30-31
13. What does Alvarez inscribe for her parents? How does this inscription refine an idea developed in Alvarez's "challenge" about publishing the novel?
14. How does the phone call between Alvarez and her mother develop the central idea of trauma and freedom?
15. What is Alvarez's mother's reaction after reading the novel? What causes this reaction?
16. How does the pone call refine Alvarez's ideas about her relationship with her mohter?
17. What is the meaning of "genetic justice" as Alvarez describes it? How is the event described in paragraph 31 an example of "genetic justice"?
Thursday, December 12, 2019
Quick Write:
Write the following question and then answer it:
"How does the sentence "No flies fly into a closed mouth" (par. 21) develop and refine one of Alvarez's ideas in "A Genetics of Justice"?
Friday, December 13, 2019
Due:
Assignment
Monday, December 2, 2019
Mid-unit Quick Write:
How does Alvarez develop the claim that she makes in paragraph 15? The claim is that "Trujillo was the man who had ruled her [mother's] imagination most of her life." You should write at least three paragraphs and you should include two pieces of evidence in each paragraph.
You can find evidence in paragaphs 3, 4, 6, 7, 8, 13, and 14.
Write the following vocabulary:
exorcism - the act or process of driving away or attempting to drive away evil spirits
habits - acquired behavior patterns regularly followed until they have become almost involuntary
repression - the act of using force to control someone or something; the state of being controlled by force; the act of not allowing a memory, feeling, or desire to be expressed
censorship - the act of controlling or repressing the behavior of others
SIM - Servicio de Inteligencia Militar (Military Intelligence Service), the main instrument of control in the Dominican Republic under Trujillo
verge - edge, rim, or margin of something
We will read paragraphs 16 as a class...
You will answer the following questions:
1. How does Alvarez choose to relate her family's escape from the Dominican Republic in paragraph 16?
2. What is Alvarez's purpose in paragraph 16?
3. What details does Alvarez reveal about her family's escape from the Dominican Republic?
4. What questions does Alvarez leave unanswered about her family's escape from the Dominican Republic?
5. Analyze the difference in meaning and tone in the first and last sentences of paragraph 16. How do Alvarez's specific word choices create this difference?
6. What is the impact of this change in tone?
Tuesday, December 3, 2019
We will read paragraphs 17-19 as a class...
Answer the following questions from paragraph 17:
1. What contrast does Alvarez establish around the death of Trujillo in the opening sentence of paragraph 17?
2. What does this contrast suggest about the internal consequences of Trujillo's assassination?
3. What is the impact of Alvarez's choice of the word exorcism?
4. What is the impact of Alvarez's choice of the word habits in paragraph 17?
5. How does Alvarez use rhetorical devices and word choices to emphasize the internal consequences of living under Trujillo's rule?
6. How does Alvarez develop the central idea of trauma in paragraph 17?
Answer the following questions from paragraph 18:
7. What is the impact of Alvarez's specific word choice in the phrase "on American soil" from paragraph 18? How does this develop an idea from paragraph 17?
8. What are the "awful consequences" that Alvarez's parents fear?
9. How does Alvarez further develop the central idea of trauma from paragraph 17 to 18?
10. How does Alvarez's parents' behavior reflect the trauma of living under Trujillo?
Answer the following questions from paragraph 19:
11. How does Alvarez introduce and develop the idea of silence in paragraphs 18 and 19?
12. How does Alvarez build a sense of urgency around her family's situation before leaving the Dominican Republic?
13. How does Alvarez support her claim that "this great country that had offered my parents a refuge had also created the circumstances that made them have to seek refuge in the first place"?
14. What does the United States represent to Alvarez's parents in paragraph 19? How does this develop an idea from paragraphs 16-18?
Wednesday, December 4, 2019
Quick Write:
In paragraph 19, how does Alvarez develop and refine the ideas from paragraphs 16-18?
--Identify an idea developed in paragraphs 16-18 (e.g., trauma, silence, etc.)
--Discuss how Alvarez further develops this idea in paragraph 19 (e.g., in paragraphs 16-18,
Alvarez develops the central idea of trauma by...
Write the following vocabulary:
lintel - horizontal architectural member supporting the weight above an opening, as a window or a door
mandate - authoritative order or command
We will read paragraphs 20-22 as a class...
Answer the following questions from paragraph 20:
1. How does Alvarez's use of the word especially further develop an idea that she introduces in paragraphs 2-6?
2. How do Alvarez's specific word choices develop the idea of trauma in the first three sentences of paragraph 20?
3. What consequences does Alvarez's mother fear as a result of her husband's activities?
Anser the following questions from paragraph 21:
4. What is the impact of Alvarez's choice to begin paragraph 21 with the words "I don't know"?
5. How does Alvarez develop the idea of silence in paragraph 21?
6. Who imposes silence on the Alvarez household? Provide an example from the text to support your response.
7. Paraphrase Alvarez's mother's saying, "No flies fly into a closed mouth" (paragraph 20).
8. How does Alvarez's description of her parents' imposition of silence in paragraph 21 develop and refine the idea of trauma?
9. How does Alvarez draw a connection between her mother's response to questions and Trujillo?
Answer the following questions from paragraph 22:
10. What is the impact of Alvarez's choice of the words "mandate of silence" in paragraph 22?
11. What kind of relationship does Alvarez suggest between herself and her mother in paragraph 22?
Thursday, December 5, 2019
Quick Write:
Identify ideas common to paragraphs 3-7 and paragraphs 20-22. Support your responses with evidence from the text. In paragraphs 20-22, how does Alvarez further develop ideas she introduces in paragraphs 3-7? You will be given a handout to helpyou compare the two sections before you write your answers...
Write the following vocabulary:
adolescence - the period in human development that occurs between the beginning of puberty and adulthood
outlandish - freakishly or grotesquely strange or odd, as appearance, dress, objects, ideas, or practices
disown - to deny the ownership of or responsibility for
We will read paragraphs 23-26 as a class...
Answer the following questions:
1. What ideas about herself does Alvarez reveal in paragraph 23?
2. What words does Alvarez use to describe her relationship with her mother? How does the word choice develop Alvarez's relationship with her mother?
3. How is Alvarez different from her mother? Cite specific examples from paragraph 23 and earlier in the essay to support your analysis.
4. How does the contrast between Alvarez and her mother develop one of the essay's central ideas?
5. Why did Trujillo "cautionary tales" work only "momentarily"?
6. Where did Alvarez's mother learn her definition of disrespect? How does Alvarez's mother's definition of "disrespect" develop the central idea of silence?
7. How does Alvarez develop the contrast between herself and her mother in paragraphs 24-26?
8. How does the contrast in paragraphs 24-26 refine one of the essay's central ideas?
9. What connections does Alvarez draw between her mother and Trujillo? Consider evidence about Alvarez's mother in comparison to descriptions of Trujillo earlier in the essay?
Quick Write:
How do the connections Alvarez draws in paragraphs 23-26 further shape and refine a central idea?
-- Identify one or more connections Alvarez draws in paragraphs 23-26...
--Identify a central idea related to the connections in paragraphs 23-26...
--Explain how the connections in paragraphs 23-26 refine a central idea
Friday, December 6, 2019
Due:
Assignment
Monday, November 25, 2019
Quick Write #3
How do the events Alvarez unfolds in paragraphs 9-11 develop a central idea of the text?
Achieve the above by doing the following:
Cite a central idea developed in the passage (e.g. trauma, silence).
Demonstrate an understanding of the series of events
Analyze how the series of events develops the specific idea identified
Add the following words for vocabulary:
resuscitate - revive, especially from apparent death or unconsciousness
rivulets - small streams; streamlets; brooks
venerate - regard or treat with reverence, a feeling or attitude of deep respect
Now we will read paragraphs 12-15 in "Genetics of Justice."
Answer the following questions:
1. What is the impact of Alvarez's choice to begin paragraph 12 with "[t]he day came"?
2. What is the impact of Alvarez's statement that her mother "had" to march?
3. How does Alvarez use specific word choices to emphasize the length of the parade?
4. Analyze Alvarez's use of descriptive language and details to describe her mother's experience of marching.
5. What is the impact of Alvarez/s description of "a clutter of dress uniforms, a vague figure on the podium"?
6. How does Alvarez's statement "there is a scene I imagine that she has not told me about" impact your understanding of the memories in paragraph 12?
7. How does the statement "there is a scene I imagine that she has not told me about" impact your understanding of the details in the following paragraphs (13-15)?
8. In the imagined scene, explain how what Alvarez's mother sees "makes it all worthwhile."
9. How does Alvarez's description of Trujillo in paragraph 14 recall specific details from earlier in the text?
10. What reason does Alvarez give for "invent[ing]" such a scene? How does this reason relate to the final sentence of paragraph 13?
11. What does Alvarez mean by the phrase "coming undone" at the end of paragraph 14?
12. In the imagined scene, how does Alvarez's mother "see[ing[ what she cannot yet imagine: develop the central ideas of trauma and freedom?
13. Explain whether paragraph 15 is part of Alvarez's imagined scene. Cite evidence fromt he text to support your explanation.
14. In Alvarez's imagined scene, how does her mother's view of Trujillo change after seeing him "up close"?
15. What is the impact of Alvarez's use of "up close" to describe her mother seeing Trujillo?
16. How does Alvarez use her imagined view of Trujillo to develop a central idea in paragraphs 12-15?
Tuesday, November 26, 2019
If all work is caught up the you will get to choose from the following activities:
1. coloring sheet
2. word search puzzle
3. picture bingo
Wednesday, November 27, 2019 - Friday, November 29, 2019
THANKSGIVING BREAK!!!
Due:
Assignment
Monday, November 18, 2019
Read paragraphs 5-6...
Paragraphs 5-6:
1. What is the "true nature" of Trujillo's dictatorship as explained to Alvarez's mother by her father?
2. How does Alvarez's mother's previous understanding of Trujillo impact her feelings about him once she learns about his "true nature"?
3. How does the word "obsession" in paragraph 6 develop your understanding of Trujillo's impact on Alvarez's mother in paragraph 4?
Quick Write #1
Analyze how Alvarez unfolds Trujillo's impact on her mother in paragraphs 1-6.
Talk about Trujillo's impact on Alvarez's mother...
How and why does her mother's view of Trujillo change over time?
Add the following vocabulary:
atmosphere - a general pervasive feeling or mood
genocide - the deliberate and systematic extermination of a national, racial, political, or cultural group
nurtured - supported or encouraged
plumed - having or appearing to have a feather
epaulettes - ornamental shoulder pieces worn on uniforms
megalomania - a mental illness characterized by delusions of grandeur, power, wealth, etc.
Now we will read the article from NPR called "Remembering to Never Forget"
Tuesday, November 19, 2019
Answer the following questions about the article "Remembering to Never Forget"
1. How does the title of the article impact your understanding of the article's purpose?
2. What details does the article provide about Trujillo's attitude toward "ethnic Haitians"? How do these details further develop Trujillo's character?
3. Why were Trujillo's solders' methods for killing "cruelly unique"?
4. What does this description emphasize about Trujillo?
We are going to go back and reread paragraph 5...we need to review it since we have read the article...
5. In paragraph 5, what additional details does Alvarez supply that the article does not? What is the implication of each detail?
Now let's read paragraphs 7-8.
6. What word parts help you identify the meaning of megalomania in paragraph 7?
7. How does the word megalomania impact your understanding of Trujillo's desire to "have a chest of medals"? (par. 7)
8. In paragraph 8, how does Alvarez support her statement, "My mother could go on and on"?
9. What is Alvarez's purpose in providing specific details about Trujillo's clothing in paragraph 8? How do these details impact your understanding of Trujillo?
10. how does paragraph 8 impact your understanding of Alvarez's mother's feelings about Trujillo in paragraph 6?
Now use both the readings to answer the following questions:
11. Compare paragraph 7 in "A Genetics of Justice" with paragraphs 1-2 of "Remembering to Never Forget". How do the details they provide impact the tone of each piece?
12. How do Alvarez and Memmott's words choices impact their respective tones when describing Trujillo?
Wednesday , November 20, 2019
I was out and apparently the sub did not follow directions...
Thursday, November 21, 2019
Quick Write #2
Describe the details about Trujillo emphasized in Mark Memmott's article "Remembering to Never Forget" and paragraphs 7-8 of "A Genetics of Justice." Which details does each writer emphasize and what impact does that emphasis have on their portrayals of Trujillo?
Do the above by describing:
Details in Memmott's article "Remembering to Never Forget"
A set of details in "A Genetics of Justice"
How do each of these details impact their portrayals of Trujillo.
Write the following vocabulary:
acquiesce - submit or comply silently or without protest
liberalizing - removing or loosening restrictions on something, typically an economic or political system
Friday, November 22, 2019
Read paragraphs 9-11 as a class...from "At this point I would always ask" to "that my father was planning."
1. How does Trujillo pretend to "liberalize" his regime (par. 9)?
2. What can you infer about the "exiles" from the phrase "(Trujillo) invited all exiles back to form political parties" (par. 9)?
3. Based on your understanding of Trujillo, why would he exile everyone in a political party?
4. What does it mean that Trujillo "announced that he would not be running in the next elections" (par. 9)?
5. Based on what Trujillo pretends to do, what can you infer liberalizing means?
6. Why does Trujillo pretend to liberalize his regime (par. 9)?
7. What can you infer about the meaning of the phrase "police state" from the word trapped (par. 10)?
8. Recall what you learned about Trujillo's soldiers and 'henchmen" (Remembering to Never Forget, par. 2) How does this impact your understanding of the phrase "police state"?
9. How does the phrase "trapped in a police state" deepen your understanding of Alvarez's family situation (par. 10)?
10. How does Alvarez's statement "they laid low" develop a central idea in the text (par. 10)?
11. In paragraph 10, what is "the spark" Alvarez's parents possess?
12. Based on this answer, what can you infer Alvarez means by her parents' spark burning out?
13. How does the description of her parents' "spark" burning out impact your understanding of the word acquiesce (par. 10)?
14. How does Alvarez use the image of the spark to develop a central idea in paragraph 10?
15. What kinds of "tribute(s)" does Trujillo demand in paragraph 10?
16. How does the parade affect the Dominican people, especially the men in paragraph 10?
17. How does Alvarez's description of the parade develop a central idea in the text in paragraph 11?
ALL work should be completed alone and turned in by the end of the class.
Due:
Assignment
Monday, November 11, 2019
We will read two articles and discuss them so that you can use those articles to write your argumentative essay.
Tuesday, November 12, 2019
We have a two hour delay for snow so you will begin writing your argumentative essay, but you will finish it tomorrow.
Wednesday, November 13, 2019
You will finish your argumentative essay today before the end of class.
Thursday, November 14, 2019
Write the following vocabulary:
Generalìsimo - the commander of a combined military force consisting of army, navy, and air force units
regime - a system of rule or government
El Jefe - "the Chief" or "the Boss"
la Virgencita - the Virgin Mary, Jesus' Mother, from the Bible
bicorne - a two-cornered cocked hat worn especially in the eighteenth and early nineteenth centuries
beneficently - kindly in action or in purpose
genetics - the study of inherited characteristics
"A Genetics of Justice"
Paragraphs 1-4 :
1. How does Alvarez begin her essay?
2. How does this beginning inform your understanding of the word genetics in the title?
3. Given your answer to the previous question, what might Alvarez mean by "A Genetics of Justice"?
4. What reason does Alvarez provide to explain why she "often imagine[s]" her parents' lives under Trujillo in paragraph 1?
5. Why does Alvarez "especially" imagine her mother's life in paragraph 2?
6. Why are Alvarez's grandparents "afraid to say anything--even to their own children" about Trujillo's regime in paragraph 3?
7. How does Alvarez's grandparents' fear of Trujillo affect Alvarez's mother in paragraph 2-3?
8. What is the impact of Alvarez's repetition of "must have" in paragraph 3?
9. How does this statement, "She knew nothing of the horrid crimes of the dictatorship" refine your understanding of Alvarez's use of "must have" to describe her mother's opinion of Trujillo in paragraph 3?
10. How does the evidence Alvarez provides in paragraph 4 support her use of "must have" in paragraph 3?
Friday, November 15, 2019
Go to the website on Julia Alvarez and read the article and the interview with her. Write at least two paragraphs to explain how she uses her personal experiences in life to influence her writing...
Due:
Assignment
Monday, November 4, 2019
We will take notes over "Claim/Counterclaim"
The YouTube video showing the "Monty Python Argument Clip" doesn't work any more so you can view the video here:
You will also watch the debate videos and complete the assignments that ar in the notes as well.
Tuesday, November 5, 2019
Spend about 20 minutes watching the video on "Ethos, Pathos, and Logos" and complete the handout that goes with the video.
You will be given a handout with 20 paragraphs to read and find the claim and counterclaim in each paragraph. You will highlight each one in different colors...
After you have found your claim and counterclaim for each paragraph, your group will get a piece of chart paper and write your claim and counterclaim for the paragraphs assigned and put them on the chart paper and post them around the room.
When all groups are finished with this, you will send a spokesperson to the chart paper and discuss your answers with the class as a whole. The class will then see if your answers match what they found in their groups...all groups will make sure you have highlighted a claim and counterclaim for each paragraph...
Wednesday, November 6, 2019
We will finish the assignment from yesterday.
After you have found your claim and counterclaim for each paragraph, your group will get a piece of chart paper and write your claim and counterclaim for the paragraphs assigned and put them on the chart paper and post them around the room.
When all groups are finished with this, you will send a spokesperson to the chart paper and discuss your answers with the class as a whole. The class will then see if your answers match what they found in their groups...all groups will make sure you have highlighted a claim and counterclaim for each paragraph...
Thursday, November 7, 2019
If you choose not to go to the pageant, you will remain in class and complete an assignment...
Friday, November 8, 2019
Due:
Assignment
Monday, October 28, 2019
CFA grades have been posted online...you will get the class period today to finish the CFA and to make corrections on the multiple choice part of the test. You will receive two grades for the test, one for the mulitple choice and one for the essay. You will be given the opportunity to earn half credit for corrections you choose to make.
Tuesday, October 29, 2019
Think about this question:
How does the interaction between Hundert and Deepak develop your understanding of the relationship between Hundert and Bell?
You will get a handout with three key details on it. Find those details within the last reading and explain how each quote helps you to answer the question above...
Quick Write #1:
Choose a relationship between two characters in "The Palace Thief" and identify how that relationship changes or stays the same over the course of the text. Use evidence from the text in your response.
Quick Write #2:
Choose one of the following central ideas in "The Palace Thief" and explain how this idea emerges and develops over the course of the text. Use textual evidence to support your response.
1. The importance of history
2. Identity
3. Expectations
Wednesday, October 30, 2019
You will get the reading “Trujillo and the Mirabal Sisters” and read it (feel free to read it aloud with them as a class…it will benefit you in the long run)
After they read, they will answer the questions at the end of the reading. Remind them that they must answer the discussion questions fully in order to get credit for them.
Thursday, October 31, 2019
Friday, November 1, 2019
Due:
Assignment
Monday, October 21, 2019
Use pages 191-195 to complete the "Actions and Assumptions" handout.
Get a sheet of paper and label it "Vocabulary for The Palace Thief." Add the following vocabulary:
deft - quick and neat in movement; nimble; dexterous
supplication - an act or instance of supplicating; humble prayer, entreaty, or petition
potent - powerful; mighty
potentate - a person who possesses great power or authority, esp. a ruler or monarch
abated - reduced in amount, degree, intensity, etc.; lessened; diminished
chastened - corrected by punishment or suffering; caused to be more humble or restrained
veracity - conformity to truth or fact; accuracy
assiduously - diligently, constantly
spurned - rejected with disdain; scorned
sovereign - a monarch; a king, queen, or other supreme ruler
vindication - the state of being cleared, as from an accusation or suspicion
Tuesday, October 22, 2019
We will read "The Palace Thief" from page 195 "How can I describe the scene that..." to page 198 "'You have not changed either,' he said"
As we read, you will think about the following question:
What was the purpose of the reunion competition?
1. How does Hundert's opinion of Sedgewick, in light of the second cheating incident, contribute to the central idea of the text?
2. How does Hundert feel about the outcome of the competition? Why? How do Hundert's reactions develop a central idea of the text?
3. How do Hundert's thoughts about Sedgewick contribute to his interaction with other former students?
4. How do Hundert's actions help develop your understanding of the meaning of spurned sovereign (p. 197)?
5. How does this final interaction contribute to your understanding of the word vindication (p. 198)?
Quick Write:
How does the competition and its aftermath further develop a central idea in the text?
Some things to think about...the reflections that Hundert has after the competition...How do Hundert and Sedgewick contrast in this section of the text (just because people grow older doesn't mean they change).
heinous - hateful
turrets - small towers at the angle of the building
intimated - indicated or made known indirectly
incumbent - the holder of an office
fervor - great warmth and earnestness of feeling
jubilation - a feeling of or the expression of joy or exultation
heady - intoxicating; exiting; exhilarating
foist - to force upon or impose fraudulently or unjustifiably (usually followed by "on" or "upon"
sponson - a structure projecting from the side or main deck of a vessel to support a gun or the outer edge of a paddle box
gleaned - to have learned, discovered, or found out, usually little by little or slowly
charisma - a spiritual power of personal quality that gives an individual influence or authority over large numbers of people
acquitting - relieving from a charge of fault or crime; declaring not guilty
conviction - proving or declaring guilty of an offense
populist - appealing to the interests or prejudices of ordinary people
rhetoric - the ability to use language effectively
Wednesday, October 23, 2019
Only three people in class...had class discussion about life...
Thursday, October 24, 2019
Finish the vocabulary from yesterday...
We are going to read from page 198-205 (the end of the story).
1. Why does Hundert comment, "is it not the glory of our legal system that acquitting a guilty man is less heinous that convicting an innocent one" (p. 198)?
2. Who does Sedgewick reach out to in his new campaign? Why is this significant?
3. On page 203, Hundert notes that the miners "were ignorant people, and I cannot blame them for taking to the shrewdly populist rhetoric of the man." Which word can be substituted for "shrewdly populist rhetoric"? How does this inform your understanding of the word rhetoric as well as the sentence as a whole?
4. What does Sedgewick's popularity among the miners (before they've met Hundert) indicate about Sedgewick?
5. What does Hundert hope for in the final interaction of the text, between Hundert and Deepak, as they both watch Sedgewick Bell on television?
6. What does this hope tell you about Hundert's relationship with Sedgewick?
Friday, October 25, 2019
CFA #2
Due:
Assignment
Monday, October 14, 2019
You will watch the following videos and take notes over each video.
You MUST take complete notes over all videos!!!
When you have complete notes on all three of these videos, you should minimize your screen so that the desktop is showing. YOU MAY NOT BE ON ANY WEBSITES OTHER THAN THE LINKS YOU HAVE BEEN GIVEN FOR ANY REASON!!! When everyone has taken notes on the videos, we will discuss what you heard. Take this time to add anything you may have missed.
Now you will watch these last two videos and take notes over them as well.
Again, when you finish watching, you should minimize your screen so that only your desktop is showing. We will discuss what you heard again. You will have the opportunity to add anything you may have missed.
Tuesday, October 15, 2019
We will discuss the notes you took from the computer yesterday...
We will then read the articles "From Andy Lovell" and "The Song of the Old Mother" and annotate the readings as we go.
We will write your introductory paragraph together as a class.
Wednesday, October 16, 2019
You will begin writing your informative essay and spend the period working on it.
Thursday, October 17, 2019
You will finish your essay today and if time allows, you will get the first draft back so that you can make corrections.
Friday, October 18, 2019
We will re-read part of our story "The Palace Thief" because it has been a while since we have looked at it and we are getting ready to finish it up...
Due:
Assignment
R.KID.1
Analyze what a text says implicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
R.KID.3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone.
R.KID.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.CS.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and then whole.
Monday, September 30, 2019
We will read pages 191-195
After we have read the story, you will look back at the excerpt we just read and the original "Mr. Julius Caesar" competition and annotate the text for similarities and differences:
You should identify 10 similarities and 5 differences
Now get on my website and go back to the beginning of this story and go through your notebook you want to put all the work from your notebook in order and then staple it all together. You will remove the work from the notebook and turn it all in. Put dates on the work before you turn it all in.
Answer the following questions based on the reading from Friday:
1. The reunion competition is held thirty-seven years after Sedgewick Bell's graduation. What is similar or different about the two competitions? Look back at your notes from Friday and jot down a few things from each list.
2. Sedgewick Bell arranged the competition, and then he cheated again. What does this suggest about his character?
3. When Sedgewick Bell initially struggles with a difficult question, Hundert thinks, "it was I who had betrayed him" (p. 193. What does this reveal about Hundert and why it is important?
4. Do you think it is more or less difficult for Hundert to allow the cheating this time around? Why?
5. Which thoughts and motivations inform Hundert's decision in how he moves forward once he realizes that Sedgewick is cheating?
Now we will have a fishbowl discussion about these questions...
Tuesday, October 1, 2019
Begin taking the midterm...
Wednesday, October 2, 2019
Finish taking the midterm
Thursday, October 3, 2019
You will finish taking your midterm and be given the opportunity to make corrections to improve your grade.
Friday, October 4, 2019
HAWK WALK!!!!
Anyone in class in the afternoon will use the time to make up any missing or failing work.
Due:
Assignment
R.KID.1
Analyze what a text says implicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
R.KID.3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone.
R.KID.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.CS.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and then whole.
Monday, September 23, 2019
Your writing prompt is what you need to focus on first. You will type at least one page to answer the writing prompt completely...
How has Hundert developed over the course of this text? Cite evidence to support your response.
You will want to provide evidence that details the kind of influence Hundert hopes to have as a teacher and how this influence is tested by both Sedgewick and Senator Bell.
How does Hundert's moral code is called into question, as well as how he responds when it is challenged.
Give specific examples of Hundert being developmentally flawed or unable to learn from his mistakes.
Add the following vocabulary to your notes:
maturation - the act or process of becoming fully developed in body or mind, as a person
guileless - sincere; honest; straightforward; frank
slight - insult or rejection
meretriciousness - quality of being falsely praiseful or superficial
tenure - the period or term of holding something
rancor - bitter, rankling resentment or ill will; hatred; malice
We will take notes on "Theme" and discuss the notes as you take them. You will complete the activities throughout the notes and include the answers in your notes.
Tuesday, September 24, 2019
You will complete the handout on "Theme" on your own.
You will read pages 182-187 and annotate the text. Use the following as an annotation guide.
Box unfamiliar words.
Star (*) important or repeating ideas.
Put a question mark (?) next to a section you're questioning or confused about.
Use an exclamation point (!) for connections between ideas or ideas that strike you or surprise you in some way.
Remember to write notes in the margin as you read to record your ideas and thoughts.
Wednesday, September 25, 2019
Finish annotating the story from pages 182-187.
Answer the following questions and give textual evidence for each question:
1. How can Hundert's response to Sedgewick's letter help you to determine the meaning of rancor (p. 182) in this context?
2. To what does Hundert attribute Sedgewick's lack of rancor? What might this suggest about how Hundert understands Sedgewick's growth from disobedient student to successful businessman?
3. How does the presence of the word "artfully" in Hundert's description of Sedgewick's greeting as "artfully guileless" (p. 182) change your understanding of Hundert's initial reactions to the letter? What might this suggest about how Sedgewick has grown?
4. What does Hundert mean when he notes that "it is precisely this sort of childhood slight that will drive a great figure" (p. 183)? What does Hundert think he knows about Sedgewick's character?
5. Hundert remarks that he "is flattered" after discovering that Sedgewick "desired the chance to reclaim his intellectual honor" (p. 183). What does this indicate about Hundert's character? Where have we seen this idea before?
6. In what way does Hundert's "spirit take a beating" (p. 186) in this section?
7. What feelings does the anticipation for the contest conjure in Hundert?
Thursday, September 26, 2019
Add the following vocabulary to your notes:
disgorging - to surrender or yield something
poignant - affecting or moving the emotions
imbued - impregnated or inspired, as with feelings, opinions, etc
largesse - generous bestowal of gifts
serpentine - having a winding course, as a road
reprieve - any respite or temporary relief
jocular - intended for, or suited to, joking
voluble - characterized by a ready or continuous flow of words
We will read from pages 187-191 in "The Palace Thief"
Answer the following questions and give textual evidence to support each answer:.
1. What feeling does Hundert express in the first line of this section and why?
2. How does this inform your understanding of the meaning of the word reprieve?
3. What kind of impact do the helicopter ride and accommodations have on Hundert?
4.What does Hundert notice about the boys, now that they are grown?
5. How does the repetition of the word "still" contribute to the development of a central idea of the text?
6. What words and phrases in Hundert's description of Bell can help you to determine the meaning of jocular (p. 189)? What is the cumulative effect of these descriptions?
7. How does Hundert's reaction to his exchange with Blythe refine your understanding of Hundert's character?
Friday, September 27, 2019
Determine a central idea from Hundert's reunion with his former students. How does this idea emerge and develop over the course of the text?
Think about how Hundert wants to hang on to the past, and contrast that with his stubbornness to learn from those experiences in making present or future decisions.
Talk about Hundert's confession to Martin Blythe as an opportunity to begin anew and reconcile some of the wrong decisions that plague his past.
What is the impression that Hundert has of the adult versions of his former students and how does this impression inform his line of reasoning about Sedgewick Bell?
Discuss the momentum that Hundert has going into the "Mr. Julius Caesar" reunion competition after spending quality time with his former students.
In light of the events in Hundert's retirement, how have your impressions of him grown or changed?
Use evidence from the text to support your response.
Add the following vocabulary to your notes:
dereliction - deliberate or conscious neglect; negligence; delinquency
vacillation - the act of wavering in mind or opinion, or being indecisive
demeanor - conduct; behavior
throes - a sharp attack of emotion
feat - a noteworthy or extraordinary act or achievement
indolence - the quality or state of being lazy
mercenary - working or acting merely for money or other reward
Due:
Assignment
R.KID.1
Analyze what a text says implicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
R.KID.3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone.
R.KID.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.CS.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and then whole.
Monday, September 16, 2019
Finish your CFA from Friday...
Tuesday, September 17, 2019
Only three people in class. Use the time to get caught up with other work...
Wednesday, September 18, 2019
You will get with a partner and receive a "Group Text Analysis" Handout. Each group is responsible for completing each handout, but each group will also be responsible for presenting one handout to the class.
We will discuss the handout before the end of class.
Thursday, September 19, 2019
We will finish discussing the handout from yesterday before doing anything else.
Your writing prompt is what you need to focus on first. You will type at least one page to answer the writing prompt completely...
How has Hundert developed over the course of this text? Cite evidence to support your response.
You will want to provide evidence that details the kind of influence Hundert hopes to have as a teacher and how this influence is tested by both Sedgewick and Senator Bell.
How does Hundert's moral code is called into question, as well as how he responds when it is challenged.
Give specific examples of Hundert being developmentally flawed or unable to learn from his mistakes.
Add the following vocabulary to your notes:
maturation - the act or process of becoming fully developed in body or mind, as a person
guileless - sincere; honest; straightforward; frank
slight - insult or rejection
meretriciousness - quality of being falsely praiseful or superficial
tenure - the period or term of holding something
rancor - bitter, rankling resentment or ill will; hatred; malice
Friday, September, 20, 2019
Finish the writing from yesterday...
Then we will have REWARD DAY!
Due:
Assignment
R.KID.1
Analyze what a text says implicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
R.KID.3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone.
R.KID.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.CS.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and then whole.
Monday, September 9, 2019
We will take notes on TIDE and complete the "Fireworks" reading and questions 4 and 5 on the TIDE format handout.
You will receive the "Pop Art" handout and complete question 4 on a TIDE format handout.
Tuesday, September 10, 2019
Lots of people absent. Those who are present
Wednesday, September 11, 2019
9/11 Webquest
Thursday, September 12, 2019
Early Dismissal Day - Club Day
You will get the handout "Making Inferences: Reading Between the Lines." You can write on the handout and follow the directions for each section. For the third section, you should underline the sentences in the paragraphs that give the textual evidence and then number that sentence to mathc the statement is backs up.
Friday, September 13, 2019
CFA #1
If you did not get the handout from yesterday finished, please finish it and turn it in before you leave today.
Due:
Assignment
R.KID.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
R.KID.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.KID.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
R.CS.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Monday, September 2, 2019
Labor Day - NO SCHOOL
Tuesday, September 3, 2019
Homework was given on Friday because the class spent too much time talking and not enough time working.
Homework was graded at the beginning of class. One out of six students completed the assignment so time was allowed in class to complete the assignment for partial credit THIS TIME!
You will hear a masterful reading of pages 171-175.
You will answer the following questions with a partner. Make sure you use textual evidence for each question:
1. What language does Hundert use to describe Sedgewick after the confrontation around Sdgewick's cheating? What do these words tell you about Sedgewick?
2. How does the description of Sedgewick's "feline smile" on page 171 contribute to Hundert's analysis of Sedgewick's character?
3. Describe Hundert's cold of morals versus Sedgewick's.
4. What sorts of words does the author use to describe the external and internal challenges to Hundert's "code of morals" (p. 172)?
5. How can Sedgewick's cheating help you understand the definition of waned (p. 172)? How does the use of this word inform your understanding of Hundert?
6. What does the reflection "no sooner had I resolved to confront the Senator that it became perfectly clear to me that I lacked the character to do so" (p. 173) reveal about Hundert's character?
7. In the wake of Hundert's conversation with the Senator, what do his actions reveal about his character versus the character of Sedgewick and the Senator?
Wednesday, September 4, 2019
Get on a computer and watch the following video on "Irony"
Take notes on the video as you watch it (Put your notes on a sheet of notebook paper and staple them to your handout before you turn the handout in).
You must log out of the computer and move back to your seat without your phone in order to receive the irony handout you will complete for the day.
Complete the handout on irony and follow the directions on the handout.
Thursday, September 5, 2019
You will get back with your partners and finish the following questions:
1. What language does Hundert use to describe Sedgewick after the confrontation around Sdgewick's cheating? What do these words tell you about Sedgewick?
2. How does the description of Sedgewick's "feline smile" on page 171 contribute to Hundert's analysis of Sedgewick's character?
3. Describe Hundert's cold of morals versus Sedgewick's.
4. What sorts of words does the author use to describe the external and internal challenges to Hundert's "code of morals" (p. 172)?
5. How can Sedgewick's cheating help you understand the definition of waned (p. 172)? How does the use of this word inform your understanding of Hundert?
6. What does the reflection "no sooner had I resolved to confront the Senator that it became perfectly clear to me that I lacked the character to do so" (p. 173) reveal about Hundert's character?
7. In the wake of Hundert's conversation with the Senator, what do his actions reveal about his character versus the character of Sedgewick and the Senator?
We will come back together and have a class discussion about these questions after you have finished answering them.
Add the following vocabulary to your notes:
vantage - a position, condition, or place affording some advantage or a commanding view
throes - violent spasms or pangs
peristaltic - of or pertaining to the progressive wave of contraction and relaxation of a tubular muscular system
rancorous - bitter and resentful
feinted - attacked on place or point merely as a distraction from the real place or point of attack
chancel - the space or altar of a church, usually enclosed, for clergy and other officials
unbidden - not ordered or commanded; spontaneous
Byzantine - characterized by intrigue; scheming or deviousness
coveted - eagerly wished for
internecine - of or pertaining to conflict or struggle within a group
guileless - innocent and without deception
gadfly - a person who persistently annoys or provokes other with criticism, schemes, ideas, demands, requests, etc.
filigreed - adorned with delicate ornamental work
foist - to force upon or impose fraudulently or unjustifiably
torpor - a state of suspended physical powers and activities
abandon - enthusiasm
relic - a surviving memorial of something past
irascible - easily provoked to anger; very irritable
demagogue - a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of people
antiquarian - a person who values the study of ancient times or former ages
Friday, September 6, 2019
You will hear a masterful reading of pages 175-182.
You will get with your partners and receive the handout "Group A Text-Analysis Tool." Every person will be responsible for completing the handout, but each group will present to the class one section of the handout.
Due:
Assignment
R.KID.1
Analyze what a text says implicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
R.KID.3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative menaings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informalor formal tone.
Monday, August 26, 2019
We will discuss the 11 questions you were asked to answer on Friday:
1. How does Sedgewick behave when he enters the narrator's living quarters/office?
2. Does "affront" have a positive or negative connotation in the text? What word could be substituted for affront?
3. How does the narrator respond to Sedgewick's behavior?
4. What effect does Hundert's response have on Sedgewick's behavior?
5. How does this scene further develop the relationship that the author has already established between the narrator and Sedgewick?
6. What details int he text reveal how the narrator feels about gong to meet the senator?
7. How do Hundert's feelings about meeting the senator compare to previously established details?
8. What is Hundert's initial opinion of the senator?
9. What might it mean for Hundert to refer to himself as a "novice...in the world of politics"?
10. What do the senator's responses to Hundert reveal about his opinion of the narrator?
11. How does the narrator's reaction to this conversation refine your understanding of Hundert's character?
Now you will spend 5-10 minutes answering the Quick Write as follows:
How does the narrator further develop through his interaction with the Senator?
Remember to use textual evidence to support your answer.
Now add the following vocabulary to your notes:
nascent – beginning to exist
formidable – causing fear, apprehension, or dread
umbra – shade, shadow
cardinal – of prime importance
You will listen to a masterful reading of pages 164-168
Now answer the following questions using textual evidence to support your answers:
1. How does the narrator describe the importance of the contest? What is the impact of the description?
2. What possible explanations does the narrator provide for making his "first mistake" (p. 165)?
3. What is "the cardinal rule" in the context of this paragraph (p. 165)?
4. What complex emotions does the narrator experience because of Sedgewick's apparent success in the contest? What function do these feelings serve?
5. How has the contest and Hundert's control of the situation become more complicated since initially breaking a "cardinal rule of teaching" (p. 165)?
Tuesday, August 27, 2019
You will be given an "Inference" handout that MUST be completed on your own and turned in before the end of the class today.
You may not get on a computer or use your phone for any reason.
If you have nay time left, please feel free to work on the questions you were given yesterday for pages 164-168. You must use textual evidence to support your answers for each question.
Wednesday, August 28, 2019
We will discuss the questions you were given on Monday.
Here is your Quick Write:
How do the narrator's actions in this passage reveal an emerging central idea of this text?
Spend 5-10 minutes answering this question and remember to include textual evidence for your answer.
Now we are going to look at the character development for Hundert, Sedgewick, and The Senator and see how each of them relate to one another. You will receive a handout "Model Analyzing Details Tool" the first page looks at Hundert/Sedgewick and the second page looks at Hundert/The Senator. We will discuss the handout together before we work on it.
Thursday, August 29, 2019
Discuss the handout from yesterday and finish if needed.
Add the following vocabulary to your notes:
myopia - narrow-mindedness; intolerance
beget - to cause; produce as an effect
tyrant - a sovereign or other ruler who uses power oppressively or unjustly
coddled - treated tenderly; nursed or tended indulgently
deliberation - careful consideration before decision
You will listen to a masterful reading of pages 168-171
Now you will answer the following questions using textual evidence to support your answers:
1. What details in the text help you understand the meaning of "deliberation" (p. 168)?
2. What does it mean to be coddled (p. 168), and how does the narrator's attitude toward coddling reveal his philosophy toward his teaching?
3. What internal conflicts does Hundert encounter as a result of this episode?
Now you will receive the handout "Analyzing Multiple Motivations Tool" and discuss how to fill it out.You have been given four acts, decisions, or motivations from the story so far. Find the details from the passage to support each one and then give details as to how it relates to the earlier part of the story.
Friday, August 30, 2019
We will discuss the handout from yesterday.
Here is your Quick Write for this lesson:
How do the conflicting motivations of the narrator shape his actions in the passage?
Add the following vocabulary to your notes:
labyrinthine - complicated; tortuous
wiliness - craftiness; slyness
precociousness - unusually advanced or mature in development, especially mental development
audacity - boldness or daring, especially with confident or arrogant disregard for personal safety, conventional thought, or other restrictions
omission - the act of leaving something out
circumvent - to go around or bypass
abominations - things that are greatly disliked
amiable - pleasantly
tendrils - a threadlike, leafless organ of climbing plants, often growing in spiral form, which attaches itself to or twines round some other body, as to support the plant
recalcitrance - disobedience
infamy - extremely bad reputation
timbre - the characteristic quality of sound produced by a particular instrument or voice; tone color
crudities - offenses
depravity - the state of being morally bad or evil; corruption
feebleness - the state of being physically, intellectually, or morally weak
trundled - moved heavily, noisily
feline - sly, stealthy, or treacherous
waned - decreased in strength, intensity
stride - a walk characterized by long steps, especially in a hasty or vigorous way
strut - a walk suggesting pompousness or pride
You will hear a masterful reading of pages 171-175.
Answer the following questions and use textual evidence to support your answer:
1. What language does Hundert use to describe Sedgewick after the confrontation around Sdgewick's cheating? What do these words tell you about Sedgewick?
2. How does the description of Sedgewick's "feline smile" on page 171 contribute to Hundert's analysis of Sedgewick's character?
3. Describe Hundert's cold of morals versus Sedgewick's.
4. What sorts of words does the author use to describe the external and internal challenges to Hundert's "code of morals" (p. 172)?
5. How can Sedgewick's cheating help you understand the definition of waned (p. 172)? How does the use of this word inform your understanding of Hundert?
6. What does the reflection "no sooner had I resolved to confront the Senator that it became perfectly clear to me that I lacked the character to do so" (p. 173) reveal about Hundert's character?
7. In the wake of Hundert's conversation with the Senator, what do his actions reveal about his character versus the character of Sedgewick and the Senator?
Due:
Assignment
R.KID.1
Analyze what a text says implicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
R.KID.3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone.
Monday, August 19, 2019
We will read the short story "Cranes" as a class and complete the handout that accompanies the story. We will annotate the story as we read it so that it will be easier to complete the handout.
Tuesday, August 20, 2019
You will get with the following partners to work:
Erionna and Harrison
Taia and Erin
Devon and Kayellen
Make note of the following definitions:
scrutiny - a close and searching look
posting - placing in a post office or mailbox for transmission
demagogue - a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of people
patricians - people of noble or high rank; aristocrats
prerogative - an exclusive right or privilege, etc., exercised by virtue of rank, office, or the like
dullard - a stupid, insensitive person
roustabout - an unskilled laborer who lives by odd jobs
magistrates - minor judicial officers, having jurisdiction to try minor criminal cases
cultivated - educated; refined
temper - to soften or tone down
disdain - a feeling of contempt for anything regarded as unworthy
puerile - childishly foolish; immature or trivial
You will listen to a masterful reading of "The Palace Thief" from pages 155-160. think about the following question as you listen to me read:
How does the character of Hundert, the narrator, develop in this passage?
Wednesday, August 21, 2019
Students will be given a handout "Detail Expansion Tool." You will be given either a detail from the text where you tell what it says about the narrator/story thus far or you will be given what it says about the narrator/story thus far and be required to find the detail from the text that is being talked about. We will complete half of the handout together as a class and you will complete the other half on your own and then we will discuss your answers.
After the handout is finished, you will be given the following two questions to answer. Each question must contain textual evidence to back up your answer:
1. What relationship is being established between Hundert and St. Benedict's?
2. What is the narrator's opinion of Sedgewick Bell?
You need to be prepared to discuss both questions as soon as class begins tomorrow.
Thursday, August 22, 2019
You will turn your desks to face each other in two teams. Team A will give a piece of textual evidence to answer question 1 from yesterday: "What relationship is being established between Hundert and St. Benedict's?" Team 2 will tell how that piece of evidence will back up the question and what it means.
Now Team B will give a piece of textual evidence to answer question 2 from yesterday: "What is the narrator's opinion of Sedgewick Bell?" Team 1 will tell how that piece of evidence will back up the question and what it means.
You will be given a rubric to let you know how your Quick Write will be scored. We will discuss the rubric before you are given the following question:
How does the character of Hundert develop in this passage?
You will have 5-10 minutes to answer the question using textual evidence to support your answer.
You will now add the following definitions to your notes:
bucolic - of, pertaining to, or suggesting an idyllic rural life
equine - of, pertaining to, or resembling a horse
loath - unwilling, reluctant
scruples - moral or ethical considerations or standards that act as a restraining force or inhibit certain actions
sidearm - a weapon, here a gun, worn at one's side or at one's belt
affront - to offend by an open manifestation of disresect or insolence
novice - a person who is new to the circumstances, group, etc., in which he or she is placed; beginner
Now you will listen to a masterful reading of pages 160-164.
Friday, August 23, 2019
You will answer the following questions using textual evidence to support your answers for each question:
1. How does Sedgewick behave when he enters the narrator's living quarters/office?
2. Does "affront" have a positive or negative connotation in the text? What word could be substituted for affront?
3. How does the narrator respond to Sedgewick's behavior?
4. What effect does Hundert's response have on Sedgewick's behavior?
5. How does this scene further develop the relationship that the author has already established between the narrator and Sedgewick?
6. What details int he text reveal how the narrator feels about gong to meet the senator?
7. How do Hundert's feelings about meeting the senator compare to previously established details?
8. What is Hundert's initial opinion of the senator?
9. What might it mean for Hundert to refer to himself as a "novice...in the world of politics"?
10. What do the senator's responses to Hundert reveal about his opinion of the narrator?
11. How does the narrator's reaction to this conversation refine your understanding of Hundert's character?
Be ready to discuss each question at the beginning of class on Monday.
Due:
Assignment
Monday, August 12, 2019
Annex 101 in Mrs. Hughes's room.
Tuesday, August 13, 2019
Personal Letter - Read my letter to you and write me a letter back...it must include:
Name
Zoned school
What brings you to Holloway
Plans
Pets
Hobbies
Anything special about you
Go over syllabus
Make your acrostic
Wednesday, August 14, 2019
I will give you a picture and a handout with a noun box, a verb box, and an adjective box.
You will study the picture and spend two minutes writing all the nouns you can see in the picture. We will talk about those nouns you wrote and you will add any to your sheet that you didn' have already.
We will repeat the process for the verb box and the adjective box.
Once we finish all three boxes, you will write two different sentences (based on the picture) and each sentence will need to contain at least one of the following:
noun + verb + adjective + when + where
After you get your two sentences, we will go around the room and read our sentences aloud to make sure that all sentences have all the required parts.
Thursday, August 15, 2019
Everyone will get on a computer and subscribe to my web page. You will be given directions to do this....
Watch the video "Making Inferences and Drawing Conclusions" and take notes as you watch.
Now let's look at these couple of slides...
Now watch the four commercials on YouTube and make inferences by answering the questions for each commercial.
What happened? How do you know?
What did the dog do?
How do you know what he did?
Why did the dog give the man a bag of chips?
What does the graduate think his gift is?
What is the textual evidence to back that up?
What is his actual gift?
What happened to the mosquito?
What caused it to happen?
Watch the short film "Lou" and give five inferences you can make from the short film.
Exit Ticket
In your own words, what is an inference and how do you make an inference? Why is it important to be able to make inferences when you read?
Friday, August 16, 2019
You will need to log onto a computer in order to watch and take notes on the video "Elements of a Short Story." Make sure you write notes as you watch the video and make sure you write down notes for every element in the video.
We are going to talk about the notes you have taken.
I am going to read you a story book and you will then use the story book and give the following information about the story:
setting
characters
plot
theme
point of view
plot
exposition
rising action
climax
falling action
resolution