Contemplating Constellations is a book of poetry by the students of Carnegie Middle School. 230 different poets write from their heart in this remarkable collection. Buy yours today. All proceeds go to the publishing phase of the writing process--more books, newspapers, magazines, performances, movies, videos, posts, blogs, telecasts, webcasts, podcasts, tracts, fliers, rags, and comics by student authors!
Authors get a free book. Family and friends of the authors will get a discount at the book signing on Saturday, June 14, 2 p.m., at the Carson Library.
Everyone else Click below to enjoy poetry and keep it alive in our schools!
Wednesday, May 28, 2008
Wednesday, May 21, 2008
Tuesday, May 13, 2008
The Celebrated Jumping Frog of Calaveras County
Read The Celebrated Jumping Frog of Calaveras County and answer the following questions.
1. Copy a sentence from the story with misspelled words. Underline the misspelled words.
2. Why do you think Twain misspelled so many words?
3. Who fooled whom in the story? Explain in a well-written paragraph.
Write a 2-page (at least) story using the dialect of youth culture at Carnegie. When you write dialogue, remember to start a new paragraph every time someone else speaks.
Make a "Works Cited" page using provided resources and working in groups.
1. Copy a sentence from the story with misspelled words. Underline the misspelled words.
2. Why do you think Twain misspelled so many words?
3. Who fooled whom in the story? Explain in a well-written paragraph.
Write a 2-page (at least) story using the dialect of youth culture at Carnegie. When you write dialogue, remember to start a new paragraph every time someone else speaks.
Make a "Works Cited" page using provided resources and working in groups.
Thursday, April 24, 2008
Spelling Quiz and Review Outline
Take spelling quiz
Homework: Vocab. Test Friday, Persuasive Report due 5/2, Book Report 5/9, Poetry Reading 5/6 and 5/7.
Homework: Vocab. Test Friday, Persuasive Report due 5/2, Book Report 5/9, Poetry Reading 5/6 and 5/7.
Wednesday, April 23, 2008
Stations
Station 1: Digital Library
Station 2: Vocabulary Scavenger Hunt
Station 3: Persuasive Research Report Rubric and Outline.
Homework: Spelling Test Thursday, Vocab. Test Friday, Persuasive Report due 5/2, Book Report 5/9, Poetry Reading 5/6 and 5/7.
Station 2: Vocabulary Scavenger Hunt
Station 3: Persuasive Research Report Rubric and Outline.
Homework: Spelling Test Thursday, Vocab. Test Friday, Persuasive Report due 5/2, Book Report 5/9, Poetry Reading 5/6 and 5/7.
Tuesday, April 22, 2008
Earth Day: Inconvenient Truth
Fold your paper twice so that you have three spaces on each on which to write the following persuasive appeals as subheadings.
Ethical Appeal: right vs. wrong
Emotional Appeal: feelings--hate, love, compassion, etc.
Logical Appeal: reasoning--"common sense"
Fact and data based appeal: numbers, data, research
anecdotal evidence: stories, personal accounts
Fear based appeal: scaring people
Under each heading write Al Gore quotes from An Inconvenient Truth that fit into the particular category.
Homework: Vocabulary test on Friday
Book report due May 9
Ethical Appeal: right vs. wrong
Emotional Appeal: feelings--hate, love, compassion, etc.
Logical Appeal: reasoning--"common sense"
Fact and data based appeal: numbers, data, research
anecdotal evidence: stories, personal accounts
Fear based appeal: scaring people
Under each heading write Al Gore quotes from An Inconvenient Truth that fit into the particular category.
Homework: Vocabulary test on Friday
Book report due May 9
Monday, April 21, 2008
An Inconvenient Truth
Fold your paper twice so that you have three spaces on each on which to write the following persuasive appeals as subheadings.
Ethical Appeal: right vs. wrong
Emotional Appeal: feelings--hate, love, compassion, etc.
Logical Appeal: reasoning--"common sense"
Fact and data based appeal: numbers, data, research
anecdotal evidence: stories, personal accounts
Fear based appeal: scaring people
Under each heading write Al Gore quotes from An Inconvenient Truth that fit into the particular category.
Homework: Vocabulary test on Friday
Book report due May 9
Ethical Appeal: right vs. wrong
Emotional Appeal: feelings--hate, love, compassion, etc.
Logical Appeal: reasoning--"common sense"
Fact and data based appeal: numbers, data, research
anecdotal evidence: stories, personal accounts
Fear based appeal: scaring people
Under each heading write Al Gore quotes from An Inconvenient Truth that fit into the particular category.
Homework: Vocabulary test on Friday
Book report due May 9
Friday, April 18, 2008
Opposing views
Quick Write: Anticipate the arguments of people who oppose your view. Write about the arguments they may have against your position.
View video on death penalty:
Read LA Times Editorial
on recent Supreme Court decision upholding lethal injection.
From the context of the article what does anachronistic mean?
From the context of the article what does capriciously mean?
Is the LA Times for or against the death penalty? Explain your answer with examples from the editorial.
Homework: Research your topic, read, and study vocab.
View video on death penalty:
Read LA Times Editorial
on recent Supreme Court decision upholding lethal injection.
From the context of the article what does anachronistic mean?
From the context of the article what does capriciously mean?
Is the LA Times for or against the death penalty? Explain your answer with examples from the editorial.
Homework: Research your topic, read, and study vocab.
Thursday, April 17, 2008
Anecdotes and Arguments
1. Correct vocabulary matching quiz.
Answer and discuss: What's the difference between an argument and an argument?
Quick write: One of the best ways to introduce a topic in a persuasive essay is with an anecdote. Think of how you are connected to your topic and tell the story.
Interview three students about their topics and stories with this form.
Homework:Read, research, and study
Answer and discuss: What's the difference between an argument and an argument?
Quick write: One of the best ways to introduce a topic in a persuasive essay is with an anecdote. Think of how you are connected to your topic and tell the story.
Interview three students about their topics and stories with this form.
Homework:Read, research, and study
Wednesday, April 16, 2008
Digital Library
Tuesday, April 15, 2008
Monday, April 14, 2008
"The Bet" by Anton Chekhov
Friday, April 11, 2008
Thursday, April 10, 2008
appeal, emotional, logical
Quick write: List as many controversial issues as you can. Pick one you feel strongly about and write about how you feel about the issue.
Read opinion article about immigration and answer Immigration Article Study Questions
Homework: Flash Cards
Vocab. Test 4/25
Book Report 5/9
Read opinion article about immigration and answer Immigration Article Study Questions
Homework: Flash Cards
Vocab. Test 4/25
Book Report 5/9
Wednesday, April 09, 2008
Tuesday, April 08, 2008
Persuasion
What makes you angry? Is it something that is unfair? Is it something you can change? Write about something that makes you angry.
Flash Cards
Read "School-wide bans teach exactly the wrong lessons" and highlight reasons against school-wide bans and underline reasons for school-wide bans.
Homework: Flash Cards
Study questions for article
Vocab. Test 4/25
Book Report 5/9
Flash Cards
Read "School-wide bans teach exactly the wrong lessons" and highlight reasons against school-wide bans and underline reasons for school-wide bans.
Homework: Flash Cards
Study questions for article
Vocab. Test 4/25
Book Report 5/9
Monday, April 07, 2008
Sunday, April 06, 2008
Friday, April 04, 2008
Thursday, April 03, 2008
Back to School Night
Practice Recitations
Homework: Book report was due Monday.
Recitation due Thursday
Test on Friday
Homework: Book report was due Monday.
Recitation due Thursday
Test on Friday
Wednesday, April 02, 2008
Flip-Flap Bingo
Vocabulary Bingo
Homework: Book report was due Monday.
Recitation due Thursday
Test on Friday
Homework: Book report was due Monday.
Recitation due Thursday
Test on Friday
Tuesday, April 01, 2008
Ballad of the Harp-Weaver
Make the following singular nouns plurals:
day
donkey
baby
family
What rule did you did you apply when you decided whether or not to add an "s" our change the "Y" to "i" and add "es"?
Read "Ballad of the Harp-Weaver" in LOL on pages 647-653.
Work in groups according to unfinished assignments.
Homework: Book report was due Monday.
Recitation due Thursday
Test on Friday
The Ballad of the Harp-Weaver
by Edna St. Vincent Millay
“Son,” said my mother,
When I was knee-high,
“You’ve need of clothes to cover you,
And not a rag have I.
“There’s nothing in the house
To make a boy breeches,
Nor shears to cut a cloth with,
Nor thread to take stitches.
“There’s nothing in the house
But a loaf-end of rye,
And a harp with a woman’s head
Nobody will buy,”
And she began to cry.
That was in the early fall.
When came the late fall,
“Son,” she said, “the sight of you
Makes your mother’s blood crawl,—
“Little skinny shoulder blades
Sticking through your clothes!
And where you’ll get a jacket from
God above knows.
“It’s lucky for me, lad,
Your daddy’s in the ground,
And can’t see the way I let
His son go around!”
And she made a queer sound.
That was in the late fall.
When the winter came,
I’d not a pair of breeches
Nor a shirt to my name.
I couldn’t go to school,
Or out of doors to play.
And all the other little boys
Passed our way.
“Son,” said my mother,
“Come, climb into my lap,
And I’ll chafe your little bones
While you take a nap.”
And, oh, but we were silly
For half an hour or more,
Me with my long legs
Dragging on the floor,
A-rock-rock-rocking
To a Mother Goose rhyme!
Oh, but we were happy
For half an hour’s time!
But there was I, a great boy,
And what would folks say
To hear my mother singing me
To sleep all day,
In such a daft way?
Men say the winter
Was bad that year;
Fuel was scarce,
And food was dear.
A wind with a wolf’s head
Howled about our door,
And we burned up the chairs
And sat upon the floor.
All that was left us
Was a chair we couldn’t break,
And the harp with a woman’s head
Nobody would take,
For song or pity’s sake.
The night before Christmas
I cried with the cold,
I cried myself to sleep
Like a two-year-old.
And in the deep night
I felt my mother rise,
And stare down upon me
With love in her eyes.
I saw my mother sitting
On the one good chair,
A light falling on her
From I couldn’t tell where,
Looking nineteen,
And not a day older,
And the harp with a woman’s head
Leaned against her shoulder.
Her thin fingers, moving
In the thin, tall strings,
Were weav-weav-weaving
Wonderful things.
Many bright threads,
From where I couldn’t see,
Were running through the harp strings
Rapidly,
And gold threads whistling
Through my mother’s hand.
I saw the web grow,
And the pattern expand.
She wove a child’s jacket,
And when it was done
She laid it on the floor
And wove another one.
She wove a red cloak
So regal to see,
“She’s made it for a king’s son,”
I said, “and not for me.”
But I knew it was for me.
She wove a pair of breeches
Quicker than that!
She wove a pair of boots
And a little cocked hat.
She wove a pair of mittens,
She wove a little blouse,
She wove all night
In the still, cold house.
She sang as she worked,
And the harp strings spoke;
Her voice never faltered,
And the thread never broke.
And when I awoke,—
There sat my mother
With the harp against her shoulder,
Looking nineteen,
And not a day older,
A smile about her lips,
And a light about her head,
And her hands in the harp strings
Frozen dead.
And piled up beside her
And toppling to the skies,
Were the clothes of a king’s son,
Just my size.
day
donkey
baby
family
What rule did you did you apply when you decided whether or not to add an "s" our change the "Y" to "i" and add "es"?
Read "Ballad of the Harp-Weaver" in LOL on pages 647-653.
Work in groups according to unfinished assignments.
Homework: Book report was due Monday.
Recitation due Thursday
Test on Friday
The Ballad of the Harp-Weaver
by Edna St. Vincent Millay
“Son,” said my mother,
When I was knee-high,
“You’ve need of clothes to cover you,
And not a rag have I.
“There’s nothing in the house
To make a boy breeches,
Nor shears to cut a cloth with,
Nor thread to take stitches.
“There’s nothing in the house
But a loaf-end of rye,
And a harp with a woman’s head
Nobody will buy,”
And she began to cry.
That was in the early fall.
When came the late fall,
“Son,” she said, “the sight of you
Makes your mother’s blood crawl,—
“Little skinny shoulder blades
Sticking through your clothes!
And where you’ll get a jacket from
God above knows.
“It’s lucky for me, lad,
Your daddy’s in the ground,
And can’t see the way I let
His son go around!”
And she made a queer sound.
That was in the late fall.
When the winter came,
I’d not a pair of breeches
Nor a shirt to my name.
I couldn’t go to school,
Or out of doors to play.
And all the other little boys
Passed our way.
“Son,” said my mother,
“Come, climb into my lap,
And I’ll chafe your little bones
While you take a nap.”
And, oh, but we were silly
For half an hour or more,
Me with my long legs
Dragging on the floor,
A-rock-rock-rocking
To a Mother Goose rhyme!
Oh, but we were happy
For half an hour’s time!
But there was I, a great boy,
And what would folks say
To hear my mother singing me
To sleep all day,
In such a daft way?
Men say the winter
Was bad that year;
Fuel was scarce,
And food was dear.
A wind with a wolf’s head
Howled about our door,
And we burned up the chairs
And sat upon the floor.
All that was left us
Was a chair we couldn’t break,
And the harp with a woman’s head
Nobody would take,
For song or pity’s sake.
The night before Christmas
I cried with the cold,
I cried myself to sleep
Like a two-year-old.
And in the deep night
I felt my mother rise,
And stare down upon me
With love in her eyes.
I saw my mother sitting
On the one good chair,
A light falling on her
From I couldn’t tell where,
Looking nineteen,
And not a day older,
And the harp with a woman’s head
Leaned against her shoulder.
Her thin fingers, moving
In the thin, tall strings,
Were weav-weav-weaving
Wonderful things.
Many bright threads,
From where I couldn’t see,
Were running through the harp strings
Rapidly,
And gold threads whistling
Through my mother’s hand.
I saw the web grow,
And the pattern expand.
She wove a child’s jacket,
And when it was done
She laid it on the floor
And wove another one.
She wove a red cloak
So regal to see,
“She’s made it for a king’s son,”
I said, “and not for me.”
But I knew it was for me.
She wove a pair of breeches
Quicker than that!
She wove a pair of boots
And a little cocked hat.
She wove a pair of mittens,
She wove a little blouse,
She wove all night
In the still, cold house.
She sang as she worked,
And the harp strings spoke;
Her voice never faltered,
And the thread never broke.
And when I awoke,—
There sat my mother
With the harp against her shoulder,
Looking nineteen,
And not a day older,
A smile about her lips,
And a light about her head,
And her hands in the harp strings
Frozen dead.
And piled up beside her
And toppling to the skies,
Were the clothes of a king’s son,
Just my size.
Monday, March 31, 2008
Test on Friday
Review possessive nouns in an exercise on page 302 in Writing and Skills.
Review for Friday's test.
Discuss progress reports.
Read "Ballad of the Harp-Weaver" in LOL.
Homework:
All make up work due by Friday
Test on Friday
Recitation due 4/7/08
A farmer got pulled over by a state trooper for speeding, and the trooper started to lecture the farmer about his speed and, in general, began to throw his weight around to try to make the farmer uncomfortable.
Finally, the trooper got around to writing out the ticket, and as he was doing that he kept swatting at some flies that were buzzing around his head.
The farmer said, "Having some problems with circle flies there, are ya?"
The trooper stopped writing the ticket and said—"Well yeah, if that's what they are—I never heard of circle flies."
So the farmer says, "Well, circle flies are common on farms. See, they're called circle flies because they're almost always found circling around the back end of a horse."
The trooper says, "Oh," and goes back to writing the ticket. Then after a minute he stops and says, "Hey… wait a minute, are you trying to call me a horse's ---?"
The farmer says, "Oh no, Officer. I have too much respect for law enforcement and police officers to even think about calling you a horse's ---."
The trooper says, "Well, that's a good thing," and goes back to writing the ticket.
After a long pause, the farmer says, "Hard to fool them flies though."
Review for Friday's test.
Discuss progress reports.
Read "Ballad of the Harp-Weaver" in LOL.
Homework:
All make up work due by Friday
Test on Friday
Recitation due 4/7/08
A farmer got pulled over by a state trooper for speeding, and the trooper started to lecture the farmer about his speed and, in general, began to throw his weight around to try to make the farmer uncomfortable.
Finally, the trooper got around to writing out the ticket, and as he was doing that he kept swatting at some flies that were buzzing around his head.
The farmer said, "Having some problems with circle flies there, are ya?"
The trooper stopped writing the ticket and said—"Well yeah, if that's what they are—I never heard of circle flies."
So the farmer says, "Well, circle flies are common on farms. See, they're called circle flies because they're almost always found circling around the back end of a horse."
The trooper says, "Oh," and goes back to writing the ticket. Then after a minute he stops and says, "Hey… wait a minute, are you trying to call me a horse's ---?"
The farmer says, "Oh no, Officer. I have too much respect for law enforcement and police officers to even think about calling you a horse's ---."
The trooper says, "Well, that's a good thing," and goes back to writing the ticket.
After a long pause, the farmer says, "Hard to fool them flies though."
Friday, March 28, 2008
Apostrophes
Do Exercise 8 on page 561 in Writing and Skills.
Write the following sentences. Place apostrophes wherever they are needed.
1. We cant afford a car, so my dad rides his bike to work.
2. Theres and excellent chance that Yolie will make the team this year.
3. The foreign students speech has really improved; she is already using slang words.
4. Theres nothing to do in a tornado but take cover in ones basement.
5. Walt Disneys first cartoon was released in 1928.
6. In 1940 womens nylon stockings were marketed for the first time.
7. Auto graph experts value Julius Ceasars signature at about $2 million.
8. If you dont keep up with your homework, youre certainly not going to keep your A average.
9. All businesses support will be necessary if the city Street Festival is to be a success.
10. The girls gymnasium will be closed next week.
After you finish the assignment, you may complete unfinished assignments and practice your recitation.
Exit Q: How could running a race be used as a metaphor.
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Recitation due April 4.
Write the following sentences. Place apostrophes wherever they are needed.
1. We cant afford a car, so my dad rides his bike to work.
2. Theres and excellent chance that Yolie will make the team this year.
3. The foreign students speech has really improved; she is already using slang words.
4. Theres nothing to do in a tornado but take cover in ones basement.
5. Walt Disneys first cartoon was released in 1928.
6. In 1940 womens nylon stockings were marketed for the first time.
7. Auto graph experts value Julius Ceasars signature at about $2 million.
8. If you dont keep up with your homework, youre certainly not going to keep your A average.
9. All businesses support will be necessary if the city Street Festival is to be a success.
10. The girls gymnasium will be closed next week.
After you finish the assignment, you may complete unfinished assignments and practice your recitation.
Exit Q: How could running a race be used as a metaphor.
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Recitation due April 4.
Thursday, March 27, 2008
Short day
Wednesday, March 26, 2008
Progress reports and irregular plural forms
Complete exercise 6 on page 296 on irregular plural forms in Writing and Skills.
Exercise 6
Write the following sentences and change each italicized noun to its plural form. Underline the nouns you make plural.
1. The chief described the life of the tribe before their treaty with the United States.
2. In the story about Bluebeard, his wife had good reason to feel nervous after their wedding day.
3. Throughout the long journey the donkey brayed and the baby cried.
4. The family of osprey perched on the buoy in the bay.
5. The lady from the northern country spoke of the grief caused by the long war.
Pass out progress reports.
Practice recitations. Finish any incomplete work.
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Recitation due April 4.
Exercise 6
Write the following sentences and change each italicized noun to its plural form. Underline the nouns you make plural.
1. The chief described the life of the tribe before their treaty with the United States.
2. In the story about Bluebeard, his wife had good reason to feel nervous after their wedding day.
3. Throughout the long journey the donkey brayed and the baby cried.
4. The family of osprey perched on the buoy in the bay.
5. The lady from the northern country spoke of the grief caused by the long war.
Pass out progress reports.
Practice recitations. Finish any incomplete work.
So I walked into the teachers' cafeteria and saw this one teacher jumping for joy.
"What happened, Mr. ____________?" I asked.
"Nothing, Mr. Hilbert. I just finished a jigsaw puzzle in record time!" The teacher beamed.
"How long did it take you?"
"Well, the box said '3 to 5 Years,' but I did it in a month!"
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Recitation due April 4.
Tuesday, March 25, 2008
Toes
Quick riddle: How can more than one potato, tomato, or mosquito have toes?
Answer: When you have more than one of a noun that ends with a consonant followed by an "o," you add "es." This would give "toes" to potatoes, tomatoes, and mosquitoes.
There are many musical exceptions to this rule, for example: solos, sopranos, etc.
There are many Mexican food exceptions to this rule, for example: tacos, burritos, etc.
Recitations
Do exercise 5 problems 6 - 10 on page 294 in Writing and Skills for practice changing singular nouns into plural nouns.
Exercise 5
Write the following sentences and change each italicized noun to its plural form. Underline the nouns you make plural.
6. The movie made by the film class will be shown during the afternoon.
7. Near the damp wall of the dungeon, the torch showed the ancient skeleton and pile of bone.
8. When the Jeep broke down high on the mountain trail, the mosquito swarmed around Sylvia as she wept and scratched her bite.
9. The amplified sound of the drum and guitar greatly annoyed the neighbor next door.
10. The wild throw knocked the batter out of the box.
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Recitation due April 4.
Answer: When you have more than one of a noun that ends with a consonant followed by an "o," you add "es." This would give "toes" to potatoes, tomatoes, and mosquitoes.
There are many musical exceptions to this rule, for example: solos, sopranos, etc.
There are many Mexican food exceptions to this rule, for example: tacos, burritos, etc.
Recitations
Do exercise 5 problems 6 - 10 on page 294 in Writing and Skills for practice changing singular nouns into plural nouns.
Exercise 5
Write the following sentences and change each italicized noun to its plural form. Underline the nouns you make plural.
6. The movie made by the film class will be shown during the afternoon.
7. Near the damp wall of the dungeon, the torch showed the ancient skeleton and pile of bone.
8. When the Jeep broke down high on the mountain trail, the mosquito swarmed around Sylvia as she wept and scratched her bite.
9. The amplified sound of the drum and guitar greatly annoyed the neighbor next door.
10. The wild throw knocked the batter out of the box.
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Recitation due April 4.
Monday, March 24, 2008
Persuasion Preview
Friday, March 14, 2008
Adverbs of sequence and Mr. Bean
Homework: Memorize recitation poem and share it with a mentor or parent.
Book report due March 31.
Book report due March 31.
Thursday, March 13, 2008
Little Nancy was in the garden filling in a hole when her neighbor peered over the fence. Interested in what the little girl was up to, he politely asked, "What are you up to there, Nancy?"
"My goldfish died," replied Nancy tearfully, without looking up, "and I've just buried him."
The neighbor was concerned, "That's an awfully big hole for a goldfish, isn't it?"
Nancy patted down the last heap of earth and then replied, "That's because he's inside your stupid cat."
Read "The Bells" by Edgar Allan Poe from the handout.
Read and discuss Poetry Letter.
Wednesday, March 12, 2008
Finish District Assessment
Tuesday, March 11, 2008
Finish District Assessment
Monday, March 10, 2008
District Assessment
Friday, March 07, 2008
Write a sonnet
Thursday, March 06, 2008
Sonnets
Write the following sonnet titles and number your paper (1-14) under each title. “Sonnet 36” on page 118, “How Do I Love Thee?” On page 119, “Once by the Pacific” on page 119, “Childhood” on page 119, and “#24” on page 120. Find them all below.
Copy the last word of each line for 1 through 14 for each of the sonnets above.
Write the letter of the rhyme next to each word. See sample below.
Sonnet 36 on page 118
1 twain a
2 one b
3 remain a
4 alone b
5 respect c
6 spite d
7 effect c
8 delight d
9 thee e
10 shame f
11 me e
12 name f
13 sort g
14 report g
SONNET 36
Let me confess that we two must be twain,
Although our undivided loves are one:
So shall those blots that do with me remain
Without thy help by me be borne alone.
In our two loves there is but one respect,
Though in our lives a separable spite,
Which though it alter not love's sole effect,
Yet doth it steal sweet hours from love's delight.
I may not evermore acknowledge thee,
Lest my bewailed guilt should do thee shame,
Nor thou with public kindness honour me,
Unless thou take that honour from thy name:
But do not so; I love thee in such sort
As, thou being mine, mine is thy good report.
-William Shakespeare
"How do I love thee? Let me count the ways..."
by Elizabeth Barrett Browning (1806-1861)
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, --- I love thee with the breath,
Smiles, tears, of all my life! --- and, if God choose,
I shall but love thee better after death.
Once by the Pacific
The shattered water made a misty din.
Great waves looked over others coming in,
And thought of doing something to the shore
That water never did to land before.
The clouds were low and hairy in the skies,
Like locks blown forward in the gleam of eyes.
You could not tell, and yet it looked as if
The shore was lucky in being backed by cliff,
The cliff in being backed by continent;
It looked as if a night of dark intent
Was coming, and not only a night, an age.
Someone had better be prepared for rage.
There would be more than ocean-water broken
Before God's last 'Put out the Light' was spoken.
-- Robert Frost
“Childhood”
When I was a child I knew red miners
dressed raggedly and wearing carbide lamps.
I saw them come down red hills to their camps
dyed with red dust from old Ishkooda mines.
Night after night I met them on the roads,
or on the streets in town I caught their glance;
the swing of dinner buckets in their hands,
and grumbling undermining all their words.
I also loved in low cotton country
where moonlight hovered over ripe haystacks,
or stumps of trees, and croppers' rotting shacks
with famine, terror, flood, and plague near by;
where sentiment and hatred still held sway
and only bitter land was washed away.
- Margaret Walker
24
"next to of course god america i
love you land of the pilgrims' and so forth oh
say can you see by the dawn's early my
country 'tis of centuries come and go
and are no more what of it we should worry
in every language even deafanddumb
thy sons acclaim your glorious name by gorry
by jingo by gee by gosh by gum
why talk of beauty what could be more beaut-
iful than these heroic happy dead
who rushed like lions to the roaring slaughter
they did not stop to think they died instead
then shall the voice of liberty be mute?"
He spoke. And drank rapidly a glass of water
- e. e. cummings
Homework: Next book report due March 31.
Copy the last word of each line for 1 through 14 for each of the sonnets above.
Write the letter of the rhyme next to each word. See sample below.
Sonnet 36 on page 118
1 twain a
2 one b
3 remain a
4 alone b
5 respect c
6 spite d
7 effect c
8 delight d
9 thee e
10 shame f
11 me e
12 name f
13 sort g
14 report g
SONNET 36
Let me confess that we two must be twain,
Although our undivided loves are one:
So shall those blots that do with me remain
Without thy help by me be borne alone.
In our two loves there is but one respect,
Though in our lives a separable spite,
Which though it alter not love's sole effect,
Yet doth it steal sweet hours from love's delight.
I may not evermore acknowledge thee,
Lest my bewailed guilt should do thee shame,
Nor thou with public kindness honour me,
Unless thou take that honour from thy name:
But do not so; I love thee in such sort
As, thou being mine, mine is thy good report.
-William Shakespeare
"How do I love thee? Let me count the ways..."
by Elizabeth Barrett Browning (1806-1861)
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, --- I love thee with the breath,
Smiles, tears, of all my life! --- and, if God choose,
I shall but love thee better after death.
Once by the Pacific
The shattered water made a misty din.
Great waves looked over others coming in,
And thought of doing something to the shore
That water never did to land before.
The clouds were low and hairy in the skies,
Like locks blown forward in the gleam of eyes.
You could not tell, and yet it looked as if
The shore was lucky in being backed by cliff,
The cliff in being backed by continent;
It looked as if a night of dark intent
Was coming, and not only a night, an age.
Someone had better be prepared for rage.
There would be more than ocean-water broken
Before God's last 'Put out the Light' was spoken.
-- Robert Frost
“Childhood”
When I was a child I knew red miners
dressed raggedly and wearing carbide lamps.
I saw them come down red hills to their camps
dyed with red dust from old Ishkooda mines.
Night after night I met them on the roads,
or on the streets in town I caught their glance;
the swing of dinner buckets in their hands,
and grumbling undermining all their words.
I also loved in low cotton country
where moonlight hovered over ripe haystacks,
or stumps of trees, and croppers' rotting shacks
with famine, terror, flood, and plague near by;
where sentiment and hatred still held sway
and only bitter land was washed away.
- Margaret Walker
24
"next to of course god america i
love you land of the pilgrims' and so forth oh
say can you see by the dawn's early my
country 'tis of centuries come and go
and are no more what of it we should worry
in every language even deafanddumb
thy sons acclaim your glorious name by gorry
by jingo by gee by gosh by gum
why talk of beauty what could be more beaut-
iful than these heroic happy dead
who rushed like lions to the roaring slaughter
they did not stop to think they died instead
then shall the voice of liberty be mute?"
He spoke. And drank rapidly a glass of water
- e. e. cummings
Homework: Next book report due March 31.
Wednesday, March 05, 2008
Poetry forms
Copy the following definitions of various forms of poetry to study and memorize.
Ballad: story poem, often sung, often rhymes
Lyric: Rhyming poem with one voice or one speaker
Free verse: no specific rhyme scheme or meter; no specific form
Blank verse: iambic pentameter that doesn’t rhyme
Ode: Poem that praise something the speaker often speaks to his or her subject
Sonnet: 14 lines of rhymed iambic pentameter (10 syllables each line)
Epic: Very long story poem, often heroic
Elegy: Poem that honors someone’s passing (death)
Narrative: story poem
Finish poetry chart
Homework: Book report due March 31.
Ballad: story poem, often sung, often rhymes
Lyric: Rhyming poem with one voice or one speaker
Free verse: no specific rhyme scheme or meter; no specific form
Blank verse: iambic pentameter that doesn’t rhyme
Ode: Poem that praise something the speaker often speaks to his or her subject
Sonnet: 14 lines of rhymed iambic pentameter (10 syllables each line)
Epic: Very long story poem, often heroic
Elegy: Poem that honors someone’s passing (death)
Narrative: story poem
Finish poetry chart
Homework: Book report due March 31.
Tuesday, March 04, 2008
Read Poems
Read poems and fill out organizer for each
Homework: Read poems in The Language of Literature.
Next book report due March 30.
Homework: Read poems in The Language of Literature.
Next book report due March 30.
Monday, March 03, 2008
Theme of The Outsiders
Quick Write: What is a possible theme from The Outsiders. Defend your theme with evidence from the movie.
Review photo poem. Make final drafts--if used in the poetry book, you earn 50 extra credit points.
Read poems in The Language of Literature.
Homework: Read poems in The Language of Literature.
Next book report due March 30.
Review photo poem. Make final drafts--if used in the poetry book, you earn 50 extra credit points.
Read poems in The Language of Literature.
Homework: Read poems in The Language of Literature.
Next book report due March 30.
Friday, February 29, 2008
Last Day
Last day to turn in work for the five-week progress report.
View The Outsiders or complete make up work.
View The Outsiders or complete make up work.
Wednesday, February 27, 2008
Photograph poem
Choose a photograph that holds emotional significance for you. It might be a photo of yourself, a parent, grandparent, brother, sister, aunt, uncle, friend, or a pet.
For this assignment, your readers will not see the photograph with their eyes. You want them to see it in their mind, so write the details with clarity. Describe the background, the physical features, clothes, colors, time, place, context. Be specific.
Standard 2.1c Write physical descriptions
Homework: Finish all assignments by 2/29 including book report and study island.
For this assignment, your readers will not see the photograph with their eyes. You want them to see it in their mind, so write the details with clarity. Describe the background, the physical features, clothes, colors, time, place, context. Be specific.
Standard 2.1c Write physical descriptions
Homework: Finish all assignments by 2/29 including book report and study island.
Tuesday, February 26, 2008
Recurring themes day two
Take exam
on finding recurring themes.
Homework: Finish Book Review and Study Island by 2/29.
Bring in a photo of someone you care about. Choose a photograph that holds emotional significance for you. It might be a photo of yourself, a parent, grandparent, brother, sister, aunt, uncle, friend, or a pet.
For this assignment, your readers will not see the photograph with their eyes. You want them to see it in their mind, so write the details with clarity.
on finding recurring themes.
Homework: Finish Book Review and Study Island by 2/29.
Bring in a photo of someone you care about. Choose a photograph that holds emotional significance for you. It might be a photo of yourself, a parent, grandparent, brother, sister, aunt, uncle, friend, or a pet.
For this assignment, your readers will not see the photograph with their eyes. You want them to see it in their mind, so write the details with clarity.
Monday, February 25, 2008
Friday, February 22, 2008
Click this for complete poem: 536. Ode. Intimations of Immortality. William Wordsworth. The Oxford Book of English Verse
Quick Write: Write about someone you care about.
Review theme form
for Grand Mothers.
Homework: Finish book report and study island by 2/29.
Test on Monday: Finding Themes
Quick Write: Write about someone you care about.
Review theme form
for Grand Mothers.
Homework: Finish book report and study island by 2/29.
Test on Monday: Finding Themes
Tuesday, February 19, 2008
Three days of stations in PE3
Station 1: Study Island (LRA 3.5 Identify and analyze recurring themes, W 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.)
Station 2: Cut-Out Poem, (READING 1.0 Word Analysis, LRA 3.1 Articulate the characteristics of different forms of poetry, LC 1.4 Correct grammar)
Working in groups cut out 10 nouns, 5 verbs, 3 prepositions, 2 adjectives, and 2 adverbs per group member.
With the words that were cut out, each group member will make a poem on a poster by pasting the words on construction paper. The student will also display the poem on the poster and rewrite the poem on a regular piece of paper with a proper heading.
Grading Guidelines
Assignment is worth 50 points.
Station 3: Find the theme (LRA 3.5 Identify and analyze recurring themes)
Read the following works of literature and complete a theme form
for each.
Excerpt from The Cay provided in class.
Birdfoot's Grampa
The old man
must have stopped our car
two dozen times to climb out
and gather into his hands
the small toads blinded
by our lights and leaping,
live drops of rain.
The rain was falling,
a mist about his white hair
and I kept saying
you can't save them all,
accept it, get back in
we've got places to go.
But, leathery hands full
of wet brown life,
knee deep in the summer
roadside grass,
he just smiled and said
they have places to go to too.
- Joseph Bruchac
Read Grand Mothers by Nikki Giovanni on pages 409 - 414 in the Language of Literature.
Read "Old Man" by Ricardo Sanchez. Write notes in the margins of the poem about possible themes.
Homework: Finish book report and study island by 2/29.
Station 2: Cut-Out Poem, (READING 1.0 Word Analysis, LRA 3.1 Articulate the characteristics of different forms of poetry, LC 1.4 Correct grammar)
Working in groups cut out 10 nouns, 5 verbs, 3 prepositions, 2 adjectives, and 2 adverbs per group member.
A preposition shows the relationship between a noun or pronoun an another word in a sentence.
examples: above, in, out, past, since, through
A verb shows action or state of being.
examples: walk, talk, think, believe, is, am
Adjectives modify nouns and pronouns.
examples: tiny, three, furious, sunny
A noun names a person, place, thing, or idea.
examples: Andy, park, book, truth
Adverbs modify verbs, adjectives, or adverbs.
examples: quickly, slowly, well
With the words that were cut out, each group member will make a poem on a poster by pasting the words on construction paper. The student will also display the poem on the poster and rewrite the poem on a regular piece of paper with a proper heading.
Grading Guidelines
Appearance: Poster reflects student’s pride in his or her work. All words are cut out and no words are formed with letters that have been cut out individually. The copy of the poem produced by hand is neat and legible.
Sound: The combination of words on the page is interesting. The words may alliterate, rhyme, produce a rhythm, or otherwise just sound cool.
Meaning: The words on the page seem to make some kind of sense. There should at least be a hint of meaning.
Copy the poem by hand or by typing, hang up the poster and turn in the copy.
Assignment is worth 50 points.
Station 3: Find the theme (LRA 3.5 Identify and analyze recurring themes)
Read the following works of literature and complete a theme form
for each.
Excerpt from The Cay provided in class.
Birdfoot's Grampa
The old man
must have stopped our car
two dozen times to climb out
and gather into his hands
the small toads blinded
by our lights and leaping,
live drops of rain.
The rain was falling,
a mist about his white hair
and I kept saying
you can't save them all,
accept it, get back in
we've got places to go.
But, leathery hands full
of wet brown life,
knee deep in the summer
roadside grass,
he just smiled and said
they have places to go to too.
- Joseph Bruchac
Read Grand Mothers by Nikki Giovanni on pages 409 - 414 in the Language of Literature.
Read "Old Man" by Ricardo Sanchez. Write notes in the margins of the poem about possible themes.
Homework: Finish book report and study island by 2/29.
Friday, February 15, 2008
Thursday, February 14, 2008
Valentine's Day
Wednesday, February 13, 2008
View "Tell-Tale Heart"
Quickly Prepare: Turn to page 625, take out a sheet of paper, and title it "Tell-Tale Heart" Questions.
Write and answer question two on page 631.
Write and answer the following: What could possibly be the theme of "Tell-Tale Heart"? State the theme. Support your theme using examples from the story and your own reasoning.
Discuss mood in "Tell-Tale Heart."
Fill out chart below
______________Page, Para. Quote____How it affects mood___
Punctuation
Rhyme
Alliteration
Repetition
______________________________________________
Homework: Finish study island assignments and book report by 2/29/08.
Write and answer question two on page 631.
Write and answer the following: What could possibly be the theme of "Tell-Tale Heart"? State the theme. Support your theme using examples from the story and your own reasoning.
Discuss mood in "Tell-Tale Heart."
Fill out chart below
______________Page, Para. Quote____How it affects mood___
Punctuation
Rhyme
Alliteration
Repetition
______________________________________________
Homework: Finish study island assignments and book report by 2/29/08.
Tuesday, February 12, 2008
Quick Write: Would did you learn in the past two days in the stations exercise. Think about Edgar Allan Poe, alliteration, vocabulary, StudyIsland, etc.
Review progress of the over due "Monkey's Paw" theme comparison essay. Review student samples and provide class time to students who have not yet completed the assignment to complete it.
Essay Rubric
Essay Checklist
Review progress of the over due "Monkey's Paw" theme comparison essay. Review student samples and provide class time to students who have not yet completed the assignment to complete it.
Essay Rubric
Essay Checklist
Monday, February 11, 2008
Friday, February 08, 2008
Poe Stations
Station 1 Art (Tetzlaff PE1)
Draw the setting in a nightmare.
Station 2 Biography (Tetzlaff PE1)
Video on Poe and study questions.
Station 3 Vocabulary (Tetzlaff PE1)
Match the definitions below with the words/pictures
Write the letter of the definition in the space provided next to the word.
Station 4 Study Island (Hilbert PE3)
Complete the two current assignments: “Recurring Themes” and “Support Your Thesis.” If you finish, do "Revise, Revise, Revise!" and "Evaluate the Text," which will be due for the ten week report card.
Station 5 “Tell-Tale Heart” (Hilbert PE3)
What is your mood right now? _______
Read “Tell-Tale Heart” by Edgar Allan Poe starting on page 625 in The Language of Literature.
What mood or moods do you think Poe was trying to create in “Tell-Tale Heart”?
The feeling or atmosphere the writer creates for the reader is called the mood.
View part one of Tell-Tale Heart below:
View part two of Tell-Tale Heart below:
Station 6 “The Raven” (Hilbert PE3)
Read “The Raven” by Edgar Allan Poe silently. As you read highlight words that rhyme in blue and highlight words that alliterate in green.
Alliteration is the repetition of consonant sounds at the beginning of words. For example the line “While I nodded, nearly napping, suddenly there came a tapping,” nodded, nearly, and napping alliterate because they all start with the same letter.
After reading “The Raven,” view the version presented in The Simpsons.
Was the Simpsons version what you expected after reading the poem?
What do you think the poem means? What happens in the poem?
Link: sevenload.com
Draw the setting in a nightmare.
Station 2 Biography (Tetzlaff PE1)
Video on Poe and study questions.
Station 3 Vocabulary (Tetzlaff PE1)
Match the definitions below with the words/pictures
Write the letter of the definition in the space provided next to the word.
Station 4 Study Island (Hilbert PE3)
Complete the two current assignments: “Recurring Themes” and “Support Your Thesis.” If you finish, do "Revise, Revise, Revise!" and "Evaluate the Text," which will be due for the ten week report card.
Station 5 “Tell-Tale Heart” (Hilbert PE3)
What is your mood right now? _______
Read “Tell-Tale Heart” by Edgar Allan Poe starting on page 625 in The Language of Literature.
What mood or moods do you think Poe was trying to create in “Tell-Tale Heart”?
The feeling or atmosphere the writer creates for the reader is called the mood.
View part one of Tell-Tale Heart below:
View part two of Tell-Tale Heart below:
Station 6 “The Raven” (Hilbert PE3)
Read “The Raven” by Edgar Allan Poe silently. As you read highlight words that rhyme in blue and highlight words that alliterate in green.
Alliteration is the repetition of consonant sounds at the beginning of words. For example the line “While I nodded, nearly napping, suddenly there came a tapping,” nodded, nearly, and napping alliterate because they all start with the same letter.
After reading “The Raven,” view the version presented in The Simpsons.
Was the Simpsons version what you expected after reading the poem?
What do you think the poem means? What happens in the poem?
Link: sevenload.com
Thursday, February 07, 2008
Concise, coherent, and formal
View "Minstrel Man" and see if the young person in the video has the same response as you.
Flash Cards:
Finish Periodic Assessment Review:
Number your paper 1, 26-31, skipping 5 lines between each number.
Question 1: Which questions can be correctly aswered without reading the selection? Explain.
For questions 26-31, write the letter for an answer that you believe to be wrong and explain.
Write the letter for what you believe is the right answer and explain.
Homework: Finish study island assignments and book report by 2/29/08.
Flash Cards:
Finish Periodic Assessment Review:
Number your paper 1, 26-31, skipping 5 lines between each number.
Question 1: Which questions can be correctly aswered without reading the selection? Explain.
For questions 26-31, write the letter for an answer that you believe to be wrong and explain.
Write the letter for what you believe is the right answer and explain.
Homework: Finish study island assignments and book report by 2/29/08.
Wednesday, February 06, 2008
Minstrel Man
by Langston Hughes
Because my mouth
Is wide with laughter
And my throat
Is deep with song,
You do not think
I suffer after
I have held my pain
So long?
Because my mouth
Is wide with laughter,
You do not hear
My inner cry?
Because my feet
Are gay with dancing,
You do not know
I die?
--Hughes's life and work were enormously influential during the Harlem Renaissance of the 1920s.
Quick Write: Who is the author and what is the title of the poem. What does the poem mean to you? Do you agree that people can appear happy on the outside, yet be suffering on the inside? Explain.
Pass out progress reports and score summaries for the last periodic assessment. Discuss.
Title your paper Periodic Assessment Review
Number your paper 1, 26-31, skipping 5 lines between each number.
Question 1: Which questions can be correctly aswered without reading the selection? Explain.
For questions 26-31, write the letter for an answer that you believe to be wrong and explain.
Write the letter for what you believe is the right answer and explain.
Homework: Finish study island assignments and book report by 2/29/08.
Because my mouth
Is wide with laughter
And my throat
Is deep with song,
You do not think
I suffer after
I have held my pain
So long?
Because my mouth
Is wide with laughter,
You do not hear
My inner cry?
Because my feet
Are gay with dancing,
You do not know
I die?
--Hughes's life and work were enormously influential during the Harlem Renaissance of the 1920s.
Quick Write: Who is the author and what is the title of the poem. What does the poem mean to you? Do you agree that people can appear happy on the outside, yet be suffering on the inside? Explain.
Pass out progress reports and score summaries for the last periodic assessment. Discuss.
Title your paper Periodic Assessment Review
Number your paper 1, 26-31, skipping 5 lines between each number.
Question 1: Which questions can be correctly aswered without reading the selection? Explain.
For questions 26-31, write the letter for an answer that you believe to be wrong and explain.
Write the letter for what you believe is the right answer and explain.
Homework: Finish study island assignments and book report by 2/29/08.
Tuesday, February 05, 2008
New seating, new folders, old rules
Quick Write: What can you do to make PE3 a better learning environment? What can you do to improve your grades and test scores.
Copy and discuss .
Finish essays:
checklist 10 pts.
rough draft 25 pts.
Final 65 pts.
Final draft must be double-spaced, 12 pt. font, and the first line of every paragraph must be indented 1/2".
Homework: Finish study island assignments and book report by 2/29/08.
Final draft of essay.
Copy and discuss .
Finish essays:
checklist 10 pts.
rough draft 25 pts.
Final 65 pts.
Final draft must be double-spaced, 12 pt. font, and the first line of every paragraph must be indented 1/2".
Homework: Finish study island assignments and book report by 2/29/08.
Final draft of essay.
Monday, February 04, 2008
Friday, February 01, 2008
Proofreading symbols
Review the proofreading symbols on page R34 of The Language of Literature.
Write a four paragraph essay discussing the themes of Simpsons' version and W. W. Jacobs's version of the "Monkey's Paw." Use the rubric and checklist. 25% of your grade will be based on the quality of the revision process.
Homework:
Write a four paragraph essay discussing the themes of Simpsons' version and W. W. Jacobs's version of the "Monkey's Paw." Use the rubric and checklist. 25% of your grade will be based on the quality of the revision process.
Homework:
Thursday, January 31, 2008
Study Questions
Wednesday, January 30, 2008
Convert folders into portfolios
Quick Write: Discuss the similarities and differences between both version (Jacobs and Simpsons) in a paragraph.
Keep your best five assignments in your folder and take the rest home or place neatly in the blue recycle bins.
Discuss "Monkey's Paw" by W.W. Jacobs on 682 and complete the comparison chart.
Answer question 1, the four bulleted "comprehension check" questions, and question four on page 691 (that's a total of six questions).
Homework: Read book by 2.22.08 and finish "Monkey's Paw" questions tonight.
Keep your best five assignments in your folder and take the rest home or place neatly in the blue recycle bins.
Discuss "Monkey's Paw" by W.W. Jacobs on 682 and complete the comparison chart.
Answer question 1, the four bulleted "comprehension check" questions, and question four on page 691 (that's a total of six questions).
Homework: Read book by 2.22.08 and finish "Monkey's Paw" questions tonight.
Tuesday, January 29, 2008
Monday, January 28, 2008
Stations Continued
Station 1 Art (Tetzlaff PE1)
Imagine a wish that has backfired on the person who wished for it.
Think about how you can represent the wish gone wrong.
Use crayons, colored pencils, and markers to draw a picture that represents the wish and its consequences
Station 2 Drama (Tetzlaff PE1)
Each group member will choose a part to read in the script
One person will read for Woman 1 and British Ambassador
One person will read for Woman 2 and Argentine Ambassador
One person will read for Man, Lenny, and Ned Flanders
One person will read for Kang and Kodos
Station 3 Vocabulary (Tetzlaff PE1)
Match the definitions below with the words/pictures
Write the letter of the definition in the space provided next to the word
Station 4 Study Island (Hilbert PE3)
Study Island. Try to complete the two current assignments: “Recurring Themes” and “Support Your Thesis.”
Station 5 Speed Writing (Hilbert PE3)
Write a five-paragraph essay on the following topic. If you were granted three wishes, what would your wishes be?
Write an introductory paragraph with a thesis and three main points. What would the three points be? Your three wishes! Of course! How about the topics of your body paragraphs? A wish for each of course! Make sure you consider the possible negative consequences of wish fulfillment in each body paragraph. You have the rest of the period. You wish! You have 15 minutes.
Station 6 The Simpsons (Hilbert PE3)
Complete the “Compare and Contrast Prewriting Chart” for the episode of The Simpsons while viewing the show. Make sure you write about each wish and what happens in the space for plot. You must start the DVD yourself. You may have time to view it twice!
Imagine a wish that has backfired on the person who wished for it.
Think about how you can represent the wish gone wrong.
Use crayons, colored pencils, and markers to draw a picture that represents the wish and its consequences
Station 2 Drama (Tetzlaff PE1)
Each group member will choose a part to read in the script
One person will read for Woman 1 and British Ambassador
One person will read for Woman 2 and Argentine Ambassador
One person will read for Man, Lenny, and Ned Flanders
One person will read for Kang and Kodos
Station 3 Vocabulary (Tetzlaff PE1)
Match the definitions below with the words/pictures
Write the letter of the definition in the space provided next to the word
Station 4 Study Island (Hilbert PE3)
Study Island. Try to complete the two current assignments: “Recurring Themes” and “Support Your Thesis.”
Station 5 Speed Writing (Hilbert PE3)
Write a five-paragraph essay on the following topic. If you were granted three wishes, what would your wishes be?
Write an introductory paragraph with a thesis and three main points. What would the three points be? Your three wishes! Of course! How about the topics of your body paragraphs? A wish for each of course! Make sure you consider the possible negative consequences of wish fulfillment in each body paragraph. You have the rest of the period. You wish! You have 15 minutes.
Station 6 The Simpsons (Hilbert PE3)
Complete the “Compare and Contrast Prewriting Chart” for the episode of The Simpsons while viewing the show. Make sure you write about each wish and what happens in the space for plot. You must start the DVD yourself. You may have time to view it twice!
Friday, January 25, 2008
Stations
Station 1 Art (Tetzlaff PE1)
Imagine a wish that has backfired on the person who wished for it.
Think about how you can represent the wish gone wrong.
Use crayons, colored pencils, and markers to draw a picture that represents the wish and its consequences
Station 2 Drama (Tetzlaff PE1)
Each group member will choose a part to read in the script
One person will read for Woman 1 and British Ambassador
One person will read for Woman 2 and Argentine Ambassador
One person will read for Man, Lenny, and Ned Flanders
One person will read for Kang and Kodos
Station 3 Vocabulary (Tetzlaff PE1)
Match the definitions below with the words/pictures
Write the letter of the definition in the space provided next to the word
Station 4 Study Island (Hilbert PE3)
Study Island. Try to complete the two current assignments: “Recurring Themes” and “Support Your Thesis.”
Station 5 Speed Writing (Hilbert PE3)
Write a five-paragraph essay on the following topic. If you were granted three wishes, what would your wishes be?
Write an introductory paragraph with a thesis and three main points. What would the three points be? Your three wishes! Of course! How about the topics of your body paragraphs? A wish for each of course! Make sure you consider the possible negative consequences of wish fulfillment in each body paragraph. You have the rest of the period. You wish! You have 15 minutes.
Station 6 The Simpsons (Hilbert PE3)
Complete the “Compare and Contrast Prewriting Chart” for the episode of The Simpsons while viewing the show. Make sure you write about each wish and what happens in the space for plot. You must start the DVD yourself. You may have time to view it twice!
Imagine a wish that has backfired on the person who wished for it.
Think about how you can represent the wish gone wrong.
Use crayons, colored pencils, and markers to draw a picture that represents the wish and its consequences
Station 2 Drama (Tetzlaff PE1)
Each group member will choose a part to read in the script
One person will read for Woman 1 and British Ambassador
One person will read for Woman 2 and Argentine Ambassador
One person will read for Man, Lenny, and Ned Flanders
One person will read for Kang and Kodos
Station 3 Vocabulary (Tetzlaff PE1)
Match the definitions below with the words/pictures
Write the letter of the definition in the space provided next to the word
Station 4 Study Island (Hilbert PE3)
Study Island. Try to complete the two current assignments: “Recurring Themes” and “Support Your Thesis.”
Station 5 Speed Writing (Hilbert PE3)
Write a five-paragraph essay on the following topic. If you were granted three wishes, what would your wishes be?
Write an introductory paragraph with a thesis and three main points. What would the three points be? Your three wishes! Of course! How about the topics of your body paragraphs? A wish for each of course! Make sure you consider the possible negative consequences of wish fulfillment in each body paragraph. You have the rest of the period. You wish! You have 15 minutes.
Station 6 The Simpsons (Hilbert PE3)
Complete the “Compare and Contrast Prewriting Chart” for the episode of The Simpsons while viewing the show. Make sure you write about each wish and what happens in the space for plot. You must start the DVD yourself. You may have time to view it twice!
Thursday, January 24, 2008
Wednesday, January 23, 2008
Spelling Test
Tuesday, January 22, 2008
Write a business letter
Turn in viewing guide.
Review vocab. mastery test.
Write letter to Erin Gruwell and the Freedom Writers.
Homework: Read your book. Study for spelling test on Wednesday and vocabulary mastery test on Thursday.
Review vocab. mastery test.
Write letter to Erin Gruwell and the Freedom Writers.
Homework: Read your book. Study for spelling test on Wednesday and vocabulary mastery test on Thursday.
Friday, January 18, 2008
Thursday, January 17, 2008
Wednesday, January 16, 2008
Tuesday, January 15, 2008
Monday, January 14, 2008
Friday, January 11, 2008
Vocabulary Mastery Test
Write a quick paragraph describing the effects of a particular cause. What are the effects of smoking, not doing homework, too many hours on the computer, eating junk food, etc.
Study for Vocabulary Mastery Test.
Take Vocabulary Mastery Test.
Homework: District Assessment on Monday and Tuesday. Read book and do book report by 1/25.
Study for Vocabulary Mastery Test.
Take Vocabulary Mastery Test.
Homework: District Assessment on Monday and Tuesday. Read book and do book report by 1/25.
Thursday, January 10, 2008
absurd and tone
Write a quick proposition and support paragraph about something you think people should do like recycle, study, eat right, etc.
Flash cards for absurd and tone.
Group matching exercise.
Homework: Study for vocabulary mastery test. Read.
Flash cards for absurd and tone.
Group matching exercise.
Homework: Study for vocabulary mastery test. Read.
Wednesday, January 09, 2008
exulting, mournful, exposition
Finish, grade, and discuss "The Mysterious Lincoln."
Flash cards for exulting, mournful, exposition.
Vocabulary bingo
Homework: Finish book report. All work due by 1/25
Flash cards for exulting, mournful, exposition.
Vocabulary bingo
Homework: Finish book report. All work due by 1/25
Tuesday, January 08, 2008
chronological, tangible, genre
Class exercise matching sentence parts that describe how text is organized.
Flash cards for chronological, tangible, genre.
Practice test "Mysterious Lincoln."
Homework: Finish book report. All work due by 1/25
Flash cards for chronological, tangible, genre.
Practice test "Mysterious Lincoln."
Homework: Finish book report. All work due by 1/25
Monday, January 07, 2008
articulate, cower, details
Choose one of the following topics and write a paragraph.
Distribute and discuss progress reports.
Complete flash cards for articulate, cower, details.
Read "Lincoln's Humor" and answer seven questions.
Homework: Finish book report. All work due by 1/25
How was your winter break? What did you do? Did you do any school work? Did you read? Did you miss school? Explain.
---OR-----
Have you been following the campaigns for president? Who would you vote for and why?
Distribute and discuss progress reports.
Complete flash cards for articulate, cower, details.
Read "Lincoln's Humor" and answer seven questions.
Homework: Finish book report. All work due by 1/25
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