F451 Day 7: December 19

• Finish reading "The Hearth and the Salamander" (through page 68). Answer guided reading questions (#14-17) in today's packet.
• Active Reading: "U Can't Read Kant"
  What point is the author of the book The Dumbest Generation trying to make?
  As you read, compare the article to Beatty’s explanation of the history of books in "The Hearth and the Salamander." due today (venn diagram or chart is fine)
• Turn in Projects
  Present/share briefly if you want.
  10 minutes, then we’re moving on
• PostSecret
  On the blank side of the postcard, write a secret that Guy, Clarisse, Mildred, or Captain Beatty has or might have.
  On the back, write the character whose secret your wrote
  Do NOT copy others. Be original!!!! due today!
• Review Questions (packet)
  At your tables, answer and discuss review questions #1-13.
• January 6: Vocab #2 due. Quiz #2

Day 6: December 17

• Turn in vocabulary due last class (Reading Assignment #1)
• Journal: “Friends” Of Guy, Clarisse, and Mildred, which do you prefer as a friend and why? Of these 3 characters, which are you most like? Explain
• Quiz #1 was returned. We went over the answers.
• Continue reading: begin page 48, end at first break on page 63
• We will finish reading “The Hearth and the Salamander” (the first part of Fahrenheit 451, reading assignments 1 & 2 reading assignment #2) next class. If you are not here, access the online version here: http://kisi.deu.edu.tr/murat.goc/451.pdf. Read from page 30 to 32.
• Vocabulary: Finish by January 6. Complete a vocabulary activity for the remaining 5 words from reading assignment #2 vocabulary.
• You will have a quiz on January 6 over Reading Assignment #2, including vocabulary.
  
  

15 December: F451 Day 5

1. Journal: "Guy and Clarisse"
   Make a list of adjectives that describe Guy and Clarisse.
   Look at the adjectives. Do you know anyone who is like these 2 characters? If so, explain how they are alike. If not, which of the 2 characters would you prefer as a friend. Explain.
   7 minutes
2. Quiz: Reading #1.
3. Vocabulary Reading Assignment #2: When you finish the quiz, use a dictionary to fill in the blanks to vocabulary words for reading assignment #2 (definitions will not be word-for-word).
   Make a cinquain, acrostic, or graphic organizer for 3 of these words.
   Remember: words used to make an acrostic must relate to the vocabulary word itself!
   This is homework if not finished in class.
   Fill in the blanks for Vocab #2
   A. Established
   B. Tendencies
   C. Dislike
   D. Hungry; greedy
   E. Humiliating
   F. Pronouncement
   G. Burn
   H. Touch
4. Summary:
   View the following scene from the first page of Fahrenheit 451
   http://www.imaginon.org/fun/451/fahrenheit451.swf
   On your storyboard, draw what happens after this. Write a few words on the lines explaining what is happening. Work for 7 minutes; put unfinished storyboard in your binder.
5. "Get into My Head" 2 new characters
   Add what you know about Mildred’s thoughts and feelings.
   Start to add Captain Beatty’s thoughts and feelings after today’s reading.
6. Look over reading assignment #2 study questions:
   1. Who was Captain Beatty?
   2. How did the firemen know which houses had books?
   3. What lie did Captain Beatty tell Montag?
   4. What did Montag do in the old lady's attic?
   5. Why were the alarms to burn always at night?
   6. Why did the old woman light the match and commit suicide?
   7. What happened to Clarisse? Was it an accident?
   8. What was Montag afraid Captain Beatty would discover when he came to visit?
   9. Why did Captain Beatty believe books should be destroyed?
   10. What did Montag show Mildred after the captain had left the house?
7. Continue reading We read to the break in page 48.

HOMEWORK: Make a cinquain, acrostic, or graphic organizer for 3 vocabulary words from Reading Assignment #2 vocabulary. Finish your propaganda ad project.

Propaganda Project Examples

Here are a couple examples of ads I made up very quickly (so they're not perfect). but just to give you an idea...

This is an example made with photobucket. The company name is "Cassie's Christmas Creations." The slogan is "What's cool for yule!" "Don't be the only one to miss out" and "Christmas decorations for everyone's taste" are examples of bandwagon. If I ad a picture of happy children with their stockings, this would be an example of transfer. Adding a picture of a famous person decorating her tree with the ornaments would be an example of testimonial.
This is an ad for collages my collage company will make with your pictures. The 3 "Cs" is my logo. "We'll turn your ordinary pictures into an eclectic collage" may be a slogan, although I don't think it's the best! "Nothing but the best" is an example of glittering generality. "Soon, everyone will have one" is an example of bandwagon. "Lindsey loves them" is an example of testimonial (I am using my sister as a fake celebrity. You can make up a celebrity, too!)

Suggestions: use your digital camera to take pictures of your product. Then make an ad using those pictures. Including friends and family in the pictures will use the plain folk technique. Including many pictures of you product will employ repetition. Come up with a catchy slogan that no one will disagree with, that sounds nice to use glittering generality.

Day 4; F451 & Propaganda Practice

1. Propaganda Ad Project Progress Check: Answer and turn in the following questions:
   Have you started on the propaganda project?
   What kind of companies and products have you brainstormed?
   Have you settled on any of these?
   Explain any other work you have done for the project. If you haven’t, take out a sheet of paper and do step 1 (brainstorm company, logo, products) now.
2. Propaganda Practice
   Identify propaganda techniques employed in this commercials.
   Aeromexico: http://www.youtube.com/watch?v=haflXgQ9lxk
3. Propaganda: Group Practice
   In groups, students determined propaganda techniques used in various magazines ads.
4. "Get into My Head" Characterization assignment for the book.
   From what we have read so far, write one thought or feeling in the heads of Guy and Clarisse. These do not need to be quotes. They should be your own words.
   Continue adding to the heads as we read the book.
   You can use the back to make additional notes about the characters.
   Continue reading
5. We finished reading assignment #1 (page 32 "put a stop to his plan")
6. HOMEWORK: Complete a vocabulary activity for the 5 remaining words from reading assignment #1. Students had about 12 minutes to work on this at the end of class. Answer study question for reading assignment #1. There will be a quiz on Monday.

9 December: F451 Day 3

1. Vocabulary Practice: choose 3 words from reading assignment one. Complete a vocabulary activity of your choice for each.
2. Propaganda Advertisement Project assigned. Due December 17
3. Notes (handout)

• "fahrenheit 451" is the temperature at which books burn.
• Salamander: mythological reptile, resembling a lizard, that was said to live in fire. It endures the flames without burning. Symbol of survival and unconquerability.
• Phoenix: in Egyptian mythology, a lone bird that lives in the Arabian desert for 500 or 600 years and then sets itself on fire, rising renewed from the ashes to start another long life; a symbol of immortality
• Hearth: fireplace, a symbol of the home

4. We continued reading to page 16 "I never saw them before in my life." Students should answer questions on the back of the notes handout as they read.

5. Continue adding information to character notes about Guy and Clarisse

Beginning Fahrenheit 451: 5 December

1. Journal: "Thought"
   How does language make thought possible?
   How might increasing your vocabulary help you be able to think better?
   ½ page minimum
   Add to journal: "You don't have to burn books to destroy a culture. Just get people to stop reading them." - Ray Bradbury. **How is this true? **What does reading have to do with culture?
2. Fahrenheit 451 audio book and book online
   •AUDIO BOOK
   –See “Fahrenheit 451” folder on y-drive.
   –Open the “AUDIOBOOK” folder.
   –There will be 4 folders, one for each CD of the book. (AudiobookPart1, etc.)
   •COPY OF BOOK ONLINE:
   –http://kisi.deu.edu.tr/murat.goc/451.pdf
3. Class sets of the novel:
   •We only have a class set. You will be assigned a book number. You are responsible for this book while you are in class. If it is not here for the student in the next class who uses it, you will be penalized.
   •If you miss a day, you are responsible for coming to this blog to see what part of the book we read. You are responsible for reading it before returning to class. Use the above link or come by the classroom before or after school to borrow one of the extra books.
   •Extra books: I have a few extra books that will be checked out on a first-come, first-serve basis. You have to come AFTER or BEFORE school to get a book.
   •Book numbers: You will have the same book in class for the duration of this unit. You will be responsible for any damage done to the book while in this class.
4. Vocabulary. Read the following sentences. What do you think the underlined words mean? Make an educated guess.
   1. With his symbolic helmet number 451 on his stolid head...he flicked the igniter and the house jumped up in a gorging fire.
   2. Impossible: for how many people did you know that refracted your own light to you.
   3. And if the muscles of his jaws stretched imperceptibly, she would yawn long before he would.
   4. He felt that the stars had been pulverized by the sound of the black jets and that in the morning the earth would be covered with their dust like a strange snow.
   5. And the men with the cigarettes in their straight-lined mouths, the men with the eyes of puff adders, took up their load of machine and tube, their case of liquid melancholy and the slow dark sludge of nameless stuff, and strolled out the door.
   6. Light flickered on bits of ruby glass and on sensitive capillary hairs in the Nylon-brushed nostrils of the creature...
   7. Below, the Hound had sunk back down upon its eight incredible insect legs and was humming to itself again, it multifaceted eyes at peace.
5. Fill in blanks to Reading Assignment #1 vocabulary definitions:
   1) emotion
   2) Deflected
   3) Senses
   4) Powder
   5) Gloominess (depression)
   6) Diameter
   7) Faces
   8) Projectiles
6. NOTES
   Imagery: language that appeals to the senses.
   Listen to the first paragraph of Fahrenheit 451. What senses do the words appeal to?
   Sketch the images that appealed to you. Now read the paragraph and add to your imagery notes.
7. NOTES TO CONTINUE WHILE YOU READ...
   Characterization. As you read, you will take notes on the characters Guy and Clarisse. What do you learn about their personalities? Do they change? If so, how? Compare/contrast with Equality from Anthem.
   Guy
8. We will continue reading on Tuesday.
   
   Clarisse
   
   
   
   
   
   

Introducing Fahrenheit 451. December 3

1. Students turned in Anthem essay (final draft, rough drafts, and prewriting)
2. Journal: “Books” Write about your childhood memory or memories of books.
   •½ page
3. Extra Credit Option:
   •Donate new or gently used books (adult, not children) to the Bibliophiles book drive.
   •These books will be sent to troops overseas.
   •7 daily points per book
4. Introducing Fahrenheit 451 (handout)
   •Read the passage about the book at the top of the handout.
   •In your own words, what is the book about?
   •Write what you think the underlined words mean.
5. Vocabulary (underlined words in passage on the handout)
   Rabidly (adverb)
   •Rabid: adj. irrationally extreme in opinion or practice
   •Censored: verb. suppressing or editing parts that are objectionable (that the government, perhaps, doesn’t want people to know)
   CENSOR (additional definitions for the word). noun or verb
   1.Someone who examines literature or information for the purpose of suppressing parts deemed objectionable on moral, political, military, or other grounds. (noun)
   2.any person who supervises the manners or morality of others. (noun)
   3. to forbid the public distribution of (verb)
   4. to subject to political, religious, or moral censorship (verb)
   •Chastised – verb. Punished, criticized severely
   •Insipid – adj. flat, dull, uninteresting
   •Shunted – verb. Moved aside
   •Apathy – noun. Absence of emotion or excitement (remember the root “path” means “feeling.” the prefix “a” means “without”
6. “The Firebrand” Active Reading (article, 2nd handout)
   •Follow the instructions on the second half of the handout.
7. Due today during class: The handout with vocabulary and active reading questions
8. Anthem Tests Returned
   •If you turned in the chapter questions on the day of the test, you received 5 extra points on your test (it’s not on the grade on your test, but it’s on the grade in the computer)

No homework: the work we did today was due during class.

Dec 1: Essay Revising and Editing

• Students typed, revised, and edited their essays in the computer lab today.
• Specific instructions were given via PowerPoint. Those instructions can be found at this link
• Final drafts are due at the beginning of class on Wednesday.
• Students will NOT be allowed to leave class to print in the library. This should be taken care of BEFORE COMING TO CLASS!

Propaganda, Logo Commentary, Grade Reports, and Extra Credit

1. Students turned in rough drafts of Anthem essays.
2. Journal: "Advertising" What are some of your favorite commercials? How are you affected by advertising? Write about a time you know you were influenced by an advertisement Students took notes on different types of propaganda
3. Students read the article "The Swooshification of the World" then wrote a logo commentary of their own.
4. Students were given grade reports and test extra credit options.

Propaganda Notes:
What is Propaganda: SPREADING INFORMATION; BIASED; APPEALS TO EMOTION
Different types of propaganda:

1. Bandwagon: Tries to persuade everyone to join and do the same thing. “Everyone’s doing it!”
2. Testimonial: endorsement by a celebrity
3. Euphemism (or Doublespeak)try to obscure the meaning of what is being talked about by replacing plain English with deliberately vague jargon.Examples:the term "strategic misrepresentations" as a euphemism for "lies." Or "employee transition" as a substitute for "getting fired"
4. Fear - attempts to reach you at the level of one of your most primitive and compelling emotions. Politicians use it when they talk about crime and claim to be advocates for law and order. Environmentalists use it when they talk about pollution-related cancer. Fear can lead people to do things they would never otherwise consider.
5. Glittering Generality The slogan is so attractive that the audience does not challenge its true meaning. Examples: "The American Way" "support our troops" "the common good" Using words so strongly positive in emotional content that just hearing them makes you feel good. The words express a positive meaning without actually giving a guarantee.
6. Name Calling: criticizing another person or product
7. Plain Folks: Suggesting something is practical and a good value for ordinary people. Appealing to common people
8. Rewards – toys, gimmicks, kids’ clubs, rebates, etc.
9. Transfer - Transferring good looks, feelings, or ideas to the person who the propaganda is meant to influence. Suggests positive qualities to be associated with the product and the user.
10. Repetition - a jingle, word, or image is repeated over and over again, and gets stuck in someone’s head, so they buy the product or believe what is being said.
    

"The Swooshification of the World"
Vocabulary
Ubiquitous – existing or being everywhere, esp. at the same time; omnipresent (ubiquitous fog)
Subliminal – existing or functioning below the threshold of consciousness (subliminal advertising)
Literary Term:
Tone: a writer’s attitude toward his subject and/or audience
Hyperbole: exaggeration (I’m so hungry I could eat a horse)

Assignment: Logo Commentary. What is a commentary? It is anything serving to illustrate a point or prompt a realization.

•

• Brainstorm: jot down (make a list or draw) as many logos as you can think of.

• Choose one and write about it with an exaggerated tone as Rick Reilly does in “Swooshification.”

– 100 word minimum

• Illustrate. Draw (with detail) or find at least 3 images that express your tone.

GRADE REPORTS AND EXTRA CREDIT: See this link for information, instructions, and due dates.

Anthem Test

• Students turned in Anthem chapter questions and vocabulary homework.
• Students took the Anthem test.
• Students were to work on their essays after they finished the test.

HOMEWORK: Essay rough draft is due Wednesday if they want me to read it and let them know how they can make it better! If they don't turn in the rough draft, it will be due with the final draft on December 3.

Day 4: Anthem Test Review

1. Journal “Looking back” – Review your journal from November 10 (“I, Unique”). Which of your personal values, goals, and loves would be allowed in the society portrayed in Anthem? Why would any of them be forbidden?
2. Chapters 10-12 Quiz
3. Complete character sketches
4. Essay Assignment. Students were given a list of 6 topics to choose from. They then had to brainstorm for all 6 topics. This was due after 12 minutes. Link to essay assignment and topics.
5. We went over Chapters 6-9 Quiz. If students want their quiz from today before the test, they can come by after school tomorrow to pick it up.
6. Test Review Students broke up into 4 large groups to answer specific questions on the test review. After 15 minutes, they went back to their table groups to share the answers. Link to Test Review
7. Concepts and illustrations in Anthem. Students identified which concepts the following quotes illustrate:

Altruism
"If you are not needed by your brother men, there is no reason for you to burden the earth with your bodies" (page 22)
"Indeed you are happy…how else can men be when they live for their brothers" (45)
Egoism
"My happiness is not the means to any end. It is the end. It is its own goal. It is its own purpose." (95)
Conformity
"It is not good to be different from our brothers…" (21)
Obedience
"You shall do that which the Council of Vocations prescribe for you…for the Council knows…better than you" (22)

HOMEWORK:
•Study Questions for each chapter
•Vocabulary Chapters 10-12 (the ones missed on the pre-test)

Day 3: Anthem

1. Turn in vocabulary homework
2. Journal
3. Chapters 6-9 Quiz
4. Chapters 10-12 Vocabulary pre-test and definitions
5. Chapters 10-12 study/discussion questions
6. Add to character sketches for Equality and Liberty
7. Important dates & Homework

2) Journal: “Desire” Write about something in your life you would like to do but are prevented by someone or something from doing. 50 word minimum.

3) Chapters 10-12 Vocabulary Pretest - highlight words you missed. Complete vocabulary activity for these words.

Fill in the blanks/copy the definition (handout)

summit (89) – apex; highest point
reverence (93) a feeling or attitude of deep respect tinged with awe; veneration
warrant (94) – authorization, justification, sanction
edict (94) - authoritative proclamation or command
covet (96) – to want or to desire wrongfully
depraved (97) corrupt, wicked
creed (97) system of belief
plunder (97) rob by open force, pillage
deliverance (98) delivering or freeing from restraint; rescuing
brute (100) savage, cruel
yoke (101) a device for joining together a pair of draft animals, esp. oxen; a symbol for slavery
threshold (102) any place or point of entering or beginning
savage (102) fierce, ferocious, or cruel; untamed

IMPORTANT DATES
•November 19
–Quiz Chapter 10-12
–Test Review
–Essay Assigned
•November 21: Anthem Test
•November 25: Rough Draft due.
•December 1: Computer lab to type revisions and final draft.
•December 3: final draft due beginning of class.

HOMEWORK:

•Vocabulary activities:
–Chapters 6-9 due WEDNESDAY
–Chapters 10-12 due FRIDAY with the test
•Finish the book
•Answer all study/discussion questions. These will be due with the test on Friday!

Day 2: Anthem

1) Journal: “Loss of Technology” Write a letter to Equality explaining how the technology that existed during the Unmentionable Times was lost. Turn journals in when you finish. 100 word minimum. (There is no right or wrong answer to this. This is creative writing - your own ideas. The reason is not given in the book.)

2) Students had 10 minutes to share and discuss Chapter 1-5 questions.

3) Chapter 1-5 quiz

4) Chapter 1-5 Vocabulary Practice: For each of the 6 vocabulary words, write a sentence about any of the following. Students had about 10 minutes to work on this. Anything not complete in class is homework.
–Equality
–International
–Liberty
–The Great Truth
–The Unmentionable Times
–The Uncharted Forest
–The Evil Ones
–The Great Rebirth

5) Character sketches and metaphors for Equality and Liberty. In groups, students...

•Write everything your group knows about Equality. Give at least 2 quotes for support.
•If Equality were an animal, which animal would he be? Why?
•If Equality were a color, which color would he be? Why?

•Write everything your group knows about Liberty. Give at least 2 quotes for support.
•If Liberty were an animal, which animal would she be? Why?
•If Liberty were a color, which color would she be? Why?
We will continue to add to this after finishing each section of the book.

6) Chapters 6-9 Vocabulary:

•7. illustrious adj. notably outstanding, famous
•8. infamy n. reputation of the worst kind
•9. boon n. blessing; benefit
•10. whim n. a sudden, impulsive action
•11. torrent n. a rushing, violent, or abundant and unceasing stream of anything
•12. ecstasy n. extreme happiness
•13. solitude n. state of being alone; seclusion

7) Continue Reading. We read Chapter 6 and part of chapter 7 in class. Students should read through Chapter 9 (page 87) for class Monday.

HOMEWORK:
•Finish Chapter 1-5 Vocabulary
•Read Chapters 6-9
•Prepare for a quiz over Chapters 6-9 and 1-5 vocabulary

Anthem. Day 1

1. Journal
2. “The Fun They Had” – providing textual evidence practice
3. Anthem by Ayn Rand.
   Introduction & notes
   Vocabulary & study questions
   Assign books and begin reading
4. Homework: finish through Chapter 5 (page 62) for Thursday.

1. Journal: "I, Unique" The transition from adolescence to adulthood involves developing a personal identity, a sense of self. Write a paragraph that describes you and explains what makes you uniquely you. Consider your future goals and dreams; what you value in a friend; favorite pets; preferred sports and hobbies; best-loved music, literature, movies, etc.

2. "The Fun They Had" Students shared answers to homework questions. Then, in groups, students provided textual evidence to statements about the story.

3. Anthem by Ayn Rand.

The full text of Anthem can be found online here. http://www.pagebypagebooks.com/Ayn_Rand/Anthem/ Use this if you forget your book.
Anthem can be listened to here: http://www.archive.org/details/anthem_librivox (this may not work from a school computer)

What is Anthem about? "Essentially, Anthem is a novel about being the captain of your soul and not allowing others to dictate who you are." (Horton)

Collectivism:

• What do you know about Russian Communism?
• Communism is one kind of collectivism, where the desires of the group are more important than the desires of the individual.
• Other than Communism, what are some other examples of collectivism?
  Ayn Rand was a high-school student in Russia when it became Communist. Her father’s pharmacy was confiscated and her family almost starved.
• How do think Ayn Rand felt about the Communist government?

Terms with General Definitions (fill in the blanks on your handout)

Collectivism: the belief that land and capital should be owned by society

Individualism: **a social theory advocating the liberty, rights, or independent action of the individual. **the belief that all actions are determined by, or at least take place for, the benefit of the individual, not of society as a whole.

Altruism: the principle or practice of unselfish concern for or devotion to the welfare of others (opposed to egoism)

Egoism: **the habit of valuing everything only in reference to one's personal interest. **The ethical belief that self-interest is the just and proper motive for all human conduct.

Vocabulary:
Transgression – sin
Vocation – particular occupation
Save – except
Mandate – a command
Tarry – to delay; to linger
Reel – to feel dizzy

We read Chapter 1 in class. HOMEWORK: Read through Chapter V (page 62). Be prepared for a quiz on Thursday (no school tomorrow). Quiz questions will be taken from the study guide. Study guide questions will be due when you take the test over Anthem before Thanksgiving.

Works Cited:

Horton, Meghan. "Anthem PowerPoint." Carrollton-Farmers Branch ISD. 7 Nov. 2008 <http://cfbstaff.cfbisd.edu/hortonm/06-07/06-07%20documents/AnthemDay1.pdf>.

6 November: "The Children's Story"

1. Journal
2. Identify essay mistakes
3. Lit terms: Utopia, Dystopia
4. Read "The Children's Story"
5. Homework: "The Fun They Had"

Journal – “Ideal” Write a paragraph about your ideal, perfect society.

Lit Terms: Students copies definitions for utopia and dystopia from the board. They should know the etymology of the 2 words. ou - not, topos - place; dys - bad, abnormal, difficult

"The Children's Story" by James Clavell. Students read the story aloud and discussed afterward.

Homework: Read “The Fun They Had” by Isaac Asimov (handout given in class), and do the following:

1.What are Margie and Tommy’s lives like?
2.Compare and contrast the quality of their life with your life.
3.What are the pros and cons of their educational system?
4.What are the pros and cons of our educational system?
5.Describe another educational system you’ve heard of (another country, state, a system from the past)

3 November - Essays returned; Grade Reports issued

1. Journal
2. Turn in "How Siegfried was Slain" homework
3. "How Siegfried was Slain" quiz
4. Essays returned
5. Grade reports issued

Journal - "Deception" Free write for 10 minutes about deception. Consider writing the definition (some definitions include: deceive - to mislead or falsely persuade others; deception – fraud), examples of times you have been deceived or times you have deceived someone, examples of deception you’ve seen in movies, on TV, read in books, etc.

Essays Returned, Corrected

• Correct second-person. Highlight sentences where you used second-person. On a separate sheet of paper, rewrite those sentences in third-person.
• If you did not use second-person, you may revise a paragraph of your choice. Choose the paragraph that you lost the most points on. Put a star next to it. On a separate sheet of paper, rewrite the paragraph.
• Corrections turned in by the end of class and added to grade that will go on report card.
  
  

30 October: "How Siegfried Was Slain"

Students had a substitute today. Instructions for the day were on the board. Specific instructions for the Nibelungenlied are all on the handout.

1. Turn in "White Snake" homework if not completed on Wednesday.
2. Add "White Snake" to heroic quest data chart in place of "Hundred Questions." Fill in information.
3. The Nibelungenlied and "How Siegfried Was Slain" follow instructions on handout.

Due & Homework: Any work not finished in class is due Monday.

28 October: Vocab Test, "White Snake"

1. Vocabulary Test - 35 minutes
2. Journal
3. "White Snake" - story in text. Vocabulary, Author Study, Read, Questions

Journal: "A Test"
Write about a test in which you performed especially well. What was responsible for your success? Did your view of yourself change as a result of your performance?

"White Snake"
Vocabulary:
–Curt – rudely brief
–Predicament – problematic situation
–Amends – makes up for a wrong done, makes right
–Scorned – ridiculed; rejected
–Diligence – hard work; constant effort

Author Study (Part A)
The Brothers Grimm (page 52)
Read about the Brothers Grimm, and write 2 questions that being with each of the following question words.
Who?
What?
Why?
When?
Where?
How?

Answer the following:
1) What is romanticism? What did romantics believe?
2) What political effects are nationalism and ethnic pride having in today’s world? Explain.
3) Do you think a work ethic plays a significant role in today’s American society? Explain.
4) Do you think fairy tales should be "cleaned up" before they are told to children, or told in their original versions with all the grisly details included? Explain.

Terms, Reading, Questions (Part B)

• Define motif, moral lesson, and suspense (see pages 46 and 51)
• Read "White Snake" (page 47)
• Answer the following on page 51
• First Thoughts.
  Identifying Facts 1-3
  Interpreting Meanings 1-3
  Applying Meanings

Students turned in all the work that was completed in class. This should include all of Part A. Homework: Any of Part B that wasn't finished in class.

24 October: Vocab Practice, Active Reading

1. Journal
2. Vocabulary Practice
3. Active Reading

Journal: “change” If you could change 1 thing about your high school, what would it be and why? Give specific details. 100 word minimum.

Vocabulary Practice (continued from Wednesday)
(B) Make a cinquain for the following nouns:1.Dilettante 2.Injustice 3.Lamentation 4.Hypocrisy 5.approbation

(C) Make an acrostic for the following words:1.Abyss 2.Just 3.Ethics

(D) Find at least 4 pictures to represent the following words: 1.Corpulent 2.Disconsolate 3.Articulate 4.Purview 5.Divinity

There will be a vocabulary test on Tuesday, October 28!

Active Reading Article: “When senior year is canceled, adulthood hits with a jolt”

Instructions:

• Actively read the article.
• Highlight and make notes next to characteristics of teenagers in 1959.
• Identify injustice. Who was being unjust? Why? Who was affected? How did the closing of Granby High School affect students’ lives, even 50 years later?
• What would you do it you suddenly were told there was no more high school (and there was not another school for you to go to)? Think reasonably, rationally, and logically. What would happen to your life? What would you miss out on?
• Compare and contrast teenagers in 1959 with teenagers today. Compare and contrast “those in charge” in 1959 with “those in charge” today. Make a Venn diagram for each.

HOMEWORK: Study for vocabulary test. Active Reading.

22 October - Commas, Vocab Practice

1. Turn in essays. Staple the final draft to the top. Rough draft in between. Prewriting (green packet) goes at the back.
2. Journal
3. Comma Uses #2 & 3
4. Vocabulary Practice & Review

Journal - "Excuses" People seem to create excuses for almost everything that goes wrong. How many excuses can you think of for getting mud on carpet? Write them.

Comma Uses: #2 & 3

#2 To set off most introductory elements, including subordinate conjunctions.
First, what are subordinate conjunctions? They join subordinate or dependent clauses to main/independent clauses. (Ex: after, although, as, because, before, even though, if, since, though, unless, ntil, when, whenever, where, while)

• Example using an introductory word
  First, I would like to thank my family for supporting me.
  Later, they went to the movies.
• Example using an introductory phrase
  First of all, I would like to thank my family for supporting me.
  After eating dinner, they saw a movie.
• Example using an introductory (subordinate) clause. These are called COMPLEX SENTENCES
  When he won an academy award, he thanked his family first.
  After we ate dinner, we saw a movie.
• When a sentence starts with the independent clause, you don’t use a comma.
  When he won an academy award, he thanked his family first. versus He thanked his family first when he won an academy award.
  After we ate dinner, we saw a movie. versus We saw a movie after we ate dinner.

Comma Use #3 between items in a series

• Example: I am studying history, geometry, chemistry, and language arts.
• This comma isn't always necessary, but you should be consistent with its usage.
• This is also correct:I am studying history, geometry, chemistry and language arts.
• When it’s important to put a comma before "and"
  Example: She enjoys dining out, long hikes in the woods, holding hands and playing the guitar. It doesn't make sense to "hold hands and play the guitar" - these need to be separated by a comma.
• When in doubt, USE THE COMMA!

Vocabulary Practice:

Students matched "Sinbad" vocabulary words with pictures on PowerPoint slides. They then wrote sentences using the words.

Vocabulary with introductory elements of sentences (7 sentences total)
Write a complex sentence using the following vocabulary words and subordinate conjunctions.
Vocab words: philosophy, educate, precocious, institute, hypocrisy, martyr, corpulent
Subordinate conjunctions: after, because, before, if, since, when, while

This vocabulary was turned in at the end of class. There is no homework.

20 October - Labyrinth Essay

1. Information was provided to students via PowerPoint about specific parts and details of their essay.
2. Students had time to work on their rough drafts.
3. Tests were returned.

Parts of the essay:

Introduction: Sentence 1 = HOOK

• The hook gets the reader’s attention. This does NOT mean saying "Hey, reader, I’m going to tell you…"
• This is a sentence that makes your essay seem interesting. You have to make the reader WANT to read your essay.
• State an opinion related to your thesis.
• Create a visual image that represents your subject.
• Define a word central to your subject.

Introduction: Summary

• Summarize the movie in a few sentences.

Introduction: Thesis Statement (last sentence)

• 1 sentence stating the central idea of your essay.
• What is your main goal?
• What should be included in the sentence? - Title of movie (in italics or underlined if handwritten)
  Something about the movie being a heroic quest, journey or something like this.
  Example: In Labyrinth, Sarah journeys through a difficult maze to save her brother from a goblin king.
  Example: Labyrinth is a perfect example of a heroic quest in which Sarah, the hero, sets out to save her brother from a goblin king.

Body Paragraph 1: Topic = stages 1 & 2

• Topic sentence should include:
  1) Call to adventure
  2) Toolkit
• Detail sentences (RENNS)
  Tell specifically what the call to adventure is.
  Give details about Sarah’s toolkit.

Body Paragraph 2: Topic = stages 3, 4, and 5

• Topic sentence should include:
  1) Monstrous world
  2) Tests and trials
  3) Supreme ordeal
  Example: In order to save her brother from the Goblin king, Sarah has to brave the labyrinth and its many obstacles.
• Details (RENNS)
  Give specific details about the labyrinth and the tests/trials.

Body Paragraph 3:Topic = stages 6 & 7

• Topic sentence should include:
  1) The goal being met (saved her brother)
  2) Her return home and recognition (essentially how she grew, what she learned)
• Details (RENNS)
  Give specific details about the reward and return.

Conclusion: Thesis restated: Do NOT copy and paste your thesis from the introduction.
RESTATE (rephrase) it.

Conclusion: final statement about movie: You may want to add your thoughts about the movie, characters, quest, etc.

Conclusion: insightful thought

• Give the reader something to think about without writing "You should think about…"
• This shouldn’t be about the movie itself, but about the theme of the movie (what can someone learn from Sarah’s quest?)
• Give a symbolic or powerful fact or other detail.
• Strike a note of hope

Students' tests were returned to them. If students want extra credit, they need to see me after school Wednesday or Thursday. They must bring their test with them, and we will devise extra credit using the test.

HOMEWORK: Essay including pre-writing, all revised and edited rough drafts, and final draft is due next class.

16 October. Movie: Labyrinth

• Students were given the movie analysis essay assignment (here: http://woodliffenglish10.blogspot.com/2008/10/movie-analysis-essay-assignment.html
• Students were given a pre-writing packet including all stages of the heroic quest. They are to fill in details from the movie for each stage.
• They then watched Labyrinth.
• Students were given an essay rubric.
• A blank outline of the essay was e-mailed to students who gave me their e-mail addresses. If you didn't get one and want one, e-mail me or come by and get a copy.

Homework: Draft essay. Don't worry about making it perfect. Write as many details for each stage of the heroic quest as you can.