 | |
| J.R.R. Tolkien |
* Quiz take-n'-retake
* Satire
- Dr. Wheeler's Definition
- Elizabeth Bishop - "One Art"
- Dorothy Parker - "Love Song"
- Shakespeare's Sonnet 130
- Thomas Peacock - "I Dug, Beneath the Cypress Shade"
* CWP or Outside Reading
Monday, 11/13: Reading
* Quiz take-n'-retake
* Satire
* CWP or Outside Reading
Vocabulary Unit 3 Make up
MLA Heading
Title: Vocabulary Unit 3 Quiz
Copy and define:
1. adversary
2. artifice
3. coerce
4. craven
5. fallow
Use the following in sentences. Underline the word when you use it.
6. harass
7. inclement
8. muse
9. precedent
10. redress
Copy and define:
1. adversary
2. artifice
3. coerce
4. craven
5. fallow
Use the following in sentences. Underline the word when you use it.
6. harass
7. inclement
8. muse
9. precedent
10. redress
Monday, 11/14: Cards
* Pray
* Cards Collection
> The quality is uneven. I'm put together a card of information for you. I will gather some of your past cards to fix up some good examples for the blog.
* Sidney, Herrick, Donne, Marvell, Milton, Shakespeare
* Cards Collection
> The quality is uneven. I'm put together a card of information for you. I will gather some of your past cards to fix up some good examples for the blog.
* Sidney, Herrick, Donne, Marvell, Milton, Shakespeare
Note Card for King Lear
Author: M. William Shak-speare
Full Title: The True Chronicle and Historie of the Life and Death of King Lear and his Three Daughters. With the Unfortunate Life if Edgar, Son and Heir to the Earle of Gloster, and his Sullen and Assumed Humor of Tom of Bedlam: As it was played before the Kings Majestie at Whitehall upon S. Stephans Night in Christmas Hillidayes. By his Majesties servants playing usually at the Gloabe on the Bancke-side.
First Written: 1606
First Published for Drama: 1608
First Collected into Works: 1623
First performed for King James I for Christmas in 1606.
Historical Background: King Lear belongs to the mythical past of England. Both Raphael Holinshed (_Chronicles_) and Geoffrey of Monmouth (_Historia Britonum_) treat Lear as a real king. The original story, however, has Cordelia living and sharing rule with her father after they've overcome their oppressors.
Some Significant Themes:
Sight may blind; blindness may bring sight.
Nothing comes of nothing. (Lear)
Words and actions weave our destiny.
Full Title: The True Chronicle and Historie of the Life and Death of King Lear and his Three Daughters. With the Unfortunate Life if Edgar, Son and Heir to the Earle of Gloster, and his Sullen and Assumed Humor of Tom of Bedlam: As it was played before the Kings Majestie at Whitehall upon S. Stephans Night in Christmas Hillidayes. By his Majesties servants playing usually at the Gloabe on the Bancke-side.
First Written: 1606
First Published for Drama: 1608
First Collected into Works: 1623
First performed for King James I for Christmas in 1606.
Historical Background: King Lear belongs to the mythical past of England. Both Raphael Holinshed (_Chronicles_) and Geoffrey of Monmouth (_Historia Britonum_) treat Lear as a real king. The original story, however, has Cordelia living and sharing rule with her father after they've overcome their oppressors.
Some Significant Themes:
Sight may blind; blindness may bring sight.
Nothing comes of nothing. (Lear)
Words and actions weave our destiny.
Thursday, 11/10: CWP
* Pray
* Vocabulary Check
* Finish any J14 discussion
* Work on your CWP
* If you have finished, read Tolkien
Schedule today:
HW: Read Tolkien
* Vocabulary Check
* Finish any J14 discussion
* Work on your CWP
* If you have finished, read Tolkien
Schedule today:
PERIOD | Begin | End | # Minutes | |
Second | 8:10 | 9:38 | 88 minutes | |
Break | 9:38 | 9:48 | 10 minutes | |
Advisory | 9:53 | 10:28 | 35 minutes | |
Fourth | 10:33 | 12:01 | 88 minutes | |
Lunch | 12:01 | 12:36 | 35 minutes | |
Sixth | 12:41 | 2:09 | 88 minutes |
Wednesday, 11/9: Vocabulary, Reading, and CWP
* Pray
* Grammar Reviewed
* J14 Considered
* Finish your vocabulary
* Read or work on your CWP
HW: Unit 4 Vocabulary (no quiz this week)
* Grammar Reviewed
* J14 Considered
* Finish your vocabulary
* Read or work on your CWP
HW: Unit 4 Vocabulary (no quiz this week)
Ventana Adventure 11/5/11
My son and I went hiking in the Ventana wilderness, part of the Coast Range in the Los Padres National Forest. That section of the Coast Range is called the Santa Lucia Mountains. Here, from San Francisco down through Santa Cruz, Aptos, and into Monterey we have the Santa Cruz Mountains. Both the Santa Lucia Mountains and the Santa Cruz Mountains are part of the Coast Range in California.
Tuesday: Grammar, Belloc
* Pray
* Grammar:
Grammatical Sentences > Prounoun Case > Ex. 24-1 all
* Work on vocabulary unit 4.
* Read The Hobbit
* Discuss J14 if time is available
HW: Finish 24-1 if you did not in class
* Grammar:
Grammatical Sentences > Prounoun Case > Ex. 24-1 all
* Work on vocabulary unit 4.
* Read The Hobbit
* Discuss J14 if time is available
HW: Finish 24-1 if you did not in class
Monday, 11/7: "The Wing of Dalua"
* Pray
* "The Wing of Dalua" by Hilaire Belloc.
* Story sans (without) glory: Two men intend to hike from Ariege, France into Spain by way of the Pyrenees mountains. They leave on Friday; being experienced, they take a track of their own, intending to reach Spain on Saturday. Getting lost, they end up in Ariege on Sunday.
* Notice the sweet pictures below.
* J14 Answer in groups
1. Why do you think "Two Men" are capitalized in the opening line of the story?
2. What initially intrigued the hikers about this particular "corner of Europe"?
3. Give five examples of words or phrases that Belloc conjures to draw the reader into the spell of the strange valley.
4. Is this strange world basically benevolent or malevolent? Give examples to support your answer.
5. What natural explanation could account for the strange turn of events?
6. Which classic elements of a fairy tale can you find in this modern story?
7. Find a good example of sentence variety and explain how it serves nicely where it does.
8. Account for the lack of conversation between Belloc and his companion.
9. As they journey into midnight on the second evening of their journey, they become aware of a "presence of a Third." Who or what is this Third?
10. Where might such a story or experience be found locally? Explain.
* The vocabulary unit 4 list is below and due at the end of the week (sentences or the workbook assignment).
* Read
HW: Finish J14 on your own (if you did not finish in class)
* "The Wing of Dalua" by Hilaire Belloc.
* Story sans (without) glory: Two men intend to hike from Ariege, France into Spain by way of the Pyrenees mountains. They leave on Friday; being experienced, they take a track of their own, intending to reach Spain on Saturday. Getting lost, they end up in Ariege on Sunday.
* Notice the sweet pictures below.
* J14 Answer in groups
1. Why do you think "Two Men" are capitalized in the opening line of the story?
2. What initially intrigued the hikers about this particular "corner of Europe"?
3. Give five examples of words or phrases that Belloc conjures to draw the reader into the spell of the strange valley.
4. Is this strange world basically benevolent or malevolent? Give examples to support your answer.
5. What natural explanation could account for the strange turn of events?
6. Which classic elements of a fairy tale can you find in this modern story?
7. Find a good example of sentence variety and explain how it serves nicely where it does.
8. Account for the lack of conversation between Belloc and his companion.
9. As they journey into midnight on the second evening of their journey, they become aware of a "presence of a Third." Who or what is this Third?
10. Where might such a story or experience be found locally? Explain.
* The vocabulary unit 4 list is below and due at the end of the week (sentences or the workbook assignment).
* Read
HW: Finish J14 on your own (if you did not finish in class)
Games, you Say?
Yes, for vocabulary: http://quizlet.com/5205099/vocabulary-workshop-book-e-unit-4-flash-cards/
Enjoy.
Enjoy.
Vocabulary Unit 4 Words and Definitions
Unit 4
affiliated (adj., part.) associated, connected
ascertain (v.) to find out
attainment (n.) an accomplishment, the act of achieving
bequeath (v.) to give or pass on as an inheritance
cogent (adj.) forceful, convincing; relevant, to the point
converge (v.) to move toward one point, approach nearer together
disperse (v.) to scatter, spread far and wide
esteem (v.) to regard highly (n.) a highly favorable opinion or judgment
expunge (v.) to erase, obliterate, destroy
finite (adj.) having limits; lasting for a limited time
invulnerable (adj.) not able to be wounded or hurt; shielded against attack
malevolent (adj.) spiteful, showing ill will
nonchalant (adj.) cool and confident, unconcerned
omniscient (adj.) knowing everything; having unlimited awareness or understanding
panacea (n.) a remedy for all ills; cure-all; an answer to all problems
scrupulous (adj.) exact, careful, attending thoroughly to details; having high moral standards, principled
skulk (v.) to move about stealthily; to lie in hiding
supercilious (adj.) proud and contemptuous; showing scorn because of a feeling of superiority
uncanny (adj.) strange, mysterious, weird, beyond explanation
venial (adj.) easily excused; pardonable
affiliated (adj., part.) associated, connected
ascertain (v.) to find out
attainment (n.) an accomplishment, the act of achieving
bequeath (v.) to give or pass on as an inheritance
cogent (adj.) forceful, convincing; relevant, to the point
converge (v.) to move toward one point, approach nearer together
disperse (v.) to scatter, spread far and wide
esteem (v.) to regard highly
expunge (v.) to erase, obliterate, destroy
finite (adj.) having limits; lasting for a limited time
invulnerable (adj.) not able to be wounded or hurt; shielded against attack
malevolent (adj.) spiteful, showing ill will
nonchalant (adj.) cool and confident, unconcerned
omniscient (adj.) knowing everything; having unlimited awareness or understanding
panacea (n.) a remedy for all ills; cure-all; an answer to all problems
scrupulous (adj.) exact, careful, attending thoroughly to details; having high moral standards, principled
skulk (v.) to move about stealthily; to lie in hiding
supercilious (adj.) proud and contemptuous; showing scorn because of a feeling of superiority
uncanny (adj.) strange, mysterious, weird, beyond explanation
venial (adj.) easily excused; pardonable
Every sentence is formed of two parts: a subject and a predicate
The subject is the person or thing you’re talking about.
The predicate is what you’re saying about the subject (what it’s doing or being).
Examples: Normal Order
1.My favorite pastime is fly fishing in the glorious waters of northern California and southern Oregon.
2.She is always busy picking her nose in public.
3.Many of the members of the “I’m Too Cool for Normal People” Club have resigned because cool is no longer cool.
1.My favorite pastime is fly fishing in the glorious waters of northern California and southern Oregon.
2.She is always busy picking her nose in public.
3.Many of the members of the “I’m Too Cool for Normal People” Club have resigned because cool is no longer cool.
The subject is the person or thing you’re talking about.
The predicate is what you’re saying about the subject (what it’s doing or being).
Examples: Normal Order
1.My favorite pastime is fly fishing in the glorious waters of northern California and southern Oregon.
2.She is always busy picking her nose in public.
3.Many of the members of the “I’m Too Cool for Normal People” Club have resigned because cool is no longer cool.
1.My favorite pastime is fly fishing in the glorious waters of northern California and southern Oregon.
2.She is always busy picking her nose in public.
3.Many of the members of the “I’m Too Cool for Normal People” Club have resigned because cool is no longer cool.
Block Day, Week 12: Quiz, etc.
* Pray
* Quiz vocabulary unit 3
* Review your last SAT response.
1. Underline your thesis/position/main idea.
2. In the margin, count your arguments and label them as reading/literature, history, experience, or observation.
3. Circle specfic support you have: names, dates, places, events.
4. Draw arrows in the margin to direct attention to sentences that showcase sentence variety (any semicolons? Any colons? Any dashes? Any compoud-complex sentences?)
5. Circle any words that give clear evidence that you have a mature vocabulary.
Are your arguments well-developed (strong sentences of specific support for each claim or argument)?
In your own mind (you don't need to write this on the page), what would you score this essay?
Now for the next essay.
* SAT Prompt
Think carefully about the issue presented in the following excerpt and the assignment below.
We are often encouraged to stop worrying about making mistakes and advised not to dwell on those we have already made. But without analyzing mistakes—decisions and actions that made a project fail, for instance—how can anyone be successful? Besides, there are some well-known mistakes others have made that seem worth studying carefully. Perhaps these mistakes could have been prevented if those responsible had been more concerned about making mistakes in the first place.
Assignment: Do people have to pay attention to mistakes in order to make progress? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.
Pencil
25 min.
Choose this or last week's to go in as an essay grade
Follow the process again.
1. Underline your thesis/position/main idea.
2. In the margin, count your arguments and label them as reading/literature, history, experience, or observation.
3. Circle specfic support you have: names, dates, places, events.
4. Draw arrows in the margin to direct attention to sentences that showcase sentence variety (Any semicolons? Any colons? Any dashes? Any compoud-complex sentences?)
5. Circle any words that give clear evidence that you have a mature vocabulary.
Are your arguments well-developed (strong sentences of specific support for each claim or argument)?
You should be able distinguish your better essay. Turn your better essay back in to your teacher.
* Read The Hobbit; if you don't have your book, read "The Wing of Dalua" by Hilaire Belloc.
HW: Continue reading The Hobbit, or if you have not read "The Wing of Dalua," please read it.
* Quiz vocabulary unit 3
* Review your last SAT response.
1. Underline your thesis/position/main idea.
2. In the margin, count your arguments and label them as reading/literature, history, experience, or observation.
3. Circle specfic support you have: names, dates, places, events.
4. Draw arrows in the margin to direct attention to sentences that showcase sentence variety (any semicolons? Any colons? Any dashes? Any compoud-complex sentences?)
5. Circle any words that give clear evidence that you have a mature vocabulary.
Are your arguments well-developed (strong sentences of specific support for each claim or argument)?
In your own mind (you don't need to write this on the page), what would you score this essay?
Now for the next essay.
* SAT Prompt
Think carefully about the issue presented in the following excerpt and the assignment below.
We are often encouraged to stop worrying about making mistakes and advised not to dwell on those we have already made. But without analyzing mistakes—decisions and actions that made a project fail, for instance—how can anyone be successful? Besides, there are some well-known mistakes others have made that seem worth studying carefully. Perhaps these mistakes could have been prevented if those responsible had been more concerned about making mistakes in the first place.
Assignment: Do people have to pay attention to mistakes in order to make progress? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.
Pencil
25 min.
Choose this or last week's to go in as an essay grade
Follow the process again.
1. Underline your thesis/position/main idea.
2. In the margin, count your arguments and label them as reading/literature, history, experience, or observation.
3. Circle specfic support you have: names, dates, places, events.
4. Draw arrows in the margin to direct attention to sentences that showcase sentence variety (Any semicolons? Any colons? Any dashes? Any compoud-complex sentences?)
5. Circle any words that give clear evidence that you have a mature vocabulary.
Are your arguments well-developed (strong sentences of specific support for each claim or argument)?
You should be able distinguish your better essay. Turn your better essay back in to your teacher.
* Read The Hobbit; if you don't have your book, read "The Wing of Dalua" by Hilaire Belloc.
HW: Continue reading The Hobbit, or if you have not read "The Wing of Dalua," please read it.
Wednesday, 11/2: CWP
* Pray
* Grammar Review
* "Aschenputtel"
* CWP Time (see the poetry contest link below the labels on the right).
* Check J13
HW: Study for a vocabulary quiz on unit 3
* Grammar Review
* "Aschenputtel"
* CWP Time (see the poetry contest link below the labels on the right).
* Check J13
HW: Study for a vocabulary quiz on unit 3
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