Final Exam, Monday

* Click here to review dangling modifiers.
* Review for the exam (below).
* Check Focus for 0's, please.

Block Day to the Final Exam

* Open

* Memorization Quiz

* Final Exam Study Guide: A Midsummer Night's Dream

• Part 1: Final Exam Essay on A Midsummer Night's Dream
• You will have 40 minutes. 
• Examples:
• Midsummer Green World Prompt
• Samantha
• Kelsey
• Jasmine 

• AP Examples another Shakespearean play, The Tempest (AP has a 0-9 rating rather than a 0-6 SAT rating)
• AP Essays

• Part 2: Multiple Choice Exam (also 40 min.)
• Roughly twenty questions per category
• All Lit. Terms
• Grammar
• Roots
• Reading (Antigone, Midsummer, no mythology except where it applies to our later reading) 

*Finish movie.

• West class only: Journal check.

* Secondary Source

• Essay on A Midsummer Night's Dream by G. K. Chesterton

HW: Review for the final exam

Wednesday, 12/10/14: CWP

* Open

* Review Midsummer Questions

* Work on the FD of your CWP.

HW: FD and Memorization

Tuesday, 12/9/14: Act V of A Midsummer Night's Dream

* Open

• Roots
• loqu, locut: talk, speech
• luc, lum, luc, lun: light

• Memorization (quiz at the end of this week)

* Act V (25 min.)

HW: Journal: Act V (3 Responses); if you have  extra time, work on your Christmas Blessing.

Monday, 12/8/14: Midsummer Act IV

Open

• Memorization (quiz at the end of this week)
• Things _____ and _____, holding no _________,
  Love can _________ to _____ and _________:
  Love ______ not with the _____, but with the ______;
  And ___________ is _______ Cupid painted ______:
  Nor _____ Love's ______ of any __________ taste;
  Wings and ___  _______ figure __________ haste:
  And ____________ is Love ______ to be a ______,
  Because in _____ ___ is so oft __________.
  As ________boys in game themselves __________,
  So the boy __________is perjured everywhere:

      For ere __________ look'd on Hermia's ______ ,
      He hail'd ______ ______ that ___  was ______ mine;

• Roots
• loc, loco--place
• log, logo, ology--word, study, speech

• Schwager's students only: Class Survey
• West's students only: Class Survey
• Homework this week (also see calendar)
• Monday: Act IV (5 questions)
• Tuesday: Act V (3 questions)
• Wednesday: FD of Your CWP (story and map); Memorization Quiz
• Block Day: Review for the final exam

 * Listen to Act IV

HW: Journal: Act IV (five questions total)

Today's Schedule

Block Day: Midsummer

* Open

• Roots
• Liber, liver--free
• Liter--letters
• Memorization
• Things _____ and _____, holding no _________,
  Love can _________ to _____ and _________:
  Love ______ not with the _____, but with the ______;
  And ___________ is _______ Cupid painted ______:
  Nor _____ Love's ______ of any __________ taste;
  Wings and ___  _______ figure __________ haste:
  And ____________ is Love ______ to be a ______,
  Because in _______ ___ is so oft __________.
  As _________ boys in game themselves ___________,
  So the boy _______ is perjured everywhere:

* Here are picture examples from Holly Minarik's blessing.

* Peer Edit

• Author: Please write the age of the recipient of your gift at the top of your first page.
• Editor:
• Circle grammar errors.
• Is this age-appropriate writing?  What might the author consider changing or adding?
• Is this story interesting and engaging?  How might this story become richer (Change narrative perspective? Adjust the climax point?)?

* Finish Midsummer Act III (Schwager: five questions for each scene).

* Video (if Act III is in order).

HW: Midsummer Remains from Class

Wednesday, 12/2/14: Legend

* Open

• Roots
• Leg--law
• Levi--light

* Review Midsummer Answers (acts I--II)

* Work on Your Christmas Legend.

• Make sure it is 
• complete (a full story of two or more pages),
• paper (written or printed), and
• legible (handwriting or font).

HW: Legend

A Midsummer Night's Dream

You may listen while you read on Spotify.

Tuesday, 12/7/14: Midsummer Blessings

* Open

• Memorization (quiz at the end of next week)
• Enjoy exercise 4 on dangling modifiers (first 10 only).  
• Roots (copy and provide example words)
• juven--young
• lau, lav, lot, lut--wash

* More on the Christmas Blessing

• You will need a legend RD (this week) and FD (next week). 
• The legend itself must be two pages or longer.  Consider legends of old such as Excalibur, the Sword in the Stone, the One Ring, the Maltese Falcon, the Blue Cross, Snow White (poisoned apple), and the Pink Panther (diamond).
• The FD should be splendid and glorious (scroll through examples)...not in MLA format this time.  Think of the setting of the tale (Ancient scroll?  Pirate scraps? Magical book?). 
• The RD is simply the legend itself. 
• Next week, you will doctor it up to make it look old and add a map (or scavenger riddles) to finish it off. 

* A Midsummer Night's Dream

• Schwager: Read and answer three questions for act 2, scene 2 (see the Google drive for the questions if you misplaced them).  
• West: Read Act 3, scene 1 and do questions. 

HW: Finish reading and questions; Legend (RD of at least two pages due block day)

Joaquin De Luz and Maria Kowroski in George Balanchine’s ballet A Midsummer Night’s Dream. Photograph by Paul Kolnik 

Monday, 12/1/14: Advent!

* Open

• Memorization
• Enjoy exercise 3 on dangling modifiers.  
• Roots (copy and provide example words)
• ject: throw
• join, junct: join
   
• Advent is the season of church calendar when we prepare for Christmas (much like Lent is the preparation for Easter).  
• If you would like daily devotional readings for Advent, here are some from pastor John Piper (it's free; choose your download format on the left). 

* Upcoming creative writing: A Christmas Blessing

• RD of your Legend Due Dec. 4
• FD of Legend and Map Due Dec. 11

* Upcoming contest writing: The Coastal Commission

• We will work on the RD after your CWP

* Midsummer Video (Schwager's classes)

HW: Begin writing the RD of your Legend (paper or electronic)

The Advent and Triumph of Christ by Hans Memling.  Is this painting best read from left to right, center out, or right to left?

 

Wednesday 11/19/14

Today we watch some of the movie!

*Students, please note that Mrs. West is out sick. So please help the sub set up the video. (You may have to restart the computer to log-in. Then help the sub to play it from there.)

Tuesday, 11/18/14: Midsummer in Midautumn

* Open

• Memorization
• Grammar ~ More dangling modifiers!

* Midsummer Discussion and act II, scene i.

HW: Questions for act II, scene i; Schwager's classes: tragic terms quiz

Monday 11/17/14: Midsummer Act 1

EQ: How do the speech patterns change when the characters are excited or joyful? Why do you think Shakespeare wrote it that way?

ROOTS:

• hum, human - earth, ground, man
• hydr - water
• ignis - fire

GRAMMAR

• What is a dangling modifier? Click here to learn and practice.

MIDSUMMER

• Continue to read and answer the questions for Act I.

HW: Finish Act I, Scene 2 & questions.

Block Day: To Antigone, and Beyond!

* Open

• Memorization passage. ~ Please copy down the passage in bold here. 
• No terms quiz for Schwager's class as he needs to catch up on grading these last two assignments first. 

* Review your journal together

* West's class takes quiz

*Watch and discuss: View this slam poem about love. What does "real" love look like?

• How does this slam poem tell us something true concerning love which we often overlook? 
• How does this slam poem perpetuate something false concerning love which we often overlook? Can you support your idea from the scriptures?  Try to.

* A Midsummer Night's Dream ~ Agree/Disagree? (4 corners discussion)

1. Romantic love is a real thing. 
2. I believe in love at first sight.
3. A teenager can experience real romantic love.
4. Emotions can be deceiving.
5. There are different types of romantic love.
6. People act differently when they are in love.
7. My parents could probably choose a perfect mate for me (without my input). 
8. My parents should help direct my relationships and marriage decision. 
9. My parents should have no voice in my relationships.

* Journal 14: Do you know what the rules were about love during Shakespeare's Day? Click here or find the Love Rules handout in your Google Drive. Work together with those around you to record 8-10 rules about love, engagement and marriage in your journals.

* Act 1

•   You can find a full text as well as questions in your google drive.

HW: Finish reading and doing questions for Act 1, Scene 1 (Journa1 15: Answer three questions of your choice).

Wednesday, 11/12/14: Antigone and Such

* Open

• Quiz (Schwager)

* Grammar: Copy and Repair

• What view of life, is Sopocles reflecting, and prescienting.

* Journal for the rest of the period.

HW: Finish Journal 13

Tuesday, 11/11/14: Veteran's Day

Joseph Ambrose, an 86-year-old World War I veteran, attends the dedication day parade for the Vietnam Veterans Memorial in 1982, holding the flag that covered the casket of his son, who was killed in the Korean War (Wikipedia, 11 Nov. 2014).

* Open

• Veterans Day Video 
• Veterans Day Poem

* Antigone journal in groups (aim to finish three questions for Journal 13). 

HW: Schwager's classes, review roots gest to hes

Monday, 11/10/14: Antigone

* Open

• Grammar (copy and fix):
• Tiresias the blind profet could'nt watch the video to day but it would'nt matter because he allready knows what he did.  

• Schwager Quizzes: Wed. = roots; block day = tragic terms
• Journal 13: Due on Block Day

* Antigone Video

* Begin Journal 13: Antigone (BG&T Condensed):Grab a book (horror of horrors!) or use this online text1.  (Short) Context: Who wrote it? Where? When?
2.  Tradition: Name a specific story from the Bible that Creon or Tiresias or Antigone's  character and actions remind you of.  Explain the relationship briefly, and quote and cite from the Bible.

HW: Finish watching the video series.

Block of Agony—oops—I mean Anti-(a)gony, of course (bru-ha-ha!)

* Open

• Grammar: Copy and fix the following in your notes
• "Their’s no suffering no shame no ruin not one dishonor which I have not seen in all the troubles you and me go threw."
• West's classes: Quiz 

* Antigone

• Group Work for Terms and Background
• Discussion of Oedipus
• Begin video

HW: None

Wednesday, 11/5/14: Antigone

Bunnies don't write essays; people do: lucky bunny.

* Open

• Turn in your paper essay
• Turnitin.com (Schwager's class: do this tonight)

* Journal 12:  Sometimes we feel caught or trapped between competing sets of expectations or desires.  Perhaps your friends want you to do one thing, but you aren't sure, and you know your parents would have you refrain.  Perhaps you keep a secret you know you should tell them.  Perhaps you feel tension caused by different expectations between (or among) your parents (or guardians).  Perhaps you feel an internal tension between what you feel is right and what you know or think God says is right.  Describe a situation where you felt trapped between competing expectations or desires.  Do not write anything that you wouldn't feel comfortable sharing in class. This needs to be between 1/2 pg. and 1 pg. 



* Composition Book Work in Groups

Antigone's Background

• Define these Tragic Terms
• On Sophocles (our playwright)
• What are the approximate years of Sophocles' life?
• What did Sophocles do differently than other playwrights of his day (as well as those that preceded him)?
• What makes Sophocles deeper than and richer than many other playwrights?

HW: Finish your composition book work that you were assigned in class.

Tuesday, 11/4/14: How Might We Distinguish Strong, Adequate, Somewhat Deficient, and Seriously Deficient Essays?

* Open

• Please review the essay rubric we'll use for scoring our peer edit and final draft. 

* Last essay peer review

• Assign the student 1--20 for each category on their paper.   Add the score up for a total.

HW: FD into turnitin.com and paper copy printed for tomorrow

The Writing Checklist

• Would you like to read this?  If not, how could you improve it? 
• Did you write in the third person? 
• Did you follow the MLA format? 

• Introduction
• Hook
• Background
• Thesis?  
• Specific?

• Body Paragraphs
• Topic Sentence
• Nice transition?

• Two--three supporting quotations?
• Commentary ties back to the topic sentence and/or thesis. 

• Conclusion
• Answers the "So what?" question.
• A gift to the reader?