February 12, 2018 Daily Agenda

Monday, February 12^th:

Period 1:

Go over the official title of your presentation

Show two tedtalks on the “Teenage Brain!”

Turn in your grammar homework Module 2, activities 2 – 5

Period 3:

In library with Ms. Payne to select their classes for next year.

Period 4:

Kahoots!

The Wind God

Cyclops

Circe

Vocabulary

Period 5:

Agnes of God:

Jasmine - Agnes

Elizabeth – Doctor

The Body:

Angel

Yaslynn

The Flick

Avery – Chandler

Sam – Vlad

Madaline – Rose

The Hereafter:

Katherine

Ivonne

The Medium

Brana – Client

Jessica – the Medium

Orphans

Kedase – Harold

Daylan – Treat

Francisco – Phillip

Period 6:

Pair up! Get your books out and we are going to do a scavenger hunt in Act 4, Scene 1

Page 192:

Identify the figurative language used:

What is it?

Who says it?

What is the person describing?

What is being compared to what and what is revealed by the comparison?

Page 194

There are three examples of figurative language:

Personification, metaphor, simile, imagery, allusion
There is also a motif, which is a recurring symbol

1. Identify the motif that is being used:

What is it? What type of figurative language is it?

Who says it?

Who or what is the person describing?

What is being compared to what and what is revealed by the comparison?

2 and 3 on page 194 are not motifs but are figurative language. Answer the questions.

Act 4, Scene 2

Page 196

There are three examples of figurative language:

1.     Identify the figurative language.

2.     

3    Who says it?

4.     Who or what is the person describing?

5.     What is being compared to what and what is revealed by the comparison?

Page 198

There are three examples of figurative language:

One of them is a motif. Identify the motif. What is the character comparing another character to?  What does the comparison reveal about the character’s feelings toward the other?

1.     You know the drill

     

Page 200

There are four examples of puns and syllogisms

Page 202

There are three jokes on page 202. What are they?

Page 204

There is an apostrophe on this page.
What is it? Why and how is it being used?

There are examples of imagery and the motif on this page.

1.     What is the example of imagery?

2.      Describe the imagery. What does the character's use of this imagery reveal about his present state of mind.

3.     What is the motif?

February 9, 2018 Daily Agenda

Friday, February 9^th:

Period 1:

Group 6:

“Greg Ousley Is Sorry for Killing His Parents. Is That enough?”

Nick, Ashley, Katherine C.

Group 7:

“Greg Ousley….”

Last page of the L.A. Times’ article

Katherine Q. Cheyenne, Gabrielle

Period 3:

Theatre Games:

T.V.

Yessenia, Jay, Bryan, Giselle, Madeline

Amanda, Dennis, Ilan, Allisa, Annmarie

Worked with:

“Fashionistas”

Yessenia, Yadira

Period 4:

Open your books to page 667

Milan:

Review:

The men were taking twine from the Cyclops’ bed to tie themselves under the middle of a trio of big sheep.  Odysseus had to hold onto the biggest ram by his hands because there was no one to tie him up to a ram.

Reader:

Milan

When Dawn spread out her fingertips of rose  - personification

Carrion: road kill, a dead animal

Rogue: a criminal

Fold (noun) a group of animals or the sleeping quarters of animals like sheep or goats

Adversary: an enemy

Weird: the original weird is fate!

Who told the Cyclops about his fate?

David

Telemus the Wizard foretold the Cyclops that he would be blinded by a man by the name of Odysseus.

What type of man was the Cyclops expecting?

David – he was expecting a giant man.

The Cyclops was defeated not by a big man of brawn but by a small man of great intellect.

The Cyclops prayed to his father Poseidon to curse Odysseus, that he would not get home, or that it would be a long time of hard sailing for Odysseus to get home, and when he did reach home he would be faced with  bitter days and the loss of his companions.

February 6, 2018 Daily Agenda

February 6^th:

1^st Period:

Presentations:

Group 1: Henry, Leonela, and Benedict
“Kids are Kids – Until They Commit a Crime” pages 87 – 88

Critiqued the presentations

Students took notes and will submit at the end of the presentations.

Group 2:

Precious’s computer froze and lost the slides

3^rd Period:

Theatre Games:

1,2,3,4,5 – The Entire Class

Worked briefly with Alinah and Taylor

Worked with:

Ublester and David on ‘Thirteen Ways to Fail Your College Interview”

4^th Period:

Read “The Lotus Eaters”

Page 658

What happens to people who eat the lotus flower?

The people lose their will to go home. They just want to eat the lotus flower and stay on the island.

Taylor:

This is a P.S.A. – which warns people not to engage in drugs and alcohol.

Some scholars believe that the lotus flower might have been marijuana because it made the marijuana users lethargic and apathetic.

Milan

Lethargic: lazy, you just want to lay around

Adolfo and Taylor and David

Apathetic: showing little animation or emotion; indifferent

Page 660 The Cyclops

Reader:

Adolfo

Bough: tree branch

Yessenia:

Cavern is a large cave

Ewes: female sheep

Ram: a male sheep

 The first thing the Cylcops does is place a huge mult-ton slab of rock in the cave’s opening. After he makes his dinner, he sees Odysseus’s men in the firelight.

Adolfo!

Explained why the Cyclops got an attitude with Odysseus.

Why did the Cyclops ask Odysseus where his ships were?

Adolfo – Because Cylcops would have destroyed it!

And why did Odysseus lie about it?

David and Adolfo knew that was the Cyclops’ intention – to destroy the ship!

Acted out the Lotus Eaters:

Milan, Adolfo, Julian, Alejandra, Julia

Period 5:

Worked on the casting for Into the Woods

Period 6:

Check out Side by Side Hamlet

 Begin presenting

May 25, 2015 - May 29, 2015 Weekly Agenda for 11th Grade English

Monday, May 25th: 

Memorial Day

Tuesday, May 26th:

Warm-up Activity:

Converting Active Voice to Passive Voice:

Passive voice should not be used very often; however, it is used when the action is done by an unknown agent.

Formula:

Active Voice = Subject + Verb + Direct Object

Jonathan hit the ball.

Passive Voice = Direct Object + To Be Form of Verb + Preposition + Subject

The ball was hit by Jonathan.

Are the following statements in active voice or passive voice? If they are in active voice, convert them to passive voice.

1.     They will automatically blame feminism for not doing anything about it.

2.     By the time they begin to actually take action it will be too late for anyone.

3.     It is insane how they expect women to dress.

1.     Feminism will be blamed for not doing anything about this problem.

2.     Action will be taken but it will be too late.

3.     It is insane how women are expected to dress.

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Wednesday, May 27^th:

1^st Period:

Turn in books

Briefly went over how to do the presentations

2^nd Period:

Turn in books

Two Senior Presentations today:

Lupo – The Dangers of Social Media

Christian – Obesity in the Middle and Lower Classes

Thursday, May 28th: 

1st Period: 

Showed the class Lupo Benatti's power point slides. 

Worked on their research paper. 

2nd Period: 

Worked on their research paper

May 18, 2015 - May 22, 2015 Weely Agenda for Contemporary Composition

Monday, May 18^th:

1^st Period and 2^nd Period:

A minimum of fifteen note cards are due today by midnight.

Looking ahead:

Wednesday, May 20^th:  Research paper outline due.

Friday, May 22^nd: The first draft of the research paper is due.

                     

Tuesday, May 19th: 

1st and 2nd Periods: 

Work on outlines which are due tomorrow

Finish up notecards

Wednesday, May 20th: 

Not here today. Sub.
Students worked on outlines and rough drafts of paper.

Thursday, May 21st: 

Went over format of outlines again.

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This is one way to do an outline:

            l. Topic Sentence

                        A. First Claim

                                    1. Development of first claim

                                                a. Evidence

            ll. Topic Sentence

    

 I. The Dream Act will be a great help for undocumented students raised in the U.S. 

                        A. The Dream will help the U.S. to have highest proportion of college

                              Graduates in the world.

1.     Economic Benefits of having higher number of college graduates

a.     Greater economic stability

b.     Higher tax base

2.     Military Benefits of having higher number of college graduates

a.     Better trained soldiers

                                                                                            i.     Evidence

b.     Greater military strategists

                                                                                            i.     Evidence

c.      Greater military technology

                                                                                            i.     Evidence

This is the WRONG WAY TO DO THE OUTLINE!!!!!!

Main Idea: The drinking age should be lowered

Evidence: People aged 18 are responsible. (Not!!!!)

Friday, May 22nd: 

Final draft due today!
Work on rough draft in the library! 

May 11, 2015 - May 15, 2015 Weekly Agenda for Contemporary Composition

Monday, May 11th: 

1st and 2nd Periods: 
Work on the letter of intent and begin your research!

Tuesday, May 12th: 

1st and 2nd Periods:
Work on the letter of intent and begin your research!

Wednesday, May 13th: 

Field Trip to the Mark Taper Forum to see Immediate Family

Do research for research paper in class today!

Thursday, May 14th: 

In the library doing research for research paper!

Friday, May 15th: 

1^st Period:

Work day on note cards and research

2^nd Period:

Went over bibliography cards and note card format.

Went over passive/active voice

Went over objective case pronouns, nominative case pronouns, and prepositions

 

 

 

2015 Junior Project Information and Time Line

Junior Project Information and Time-Line

Friday, May 8^th:

Today your letter of intent is due. It must be:

1.     Typed

2.     12 font

3.     1.5 spacing

4.     One and a half pages to two pages in length

5.     Must be in business letter format

6.     Must include information about yourself

7.     The subject you wish to research

8.     Why you are attracted to this subject

9.     A paragraph defining plagiarism: Why it is unethical, the consequences of plagiarizing and a promise you will not plagiarize.

Note cards:

            The note cards must be in appropriate MLA format. If you are not sure how to do that, go to owl.english.purdue.edu/owl/resource.

            Fifteen note cards are required for this junior project.

            Each card is worth twenty-five points

            You must have at least three different types of sources:

                        Minimum of one from a reputable book

                        Minimum of one from a reputable journal

                        Minimum of two from a reputable internet source (.edu, .org, .gov)

                        You may also use documentaries

                        You may also use primary sources

Instead of writing the note cards on 5 by 8 note cards, please write them (or type them) on a sheet of paper. FOLLOW THE SAME FORMAT, BUT PLACE THEM ON A SHEET OF PAPER.  Please draw a box around each note card in order to differentiate each one. (Please be aware this is unconventional and most teachers and/or professors will insist you use index cards. Paper is just my eccentric preference.)

You may turn in your individual note cards as soon as you are finished with them. Please number them sequentially and date them; this is to help me keep track of them.

BIBLIOGRAPHY CARDS: You must have a bibliography card for each source you use. Please use MLA format for each card.

Due dates for the junior projects:

All note cards will be due:                    May 18^th

Rough draft of research paper:             May 22^nd

Final draft of research paper:                May 29^th

Power Point:                                          May 27^th:

Presentation with Power Point:            May 28^th, May 29^th, June 1st

May 4, 2015 - May 8, 2015 Weekly Schedule for Contemporary Composition

Monday, May 4^th:

1st and 2nd Periods:

When you are writing your outstanding work, make sure you do the following:

1.     Write your name

2.     Write the class period

3.     Write the date the assignment was given (it’s on Engrade)

4.     Write page numbers of the assignment

5.     Write the title of the assignment as it appears on Engrade

6.     Write whether it is the In-Class Scaffolded Reading log or the Figurative Language Paper

This is due on Monday, May 4^th, at midnight!!!!!!!! (11:59:59)

My e-mail address is jkatbridge@aol.com

Tuesday, May 5th:

First Period and Second Period:

Passed out “Steps to the Letter of Intent” and “Letter of Intent”

Went over Purdue Owl and paraphrasing

Tomorrow, after breakfast in the classroom, go to the library

Friday, May 8^th, the letter of intent is due.

The letter of intent must be in formal, business format.

The first paragraph(s) should be about yourself.

The next paragraph should be about your topic.

The next paragraph should be what draws you to this topic (why you want to do this topic.)

The next paragraph should be your approach to this topic.

The final paragraph should be about YOU ARE NOT  GOING TO PLAGIARISM!!!!!

There will be fifteen notecards, each worth twenty-five points.

You will need five bibliographic sources: two from a reputable internet source, one  
from a book and one from a reputable journal.

Use internet sources with the address ending in .edu, or .gov, or org.

Your research paper should not have more than ten (10) percent of original quotations. The sources should be, must be cited and paraphrased.

Valuable sources:

https://owl.english.purdue.edu/owl/resource/747/01/

Wednesday, May 6th: 

1^st and 2^nd Period:

Go to the library for junior projects.

Thursday, May 7th: 

1^st and 2^nd Periods:

In library for instruction on work cited format

Research

Friday, May 8th: 

Your letter of intent is due today!  

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Friday, May 8^th:

Today your letter of intent is due. It must be:

1.     Typed

2.     12 font

3.     1.5 spacing

4.     One and a half pages to two pages in length

5.     Must be in business letter format

6.     Must include information about yourself

7.     The subject you wish to research

8.     Why you are attracted to this subject

9.     A paragraph defining plagiarism, why it is unethical, the consequences of plagiarizing and a promise you will not plagiarize.

Note cards:

            The note cards must be in appropriate MLA format. If you are not sure how to do that, go to owl.english.purdue.edu/owl/resource.

            Fifteen note cards are required for this junior project.

            Each card is worth twenty-five points

            You must have at least three different types of sources:

                        Minimum of one from a reputable book

                        Minimum of one from a reputable journal

                        Minimum of two from a reputable internet source (edu., org, .gov)

                        You may also use documentaries

                        You may also use primary sources

Instead of writing the note cards on 5 by 8 note cards, please write them (or type them) on a sheet of paper. FOLLOW THE SAME FORMAT, BUT PLACE THEM ON A SHEET OF PAPER.  Please draw a box around each note card in order to differentiate each one. (Please be aware this is unconventional and most teachers and/or professors will insist you use index cards. Paper is just my eccentric preference.)

You may turn in your individual note cards as soon as you are finished with them. Please number them sequentially and date them; this is to help me keep track of them.

Due dates for the junior projects:

All note cards will be due:                 May 18^th

Rough draft of research paper:           May 22^nd

Final draft of research paper:              May 29^th

Power Point:                                        May 27^th:

Presentation with Power Point:           May 28^th, May 29^th, June 1st

 

 

April 27, 2015 - May 1, 2015 Weekly Agenda for Contemporary Composition

Monday, April 27th: 

1st and 2nd Period: 

Review for the Performance Test for math:

Land Surveying: The art and science of planning, designing and establishing property boundaries, and the mathematical practice of  measuring the boundaries,  lengths and area of a plot of land.

Land Surveyor: A person who conducts professional land surveys by taking precise land measurements using special equipment and performing necessary mathematical calculations.

Property Taxes: A tax assessed on real estate by the local government, usually based on the value of the property and land.

Sod: a piece of earth (soil or dirt) or the layer of earth with grass and roots growing in it.

Land that is used for agriculture may be taxed at a lower rate.

Aerial: from above, from the air, a bird’s eye view

Tuesday, April 28th: 

First Period: meet in library to continue testing for Smarter Balanced 

 

Wednesday, April 29th: 

2nd Period: meet in library to continue testing for Smarter Balanced 

 

Thursday, April 30th: 

Make-up tests

Finish outstanding work for this class and turn in. 

 

Friday, May 1st: 

Finish outstanding work for this class. All outstanding work for THE BLUEST EYE and THE GREAT GATSBY will be due no later than MONDAY, MAY 4TH!

Next week begin work on the junior project!

Gatsby: How to Analyze Figurative Language

Figurative Language

The Great Gatsby, page 182:

Quotation:

“So we beat on, boats against the current, borne back ceaselessly into the past.“

First: identify which type of figurative language the quotation is.

In the above quotation it is definitely imagery, but it is also a metaphor!!!

(Thank  you, Kamron!!!!!)

What is being compared to what?

We are being compared to boats.

What do the boats do? Beat or go against the current.

What does the current represent?

Time. Current could also represent life, life’s struggles.

Borne means carried.

What is Fitzgerald saying about us, our struggles, about time and about life?

What is the thing we are trying to escape from? The past!

Does Fitzgerald think we can escape from the past?

Did Gatsby escape from the past?

What is the tone or attitude Fitzgerald takes in this quotation?

Serious, hopeful, determined, philosophical, contemplative, depressed, nostalgic

Connotative:

Beat: wearing oneself down with fruitless, repetitive, and exhausting action

Ceaselessly: never stopping, exhaustedly, fruitlessly

Fruitless = futile, pointless, without a positive result, a failure!!!!!!

Current: a strong flow of water, which can be difficult, if not impossible, to overcome

Borne: to be brought back, to be carried, implies a helplessness – despite one’s best efforts one is still carried back or away from one’s intended goal.

Powerful Diction (diction means word choice):

Beat, Ceaselessly, Current

What is the tone of Fitzgerald’s quotation: “So we beat on, boats against the current, borne back ceaselessly into the past.”

Philosophical; contemplative regarding the futility of life, of effort; serious, elevated language

Elevated Language: refers to language that is heightened, serious, eloquent, grand, expressing in a deeply eloquent, perhaps even poetical way thoughts of profound, philosophical meaning.

April 20, 2015 - April 24, 2015 Weekly Agenda for Contemporary Composition

Monday,  April 20th: 

Regular Schedule 

Work on the In-Class Scaffolded Reading Log

Work on the Figurative Language Graphic Organizer

Tuesday, April 21st: 

1st Period: 

10:30 - 12:32:

Smarter Balanced Testing today in 502

2nd Period: 

No class today due to testing schedule 

Wednesday,  April 22nd: 

1st Period: 

No class today due to testing schedule

2nd Period: 

10:30 - 12:32

Smarter Balanced Testing today in 502

Thursday, April 23rd: 

1st Period: 

10:30 - 12:32:

Smarter Balanced Testing today in 502

2nd Period: 

No class today due to testing schedule 

Friday, April 24th: 

1st Period: 

No class today due to testing schedule

2nd Period: 

10:30 - 12:32

Smarter Balanced Testing today in 502

April 13, 2015 - April 17, 2015 Weekly Agenda for 11th Grade English

Monday, April 13^th:

1^st Period:

Your rewritten essay and prewrite for the "Smarter Balanced" assessment is due today. 

Watch an instructive video about taking the “Smarter Balanced” assessment.

Then I will give you the rest of the sections to do for your The Great Gatsby In-Class Scaffolded Reading and Figurative Language Handouts. THIS WILL BE DUE ON FRIDAY, APRIL 17^TH.

Tomorrow begins three weeks of testing. The schedule will be block scheduling with three two hour classes each day.  We will meet in 502 for testing during this three week period.

Tomorrow’s schedule is:

Tuesday, April 14^th:

Periods 5, 1, and 4:

Period  5              8:00 – 10:13

Nutrition             10:13 – 10:28

Period 1              10:34 – 12:32

Lunch                 12:32 -    1:02

Period 4              1:08   -     3:06

The following are the assignments for The Great Gatsby, which will be due on Friday, April 17^th:

Pages 163 – 167 (Wolfsheim phone call): In-Class Scaffolded Reading and Figurative Language (ends on “Then a quick squawk as the connection was broken.”)

Pages 167 – 169 (Gatsby’s father): In-Class Scaffolded Reading and Figurative Language (Ends on “I should have known better than to call him.” )

Pages 169 (bottom of page 169) – 172 (Meeting with Wolfsheim): In-Class Scaffolded Reading and Figurative Language (Ends with “And my own rule is to let everything alone.”)

Pages 172 – 175 (Gatsby’s funeral): In-Class Scaffolded Reading and Figurative Language (Ends on “That poor son of a bitch.”)

Pages 175 – 179(Carroway speaking about the difference between the East and the West; his breakup with Jordan; and running into Tom Buchanan in New York): In-Class Scaffolded Reading and Figurative Language

Pages 179 – 180 (The historical promise of the American Dream; one cannot repeat the past nor can one escape the past): In-Class Scaffolded Reading and Figurative Language

Due on Friday, April 17^th!  

**************          

Period 2:

Your rewritten essay and pre-write for the "Smarter Balanced" Assessment is due today.

Tomorrow begins three weeks of testing. The schedule will be block scheduling with three two hour classes each day.  We will meet in 502 for testing during this three week period.

Tomorrow's schedule is:

Tuesday, April 14^th, and Thursday, April 16^th:

Periods 5, 1, and 4

Period  5              8:00 – 10:13

Nutrition             10:13 – 10:28

Period 1              10:34 – 12:32

Lunch                  12:32 -    1:02

Period 4               1:08   -     3:06

Wednesday, April 15^th and Friday, April 17^th:

Periods 6, 2, and 3

Period 6            8:00 – 10:13

Nutrition           10:13 – 10:28

Period 2            10:34 – 12:32

Lunch                12:32 – 1:02

Period 3            1:08 -  3:06

We will meet in 502 for testing during those testing days.

The following are the assignments for The Bluest Eye which will be due on Friday, April 17^th:

Pages 61 – 65: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 65 – 74: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 75 – 80: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 82 – 86: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 87 – 93: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 97 – 101: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 101 – 109: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 110 – 122: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 122 – 126: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 126 – 131: In-Class Scaffolded Reading and Figurative Language Handouts

Pages 131 – 143 (Up to “One of these cousins interested…”): In-Class Scaffolded Reading and Figurative Language Handouts

Pages 143 – 151 (Up to “The fear it produced was enough”): In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 151 – 161: In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 161 – 163: In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 164 – 173 (Up to “…the Maker had not sought his counsel.”): In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 173 – 176 (Up to “….ran out of the yard, and down the walk.”): In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 176 – 183 (Soaphead Church’s letter to God):In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 187 – 192: In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 193 – 204: In-Class Scaffolded Reading and Figurative Reading Handouts

Pages 204 – 206: In-Class Scaffolded Reading and Figurative Reading Handouts 

Tuesday, April 14th: 

First period: 
Smarter Balance Testing in 502 today!

 No 2nd period today due to special Smarter Balance Testing 

Wednesday, April 15th: 

No first period today due to special Smarter Balance Testing 

2nd Period: 
Smarter Balance Testing in 502 today!