No Homework Over Labor Day Weekend

There is no homework for students for English I over the Labor Day Weekend. Enjoy a fun time with family and friends!

Seventh/Eighth Period: To Kill a Mockingbird Test

(Thursday, August 30th for all periods)

Students took a fifty-question objective test over Harper Lee's "To Kill a Mockingbird," including matching, true-or-false, and multiple choice questions.

After the test, students had time to work on homework for another class.

Near the end of the period, Mr. Stone reminded students that they will write four book reports for English I this year--one report per quarter. (Deadline dates for each report are listed in the course syllabus.)

Students get to choose the grade-appropriate book they read for each book report. Students will take home a parent approval form next week for their parent(s)/guardian(s) to approve their book choices and to verify that the students have not previously read the book.

Mr. Stone will have final approval of the students' selection, considering each book's reading level, substance, and moral appropriateness.

No Homework

More Things to Consider for the To Kill a Mockingbird Test

Be sure you can identify the historical period (when the story takes place), the geographical location (where the story takes place--country, region, state, town), the cultural milieu (the surrounding culture).

Know what the title of the book means. See Chapter 10.

How is Mrs. Dubose courageous? How is Atticus courageous?

Where is there prejudice in the story? Think of examples of fear, blindness, anger, ignorance. What culture understandings and ignorance are present when the children go to church with Calpurnia? How is the jury prejudice?

Review Atticus's question of Mayella Ewell, Atticus' speech to the jury (chapter 20) and Jem's reaction to the verdict.

What is the fate of Tom Robinson, Bob Ewell, and Boo Radley.

Expect matching questions, true and false, and multiple choice.

Seventh/Eighth Class Period: "Blues Ain't No Mockin' Bird"--More on Character

(Wednesday, August 29 for Periods 5 & 6 and Thursday, August 30 for Periods 1, 2 & 7)

As a devotional, Mr. Stone discussed William James statement, "If you want a quality, act as if you already have it," as well as the adage, "We are what we do."

Students completed their character journal entry (R7).

They then read "Blues Ain't No Mockin' Bird" (570+) and took a quiz .

Students labeled the "Sample Character Traits" handout "L8" and on the top of an additional piece of notebook paper wrote "Second Character Journal Entry." They labeled this second entry "R8." Students were to write at least a half-a-page where they named a character trait they desire and describe the actions they would take if they had that trait.

Homework for Periods 5 & 6: Study for To Kill a Mockingbird test.

Sixth Period: Characterization

(Tuesday, August 28 for Periods 2, 5, & 6 and Wednesday, August 29 for Periods 1 & 7)

Mr. Stone shared a poem ("I Don't Want to Wait Until You Die")that he wrote in response to Randy Roberts' recent sermon on friendship at the Loma Linda University Church.

Quiz: "The Red-Headed League"

Mr. Stone gave notes on characterization (character, indirect characterization, direct characterization, protagonist, antagonist, hero/heroine, and villain).

The class discussed who was the protagonist(s) and antagonist(s) in the stories they have read so far.

Students were given two options for their second journal entry (R7). They could discuss whether heroes have responsibilities, or create a character.

Homework: Students should finish reading the summer reading book (To Kill a Mockingbird) and/or review for their test on August 30th.

Fifth Class Period: Peanuts

(Monday, August 27 for Periods 1,2, 5, & 6 and Tuesday, August 28 for Period 7)

For a devotional, Mr. Stone discussed the lyrics of the song "They Will Know We Are Christians by Our Love" in contrast to the characters in "One Ordinary Day with Peanuts."

Quiz: "One Ordinary Day with Peanuts"

Mr. Stone discussed the current popularity of Sir Arthur Conan Doyle's hero--Sherlock Holmes. Students began reading Doyle's "The Red-Headed League" while Mr. Stone checked for completed work in the students' notebooks.

Homework: Finish reading "The Red-Headed League."

To Kill A Mockingbird Characters

Below are a list of characters from To Kill a Mockingbird that students should be able to identify on their test on Thursday, August 30th.


Aunt Alexandra
Atticus Finch
Boo Radley
Calpurnia
Charles Baker Harris
Dill Harris
Dolphus Raymond
Heck Tate
Jean Louise Finch
Jem Finch
John Taylor
Bob Ewell
Miss Caroline
Miss Maudie Atkinson
Mayella Ewell
Mr. Cunningham
Mrs. Dubose
Scout
Tim Johnson
Tom Robinson

Students should make sure that they have finished reading the book and reviewed the plot in preparation for the test.

Fourth Class Period: "The Interlopers" & "One Ordinary Day with Peanuts"--Conflict, Plot, and Vocabulary

(Thursday, August 23rd for Periods 5 & 6 and Friday, August 24th for Periods 1, 2, & 7)

Devotional Text and Prayer:

"22 Then Jesus said to his disciples: “Therefore I tell you, do not worry about your life, what you will eat; or about your body, what you will wear. 23 For life is more than food, and the body more than clothes. 24 Consider the ravens: They do not sow or reap, they have no storeroom or barn; yet God feeds them. And how much more valuable you are than birds!"

Luke:22-24

Quiz: Parts of a Plot

Mr. Stone re-examined the events of "The Interlopers" with students. They compared and contrasted the three major conflicts in the story and constructed a plot line for each in a different color (R3).

Mr. Stone distributed the vocabulary worksheet for "One Ordinary Day with Peanuts." He reviewed with them the spelling strategy and the vocabulary strategy of using a small-word-within-a-word.

Students chose one word from the first three vocabulary sheets and drew an illustration.

Homework: Read "One Ordinary Day with Peanuts."

Third Class Period: "The Most Dangerous Game" & "The Interlopers"--Vocabulary, Plot & Conflict

(Wednesday, August 22 for Periods 5 & 6. Thursday, August 23 for Periods 1, 2 & 7)

Devotional Text & Prayer:

"A gentle answer turns away wrath,
but a harsh word stirs up anger."

Proverbs 15:1

Quiz: "The Interlopers"

As students turned in their quizzes, they punched holes in the yellow genre sheet they received yesterday.

Mr. Stone directed the students to place the yellow genre sheet in the front of their interactive notebooks. He quickly reviewed the order of the notebook's contents (L1, R1, L2, & R3) and discussed the correct answers for the plot diagram of "The Most Dangerous Game" (R3).

Students received vocabulary worksheets (5 & 73)with selected words from "The Most Dangerous Game" and "The Interlopers." Mr. Stone noted the typical three-part construction of the vocabulary sheets: spelling strategy; roots, prefixes, suffixes, and forms of a word; using the selected vocabulary.

The students worked with Mr. Stone through Part A of both worksheets.

Students received a list of twenty-nine actions in "The Interlopers." They labeled this sheet L3. Using blue, green, and pink highlighters, students identified which of three different types of conflict each of the actions is. Some actions are involved in more than one conflict.

During the next class, the class will diagram a plot line for each of the three conflicts from this story and discuss the relationship between conflicts in a story.

Homework: Finish the two vocabulary worksheets and memorize the six major parts of the plot line. (See L2.)

Remember only one term needs to be provided when two are possible. Extra credit will be given for providing the term denouement, properly placing it on the diagram, and explaining its meaning.

Day Two: Conflict & Plot

(Tuesday, August 21 for Periods 2, 5, & 6. Wednesday, August 22 for Periods 1 & 7)

"But the Lord said to Samuel, 'Do not consider his appearance or his height, for I have rejected him. The Lord does not look at the things man looks at. Man looks at the outward appearance, but the Lord looks at the heart.'"

1 Samuel 16:7

Mr. Stone reminded students that they need a one-inch view binder exclusively for English I for our interactive notebooks.

He discussed the course theme: See what you do not see. He encouraged students not to see life as a ruler--as either/or linear polarities, but rather to see life as a sea urchin--a multitude of intersecting perspectives and possibilities.

Students took notes on conflict (L1), defining conflict, internal conflict, external conflict, and types of literary conflicts.

They then wrote a conflict journal entry (R1). They were asked to imagine that they were locked in the classroom with the person/object that they despised most. They were to describe what happened after they heard the door lock and realized they were trapped.

Students received a yellow cardstock handout on elements of a short story. They took notes on plot (L2), drawing a plot diagram and labeling the location of exposition/basic situation, narrative hook/initial complication, rising action/complications, climax, falling action/denouement, and resolution.

Students then applied the plot structure concept (R2) by drawing a second plot line and identifying where ten events from "The Most Dangerous Game" should be placed on the plot diagram.

Homework: Read Saki's "The Interlopers" (304-310). Be prepared for a quiz at the beginning of the next class.

First Day of Class: Syllabus & "The Most Dangerous Game"

(Monday, August 20 for Periods 1,2, 5, & 6. Tuesday, August 21 for Period 7)

As students entered, they selected their own seats in the room, printing their names on a sticky note for the seating chart.

Class began with a reading of John 1:1 and prayer:

"In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning."

Students received a hard copy of the class syllabus. Both students and parents need to review the syllabus, sign it, and return it at the beginning of the second class period. (If a parent is out of town, full credit for this assignment will be available until next Thursday, August 30th.)

Students listened to a dramatic recording of "The Most Dangerous Game" with most following along in their textbooks. Mr. Stone informed students that they should bring their "big green literature book" to class every day unless directed otherwise. Students who have not yet purchased the Vocabulary Energizers text or the research handbook should acquire those in the next couple of weeks.

Students need a one-inch view binder for this class. (These are the notebooks with the clear covers that allow a paper to be slipped into the front and back of the outer cover of the binder.) F.Y. I. Walmart has been selling them for under $2.

Homework: Both students and parents should read the syllabus, sign the last page, and return it to Mr. Stone at the beginning of the next class period.

Welcome!

Tomorrow begins the first day of the 2012-2013 school year--the first day of high school for most of you in English I.

I look forward to meeting you and getting started. We will begin with short stories. Bring your big green literature book to class. I will let you know when you need to bring the other texts. If you don't have your book yet, you will get by with out it, but it will be better for you to have it. Consider borrowing a classmate's from another section.

As I pray for our first day together, I'm remembering Jeremiah 29:11:

"'For I know the plans I have for you,' declares the LORD, 'plans to prosper you and not to harm you, plans to give you hope and a future.'"


I'm also claiming the promise of my favorite text, Philippians 1:6:

"Being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus."


Welcome, again, to the high school of Loma Linda Academy.