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.
Monday, August 27, 2012
Thursday, August 23, 2012
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."
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."
Wednesday, August 22, 2012
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.
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.
Tuesday, August 21, 2012
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.
"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.
Monday, August 20, 2012
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.
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.
Sunday, August 19, 2012
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.
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.
Sunday, May 20, 2012
The Final Class Periods of Spring 2012
First Class Period
At the beginning of class on Monday (Tuesday for Period 7),students should have a typed rough draft of their fourth-quarter book report. They should have the prewriting for the introduction (5-8 sentences) and the conclusion (4-5 sentences) in their journal or written out on a separate sheet of paper. [Credit will not be given for the introduction and conclusion being included in the rough draft. It needs to be PREwriting.]
In class, students will peer critique a classmate's book report. They will receive a study guide for the Romeo and Juliet test. (I decided not to post the review sheet on the blog. I will explain in class.)
Homework: Revise the fourth-quarter book report and begin studying for the Romeo and Juliet test and continue studying for the vocabulary test.
Second Class Period
The revised draft of the fourth-quarter book report will be due at the beginning of class.
Students will complete a peer edit and have the remainder of the time to study for the Romeo and Juliet test and the vocabulary test.
Homework: Complete the final draft of the fourth-quarter book report and continue studying for the comprehensive vocabulary test over the ten units of the Vocabulary Energizers book.
Third Class Period
The final draft of the fourth quarter book report will be due at the beginning of class. It must be submitted to turnitin.com as well by 10:00 p.m. Thursday.
Students will have the entire class period to study for the Romeo and Juliet test and the vocabulary Test.
Fourth Class Period
50 question multiple-choice test over Romeo and Juliet
Test Period
100 question multiple-choice test over Vocabulary Energizers (Students should have studied using flashcards provided by the teacher.)
At the beginning of class on Monday (Tuesday for Period 7),students should have a typed rough draft of their fourth-quarter book report. They should have the prewriting for the introduction (5-8 sentences) and the conclusion (4-5 sentences) in their journal or written out on a separate sheet of paper. [Credit will not be given for the introduction and conclusion being included in the rough draft. It needs to be PREwriting.]
In class, students will peer critique a classmate's book report. They will receive a study guide for the Romeo and Juliet test. (I decided not to post the review sheet on the blog. I will explain in class.)
Homework: Revise the fourth-quarter book report and begin studying for the Romeo and Juliet test and continue studying for the vocabulary test.
Second Class Period
The revised draft of the fourth-quarter book report will be due at the beginning of class.
Students will complete a peer edit and have the remainder of the time to study for the Romeo and Juliet test and the vocabulary test.
Homework: Complete the final draft of the fourth-quarter book report and continue studying for the comprehensive vocabulary test over the ten units of the Vocabulary Energizers book.
Third Class Period
The final draft of the fourth quarter book report will be due at the beginning of class. It must be submitted to turnitin.com as well by 10:00 p.m. Thursday.
Students will have the entire class period to study for the Romeo and Juliet test and the vocabulary Test.
Fourth Class Period
50 question multiple-choice test over Romeo and Juliet
Test Period
100 question multiple-choice test over Vocabulary Energizers (Students should have studied using flashcards provided by the teacher.)
Friday, May 4, 2012
Turnitin.com Submissions
Students should have their research paper submitted to Turnitin.com no later than 11:59 p.m. on Sunday. They have already had a couple days to get this done. Sunday will be the fifth or sixth day (depending on the period) that students have had to achieve this task.
Remember to print out any changes you chose to make and bring your revised draft to the first class period of next week to replace the copy you submitted earlier.
Have a great weekend!
Remember to print out any changes you chose to make and bring your revised draft to the first class period of next week to replace the copy you submitted earlier.
Have a great weekend!
Homework for May 7/8
Read the four poems found on pages 904-908. List an example of a simile, a metaphor, and personification. (These terms are defined on page 903).
Wednesday, May 2, 2012
Stanzas
Stanza Units
Stanzas are groups of lines and are typically described by the number of lines they contain.
A one-line stanza is a monostich.
A Two-line stanza is a couplet.
A three-line stanza is a tercet.
A four-line stanza is a quatrain.
A five-line stanza is a cinquain.
A six-line stanza is a sestet.
A seven-line stanza is a septet.
An eight-line stanza is an octave.
Stanzas longer than eight lines are named more directly by the number of lines, e.g. a nine-line stanza, a thirteen-line stanza, a twenty-seven line stanza, etc.
Memorize these stanza line names for a quiz.
Stanzas are groups of lines and are typically described by the number of lines they contain.
A one-line stanza is a monostich.
A Two-line stanza is a couplet.
A three-line stanza is a tercet.
A four-line stanza is a quatrain.
A five-line stanza is a cinquain.
A six-line stanza is a sestet.
A seven-line stanza is a septet.
An eight-line stanza is an octave.
Stanzas longer than eight lines are named more directly by the number of lines, e.g. a nine-line stanza, a thirteen-line stanza, a twenty-seven line stanza, etc.
Memorize these stanza line names for a quiz.
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