August 21-25, 2006
Monday, August 21: Teacher Prep. Day
Tuesday, August 22: Teacher Prep. Day
Wednesday, August 23: Welcome Back!
Thursday, August 24
Friday, August 25
August 28- September 1, 2006
Monday, August 28: Materials and Reading Book in Class!
- Write Something! (10 minutes' worth)
- Writing Trait #1: Ideas
- A Timely Example: Zachary
Rosenstein for Pres!
- Specific vs. General: Defining
Non-example: What Does Baby Mickey Find?
- Evaluate the ideas and content of what you wrote. Turn it in.
Tuesday, August 29: Computer Lab 137
Wednesday, August 30: Back-to-School Night, 6:45 P.M.
- Journals: Pick one! Write your name on it...everywhere.
Copy these on the first blank page in the journal.
- Date every entry and assignment.
- Number regular journals; title all other assignments.
- Skip only one or two lines between entries. Do not put
each entry on a separate page!
- Write on only one side of the paper.
- Do not copy the topic. Just respond with complete sentences.
- Never remove any pages from your journal, even after they
have been scored
- Journals are to remain in the classroom at all times!
- Journal Topic #1: How is 9th grade treating you so far? Give examples!
Be specific! (80+ words)
- The Pigman: Chapter 1 (Meet John!) & Chapter 2 (Meet
- Pigman Vocabulary List #1
Journal #7: Pigman Personality Profile (Listening Activity)
Read Chapters 9 & 10
for Character Sketch
(on one of the characters in The Pigman)
Thursday, August 31
- Journal #2: Who make the best friends--those of the same sex or
those of the opposite sex? Why? What advantages are there to each?
- The Pigman: Finish Chapter 2 (from page 8..."right
in the middle of the living room!")
Study Questions 1 (in journal)
- Read Chapters 3 & 4
- Journal #3: What is the best day of the week? Why? (80+ words)
- The Pigman
- Begin Chapter 5
September 4-8, 2006
Monday, September 4
Tuesday, September 5: Computer Lab 137
- Journal #4: Are you a good liar? Why or why not? (Give an example
of a time you either lied very well and got away with it or lied poorly
and got caught.) Is there ever a time when it is right to lie? Explain.
- The Pigman: Literary Concepts
(Copy them onto the "Pigman Pages" in your notebook.)
- Finish Chapter 5 & 6
Thursday, September 7: Honors English Meeting (3:00 P.M.)
- Journal #5: Are you afraid to die? Why or why not? What is your
attitude about death? Is it a natural part of the life process, or
is it something to be avoided at all costs? Discuss. (80+ words)
- Literary Concepts: Define
- The Pigman: Read Chapter 7 & Define Vocab.
Friday, September 8
- Journal #6: Do you like to shop? Why or why not? How do you prefer
to shop: Online? In a mall? Department stores? Alone? In a group?
Discuss your feelings on shopping. (80+ words)
- The Pigman: Chapter 8
- Literary Concepts: Begin Worksheet
September 11-15, 2006
Monday, September 11
Tuesday, September 12: Computer Lab 137
Wednesday, September 13
Thursday, September 14
- Journal #9: Copy the following quotations.
"It is not only for what we do that
we are held responsible, but also for what we do not do."
--John Baptiste Moliére
"Man must cease attributing his problems to his environment,
and learn again to exercise his will - his personal responsibility."
"When we have begun to take charge of our lives, to own
ourselves, there is no longer any need to ask permission of
"A sign of wisdom and maturity is when you come to terms
with the realization that your decisions cause your rewards
and consequences. You are responsible for your life, and your
ultimate success depends on the choices you make."
- Read Chapter 13 & 14
Friday, September 15: Ms. Threlkeld in the House!
September 18-22, 2006
Monday, September 18
- Journal #10: Look at the quotations you copied in the last journal.
Choose one that you think applies to the last chapter of The Pigman.
Explain your choice. (90+ words)
- Score worksheet from Friday.
- The Pigman: Review Chapter 15
- Study Questions (Only the 3rd and 6th questions
require written responses; do them in your journal.)
- Themes, Motifs, Lessons (to be completed
this week in class)
Tuesday, September 19: Lab 137
Wednesday, September 20: Computer Lab 138
- Using the outline (#1, #2,
#3) you created yesterday, write the essay.
- What's a transition? Try these links: A,
- Save it, but don't print yet.
- Do not lose your outline! (#1, #2,
Thursday, September 21
- (Your journals have now been scored for the first time. After looking
at your score, go back to the first page of the journal where you copied
the Journal Guidelines. Read them and see if you are still following
all of them. If not, start doing so now.)
- Journal #1: What did you think of your ninth grade picture/ID card
that was handed out yesterday? Do you look as good as you'd hoped? Did
your parents buy a picture packet, and if so what is going to happen
to those photos? What is your philosophy of pictures? Explain. Discuss.
Pontificate. Elaborate. (90+ words)
- Writing Trait #2: Organization
Handout (Never Lose!)
- What does an
academic essay look like? /Sample
- Popsicle Sticks: Let's Color!
Friday, September 22: Midterm
- Journal #2: How was the first half of the term? Why? (75+ words)
- Themes, Motifs, Lessons: Finish in class
(not the essay)
- Silent Reading/AR tests
September 25-29: Test Week
Monday, September 25: It's Banned
- Journal #3: This week is parent-teacher conferences. Write the dialogue
you think I would have with your parents. (80+ words)
- Paragraph Structure: pp. 347-355 Massive Blue Text (Language)
Tuesday, September 26: Explore Testing (30-minute classes)
- Computer Lab 137
- Explore Testing
- Finish/Revise/Self-Evaluate Pigman Essay
- Does the essay prove the thesis?
- Does each paragraph meet the requirements we discussed yesterday?
Wednesday, September 27: Explore Testing (30-minute classes) / Parent-Teacher
- Title the essay (something that relates to thesis)
- Put the following things in boldface type:
- Thesis Statement
- Topic Sentences in Body Paragraphs
- Restatement of Thesis in Conclusion
- Underline transitions and clincher statements.
- Italicize the three main points (mentioned briefly)
in the Introduction and Conclusion of the essay.
- After you print, color code your own essay following the popsicle
Thursday, September 28: Parent-Teacher Conferences
- Journal #4 -- Copy and discuss this quote:
"If all the year were playing holidays,
To sport would be as tedious as to work."
-- Henry IV, Part 2: Act II, Scene 1
- Intro to The Bard: Shakespeare in the Classroom (Video)
Friday, September 29
- Finish Shakespeare in the Classroom (Video)
- Journal #5 -- Copy and discuss this quote:
"O, it is excellent
To have a giant's strength,
but it is tyrannous
To use it like a giant."
--Measure for Measure: Act II, Scene 2
- Handout Shakespeare Packets: Do Not Lose Them!
- Shakespeare's Language: A Glossary of Common
- Write your own Shakespearean dialogue!
Monday, October 2
- Journal #6 -- Copy and discuss this quote:
"The sweetest honey
Is loathsome in his own deliciousness
And in the taste confounds the apetite."
--Romeo and Juliet: Act II, Scene 6
- Begin Romeo
and Juliet: The
Assignment: Translate The Prologue into Modern
- Three Ways to Present The Prologue: Video
Tuesday, October 3: Computer Lab 137
Wednesday, October 4
- Journal #7 -- Copy and discuss this quote:
"Talkers are no good doers: be assured
We go to use our hands and not our tongues."
Richard III, Act I, Scene 3
- Return Pigman Essay/Outline/Test: Two Main Problems
a Thesis? (NOT a question, but the answer!)
- Logical Fallacies about "The Message"
- Begin Romeo & Juliet Packets/Study Guides
- Romeo and Juliet: Act I, Scenes 1,
Thursday, October 5
Journal #8 -- Copy and discuss this quote:
"The harder matched, the greater victory."
Henry VI, Part 3: Act V, Scene 1
Queen Mab: Act I, Scenes
3 & 4
Term Writing Step 1: "Interesting"
Identify six "interesting" people you know.
Friday, October 6
October 9-13, 2006
Monday, October 9: Computer Lab 138
Tuesday, October 10
- Romeo and Juliet: Act I, Scene
- Massive Purple Text, pp. 781-2: How to Read Shakespeare (Aloud)
- R & J Memorization Assignment:
Due October 24th (Sign up ASAP!)
- Journal #9 -- Copy this passage from Romeo and Juliet; count
the syllables in each line and mark the stressed and unstressed syllables.
What is this
storm that blows so contrary?
Is Romeo slaughter'd and is Tybalt dead?
My dear-lov'd cousin, and my dearer lord?
Then, dreadful trumpet, sound the general doom!
For who is living if these two are gone?
Tybalt is gone, and Romeo banishèd;
Romeo that kill'd him, he is banishèd.
Wednesday, October 11
- Romeo and Juliet: Act II, Scenes 1
- "The Balcony Scene" -- Some ways it has been presented (Video)
Thursday, October 12: UEA
Friday, October 13: UEA
October 16-20, 2006
Monday, October 16
Tuesday, October 17: Computer Lab 137
Wednesday, October 18
Thursday, October 19
- Romeo and Juliet: Act III, Scenes 2,
3, & 4
- Journal #10: Find and copy three lines/passages from Romeo and
Juliet that are still true or applicable to people or things in
today's world. Explain how each relates to today as well as Shakespeare's
time. The friar's long monologue in Scene 3 is a good place to look!
Friday, October 20: Final Character Sketches Due!
- Romeo and Juliet: Act III, Scene 5
- Share Character Sketches
October 23-27, 2006
Monday, October 23
- Romeo and Juliet: Act IV, Scenes 1,
Tuesday, October 24
- Finish Romeo and Juliet: Act V, Scenes 1,
- Finish Study Guides
Wednesday, October 25: R & J Memorizations due!
- Present memorized passages aloud.
(Review for Test)
Thursday, October 26: Reading Points due!
Friday, October 27: Last Day of the First Term
- The Counselors are Coming! The Counselors are Coming!
"Did I miss anything?" This is the most annoying question students
who have been absent can ask. My usual sarcastic reply is something like
this: "Oh, heck no! We knew you were gone, so we just sat around all day
and looked at each other. You don't really think I'm going to assign work
on a day you're not here, do you?" So, in order to keep everyone
(students and their parents) apprised of what exactly is going on each day
in class, I am going to put it here. Check back often!
have made every reasonable attempt to insure that our web pages are educationally
sound and do not contain links to any questionable material or anything
that can be deemed in violation of the DSD
Acceptable Use Policy. We have also made every effort to insure that
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that students might enjoy.
This page is maintained according to the DSD
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©2006 Michael Thompson - All rights reserved.