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...and carefully read what you find!

January 16-20, 2017: Welcome to Third Term!

Monday, January 16: MLK Holiday (Human Rights Day) [210]
Tuesday, January 17: Professional Day (No School for Students)

  • This term you will learn...
  • ...to analyze, appreciate, and author poetic epitaphs.
  • ...to close read "Interactive Fiction" to solve a mystery.
  • ...to read and understand epic poetry.
  • ...a bit about Greek mythology.
  • ...how to use commas, semicolons, and colons correctly.
  • ...how to write and present a podcast.
  • ...yet more word cells!
  • ...to read.
  • ...to write.
  • ...to repeat.
  • ...and, as always, some surprises!
  • New Term, New Semester, New Reading Schedules, New Classmates, New Seats, New Hall Passes, New (Epic) Poems, New Voices, New Arguments...

Thursday, January 19: B Day [Computer Lab 202]


Friday, January 20: A Day



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

January 23-27, 2017

Monday, January 23: B Day [No Intervention: Extended 8th]

  • New Classmates/New Seats
  • Journal #2: The Beginning of the End
  • Spoon River Test: Use your finished Spoon River Anthology Packet!
  • Composition: Creative Writing Assignment
    • Meet the Purkapiles: This is how they work.
    • Choose a pair (more if you’re ambitious) of characters from a novel, movie, or well-known story.
    • Write a free verse poetic epitaph for each of these characters that includes the following:
      • Two poetic comparisons: metaphor and/or simile
      • Parallel structure
      • Allusion to a widely-known event or person
      • Alliteration (keep it discreet: not ten words in a row)
      • Rhetorical question
      • A cross-reference to the other character so the reader knows “the whole story”
    • When placed together, the final epitaphs should not be larger than an 8½ x 11 sheet of paper.
    • Decorate the “headstones” in a way that is suitable to the content of the epitaphs and to the characters
      about which they are written.
    • The “headstones” with the epitaphs on them may be displayed in the classroom “graveyard”.
    • Do your best work!
    • Here is a model of the whole process.
    • [Use this Checklist.]
  • Extended 8th Period:
  • Review 10 Mythology Study Questions
  • Finish the rest for next time!
  • Meet the Olympians : Time for part of this?
  • Mythology Reading Schedule


Wednesday, January 25: B Day

  • Paragraph Revision Assignments: Below 8 requires a revision!
  • Poem o' the Day: "In the God's Dreams" by James Laughlin
  • Meet the Olympians
  • Journal #3 : If you were the god or goddess of something, what would it be and why? Describe your symbol, weapon/gadget. What special power would you have? Who would pray to you for help and protection? Discuss. Also discuss which of these characters from mythology you would like to learn more about and why. (Fill the Page!)
  • Mythology Reading Schedule
  • Read Chapter 13 for next time!

Friday, January 27: B Day


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

January 30 - February 3, 2017

Monday, January 30: A Day [Lab 202: SRI] [207]
Tuesday, January 31: B Day [Lab 202: SRI]

  • Poem o' the Day: "Numbers" by Mary Cornish
  • According to the school district, you are a number.
  • Your test scores are numbers used to make decisions that affect you.
  • Your SRI score is one of those numbers.
  • Do your best, so the numbers can't be used against you later.
  • Reading Quiz: Mythology Chapters 13 & 14
  • Wiki Update & Assignment
  • The Odyssey Intro: Maybe the videos will work today (?).
  • Introduction to The Odyssey [Boy Version]
  • Introduction to The Odyssey [Girl Version]
  • Homework: "Invocation of the Muse" -- Eight Different Translations: Follow the Instructions; answer the questions!
  • Mythology Reading Schedule


Wednesday, February 1: A Day
Thursday, February 2: B Day

  • Word Cells Presentations: Set #2
  • -fic- / -fact- / -fect-
  • -bio-
  • -vert- / -vers-
  • -sent- / sens-
  • Open-Note Quiz on Elements of the Epic & Trojan War
  • Grammar Punk: Comma Rule #1
  • Use a comma between two independent clauses (complete thoughts) that are joined by a conjunction.
  • Heroic Cycle (Hero's Journey)
  • Elements of the Traditional Epic & Epic Hero (PPT)
  • What is an Epic Hero? [*Classical Sculpture/Art*] (PPT)
  • Epic Poem & Epic Hero (PPT)
  • Epithets & Epic Similes (PPT)
  • Journal #3: What does it require for someone to be a hero? The qualities of the Ancient Greek Hero included physical strength, intelligence, guile, bravery, loyalty, closeness to the gods, and leadership. What's your opinion? What qualities does a hero possess? Tell the story of a heroic act you have witnessed and explain why you thought it was heroic. Can anyone be a hero, or does it require something outside of our control (like size or strength)? Who is your hero? Why? Define and discuss heroes. Fill the page!
  • The Odyssey Begins....
  • Review/Submit the Homework Assignment: Homer's "Invocation to the Muse" (SBV, p. 371)
  • What elements of the Heroic Cycle do you see in this introductory prayer?
  • What conclusions can you draw about the many different ways this epic has been translated?
  • Mythology Reading Schedule

Friday, February 3: A Day


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 6-10, 2017

Monday, Februrary 6: B Day [205]

  • Grammar Punk: Comma Rules 2 & 4
  • Use a comma to separate adjectives that modify the same word.
  • Use commas to separate items in a series.
  • Mini-lesson: The Oxford Comma (Use it!) & Parallel Structure (Recognize it!)
  • The Odyssey: Books 1-4 (Short Summaries)
  • Literature (Handout): Title Each Book in the Odyssey
  • Journal #4: Practice the Elements of Epic Poetry
  • Epithets: Fill the page with appropriate epithets (nicknames) for people you know!
  • Mythology Reading Schedule


Tuesday, February 7: A Day
Wednesday, February 8: B Day

  • Reading Quiz/Essay: Mythology (Chapters 9-13)
  • Word Cells Presentations: Set #3
  • The Odyssey: Book V (Summary)
  • "Calypso, The Sweet Nymph"
  • "Calypso"by Suzanne Vega (Caveat Web Surfer: Classical Paintings Rated PG-13): Listen to the song. (Here are the lyrics.) SOAPSTone it. Discuss what new insights this song provides to Homer's original version.
  • [Check off Calypso's island on your map!]
  • Journal #5: Speaking of love, Valentine's Day is coming up. Who is your Valentine? Does that person know s/he is your Valentine? (Does anyone else know?) What are your thoughts on teen romance? Fill the page!
  • Mythology Reading Schedule


Thursday, February 9: A Day
Friday, February 10: B Day



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 13-17, 2017

Tuesday, February 14: B Day

  • Epithets for Everyone
  • Essay Revisions: Final Drafts due Tuesday, February 21
  • What does this essay have to do?
  • Answer the question clearly. (Thesis statement/Claim)
  • Name specific heroic traits, don't just tell what the hero did. (Parallel Structure, please!)
  • Cite (briefly) source / author tag:
    • According to Hamilton’s Mythology,….
    • OR
    • …Medusa (Hamilton 214).
  • Elaborate: Explain why these traits are valued in the modern world and how you know that. Give examples of modern “heroes” who exhibit these qualities.
  • Differentiate from other heroes. How is your selection better? (They’re all strong, for example.)
  • Include the specific list of heroic traits in your introduction: parallel structure, please!
  • Consider Counterclaims: Explain, rebut, clarify, make distinctions.
  • Actual Quotes help, but summaries sometimes work. They all need citations/author tags.
  • This construction is great: “Unlike ________________, who ____________________, this hero was…”
  • Avoid the following:
    • “It says….” (What is “It”? Name the source.)
    • Retelling the whole story.
    • Determining heroism by what the character DIDN’T do.
    • First-person pronouns (I, me, my we, us, our)
    • Second-person pronouns (you, your, yours)
  • Grammar Punk: Review Comma Rule 3
  • The Odyssey: Book IX (Brief Summary)
  • The Cyclops, Part 2 (SBV, pp. 378-385)
  • Assignment: Passage Analysis (Side 1)
  • (Keep the handout with your Odyssey map.)
  • Parallel Structure
  • Practice 1 (in class)
  • Practice 2 (on your own)
  • Journal Review: Look at #4 and #6. Did you fill the page with Homeric Epithets and Homeric Similes from The Odyssey of [YOU]? (Now is your chance!)
  • Mythology Reading Schedule
  • Review the sections you've read so far (test your memory) + read these sections by Thursday:
  • Charon: pp. 238-239
  • Agamemnon and His Children: pp. 251-259


Thursday, February 16: B Day


Friday, February 17: A Day

  • Essay Revisions: Final Drafts due Tuesday, February 21
  • What does this essay have to do?
  • Answer the question clearly. (Thesis statement/Claim)
  • Name specific heroic traits, don't just tell what the hero did. (Parallel Structure, please!)
  • Cite (briefly) source / author tag:
    • According to Hamilton’s Mythology,….
    • OR
    • …Medusa (Hamilton 214).
  • Elaborate: Explain why these traits are valued in the modern world and how you know that. Give examples of modern “heroes” who exhibit these qualities.
  • Differentiate from other heroes. How is your selection better? (They’re all strong, for example.)
  • Include the specific list of heroic traits in your introduction: parallel structure, please!
  • Consider Counterclaims: Explain, rebut, clarify, make distinctions.
  • Actual Quotes help, but summaries sometimes work. They all need citations/author tags.
  • This construction is great: “Unlike ________________, who ____________________, this hero was…”
  • Avoid the following:
    • “It says….” (What is “It”? Name the source.)
    • Retelling the whole story.
    • Determining heroism by what the character DIDN’T do.
    • First-person pronouns (I, me, my we, us, our)
    • Second-person pronouns (you, your, yours)



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 20-24, 2017

Monday, Februrary 20: Day of Presidents (No School) [205]


Tuesday, February 21: B Day

  • Final Draft of Hero Essay Due
  • Test on Parallel Structure
  • Journal #7: If you were going to direct one "book" or episode in a TV series of The Odyssey, which episode would you most want to put on film? Why? Who would play the parts? (Get a firm picture in your mind before watching the movie.) How would you portray the action and/or emotion. Would it require CGI? What would the background music be? Explain. Fill all but the last couple lines of the page. On those lines, write a Grammar Punk sentence to illustrate Comma Rule 7: AL4 adjective (Topic: Presidents' Day)
  • Staple and turn in Journals!
  • The Odyssey Chronological Review: Birth of Telemachus, Trojan War (30 minutes)

  • New Book: The Odyssey (Read pp 140-271 by March 3rd!)


Thursday, February 23: B Day

  • Word Cells Presentations: Set #6
  • -pro-
  • -contra-
  • -path-
  • -mega-
  • The Odyssey: You have been assigned a prose translation of the epic to complete by March 3rd. There will be a test on that day. The following sections from our textbook are poetic translations of some of the most well-known scenes. Let's examine them, considering in each case how the poetry improves the effect:
  • Book XVII: The Beggar and the Faithful Dog (SBV, pp. 401-402)
  • Book XXI: The Test of the Great Bow (SBV, pp. 403-407)
  • Book XXII: Death in the Great Hall (SBV, pp. 408-412)
  • Synthesis Essay: Read this article and outline the essay by Monday.


Friday, February 24: A Day



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 27 - March 3, 2017

Monday, February 27: B Day [Computer Lab 137] [206]


Tuesday, February 28: A/B Day (ACT @ High Schools)

Thursday, March 2: B Day [Read-a-Thon]


Friday, March 3: A Day




Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

March 6-10, 2017

Monday, March 6: B Day [204]


Tuesday, March 7: A Day
Wednesday, March 8: B Day

  • (Extra Credit) Word Cells Presentations: Set #10
  • -ad-
  • -vis- / -vid-
  • -capit- / -cap-
  • -cycl-
  • Epic Poetry Final "Test": Close Read + Odyssey Materials (stapled + turned in)
  • Finish movie (40 minutes) if there is time....



Thursday, March 9: A Day
Friday, March 10: B Day



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

March 13-17, 2017

Monday, March 13: A Day [206]
Tuesday, March 14: B Day [200]


Thursday, March 16: B Day [Computer Lab 202]

  • Homework due now: Bring your completed outline!
  • Lab Stuff: This is the last time we will be in the lab as a class before you have to take the year-end writing test. Your term paper was an informational essay; today's assignment is an argumentative essay. For the year-end test, you will have to write one of each in about two hours, and you will not have two days to work on an outline. We've been practicing to get you ready, and this is the last day of practice. You will submit your essay before leaving the lab. So, yes, it is timed. Other answers: Yes, it will be read by a human. Yes, it will count on your third term grade. Here is how it will be evaluated. No, you may not listen to music (and don't mess with the headphones!). Yes, you must cite your sources within the text of your essay. Yes, you must use the sources we have looked at in class and the links below. No, do not go search for more information on the Internet; all you need is before you. The clock is ticking! Let's get started!
  • Notes and Citations
  • Articles About Entomophagy & The article we read last time
  • Visit the Insect Deli!
  • Insect Farming
  • Three Reasons to Eat Insects
  • America's Growing Appetite...for Bugs
  • Poem o' the Day: "[Kills Bugs Dead.]" by Harryette Mullen
  • Assignment: After studying the available sources, write a well-developed, multi-paragraph argumentative essay in which you make and support a claim that answers this question: Should insects become part of the American diet? Use textual evidence (concrete details and examples) from the sources to support your position. Address and rebut counterclaims. Cite your sources in the text of your essay. Your writing should be at least "Proficient" according to this rubric. Submit to Utah Compose.
  • When you finish, log on to your wiki and post a third-term update at the top of your wiki page.
  • Hey, bug eaters! Thursday is the day! See you in Intervention!


Friday, March 17: A Day

  • St. Patrick's Day



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

March 20-24, 2017

Monday, March 20: B Day [203]

  • Poem o' the Day: "Believe, Believe" by Bob Kaufman
  • [Who are "the blue-suited insects,/Infesting society's garments"?]
  • Grammar/Conventions
  • Grammar Punk: Semicolons
  • Rule #1: Use a semicolon to separate independent clauses.
  • Rule #2: Use a semicolon before an independent marker that connects independent clauses.
  • Rule #3: Use semicolons to separate items in a series that already contain commas.
  • Intro to the Setting of Fahrenheit 451
  • "The Pedestrian" by Ray Bradbury
  • Study Questions: Answer them in writing! (Handout)
  • Technology in F451: Is it the future or is it now?
  • Bradbury's Predictions
    (He wrote the novel more than 60 years ago.)


Wednesday, March 22: B Day


Friday, March 24: B Day (The Official Last Day of Third Term)



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions
Q: "Did I miss anything?"
A: Yes.
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