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To see all the weeks in the term, scroll ALL THE WAY DOWN!

December 18-22, 2017

Monday, December 18: A Day [Computer Lab 202]
Tuesday, December 19: B Day [Computer Lab 202]


Wednesday, December 20: A Day [Early-out Schedule/Assembly]


Thursday, December 21: A Day
Friday, December 22: B Day


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

December 25-29, 2017

December 25-29


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

January 1-5, 2018

Monday, January 1: Last Day of the Break!

  • Poem o' the Day: "Winter Trees" by William Carlos Williams


Tuesday, January 2: B Day


Nothing below this line is carved in stone. I'm only one day ahead of you, so don't look too far down because it's all gonna change!

Wednesday, January 3: A Day
Thursday, January 4: B Day

  • Journal #: "January" Poem Analysis / Poetry Terms
  • Some say poetry is a kind of argument. Do you agree?
  • Introduction to Poetic Epitaphs: Meet Aragog!
  • Voices of Spoon River: Let the Games Begin!
  • Spoon River Anthology by Edgar Lee Masters is a mash-up of poetry, drama, and fiction. Masters presents a series of first-person monologues as they appear on the gravestones in a Midwestern cemetery in the early 1900s. The characters “speak” their own poetic epitaphs from beyond the grave, confessing the true motivations of their lives and uncovering many of the mysteries and secrets of the town. The voices of the former residents of Spoon River often appear in clusters that present all sides of a story that would be incomplete if presented by only a single voice. Each epitaph may be appreciated for its own poetic merits, but by cross-referencing them with each other, the careful reader learns elements of the underlying (get it?) narrative that even the characters themselves do not understand.
  • Welcome to Spoon River: Introduction (22 min.)
  • Travel back a century in time by talking to some of the the sleepers on The Hill: Elsa Wertman, Hamilton Greene, Richard Bone, Rutherford McDowell, Hortense Robbins, Anne Rutledge, Hannah Armstrong, Knowlt Hoheimer
  • Assignment: Tone and Mood


Friday, January 5: A Day

  • Turn in completed Term 2 Word Cells Assignment!
  • Journal #6: The End of the Beginning -- Go back in your collection of scored journals and read and reflect on these entries: Oct. 10/11; Oct 26/27; and Oct. 28/Nov. 1. What do you know now that you wish you had known then? Did your pre-flection/goalsetting pay off? The end (of the semester) is near. Are you ready? Why or why not? Is it the same feeling you always have at the end of the term, or is this one more hopeful? Less hopeful? When you look back on this entry later, what do you hope you will be able to say? Fill the page.
  • (Staple/Turn in Journals)
  • Reading/Literature & Composition: The Rhodes Affair
  • Read each of these epitaphs carefully: Eugene Carman, Clarence Fawcett, Mrs. George Reece, Jack McGuire, Nicholas Bindle, Henry Phipps, Ralph Rhodes, Thomas Rhodes
  • Group Work: Describe each character and explain what part the character played in "The Rhodes Affair."
  • Include the voice (tone) of the character as well as the feeling (mood) it creates in the reader: How does the character feel about his/her life? How do you feel about the character?
  • Sample: Eugene Carman is bitter and resentful. For 14 years he worked long hours for little pay in a store owned by Thomas Rhodes. Because Rhodes was influential in the church, Carman had to attend services twice a week to keep up appearances. Overcome by rage and resentment for spending so much of his life as "Rhodes' slave," he starts screaming at his reflection, which causes him to have a brain aneurysm and die. I feel sorry for Eugene Carman because he believed he was powerless; he felt that he was controlled by Thomas Rhodes. Maybe he really was.
  • Individual Work [Finish as Homework]: Using textual evidence from the epitaphs in the cycle of epitaphs called The Rhodes Affair," write a one-page character sketch of Thomas Rhodes. What kind of a man was he, and what influence did he have on the town of Spoon River? Support your statements with quotes from the various epitaphs of other townspeople.


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

January 8-12, 2018

Monday, January 8: B Day

  • Turn in completed Term 2 Word Cells Assignment!
  • Journal #: The End of the Beginning -- Go back in your collection of scored journals and read and reflect on these entries: Oct. 10/11; Oct 26/27; and Oct. 28/Nov. 1. What do you know now that you wish you had known then? Did your pre-flection/goalsetting pay off? The end (of the semester) is near. Are you ready? Why or why not? Is it the same feeling you always have at the end of the term, or is this one more hopeful? Less hopeful? When you look back on this entry later, what do you hope you will be able to say? Fill the page.
  • (Staple/Turn in Journals)
  • Reading/Literature & Composition: The Rhodes Affair
  • Read each of these epitaphs carefully: Eugene Carman, Clarence Fawcett, Mrs. George Reece, Jack McGuire, Nicholas Bindle, Henry Phipps, Ralph Rhodes, Thomas Rhodes
  • Group Work: Describe each character and explain what part the character played in "The Rhodes Affair."
  • Include the voice (tone) of the character as well as the feeling (mood) it creates in the reader: How does the character feel about his/her life? How do you feel about the character?
  • Sample: Eugene Carman is bitter and resentful. For 14 years he worked long hours for little pay in a store owned by Thomas Rhodes. Because Rhodes was influential in the church, Carman had to attend services twice a week to keep up appearances. Overcome by rage and resentment for spending so much of his life as "Rhodes' slave," he starts screaming at his reflection, which causes him to have a brain aneurysm and die. I feel sorry for Eugene Carman because he believed he was powerless; he felt that he was controlled by Thomas Rhodes. Maybe he really was.
  • Individual Work [Finish as Homework]: Using textual evidence from the epitaphs in the cycle of epitaphs called The Rhodes Affair," write a one-page character sketch of Thomas Rhodes. What kind of a man was he, and what influence did he have on the town of Spoon River? Support your statements with quotes from the various epitaphs of other townspeople.


Tuesday, January 9: A Day [Computer Lab 202: VOSR]
Wednesday, January 10: B Day [Computer Lab 202: VOSR]

  • Poems o' the Day: "The End" by Mark Strand & "George Gray" by Edgar Lee Masters
  • Compare these poems using a Venn Diagram
  • On a separate sheet of paper, write a one-paragraph comparison of "George Gray" and "The End". Your paragraph will be scored on two things: Writing Quality and Content Understanding.
  • Return scored journals and word cells. Keep them in the appropriate sections of your English Binder! Most of you will be in a different class period next week, so you need the English Binder in proper order for the switch!
  • Small Group Activity: With your group, use the book to answer the questions about your assigned character on the Spoon River Review.
  • Familiarize yourself with the relationships between the characters in these epitaphs:
  • Judge Somers & Chase Henry
  • Editor Whedon & Carl Hamblin
  • The Town Marshal & Jack McGuire
  • Ollie McGee & Fletcher McGee
  • Cooney Potter & Fiddler Jones
  • Informational Preview: Interactive Fiction (Zork, anyone?)


Thursday, January 11: A Day [Computer Lab 202: VOSR]
Friday, January 12: B Day [Computer Lab 202: VOSR]
Last Day of the Semester

  • Voices of Spoon River
  • Keep your packet in order!
  • Use the map!
  • Don't forget to save your game!
  • See you next semester!


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

October 30-November 3, 2017: Welcome to Term 2!

Monday, October 30: Professional Day (No School for Students)

  • This term you will learn...
  • ...to differentiate informational writing from argumentative writing.
  • ...to practice both.
  • ...how to acknowledge and rebut a counterclaim.
  • ...how to elaborate, not embellish.
  • ...to close read, annotate, and analyze more complicated text.
  • ...to use QAR to generate a claim of your own.
  • ...how to use commas correctly.
  • ...to read and understand epic poetry.
  • ...a bit about Greek mythology.
  • ...to analyze, appreciate, and author poetic epitaphs.
  • ...to close read "Interactive Fiction" to solve a mystery.
  • ...more word cells!
  • ...to read.
  • ...to write.
  • ...to repeat.
  • Word!

Tuesday, October 31: B Day [All Hallows' Eve]

  • Journal #1a: First Term Reflection -- Your first term of high school is now behind you. How do you feel about that? How did it go? What were the highlights and lowlights? Were there unexpected things that happened, or did it go about as you thought it would?What did you learn during the last 10 weeks? Do you like 9th grade? Why or why not?
  • Journal #1b Second Term Pre-flection [Get it? PREflection, not REflection: -flect-/-flex- = bend; -re- = back/again; -pre- = before -- "bend before" to look on the coming term.]
  • Since the second term begins today, write a PRE-flection (looking before) of your expectations for the next two months. Based on the lessons you learned last term, what are you going to do differently this term? Remember that the second term includes two long holiday breaks. (The term ends on January 12, 2018! Think of it!) Do you have any big plans for those breaks? What books will you be reading independently this term? Are you planning to do more homework? Less homework? Are you going to have fun? Are you going to make me keep asking all these questions, or can’t you just write for a page about the future on your own? Honestly! Fill the page!
  • Goal Setting: In your journal, on the page after your reflection & preflection, set three goals for the second term, phrased as "I will" statements:
    • Academic: a school goal
    • Social: a goal about your interactions with peers
    • Personal: a goal to improve something in your family or life
  • Grammar Punk: Verbs + Mr. Morton
  • Write sentences that are actually sentences! (Do you know how to tell?)
  • Slay the Jabberwock!
  • Poem o' the Day: "Halloween" by Mac Hammond
  • Halloween Horror: Critical Thinking/Inquiry/Argumentation Exercise
  • Vocab: Means, Motive, Opprtunity, sometimes M.O., Narrative (for jury)
  • Make your case! Turn it in!
  • Have fun trick-or-treating, but watch out for the Butterfingers!
  • English Binder Check: Everything in its place!


Wednesday, November 1: A Day (All Saints' Day)
Thursday, November 2: B Day (All Souls' Day)

  • Journal #2: Halloween Horror -- Make your case!
  • Write a narrative for the jury explaining who killed the ghost and what evidence proves it. Explain HOW that evidence supports your claim. A winning case will include the perpetrator’s means, motive, and opportunity and will address these questions: How did the ghost come into possession of the poisoned candy bar? How could the killer be reasonably sure s/he would kill the ghost and not some other random person? How did the killer’s costume play a role in the murder? Address counterarguments and conclude appropriately.
  • New Hall Passes
  • Word Study
  • Second Term Word Cells & Literal Definitions Assignment
  • Word Cells o' the Day: -clud- / -fin-
  • 9th Grade Word Cell o' the Week: -pend- (-pens-)
  • New Novels (Reading Schedule)
  • Vocabulary List #5
  • Poem o' the Day: "November for Beginners" by Rita Dove
  • Poem o' the Day: "Like Coins, November" by Elizabeth Klise Von Zerneck


Friday, November 3: A Day

  • Jane Eyre (a bildungsroman)
  • What makes a "classic"...so torturous?
    [length, depth, vocabulary, the formality factor, "boring," "nothing happens," voice is often inaccessible to modern readers, old, unrelatable]
  • I won't ask you to like it, but you must try to get past the natural teenage desire to criticize for reasons that have nothing to do with the quality of the literature.
  • Review Chapters 1-3
  • Study Questions: The difference between "What happened?" and Pre-AP-caliber reading
  • Historical Information -- Read Around
  • Sample "Quiz" on Chapter 2
  • Stay on the Reading Schedule!
  • Grammar/Conventions
  • Grammar Punk Intro: Let the games begin!
  • Roll the Bones!
  • Jane Eyre (Reading Schedule)



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

November 6-10, 2017

Monday, November 7: B Day

  • Jane Eyre (a bildungsroman)
  • What makes a "classic"...so torturous?
    [length, depth, vocabulary, the formality factor, "boring," "nothing happens," voice is often inaccessible to modern readers, old, unrelatable]
  • I won't ask you to like it, but you must try to get past the natural teenage desire to criticize for reasons that have nothing to do with the quality of the literature.
  • Review Chapters 1-3
  • Study Questions: The difference between "What happened?" and Pre-AP-caliber reading
  • Historical Information -- Read Around
  • Sample "Quiz" on Chapter 2
  • Stay on the Reading Schedule!
  • Grammar/Conventions
  • Grammar Punk Intro: Let the games begin!
  • Roll the Bones!
  • Jane Eyre (Reading Schedule)



Tuesday, November 7: A Day [Library: Plagiarism Lesson]
Wednesday, November 8: B Day [Library: Plagiarism Lesson]


Thursday, November 9: A Day [Computer Lab 202]
Friday, November 10: B Day [Computer Lab 202]



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

November 13-17, 2017

Monday, November 13: A Day
Tuesday, November 14: B Day


Wednesday, November 15: A Day
Thursday, November 16: B Day

  • Turn in the Textual Analysis of the Odyssey Introduction
  • Jane Eyre Review/Synthesis
  • Reread page 94 + "Pretty Beyond Belief" + "Phenomenal Woman"
  • Synthesis Question: What role, if any, does appearance play in how people are treated and how they feel about themselves? Present supporting evidence from at least two of these sources to support your claim. Elaborate appropriately.
  • The Odyssey Begins....
  • Invocation to the Muse Assignment (SBV, p. 371)
  • Eight Different Translations: Follow the instructions; answer the questions!
  • Keep in Journal: Homeric Epithets from the Odyssey of [YOU]
  • Ten appropriate epithets (nicknames) for people you know
  • 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!
  • Jane Eyre (Reading Schedule)


Friday, November 17: A Day

  • Literature Handout: Title Each Book in the Odyssey (Don't lose this!)
  • The Odyssey: Books 1-4 (Short Summaries)
  • 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. Now write a solid ninth-grade-level R.A.C.E. response that answers this question: How is Suzanne Vega's portrayal of Calypso different than Homer's version? Turn it in.
  • [Check off Calypso's island on your map!]
  • Developing Claims/Topic Sentences: How to Think!
  • Staple this to your R.A.C.E. response and turn them in!
  • Grammar/Conventions
  • Grammar Punk: Comma Rule #1
  • Roll the Bones!
  • Poem o' the Day: "In the God's Dreams" by James Laughlin
  • Jane Eyre (Reading Schedule)


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

November 20-24, 2017

Monday, November 20: B Day

  • Poem o' the Day: "Thanksgiving" by Mac Hammond
  • Literature Handout: Title Each Book in the Odyssey (Don't lose this!)
  • The Odyssey: Books 1-4 (Short Summaries)
  • 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. Now write a solid ninth-grade-level R.A.C.E. response that answers this question: How is Suzanne Vega's portrayal of Calypso different than Homer's version? Turn it in.
  • [Check off Calypso's island on your map!]
  • Developing Claims/Topic Sentences: How to Think!
  • Staple this to your R.A.C.E. response and turn them in!
  • Grammar/Conventions
  • Grammar Punk: Comma Rule #1
  • Roll the Bones!
  • Poem o' the Day: "In the God's Dreams" by James Laughlin
  • Jane Eyre (Reading Schedule)



Tuesday, November 21: A Day [Computer Lab 202] TSO


Wednesday, November 22: Thanksgiving Recess
Thursday, November 23: Thanksgiving Recess
Friday, November 24: Thanksgiving Recess


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

November 27-December 1, 2017

Monday, November 27: B Day [Computer Lab 202]


Tuesday, November 28: A Day
Wednesday, November 29: B Day

  • Jane Eyre Test (to Chapter 21)
  • Poem o' the Day: "November Night" by Adelaide Crapsey
  • Journal #4 : 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, what is your background with Greek mythology? Did you study it in elementary school? Have you read the Percy Jackson books? Did you like Disney's Hercules? Clash of the Titans? Jason and the Argonauts? Troy? (Fill the Page!)
  • Journal (Handout): Homeric Similes from the Odyssey of [YOU]
  • Write a series of homeric similes to describe the beauty, challenges, and frustations in the Odyssey of your own life.
  • 6th Period: Turn in Journals
  • Jane Eyre (Reading Schedule)


Thursday, November 30: A Day
Friday, December 1: B Day

  • 3rd Period: Turn in Journals
  • Jane Eyre: Review/Discuss Quiz from last time...and try another one for Chapter 23!
  • The Odyssey: Books VI - VIII (Very Short Summaries)
  • [Among the Phaeacians: Put Nausicaa, Alcinous & Arete, and the Games/Sports on your map!]
  • Grammar/Conventions: Comma Rules 2 & 4
  • Jane Eyre (Reading Schedule)
  • Home Assignment [Open-book Quiz]: Write a R.A.C.E. response for each of these prompts:
    • Chapter 24: Rochester wants to dress Jane in jewels and fancy clothing. Explain the irony. (Be sure to reference Celine Varens from Chapter 15.)
    • Chapter 25: Identify and explain the elements/events that foreshadow trouble with the wedding.



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

December 4-8, 2017

Monday, December 4: A Day
Tuesday, December 5: B Day


Wednesday, December 6: A Day [Computer Lab 202]
Thursday, December 7: B Day [Computer Lab 202]


Friday, December 8: A Day


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

December 11-15, 2017

Monday, December 11: B Day


Tuesday, December 12: A Day
Wednesday, December 13: B Day

  • Journal #3: The Year in Review (2017)
  • What were the personal, educational, and world highlights and lowlights of 2017? Explain and analyze the most important and memorable happenings since January 1. When you look back on this year from the future, what will you say about how 2017 impacted your life as a whole? What were the turning points and big realizations that will make the most difference in your life? Fill a page or two reviewing your year. How have YOU changed? [This is a double-length journal entry, worth twice the usual points.]
  • Word Study
  • Second Term Word Cells & Literal Definitions Assignment
  • Word Cells o' the Day: -ex- / -e- / -ec- & -re- &: -am- / -ami- (love, also -phil-) & -junct- (finish pages 2 & 3)
  • The Odyssey continues...
  • You read the summaries; I'll read the poetry! We'll be done by the end of this class!
  • Homecoming: Books XIII, XIV, XV, XVI
  • Book XVII: The Beggar and the Faithful Dog (SBV, pp. 401-402)
  • Beggars, Penelope, Faithful Servants: XVIII, XIX, XX,
  • Book XXI: The Test of the Great Bow (SBV, pp. 403-407)
  • Book XXII: Death in the Great Hall (SBV, pp. 408-412)
  • The Odyssey Chronological Review: Cyclops & Aeolus
  • Jane Eyre (Reading Schedule)


Thursday, December 14: A Day
Friday, December 15: B Day

  • Term Papers due today!
  • Turn in these things in this order:
  • Top: Printed Essay with heading, title, and in-text citations
  • Works Cited Page with all sources referenced in essay
  • First Outline
  • Bottom: Prompt/Outline Handout with scoring rubric facing the back.
  • Finish The Odyssey
  • Book XXIII: Odysseus and Penelope
  • Book XIV: The End
  • Test on The Odyssey
  • The Odyssey Rap
  • The Odyssey Chronological Review: Circe & Land of the Dead
  • Think you'll need some extra credit this term?
  • Here's how to get it.
  • Homework: Finish Jane Eyre this weekend!



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

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