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To see previous weeks in the term, scroll ALL THE WAY DOWN...
...and carefully read what you find!

January 15-19, 2018: Welcome to Third Term!

Monday, January 15: MLK Holiday (Human Rights Day)
Tuesday, January 16: 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.
  • ...the academic vocabulary of poetry and drama.
  • ...how to make sense of Shakespeare.
  • ...the elements of tragedy.
  • ...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...

Wednesday, January 17: A Day
Thursday, January 18: B Day


Friday, January 19: A Day

  • Composition: First the practice: Use this Academic Writing Checklist to evaluate your own R.A.C.E. paragraphs from last term:
  • Read/Write:
  • RACE Writing Checklist: "January" Poem
  • Poetry Terms
  • This model is not the same assignment you have, but it is labeled like yours should be.
  • Do you agree?
  • Now the real assignment: Use the Academic Writing Checklist to evaluate your response.
  • Turn in your annotated response with evaluation!
  • Composition: Creative Writing Assignment
  • Meet the Purkapiles: This is how they work. (Practice with Odysseus/Penelope checklist.)
  • Choose a pair 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.
  • Do your best work!
  • Here is a model of the whole process.
  • [Use this Checklist.]
  • Final Drafts due January 25/26!
  • More Model Word Cells Podcasts



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

January 22-26, 2018

Monday, January 22: B Day [No Intervention: Extended 8th]

  • Composition: First the practice: Use this Academic Writing Checklist to evaluate your own R.A.C.E. paragraphs from last term:
  • Read/Write:
  • RACE Writing Checklist: "January" Poem
  • Poetry Terms
  • This model is not the same assignment you have, but it is labeled like yours should be.
  • Do you agree?
  • Now the real assignment: Use the Academic Writing Checklist to evaluate your response.
  • Turn in your annotated response with evaluation!
  • Composition: Creative Writing Assignment
  • Meet the Purkapiles: This is how they work. (Practice with Odysseus/Penelope checklist.)
  • Choose a pair 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.
  • Do your best work!
  • Here is a model of the whole process.
  • [Use this Checklist.]
  • More Model Word Cells Podcasts


Tuesday, January 23: A Day [No Intervention: Extended 4th]
Wednesday, January 24: B Day

  • [Extended 4th: If you need more time to go over/work on the poetic epitaph assignment, now is the time!]
  • Wednesday Intervention: Word Cell Podcast Set #1
  • Grammar: The Oxford Comma & Parallel Structure (in composition and poetry)
  • Parallel Structure: You will need to know this. There will be a test.
  • Parallel Structure : You need to know this. There will be a test.
  • Practice 3 (in class)
  • Practice 4 (on your own)
  • Journals 2-9: Shakespearean Quotes o' the Day
  • During the time we are studying Romeo and Juliet, the Poem o' the Day will be replaced by the Shakespearean Quotes o' the Day. Your assignment is to copy the quotation exactly as it is written (including punctuation, line spacing, and source), and then paraphrase it and give an example from your own experience that supports the statement. Yes, you still have to fill the page! Here we go:
  • Model: This one is just practice.

    "If all the year were playing holidays,
    To sport would be as tedious as to work."

    -- Henry IV, Part 2: Act II, Scene 1

    Example: I think this quotation means that if your whole life is a vacation (playing holidays), even playing (sport) gets boring (tedious). I see this in my own life at the end of summer, when I've been out of school for more than two months. I actually look forward to going back because I get bored when I don't have anything I HAVE to do. For example, .... (Now fill the page.)....
  • Now for real...
  • Journal #2-- Shakespearean Quote o' the Day

    "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

Thursday, January 25: A Day [Lab 202 -- SRI]
Friday, January 26: B Day [Lab 202 -- SRI]


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

January 29 - February 2, 2018

Monday, January 29: A Day
Tuesday, January 30: B Day

  • Journal #3
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "The sweetest honey
    Is loathsome in his own deliciousness
    And in the taste confounds the appetite."

    --Romeo and Juliet: Act II, Scene 6
  • Shakespeare Intro: Miramax Biography
  • Write down observations that will help you answer this question:
    How was Shakespeare's world different than our own?
  • The Assigning of the Passages: Vocabulary of Drama & Passage Analysis
  • It's not homework! Just keep it in your Reading/Literature section.

Wednesday, January 31: A Day
Thursday, February 1: B Day

  • Word Cells Presentations: Set #2
  • -fic- / -fact- / -fect-
  • -bio-
  • -vert- / -vers-
  • -sent- / sens-
  • Journal #4
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support 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
  • Reading/Literature
  • The Tragedy of Romeo and Juliet
  • The Prologue Assignment with Close Read
  • Why is Shakespeare Hard? (E-notes may help!)
  • Why are some words given stress marks on the -èd ending
    (banishèd, punishèd, upturnèd)?
  • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
  • Audio/Visual: Three Ways to Stage the Prologue


Friday, February 2: A Day

  • Test on Parallel Structure
  • Journal #5
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "The harder matched, the greater victory."
    Henry VI, Part 3: Act V, Scene 1
  • Reading/Literature
  • Reading: Romeo and Juliet, Act I, Scene 1
    Listen! Do you get it?
  • Assignment: Summarize Scene 1
  • Complete the Figurative Language Analysis + Answer 5 Questions with R.A. responses
  • Passage begins with Romeo saying, "Alas that love, whose view is muffled still..."
  • (One sentence=Restate+Answer)
  • 1. What is the purpose of this passage?
  • 2. How do Shakespeare's word choices influence the meaning or effect?
  • 3. What does the passage tell you about Romeo's personality?
  • 4. How does Romeo's view of love differ from Benvolio's?
  • 5. How would the tone change if there were no figurative language in the passage?


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

February 5-9, 2018

Monday, Februrary 5: B Day



Tuesday, February 6: A Day
Wednesday, February 7: B Day

  • Word Cells Presentations: Set #3
  • Journal #6
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "Pleasure and action make the hours seem short."
    Othello, Act II, Scene 3
  • Helpful Extra: Glossary of Common Elizabethan Terms
  • Romeo and Juliet, Act I, Scenes 2, 3
    Listen & read along....
  • Read: Romeo and Juliet, Act I, Scene 4 (Queen Mab) -- Imagery
  • Video: Two Ways Queen Mab Could be Presented
  • Queen Mab Assignment
  • On side 1 of your own paper, answer these questions with R.A.C.E. responses --
  • What does the imagery in the speech tell you about Mercutio?
    • The imagery tells us Mercutio is...
  • How does the imagery change from the beginning to the end of the speech?
    • The imagery changes from ____ to _____...
  • What is the purpose of the speech?
    • The purpose of the speech is...
  • Side 2: Draw (and label, if necessary) Queen Mab.
  • Turn the assignment in!


Thursday, February 8: A Day [Computer lab 202]
Friday, February 9: B Day [Computer lab 202]



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

February 12-16, 2018

Monday, February 12: A Day
Tuesday, February 13: B Day

  • Journal #7 -- Staple & Submit Journals for Scoring
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "O sir, to willful men
    The injuries that they themselves procure
    Must be their schoolmasters."

    King Lear, Act II, Scene 4
  • Act I: Scene 5 (Romeo sees Juliet for the first time!)
  • Review: Prologue to Capulet's Party
  • Quiz: Romeo and Juliet, Act I
  • Composition
  • Translate Romeo and Juliet's First Meeting into text messages.


Wednesday, February 14: A Day
Thursday, February 15: B Day

  • Word Cells Presentations: Set #5
  • -ped- / -pod-
  • -sub-
  • -super-
  • -circum-
  • Journal #: 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!
  • Reading/Literature
  • Vocabulary of Drama (R&J)
  • Romeo and Juliet
  • The Balcony Scene Act II: Scenes 1 & 2
  • Romeo & Juliet -- Act II, Scene 3 & Summarize 4 ; Scenes 5 & 6


Friday, February 16: A Day

  • Journal #2
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "All things that are
    Are with more spirit chased than enjoyed."

    The Merchant of Venice, Act II, Scene 6
  • Reading/Literature
  • Balcony Scene Review: Video
  • Romeo & Juliet, Act III, Scene 1 [Crisis/Turning Point]
  • Memorization Assignment: Now it's official!
  • Memorize and practice reciting 12+ lines of Shakespeare's original text from your assigned passage!
  • Start at the beginning of a sentence, and finish at the end of one.
  • Don't stop in the middle of an independent clause just because you have reached the 12-line minimum.
  • Due Date: ________



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

February 19-23, 2018

Monday, Februrary 19: Day of Presidents (No School)


Tuesday, February 20: B Day



Wednesday, February 21: A Day [Computer lab 202]
Thursday, February 22: B Day [Computer lab 202]



Friday, February 23: A Day

  • Journal #
  • Shakespearean Quote o' the Day -- Copy, paraphrase, and give an example to support this quote:
    "Give every man thine ear, but few thy voice."
    Hamlet, Act I, Scene 3
  • Reading/Literature
  • Review: The Death of Mercutio
  • Remember: Poor ol' Mercutio got knocked off, and Romeo is banishèd.
    • Speaking of which,why are some words given stress marks on the -èd ending
      (banishèd, punishèd, upturnèd)?
    • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
    • This will help you when you present your Memorized Passages (12+ full lines) on December 15/16!
  • Romeo & Juliet: Act III -- Scene 2 (& Summarize Scene 3)
  • Assignment/Homework: Director's Close Read & Stage Directions for Act III, Scene 4
    • Pretend that YOU are the director of this scene.
    • Write the following on your copy of the text:
    • Mark your confusion & check with the translation to clarify.
    • In the right margin, paraphrase the dialogue.
    • Casting: If you were the director, who would be playing these parts?
    • In the left margin, write specific stage directions for each line of dialogue. (What is the character doing while he speaks his lines?)
    • At the bottom, explain the dramatic irony: What does the audience know that the characters do not?
  • Samples
  • Due next time!


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

February 26 - March 2, 2018

Monday, February 26: B Day



Tuesday, February 27: A/B Day (ACT @ High Schools)

  • Something Important Goes Here
  • Schedule:
  • 1st - 8:10 – 8:55
  • 2nd - 9:00 – 9:45
  • 3rd - 9:50 – 10:35
  • 4th - 10:40 – 11:25
  • 7th - 11:30 – 12:10
  • Lunch - 12:10 – 12:40
  • 5th - 12:45 – 1:25
  • 6th - 1:30 – 2:10
  • 8th - 2:15 – 2:55
  • Reading/Literature
  • Romeo and Juliet
  • Review: The Balcony Scene to Capulet's Bargain
  • Table Read: Act III, Scene 5
  • Act IV: To Juliet taking the potion & Paraphrase Important Speeches


Wednesday, February 28: A Day [Parent-Teacher Conferences, 3:45-7:15 P.M.]
Thursday, March 1: B Day [Parent-Teacher Scheduled Appointments, 4:00-7:00]


Friday, March 2: A Day [Computer lab 202]

  • Any remaining podcasts?




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

March 5-9, 2018

Monday, March 5: B Day [Computer lab 202]



Tuesday, March 6: A Day
Wednesday, March 7: B Day


Thursday, March 8: A Day
Friday, March 9: B Day



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

March 12-16, 2018

Monday, March 12: A Day [Computer lab 202]
Tuesday, March 13: B Day [Computer lab 202]


Wednesday, March 14: A Day
Thursday, March 15: B Day

  • 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 16: A Day (Last Day of Term)

  • 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.)



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

March 19-23, 2018

Monday, March 19: B Day (First Day of Fourth Term)

  • 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.)


Tuesday, March 20: A Day
Wednesday, March 21: B Day

  • For all intents and purposes, this is the absolute last day of the term. No make-up and no excuses after today!
  • Homework due now: Answers to these Study Questions about "The Pedestrian" by Ray Bradbury
  • F451: Assign Books & Reading Schedules
  • Fahrenheit 451 (Reading Schedule): Assign books and light the match!
  • Topics Addressed in the Novel: Effects of Technology, Censorship, Literacy/Reading, "Fake News," Happy vs. Busy, Government Control
  • Study Questions Set #1
  • Turn in Extra Credit/Hall Passes
  • Homework: Read to page 31 in Fahrenheit 451.
  • (There will be a quiz.)


Thursday, March 22: A Day
Friday, March 23: B Day



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

Despite the absence of any support from the school district, I have made every reasonable attempt to insure that this website is educationally sound and does not contain direct links to inappropriate material.
2018 M. Wolfman Thompson - All rights reserved.

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