2010-11

= = =__2012 Semester 1 Exam__= = = =Grammar Expectations:= =Be able to write a grammatically correct essay using a variety of sophisticated sentence varieties, including: compound, complex, compound-complex, introductory phrases, parallel structure, appositive, dash, colon, etc.=

=ACT Style Grammar Questions= =Topics to review:= =Non-fiction reading skills= =Interpretation of Literature=
 * =avoid redundancy=
 * =positioning of appositives for clarity=
 * =consistent verb tense (past or present)=
 * =meaning and appropriate use of conjunctive adverbs (chant of the lambs)=
 * =comma rules=
 * =semi-colon: when needed, appropriate use of=
 * =dash: two ways to use them=
 * =three methods for combining sentences: 1. comma and a conjunction (fanboys) 2. semi-colon 3. semi-colon, conjunctive adverb and a comma)=
 * =who and whom=
 * =point of view: first, second, third person=
 * =ability to summarize=
 * =ability to identify purpose, intended communication, audience, tone, and relationship between ideas=
 * =ability to analyze an author's argument and reasoning=
 * =infer meaning=
 * =recognize the use of rhetorical strategies: compare and contrast, repetition, order of importance or chronological order, hyperbole, analogy (metaphor or simile), oxymoron, extended definition, description, narration, explanation of a process, cause and effect, persuasion =
 * =characterization, including analysis of character motivation=
 * =infer meaning through close reading of the text=
 * = interpretation of author’s thematic communication =
 * = recognition of literary devices and their effect: simile; metaphor; verbal, situational and dramatic irony; characterization (direct and indirect; round and flat; static and dynamic); foreshadowing; sensory imagery; tone; symbolism; conflict; standard plot diagram: exposition, initial incident, rising action, climax, falling action, denoument, and satire (when/if applicable). =
 * = recognition of point of view and its effect =
 * = ability to defend a personal interpretation (angle) and support it with evidence from the text =

== == = = = = = = = = = = =Exam Information= = = =Due Tues. Annotations for Book III and 7 reader response journal entries.=

=Part of this semester's exam will be to answer the question: What have you learned this year about reading, writing, and learning?= =You may answer this question in the form of an essay and put that essay into your portfolio as a capstone, but you may alternatively choose to create a digital portfolio documenting and reflecting on your journey as a reader, writer, and learner this year. You could use iMovie, annimoto, power point, a flash drive with word documents, or a googledoc. If you prefer to create a binder style portfolio, that is also an option.= =//***If you are planning to exempt the exam, I want you to prove to me that you have all of your papers from this year stored digitally in a safe, organized way, and I would love for you to answer the above question in a letter to me. I will give you credit in the semester grade for doing so.//=

==Hello students! My surgery went very well, and I am trying to follow the doctor's rules and rest. I am not released to come back to work until Thurs., but I am available for assistance on your papers, so don't hesitate to call: 262-242-5115. Hope all is going well. Mrs. Cicero==

FYI Sub plans for Monday, Tuesday and Wednesday: Monday 4-25 If the students did not finish the movie //Romeo and Juliet// on Friday, they should begin class today by finishing it. It should be cued correctly (I asked my sub on Thurs. to leave a note stating whether or not they finished). The white remote turns the projector on. You may need to press the button that says video to ensure it is connecting to the DVD/VCR player. The black remote controls the DVD/VCR player. The TV does not need to be on. When they finish the film, if there is only a short amount of time left (10-15 min), they should meet with their groups to discuss the drafts they are working on for Tuesday. If there is a significant amount of time left, take them to room 206 to work on the drafts due Tues. and work on ideas for the introduction. Please remind them that the goal is to have a typed draft of all their body paragraphs by Tues. They should have electronic access to the drafts during class (ex. Google doc; emailed to themselves). They should **also** __have a hard copy printed for peer editing.__

Students should begin with peer editing and collaborative work within their groups. All group members need to read and line edit all the paragraphs so they have read the entire paper. After about 15ish minutes, they should begin individual editing work on the computers. **Due Wed.** A fully combined draft (in one document, organized in order as if written by one person) is due. They need to print a full draft for each person in the group prior to class on Wed. if possible. If a few kids need to print in 206 at the beginning of class on Wed., please let them.
 * Tuesday 4-26** _ Meet in room 206 (computer lab)

1. Match up groups with equal number of members so that a group of three exchanges drafts with another group of three. In a silent atmosphere, each student should read, edit and react to a paper of from another group. Before returning the papers, the group should discuss any big picture feedback they have for the other group and write down their ideas on one of the drafts. 2. Once the students get their papers with feedback on them returned, the group should discuss which suggestions to take. 3. Students go onto the computers to edit. **Due Thurs.** A fully revised draft of the body of the paper is due. & Each student should come to class with a written idea for a two to six sentence attention grabber for the introduction.
 * Wednesday4-27** _ Meet in room 206 (computer lab)


 * Paper Requirements: **
 * Have your thesis approved before beginning to write.
 * Do a comprehensive quote search before beginning, and hand in your list of quotes behind your final draft.
 * Follow five-paragraph essay format.
 * Follow formal writing rules.
 * Use 2 - 4 Barron’s Vocabulary words per paragraph (bold face).
 * Use parallel structure.
 * Use appositives, periodic sentences, or other methods for controlling the emphasis in each sentence.
 * Use an original metaphor or simile to strengthen an interpretive point.
 * Use single word modifiers and phrase openers.
 * Write in **present tense**, **avoiding passive voice** completely.
 * Work all quotes into sentences and document (IV:II: 4-6).
 * Include at least one quote from a literary critic.
 * Include an element of close reading.
 * Cross-reference as you make certain points.
 * Each paragraph must have a minimum of two strands; you may use multiple examples per strand.
 * Follow every example, whether presented as quote or paraphrase, with analysis and interpretation.
 * Go to the ISWAC lab. Hand in ISWAC copy.



=[|Interactive Folio - Romeo and Juliet]=

= = = = =For Tues. I need to know all the members of each group, and each group needs to submit a thesis statement for approval. Divide up the play, and begin collecting quotes.=

=For Wed. All quotes need to be collected (typed and emailed or posted on a googledoc), and the paper needs to be planned out, with each person having a clear idea of what he/she needs to communicate in his/her part to support the thesis.=

For Monday: Finish reading the play and write a reaction to the end in your writer's notebook. = = =For Thurs. choose a passage (about 4-12 lines) related to your question of choice (paper questions listed below). Annotate the passage, making sure you know the meaning of every word, understand every allusion, and recognize the use of literary devices. Then, write an analysis of the line's meaning using the following two techniques: close reading and cross referencing. Be sure you discuss the meaning of the passage in the immediate context as well as in the greater context of the entire play.=

Definition: Close reading involves a line by line, sometimes word by word analysis of a passage for the purpose of exploring both literal meaning and personal interpretation. Analysis often includes discussion of: 1. word definitions 2. the meaning of the passage within the immediate context and the context of the larger work 3. imagery and literary devices in the context of motifs used within the whole work 4. structure (rhyme and meter) 5. tone and 6. allusions.

Definition: Cross referencing involves using a passage from one part of a literary work to interpret another passage. The meaning of one is illuminated by the other. A powerful way of corroborating an interpretation, cross referencing permits the writer to build a fuller case for his/her unique angle. Since Shakespeare often used motifs and repeated words, images, and metaphors, parts of the play interconnect in such a way that the audience can better understand the parts by examining the whole. Therefore, examining passages in light of each other leads to a clearer picture of the greater theme.

=__**Paper Questions:**__= = = =Does Romeo truly love Juliet?= =Who does Shakespeare characterize as a stronger character, Romeo or Juliet?= =Does Shakespeare’s portrayal of adults, teenagers, and romance reflect contemporary societal norms, or are these depictions outdated?= =Which of the following stand out as the most culpable (deserving of blame or punishment for wrong) in contributing to the tragic end: the culture of violence, irresponsible adults, impetuous young people, or fate?= =What aspects of human behavior does Shakespeare glamorize, and what aspects of human behavior does he condemn?= =Do Romeo and Juliet cross over the threshold from childhood to adulthood?= =Does the story of //Romeo and Juliet// deserve its place as the most influential love story in Western culture?= =Why has //Romeo and Juliet// stood the test of time and remained so wildly popular? (You may discuss the use of figurative language, dramatic irony in the plot, conveyance of universal truth or timeless themes, compelling characters, the emotional effect created by tragedy, or the use of imagery and motif.)=

= = =For Wed. Write Juliet a letter offering her advice.= =For Thurs. Post RO and CS in Temporary Posts= =Revise your narrative.=

Example: Benvolio says,"...and I will make thee think thy swan a crow" (I:II:90). Metaphorically, the swan is Roseline, and he tries to convince Romeo that once he sees her beside other girls, she will look like a crow compared to their superior beauty. Here Shakespeare begins to use birds as symbols for beauty and ugliness. Furthermore, the light color of the swan as compared with the dark color of the crow contributes to a motif of light and dark imagery throughout the play, equating all things bright as full of joy and beauty and all things dark as sinister and ugly. **For Thurs. Read Act II Scene IV**How does Shakespeare characterize Mercrutio?Explain the significance of the warning the Nurse gives Romeo.What is the plan? **__The Tragedy of Romeo and Juliet__ – Act II, Scene III**


 * 1) == T/F The Friar guesses that Romeo has been awake all night. ==
 * 2) == T/F Believing the love between Romeo and Juliet to be just another one of Romeo’s infatuations, Friar Lawrence immediately refuses to marry them. ==
 * 3) == T/F Romeo tells the Friar that he has totally forgotten Roseline and all the pain she brought him. ==
 * 4) == T/F Romeo takes his time to describe the encounter with Juliet in great detail before asking the Friar to marry them. ==
 * 5) == T/F The Friar teases and scolds Romeo throughout the scene. ==

**Write the lines that match with the paraphrases written below:**
> == ==
 * 1) == The woman that I am now in love with favors me as much as I favor her and returns the love I have for her. The other woman, Roseline, did not return my love. ==
 * 1) == This union of marriage may lead to a happy outcome between the Montegues and the Capulets and transform the hatred between them into true, peaceful love. ==

**Answer the following questions in complete sentences.**

 * 1) == Shakespeare uses a powerful form of characterization by showing the reader/audience member the Friar’s interpretation of Romeo. **What aspect(s) of Romeo’s character are highlighted in this scene?** (What does the Friar call Romeo? In calling him this, he accuses him of being fickle, changing his mind often.) ==
 * 2) == Explain the meaning of the following lines: “Young men’s love then lies / Not truly in their hearts, but in their eyes.” Consider the meaning in both the immediate context and the context of the whole play? ==
 * 3) == The Friar’s last line in the scene can be interpreted as a prophetic (foreshadowing) statement. How? ==

Thank you for the effort and enthusiasm you put into your research papers. Although reading and grading research is time consuming, I enjoy seeing your progress as writers and learning what you think about important issues facing our world. Carefully read over the feedback I gave you on your research paper and reflective essay. **Answer the following questions:** 1. Did I make any repeated errors? How can be sure I improve in those areas? 2. What do I need to know, practice, or edit for in order to avoid making the mistakes I made on this paper in the next paper? 3. As I reflect, the greatest strength of my paper, the aspect I am most proud of is... 4. What was the single most helpful piece of feedback my teacher provided?
 * For Wed. 3-15-11**

Answer these questions and submit them with a revision of your paper. You must turn in the graded copy too.


 * Narrative papers can come in any time this week. I will grade them in the order they are received. Writing lab feedback is suggested but not required.**

=1. Out of the context of the play, explore the analogy: how is love like religious devotion?=

5. Analyze Romeo's line where he uses religious imagery and terminology to describe his love.
Narrative / Fiction piece due March 16th Holocaust Essay due March 9th in final form (through writing lab and an edit by me)

Due Monday: Photocopy or type out 4 to 6 lines of dialogue from a published fictional book. Highlight the dialogue tags (she said, or he whispered). Annotate: make observations about punctuation placement, paragraph breaks, use of action and gesture, and the nature of what is said. Then write your own lines of dialogue. Chapter 28 in the writing handbook has a section on dialogue you can look up (page 450 in my version).


 * Reflection Question - essay due with paper on Thurs. 2-3-11 **
 * In a one to two page reflection, discuss your progress as a writer this year. Specifically explain the extent to which you met each of your four goals, how you went about doing so, and what grade you deserve for the goal setting portion of this project. Give concrete evidence that you met your goals. **

Due Wed. 2-23-11 Revised draft of paper, printed out with a title page and bibliography. Manila sheet filled out, with edited student paper attached (line edit and provide end notes).

Due Thurs. 2-24-11 Fill out vocab book 13

Due Friday 2-25-11 First round of papers due. If you have a study hall, you should be able to get yours ISWACed and turned in. Everyone should make it a priority to get to the lab. I will be there helping on Thurs.

Research Paper
Annotated articles due: Thurs. Feb. 10th Bibliography due: end of hour on Friday Feb. 11th We will be in the IMC Tues. and Friday this week.

Part 1 =** Two-Paragraph Essay **
- Write a two-paragraph, formal, argumentative paper defending a positively stated should/must thesis statement based on your research.

- Use a variety of sentence structures.

- Work quotes into sentences correctly, and document according to MLA guidelines.

- Use a minimum of two vocabulary words per paragraph.

- Adhere to formal writing rules.

Part 2 = Speech
Using your paper, you will create an outline speech. - Audio-visual aid required. - You must submit a sentence outline, but you may speak from a topic outline.

==For Friday: Read the handout on logical fallacies. Do activity" A "under Writing Exercises, and fill in the blanks on the attached sheet. Sometimes more than one fallacy is at work, so if you are debating or unsure, just be able to defend the choice you make.==

==Read pages 352-353 in your Handbook for Writers on periodic sentences. Survey the information below as well. __Write 10 vocabulary sentences__ demonstrating your understanding of the difference between loose and periodic sentences.== THE LOOSE SENTENCE: This sentence is a basic statement with a string of details added to it. Basic statement: //Bells rang.// Loose sentence: //Bells rang, filling the air with their clangor, startling pigeons into flight from every belfry, bringing people into the// //streets to hear the news.// Basic statement: //The teacher considered him a good student.// Loose sentence: //The teacher considered him a good student, steady if not inspired, willing if not eager, responsive to instruction// //and conscientious about his work.// THE PERIODIC SENTENCE: In this sentence, additional details are placed before the basic statement. Delay, of course, is the secret weapon of the periodic sentence. Basic statement: //John gave his mother flowers.// Periodic sentence: //John, the tough one, the sullen kid who scoffed at any show of sentiment, gave his mother flowers.// Basic statement: //The cat scratched Sally.// Periodic sentence: //Suddenly, for no apparent reason, the lovable cat scratched Sally.// THE PERIODIC (INTERRUPTIVE): In this sentence, additional details are added inside the basic statement: Basic statement: //Love is blind.// Periodic sentence: //Love, as everyone knows except those who happen to be afflicted with it, is blind.// THE COMBINATION: In this sentence, additional details are added before and after the basic statement. Once you have learned to recognize and use the two major sentence patterns, you can forget about adhering to them strictly. You can combine elements of both if you wish. Suppose you are working with a short, simple sentence--A sentence reduced to the barest basic statement: John was angry. This short sentence may sound exactly right inside your paragraph--just short enough and sharp enough to have the force you want. In that case, leave it alone. But perhaps that nagging inner ear tells you that it isn't quite right; it needs something. Thus, you make it a shade more periodic: //John was suddenly, violently angry.// Or you make it even more periodic: //John, usually the calmest of men, was suddenly, violently angry.// Or you decide to add detail at the end: //John, usually the calmest of men, was suddenly, violently angry, so angry that he lost control completely.// Now the sentence is both periodic and loose. You could shake it up still more by moving some of the detail up front: //Usually the calmest of men, John was suddenly, violently angry, so angry that he lost control completely.//

__Weekly Non-fiction Read - Due Tuesdays in Writer's Notebook__
==Choose a news article with content you consider important. Read, annotate, and re-read the article. In your writer's notebook, write a brief summary. Write a reaction including three reasons why the information matters to your generation or the future of your world. Write a should or must statement (one sentence) following your reaction.== [|IMC Reference Shelf]

=**__Upcoming Writing Assignment__**= Requirements 1. Imitate the style of the author. 2. Remain faithful to the setting and characterization of the story. 3. Use at least two of the literary devices we have studied. 4. Use sensory imagery, showing rather than telling. 5. Make something happen, and then use falling action to lead to the dénouement.
 * Option 1: Choose one of the short stories we have read in class and write an extended ending or short sequel. The content should reveal the depth of your understanding of the characters, and your use of literary devices, your word choice, and your organization should reveal your understanding of the writing style of the author. (2 pages)**

Requirements 1. Make strategic style choices: sentence variety, word choice, figurative language, and organizations of ideas. 2. Use at least two of the literary devices we have studied. 3. Use sensory imagery, showing rather than telling. 4. Write your story with rising action, climax, falling action, and dénouement.
 * Option 2: Write a short narrative about an event in your life. (2 pages)**

[|"The Necklace"] Literary Criticism on The Necklace (optional read)



For Friday: bring your independent reading materials to class
2nd hour - revision of "Most Dangerous Game" paragraph

For Monday: read and annotate "The Lottery" (the purpose of your annotation is to prepare for discussing and writing about the story
2nd and 8th hour - revision of "Harrison Bergeron" paragraph

What dangers does Kurt Vonnegut expose regarding equality, competition, television, or government in his satirical story, "Harrison Bergeron"? What techniques does he use to illustrate his point?

 * For Wed. Jan. 5th** Bring a revised draft of your "Most Dangerous Game" paragraph to class to hand in to me for feedback.


 * For Thurs. Jan 6th** Bring a typed draft of your "Harrison" paper. It should be no longer than two pages. Begin with a thesis, include a clear topic and concluding sentence for every paragraph, and end with a general clincher. (You are allowed to write a one paragraph semantic map paragraph for this paper, and it can be shorter than two pages.All the other requirements from the "Most Dangerous Game" paper apply for this one too.)

Journal Due Dec. 23rd 1. Discuss the American value of equality. How, why, when, and in what contexts is equality important? You may want to consider famous statements about equality or even Atticus's closing statement in TKM. 2. Is competition positive or negative? Use a metaphor or simile as part of your explanation (like Hurst did with pride). = =

__**The Most Dangerous Game Paragraph Assignment**__ Write a well-developed paragraph exposing the //conflicts// **or** the //foreshadowing// used in the story as you answer the following question: Does Richard Connell effectively convey a mysterious, tense mood in the story, “The Most Dangerous Game”? Sample topic sentence: Richard Connell, author of “The Most Dangerous Game,” effectively creates a sense of tension and mystery by carefully weaving foreshadowing into the narrative. Sample topic sentence: Mystery and tension linger on every page of Richard Connell’s story, “The Most Dangerous Game,” as he reveals the internal and external conflicts his characters must face. = Requirements = Underline 3 + Barron's Vocab words Use formal writing rules. Use a variety of sentence structures (put parallel structure and phrase openers in italics). Write in present tense. Use three well-chosen quotes. Work quotes into sentences of your own, and document them according to MLA standards. Use action verbs rather than being verbs whenever possible. Hand in a semantic map, a rough draft, and a final draft.
 * REMINDER: Vocab 9 Quiz Tues. Dec. 21st - you will also be quizzed on parallel structure**
 * Due: Typed draft due Monday Dec. 20th**
 * Final Draft Due Wed. Jan. 5th**

= = =For Thursday 12-9-10 Please read the Handbook for Writers, Chapter 18, Parallelism.= =Then use the link to the following grammar tutorial and study parallel structure. Take both quizzes.= [|Parallelism] = = = = =Skip __OH no I didn't put the homework in for a while!__=

=__Tues. 11-23 Vocab quiz Week 7__=

=__Monday Impromptu Question__=

=__Using the semantic map model of organization, please answer the following question about__ Night__:__=

= =

=__For years after liberation from the camps, Elie Wiesel did not speak of his experience during the Holocaust. In 1986, he won the Nobel Prize for the gripping memoir,__ Night__. In a visit to Auschwitz in 2006, Wiesel said that he believed the souls of the dead, in some way, remained. Of these souls, he said, "They listen, they cry, they warn." His story is their story. Thematically, he compels readers to contemplate the human potential for evil, the deep will of human beings to live, the crisis of faith tragedy can cause, and the very nature of what it means to be human. **What three lessons or truths expressed by Elie Wiesel in this story most deeply affected you as you read his account of his experience?**__=

= =

=__**Model Topic Sentence:** In a powerful personal account of the Holocaust, survivor Elie Wiesel conveys the danger of becoming desensitized, the value of human connectedness, and the importance of family devotion.__=

= =

=__*NOTE: **Although the question is addressed in the personal, for this impromptu, I would like you to comply with formal writing rules,including the no personal pronouns rule. The reason for this is to keep you focused on discussing the content and themes of the story rather than going into your own experiences. In future writing and in the contest essay, you WILL be allowed to use personal pronouns.**__=

=__**For 11-30, the Tues. after break, please read and annotate the article on the Holocaust.**__=

= =

=__**For Tues. 11-16-10 Fill out vocab week 7**__=

=__**By Monday of next week, finish half of Night.**__=

=__**By Monday 11-29-10 Finish Night and have selected your 1 and 1/2 page excerpt for your manuscript oral interpretation of literature speech.**__=

=__**Every week for the next four weeks, write a minimum of one full page in your writer's notebook on the subject of your choice with attention to organization and sentence structure and, most importantly, voice.**__=

= =

= =

=**To Kill a Mockingbird __paper due on Monday the 15th. Please hand in an ISWAC'ed copy with it.__**=

= =

= =

=__**Wed. 11-3-10 Outline for speech due (in the form you will use for the speech ex. note cards or on paper)**__= __**Paper Assignment**__

=__**2nd hour Semantic Map due on 11-4-10**__=

=__**8th hour Semantic Map due on 11-5-10**__=

=__**Thursday 11-4-10 Rehearsal for speeches**__=

=__**Friday Typed**__ **draft __of paper due in class - 2nd hr__**=

=__**Monday Typed**__ **draft __of paper due in class - 8th__**=

= =

=**For Tues. 10-26-10**=

=__**Vocab Quiz**__=

=__**Outline the intro and body of your speech with transitions and signposts bold faced.**__=

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=__**For Friday 10-22-10 Please revise your five sentences. Write a draft of your speech introduction: attention grabber, background to thesis, and thesis. Try out several attention grabbers before settling on one. Bring your independent reading books to class, too.**__=

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=__**For Thursday 10-21-10 Please choose five quotes (at least on from each genre) and work them into sentences with correct documentation presented in the parenthetical citation at the end. Use all three methods (colon, set up word and a comma, and working the passage into the natural flow of the sentence). Also, come to class with a list of three of your core ethical beliefs and who helped influenced you to develop them, or you may choose one person and identify three values, ethics, or beliefs you attribute to his/her influence. If you are choosing to do your speech about a celebrity or historical figure, please make a list of the three values, ethics, or beliefs this person exemplifies.**__=

= =

= =

=**For Tues. 10-19-10**=

=__**Each student will present one vocab word to the class on Tues. You need to create a word document with a full definition of the word, three synonyms, two antonyms, and sentence with the word and a context clue. You also need an image - either to help define the word or to illustrate the sentence you wrote. In class on Tues., you will present your word to the class, teaching it to them.**__=

= =

=__**You also need to study pages 460-468, and also573-581 in your Handbook for Writers. Take notes in your writer's notebooks. Be prepared to ask questions on Wed.**__=

= =

=**For Wed. 10-20-10**=

=__**Bring**__ **TKM__, your poem and your article to class.__**=

=__**Read the Interrogating Texts handout and set five reading goals for yourself**__ **after __writing a reflection (1 page) on how many of these strategies you used when reading__ TKM__.__**=

= =

=**For Tues. 10-12-10**=

=__**//To Kill a Mockingbird Test//**__=

=__**20 vocab sentences - each must use one word from Week 5 and be either complex or compound/complex (typed if possible; bold the vocab word)**__=

=**Hour 8 For Wed. 10-13-10**=

=**Hour 2 For Thurs. 10-14-10 because of testing on the 13th**=

=__**Be prepared to do an expressive oral reading of your chosen poem and lead a discussion of its themes, images, use of literary devices, and connection to TKM.**__=

= =

=**For Thrus. 10-14-10**=

=**For Fri. 10-15-10**=

=__**Be prepared to briefly summarized the content of your non-fiction article/ document and share three points of connection or comparison/contrast with TKM.**__=

= =

=__**For Wed. 10-6**__=

=__**Write a journal entry (1 page brainstorming about people you might consider writing your speech about).**__=

=__**Begin looking for your non-fiction and/or poetic piece.**__=

=__**Plan to come in after school on Wed. if you need more instruction on compound sentences.**__=

=__**Write notes to yourself about the mistakes you made on the quiz and/or rewrite compound sentences from the vocab assignment, so that you don't make the same mistakes again.**__=

=**For Friday**=

=__**Write 5-10 essay questions that you might expect to appear on the TKM test.**__=

=__**Create 10 note cards, each with a significant quote, and a label who's speaking and who's listening.**__=

= =

=**For Monday 10-4**=

=__**Finish the novel.**__=

=**For Tues. 10-5**=

=__**Vocab Quiz**__= __**[|Grammar tutorial]**__

=**Wed.10-6**=

=__**Fill out vocab 5**__=

=__**Class in IMC South Lab**__=

=**By Thurs. 10-7**=

=__**You need one poem and one piece of non-fiction that connects to the novel,**__ **TKM**=

= =

=**For Thurs. 9-30-10**=

__**Read 23-25 (217-237)**__
===__**Write a one page entry in your writer's notebook beginning with Jem's proclamation, "Soon as I get grown -- " (Lee 216). In this refection, I want you to consider the impact you wish to make in your world as you enter adult life. You may start by identifying injustices or failures of the human community, but then progress to discuss your role in finding solutions or enacting change.**__===

=**For Wed. 9-29-10**=

=__**Read chapters 20 - the end of 22 in TKM**__=

=__**Fill out vocab 4**__=

=__**Friday : 2nd hour will attend an author visit**__=

=__**8th hour will have independent reading time and an opportunity for one-on-one help with**__=

=__**compound sentences.**__=

=**For Monday 9-27-10**=

=__**Read chapters 18 & 19**__=

=__**Please type this assignment: Write ten VOCAB sentences about TKM. Each sentence must be compound, include a vocabulary word from week 3, and provide an interpretation or analysis of the book. Avoid plot summary. Avoid personal pronouns and contractions. Bold face the vocab. word.**__=

=**Tues. 9-28-10**=

=__**Vocab quiz 3 with compound sentence quiz**__=

=__**Memorize Chant of the Lambs for the quiz too**__=

= =

=**For Thurs. 9-23-10**=

=__**Read Chapters 16 &17**__=

=__**Work on memorizing the conjunctive adverbs: CHANT OF THE LAMBS.**__=

=__**Write six compound sentences (two using each of the three methods) about chapters 16 and 17 in your writer's notebooks.**__=

= =

= =

=**For Monday 9-13-10**=

=__**Read to the end of chapter 15 in TKM**__=

=__**As you are reading, keep your eye open for the use of the literary devices you found examples of already. Keep a running list in your notebook: write the term followed by the example and page number.**__=

= =

=**Tues 9-14-10**=

=__**Vocab Quiz**__=

=__**Writer's Notebook Entry #2 from yellow sheet (In addition to the general guidelines on the yellow sheet, I would like you to make a list of specific writing goals directly based on the impromptu you received feedback on last week. For example, a goal may state: //I will develop a clear understanding of parallel structure, not just so I can avoid parallelism errors, but also so I can write eloquent sentences using parallel structure for effective communication//.)**__=

Monday 9/13/10
==__**Read Chapters 5 through 8 in**__ **To Kill a Mockingbird __and write a reaction in your writer's notebook. Also record five passages you consider important, each followed by a two to three sentence analysis.__**==

__**Write 4 questions and 3 predictions about the book**__
=**For Thursday 9/16/10**=

=__**Read chapters 11 & 12**__=

=__**Fill out vocab book for week two**__=

=__**In your writer's notebook, write down a definition and a minimum of one example from anywhere in the book of each of the following literary terms: symbolism, allusion, foreshadowing, simile, metaphor, theme, and satire ( you may access a literary terms list on the wiki page ). Be sure to place quote marks around words from the book and to record the page you took the passage from.**__=

=**for Friday 9/17/10**=