English+2+Semester+2+-+Past+Assignments

Week of January 24, 2011 - **First Day of Spring Semester!!**
**Monday, January 24**
 * First semester grade sheets
 * Binder clean-out
 * The Wonderful World of Pronouns!
 * Nouns, Pronouns, and Antecedents
 * __//Subjective pronouns//__ for __//subjects in sentences//__/__Objective pronouns__ for __objects in sentences__
 * Deciding which pronoun to use
 * In compound structures that may cause confusion:
 * __//She and I//__ laughed at __him and her__.
 * **Homework** - Pronoun and Antecedent worksheet[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="external image msword.png" link="http://stceschmidt.wikispaces.com/file/view/Pronoun+and+Antecendent+worksheet.jan11.doc"]][|Pronoun and Antecendent worksheet.jan11.doc]
 * Front - Use classnotes to fill out p. 1 (or consult any online source for Pronouns and Antecedents)
 * Back - Testing each pronoun separately, decide if a pronoun is incorrect. If so, cross it out and write the correct one above it.
 * Tuesday, January 25**
 * Pronoun Review
 * Pronoun and Antecedent worksheet
 * Front - correct [transparency]
 * Back top - correct
 * Back bottom - double-check and turn in
 * **Homework** - For each of the listed Compound Word Groups, write 1 sentence that uses the phrases correctly.[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="external image msword.png" link="http://stceschmidt.wikispaces.com/file/view/Using+Subj+and+Obj+Pronouns+Correctly.jan11.doc"]][|Using Subj and Obj Pronouns Correctly.jan11.doc]
 * Wednesday, January 26**
 * Reading Minutes and Journaling
 * ACT review book - highlight the Subjective, Objective, and Possessive pronouns on p. 58
 * Review Pronouns for Friday's quiz - Using Subjective and Objective Pronouns Correctly
 * **Homework**-
 * Study classnotes, ACT Review book pages, and homework worksheets for Friday's quiz
 * From any magazine or newspaper, copy sentences that use 5 subjective pronouns and 5 Objective Pronouns. You may have more than one pronoun in a sentence, but you still should end up with 5 and 5.
 * Thursday, January 27**
 * Materials list for Second Semester. //Materials check - Wednesday, February 2. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Materials+list.full+page.jan11.doc"]] [|Materials list.full page.jan11.doc]//
 * Review - Pronoun PowerPoint [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Pronouns+-+adapted+version.jan11.ppt"]] [|Pronouns - adapted version.jan11.ppt]
 * **Homework**-
 * Study classnotes, definitions, mnemonic device, memorize subjective and objective pronouns, ACT and Manual pages, and pronoun homework worksheets for Friday's quiz
 * Online Practice - Print out or email results as indicated for each exercise listed [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Online+Pronoun+Subj+and+Obj+exercises.jan11.doc"]] [|Online Pronoun Subj and Obj exercises.jan11.doc]
 * Friday, January 28**
 * Pronoun quiz - Using Subjective and Objective Pronouns Correctly
 * Reading Minutes and Journaling
 * Indefinite Pronouns - singular and plural

Week of January 31, 2011

 * Monday, January 31**
 * **Indefinite Pronouns**
 * **Homework** - Indefinite Pronoun worksheet [[file:Agreement of Pronoun and Antecedent.jan11.doc]]
 * Tuesday, February(!) 1**
 * Positive, Comparative, and Superlative Adjectives[[file:Positive, Comparative, Superlative Adjectives.feb11.doc]]
 * **Homework -**
 * Worksheet + your own sentences
 * Materials Check - ALL OR NOTHING. Late materials receive 1/2-credit. [[file:Materials Check.jan11.doc]]
 * Wednesday, February 2 - School Canceled for Snow Day :-)**
 * Thursday, February 3 - School Canceled for Cold Day :-/**


 * Friday, February 4**


 * Materials Check - ALL OR NOTHING. Late materials receive 1/2-credit.
 * Finding Research Paper topics
 * Reading/Journaling?
 * **Homework**-
 * Research Paper topic decision - Article from newspaper or magazine (NO computer printouts) that will serve as the basis for your research paper's issue.
 * Google 2 generic articles about your topic (no more than 2 pages each) - for general "topic familiarization" purposes only!

Week of February 7, 2011
[|LRC Research - Day 1.wikispaces.feb11.doc]
 * Monday, February 7**
 * Determine Key words - On the newspaper or magazine article that you have chosen as the base for your research, //circle 3 or 4 significant words//that are used to discuss the topic. Use these words to help you search/find/limit your topic when doing searches.
 * Search for Sources on Academic Sites - LRC Home Page. [Period 3 Section B, Period 7 Section A]
 * //From home//-- Go to the STCE Home Page from the d303.org site. On the LRC pull-down menu, click Card Catalog. Log on using your standard sign-on ID and password. The list of online research databases will appear with the passwords you can use to access information from home. Use the following sources to find articles for this research paper:
 * Gale Student Resources in Context
 * Gale Virtual Reference Library [Infotrac]
 * SIRS [Social Issues Researcher]
 * Use your key words to find sources on these academic sites.
 * Search - For Tuesday, have //at least 1 article//from one of the academic sites related to your topic (at least 2-3 full pages of text)
 * **Homework**-
 * Bring notecards on Tuesday
 * On "LRC Research - Day 1" slip, write //5 Why/How Guide Questions//you would like to consider to direct your research paper.
 * Have //at least 1 article// from one of the academic sites related to your topic (at least 2-3 full pages of text per source)
 * Tuesday, February 8**
 * Delving into Sources
 * Use Overview Strategies on 2 Google articles: highlight the title, any bold print, any captions for illustrations or other visuals, the intro and conclusion paragraphs.
 * //For each article//, read the highlighting as a summary. On an index card, write 5 bullets of ideas, facts, and other significant information //that you learned// by reading the highlighting on that article.
 * **Homework**-
 * Turn in 2 Google articles and their bulleted index cards.
 * Have //at least 2 additional articles// from academic sites, using your 5 Guide Questions to select sources (at least 2-3 full pages of text per source)
 * Wednesday, February 9**
 * Reading/Journaling
 * Locate and number each piece of bibliographical information on a database article. 1- Author. 2- "Article title" (add quotation marks). 3 - __Article source__(magazine, journal, newspaper, etc.) add underlining. 4 - Article date. 5 - Sponsor of the website (the company or group that pays for the site). 6. Date you accessed the article (in lower right corner of the article printout. 7. http://.
 * **Homework**-
 * Number the #1-7 pieces of bibliographical information on all of the sources you have collected so far (3 database sources and your original newspaper or magazine article).
 * Thursday, February 10**
 * Consider your 5 focus questions written for Monday night's homework. Knowing the sources you have gathered so far, decide which 3 questions you want to research for your research paper's 3 Main Points.
 * LRC [Period 3 Section B. Period 7 200C].- Find 2 last database articles, aiming for sources that will sufficiently answer all 3 Main Point questions. If you have enough for one question, search for sources that will provide information //for the other//main point questions.
 * **Homework -**
 * //Overview and highlight __any two__ database articles//, //and make an index card//with 5 bullets (as described above with the 2 Google articles).
 * //On your last 2 database sources,//number the #1-7 pieces of bibliographical information (as described above).
 * //To turn in// - all of the above.
 * Friday, February 11**
 * Reading Minutes/Journaling
 * Write 3 final versions of your Guide Questions on an index card. Turn in.
 * **Homework -**
 * Any late sources, index cards, or numbered articles not yet turned in.
 * If everything is complete, relax

Week of February 14, 2011

 * Monday, February 14**
 * LRC [Periods 3 and 7 - Section A] - Using the 6 or more sources you have found and marked #1-7, use Noodle Tools to create your Works Cited page.[[file:Works Cited Day in the LRC - wikispaces.feb11.doc]]
 * **Homework**-
 * Complete Works Cited for at least 6 sources. PROOFREAD! Print it off or email it to cschmidt@d303.org. [If accessing Noodle Tools from home, remember to log in using the LRC Card Catalog page. Then proceed as on the directions handout.
 * Overview any __2 more sources:__ highlight the title and any bold print, any captions for visuals, the first paragraph, last paragraph, and each topic sentence. Use an index card for each source to list 5 bullets of what you have learned from your overviews
 * Tuesday, February 15**
 * Label sources A-F. (Label the first 4 sources for which you have already made index cards as A, B, C, and D).
 * Writing Annotations - For sources A and B, use each index card with 5 bullets about the source to write (on looseleaf paper) its one-paragraph annotation. Include a summary of the contents, any special features of the source, and its usefulness for your research paper.
 * **Homework** - Finish overviews for sources E and F: highlight the title and any bold print, any captions for visuals, the first paragraph, last paragraph, and each topic sentence. Use an index card for each source to list 5 bullets of what you have learned from your overviews.
 * Wednesday, February 16**
 * Reading Minutes/Journaling
 * Any adjustments needed for your 3 Focus Questions?
 * Writing Annotations - For sources C and D, use each index card with 5 bullets about the source to write (on looseleaf paper) its one-paragraph annotation. Include a summary of the contents, any special features of the source, and its usefulness for your research paper.
 * **Homework** - Finish //all 6 annotations// to have ready to add to your Works Cited project on Noodle Tools.
 * Thursday, February 17**
 * LRC - Assemble Annotated Bibliography: Add annotations to your Works Cited project on Noodle Tools. Bibliographical information + paragraph annotation [Periods 3 and 7 - 200C].
 * **Homework** - Complete Annotated Bibliography for 6+ Research paper sources. Finish Draft of Annotated Bibliography (typed, edited, proofread) //with at least 6 sources// for Friday.
 * Friday, February 18**
 * Draft of Annotated Bibliography due - Turn in all 6 index cards and final copy (Print or email to cschmidt@d303.org).
 * Reading Minutes/Journaling

Week of February 21, 2011

 * Monday, February 21 - No School - Presidents' Day**


 * Tuesday, February 22**
 * Research Paper - Highlight relevant information in your sources.
 * Write the Roman numerals I, II, III on the top of each of your sources.
 * On Source A, and use one color to highlight the Roman numeral I.
 * Now read through your source carefully, and use that color to highlight any information that you might use to support your Main Point I for Question I.
 * Using a 2nd color, highlight the Roman numeral II.
 * Re-read your Source A, and use the 2nd color to highlight any information that you might use to support your Main Point II for Question II.
 * With a 3rd color, repeat the procedure for your Main Point III for Question III.
 * Notetaking on notecards
 * **For Main Point I**, on one notecard, write a Roman numeral I in the upper left corner. Put an A in the upper right corner. This shows that the card will have information for your Question I from Source A.
 * Look through Source A for the highlighting you did for Main Point I. Put any valuable idea or fact on the notecard //in your own words// or //in quotes.//Put the page number in the bottom right corner.
 * //__**Put only one bullet's worth of information on each notecard.**__//
 * Use the same notecard format to make a notecard for any piece of information that Source A has to support your Main Point I: Roman numeral I, Source A, and page number.
 * **Repeat the process for Main Point II**. Read through the highlighting you did in your 2nd color. On one notecard, write a Roman numeral II in the upper left corner. Put an A in the upper right corner. This shows that the card will have information for your Question II from Source A. Use one notecard for each piece of information that you have highlighted to represent Main Point II.
 * **Repeat the process for Main Point III.**
 * **Homework -** Complete all highlighting and notetaking from Sources A and B. Highlighted Sources A and B and their notecards will be collected on Wednesday.
 * Wednesday, February 23**
 * Reading Minutes/Journaling
 * Collect highlighted Sources A and B and their notecards.
 * Adjustments needed for your 3 Focus Questions? Consider your audience and thesis statement: What would you like your reader to do/feel/think after reading your research paper?
 * Continue highlighting and notetaking. With 3 colors representing your 3 main points, highlight Source C. Continue as with the other 2 sources.
 * **Homework** - Complete highlighting and notetaking for Source D.
 * Thursday, February 24**
 * Consider your audience and purpose. Construct your 2-layer Thesis Statement. What would you like your reader to do/feel/think after reading your research paper?
 * Workday - Continue with Sources E-F.
 * **Homework** - For Monday, February 28, complete all highlighting and notetaking from all 6 sources. You should have at least 40 notecards with significant, informative bullet ideas or facts.
 * Friday, February 25 -** No School for Students - Teachers' Institute Day

Week of February 28, 2011

 * Monday, February 28**
 * Judging from the Roman numeral on each notecard, divide all notecards into Main Point piles. Do you have an approximately even number of cards? Does one main point need further support?
 * Number each notecard on the back (#1-40+)
 * LRC [Per 3 and 7 - 200C]
 * Title: Brainstorming Main Points - Start with Roman numeral I, and write the question next to it.
 * Use all the information that you have learn during your research to squeeze your brain onto the paper. Type ideas, phrases, or sentences as they come into your mind. Bullet or write in sentences or phrases, whichever is the best brainstorning for you. [approx. 8 minutes]
 * In one minute, review the ideas on your Main Point I notecards. (You are not looking for specific details to explain but for overall ideas you may have forgotten to include for this main point).
 * Proceed in the same way for Main Points II and III.
 * Look down your list of bullets, phrases, or sentences. If you have any //smaller detail//that may be good within a paragraph, tab it over or highlight it, until you have only 3 or 4 items left along the margin. These will probably end up being your topic sentences - would they work to support your main points?
 * //As you leave class, turn in all notecards//(from 40-50) that are complete with required parts: Main Point Roman numeral (I, II, III), source capital letter, and page number, and one piece of information significant to the main point.
 * Homework - Organize the ideas for each main point in your brainstorming draft. Put bullets, phrases, or sentences in a logical sequence.
 * Tuesday, March 1**
 * Review:
 * What should be cited in the research paper? //Any// idea, quote, statistics, someone's perspective or opinion -- either in your paraphrasing or directly stated in the source -- //anything//that someone else should be getting credit for.
 * What does not have to be cited? Any information, facts, or ideas that can be found in 3 or more sources - that is considered common knowledge.
 * Go back through all of your sources, especially the material that you have not highlighted yet. Create additional notecards for information that qualifies as citable to include in your research paper to assert credibility.
 * Once you are finished with the credibility notecards, add any further ideas or insights into your brainstorming draft created in the LRC on Monday.
 * Homework -
 * Work on your brainstorming draft until you //no longer need//your sources. Be thorough enough that you can begin placement of notecards into your brainstorming draft. Be ready to turn in all sources at the beginning of class on Wednesday.
 * Using the bullets, phrases, and sentences that you have written in your brainstorming draft, develop paragraphs that explain of the ideas you have written. Double-space it for notecard placement on Wednesday.
 * Wednesday, March 2**
 * Turn in all sources. All notecards returned.
 * Already used it in your brainstorming? Set it aside.
 * On your brainstorming draft, determine where each of the remaining notecards will be used in your research paper's Draft 1. Write its card number (on the back of each notecard) in the spot you have selected. Do the same with other notecards that already have a spot in your draft.
 * For notecards whose spots you know only //a////pproximately,//write its notecard number in the left margin closest to the spot.
 * For notecards that are completely "homeless" but that you will want to use, write the card number at the bottom of the page.
 * Reading/Journaling
 * Homework - Finish notecard placement for all notecards -- in the left margin, at the bottom, or within your paragraphs -- adding or deleting cards as necessary.
 * Thursday, March 3**
 * LRC [Periods 3 and 7 - 200C] - Main Point I - Take Main Point I cards that are not in spots yet. Add to your brainstorming - take a card, type its main idea and explain it. Put the card's number. Continue with the rest of Main Point 1 cards.
 * Continue building Draft 1 by developing cycles for Main Point II. Cards that you //no longer find useful//may be set aside in a Discard pile.
 * Homework - On the back of //each remaining notecard// that you will use in Draft 1, write its main idea and explanation.
 * Friday, March 4**
 * ======LRC [Periods 3 and 7 - Section B] - Continue incorporating cards into draft with their main ideas, explanations, and card numbers.======
 * **Homework** - Finish Draft 1 of Main Points I and II. Continue to use //only the notecard's number//, not its content, in its spot. *Draft 1 of Main POints I and II is due on Monday.

Week of March 7, 2011

 * Monday, March 7**
 * Turn in Drafts of Main Points I and II.
 * Continue to draft Main Point III - For each notecard, put the card information plus the extra explanation sentence in your draft near the notecard's number.
 * **Homework** - Complete draft of Main Point III to turn in.
 * Tuesday, March 8**
 * Turn in Main Point III.
 * LRC [Periods 3 and 7 - 202 Lab] -
 * For each Main Point, combine all brainstorming, both sides of notecard (source information + your extra explanation sentence), and card number.
 * **Homework** - Complete Draft of all 3 main points - Due on Friday.
 * Wednesday, March 9**
 * Formating citations for each source - On a blank index card, list source capital letters A-F. Next to each, copy the sample citation that you wrote on each source earlier during the research process.
 * Reading/Journaling
 * **Homework** - Using the notecard indication of the source and page number, replace each notecard number in your draft with its accurate citation. Finish Draft 2 of all main points for Friday.
 * Thursday, March 10**
 * LRC [Periods 3 and 7 - 202 Lab] Complete Draft 2 with all notecard content from all 3 Main Points followed by their correct citations. You should now be completely finished with your notecards.
 * **Homework** - Complete Draft 2 of all Main Points with their accurate citations.
 * Friday, March 11**
 * Draft 2 due. You should no longer need your notecards.
 * Reading/Journaling

====**3rd Quarter Binders, Notebooks, Folders, and Planners due**==== ====**Last day for 3rd Quarter Late Work is Friday, March 18.**==== [|Intro and Conclusion triangles.jan11.doc] help on how to format text ===Week of March 21, 2011=== for the Final Research Paper, due Friday - Intro, 3 Main Point sections, Conclusion, Works Cited
 * ===Week of March 14, 2011===
 * ====Periods 3 and 7 - Monday, March 21====
 * Monday, March 14**
 * Return drafts of 3 Main Points
 * Create thesis for research paper. One sentence that tells the main idea of what you want your reader to get out of reading your paper. Continue the sentence with a dependent clause that begins with //because.// IC DC Reverse the order of the 2 clauses so that the sentence begins with //because.//DC, IC
 * Introduction -
 * Hook - Scenario, anecdote, scene, quote, specific situation, leftover notecard.
 * Body of the paragraph. Brainstorm the ideas that you are going to present to your reader, why you think the issue is significant.
 * Thesis - The DC, IC sentence you wrote beginning with //because.//
 * **Homework -** Write the introduction paragraph. Type, spellcheck, proofread out loud to turn in on Tuesday.
 * Tuesday, March 15**
 * Beware the Ides of March!**
 * Collect introduction paragraphs.
 * LRC - computer lab to continue assembling the parts of the research paper: introduction, clarify Main Point sentences (from 3 research questions), notecard information + at least one informative comment that you make for each card, paragraph ending sentences, match Works Cited with citations in the paper,
 * **Homework** - Finish, revise, edit, proofread.
 * Wednesday, March 16**
 * Conclusion - Mirror the intro's triangle or reverse the triangle and change the order of the hook and thesis.
 * Reading/Journaling OR continue working on research paper.
 * **Homework** - Write conclusion paragraph. Assemble all the parts of the research paper: intro, body paragraphs, conclusion, Works Cited.
 * Thursday, March 17**
 * LRC to revise, edit, spellcheck, proofread the complete draft to turn in on Friday.
 * **Homework** - Finish full draft to turn in.
 * Friday, March 18**
 * Turn in full draft of research paper: intro, body paragraphs, conclusion, Works Cited.
 * Reading/Journaling
 * Monday, March 21**
 * Verb Tense Shifts - If you start present, stay present. If you start past, stay past. Collect Binders, Notebooks, Folders
 * **Homework** - Complete the Verb Tense Shift worksheet[[file:Verb tense shift handout.mar11.doc]]
 * Tuesday, March 22**
 * LRC - to work on revisions of full drafts
 * **Homework** - Continue revisions on final copy, be ready to edit Final Paper with the Edit Sheet
 * Wednesday, March 23**
 * LRC to edit with the Edit Sheet [[file:Edit sheet -Research Paper.mar11.doc]]
 * Research Paper Evaluation page [[file:RP Evaluation.mar11.doc]]
 * **Homework** - Assemble all the parts of the research paper: intro, body paragraphs, conclusion, Works Cited. Due: Thursday, March 24
 * Thursday, March 24**
 * Turn in Final Research Paper: Introductory paragraph, 3 Main Point body paragraphs, Conclusion paragraph, Works Cited.
 * Binder/notebook/folder double-check
 * Planners
 * **Homework** - None
 * Friday, March 25**
 * March 11, 2011 - Tsunami in Hakodate, Japan
 * Continue planners
 * Reading/Journaling
 * // Happy Spring Break! //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] ||

Week of April 4, 2011

 * Monday, April 4**
 * Third Quarter Gradesheeets
 * Return Research Papers and Comments
 * Reflections on the Research Process
 * Psychology of //Lord of the Flies -// The Id, the Ego, and the Super-ego[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/The_Psychology_behind_Lord_of_the_Flies.doc"]] [|The_Psychology_behind_Lord_of_the_Flies.doc]
 * **Homework -**
 * Bring ID to get //Lord of the Flies//from the bookroom
 * Write a personal summary of an event that happened to you that consisted of the following:
 * What your id really wanted to do
 * What form of a super-ego tried to take over
 * What the ego sought to do as a balance between the id and the super-ego
 * What you ended up doing
 * Signed 3rd quarter gradesheet for 5 points Extra Credit, if desired
 * Tuesday, April 5**
 * Bookroom - //Lord of the Flies//
 * Characterization - all the details that the author gives to build a character for the reader
 * What he says
 * What he does
 * What he looks like
 * What others say about him
 * Preparation of T-chart -
 * Side 2 - Listed in a column, skipping 1 or 2 spaces in between.
 * p. 8
 * p. 9
 * p. 10...
 * p. 14
 * //Lord of the Flies -//p. 5 - Details about setting, what happened before the beginning of the story
 * **Homework**-
 * On the T-chart, after reading each page of the novel - list at least 10 characterization details for Piggy and 10 for Ralph.
 * On the reverse side of the T-chart paper, title the page, "Don't Get It." After reading each page, write down at least 2 questions about things on the page that you did not understand or "get." These will serve as the basis for the group discussion on Wednesday.
 * LRC to edit with the Edit Sheet
 * Wednesday, April 6**
 * Group discussion of "Didn't Get It" questions and/or quiz
 * Reading Minutes and Journaling
 * Homework - Read //Lord of the Flies//, pages 15-21, for a Quick Quiz
 * Thursday, April 7**
 * **Homework -** //Lord of the Flies//**,** pages 22-27
 * Friday, April 8**
 * **Homework** - __For Tuesday__, read //Lord of the Flies//, pages 28-52 (Chapters 2-3)

Week of April 4, 2011
**Monday, April 4**
 * Third Quarter Gradesheeets
 * Return Research Papers and Comments
 * Reflections on the Research Process
 * Psychology of //Lord of the Flies -// The Id, the Ego, and the Super-ego[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/The_Psychology_behind_Lord_of_the_Flies.doc"]] [|The_Psychology_behind_Lord_of_the_Flies.doc]
 * **Homework -**
 * Bring ID to get //Lord of the Flies//from the bookroom
 * Write a personal summary of an event that happened to you that consisted of the following:
 * What your id really wanted to do
 * What form of a super-ego tried to take over
 * What the ego sought to do as a balance between the id and the super-ego
 * What you ended up doing
 * Signed 3rd quarter gradesheet for 5 points Extra Credit, if desired
 * Tuesday, April 5**
 * Bookroom - //Lord of the Flies//
 * Characterization - all the details that the author gives to build a character for the reader
 * What he says
 * What he does
 * What he looks like
 * What others say about him
 * Preparation of T-chart -
 * Side 2 - Listed in a column, skipping 1 or 2 spaces in between.
 * p. 8
 * p. 9
 * p. 10...
 * p. 14
 * //Lord of the Flies -//p. 5 - Details about setting, what happened before the beginning of the story
 * **Homework**-
 * On the T-chart, after reading each page of the novel - list at least 10 characterization details for Piggy and 10 for Ralph.
 * On the reverse side of the T-chart paper, title the page, "Don't Get It." After reading each page, write down at least 2 questions about things on the page that you did not understand or "get." These will serve as the basis for the group discussion on Wednesday.
 * LRC to edit with the Edit Sheet
 * Wednesday, April 6**
 * Group discussion of "Didn't Get It" questions and/or quiz
 * Reading Minutes and Journaling
 * Homework - Read //Lord of the Flies//, pages 15-21, for a Quick Quiz
 * Thursday, April 7**
 * **Homework -** //Lord of the Flies//**,** pages 22-27
 * Friday, April 8**
 * **Homework** - __For Tuesday__, read //Lord of the Flies//, pages 28-52 (Chapters 2-3)

Week of April 11, 2011

 * Monday, April 11**
 * //Lord of the Flies//- video segments
 * **Homework -** p. 28-52 for 1 question per page quiz
 * Tuesday, April 12**
 * FAQs?
 * Quiz - 1 question per page, 28-52
 * **Homework** - Quiz on pink //Lord of the Flies//Overview (Period 7)
 * For Thursday, p. 53-69[[file:Overview handout.apr11.doc]]
 * Wednesday, April 13**
 * Quiz on Overview pages (Per 7)
 * Reading Minutes and Journaling
 * Chapter questions (Ch. 4-5) as you read?
 * **Homework**-
 * Quiz on pink //Lord of the Flies//Overview (Period 3)
 * Read p. 53-69
 * 5 discussion questions per chapter 4 and 5 (p. 53-69) for Thursday's Socratic Circle
 * 2 questions, 2 comments
 * Thursday, April 14**
 * Socratic Circle - 5 discussion questions per chapter 4 and 5 (p. 53-69)
 * 2 questions, 2 comments
 * Homework - Read p. 70-80
 * Friday, April 15**
 * Reading Minutes and Journaling
 * **Homework** - __For Tuesday, April 19__ - Read p. 81-100

Week of April 18, 2011

 * Monday, April 18**
 * Literal Meaning/text/surface story
 * Figurative Meanings/subtext/deeper meaning
 * p. 65
 * Literal - Jack and Ralph confront each other, representing hunting and excitement for killing vs. order and common sense
 * Figurative -
 * anarchy vs. civilization, savagery vs. humanity,
 * war vs. peace
 * p. 66-67
 * Literal - Jack caring only hunting and killing; Ralph caring only about the fire and rescue
 * Figurative -
 * superego and ego vs. id
 * war vs. anti-war supporters
 * p. 78
 * Literal - Piggy telling Ralph that there is nothing to fear unless it is fear of people
 * Figurative -
 * fear that the id will beat out the ego, with no power by the superego
 * countries and cultures fearing each other
 * p. 88-89
 * Literal - Piggy asking for a sign from the grownups about what to do now/sign sent from the adult world in the form of the parachutist pilot
 * Figurative - confidence the adults are more mature and sophisticated at finding compromise whereas the sign is, ironically, of wartime
 * **Homework** - Read //Lord of the Flies//, p. 81-100, closely to explain the literal and figurative meanings of specific quotes
 * Tuesday, April 19**
 * Determing Literal and Figurative meanings
 * [[file:Literal and Figurative Meanings p. 82-100.apr11.doc]]
 * Quotes - individual, small groups, reporting out onto chart paper
 * **Homework -**For Thursday:
 * Read p. 101-119
 * Dialectical Journal (literal and figurative meanings) for pages 101-119.[[file:Dialectical Journal Ch. 7-8 (p. 101-119).apr11.doc]]
 * Wednesday, April 20**
 * Reading and Journaling
 * Dialectical Journal for pages
 * Homework - For Thursday:
 * Read p. 101-119 (Chapter 7 and part of Chapter 8)
 * Dialectical Journal - Summary of pages 101-119 (green - look at the 2 indicated pages at a time)
 * Thursday, April 21**
 * Video segments
 * Homework - For Tuesday:
 * Read pages 120-142 (Chapter 8-9)
 * Dialectical Journal - Quotes and Interpretations for p. 120-142 (pink - look at the 2 indicated pages at a time) [[file:Dialectical Journal Ch. 8-9 (p. 120-142.apr11.doc]]
 * Friday, April 22**
 * **No School for Students - Institute Day**

Week of May 2, 2011
 * Monday, May 2**
 * Questions about Chapter 12, p. 169-185?
 * Video - //Lord of the Flies//
 * **Homework -**
 * Finish Reading p. 169-185 for details to be used in a short essay written in class on Tuesday
 * Unit Test on Friday
 * Tuesday, May 3**
 * Questions about Chapter 12, 169-185?
 * Figurative Language - Simile, metaphor, personification, hyperbole
 * Short in-class essay writing on pages 169-185
 * **Homework** - "Figurative Language in //Lord of the Flies// worksheet (pink)[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Literal+and+Figurative+Meanings+p.+82-100.apr11.doc"]] [|Literal and Figurative Meanings p. 82-100.apr11.doc]
 * Wednesday, May 4**
 * Finish //Lord of the Flies//, p. 185-187. The Rescue.
 * symbolism of the naval officer and the culture he represents
 * Figurative Language transparency and worksheet questions
 * Reading Minutes/Journaling
 * **Homework** - Night 2 for "Figurative Language in //Lord of the Flies// worksheet (pink)
 * Thursday, May 5**
 * Test Preparation - 4 worksheets from Lord of the Flies: Questions from Chapers 1-6 (gold), Literal and Figuratvive Meanings (blue), Dialectical Journal - Chapters 6-7 (green), Dialectical Journal - Chapters 8-9 (pink)
 * Small groups to compile answers to Chapter 1-12 questions (white) to prepare for Friday's test [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Study+questions.Ch+10-12.may11.doc"]] [|Study questions.Ch 10-12.may11.doc]
 * **Homework** - Study 5 worksheets and classnotes for the test
 * Friday, May 6**
 * Lord of the Flies test
 * Reading Minutes/Journaling

**﻿**// Lord of the Flies //// Reading Schedule //
Fri. 4/29 for Tues. 5/3 for Tues. 5/3 p. 169-185

Monday 5/2 for Tues. 5/3 p. 185-187

Tuesday 5/3

**Monday, May 9**
 * ==Week of May 9, 2011==
 * **End of video:** //Lord of the Flies//
 * Differences between the film and the book
 * Spelling Pretest - Keeping or Dropping the Silent e
 * **Homework** - none
 * Tuesday, May 10**
 * Finish correcting peer's pretest
 * Lesson - [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://stceschmidt.wikispaces.com/file/view/Suffixes+and+Silent+E+words.may11.doc"]] [|Suffixes and Silent E words.may11.doc]
 * When a suffix beginning with a consonant is added to a word with a silent e, keep the e and add the suffix.
 * When a suffix beginning with a vowel is added to a word wth a silent e, drop the e and add the suffix.
 * Begin Today's Effects of Growing Technology "There Will Come Soft Rains" by Ray Bradbury
 * **Homework**-
 * Complete the Spelling Worksheet
 * Test - Friday: Words and the Rule/Generalization
 * Wednesday, May 11**
 * Questions about Spelling Worksheets? Mnemonic devices?
 * Reading Minutes and Journaling
 * **Homework**-
 * Spelling - Parent Practice test by Friday - Have a parent/guardian or other adult read you the 25 spelling words, then write down the Silent E Rule. Correct the words and rule carefully. Have the adult sign the Practice Test. Study the words you have continued to misspell.
 * Writing -
 * Think of an invention do you have that you could not live without.
 * Prewriting - List 5 advantages and 5 disadvantages of this invention to you or the people around you, including society in general.
 * Drafting - Use your prewriting to write 2 paragraphs, one for advantages and one for disadvantages.
 * Each paragraph should have its own topic sentence, one for advantages and one for disadvantages.
 * Explain the advantages using cycles (idea/advantage, explain it, For example, relate it) with good specific details.
 * Proofread, edit!!!
 * Thursday, May 12**
 * "There Will Come Soft Rains, " blue Literature book (online) -p. 306-313. Listen to the story if you wish by clicking the megaphone icon in the top right corner of the screen.
 * How far did Bradbury's imagination go?
 * **Homework -**
 * Parent Practice test as for Wednesday's homework (if not already turned in)
 * Study/practice writing/self-test on writing the rule itself, the 25 words, and the exceptions.
 * Friday, May 13**
 * Techology videos: yesterday and today
 * List observations that connect the videos with the story
 * **Homework** - Finish writing up your best 5 observations from the videos that helped you understand the story more clearly.

Week of May 16, 2011
Monday, May 16 * Online sources for the short story and poem: * Ray Bradbury's short story, "There Will Come Soft Rains" can be found at [] * Review themes in Bradbury's short story and Sara Teasdale's poem, "There Will Come Soft Rains" - about human nature? about technology? about the future of mankind? about the future of nature? purpose of technology? effects of technology? Write them in classnotes. View /videos about technology and our future: * "Microsoft's House of the Future." Afterwards, write down any thoughts, positive or negarive, about ideas presented in the video. (See themes above). [] * **Homework ** - List any 4 general ideas (Prewriting) that you got from the short story, the poem, and the 3 videos. These can be the themes you listed above or your ideas and reactions to the videos. From your prewriting, write a 4-cycle paragraph, explaining what the concepts and ideas in "There Will Come Soft Rains" mean to you.
 * The poem by Sara Teasdale can be found at []
 * "There Will Come Soft Rains," an American's interpretation of Bradbury's short story. Afterwards, write down any reactions, positive or negative, about ideas presented in the video. Write them in classnotes. []
 * "There Will Fall Soft Rains," a Soviet's interpretation of the story. Afterwards, write down any reactions, positive or negative, about ideas presented in the video. Write them in classnotes. []

<span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**Tuesday, May 17** * Effects of Technology on Society and Freedom <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Homework **- * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Finish "Harrison Bergeron." === === <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**Wednesday, May 18** * Return previous assignments and tests - self-reflection > For each of these things, list handicaps that could prevent you from being successful.
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Kurt Vonnegut: "Harrison Bergeron." Textbook p, 34-40 (Textbook's story available online. Return to the Home page to see "Accessing the Textbook Online").
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">In complete sentences, answer each blue and red margin question A-K on pages 34-40. For A and K, give 5 details for each response.
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">"Harrison Bergeron" theme - Government control over the individual
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Reading Minutes
 * **<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Homework **- * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">List 5 things that you are good at or can do confidently.

<span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**Thursday, May 19** * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Who is in control? Thought Questions - small groups <span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: underline; vertical-align: auto;"> [|Thought Questions for 3 Technology Stories.doc] * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">"There Will Come Soft Rains" - How do humans control technology? How does technology control humans? Without humans, would technology die? Without technology, would humans die? Can humans stop using technology once they have become dependent on it? How do individuals get control back once they have lost it? > <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">* <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">"Harrison Bergeron" - In what ways should all individuals be the same? Who decides? How can the control of many be placed in the hands of a few? When we stop thinking, how do we give up control? With every new piece of technology, how do we lose a little more control of our own lives? * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Listen to Ray Bradbury's "The Veldt" - Highlight phrases that mention new technology. Underline phrases that mention a loss of the parents' control.
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Homework ** - Continue reading "The Veldt" through the break on page 4. Highlight every phrase that mentions new technology. Underline every phrase that mentions a loss of the parents' control. <span style="background-color: transparent; color: #810081; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: underline; vertical-align: auto;">[]

<span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**Friday, May 20** * Reading Minutes <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">**<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Homework **- <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">* <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Finish reading "The Veldt." Highlight every phrase that mentions new technology. Underline every phrase that mentions a loss of the parents' control. <span style="background-color: transparent; color: #0000ff; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: underline; vertical-align: auto;"> [|Think - Bradbury and Vonnegut.may11.doc] ** ===<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Complete the "Thinking" handout for Bradbury's and Vonnegut's stories ===
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Discuss ideas in "The Veldt." What did you learn about the gain or loss of control? Comprehension of the story details.
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Continue listening to "The Veldt."

Week of May 23, 2011 -

 * Fourth Quarter Planners due - Thursday, May 26**


 * Fourth Quarter Binders/Notebooks/Folders due - Friday, May 27**

<span style="background-color: transparent; color: #810081; font-family: Times New Roman; font-size: 16px; text-decoration: underline; vertical-align: auto;">[] <span style="background-color: transparent; color: #810081; font-family: Times New Roman; font-size: 16px; text-decoration: underline; vertical-align: auto;">[] <span style="background-color: transparent; color: #810081; font-family: Times New Roman; font-size: 16px; text-decoration: underline; vertical-align: auto;">[]
 * Last Day for Late Work - Friday, May 27 Late Slips collected - Friday, May 27**
 * Monday, May 23**
 * Discussion - Purpose of Chapter 15 - Nunkie. Purpose of Chapter 16 - Mrs. Turner
 * Purpose of Chapter 17 - Unity of the quarters.
 * **Homework** - Chapter 17 - p.147-153
 * Tuesday, May 24**
 * Personification of Lake Okechobee - p. 158 "...the monster," p. 159 "...got madder and madder," p. 161 "monstropolous beast"
 * Visual Personification of Japanese tsunami -
 * Reading Minutes
 * **Homework** - Read p. 154-161. Underline or highlight //every// word or phrase that indicates fear, panic, or violence.
 * Wednesday, May 25**
 * Dialogue - Janie and Tea Cake's relationship
 * Homework - Read p. 162-167. 10-point Quick Quiz question
 * Thursday, May 26**
 * Locker Clean-out
 * 10-point Quick Quiz Question on p. 162-167.
 * Planner Check
 * Reading Minutes
 * **Homework** - Read 168-175.
 * Friday, May 27**
 * Metaphor - Death "Him-with-the-square-toes"
 * Video Day
 * Hurricane photos - Lake Okechobee
 * **Homework** - Read p. 176-189

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