Wednesday, December 16, 2009

Thursday December 17



Thanks to all for making Ms. Anderson's last day a special one.

Now: over the break you will begin reading Richard Kim's Lost Names. These are your copies to keep and to write on. I am handing out the first three chapters to read.

For each chapter you are to write a minimum of a 100 word grammatically correct detailed summary. These are due Monday January 4th, the first day back. This term is very short, so please do not fall behind.

Monday, December 14, 2009

Tuesday, December 15, 2009

It's a NEW Day - - Time to Film

We shall continue filming our alternative ending of Shakespeare's Taming of the Shrew!!!

BE READY TO ACT!
BE READY TO ACT!
BE READY TO ACT!
BE READY TO ACT!
BE READY TO ACT!
BE READY TO ACT!

If you have any questions, please don't hesitate to contact me at anderson.n.ashleyteach@gmail.com.

Thursday, December 10, 2009

Friday, December 11, 2009

Let's put the "pen to the paper" and start developing our "alternate" ending to Shakespeare's Taming of the Shrew!!!!

Wednesday, December 9, 2009

Thursday, Decemeber 10, 2009

We shall review some of our notes from yesterday's comparison between the Shakespeare's Taming of the Shrew (movie/play) and the major motion picture 10 Things I Hate About You.

We shall begin reading Act IV of Taming of the Shrew!

Some questions to examine:

1. Why does Grumio arrive ahead of Petruchio and Kate?

2. How was their journey from Padua?

3. What do Kate and Petruchio eat when they arrive?

4. Why does Petruchio reject the mutton?

5. What plan does Petruchio concoct to tame Kate after he rejects their meal?

6. Why does Tranio swear not to court Bianca?

7. What is the taming school to which Tranio refers?

8. Why is origin of the pedant important to Tranio?

9. Why does the pedant offer to play the part of Vincentio while in Padua?

Monday, December 7, 2009

Tuesday, December 8, 2009

Let's finish reading Act III, Scene II of Shakespeare's Taming of the Shrew!

We will discuss and answer questions about Act III!

We will have the option of watching:

(Elizabeth Taylor version) Taming of the Shrew

(Modern Day Version) 10 Things I Hate About You

The Class Decides!!!

Sunday, December 6, 2009

Monday, December 7, 2009

We shall finish reading ACT III of Shakespeare's Taming of the Shrew.

Think about the following questions:

1. What does Cambio recite to Bianca?

2. Assess Lucentio’s control of Latin.

3. What lesson does Hortensio give to Bianca?

4. Why does Hortensio lose interest so suddenly in Bianca?

5. Why is Kate upset on her wedding day?

6. Why does Petruchio arrive underdressed for his own marriage?

7. What happens during the ceremony?

8. Why does Petruchio insist that he must leave immediately?

9. To which poet does Shakespeare allude in Petruchio’s speech about a wife’s duty to her husband?

Thursday, December 3, 2009

Friday, December 4, 2009

Let's read Act III's Shakespeare's Taming of the Shrew!

We will also watch a portion of the play!

- - - -

Looking forward to creating our own Taming of the Shrew movies!!!

Wednesday, December 2, 2009

Thursday, December 3, 2009

WE SHALL READ ACT III!

WE SHALL TAKE A QUICK Vocabulary Quiz!!!

English I – SAT Vocabulary Quiz 1

Write a definition for five of the words listed below:

Benefactress
Effervescent
Supercilious
Brandish
Ameliorate
Philanthropist
Beneficial
Disabuse
Pessimist
Benevolent
Benediction
Bequest

Word 1: __________________________
Definition: ______________________________________________________________________
Word 2: __________________________
Definition: ______________________________________________________________________
Word 3: __________________________
Definition: ______________________________________________________________________
Word 4: __________________________
Definition: ______________________________________________________________________
Word 5: __________________________
Definition: ______________________________________________________________________

Create three sentences using three (3) or four (4) words you did not use above.
1. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. _______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Tuesday, December 1, 2009

Wednesday, December 2, 2009

We shall play our BATTLE of the SEXES GAME!

We will read/watch Act III of Taming of the Shrew!

Thursday, December 3rd we will have a VOCABULARY QUIZ!!!

Monday, November 30, 2009

WE WILL REVIEW THE FOLLOWING WORDS TO PREPARE FOR OUR QUIZ ON THURSDAY, DECEMBER 3RD!

English I – SAT Vocabulary Words
Prepare for quiz on Thursday, December 3, 2009
Study the following words and know the definitions for each!!!

Disabuse - to rid of false ideas, enlighten, free from error

Philanthropist - a person known for generosity, a humanitarian

Pessimist - a person for having a gloomy outlook on life

Ameliorate - to make better, improve

Benefit - n. an advantage; as, the job has fringe benefits

Benefiter - n. one who benefits; as the employee is the benefiter

Beneficial - adj. wholesome; as, bathing is beneficial

Benefactor - n. one who benefits others

Benefaction - n. a gift; a donation

Benefactress - n. a female benefactor

Benedict - n. a male name which means "blessed"

Benediction - n. a blessing

Benefice - n. the gift of an income to a priest of a church

Benevolent - adj. being good hearted; a well-wisher

Beneficiary – n. a person or group that receives benefits, profits, or advantages

Effervescent - to give off bubbles and thus be bubbly; exuberant

Brandish - to shake or wave in a menacing manner

Bequest - something left to an heir in a will

Supercilious - thinking you are above others, arrogant, haughty (Prefixes - Super - - above)

______________________________________________________________________________________

WE WILL ALSO PERFORM OUR WORKS IN CLASS FROM ACT II!

WE WILL WATCH PARTS OF ACT II, SCENE I - - THE EXCHANGE BETWEEN KATE AND PERTRUCHIO!

Sunday, November 29, 2009

Monday, November 30, 2009

WE WILL HAVE A SAT VOCABULARY QUIZ ON THURSDAY, DECEMBER 3, 2009!

WE WILL HAVE A SAT VOCABULARY QUIZ ON THURSDAY, DECEMBER 3, 2009!

WE WILL HAVE A SAT VOCABULARY QUIZ ON THURSDAY, DECEMBER 3, 2009!

WE WILL HAVE A SAT VOCABULARY QUIZ ON THURSDAY, DECEMBER 3, 2009!

Monday, November 30, 2009

Today we will complete our worksheet on Act II of Taming of the Shrew (Shakespeare).

Act II Questions

Answer the following questions.

1. In what ways does Kate attack Bianca? How does Bianca respond? What does this tell us about the characters?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Do you think Kate and Petruchio enjoy their first meeting? Why or why not?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What evidence can you give to support the view that Kate and Petruchio are well matched, even though they spar verbally and appear to be hostile to one another when they first meet?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Is Petruchio attracted to Kate, or is he merely interested in her because she is wealthy?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. When he gives Baptista an account of Kate’s behavior, Petruchio is not entirely honest. Analyze the speech that begins, “Be patient, gentlemen, I choose her for myself,” and show how Petruchio is both clever and ironic in what he says.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Select one of the following passages, either the exchange between Petruchio and Katherine or a monologue by Petruchio and re-write it. Your re-written work should reflect the overall idea of the passage and it should your understanding of the passage. You will have the option to perform your work in class with a partner or alone.

Passage One:
Petruchio: Come, come, you wasp, i’faith you are too angry.
Katherine: If I be waspish, best beware my sting.
Petruchio: My remedy is then to pluck it out.
Katherine: Ay, if the fool could find where it lies.
Petruchio: Who knows not where a wasp does wear his sting? In his tail.
Katherine: In his tongue.
Petruchio: Whose tongue?
Katherine: Yours, if you talk of tales, and so farewell.
Petruchio: What, with my tongue in your tail?
(Act II. Scene i. Lines 207–214)
Or

Passage Two:
Thus in plain terms: your father hath consented
That you shall be my wife, your dowry ‘greed on,
And will you, nill you, I will marry you.
Now Kate, I am a husband for your turn,
For by this light, whereby I see thy beauty—
Thy beauty that doth make me like thee well—
Thou must be married to no man but me,
For I am he am born to tame you, Kate,
And bring you from a wild Kate to a Kate
Conformable as other household Kates.
Here comes your father. Never make denial.
I must and will have Katherine to my wife.
(Act II. Scene i. Lines 261–272)

Sunday, November 22, 2009

Monday, November 23, 2009

We will continue our journey with Shakespeare's Taming of the Shrew!

We are up to Act II!

In class, we will summarize Act II and answer the following questions as a class:


1. In what ways does Kate attack Bianca? How does Bianca respond? What does this tell us about the characters?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Do you think Kate and Petruchio enjoy their first meeting? Why or why not?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


3. What evidence can you give to support the view that Kate and Petruchio are well matched, even though they spar verbally and appear to be hostile to one another when they first meet?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Is Petruchio attracted to Kate, or is he merely interested in her because she is wealthy?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. When he gives Baptista an account of Kate’s behavior, Petruchio is not
entirely honest. Analyze the speech that begins, “Be patient, gentlemen, I choose her for myself,” and show how Petruchio is both clever and ironic in what he says.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Select one of the following passages, either the exchange between Petruchio and Katherine or a monologue by Petruchio and re-write it. Your re-written work should reflect the overall idea of the passage and it should your understanding of the passage. You will have the option to perform your work in class with a partner or alone.

Passage One:

Petruchio: Come, come, you wasp, i’faith you are too angry.
Katherine: If I be waspish, best beware my sting.
Petruchio: My remedy is then to pluck it out.
Katherine: Ay, if the fool could find where it lies.
Petruchio: Who knows not where a wasp does wear his sting? In his tail.
Katherine: In his tongue.
Petruchio: Whose tongue?
Katherine: Yours, if you talk of tales, and so farewell.
Petruchio: What, with my tongue in your tail?
(Act II. Scene i. Lines 207–214)
Or

Passage Two:

Thus in plain terms: your father hath consented
That you shall be my wife, your dowry ‘greed on,
And will you, nill you, I will marry you.
Now Kate, I am a husband for your turn,
For by this light, whereby I see thy beauty—
Thy beauty that doth make me like thee well—
Thou must be married to no man but me,
For I am he am born to tame you, Kate,
And bring you from a wild Kate to a Kate
Conformable as other household Kates.
Here comes your father. Never make denial.
I must and will have Katherine to my wife.
(Act II. Scene i. Lines 261–272)

Friday, November 20, 2009

Friday, November 20, 2009

Today in class we added more words to our SAT sheet. Those words are:

1. Disabuse - to rid of false ideas, enlighten, free from error

2. Philanthropist - a person known for generosity, a humanitarian

3. Pessimist - a person for having a gloomy outlook on life

4. Ameliorate - to make better, improve

We also discussed a Character Sheet to get more background on the characters in Taming of the Shrew.

Thursday, November 19, 2009

Thursday, November 19, 2009

As a class, we reviewed and added various vocabulary words to our SAT list.

Wednesday's Words Were:
1. Benefit - n. an advantage; as, the job has fringe benefits
2. Benefiter - n. one who benefits; as the employee is the benefiter
3. Beneficial - adj. wholesome; as, bathing is beneficial
4. Benefactor - n. one who benefits others
5. Benefaction - n. a gift; a donation
6. Benefactress - n. a female benefactor
7. Benedict - n. a male name which means "blessed"
8. Benediction - n. a blessing
9. Benefice - n. the gift of an income to a priest of a church
10. Benevolent - adj. being good hearted; a well-wisher

Add
Beneficiary
Benefiber

Thursday's Words:
1. Effervescent - to give off bubbles and thus be bubbly; exuberant
2. Brandish - to shake or wave in a menacing manner
3. Bequest - something left to an heir in a will
4. Supercilious - thinking you are above others, arrogant, haughty (Prefixes - Super - - above)

Homework: Think about the first time you experienced "love at first sight". If you have not experienced "love at first sight," think about a friend or someone you know who have experienced this feeling.

Tuesday, November 17, 2009

Classwork:

Using the root "bene" create a list of 10(ten) words.
This is a SAT Preparation exercise.

As a class, we will read, listen, and watch Shakespeare's Taming of the Shrew.

For those who were absent, here are some notes:

Act One, Scene One
http://www.sparknotes.com/shakespeare/shrew/section2.rhtml

Act One, Scene Two
ttp://www.sparknotes.com/shakespeare/shrew/section3.rhtml

Wednesday, November 18, 2009

Classwork:

Using the root "bene" construct a list of ten (10) words.

As a class, we will begin reading, watching, and listening Shakespeare's Taming of the Shrew. We will begin at Act One, Scene One.

For those who were absent, below are links to notes:

Act One, Scene One

Act One, Scene Two

Monday, November 16, 2009

Tuesday, November 17

We will complete the following worksheet!

Shakespeare’s The Taming of the Shrew
Theatrical Elements and Terms

What are your initial reactions to the word shrew?


Webster’s Definition of Shrew: ____________________________________________________________________________________
____________________________________________________________________________________

What images do you get from the word taming?



Webster’s Definition of Tame:
____________________________________________________________________________________
____________________________________________________________________________________

Theatrical Elements
Commedia dell’arte is a form of ___________________________ theatre.




Stock Characters:
Write descriptive words or images next to each word. Use the pictures from the slide show to develop descriptive words.

• Sweet and innocent lover-juvenile
• Male lover
• Female lover
• Stingy old man-Pantaloon
• Braggart soldier
• Befuddled parents
• Impertinent servants
• Tricksters

Other Vocabulary:
(We will read and discuss each vocabulary word to complete the definition)
1. Play within a Play
2. Use of Disguises
3. Love at first sight
4. Fluid action
5. Asides
6. Soliloquy
7. Induction

Monday November 16

Ms. Anderson is working with the class for the next four weeks. However, the blog will continue with current classwork and assignments.

Today: students collect Shakespeare's Taming of the Shrew, the Folger edition. Make sure you pick up a copy, if you were absent.

In class work: handout on "You, Society and Expectations" Pick up a copy.

Homework: Due Tuesday November 17
Journal assignment: please write on a sheet of paper. This will be returned in your folder. This is a graded assignment, for which you are responsible, whether or not you are in class.

In a paragraph or two (at least 50 words) answer the following: What could make a teacher expect unfair or uncomfortable behavior from you?

Thursday, November 5, 2009

Friday November 7

HOMEWORK for Monday: read chapters 8 through 12 for Monday

1. Shawn describes what it's like to have a seizure. How does he feel about his seizures? Did this suprise you? Why or why not? Have you ever had experience with someone having a seizure?

2. This chapter is about school. What is his father's opinion about school for kids like Shawn? Do you agree or disagree? Why?

Monday November 9

Homework for Tuesday: read chapters 13 and 14



What does Mom tell Cindy and Paul? This chapter focusses on Cindy and Paul.
How do they feel about their brother? their father? how Shawn's condition has affected their lives?

Thursday 5 November

HOMEWORK: read chapters 6 and 7 for Friday
In class writing.

1. Shawn thought he knew about death from watching TV, but something happens that changes his feelings. What happened? How does he feel about death now?

2. Why does Shawn think his Dad wants to kill him? Do you have any ideas about how Shawn feels about his Dad?

Sunday, November 1, 2009

Wednesday November 4

Terry Trueman was told by his high school creative writing teacher that he had the talent to be a writer. He attended the University of Washington, where he received his B.A. in creative writing. He also has an M.S. in applied psychology and an M.F.A. in creative writing, both from Eastern Washington University. But it was not until he was in his late 40s that he gave serious thought to writing Stuck in Neutral, a Printz Honor recipient. His other books, very popular with teen readers, include Inside Out, Cruise Control and No Right Turn


We are reviewing the below information as background material for Stuck in Neutral.

You have new folders. All daily assignments will be kept in here.
1. List five things you know about cerebral palsy

2. What is Shawn's good news?
What is Shawn's bad news?
HOMEWORK:
read chapters 4 and 5 for Thursday

What is Cerebral Palsy?
The term cerebral palsy refers to any one of a number of neurological disorders that appear in infancy or early childhood and permanently affect body movement and muscle coordination but don’t worsen over time. Even though cerebral palsy affects muscle movement, it isn’t caused by problems in the muscles or nerves. It is caused by abnormalities in parts of the brain that control muscle movements. The majority of children with cerebral palsy are born with it, although it may not be detected until months or years later. The early signs of cerebral palsy usually appear before a child reaches 3 years of age. The most common are a lack of muscle coordination when performing voluntary movements (ataxia); stiff or tight muscles and exaggerated reflexes (spasticity); walking with one foot or leg dragging; walking on the toes, a crouched gait, or a “scissored” gait; and muscle tone that is either too stiff or too floppy. A small number of children have cerebral palsy as the result of brain damage in the first few months or years of life, brain infections such as bacterial meningitis or viral encephalitis, or head injury from a motor vehicle accident, a fall, or child abuse.
Is there any treatment?
Cerebral palsy can’t be cured, but treatment will often improve a child's capabilities. Many children go on to enjoy near-normal adult lives if their disabilities are properly managed. In general, the earlier treatment begins the better chance children have of overcoming developmental disabilities or learning new ways to accomplish the tasks that challenge them. Treatment may include physical and occupational therapy, speech therapy, drugs to control seizures, relax muscle spasms, and alleviate pain; surgery to correct anatomical abnormalities or release tight muscles; braces and other orthotic devices; wheelchairs and rolling walkers; and communication aids such as computers with attached voice synthesizers.
What is the prognosis?
Cerebral palsy doesn’t always cause profound disabilities. While one child with severe cerebral palsy might be unable to walk and need extensive, lifelong care, another with mild cerebral palsy might be only slightly awkward and require no special assistance. Supportive treatments, medications, and surgery can help many individuals improve their motor skills and ability to communicate with the world.
What research is being done?
Researchers are investigating the roles of mishaps early in brain development, including genetic defects, which are sometimes responsible for the brain malformations and abnormalities that result in cerebral palsy. Scientists are also looking at traumatic events in newborn babies’ brains, such as bleeding, epileptic seizures, and breathing and circulation problems, which can cause the abnormal release of chemicals that trigger the kind of damage that causes cerebral palsy. To make sure children are getting the right kinds of therapies, studies are also being done that evaluate both experimental treatments and treatments already in use so that physicians and parents have valid information to help them choose the best therapy.

Monday November 2

In class work: sharing of the scripts. Good job, folks!

We are picking up the book Stuck in Neutral by Terry Trueman. You are responsible for reading the first three chapters for Wednesday.

Wednesday, October 28, 2009

Wednesday October 28

We are in the library computer lab Wednesday, Thursday and Friday.
See assignment below. This is due at the close of class on Friday.
English I Dramatic script for The Odyssey
Please bring your flash drive in, if you wish to work on this at home.
Choose from one of the following scenes and create a dialogue. This should follow a narrative structure; that is a beginning, conflict and denouement (closure). The information should be vivid. Let your characters use lots of adjectives and active verbs. Include descriptive setting details. You may use your books for inspiration.

1. A conversation between Odysseus and Calypso, where he is trying to convince her to let him go, while she works equally hard to get him to stay.

2. A conversation between Penelope and Odysseus, where she explains her loneliness and frustrations over the years, while he explains some of his trials to get home.

3. A conversation between Odysseus and Telemachus, the father relating some of what he experienced and his son, telling of his life without his father and what he wanted now for the future.

The following is a model for your dialogues. Note that the lines are single spaced within for each character’s words, but double spaced between characters. Use size 12 font; times New Roman

Setting: (Be descriptive. Where are the characters exactly? What can you tell the audience about their body language and emotions? What do we hear, smell? )

Character 1: (what is their body position; facial expression, tone of voice) ________________________________________________________________________________________________________________________________________________________

Character 2: __________________________________________________________________
____________________________________________________________________________

Character 1: __________________________________________________________________
____________________________________________________________________________

Monday, October 26, 2009

Monday October 26

we are finishing the film today.

Tomorrow: final exam on The Odyssey.

Thursday, October 22, 2009

Thursday October 22




Your homework from Monday was to read Three Women Watching and Mutiny and Murder.




Look at the images above, and on the sheet of paper on your desk. Discuss how they are applicable to these chapters.


1. cattle (think whose, what happened and the outcome)

2. weaving (think who, why)
HOMEWORK for Monday: read the last two chapters of The Odyssey- Poseidon's Revenge and A Husband for Penelope





Wednesday, October 21, 2009

Wednesday October 21

Second day of Benchmark assessment.

Make sure you have read the next two chapters of The Odyssey for tomorrow. See previous blog.

Tuesday, October 20, 2009

Tuesday / Wednesday October 20 and 21

Benchmark testing.

Sunday, October 18, 2009

Monday October 19




On Tuesday and Wednesday this week there are benchmark tests. Homework for Thursday- read the next two chapters: Mutiny and Murder and Three Women Watching.

Please respond to the following based upon your homework; use complete sentences.

1. Explain the following simile used to describe Circe: "Life with Cire was as sweet as Lotus fruit."

2. How long exactly have the men been gone from their wives and families?

3. Why does Odysseus tell Elpinor that he will go return and bury his body?


4. Name two previously-read occasions from The Iliad that demonstrate Ancient Greek death rituals. Be very specific. These can be examples of abuse or honor.


5. What information does Odysseus' mother impart to her son?

6. Teiresias is a blind oracle. We talked about the oracle of Delphi. What exactly is an oracle?

7. How was Odysseus able to listen to the Sirens, while his men's wits did "not fly overboard?"

8. Describe what happens when the men meet Charybdis and Scylla. (use complete sentences!)

Wednesday, October 14, 2009

Friday October 16

Don't forget the homework assigned yesterday for Monday: Alive Among the Dead and Beauties and Beasts.
in class: a look at The Fates and partnered discussion questions.


The Fates

The ancient Greeks thought that the divinities knew everything including what would happen in the future. The Fates laid out a plan for each person at birth that was fixed and unchangeable. The Fates carried out the divine plan of Zeus by drawing lots and tying the resulting allotments into threads of life for each mortal born. These threads are woven together, actually knotted at different points and in different ways. Then the fabric of life is cut off at death and the end of life for that mortal.

Begin thinking about the role of fate in The Odyssey. This is an important theme or main idea. Now what role does the concept (idea) of fate play in contemporary society? To what extent do people have control over their lives? What factors are involved?
Film excerpts shown.

Thursday October 15

In class: quiz on the ship parts.
5 questions from The Pig Woman. see below
Odyssey film clips.
HOMEWORK FOR MONDAY: read Alive Among the Dead and Beauties and Beasts. Expect a quiz

The Pig-Woman

Using your text, if necessary, answer the following.

Once again the theme of religious obligation appears. What must the Greeks do to honor their dead?

_____________________________________________________________________________

What were Odysseus’ men given to eat by the lilac-eyed woman?

_____________________________________________________________________________

Why is it that Odysseus is immune to the witch’s magic?

___________________________________________________________________________

What does Circe tell Odysseus is her fate?

___________________________________________________________________________

What is the agreed upon time that Odysseus will spend with Circe and for what reason will he stay?

_______________________________________________________________________________

Sunday, October 11, 2009

Wednesday October 14


As the the juniors are taking the PSATs today, there are school wide activities. However, anticipate a quiz on the parts of the Ancient Greek ship, such as Odysseus and his men travelled upon tomorrow. This is a review of Tuesday's in class work. Be able to identify: stern, prow / bow, where to find the rudder, meaning of painted eye, mast, starboard, port and name of type of ship.

Tuesday October 13

In class work: parts of Ancient Greek Ships: stern, bow / prow, starbord, port, rudder, mast, painted eye symbol.

HOMEWORK due Thursday October 15
read chapter 4 The Pig Woman
Quiz on ship parts Thursday October 15


chapter 3, The Brass Island and the Bag of the Winds, was your weekend assignment. Below is the in class assessment.

English I Chapter 3 from The Odyssey The Brass Island and the Bag of Winds assessment

The following are textual excerpts from The Brass Island. Read carefully and number them in chronological (time ) order.

________“Odysseus? But I have heard so much about you! Every ship that passes brings some news of Troy and its heroes….What are you doing so far from your three-island kingdom? The king of Aolia was hungry for news.

__________The Laestrygonians merely took the boat-prows in finger and thumb and twisted them over, tipping men and oars and amphoras and sheep…into the clear, green water….”The gods forgive me,” said Odysseus softly, “One ship left out of twelve.”

________ “What’s in the bag, Captain?”
“Treasure!” declared Odysseus delightedly.” “The best present any host could have given to a weary traveler. Nobody touch it, you hear?”

________ [The island] came out of the sea like a great inverted brass bucket—floating, bobbing, bound about with brass cliffs as high as the wall of Troy.

________ For King Lamus and all his Laestrygonians were cannibals. With great good humor, he crammed two sailors into his mouth and crunched on their bones and picked their leather clothing form between his teeth.

_________The eleven black ships, like splintered shards, spun away through the mist, driven hither and thither….As, in the siege of Troy, the warrior Achilles killed Prince Hector and dragged him by his heels, behind a chariot, three times round the walls of Troy, so the winds dragged Odysseus’ fleet three time round the ocean. …[Poseidon] plucked up his eight winds…and said, “Now listen, Polyphemus, my ugly son, and hear the first note of my revenge on Odysseus.” And his hand…took hold of the spinning fleet and hurled it…Against the brass wall of Aolia.

________ "Get away, Odysseus of Ithaca,” came the reply. “Get away from my spotless kingdom before the gods mistake me for a friend of yours. It’s plain to me that you have offended the immortals. You are a smell in the nose of Heaven that must be sneeze away.

________ “Someone take this tiller. I must sleep. I can’t stay awake another moment.”…Eurylochus leapt the length of the boat, all smiles, all helpfulness. “Let me, Captain.” …And while other men were standing up, exclaiming and pointing out familiar landmarks of home, Eurylochus eased just one of the seven fastening cords beside Odysseus’ sleeping head.

_______ "Last week, Zeus …quarreled with Poseidon. To punish him, Zeus confiscated from him the eight winds of the world, and put them in my safe-keeping for five days. The five days are up, but before I give Poseidon back his winds, why don’t I lend them to you, my dear Odysseus? I shall set just one free—the soft westerly breeze that will car you back home to Ithaca. If you keep all the rest safely penned up in the bag, they can’t hold you back or endanger you with storms and rough seas.”

________[They prayed] to Hera, the mother of the gods, and to Zeus. ..When they first saw the curving bays of Laestryonia reach out to them like welcoming arms, Odysseus believed that their prayers had been answered.

Friday, October 9, 2009

Friday October 8

In class: chapter 3 of The Odyssey. What we do not finish, please read over the weekend. Quiz on Tuesday.

Have a fun, safe weekend.

Wednesday, October 7, 2009

Thursday October 8

Fill in essay for Chapter 1 of the epic poem The Odyssey by Homer.


The following is a summary of the Odysseus’ encounter with the Cyclops Polyphemus. Where there is space, please fill in with a vivid adjective, adverb or active verb.

After Odysseus and his men had escaped from the ________________________ Lotus Eaters, where 50 of the men had been lulled into stupor and forgotten their responsibilities to their families after having eating the _______________________ fruit, the men came upon a mist-enshrouded island. They pulled their boats up onto the _______________________ beach. They were very hungry and only had wine to trade. Once again 50 men went off to explore the ___________________island. They came across some _______________________ sheep and a large wheel of cheese. Some of the men wanted to eat the cheese, but Odysseus pointed out that, according to the rules of hospitality, a host would offer it to them; so they would just introduce themselves to the host. To their surprise a _________________ creature with only one eye eventually entered the cave. The men were full of ____________________, and rightly so, for the Polyphemus, Poseidon’s son, ate two of the men and then closed the exit to the cave by rolling a __________________ boulder in front of the door. The men were trapped. They did, however, have the wine; so they proceeded to get the Cyclops _______________ drunk. Eventually, he fell into a _________________ sleep. At that point, Odysseus __________________his men to sharpen and oar and poke out the Cyclops only eye. Of course, the creature awoke screaming. Still the men could not escape, for they were unable to more the _________________ that still blocked door. Now it might seem that Polyphemus was simply a ____________________ monster, but he actually cared _________________ for his sheep and knew they had to be let out to eat the _______________________ grass each morning. Once again Odysseus had a ________________ idea: As the sheep were exiting the cave, a man would ride on the ______________________ underbelly of the animal. In that manner, they would be able to sneak past Polyphemus. This worked well. When Polyphemus petted his _________________ sheep, he was unaware that a ____________________ was hiding underneath. It seemed that Odysseus and his men would escape with only the loss of __________ men. However, Odysseus, while very clever and smart, was also known for his _______________, his excess pride. Once inside his ____________________ ship, he ________________ to Polyphemus his _________________ name. Now Poseidon, the Cyclop’s father, knew who had blinded his son, and as to be expected the ____________________ Odysseus and his men would suffer.

Wednesday October 7


In class work: Using formal grammar-that is no contractions or text language-write either a synopsis (chronological summary) of either Odysseus' encounter with the Lotus Eaters or Poseidon's son Polyphemus' son, the Cyclops. Be very detailed. Use active verbs and adjectives to describe the images of the setting and the feelings of the characters.

Tuesday, October 6, 2009

Tuesday October 6

Questions based upon last night's homework, which was to read chapter 2, The Sea God's One-Eyed Son.

1. What do Odysseus' men bring onto the island in hopes to trade for food with its inhabitants?

2. According to Odysseus, what do the laws of hospitality demand?

3. What poetic device is used in the following?
[The sheep] were the size of buffalo, fleecy as the bales of flax shipped ...on the great ships of Crete."

4. What name does Odysseus give to the Cyclop's Polyphemus?

5. Describe in complete sentences how Odysseus and his men are able to escape Polyphemus.

6. Who is Polyphemus' father?

Sunday, October 4, 2009

Monday October 5


Quiz based upon your weekend assignment, which was to read chapter1, Yearning for Home from Homer's Odyessy.
Using your text, answer the following.
1. Name the three islands that make up Odysseus' kingdom.
2. Who is Odysseus' wife?
3. Who is Odysseus' son?
4. What poetic device is being used in the following?
...like cygnets behind their swan.
Strewn like flotsman.
5. What happens when Odysseus' men eat the fruit of the Lotus Eaters?
6. How were the men who ate the fruit able to be rescued?
HOMEWORK: for Tuesday read The Sea God's One-Eyed Son.

Friday, October 2, 2009

Friday October 2

In class: final assessment on myth projects and The Iliad.

Homework: read chapter 1 of The Odyssey
quiz on this material Monday.

Thursday, October 1, 2009

Thursday October 1

Remember: test tomorrow on the myths and Homer's The Iliad. Everything you need to know is on the review sheets I gave you yesterday. If you misplaced them, check yesterday's blog.
Today: the fall of Troy

Wednesday, September 30, 2009

Wednesday September 30

You are working on the accompanying material of The Iliad for scenes 8-14. This is a due at the end of class.

Test Friday on the myths and The Iliad. There is a handout in class, but the material is below as well. Please remember to review the Greek / Roman gods.

English I Please review the following material for Friday’s
exam on the myth projects and The Iliad by Homer

Narcisssus
Persephone
Europa
Daedalus and Icarus
Bellerephon
Ganymede
Prometheus
Apollo and Daphne
Ganymede and Zeus
King Midas
Pandora

Know the following characters from The Iliad written by Homer

Helen- queen of Sparta, taken as a prize by Paris, prince of Troy
Paris- prince of Troy and one who chose Aphrodite as the “fairest”, only to incur the wrath of Hera, wife of Zeus, and Athena, goddess of wisdom. This is the catalyst for the Trojan War.
Menelaus- husband of Helen, who organizes the Greeks to sail for Troy and recapture his wife.
Iphigenia- daughter of Agamemnon and Clytemnestra, who dutifully sacrificed herself, so that the ships could set sail from Aulis to Troy.
Agamemnon- leader of the Greek forces
Achilles- Greek hero, who is immortal with the exception of where his mother Thetis held his ankles when she dipped him in the River Styx.
Ajax- Greek hero, who in a mad rage slaughtered pigs believing he was fighting soldiers; so in response to his personal humiliation he committed suicide by falling on his sword.
Breisis – Achilles woman, taken in battle
Chryseis- Agamemnon’s woman, taken in battle, who in fact belonged to Apollo
Patroclus- Achille’s best friend, who wears Achille’s armor into battle, only to be killed by Hector.
Odysseus- Greek hero, known for his trickery
Cassandra- daughter of Laocoon. She is a prophetess whom no one believes.
Priam- king of Troy
Hecuba- queen of Troy

Monday, September 28, 2009

Monday September 28

We are completing the responses to the first seven scenes from the Iliad and continuing with the play.

On Friday there will be a cummulative assessment on the play and the myth presentations. The format will be multiple choice.

Friday, September 25, 2009

Friday September 25

We finished the presentations and have begun reading the Iliad. The first two scenes are completed: Iphygenia has been sacraficed and the Greek ships are setting sail for Troy to take back Helen from Paris. Today we read through scene seven and began the response sheet.

Have a wonderful weekend.

Thursday, September 24, 2009

September 24

This is the last day for the myth presentations. Well done!

Please make sure you have a flash drive. We are commencing a more involved lab project in a few weeks and this is a necessity. Today we are beginning the Iliad with a review of the characters.

Tuesday, September 22, 2009

Tuesday Septrmber 22

The myth story presentations are continuing today. Keep up the good work.

Thursday, September 17, 2009

Thursday September 18

Continue working on your research and preparation for your presentations on Monday.

At the end of class, print and turn in your notes. These should contain the address of the two sites you visited and the information from the sites. I will check these tonight and return them tomorrow.

Open up a powerpoint and create your two slides as per the earlier directions. Save these to your flash drive.

Tuesday, September 15, 2009

Wednesday Sept 16

In class work on setting map of Ancient Greece. Students will view images to the link and create their own maps.

http://www.igreekmythology.com/ancient-greece.html

Tuesday September 15

We are working in the library computer lab today and Thursday on Greek myth project. See the directions below.


Greek myths project. Lab work Tuesday September 15 and Thursday September 17
Presentations on Monday September 21
1. Sign on to your computer. Your default password is your birthday.
2. Go to the internet. AND
3. Open a word document.
4. Research two sites on your assigned myth.
5. As you read, copy and paste the important information into your word document. Do not copy everything. By important, I mean significant character information- such as a vibrant adjective- or something related to the plot. You will be retelling the story based upon your notes. You are reading. Once you have finished with a site, make sure to copy in its address as well.
6. Open up a powerpoint document.
7. From the internet, choose images and type in your myth.
8. Select two and create two slides. On the first slide put the title of your myth on the top and your name on the bottom, as well as an image from your myth
9. On the second put another image from your myth.
10. Make sure to change the background color of your slides from plain white; choose a non Times Roman font and select a complimentary color.
11. Save all your work to your flashdrive.




Archer, Anastascia M …Cupid and Psyche
Bigler, Angelique …Pandora
Collier, Desire …Persephone
Crespo, Michael…Prometheus
Dros, Bianca …Diana and Actaeon
Frank, Jeremiah…Apollo and Daphne
Gamble, Keith …Zeus and Europa
Gray, Christina …Zeus and Io
Greenaway, Kerri …Atalanta
Leach, Shaquan M …Heracles
McGee, Lynae …Birth of Athena
Mimande-Delorm, Heather …Zeus and
Semele

Morales, Steven…Perseus
Ortega, Yajaira…Ganymede
Pavlov, Edward …Narcissus and Echo
Rowley-Brack, Ronald …Daedalus and
Icarus

Torres, Carlene …Bellerophon
Webb, Mikeya…King Midas
Woolsey, Kyra…Atlas

Monday, September 14, 2009

Tuesday September 15

The following students need to make up the critical lens essay based upon the summer reading. Remember; this is 25% of the term grade.
Bianca
Yajaira
Christina

We are working in the library today on individual Aesop Fable projects. Students need to have their flash drive for their presentations.

Monday September 14

You are working on your critical lens today, based upon your summer reading.

REMBEMBER TO BRING YOUR FLASH DRIVE TO CLASS TOMORROW. IT WILL BE NEEDED!

Vocabulary 1 due today. Anything after today is 10 points off each day.

Friday, September 11, 2009

Friday September 11

We are finishing the Greek vases decorated with the scene from The Golden Apple and a decorative motif from Ancient Greece.

On Monday, the whole school is writing a critical lens based upon the two books you were to have read over the summer. This is being practiced in class. The following is a copy of the model you will follow.

As (insert the author’s name or write as someone once said if you do not know the author’s name) once said, “ (insert quote). In other words (this is where you paraphrase the quote.) Use words that are not part of the quote. You may write two to three sentences. This is supported in the (insert first genre: novel, autobiography, play, memoir, epic poem) (insert first title) by (insert author) and the (insert second genre) (insert second title) by (insert second author) through the literary elements of (choose two:character, plot, setting, theme, tone).
Paragraph 2: support the above with book 1
Give two detailed, specific examples
Paragraph 3: support the above with book 2
Give two detailed, specific examples.

Conclusion: do not repeat the quote, but make a general, universal statement that ties the two books into the writer’s words.

REMEMBER: VOCABULARY PACKET DUE MONDAY

Thursday, September 10, 2009

Thursday September 10

Bellwork- if you are absent, please rewrite and correct the following:


in japan its considered good luck to cross the path of a black cat

In class we are reviewing the Ancient Greek gods and goddess and reading the story The Golden Apple. You should note the characters and how it is important as the catalyst for the Iliad.
The rest of the class we choosing from one of four Greek vase designs and incorporating a motif and illustrating with a scene from The Golden Apple.

Wednesday, September 9, 2009

Thursday Sept 10

MISSING CRITERIA SHEETS-

Bianca, Lynae, Ronald

Wednesday September 9

Bellwork: if you are absent, rewrite and correct the following sentence.


in Greek myth, centaurs are half man and half horse, so they drink coffee in the mourning for horsepower

We are watching a general information film about Greece as a means of introducing our Ancient Greek unit and having a sense of the setting of the works of Homer.

We began our vocabulary in class yesterday. Please complete the rest of the exercises for homework. It is due Monday September 14.

Remember you are writing your critical lens essay in class on Monday, based upon the two books you read over the summer. We will go over the format on Friday.

Monday, September 7, 2009

Tuesday September 8

Bellwork: if you are absent, please rewrite and correct the following sentence and bring it into class.

Rewrite the following sentence, making the necessary corrections. (fragment sentences, capitalization)


athens, a city in greece named after athena, the greek goddess of war and wisdom

We are beginning a unit on Ancient Greece. We'll be reading myths and fables, as well as Homer's The Iliad and The Odyssey. Students have individual folders that are kept in the classroom, in which they will keep all their materials. Any time someone is absent the missing material will be inserted in the folder.

We are beginning the first of 20 vocabulary units. Students are not memorizing words, but working with them in context.

Friday, September 4, 2009

Friday September 4

Today the class is writing a sense poem. Please collect the assignment if you are absent.

Yesterday's essays are being returned. This is fantastic group of students! Again, if you were absent on Thursday, you need to make up the bellwork and essay. This may be done before or after school or during periods 2, 5, 6 or 8.

Don't forget: in class essay on September 14 on the two books you read over the summer. This is 25% of this terms grade.

Thursday, September 3, 2009

Thursday September 3 assignment!

Bellwork: short grammar today.
In class writing.
In order to get to know you better, we are starting with a free write. What better than to write about yourself. In two well-written paragraphs, discuss two aspects of you: the obvious and the unobvious. This is your first graded assignment; everyone will do well. Just keep in mind that you are not texting. Use standard grammar.

Monday, August 31, 2009

Wednesday September 2 first day

Welcome
Today we are reviewing the classroom policies, which were handed out in class. Students should share the information with their parents and sign and return the attached sheet. Please retain the top sheet for contact information.

Note that on September 14 the class, as well as every English class, is writing a critical lens essay on the two choice books that the students were required to read over the summer. This is 25% of this marking period's grade. We will be reviewing the format for this type of essay in class; however the student needs to have read the material. The SOTA website: http://www.rochester.org/ has the book selections for each grade that were handed out last June.
Course Criteria Sheet English I
Both the student and parent / guardian should sign the attached sheet and include phone and e-mail contact information. Please retain the top sheet as a reference.
Due Tuesday Sept 9 for a classroom participation grade.
*Contact information: Mrs. Parker’s telephone: 242-1760; please leave a message and I’ll ring you back within 24 hours; e-mail: Dolly.Parker@rcsdk12.org ; mail box location: first floor, behind reception desk
IMPORTANT: There is a class blog site for daily assignments. This is for students and parents.
Please check it frequently for class work, upcoming quizzes and tests. This is a means for staying
current as to what is going on in the classroom.
http://sotaenglish109-10.blogspot.com/


Note: As per school policy, phones, electronic equipment or food are not permitted in the classroom.

Communication is the foundation to our humanity. The English language arts curriculum strives to make all students successful by the practice of those reading, writing and oral skills that promote proficiency. Our goal is their practical application to whatever further educational path the student chooses. This is accomplished through reading a variety
of literature, including novels, short stories, plays and non-fiction essays. Moreover, students will apply critical thinking and analytical skills through oral and written work. These will be augmented by vocabulary and grammar work. Upon the successful completion of the course, the student will receive one graduation credit.

Needed Classroom Materials:
1 folder or section of a notebook specifically designated for English work.
Loose leaf paper
Pens / pencils
*Jump or thumb drive. This is for computer work; so that students may work on their documents and images on any computer. In September you can easily find them at office supply stores, Target and Wal-Mart for around $5.00.


Expectations: Though important in all academic settings, due to the nature of the course, it is essential that
we build an atmosphere of trust and cooperation. As various viewpoints are expressed, it is the expectation that
the discussion remain mature, civil and respectful at all times. On this point, there is no flexibility.

Respect for Self – Be on time, prepared and ready to learn. (Academic success corresponds to attendance; the class
follows the school and district policies.)

Respect for Others – Assist others’ learning, do nothing that interferes with learning.

Respect for Property – Treat the room and its contents with care.

Grading: Writing 30%, Projects 20%, Vocabulary and Grammar 20%, Class Participation 20%, Homework 10%.

Late work policy: Assignments will be accepted per the district policy outlined in the RCSD handbook. Material must be made up within 10 days of the legally excused absence.








English I Mrs. Parker due Tuesday September 8

We have read and discussed the classroom material.

Student name: (please print) ________________________________________

Student e-mail: ____________________________________________________

Parent / guardian name: (please print): __________________________________

Parent / Guardian Signature ____________________________________________

e-mail contacts: _____________________________________________________

_____________________________________________________

phone contact: ________________________________
____________________