Literature is the key that unlocks worlds of experience for us. In the Discovery Core, we read, discuss, and reflect upon stories which illuminate universal human experiences...and, in so doing, help us make sense of our own worlds. Not limited to the traditional novel, we will read essays, poetry, drama, and short stories & learn how to carefully (and confidently) analyze their messages.
Watch for links below which will take you to readings, upcoming assignments, and homework.
Watch for links below which will take you to readings, upcoming assignments, and homework.
Use the "Contact Jolly" button if you need to send me a message about assignments or anything else of importance to you. I try to respond within two days.
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UPDATE: May-June, 2020
My classes are all running through Jupiter now. Login to your Jupiter account to see the latest messages, materials, and assignments.
My classes are all running through Jupiter now. Login to your Jupiter account to see the latest messages, materials, and assignments.
UPDATE: Mar. 22 - April 7, 2020
Hello to you all, and I hope you are well! Talk about the weirdest year ever - from the fires to coronavirus, no one could have predicted all this turmoil back in August. But here we are, and I know that we will get through this and return to a more normal life. The truth is that I miss seeing & talking with you a lot. The sooner we can get together, the happier I'll be.
In the meantime, the instructions from the school district have been clear: teachers have to create lessons/activities/assignments, but they cannot count towards or against your grades. Yes, that sounds goofy to me, too. So, in the interests of (a) not wasting your time and (b) giving us a chance to get creative and stay a bit more connected, I'm going to follow in the footsteps of my colleague John Richards, the energetic and smart history teacher in Nueva and AME cores.
Richards (along with his core-mates) has asked all of his students to keep a journal of some important details about life under quarantine. Check out the details here, but I'm making a couple of changes:
I look forward to seeing what you've been doing and what your thoughts are about life in this unusual time...and I look forward to seeing you all again in person before long!
Cheers,
Jolly
Hello to you all, and I hope you are well! Talk about the weirdest year ever - from the fires to coronavirus, no one could have predicted all this turmoil back in August. But here we are, and I know that we will get through this and return to a more normal life. The truth is that I miss seeing & talking with you a lot. The sooner we can get together, the happier I'll be.
In the meantime, the instructions from the school district have been clear: teachers have to create lessons/activities/assignments, but they cannot count towards or against your grades. Yes, that sounds goofy to me, too. So, in the interests of (a) not wasting your time and (b) giving us a chance to get creative and stay a bit more connected, I'm going to follow in the footsteps of my colleague John Richards, the energetic and smart history teacher in Nueva and AME cores.
Richards (along with his core-mates) has asked all of his students to keep a journal of some important details about life under quarantine. Check out the details here, but I'm making a couple of changes:
- Do not respond to the prompts for Nueva & AME on that link. I'll post prompts for journals every other day on Jupiter; you'll get an email notifying you that a Forum is open. The instructions will be explained in the Forum.
- You can certainly follow the @QuarantineJournalProject on instagram if you'd like, and you can post your pics there, too - but they should be posted on Jupiter first. I will not ask you to post your pics anywhere else.
- Keep in mind that these Forums will be seen and commented upon by your coremates as a school activity; express yourselves freely but keep in mind that we should keep our content school-appropriate.
I look forward to seeing what you've been doing and what your thoughts are about life in this unusual time...and I look forward to seeing you all again in person before long!
Cheers,
Jolly
Homework due Monday, Mar. 23:
A. Finish your silent reading book. We'll talk a bit about them on Monday and set up for book clubs on Friday.
Homework due Friday, Mar. 13 by midnight:
B. Finish your essay on lessons of the Holocaust. This is a personal response, so you can use first person in your response. There is a 1000 word maximum; on your Google doc, click on "Tools --> Word count" to see that you don't exceed this maximum.
If you are going to submit your essay for the contest:
A. Finish your silent reading book. We'll talk a bit about them on Monday and set up for book clubs on Friday.
Homework due Friday, Mar. 13 by midnight:
B. Finish your essay on lessons of the Holocaust. This is a personal response, so you can use first person in your response. There is a 1000 word maximum; on your Google doc, click on "Tools --> Word count" to see that you don't exceed this maximum.
If you are going to submit your essay for the contest:
- Look for my email which has your cover sheet attached and download the cover sheet
- With your Google doc open, click on "File --> Download as --> PDF document"
- The downloaded file should show up at the bottom of your browser window; click on it, then save it to your computer
- Create an email to [email protected] with the subject Yom Hashoah Essay Contest 2020
- Attach the two PDF's (your cover sheet & your essay) and send it!
Homework due Thursday, Mar. 12:
A. If you want to submit your essay to the "lessons of the Holocaust" essay contest (I encourage you to do so), bring the filled-in and signed Cover Sheet on Thursday. This deadline is firm -- no late cover sheets will be accepted.
A. If you want to submit your essay to the "lessons of the Holocaust" essay contest (I encourage you to do so), bring the filled-in and signed Cover Sheet on Thursday. This deadline is firm -- no late cover sheets will be accepted.
Homework due Tuesday, Mar. 10:
NOTE: you will need to finish your silent reading book by Monday, Mar. 23 -- the day we get back from spring break.
A. Finish reading Night. There will be a multiple-choice & short answer quiz on this last section of the book on Tuesday.
B. Complete your ignite presentation on the person you selected from the "Righteous Among Nations" (below). Practice your speech to ensure that you can deliver it in one minute!
NOTE: you will need to finish your silent reading book by Monday, Mar. 23 -- the day we get back from spring break.
A. Finish reading Night. There will be a multiple-choice & short answer quiz on this last section of the book on Tuesday.
B. Complete your ignite presentation on the person you selected from the "Righteous Among Nations" (below). Practice your speech to ensure that you can deliver it in one minute!
Links for use in class on Friday, Mar. 6:
A. The link to the list of "Righteous Among Nations" at Wikipedia and the link to the Yad Vashem "Righteous Among Nations" database. Use these links to research 'your' Righteous Person following the instructions below.
First, go to the open Jupiter forum and check to see that no one else has taken that person before you 'claim' her/him. (The wise among you will do this right away!)
On Tuesday (3/10), I will ask you to give a 1 minute, 5 slide Ignite! presentation on the person you've researched (note: the 5th slide is for citations only and is not part of your spoken presentation). You may have text AND images on your first slide. Create your presentation on Google Drive. You can have between 4-8 images in your slideshow. You must create an engaging narrative presentation (NOT simply a list of details) which includes the following information:
A. The link to the list of "Righteous Among Nations" at Wikipedia and the link to the Yad Vashem "Righteous Among Nations" database. Use these links to research 'your' Righteous Person following the instructions below.
First, go to the open Jupiter forum and check to see that no one else has taken that person before you 'claim' her/him. (The wise among you will do this right away!)
On Tuesday (3/10), I will ask you to give a 1 minute, 5 slide Ignite! presentation on the person you've researched (note: the 5th slide is for citations only and is not part of your spoken presentation). You may have text AND images on your first slide. Create your presentation on Google Drive. You can have between 4-8 images in your slideshow. You must create an engaging narrative presentation (NOT simply a list of details) which includes the following information:
- the person's name, nationality, occupation, and age at the time of the Holocaust
- the names and number of people they saved and how s/he saved them
- the person's motivation for saving the persecuted people
- what happened to the person after the war
Homework due Friday, Mar. 6:
A. Read through p. 80 (small edition with silhouette of barbed wire on cover) or 66-84 (large edition with "new translation by Marion Wiesel" at top of cover) in Night. There will be a quiz on this reading on Friday.
B. Watch this video about the ill-fated voyage of the S.S. St. Louis in 1939. As you watch, take notes about the background to the voyage (including "Kristallnacht"), where they went, what happened in each place, and what the fate of the passengers was.
C. Despite what happened to that ship, there are stories of courage, help, and survival which we should know about. One is the story of "kindertransport." Read this selection from the US Holocaust Memorial Museum on the Kindertransport program. Take notes as you read. There will be a short quiz on this information on Friday as well.
A. Read through p. 80 (small edition with silhouette of barbed wire on cover) or 66-84 (large edition with "new translation by Marion Wiesel" at top of cover) in Night. There will be a quiz on this reading on Friday.
B. Watch this video about the ill-fated voyage of the S.S. St. Louis in 1939. As you watch, take notes about the background to the voyage (including "Kristallnacht"), where they went, what happened in each place, and what the fate of the passengers was.
C. Despite what happened to that ship, there are stories of courage, help, and survival which we should know about. One is the story of "kindertransport." Read this selection from the US Holocaust Memorial Museum on the Kindertransport program. Take notes as you read. There will be a short quiz on this information on Friday as well.
Homework due Wednesday, Mar. 4:
A. Study for vocab. quiz #11. That's all!
A. Study for vocab. quiz #11. That's all!
I will be away at a conference on Thursday, so this is the...
Homework due Monday, Mar. 2:
A. Read pp. 27-62 (small edition with silhouette of barbed wire on cover) or 29-65 (large edition with "new translation by Marion Wiesel" at top of cover) in Night. Take notes on his descriptions of life in Auschwitz, how Buna is different than Auschwitz, what Wiesel's work is like, those he works under, and other significant developments. This should be 1/2 - 3/4 page of notes.
B. Next, listen to this story (click the image above) about the first interviews with holocaust survivors. This took place before the word "holocaust" was used to describe the treatment of the prisoners in the Nazi death camps. As you listen, jot down notes on the points that strike you as either surprising or significant. Be ready to share your reactions in class. (Scroll down to the part we need to listen to, called "Act One: Mr Boder Vanishes").
Homework due Monday, Mar. 2:
A. Read pp. 27-62 (small edition with silhouette of barbed wire on cover) or 29-65 (large edition with "new translation by Marion Wiesel" at top of cover) in Night. Take notes on his descriptions of life in Auschwitz, how Buna is different than Auschwitz, what Wiesel's work is like, those he works under, and other significant developments. This should be 1/2 - 3/4 page of notes.
B. Next, listen to this story (click the image above) about the first interviews with holocaust survivors. This took place before the word "holocaust" was used to describe the treatment of the prisoners in the Nazi death camps. As you listen, jot down notes on the points that strike you as either surprising or significant. Be ready to share your reactions in class. (Scroll down to the part we need to listen to, called "Act One: Mr Boder Vanishes").
Homework due Tuesday, Feb. 25:
A. Read pp. 1-26 in Night. Take notes on the following people/topics/events in this first section of the book:
B. Click the image above to get to the TED Students Talks page on YouTube. Select two student talks to watch; fill in your responses on the "Exploration 2: Discover Great Ideas" sheet I handed out in class. Be sure to respond to the rest of the prompts; keep your completed sheet in your binder.
A. Read pp. 1-26 in Night. Take notes on the following people/topics/events in this first section of the book:
- Moshe the Beadle
- Life in the ghettos (both the big and the little ghettos)
- Deportation
- The odyssey on the train
B. Click the image above to get to the TED Students Talks page on YouTube. Select two student talks to watch; fill in your responses on the "Exploration 2: Discover Great Ideas" sheet I handed out in class. Be sure to respond to the rest of the prompts; keep your completed sheet in your binder.
Homework due Wednesday, Feb. 19:
Read the packet about the other victims of the Holocaust which I explained in class. Answer the questions I handed out completely using specific evidence from the reading. The packets are linked below. NOTE: if you are reading about the Poles, you will find most of the information in pages 1-10.
Reading packets on Other Victims of the Nazis:
Read the packet about the other victims of the Holocaust which I explained in class. Answer the questions I handed out completely using specific evidence from the reading. The packets are linked below. NOTE: if you are reading about the Poles, you will find most of the information in pages 1-10.
Reading packets on Other Victims of the Nazis:
Homework due Friday, Feb. 14:
A. Complete the vocab. antonyms for list #10 and study for the quiz.
B. Bring your signed TED talks permission slip to class.
A. Complete the vocab. antonyms for list #10 and study for the quiz.
B. Bring your signed TED talks permission slip to class.
Homework due Wednesday, Feb. 12:
A. Watch "Crash Course: Imperialism" (click the image at left). The reading below requires some background understanding of imperialism and colonialization; John Green is as engaging as anybody and will help you understand the situation in which George Orwell found himself.
B. Read "Shooting an Elephant" by George Orwell. (Ignore the essay topic on the last page.) This list of key terms will help. As you read, jot down details in your notes that will help answer this question: what makes Orwell feel alienated? There are several things - some internal, some external; some personal, some political - so be sure to generate a good list.
A. Watch "Crash Course: Imperialism" (click the image at left). The reading below requires some background understanding of imperialism and colonialization; John Green is as engaging as anybody and will help you understand the situation in which George Orwell found himself.
B. Read "Shooting an Elephant" by George Orwell. (Ignore the essay topic on the last page.) This list of key terms will help. As you read, jot down details in your notes that will help answer this question: what makes Orwell feel alienated? There are several things - some internal, some external; some personal, some political - so be sure to generate a good list.
Homework due Thursday, Feb. 6:
A. Finish your Blackout Poem for Of Mice & Men. You are welcome to work in my classroom at break, lunch, or after school.
B. Prepare your notes for your Fun Speech on Thursday. Click the thumbnail to see a reminder of how to organize a clear speech!
A. Finish your Blackout Poem for Of Mice & Men. You are welcome to work in my classroom at break, lunch, or after school.
B. Prepare your notes for your Fun Speech on Thursday. Click the thumbnail to see a reminder of how to organize a clear speech!
Homework due Tuesday, Feb. 4:
A. There is a Jupiter forum open on the film The Biggest Little Farm. It needs to be done by 8:00am in order to earn full credit.
A. There is a Jupiter forum open on the film The Biggest Little Farm. It needs to be done by 8:00am in order to earn full credit.
Homework due Friday, Jan. 31:
A. Revise your 3 body paragraphs on symbolism in Of Mice & Men. (Click the thumbnail at left to see the screen we referred to in class.) Add an introduction and a conclusion. Print this finished copy and bring it to class. Remember:
- Introduction includes:
- 1-2 sentence hook
- 2-3 sentence context (with setting, author, title plus what symbolism is)
- 1 sentence thesis (3 significant symbols or passages)
- Conclusion includes:
- 2-3 sentence summary of main points
- 2-3 sentence real-world connection
Homework due Wednesday, Jan. 29:
A. complete the vocab. antonyms (list #9) and study for the quiz. The words are on vocabulary.com if you want to practice there!
B. Write three paragraphs about symbolism in Of Mice & Men:
NOTE: I've created a sample symbol analysis paragraph here (or you can click the file below). Note how it starts with a clear topic sentence, explains the scene in the story (with quotes and citations), explains what the scene represents on more than one level, and concludes with a brief explanation of the value of symbolism. Use this paragraph as a model for your own.
A. complete the vocab. antonyms (list #9) and study for the quiz. The words are on vocabulary.com if you want to practice there!
B. Write three paragraphs about symbolism in Of Mice & Men:
- review the three passages or examples you are going to focus on in your paragraphs
- think clearly about what the symbolism is (other events/characters, bigger aspirations/issues, universal human experiences)
- find at least two quotes or specific examples (with p.#) to use for each passage or example
- either type your paragraphs on your school Google account or bring a printed copy to class
NOTE: I've created a sample symbol analysis paragraph here (or you can click the file below). Note how it starts with a clear topic sentence, explains the scene in the story (with quotes and citations), explains what the scene represents on more than one level, and concludes with a brief explanation of the value of symbolism. Use this paragraph as a model for your own.
sample_symbolism_body_paragraph.pdf | |
File Size: | 23 kb |
File Type: |
Homework due Monday, Jan. 27:
A. Fill in the survey below to select a book for silent reading. Bring your book on Monday.
B. Revise your alternate ending to Of Mice & Men. Refer to the points we thought made good endings good (click the thumbnail above). Keep in mind Steinbeck's style:
A. Fill in the survey below to select a book for silent reading. Bring your book on Monday.
B. Revise your alternate ending to Of Mice & Men. Refer to the points we thought made good endings good (click the thumbnail above). Keep in mind Steinbeck's style:
- a mix of short and run-on sentences to speed up or slow down the pacing
- heaps of significant details
- soliloquies to show what a character is feeling/thinking (don't just tell us)
Homework due Thursday, Jan. 23:
A. Silent Reading book selection: please take this survey before Friday. Make sure that you have or can access the book you choose.
B. Creative Writing: the ending for Of Mice & Men strikes many readers as difficult and unclear. Now it's your chance to rewrite it! Keep in mind, however, that your ending should follow the themes that the story has established and should be written in Steinbeck's style. Scroll through the slideshow below & take notes; with that info in mind (as well as your understanding of how the story progresses), create either an alternative ending OR a continuation that tells us what will happen in the days/weeks/months to come. Your ending should be typed, 2-3 pages in length, and printed with only your class' name & ID number on it.
A. Silent Reading book selection: please take this survey before Friday. Make sure that you have or can access the book you choose.
B. Creative Writing: the ending for Of Mice & Men strikes many readers as difficult and unclear. Now it's your chance to rewrite it! Keep in mind, however, that your ending should follow the themes that the story has established and should be written in Steinbeck's style. Scroll through the slideshow below & take notes; with that info in mind (as well as your understanding of how the story progresses), create either an alternative ending OR a continuation that tells us what will happen in the days/weeks/months to come. Your ending should be typed, 2-3 pages in length, and printed with only your class' name & ID number on it.
mice___men_-_steinbecks_style.pdf | |
File Size: | 54 kb |
File Type: |
Homework due Tuesday, Jan. 21:
A. We'll look into a psychological phenomenon called unconditional positive regard. Click that link to get an idea of what it is. Next, read and take Cornell notes on the man who developed the idea of UPR: Carl Rogers. You only need to take notes on the first three main sections ("Carl Rogers", "Self Actualization", & "The Fully Functioning Person"). Lastly, listen to this NPR story (click on "Listen to the Story") about how human contact has affected the evolution of dogs. Take notes on the changes which were most significant in the co-evolution of dogs and ourselves.
We'll discuss your reactions to these ideas on Friday. I'm looking forward to hearing what you think!
B. Finish reading Of Mice & Men. Have tissues handy - I cry every time! Complete 5 more thoughtful & insightful annotations on any topics you choose. You can also go back to earlier parts of the book which you see in a different light now that you've finished the story. The earlier parts will appear especially rich in symbolism and foreshadowing.
A. We'll look into a psychological phenomenon called unconditional positive regard. Click that link to get an idea of what it is. Next, read and take Cornell notes on the man who developed the idea of UPR: Carl Rogers. You only need to take notes on the first three main sections ("Carl Rogers", "Self Actualization", & "The Fully Functioning Person"). Lastly, listen to this NPR story (click on "Listen to the Story") about how human contact has affected the evolution of dogs. Take notes on the changes which were most significant in the co-evolution of dogs and ourselves.
We'll discuss your reactions to these ideas on Friday. I'm looking forward to hearing what you think!
B. Finish reading Of Mice & Men. Have tissues handy - I cry every time! Complete 5 more thoughtful & insightful annotations on any topics you choose. You can also go back to earlier parts of the book which you see in a different light now that you've finished the story. The earlier parts will appear especially rich in symbolism and foreshadowing.
Homework due Thursday, Jan. 16:
A. Finish the reading and additional annotations described below. Bring your annotations so I can check them.
B. Study for vocab. quiz #8.
A. Finish the reading and additional annotations described below. Bring your annotations so I can check them.
B. Study for vocab. quiz #8.
Homework due Tuesday, Jan. 14:
A. Shoot! I forgot to update my webpage, so no assignments are due. However, the homework that the sub wrote on the board will be due Thursday, so get started now -- it will be a lot to do: read pp. 38-84 in Of Mice & Men and create 7 additional annotations. See the images below for an explanation of the topics & an example of how to do annotations.
A. Shoot! I forgot to update my webpage, so no assignments are due. However, the homework that the sub wrote on the board will be due Thursday, so get started now -- it will be a lot to do: read pp. 38-84 in Of Mice & Men and create 7 additional annotations. See the images below for an explanation of the topics & an example of how to do annotations.
Homework due Friday, Jan. 10:
A. Read pp. 1-37 in Of Mice & Men. Complete at least 5 annotation of at least 15 words each; they can be on your choice of topics from the notes we took in class today.
A. Read pp. 1-37 in Of Mice & Men. Complete at least 5 annotation of at least 15 words each; they can be on your choice of topics from the notes we took in class today.
Homework due Wednesday, Jan. 8:
A. If you didn't finish today's English Journal about stereotypes, please get your thoughts down on paper. We will return to this topic when I return next week.
B. I hope that all goes smoothly with the sub. I will be in daily contact with her and I've asked her to let me know if anyone causes a problem (and if anyone is especially helpful) so please do your best to make things go well.
A. If you didn't finish today's English Journal about stereotypes, please get your thoughts down on paper. We will return to this topic when I return next week.
B. I hope that all goes smoothly with the sub. I will be in daily contact with her and I've asked her to let me know if anyone causes a problem (and if anyone is especially helpful) so please do your best to make things go well.
>>>>>>>>>>>>>>>>>>>>> Assignments from Fall Semester 2019 are below. <<<<<<<<<<<<<<<<<<<<<<
Homework for Finals:
A. Review the vocab. words and roots from lists #1-7. Links to the Quizlet sets are below under "Homework due Friday, Dec. 13."
B. Review the poems and poetry analysis terms on the vocab. lists, too.
C. The topical section will cover main characters, events, and themes from our three core readings (The Odyssey, Julius Caesar, and A Wizard of Earthsea). This will include such extended topics as the Hero's Journey, mob mentality, and Taoism. The links above will take you to a couple of Quizlet sets for review. Note that not all topics are on the sets, so check your notes & reading questions to fill in any gaps.
D. Regardless of which essay topic you choose to write about, you can use your books and a 3" x 5" notecard with any notes you want to put on it (both sides OK). Plan ahead to find specific examples/quotes to use to support your claim -- two per main body paragraph would be excellent.
A. Review the vocab. words and roots from lists #1-7. Links to the Quizlet sets are below under "Homework due Friday, Dec. 13."
B. Review the poems and poetry analysis terms on the vocab. lists, too.
C. The topical section will cover main characters, events, and themes from our three core readings (The Odyssey, Julius Caesar, and A Wizard of Earthsea). This will include such extended topics as the Hero's Journey, mob mentality, and Taoism. The links above will take you to a couple of Quizlet sets for review. Note that not all topics are on the sets, so check your notes & reading questions to fill in any gaps.
D. Regardless of which essay topic you choose to write about, you can use your books and a 3" x 5" notecard with any notes you want to put on it (both sides OK). Plan ahead to find specific examples/quotes to use to support your claim -- two per main body paragraph would be excellent.
Homework due Friday, Dec. 13:
A. Study for vocab. quiz #7. To review the Quizlet set for vocab lists #1-7, click here. There is also a set for our roots here.
B. Finish reading A Wizard of Earthsea. Come to class ready to discuss the novel on Friday.
A. Study for vocab. quiz #7. To review the Quizlet set for vocab lists #1-7, click here. There is also a set for our roots here.
B. Finish reading A Wizard of Earthsea. Come to class ready to discuss the novel on Friday.
Homework due Wednesday, Dec. 11:
A. Read chapters 6 & 7 in A Wizard of Earthsea.
B. The finals schedule is here.
C. Write a Taoist cinquain that captures the idea of opposites being necessary to complete a whole. Post your poem along with an image that captures your idea on the Jupiter forum which will be open by 7:00 p.m. Here are some strong examples from former Discovery Core students:
A. Read chapters 6 & 7 in A Wizard of Earthsea.
B. The finals schedule is here.
C. Write a Taoist cinquain that captures the idea of opposites being necessary to complete a whole. Post your poem along with an image that captures your idea on the Jupiter forum which will be open by 7:00 p.m. Here are some strong examples from former Discovery Core students:
Homework due Monday, Dec. 9:
A. Complete vocab. sentences #7.
B. Wizard of Earthsea:
A. Complete vocab. sentences #7.
B. Wizard of Earthsea:
- read chapters 4 & 5
- discussion group topics will shift next time:
- if you were in the "Characters" group, focus on "Locations" for next class.
- if you were in the "Locations" group, focus on "Plot" for next class.
- if you were in the "Plot" group, focus on "Style" for next class.
- if you were in the "Style" group, focus on "Characters" for next class.
Homework due Thursday, Dec. 5:
A. Study for vocab. quiz #6. Speaking of which...
B. I think I've fixed the link to our Discovery Honors English class on vocabulary.com Click here to join our class -- and please let me know if it doesn't work!
C. I mistakenly put a Jupiter forum up for you to respond to. That would create too much work for one core night, so you can ignore it.
D. Read chapters 1, 2, & 3 in A Wizard of Earthsea. Pay close attention to the descriptions of the characters (both their physical attributes and their motivations). Discussion groups: keep the following questions in mind as you read. You'll discuss them in class on Thursday.
Characters
A. Study for vocab. quiz #6. Speaking of which...
B. I think I've fixed the link to our Discovery Honors English class on vocabulary.com Click here to join our class -- and please let me know if it doesn't work!
C. I mistakenly put a Jupiter forum up for you to respond to. That would create too much work for one core night, so you can ignore it.
D. Read chapters 1, 2, & 3 in A Wizard of Earthsea. Pay close attention to the descriptions of the characters (both their physical attributes and their motivations). Discussion groups: keep the following questions in mind as you read. You'll discuss them in class on Thursday.
Characters
- What do you notice about the characters introduced so far? What makes them seem realistic (or not)? How are their struggles relatable? What do you predict about them?
- What makes the locations seem realistic (or not)? What is one place you’d like to visit and why? What is one you would want to avoid?
- What makes the story believable from the start (or not)? What events are most important so far, and which do you think will be important later on? What are the sources of tension?
- What do you like (or dislike) about the writing style? LeGuin often writes poetically although not in verse form; what are some examples of this? The story has very little dialogue; is this an advantage or a disadvantage, realistic or unrealistic?
Homework due Friday, Nov. 21:
A. Finish the vocab. synonyms worksheet.
B. Study for Fenton's test!
A. Finish the vocab. synonyms worksheet.
B. Study for Fenton's test!
Homework due Wednesday, Nov. 20 (hey, that's my birthday! And I love croissants and singing the birthday song and giving a prize to the person who can guess my age...just sayin'):
A. Read this short piece on "The Hero's Journey in Real Life." Come to class ready to tell me (a) if you think that Andy Lubin is a hero of sorts and (b) someone else who you think has experienced the pattern of the hero's journey.
A. Read this short piece on "The Hero's Journey in Real Life." Come to class ready to tell me (a) if you think that Andy Lubin is a hero of sorts and (b) someone else who you think has experienced the pattern of the hero's journey.
Homework due Monday, Nov. 18:
A. Read Act V in Julius Caesar and print/fill in the reading questions.
B. If you want to review the interview with Brutus and Cassius that we watched in class, click the link at left. You can also find other material at the myshakespeare.com website which may help you further understand the play.
A. Read Act V in Julius Caesar and print/fill in the reading questions.
B. If you want to review the interview with Brutus and Cassius that we watched in class, click the link at left. You can also find other material at the myshakespeare.com website which may help you further understand the play.
Homework due Thursday, Nov. 14:
A. Study for vocab. quiz #5. The poem will not be required! Instead, you can write it for extra credit.
B. Practice your speech from Julius Caesar. Recitals are on Thursday.
A. Study for vocab. quiz #5. The poem will not be required! Instead, you can write it for extra credit.
B. Practice your speech from Julius Caesar. Recitals are on Thursday.
Homework due Tuesday, Nov. 12:
A. Select a speech from Julius Caesar to memorize and recite. Click the image at left to see the instructions, speech options, and grading. Note: lines correspond to the online version of the play we've been reading. And yes, the first speech requires both parts of Caesar's commentary before he gets stabbed. Recitals will be given in class next Thursday (Nov. 14). B. Want some useful strategies for memorizing Shakespeare (and anything, really)? Click the image at right. |
Homework due Monday, Oct. 28:
A. Julius Caesar: read Act III. Pay close attention to Antony's reaction to the assassination; he is a wily character! See if you can count how many times he changes his mind about accepting what the killers have done vs. resenting them. Who doesn't trust him and why? Who does trust him and why? What does he say to Caesar's corpse...and to the servant who arrives on the scene? What does all this tell us about him? What does he say that gets the mob to change their allegiance? As before, this reading guide is optional but it may help you retain important information from this act.
B. If you want to practice the vocab. words from list #5, I've created a new assignment on vocabulary.com. You can click the link under "Homework due Thursday, Oct. 17" to join the class or start practicing!
A. Julius Caesar: read Act III. Pay close attention to Antony's reaction to the assassination; he is a wily character! See if you can count how many times he changes his mind about accepting what the killers have done vs. resenting them. Who doesn't trust him and why? Who does trust him and why? What does he say to Caesar's corpse...and to the servant who arrives on the scene? What does all this tell us about him? What does he say that gets the mob to change their allegiance? As before, this reading guide is optional but it may help you retain important information from this act.
B. If you want to practice the vocab. words from list #5, I've created a new assignment on vocabulary.com. You can click the link under "Homework due Thursday, Oct. 17" to join the class or start practicing!
Homework due Thursday, Oct. 24:
A. If you want to order a core t-shirt, click the image at left! Orders must be submitted by Tuesday, Nov. 5!
B. Finish the noredink exercise on connecting clauses with colons, semicolons, and conjunctions if you didn't finish it in class.
C. There is a Jupiter forum open for you to post your interpretation of a 1-3 sentence passage from Act 1 or 2 in Julius Caesar. Phil Anderson has posted his already as an example; use that as your model for how to write a good one.
A. If you want to order a core t-shirt, click the image at left! Orders must be submitted by Tuesday, Nov. 5!
B. Finish the noredink exercise on connecting clauses with colons, semicolons, and conjunctions if you didn't finish it in class.
C. There is a Jupiter forum open for you to post your interpretation of a 1-3 sentence passage from Act 1 or 2 in Julius Caesar. Phil Anderson has posted his already as an example; use that as your model for how to write a good one.
Homework due Tuesday, Oct. 22:
A. Julius Caesar: read Act II. (We started this in class.) Pay attention to what the plan is that the men discuss in Brutus' yard; who else they want to kill & why they decide not to; what Portia is upset about; and how Ligarius' comments suggest the influence that Brutus' involvement in the conspiracy will have on other Romans. While it is not required, you will find it helpful to download and fill in the reading guide for this act as you read.
B. It may help you to see these scenes; watch from 25:00 - 43:48, but notice that several important lines are left out. (And all of scenes 3 & 4!) The reading is what matters.
C. If you didn't finish the exercises on subjects & clauses in noredink, login from home and complete them before Tuesday morning.
A. Julius Caesar: read Act II. (We started this in class.) Pay attention to what the plan is that the men discuss in Brutus' yard; who else they want to kill & why they decide not to; what Portia is upset about; and how Ligarius' comments suggest the influence that Brutus' involvement in the conspiracy will have on other Romans. While it is not required, you will find it helpful to download and fill in the reading guide for this act as you read.
B. It may help you to see these scenes; watch from 25:00 - 43:48, but notice that several important lines are left out. (And all of scenes 3 & 4!) The reading is what matters.
C. If you didn't finish the exercises on subjects & clauses in noredink, login from home and complete them before Tuesday morning.
Homework due Thursday, Oct. 17:
A. Study for vocab. quiz #4. You can practice the words by clicking the image at left, then joining our Discovery Honors English class!
A. Study for vocab. quiz #4. You can practice the words by clicking the image at left, then joining our Discovery Honors English class!
Homework due Tuesday, Oct. 15:
A. Read Act 1, scene 2, p. 5 through the end of scene 3 in Julius Caesar at the No Fear Shakespeare website. (It may help you to see these scenes; watch from 6:50 - 25:00, but notice that several important lines are left out, especially in the stormy night scene!) Know these characters, because you know how I love quizzes...
A. Read Act 1, scene 2, p. 5 through the end of scene 3 in Julius Caesar at the No Fear Shakespeare website. (It may help you to see these scenes; watch from 6:50 - 25:00, but notice that several important lines are left out, especially in the stormy night scene!) Know these characters, because you know how I love quizzes...
- Flavius & Murellus
- Caesar & Calpurnia
- Antony
- Soothsayer
- Cassius
- Brutus
- Casca
Homework due Wednesday, Oct. 9:
A. Bring your copy of The Odyssey to class with you; we will return them to the library.
B. We'll be looking at "mob mentality" as we read Julius Caesar. Mob mentality refers to how people's thinking and behavior changes when they are part of a group, especially a mob. Read & take Cornell notes on "Examining the Mob Mentality". Your notes should include, a definition of deindividuation, when it happens, what situations make it likely to occur, and who is most susceptible to it.
A. Bring your copy of The Odyssey to class with you; we will return them to the library.
B. We'll be looking at "mob mentality" as we read Julius Caesar. Mob mentality refers to how people's thinking and behavior changes when they are part of a group, especially a mob. Read & take Cornell notes on "Examining the Mob Mentality". Your notes should include, a definition of deindividuation, when it happens, what situations make it likely to occur, and who is most susceptible to it.
C. Next, listen to the prologue to "Mob Mentality". (If it doesn't play automatically, you'll have to click the 'play' icon that is in the grey bar underneath the photograph). The Prologue runs until 3:50. When you've done that, choose one of the other three segments to listen to (they're titled Act One, Act Two, and Act Three; each has a play icon to the left of the title).
Whichever segment you choose, take notes (about one page) on the general event or topic being described, which points you think are important, and questions that arise as you think about the event/topic. You'll use these notes for in-class discussions. Make sure you know the segment well: and have thoughtful questions for your group.
D. Link for use as we act out the play in class and for at-home reading: No Fear Shakespeare's Julius Caesar.
E. I'll give an extra credit point to anyone who can point out the three grammatical errors in the descriptions above!
Whichever segment you choose, take notes (about one page) on the general event or topic being described, which points you think are important, and questions that arise as you think about the event/topic. You'll use these notes for in-class discussions. Make sure you know the segment well: and have thoughtful questions for your group.
D. Link for use as we act out the play in class and for at-home reading: No Fear Shakespeare's Julius Caesar.
E. I'll give an extra credit point to anyone who can point out the three grammatical errors in the descriptions above!
Homework due Monday, Oct. 7:
A. Read this article about a psychological phenomenon called "The Bystander Effect." Take notes in your binder about the key details.
B. There was a grisly instance of the bystander effect during a stabbing on Long Island in September. Read "Oceanside Stabbing: After a Brawl, Teenagers Gawked as a Boy Lay Dying."
C. The New York Times has a section devoted to student opinion. They wrote about this story & invited teens across the country to respond to several questions. Once you've read the story above, type your responses to the following questions (one paragraph each) and bring a printed copy to class on Monday.
A. Read this article about a psychological phenomenon called "The Bystander Effect." Take notes in your binder about the key details.
B. There was a grisly instance of the bystander effect during a stabbing on Long Island in September. Read "Oceanside Stabbing: After a Brawl, Teenagers Gawked as a Boy Lay Dying."
C. The New York Times has a section devoted to student opinion. They wrote about this story & invited teens across the country to respond to several questions. Once you've read the story above, type your responses to the following questions (one paragraph each) and bring a printed copy to class on Monday.
- What is your reaction to the details in the article?
- Unless you were there, you can’t know the full story. Yet based on what you read in the article, why do you think no one intervened in this case — either during the fight, or before the fight even took place (when at least some teenagers knew in advance that a confrontation was going to occur)?
- Do you think bystanders have a responsibility to intervene when they witness wrongdoing? Are they at fault if they don’t intervene? Why?
- How do you know when you should get involved, offer to help or speak out — and when you shouldn’t?
Homework due Tuesday, Oct. 1:
A. We start new rotations on Tuesday! At the start of 6B, Sun starts with Kaufman, Moon starts with Jolly, and Stars starts with Fenton.
B. There will be a final test on The Odyssey on Tuesday. It will mostly consist of multiple choice, sorting, and matching questions. Study your notes and the old Jupiter quizzes to prepare for it. (Login to Jupiter and click on an old quiz, then click on the "View" button -- you'll be able to see your selections and the correct answers for all the questions.)
C. Here is the slideshow of your Odyssey memes!
A. We start new rotations on Tuesday! At the start of 6B, Sun starts with Kaufman, Moon starts with Jolly, and Stars starts with Fenton.
B. There will be a final test on The Odyssey on Tuesday. It will mostly consist of multiple choice, sorting, and matching questions. Study your notes and the old Jupiter quizzes to prepare for it. (Login to Jupiter and click on an old quiz, then click on the "View" button -- you'll be able to see your selections and the correct answers for all the questions.)
C. Here is the slideshow of your Odyssey memes!
Homework due Friday, Sep. 27:
A. Finish your Odyssey meme and submit it using the link below.
B. Read Book 23 in The Odyssey. That is the last book we will read (woo hoo!). We'll return The Odyssey and get our next book the following week.
C. Study for vocab. quiz #3.
A. Finish your Odyssey meme and submit it using the link below.
B. Read Book 23 in The Odyssey. That is the last book we will read (woo hoo!). We'll return The Odyssey and get our next book the following week.
C. Study for vocab. quiz #3.
When your meme is done, log into your wusd student account; use this form to submit the meme. We'll see them all in class on Wednesday!
Homework due Monday, Sep. 23:
A. Revise your "Song for a Character" paragraph, applying the comments that another student left for you as well as your notes on Super Starting Devices and how to format titles correctly. Submit this to the Jupiter forum titled "Odyssey -- Song for a Character (revised)" by 8:00am on Monday.
B. Reading in the Odyssey: Book 22 is due Monday. Click that title to download the reading questions.
A. Revise your "Song for a Character" paragraph, applying the comments that another student left for you as well as your notes on Super Starting Devices and how to format titles correctly. Submit this to the Jupiter forum titled "Odyssey -- Song for a Character (revised)" by 8:00am on Monday.
B. Reading in the Odyssey: Book 22 is due Monday. Click that title to download the reading questions.
Homework due Thursday, Sep. 19:
A. Read Book 21 in The Odyssey. Print out & fill in the topics/questions sheet as well and bring it with you to class.
B. Wait a minute - Book 21? What happened in Books 13-20? Click here to hear what happened.
C. Song for a Character feedback: before you begin, read the Guidelines for Online Communication. When you're done, click here to see whose response you should evaluate, then watch the video below for the instructions.
A. Read Book 21 in The Odyssey. Print out & fill in the topics/questions sheet as well and bring it with you to class.
B. Wait a minute - Book 21? What happened in Books 13-20? Click here to hear what happened.
C. Song for a Character feedback: before you begin, read the Guidelines for Online Communication. When you're done, click here to see whose response you should evaluate, then watch the video below for the instructions.
Homework due Tuesday, Sep. 17:
A. Read Book 12 (XII) in The Odyssey. Click on that book's title to see the reading questions which you should download, print, and respond to.
B. Find a song whose lyrics reflect the goals or struggles of a character in The Odyssey (as we did with the song "Wonderwall" for English Journal #3). Type a clear paragraph which analyzes the song's lyrics in light of the character. Copy and paste this paragraph into the Jupiter forum which is open. (If you don't see it when you login to Jupiter, click on "Messages.")
C. If you didn't finish all three practice exercises for commas on noredink.com, log into that website and finish them. We'll do a low-stakes online assessment for correct comma use on Tuesday.
A. Read Book 12 (XII) in The Odyssey. Click on that book's title to see the reading questions which you should download, print, and respond to.
B. Find a song whose lyrics reflect the goals or struggles of a character in The Odyssey (as we did with the song "Wonderwall" for English Journal #3). Type a clear paragraph which analyzes the song's lyrics in light of the character. Copy and paste this paragraph into the Jupiter forum which is open. (If you don't see it when you login to Jupiter, click on "Messages.")
C. If you didn't finish all three practice exercises for commas on noredink.com, log into that website and finish them. We'll do a low-stakes online assessment for correct comma use on Tuesday.
Homework due Friday, Sep. 13:
A. Study for vocab. quiz #2. In addition to the words, you'll need to know the meanings of the 5 roots and you'll need to memorize the poem.
B. For those who want to get ahead in the reading (leaving you with very little homework over the weekend), read Book 12 (XII) in The Odyssey. Click on that book's title to see the reading questions which you should download, print, and respond to.
A. Study for vocab. quiz #2. In addition to the words, you'll need to know the meanings of the 5 roots and you'll need to memorize the poem.
B. For those who want to get ahead in the reading (leaving you with very little homework over the weekend), read Book 12 (XII) in The Odyssey. Click on that book's title to see the reading questions which you should download, print, and respond to.
Homework due Wednesday, Sep. 11:
A. Read Books 10 & 11 in The Odyssey. Print out this sheet of topics/questions and fill it in as you've been doing for each book. Here are the questions for Book 11 (XI) , but read the instructions for Book 11 closely - you do not have to read the entire book!
A. Read Books 10 & 11 in The Odyssey. Print out this sheet of topics/questions and fill it in as you've been doing for each book. Here are the questions for Book 11 (XI) , but read the instructions for Book 11 closely - you do not have to read the entire book!
Homework due Monday, Sep. 9:
A. No assignments are due; we will have an online reading assessment that will take the whole block. However, if you want to get ahead, read Books 10 & 11 in The Odyssey; they will both be due on Wednesday. Print out this sheet of topics/questions and fill it in as you've been doing for each book. Here are the questions for Book 11 (XI) , but read the instructions for Book 11 closely - you do not have to read the entire book!
A. No assignments are due; we will have an online reading assessment that will take the whole block. However, if you want to get ahead, read Books 10 & 11 in The Odyssey; they will both be due on Wednesday. Print out this sheet of topics/questions and fill it in as you've been doing for each book. Here are the questions for Book 11 (XI) , but read the instructions for Book 11 closely - you do not have to read the entire book!
Click the image at left to get to our Padlet Wall of the best use of quotes from "Wonderwall"!
Homework due Thursday, Sep. 5:
A. Finish English Journal #3 (the lyrics are here).
B. Read Book 9 (IX) in The Odyssey. NOTE: you do not need to bring The Odyssey to class every day. I will post a note here on the days when I need you to bring it.
What about Books 6, 7, & 8, you ask? Here's a summary.
Print out this sheet of topics/questions and fill it in as you've been doing for each book.
A. Finish English Journal #3 (the lyrics are here).
B. Read Book 9 (IX) in The Odyssey. NOTE: you do not need to bring The Odyssey to class every day. I will post a note here on the days when I need you to bring it.
What about Books 6, 7, & 8, you ask? Here's a summary.
- Book 6: Odysseus awakes on land, a young woman sees him and falls in love, later inviting him to her home.
- Book 7: her "home" is a palace, and her dad (the king of the Phaiakians), recognizing that Odysseus must be a great man, regales him with food & drink; he also offers his daughter as a bride. Her mom, the wise queen Arete, approves.
- Book 8: at a feast the next day, the minstrel sings a song about Odysseus & Achilles in the Trojan War; Odysseus breaks down in tears and the king & queen figure out who he is. They insist that they'll put him on a boat and give him a boatload of gifts, but ask to hear his tale. His tale about his odyssey after the Trojan War begins in Book 9.
Print out this sheet of topics/questions and fill it in as you've been doing for each book.
Homework due Tuesday, September 3:
A. The Odyssey: read Book 5 (skipping Books 3 & 4; you can see a summary of them below). Here are the reading questions for Book 5; print them out & fill them in.
A. The Odyssey: read Book 5 (skipping Books 3 & 4; you can see a summary of them below). Here are the reading questions for Book 5; print them out & fill them in.
Homework due Thursday, August 29:
A. Read "The Hero's Journey" (Page 1 - Page 2 - Page 3 - Page 4) and fill in your Hero's Journey circular graphic I handed out in class. Put all eight stages in the correct place on that cycle, add details about them, including the following characters/items:
B. If you want to get ahead in The Odyssey, read Book 5 (skipping Books 3 & 4; you can see a summary of them below). Here are the reading questions for Book 5; print them out & fill them in. This book & reading questions will be due next Tuesday, Sep. 3.
A. Read "The Hero's Journey" (Page 1 - Page 2 - Page 3 - Page 4) and fill in your Hero's Journey circular graphic I handed out in class. Put all eight stages in the correct place on that cycle, add details about them, including the following characters/items:
- initiate
- threshold guardian
- helper
- mentor
B. If you want to get ahead in The Odyssey, read Book 5 (skipping Books 3 & 4; you can see a summary of them below). Here are the reading questions for Book 5; print them out & fill them in. This book & reading questions will be due next Tuesday, Sep. 3.
C. Want to know what happens in Books 3 & 4? Click the picture at left!
Homework due Tuesday, August 27:
A. Study vocab. list #1 (including the poem). Quiz on Tuesday.
B. The Odyssey: read Book 2. Here are the reading questions/notes for Book 2; print them out & fill them in. Expect a short quiz on this book. NOTE: if you find the book difficult to understand, I have two suggestions:
A. Study vocab. list #1 (including the poem). Quiz on Tuesday.
B. The Odyssey: read Book 2. Here are the reading questions/notes for Book 2; print them out & fill them in. Expect a short quiz on this book. NOTE: if you find the book difficult to understand, I have two suggestions:
- Find a summary of the assigned book(s) and read it first. This will give you some context for the details.
- Read each assigned section twice. This will greatly increase your understanding. I do this every morning before class.
Homework due Friday, August 23:
A. Silent Reading starts on Friday. Bring a book of your own to read for fun or you can borrow one of the books in class.
B. Before reading, get an overview of the story of the Odyssey from John Green. Watch Crash Course: the Odyssey and come to class prepared to tell me what you liked about it and a question that it raises for you.
C. Read Book 1 in The Odyssey. Print out this sheet of topics/questions and follow the instructions on it. There will be a short quiz on the reading every day.
D. The following students are scheduled to present their "5 Symbols of Myself" on Friday:
A. Silent Reading starts on Friday. Bring a book of your own to read for fun or you can borrow one of the books in class.
B. Before reading, get an overview of the story of the Odyssey from John Green. Watch Crash Course: the Odyssey and come to class prepared to tell me what you liked about it and a question that it raises for you.
C. Read Book 1 in The Odyssey. Print out this sheet of topics/questions and follow the instructions on it. There will be a short quiz on the reading every day.
D. The following students are scheduled to present their "5 Symbols of Myself" on Friday:
- Sun: Brianna, Haley, Nanette, Arianna, Tejas, Inez, Casey, Ashley
- Moon: Sophia, Natalia, Mayes, Ben, Ebony, Jonathan
- Stars: Casey, Seth, Sophia, Jocelin, Amelia, Emma, Mikey, Lorna
Homework due Wednesday, Aug. 21:
A. The following students are scheduled to present their "5 Symbols of Myself" on Wednesday:
B. You do not need to bring your copy of The Odyssey with you on Wednesday.
C. As we prepare to start reading The Odyssey, this website will give you a fun introduction to some significant figures in Greek mythology as well as a sense of what their virtues, flaws, and values were. Here's what you need to do:
Assignments (by class):
A. The following students are scheduled to present their "5 Symbols of Myself" on Wednesday:
- Sun: Dylan, Kaeden, Jackson, Gabe, Aiden, Antonio, Finn, Allie
- Moon: Ale, Maddi, Jacalyn, Ava, Bradley, Cammie, Aurora
- Stars: Andrew, Ethan, Gracie, Ireland, Kelly, Chris
B. You do not need to bring your copy of The Odyssey with you on Wednesday.
C. As we prepare to start reading The Odyssey, this website will give you a fun introduction to some significant figures in Greek mythology as well as a sense of what their virtues, flaws, and values were. Here's what you need to do:
- open the website above and click on the topic which you are assigned (see "assignments" below)
- examine that section of the website thoroughly -- click on images, scroll through paragraphs, follow links
- in the notes section of your binder, write write 2-4 sentences each on (1) a summary of that section, (2) a few details which help illustrate or support your summary, and (3) unusual, interesting, or unexpected facts you learn.
Assignments (by class):
- Sun: last names A - C research Death & Burial; last names E - H research Victory & Conquest; last names K - P research Gods, Goddesses, & Heroes; last names R - S research Greek Democracy; last names T - Z research Living in Style.
- Moon: last names A - B research Death & Burial; last names starting with C research Victory & Conquest; last names D - K research Gods, Goddesses, & Heroes; last names M - Rivas research Greek Democracy; last names Robertson - V research Living in Style.
- Stars: last names A - B research Death & Burial; last names C - D research Victory & Conquest; last names F - J research Gods, Goddesses, & Heroes; last names L - Simmalaychanh research Greek Democracy; last names Spotleson - Z research Living in Style.
Homework due Monday, August 19:
A. Type & print your one-page "5 Symbols of Myself" speech. Bring the five items with you on Monday and be ready to introduce yourself to us!
B. If you didn't or couldn't register for Remind messages, click this link to do so.
A. Type & print your one-page "5 Symbols of Myself" speech. Bring the five items with you on Monday and be ready to introduce yourself to us!
B. If you didn't or couldn't register for Remind messages, click this link to do so.
The summer assignment for honors English is here.
The syllabus for 9/10 Honors English is here.