Dec 18: Day 6 Fahrenheit 451

1. Turn in vocabulary from reading assignment #1
2. Returned Quiz #1, went over answers
3. Continued Reading, Guided Questions. We ended on page 48 last class. Read from 48 to 68 (the end of Part 1) and answer guided reading questions. This is the end of reading assignment #2. There will be a quiz on January 5 over reading assignment #2. Answer study guide questions to prepare.
4. Vocabulary Homework: For the 5 remaining words from #2 vocabulary, complete a vocabulary activity for each. Due January 5

Fahrenheit 451 Guided Reading Questions
Page 48-68

1. How does Mildred respond to Montag the morning after he watched the lady burn? What does this say about their relationship?
2. How does Mildred respond when Montag tells her about the lady?
3. What is going on while Mildred is trying to straighten the bed? How does Montag feel?
4. Explain the “devolution” of books as Beatty tells it to Montag. How is this happening today? Give an example or 2.
5. How did “mass production” affect society?
6. How have the schools changed? Give an example of this in today’s school system or in your own classes.
7. What does Beatty say about the minorities?
   Given this, of what different minority classes are you considered to be a part?
   How did minorities play a part in making books like “vanilla tapioca”?
8. What kind of books were left? What are people in this society allowed to read?
9. What 3 things resulted in the “loss” of books?
10. What does Betty say about people being “equal”?
11. What did books, or the stories inside books, do to people that warranted their (the books) burning? How did they make them feel? What made them feel this way?
12. Why does the age kids start Kindergarten keep getting lowered?
13. What is the function of sports?
14. What happened to porches and gardens? Why?
15. Why is Mildred upset about Guy not wanting to go to work and wanting to quit his job?
    on page 65, Guy says “I’m not happy.”
16. In your own words, from what you have read so far, explain why he isn’t happy.
17. What does Guy share with Millie?
18. Write 5 questions from what you read on pages 63-68. They should begin…
    Who…
    What…
    Where…
    How…
    Why…
19. Extra credit
    5 points each: 1)Who was Dante? 2)Swift? 3)Marcus Aurelius? What did each write?
    10 points each: 1) What is Little Black Sambo 2) Uncle Tom’s Cabin? Who did they offend and why? (Read about these to find out “why.”)

Day 5: December 16 (Quiz #1)

Mrs. Woodliff was out today. Students had a substitute and were given specific instructions on a handout.

1. Journal: Make a list of adjectives that describe Guy and Clarisse.
   Look at the adjectives. Do you know anyone who is like these 2 characters? If so, explain how they are alike. If not, which of the 2 characters would you prefer as a friend. Explain.
2. Reading Assignment #1 Quiz
3. Vocabulary: Fill in Reading Assignment #2 blanks with the following words...
   A. Established
   B. Tendencies
   C. Dislike
   D. Hungry; greedy
   E. Humiliating; butt
   F. Pronouncement
   G. Burn
   H. Touch
   ASSIGNMENT: Make a cinquain, acrostic, or graphic organizer for 3 of these words.
   Remember: words used to make an acrostic must relate to the vocabulary word itself!
4. Storyboard Summary: Summarize the first 32 pages of Fahrenheit 451 in storyboard form. If you work in pairs, you must include 12 frames in your summary. Write a brief description on the lines.
5. Characterization and Questions:
   “Get into My Head” 2 new characters: Mildred and Captain Beatty
   Add what you know about Mildred’s thoughts and feelings.
   Start to add Captain Beatty’s thoughts and feelings after today’s reading.
   Look over study guide questions before reading
6. Continue reading
   Start after the break on page 32 (“The flutter of cards”)
   Read to the break on page 48 (“He did not open the window”)
   
   

12 December: F451 Day 4

1. Propaganda Project progress check and Propaganda techniques practice. Students answered questions concerning their progress on the propaganda ad project assigned last class. They also identified propaganda techniques used in commercials and magazine ads and were given an example of an original product and ad. The example below (product = Christmas decorations) uses "bandwagon" ("don't be the only one to miss out). A picture of happy children emptying stockings would employ the technique of "transfer." A picture of a celebrity decorating a tree with the ornaments would employ the technique of "testimonial."
2. "Get into My Head" graphic organizer for character thoughts and feelings. As students read, they will fill in the heads (below) with characters' thoughts and feelings. Quotes are not needed. They can put these in their own words.
3. Students finished reading Assignment #1 (through "put a stop to his plan" on page 32). Study questions should be answered to prepare for a quiz on Tuesday, December 16. Vocabulary will also be on the quiz.
4. Post-reading questions. Students answered the following in their journal: **What did you learn about the hound?**What are the schools like? Pros? Cons? **Describe the "past" according to Clarisse? **What new questions does Clarisse ask Guy?**How does he react to them? **How has Guy changed so far?
   
5. Students had the rest of class to work on their project and complete study guide questions for reading assignment #1.

HOMEWORK: Work on Propaganda Ad assignment. Prepare for quiz.

Propaganda Ad suggestion: Your product could be a food that is popular during the holidays. Prepare the food and bring it to class on December 18.

10 December: F451 Day 3

1. Journal: "Book Memories" Write about memories you have of books and reading. Consider: Do you remember learning how to read? Do you remember the person who taught you to read? What books did you like as a child?
2. Propaganda Advertisement Project assigned. Due December 18
3. Notes (handout)

• "fahrenheit 451" is the temperature at which books burn.
• Salamander: mythological reptile, resembling a lizard, that was said to live in fire. It endures the flames without burning. Symbol of survival and unconquerability.
• Phoenix: in Egyptian mythology, a lone bird that lives in the Arabian desert for 500 or 600 years and then sets itself on fire, rising renewed from the ashes to start another long life; a symbol of immortality
• Hearth: fireplace, a symbol of the home

4. We listened to the audio version of the book to "You don't look so hot yourself" on page 19. Students should answer questions on the back of the notes handout as they read. (For students using the audiobook, we have read through track 10, part 1.)

6. "Get into My Head" handout - Fill in Guy's and Clarisse's head with their thoughts and feelings. Continue this throughout the book.

7. Homework: complete a vocabulary activity of your choice for the remaining 5 words from the reading assignment #1 vocabulary. Due beginning of class on Friday (turn these words in with Monday's vocabulary homework.)

Students had about 10 minutes in class to work on vocabulary homework, answer Fahrenheit 451 questions, and brainstorm for their propaganda advertisement project.

Dec 8: Begin Fahrenheit 451

1. Students turned in homework from Thursday and took a pop quiz over propaganda and Fahrenheit 451 introductory work.
2. Journal: "Thought"
   How does language make thought possible?
   How might increasing your vocabulary help you be able to think better?
   ½ page minimum
   Add to journal: "You don't have to burn books to destroy a culture. Just get people to stop reading them." - Ray Bradbury. **How is this true? **What does reading have to do with culture?


3. Fahrenheit 451 audio book and book online
   •AUDIO BOOK
   –See “Fahrenheit 451” folder on y-drive.
   –Open the “AUDIOBOOK” folder.
   –There will be 4 folders, one for each CD of the book. (AudiobookPart1, etc.)
   •COPY OF BOOK ONLINE:
   –http://kisi.deu.edu.tr/murat.goc/451.pdf


4. Packets: Vocabulary and Study Questions. Answer study questions to prepare for quizzes. These packets will not be turned in; however, they are for a grade in the sense that you will be quizzed and tested over this material. There are various activities in each packet for you to practice vocabulary and test your comprehension of the story.
5. Class sets of the novel:
   •We only have a class set. You will be assigned a book number. You are responsible for this book while you are in class. If it is not here for the student in the next class who uses it, you will be penalized.
   •If you miss a day, you are responsible for coming to this blog to see what part of the book we read. You are responsible for reading it before returning to class. Use the above link or come by the classroom before or after school to borrow one of the extra books.
   •Extra books: I have a few extra books that will be checked out on a first-come, first-serve basis. You have to come AFTER or BEFORE school to get a book.
   •Book numbers: You will have the same book in class for the duration of this unit. You will be responsible for any damage done to the book while in this class.


6. Vocabulary. Use a dictionary and try to fill in the blanks to the definitions for Reading Assignment #1 vocabulary words.
   
7. Answers to Reading Assignment #1 vocabulary definitions:
   1) emotion
   2) Deflected
   3) Senses
   4) Powder
   5) Gloominess (depression)
   6) Diameter
   7) Faces
   8) Projectiles


8. On a separate sheet of paper that you will turn in at the end of class...
   Imagery: language that appeals to the senses.
   Read the first paragraph of Fahrenheit 451. What senses do the words appeal to? List these. Then, sketch the images that appealed to you.


9. On the back of the above sheet of paper, write "Fahrenheit 451 Characterization." Read through "You think too many things" on page 9. Then write what you now know about Guy and Clarisse. How old are they? What do you learn about their personalities. Etc. We will continue reading next class.
10. HOMEWORK: Choose 3 words from Reading Assignment #1 vocabulary and complete a vocabulary activity of your choice for each.
    
    
    
    
    
    
    
    

Dec 4: Propaganda, Fahrenheit 451 introduced

(FYI: Mrs. Woodliff's classes had a substitute today)

1. Students turned in essays.
2. Students took notes over propaganda using handouts at their tables. Students followed instructionsat the top of these handouts.
3. Fahrenheit 451 introduction: Handout with instructions. Article to accompany second half of handout.

Propaganda Notes:
What is Propaganda: SPREADING INFORMATION; BIASED; APPEALS TO EMOTION
Different types of propaganda:

1. Bandwagon : Tries to persuade everyone to join and do the same thing. “Everyone’s doing it!”
2. Testimonial: endorsement by a celebrity
3. Euphemism (or Doublespeak)try to obscure the meaning of what is being talked about by replacing plain English with deliberately vague jargon.Examples:the term "strategic misrepresentations" as a euphemism for "lies." Or "employee transition" as a substitute for "getting fired"
4. Fear - attempts to reach you at the level of one of your most primitive and compelling emotions. Politicians use it when they talk about crime and claim to be advocates for law and order. Environmentalists use it when they talk about pollution-related cancer. Fear can lead people to do things they would never otherwise consider.
5. Glittering Generality The slogan is so attractive that the audience does not challenge its true meaning. Examples: "The American Way" "support our troops" "the common good" Using words so strongly positive in emotional content that just hearing them makes you feel good. The words express a positive meaning without actually giving a guarantee.
6. Name Calling: criticizing another person or product
7. Plain Folks: Suggesting something is practical and a good value for ordinary people. Appealing to common people
8. Rewards – toys, gimmicks, kids’ clubs, rebates, etc.
9. Transfer - Transferring good looks, feelings, or ideas to the person who the propaganda is meant to influence. Suggests positive qualities to be associated with the product and the user.
10. Repetition - a jingle, word, or image is repeated over and over again, and gets stuck in someone’s head, so they buy the product or believe what is being said.
    

Fahrenheit 451 introduced

•Read the passage about the book at the top of the handout.
•In your own words, what is the book about?
•Write what you think the underlined words mean.

Vocabulary (underlined words in passage on the handout)
Rabidly (adverb)
•Rabid: adj. irrationally extreme in opinion or practice
•Censored: verb. suppressing or editing parts that are objectionable (that the government, perhaps, doesn’t want people to know)
CENSOR (additional definitions for the word). noun or verb
1.Someone who examines literature or information for the purpose of suppressing parts deemed objectionable on moral, political, military, or other grounds. (noun)
2.any person who supervises the manners or morality of others. (noun)
3. to forbid the public distribution of (verb)
4. to subject to political, religious, or moral censorship (verb)
•Chastised – verb. Punished, criticized severely
•Insipid – adj. flat, dull, uninteresting
•Shunted – verb. Moved aside
•Apathy – noun. Absence of emotion or excitement (remember the root “path” means “feeling.” the prefix “a” means “without”

“The Firebrand” Active Reading

•Follow the instructions on the second half of the handout.

This last handout was due the following class (Monday, December 8)

Dec 2: Essay Revising and Editing

• Students typed, revised, and edited their essays in the computer lab today.
• Specific instructions were given via PowerPoint. Those instructions can be found at this link
• Final drafts are due at the beginning of class on Thursday.
• Students will NOT be allowed to leave class to print in the library. This should be taken care of BEFORE COMING TO CLASS!

Grade Reports, Swooshification, Extra Credit

Students had a substitute today.

1. Students turned in rough drafts of Anthem essays.
2. Students were given a packet with their grade reports, "Swooshification" active reading and logo commentary writing assignment for today, and information about grade reports and extra credit options.
   

"The Swooshification of the World"
Vocabulary
Ubiquitous – existing or being everywhere, esp. at the same time; omnipresent (ubiquitous fog)
Subliminal – existing or functioning below the threshold of consciousness (subliminal advertising)
Literary Term:
Tone: a writer’s attitude toward his subject and/or audience
Hyperbole: exaggeration (I’m so hungry I could eat a horse)

Assignment: Logo Commentary. What is a commentary? It is anything serving to illustrate a point or prompt a realization.

•

• Brainstorm: jot down (make a list or draw) as many logos as you can think of.

• Choose one and write about it with an exaggerated tone as Rick Reilly does in “Swooshification.”

– 100 word minimum

• Illustrate. Draw (with detail) or find at least 3 images that express your tone.

GRADE REPORTS AND EXTRA CREDIT: See this link for information, instructions, and due dates.

Day 4: Anthem Test Review

1. Journal “Looking back” – Review your journal from November 12 (“I, Unique”). Which of your personal values, goals, and loves would be allowed in the society portrayed in Anthem? Why would any of them be forbidden?
2. Turn in vocabulary homework
3. Chapters 10-12 Quiz
4. Essay assigned. Students were to brainstorm (briefly) for each of the 6 topics. This was supposed to be turned in. Link to essay assignment and topics.
5. Test Review: Students broke up into 4 large groups, answered specific questions from the review, then returned to their usual groups to share and discuss answers. Link to test review.
6. Examples of concepts in Anthem

Individualism "I am not a tool for their use. I am not a servant of their needs. I am not a bandage for their wounds. I am not a sacrifice on their altars. I am a man." (page 95)

Individualism/Egoism:"I wished to know the meaning of things. I am the meaning. I wished to find a warrant for being. I need no warrant for being, and no word of sanction upon my being. I am the warrant and the sanction." (94)

Altruism
"If you are not needed by your brother men, there is no reason for you to burden the earth with your bodies" (22)
"Indeed you are happy…how else can men be when they live for their brothers" (45)

Egoism
"My happiness is not the means to any end. It is the end. It is its own goal. It is its own purpose." (95)

Conformity
"It is not good to be different from our brothers…" (21)

Obedience
"You shall do that which the Council of Vocations prescribe for you…for the Council knows…better than you" (22)

HOMEWORK:
Study Questions for each chapter
Vocabulary Chapters 10-12 (the ones you missed on the pre-test)
If you want today’s quiz before the test, come by after school today or tomorrow!

14 November: Anthem Day 2

Go here for today's instructions and information.

Day 3: Anthem

1. Journal "Desire" Write about something in your life you would like to do but are prevented by someone or something from doing. 50 word minimum. Journals were turned in for a grade.
2. Quizzes: Students had 5 minutes to discuss study questions for Chapters 6-9. Chapter 6-9 quiz.
3. Vocabulary Pre-test: Students took a pre-test for Chapters 10-12 vocabulary. They will complete vocab activities for the words they missed on this pretest. (They should have marked these words on the new Chapters 10-12 handout)
4. Character sketches: students added information from Chapters 6-9 to Equality and Liberty's character sketches.
5. New Vocabulary for Chapters 10-12 definitions:
   •summit (89) – apex; highest point
   •reverence (93) a feeling or attitude of deep respect tinged with awe; veneration
   •warrant (94) – authorization, justification, sanction
   •edict (94) - authoritative proclamation or command
   •covet (96) – to want or to desire wrongfully
   •depraved (97) corrupt, wicked
   •creed (97) system of belief
   •plunder (97) rob by open force, pillage
   •deliverance (98) delivering or freeing from restraint; rescuing
   •brute (100) savage, cruel
   •yoke (101) a device for joining together a pair of draft animals, esp. oxen; a symbol for slavery
   •threshold (102) any place or point of entering or beginning
   •savage (102) fierce, ferocious, or cruel; untamed
6. Quizzes were returned to students.
7. HOMEWORK:
   •Vocabulary activities:
   –Follow vocab instructions for Chapters 6-9. Complete activity only for words you missed on this quiz.
   –Follow vocab instructions for Chapters 10-12. Complete activity for words you missed on pre-quiz. Consider completing activities for other words you aren’t comfortable with.
   •Finish the book
   •Answer all study/discussion questions. These will be due with the test on Monday!
   
   

Anthem: Day 1

1. Journal
2. Turn in homework (“The Fun They Had”)
3. Anthem by Ayn Rand.
   Introduction & notes
   Vocabulary & study questions (questions will be turned in on test day)
   Assign books and begin reading
4. Homework: finish through Chapter 5 (page 62) for Thursday.

1. Journal: "I, Unique" The transition from adolescence to adulthood involves developing a personal identity, a sense of self. Write a paragraph that describes you and explains what makes you uniquely you. Consider your future goals and dreams; what you value in a friend; favorite pets; preferred sports and hobbies; best-loved music, literature, movies, etc.

2. Anthem by Ayn Rand.

The full text of Anthem can be found online here. http://www.pagebypagebooks.com/Ayn_Rand/Anthem/ Use this if you forget your book.
Anthem can be listened to here: http://www.archive.org/details/anthem_librivox (this may not work from a school computer)

What is Anthem about? "Essentially, Anthem is a novel about being the captain of your soul and not allowing others to dictate who you are." (Horton)

Collectivism:

• What do you know about Russian Communism?
• Communism is one kind of collectivism, where the desires of the group are more important than the desires of the individual.
• Other than Communism, what are some other examples of collectivism?
  Ayn Rand was a high-school student in Russia when it became Communist. Her father’s pharmacy was confiscated and her family almost starved.
• How do think Ayn Rand felt about the Communist government?

Terms with General Definitions (fill in the blanks on your handout)

Collectivism: the belief that land and capital should be owned by society

Individualism: **a social theory advocating the liberty, rights, or independent action of the individual. **the belief that all actions are determined by, or at least take place for, the benefit of the individual, not of society as a whole.

Altruism: the principle or practice of unselfish concern for or devotion to the welfare of others (opposed to egoism)

Egoism: **the habit of valuing everything only in reference to one's personal interest. **The ethical belief that self-interest is the just and proper motive for all human conduct.

Vocabulary:
Transgression – sin
Vocation – particular occupation
Save – except
Mandate – a command
Tarry – to delay; to linger
Reel – to feel dizzy

We read Chapter 1 through page 28 aloud. Students were to spend the rest of class reading. HOMEWORK: Read through Chapter V (page 62). Be prepared for a quiz on Friday. Quiz questions will be taken from the study guide. Study guide questions will be due when you take the test over Anthem before Thanksgiving.

Works Cited:

Horton, Meghan. "Anthem PowerPoint." Carrollton-Farmers Branch ISD. 7 Nov. 2008 <http://cfbstaff.cfbisd.edu/hortonm/06-07/06-07%20documents/AnthemDay1.pdf>.

7 November: Dystopia, "The Children's Story"

1. Journal
2. Dystopian movies
3. Lit term notes
4. "The Children's Story" - read, discuss
5. "The Fun They Had" - homework, questions

1. Journal: "Ideal" - Write a paragraph about your ideal, perfect society
2. Dystopian movies: Students identifies movies they've seen from a list of dystopian movies. They wrote a sentence or 2 describing the movies. They wrote what they liked about them/didn't like about them. They determined what the movies had in common.

3. Lit term notes: Utopia

• An ideal place or state
• Etymology: from Greek.
  ¨ou "not"
  ¨topos "place”
• an imaginary island described in Sir Thomas More's book Utopia written in 1516

Dystopia.

• An imaginary place or state where the condition of life is extremely bad, as from deprivation, oppression, or terror
• A work describing such a place
• Etymology: from Greek ¨dys "bad, abnormal, difficult"

4. "The Children's Story" - read aloud. Discussed
As you read, determine and predict:
¨SETTING: Place, time period, atmosphere
¨When was this written? How do you know?

This story was written in 1963. Does knowing that help you to better understand what it was about? Can you re-evaluate your understanding of the story after learning this?


5. "The Fun They Had" Read and questions include the following...

• 1.What are Margie and Tommy’s lives like?
• 2.Compare and contrast the quality of their life with your life.
• 3.What are the pros and cons of their educational system?
• 4.What are the pros and cons of our educational system?
• 5.Describe another educational system you’ve heard of (another country, state, a system from the past)
• Anything not finished in class is homework, due Wednesday, November 12.

5 November - Essays Returned

1. Journal
2. Turn in "How Siegfried was Slain" homework
3. "How Siegfried was Slain" quiz
4. Essays returned
5. Grade reports issued

Journal - "Deception" Free write for 10 minutes about deception. Consider writing the definition (some definitions include: deceive - to mislead or falsely persuade others; deception – fraud), examples of times you have been deceived or times you have deceived someone, examples of deception you’ve seen in movies, on TV, read in books, etc.

Essays Returned, Corrected

• Correct second-person. Highlight sentences where you used second-person. On a separate sheet of paper, rewrite those sentences in third-person.
• If you did not use second-person, you may revise a paragraph of your choice. Choose the paragraph that you lost the most points on. Put a star next to it. On a separate sheet of paper, rewrite the paragraph.
• Corrections turned in by the end of class and added to grade that will go on report card.
  
  

31 October: "How Siegfried Was Slain"

1. Turn in "White Snake" homework if not completed on Wednesday.
2. Add "White Snake" to heroic quest data chart in place of "Hundred Questions." Fill in information.
3. The Nibelungenlied and "How Siegfried Was Slain" follow instructions on handout.

Grade reports were given. Any assignment with "**" can still be turned in TODAY except the essay. Any assignment with "X" is exempt or dropped. Essays will be entered and returned next week.

Due & Homework: Turn in what was finished from today's assignment. Everything else is finished at the beginning of class Wednesday, November 5.

29 October: Vocab Test, "White Snake"

1. Vocabulary Test - 35 minutes
2. Journal
3. "White Snake" - story in text. Vocabulary, Author Study, Read, Questions

Journal: "A Test"Write about a test in which you performed especially well. What was responsible for your success? Did your view of yourself change as a result of your performance?

"White Snake"
Vocabulary: –Curt – rudely brief–Predicament – problematic situation–Amends – makes up for a wrong done, makes right–Scorned – ridiculed; rejected–Diligence – hard work; constant effort

Worksheet: Parts A & B

Homework: "White Snake" handout - Parts A & B. This will not be accepted late.

27 October: Injustices, Active Reading, Vocab Review

Journal: “Importance”
Write for 10 minutes about things that are important to you.
Use at least 7 vocabulary words.
Underline the vocabulary words.

Jigsaw Group Activity - Social Injustices
Students were grouped according to 4 different issues of social injustice (corporal punishment; gender inequalities; healthcare inequalities; civil rights and the American with Disabilities Act). They read information, spent 20 minutes immersing themselves in their subject. After 20 minutes, they moved back to their original groups of 4 where they shared their information. Information was written on a sheet and turned in after 20 minutes.

Active Reading - "When senior year is canceled, adulthood hits with a jolt" (article can be found here: http://hamptonroads.com/2008/10/when-senior-year-canceled-adulthood-hits-jolt)

• Actively read the article.
• Highlight and make notes next to characteristics of teenagers in 1959.
• Identify injustice. Who was being unjust? Why? Who was affected? How did the closing of Granby High School affect students’ lives, even 50 years later?
• What would you do it you suddenly were told there was no more high school (and there was not another school for you to go to)? Think reasonably, rationally, and logically. What would happen to your life? What would you miss out on?
• Compare and contrast teenagers in 1959 with teenagers today. Compare and contrast “those in charge” in 1959 with “those in charge” today. Make a Venn diagram for each.

HOMEWORK: Finish active reading if you didn't in class. Study for vocabulary test.

I will be here after school on Monday, Tuesday, and Wednesday for those who need extra test credit.

23 October - Commas and Vocabulary Practice

1. Turn in essays. Staple the final draft to the top. Rough draft in between. Prewriting (green packet) goes at the back.
2. Journal
3. Comma Uses #2 & 3
4. Vocabulary Practice & Review (A-D)

Journal - "Change" If you could change 1 thing about your high school, what would it be and why? Give specific details. 1000 word minimum.

Comma Uses: #2 & 3

#2 To set off most introductory elements, including subordinate conjunctions.First, what are subordinate conjunctions? They join subordinate or dependent clauses to main/independent clauses. (Ex: after, although, as, because, before, even though, if, since, though, unless, ntil, when, whenever, where, while)

• Example using an introductory wordFirst, I would like to thank my family for supporting me.Later, they went to the movies.
• Example using an introductory phraseFirst of all, I would like to thank my family for supporting me.After eating dinner, they saw a movie.
• Example using an introductory (subordinate) clause. These are called COMPLEX SENTENCESWhen he won an academy award, he thanked his family first.After we ate dinner, we saw a movie.
• When a sentence starts with the independent clause, you don’t use a comma.When he won an academy award, he thanked his family first. versus He thanked his family first when he won an academy award.After we ate dinner, we saw a movie. versus We saw a movie after we ate dinner.

Comma Use #3 between items in a series

• Example: I am studying history, geometry, chemistry, and language arts.
• This comma isn't always necessary, but you should be consistent with its usage.
• This is also correct:I am studying history, geometry, chemistry and language arts.
• When it’s important to put a comma before "and" Example: She enjoys dining out, long hikes in the woods, holding hands and playing the guitar. It doesn't make sense to "hold hands and play the guitar" - these need to be separated by a comma.
• When in doubt, USE THE COMMA!

Vocabulary Practice:

(A) Vocabulary with introductory elements of sentences (7 sentences total)Write a complex sentence using the following vocabulary words and subordinate conjunctions.Vocab words: philosophy, educate, precocious, institute, hypocrisy, martyr, corpulentSubordinate conjunctions: after, because, before, if, since, when, while

(B) Make a cinquain for the following nouns:1.Dilettante 2.Injustice 3.Lamentation 4.Purview 5.approbation

(C) Make an acrostic for the following words:1.Abyss 2.Just 3.Ethics

(D) Find at least 4 pictures to represent the following words: 1.Corpulent 2.Disconsolate 3.Articulate 4.Purview 5.Divinity

There will be a vocabulary test on Wednesday, October 29!

21 October: Movie Essay

1. Information was provided to students via PowerPoint about specific parts and details of their essay.
2. Students had time to work on their rough drafts.

Paragraph-Specific Information for Essay. You may use the example sentences in your essay. I recommend that you change them up a little to better suit your writing style.

Introduction: Sentence 1 = HOOK

• The hook gets the reader’s attention. This does NOT mean saying "Hey, reader, I’m going to tell you…"
• This is a sentence that makes your essay seem interesting. You have to make the reader WANT to read your essay.
• State an opinion related to your thesis.
• Create a visual image that represents your subject.
• Define a word central to your subject.

Introduction: Summary - Summarize the movie in a few sentences.

Introduction: Thesis Statement

• Last sentence in the introduction.
• 1 sentence stating the central idea of your essay.
• What is your main goal?
• What should be included in the sentence?
  1) Title of movie (in italics or underlined if handwritten)
  2) Something about the movie being a heroic quest, journey or something like this.
  Example: In Bill and Ted’s Excellent Adventure, the heroes time-travel in order to create an awesome history project.
  Example: Bill and Ted’s Excellent Adventure is a perfect example of a heroic quest in which Bill and Ted set out to pass their history test by creating a perfect presentation.

Body Paragraph 1: Topic = stages 1 & 2

• Topic sentence should include
  Call to adventure
  Toolkit
  Example: Bill and Ted set out to pass their test and get help along the way.
• Detail sentences (RENNS)
  Tell specifically what the call to adventure is.
  What happens that they have to go on this adventure? (They’re going to fail if they don’t make an A on their presentation)
  Give details about Bill and Ted’s toolkit.
  Who helps them?
  What helps them?

Body Paragraph 2:Topic = stages 3, 4, and 5

• Topic sentence should include:
  1)Monstrous world (places in the past they went)
  2)Tests and trials (conflicts)
  3)Supreme ordeal (making an A on the project)
  Example: Bill and Ted go on an adventure through time in order to gather historical figures to create the perfect history presentation.
  Example: In order to present an A+ presentation, Bill and Ted brave many obstacles as they travel through time.
• Details (RENNS)
  Give specific details about the places they went to and the conflicts they faces.

Body Paragraph 3: Topic = stages 6 & 7

• Topic sentence should include:
  1)The goal being met (awesome presentation)
  2)Their return home and recognition (reaction to the presentation; also how they were recognized by the future)
• Details (RENNS)
  Give specific details about the reward and return.

Conclusion: Thesis restated - Do NOT copy and paste your thesis from the introduction.
RESTATE (rephrase) it.

Conclusion: final statement about movie
You may want to add your thoughts about the movie, characters, quest, etc.

Conclusion: insightful thought

• Give the reader something to think about without writing "You should think about…"
• This shouldn’t be about the movie itself, but about the theme of the movie (what can someone learn from Bill and Ted’s adventure?)
• Give a symbolic or powerful fact or other detail.
• Strike a note of hope

Students' tests were returned to them. If students want extra credit, they need to see me after school Wednesday or Thursday. They must bring their test with them, and we will devise extra credit using the test.

HOMEWORK: Essay including pre-writing, all revised and edited rough drafts, and final draft is due next class.

Heroic Quest Movie Analysis

• Students were given the movie analysis essay assignment (here: http://woodliffenglish10.blogspot.com/2008/10/movie-analysis-essay-assignment.html
• Students were given a pre-writing packet including all stages of the heroic quest. They are to fill in details from the movie for each stage.
• They then watched Bill and Ted's Excellent Adventure.
• Students were given an essay rubric.
• A blank outline of the essay was e-mailed to students who gave me their e-mail addresses. If you didn't get one and want one, e-mail me or come by and get a copy.

Homework: Draft essay. Don't worry about making it perfect. Write as many details for each stage of the heroic quest as you can.

15 October. Active Reading "Kids Revel..."

Agenda:

1. Turn in homework
2. Journal
3. Active Reading Article: "Kids Revel in Deep Questions Posed by Philosophy Institute"

Journal: What is one issue or subject you are passionate about? Explain in at least 4 sentences.

Turn in journals to the crate when finished. (If you do not have a composition book, do not turn in your entries. You must have a composition book by Monday. Affix all your entries inside the book and bring it to me by the end of the day.)

Active Reading "Kids Revel in Deep Questions Posed by Philosophy Institute" (This article can be found here: http://news-service.stanford.edu/news/2002/july24/philosophy-724.html

Before reading: make a list of stereotypes that you associate with “philosophy” or “philosophers”?

Vocabulary (make connections with the words by answer the questions)

• institute – n. an association organized to promote art, science, or education
  ¨For example: MIT: Massachusetts Institute of Technology
• purview – n. range of interest or activity
  ¨What is the purview of you and your friends?
• hypocrisy – n. what is your own definition of hypocrisy? insincerity by pretending to have qualities or beliefs that you do not really have
• ethics – n. a system of moral principles; rules of conduct
• articulate – v. express or explain clearly and effectively
• relative – adj. existing or having its specific nature only by relation to something else; not absolute or independent. Give an example of something being relative.

Students read the article aloud then were given the rest of the class period (about 40 minutes) to answer the handout questions at their tables. Questions were due at the end of class, no exception.

No homework.

Next class, students will watch Shrek, analyzing its heroic quest stages. They will then write an analysis essay which will be due October 23.