Sunday, December 13, 2009

Last Minute Preparation for the Final Exam

A group of lines of poetry is called a stanza, and stanzas of different lengths have different names:

2 lines = couplet
3 lines = tercet
4 lines = quatrain
5 lines = cinquain
6 lines = sestet
7 lines = septet
8 lines = octave

A break within a line of poetry that represents a pause is called a caesura.

Poets use words to translate an emotion from themselves to a reader or listener, and word choice, also known as diction, is crucial in that process. In selecting the right words, poets consider connotation, denotation, and even the etymology of the word. Etymology is the study of the history of words.

Edgar Allan Poe is credited for creating the sub-genre of the short story known as The Detective Story.

Throughout this semester we have study prose and prosody. It's important to know the difference. Prose is the term used to denote everyday language. Essays and short stories are examples literature written in prose. In short, prose is everything that is NOT poetry.

Prosody, on the other hand, is the sound of poetry. Rhythm, rhyme, and alliteration are all examples of what contributes to a poem's prosody.

To round out your knowledge, be sure to review the crossword puzzles and the "unscrambling poetic terms" worksheets that I distributed in class.

The literature questions that correspond to the short stories that we have studied are not new to you. In fact, most of them come from either quizzes or the questions at the end of each story.

Thursday, December 10, 2009

12/10 and 12/11

Attendance
Materials
Prayer
The Gift of the Magi quiz
Poetry
Final Review

Homework:
Final on Monday morning at 8:00 a.m.

12/8 and 12/9

Attendance
Prayer
materials
Read "The Gift of the Magi"
Poetry Lecture

Homework:

Re read "The Gift of the Magi"

Monday, December 7, 2009

Mass Attire 12/8

Please remember to wear mass attire on 12/8/2009

12/4 and 12/7

Agenda:
Prayer
Attendance
Materials
Return Things
Poetry

Homework:

No homework

Honors: Portfolio due 12/8

Thursday, December 3, 2009

12/3 and 12/4

Prayer
Attendance
Vocab Quiz 15
No More Vocab
SAT sentence completion questions
Poetry Notes

Homework:
No Homework

Tuesday, December 1, 2009

No More Late Work

As mentioned previously in class, today, December 1, marks the last day you could have submitted late work for credit.

Monday, November 30, 2009

11/30 and 12/1

Prayer
Attendance
New Vocab
Vocab Worksheets
Chapter 15 Test
Poetry Lecture/Notes

Homework:
Graph the types of sentences in the Reading Comprehension section of your vocab worksheets AS DESCRIBED IN CLASS. Credit is for neatness AND correctness.

Vocab Quiz next class

You received a final study guide today. This the ONLY day to receive one. If you were absent, you must copy a classmate's study guide. If you lose your study guide, you are responsible for copying a classmates.

11/24 and 11/25

Prayer
Attendance
Vocab Quiz
Chapter 15 Chapter Review

Homework:
Process "It Bids Pretty Fair" and "Eldorado" from Adventures in Reading
Chapter 15 Test next class

Friday, November 20, 2009

Chapter 15 Chapter Review Answers

Chapter 15 Chapter Review Answers
1. Noun clause
2. Independent
3. Adjective clause
4. Adverb clause
5. Noun clause
6. Independent clause
7. Adjective clause
8. Adverb clause
9. Independent clause
10. Adjective clause
11. Before you buy the sweater-adverb clause
12. whose mother is a dentist-adjective clause
13. who won the speech contest-noun clause
14. that scattered our garbage-adjective clause
15. if you don’t like to paint-adverb clause
16. that she would provide food for the trip-noun clause
17. Until you pay back the money-adverb clause
18. what you game him for his birthday-noun clause
19. that scared even the bravest of us-adjective clause
20. that you borrowed yesterday-adjective clause
21. After we have dinner-adverb clause
22. what the capital of Nigeria is-noun clause
23. which was invented by Jonathan Swift- adjective clause
24. what you said about her-noun clause
25. who climbed the tree to save the parakeet-adjective clause
26. that moved them deeply-adjective clause
27. what happened at the intersection this morning-noun clause
28. If you don’t like camping-adverb clause
29. they would pay our dog’s boarding costs-noun clause
30. who is responsible-noun clause
31. simple
32. compound-complex
33. complex
34. compound
35. complex
36. compound
37. simple
38. compound
39. compound
40. simple

How to Process a Poem

Process a Poem means the following:

1. Read the poem aloud.
2. Make a word for word copy of the poem. (capitalize, punctuate, end lines in the same way as the original)
3. Circle all words that you do not understand and look them up in your dictionary.
4. Write your own explanation of the poem in your own words. Use the poem's length and format as a guide for how long your explanation should be.

11/20 and 11/23

Prayer
Attendance
Analogies
new vocab
worksheets
Pop Quiz on "The Fifty-First Dragon"
Grammar Fun
Grammar Review
Poetry Introduction

Homework

Process
"The Face in the Mirror" on page 298 of Adventures in Reading
"The Cloud" on page 300 of Adventures in Reading

Vocab Quiz next class
Vocab worksheets due next class
Answer the following question in any way you can: What is poetry?
HONORS: Research essay due Tuesday

Thursday, November 19, 2009

11/18 and 11/19

Agenda:
Prayer
Attendance
Return things
Submit Vocab Worksheets/Review Exercise 4
submit grammar
vocab quiz
new vocab
HONORS: Writing Exercises
analogies worksheets
return grammar/review

Homework:
Ex. 7 in chapter 15 elements of language and Chapter 15 Chapter Review
Reread "The Fifty-First Dragon"
HONORS: Bring writing worksheets back...you do not have to complete them.

Monday, November 16, 2009

Info for Academic Decathletes and Parents

Dear Parent or Guardian:

As a member of the Academic Decathlon team, your Celt will be participating in a scrimmage test for the Southern California Private Schools Academic Decathlon on Saturday, November 21, 2009. The contest is a great opportunity for an Academic Decathlete to get a sense of how the competition is run, and it usually inspires a new attitude toward studying and practice. I hope that you support your Celt’s participation in this event.

It does make for an early morning. The competition will start promptly at 8:00 A.M. on Saturday at Bishop Alemany High School in Mission Hills. Given the hour and the size of the team, I will not be coordinating a team bus from Crespi, so it is important that you and your Celt arrange for his arrival at Bishop Alemany High School by 7:45 A.M. to receive last minute instructions and room assignments. Unlike the main event in February, the scrimmage does not have a spectator component, so you can plan on a drop-off and pick-up arrangement. The event should end between 12:00 and 1:00 P.M., and I will have more specific information about pick-up times later in the week.

I encourage the boys to stay hydrated throughout the day, so if you could remind them to bring plenty of water, that would be a great help. Furthermore, I am asking for your help in providing breakfast and lunch snacks for the team on the day of the scrimmage. In the past, I have requested funds from Crespi to provide brain-healthy snacks as well as some fun ones, but this year I am relying on parent participation to help with food for the event. If you are willing to provide fruit, snacks, or drinks for the team, please email me at aswaney@crespi.org, and we can coordinate further.

Each participant should pack a lunch and plenty of water, and with your help, I hope to have brain-healthy snack such as fruits, vegetables, nuts, and cheeses as well as some fun snacks such as chips, cookies, and pastries. Crespi’s Academic Decathlon team will consist of fifteen Celts this year, and with a few enthusiastic returning team members, we have potential for a great year of competition. No matter what, however, I expect all of the team members to benefit from the experience of this scrimmage as well as the main events on January 30 and February 6, 2010.

Thank you for your help in coordinating this event, and I look forward to a fun and challenging day of academic excellence on Saturday, November 21, 2009.

11/16 and 11/17 including HONORS

Attendance
Prayer
Return Items
After returning homework and essay assignments, we spend a few minutes discussing common errors and comments that appeared on interview essays.
PEER REVIEW
A large number of students failed to produce a rough draft. Those students were sent to the library while the rest of the class worked on a peer response. We read our essays aloud and looked for places to improve our writing.
PIE PARAGRAPHS
We reviewed a worksheet that explains how to write a paragraph that has POINT, shows INFORMATION, and incorporates an EXPLANATION.
Pop Quiz on "The Musgrave Ritual"
New Vocab
Vocab Worksheets
Analogies
We practiced understanding analogies
Grammar

HOMEWORK:
Exercies 4,5, and 6 in Chapter 15 in Elements of Language
Read "The Fifty-First Dragon" in Adventures in Reading
Vocab Quiz next class

Thursday, November 12, 2009

11/12 and 11/13

Agenda:

Prayer
Attendance
Loose Ends
movie
homework misinterpreted
HONORS: annotated bibliography
Vocab Quiz
New Vocab
Grammar

Homework:
Re-read "The Musgrave Ritual" from Adventures in Reading
Exercises 1,2, and 3 in Chapter 15 Elements of Language

1. appreciable adjective able to be estimated or measured; noticeable.

2. breadth noun a. The distance or dimension from side to side of something, as distinguished from length or thickness; width. b. Wide extent or scope. c. Freedom from narrowness of views, interests, or attitudes.

3. copious adjective a. Large in quantity; abundant; containing an ample supply. b. Filled with matter, thoughts, or words; wordy.

4. gargantuan adjective Of immense size or volume; colossal; huge.

5. innumerable adjective Too many to be counted or numbered.


Sunday, November 8, 2009

11/11 and 11/13

In class you will be watching and taking notes on a movie version of "The Secret Life of Walter Mitty."

Vocab quizzes will be deferred until next class.


HOMEWORK:
For homework, you will write a two to three page essay that examines how and why the movie is different from the story version. Your sub will give you a handout on which you may take notes, and you'll find a thesis that you can use to direct your writing. The essay must be MLA format....

1 inch margins
typed
12 point font
times or times new roman
double spaced

Wednesday, November 4, 2009

11/4 and 11/5

Agenda:

Attendance
Prayer
New Vocab
sentences
Chapter 15
In class reading

Homework:
Read "The Musgrave Ritual" on page 46-60 of Adventures in Reading
Write out and answer all Reading Check questions on page 60 of Adventures in Reading, #1-10
Write out and answer all Study and Discussion questions on page 67 of AinR, #1-5
Write or type all rules from Chapter 15 in Elements of Language, 15a-15g(4)

HONORS HOMEWORK:
Compile a 10 item annotated bibliography according to MLA formatting. The sources should relate to your essay, and though you do not have to use 10 sources for the essay, you still need 10 sources for this bibliography. NO WEBSITES are allowed. You must use books, magazines, or online journals as described in the library.

Monday, November 2, 2009

HONORS example essay

The Sleeping Giant of School Schedules

Many people who debate educational issues are aware of the metaphor that compares the biology of students to the lighthouse that cannot move. The metaphor extends to suggest that teaching strategies are ships that, though stubborn, can be changed to accommodate the needs of students as mandated by that biology. In recent years, in fact, in recent decades, many adjustments have changed the shape of the classroom around the nation, and in many ways, these changes, such as increased technology in the school and more appreciation for controlled chaos, have had great success. Still, one fact about the standard school day is detrimental to the overall development of a young brain, and the stubbornness of the establishment promises to keep that one fact from ever changing. That fact is that teenagers are not awake for the first third of the class day, and as a result, they lose valuable instructional time. Research proves that teenagers are nocturnal creatures, and their learning has greatly suffered from the diurnal rotations of the normal workday. In order to help young learners, and thusly our future, attain all the success that they can, teachers and administrators need to change the hours of the typical school day despite the inconvenience it may cause to parents and other professionals.

“In many animal societies, adolescents are banned from the group,” writes Jessica Beach in her depiction of the parallels between humans and many other animal species (100). Her research has shown that adolescents of many species reflect a sleep pattern very distinct from that of the adults in the community. The reason is simple: “For the sake of self-preservation, adolescents, especially males, must operate during the hours of slumber for the mature, more dominant males” (Beach 192). Because adolescents pose a threat to the ruling figure in many animal communities, they are exiled to be on their own. In an attempt to exploit the same food and water resources that they remember from their youth, these animals must approach such locations when the older males no longer threaten them. As a result, the biorhythms of most adolescent animals change to enable them to function at different hours. In the human world, this means that adults, teachers included, have returned from their former adolescent night carousing, and they can function very efficiently in the prescribed workday. The youth of the community, however, especially in school, are at a disadvantage.

The average teenager needs about nine and a half hours of sleep to function at their best, and “This sleep is necessary to the total physical and mental development of the human being” (Crowley 88). If school starts at 8:00 am, the average teenager probably needs to be awake by 6:45 am in order to prepare for breakfast and the commute to school. If that student needs nine and a half hours of sleep, they need to be asleep by 9:15 pm. Anybody who has lived with a teenager knows that a bedtime like that would be impossible to maintain. It is not just because teenagers choose to stay up late. In fact, adolescents are simply suffering from the effect of their natural biorhythms, “The physiological cycles that determine our sleep and wake schedules” (Finklestein 12). So, physically, teenagers cannot be rested by the time they start school, and in fact, these biorhythms prevent them from being fully prepared to learn in the early hours of the school day.

Many people have thought about the possibility of changing school schedules, but those ideas usually meet great resistance because of the existing routines of adults and the entire working world. Parents would not be able to drop off students while en route to work, and teachers would not be able to live normally with spouses that are not on the same education schedule. Because the students that are suffering form the basis for the future of civilization, these objections seem trivial, and therefore, school schedules “Must be altered to account for the learning styles of young students” (Weiland 108). Furthermore, because of the advances in construction and lighting technology, extra-curricular activities will not suffer the onset of darkness as they once might have in the past.

Furthermore, students would benefit greatly if all extra-curricular activities had to change their schedules. For instance, studies prove that, “Students who participate in sports or art early in the day perform better on standardized tests” (Weiland 223). So, practices that, at one point, kept students away from home in the late evenings could be moved to morning hours to accommodate a change in the schedule, and that physical activity early would be more beneficial than the same activities in the afternoon hours.

Students will benefit from the change in schedule. “In a landmark decision, Western School in East Occidental, Maine recently changed their schedule to accommodate the sleep patterns of their students,” writes Christopher Crowley (178). This change resulted in an immediate increase in test scores, and “Western School’s principal, Louisa Louis, earned a Nobel Prize for Education when the school’s standardized test scores doubled the average of all other schools in the United States”(Crowley 115). With such incredible results in Maine, other schools should be anxious to change schedules.

Standardized test scores are not the only statistics that improve when a school changes its schedule. In fact, “Teson High School in New Mexico has completely replaced all of their teachers with peer educators” as a result of their decision to change schedules (Weiland 208). The students at Teson began creating lesson plans that far outshined those of the staff at Teson, and class presentations often created more of a stir than the classes planned by the teachers. After several instances of students correcting the misinformation that the teachers were providing, the administration took the bold step of employing the top five percent of the school instead of the existing faculty. Since then, Teson has recorded the highest college placement record in New Mexico’s history. With standardized test scores and college placement improving as a result of the schedule change, it is clear that the schedule benefits students, and when students who used to struggle can thrive to the point of leading a classroom of their peers, it is clear that the adjustment of class schedules can lead to a brighter future.

Though many people feel that a major overhaul of the school schedule would create insurmountable obstacles, the science and the evidence shows that teenagers would greatly benefit from a school schedule more compatible with their natural Circadian Rhythms. Teaching has long been a source of creativity and innovation, and the education system has a chance to usher in a new era of success. Teaching strategies are necessarily fluid to accommodate the hardwiring of human beings and the multiple intelligences present in the classroom, and the schedule of a school day is the last mainstay of resistance to unlocking the full potential of young learners.

11/2 and 11/3 Answers to Diagnostic Preview and HONORS due dates

Attendance
Prayer
MLA Check (HONORS ONLY)
Library visit (HONORS ONLY)
Submit Homework
Vocab Quiz (HONORS QUIZ WILL BE WEDNESDAY)
New Vocab
Read-a-long/discussion of "The Necklace"
Pop Quiz

Homework:
Write one (1) sentence for each new vocab word

1. c cessationnoun The act of ceasing or stopping; a halt.

commence trans. verb To begin; start. intrans. verb To come into existence; have a beginning.

deter trans. verb To prevent or discourage from acting, as by means of fear or doubt.

4. h hamper trans. verb To prevent the free movement, action, or progress of; limit. noun A large basket, usually with a cover.

obs obstruction noun An obstacle; something that blocks or gets in the way.

Review Diagnostic Preview answers from blog

HONORS ESSAY ASSIGNMENTS:
Annotated Bibliography due November 10.
this website is a great resource to help you figure out what an annotated bibliography should be. For another site, click here.

Researched Essay rough draft due Monday, November 16.

Researched Essay final draft due Tuesday, November 24.

Diagnostic Preview Answers:

1.which spans the East River between Brooklyn and Manhattan in New York City-adjective clause
2.The bridge was designed and built by John Roebling and Washington Roebling, a father-and-son engineering team-independent clause
3. that resembles a spider web-adjective clause
4. What impresses many people-noun clause
5. that are supported by concrete-filled shafts-adjective clause
6. Although she was not an engineer-adverb clause
7.that construction work could be both slow and dangerous-noun clause
8. Because they were required at times to work underwater in airtight chambers called caissons-adverb clause
9.Since they were used to working ships' rigging at great heights-adverb clause
10. John Roebling injured his foot at the work site-independent clause
11. compound sentence
12. compound-complex sentence
13. compound sentence
14. complex sentence
15. complex sentence
16. simple sentence
17. complex sentence
18. simple sentence
19. simple sentence
20. compound-complex sentence

Thursday, October 29, 2009

10/29 for HONORS

Attendance
Prayer
Reflection on Interview Papers
Submit Drafts
Research Paper Assigned
Chapter 14 Test
In Class Reading of "The Masque of the Red Death"
Halloween Treat

Homework:

Research Proposal due Monday
Proposals come in varying degrees of detail. For your proposal, I simply want you indicate what topic you plan on exploring in your research paper. You may wish to tell me what information you expect to uncover during your research. You may include opposing arguments to your viewpoint. The proposal should be no less than one paragraph and no more than one page.

Bring your MLA handbook to class on Monday.
ISBN: 978-1-60329-024-1

Chapter 15 Diagnostic Preview
#1-20 on pages 490-491 in Elements of Language

Vocab Quiz Next Class

Read "The Necklace" on page 190 of Adventures in Reading

10/29 and 10/30

Attendance
Prayer
Chapter 14 Test
New Vocab
In class reading of "The Masque of the Red Death"
Writing scary stories
Halloween Treat for Y'all

Homework:

Chapter 15 Diagnostic Preview
#1-20 on page 490-491 in Elements of Language
Vocab Quiz next class
Read "The Necklace" in Adventures in Reading. page 190
Period 3: Finish Parts A and B on the Chapter 14 test.

ESSAY FORMAT

Typed12 point font
Times or Times New Roman
Double spaced, but do not "double-double" after a paragraph
1 inch margins on all sides the document
Last name and page number in the upper right hand corner of each page
Please use black inkthree (3) to five (5) pages
You must have a title for your report, and it should be centered. Do not underline it or put it in italics or quotation marks.
Do not waste a lot of paper space with your title.

Wednesday, October 28, 2009

10/27 and 10/28

Agenda:

Attendance
Prayer
Vocab Review
-collect worksheets
Vocab Quiz
New Vocab
Grammar Review
Grammar Quiz
Reading List Check
In Class Reading

Homework:

Chapter 14 Test Next class

HONORS:

Interview Paper Final Draft due October 29.

Friday, October 23, 2009

10/23 and 10/26

Attendance
"The Fall of the House of Usher"
new vocab
-vocab worksheets
Grammar Review
-study guides
HONORS PEER WORKSHOP
A peer workshop is the reason for the importance of a due date for a rough draft. Those of you who failed to produce a rough draft missed out on this valuable opportunity to discuss the essay with a classmate.
Prayer

Homework:

- Vocab Quiz Next Class
- The vocab worksheets will be collected for a grade
Because of a clerical error, I distributed the wrong worksheets to the HONORS class.
Please make the effort to get the correct worksheets before Tuesday.

- Chapter 14 Quiz Next Class
- Chapter 14 Test Class After Next
- Update your reading lists; they will be graded next class. Grading will take place as follows: One student will be chosen "at random." If that student has a complete reading list, everyone gets credit. If that student does not have complete reading list, NOBODY gets credit. You had been asked to exchange contact information with two (2) of your classmates. A good strategy would be to get in touch with those two (2) friends and make sure they have a complete reading list.

Wednesday, October 21, 2009

10/21 and 10/22

Attendance
Prayer
Vocab Quiz #9
New Vocab

1. ambiguous
2. baffle
3. convoluted
4. dilemma
5. enigma

"The Black Cat"
*Please update your reading list to reflect "The Tell-Tale Heart" and "The Black Cat"

Answers to Homework...excercises 4,5,6,7,8
Ex. 5
Participial Phrase Word modified
1. Hoping to be the first to reach the South Pole Robert Scott
2. Leading Scott, a British explore, by sixty miles expedition
commanded by Roald
3. Learning about Amundsen Scott
4. Plagued by bad weather and bad luck Scott
5. Reaching the pole on January 17 British
6. Weakened by scurvy, frostbite, and exhaustion explorers
7. overcome by exhaustion and injuries member
8. leaving the camp at night member
9. sent to find out what had happened mission
10.acclaimed for its heroism expedition
Ex. 6
Gerund Participle
1 subject 3 scout
2 indirect object 4 sister
5 subject 7 ballerina
6 predicate nominative 10 he
8 object of preposition
9 direct object
Ex. 8
to perform-adverb
to travel-direct object
to leave-adverb
to drive-direct object
to forgive-subject
to excel-adverb
to go-adverb
to learn, to live-adjective/predicate nominative
to eat-adverb
to improve, to practice-adjective/predicate nominative
Ex. 9
Infinitive phrases/clauses
to read I Know Why the Caged Bird Sings/predicate nominative
to write a report on Maya Angelou’s descriptions of her childhood/direct object
To grow up in Stamps, Arkansas, in the 1930’s/to know great hardships/subject/predicate nominative
to show the everyday lives of African Americans during the Great Depression/direct object
To accomplish this purpose/subject
to capture vivid details in her writing/adjective
us see her grandmother’s store through the eyes of a fascinated child/direct object
to experience life beyond her hometown/adverb
her to achieve success as a writer, a dancer, and an actress/direct object
to dramatize her African American heritage/subject

HOMEWORK:

Read Pages 483-484 in Elements of Language
Excercise 10 and Chapter 14 Chapter Review (1-40) in Elements of Language

Tuesday, October 20, 2009

Chapter 14 Exercises 1,2,3 Answers

Ex. 1
Adjective Phrase -Word Modified
1. for Caesar’s military -successes reason
2. of ancient Rome -roads
of the empire- corners
3. of hard stone -blocks
for most major routes -foundation
4. in military roads -interest
of the vital importance -understanding
of communication- importance
5. among the empire’s provinces -communication
of the Roman rulers -power
6. for roads -need
7. of the road system -surfaces
8. of the highways -use
9. from the old empire -roads
10.of roads -miles

Ex. 2
toward the summit
across the road
During Ramadan, from sunrise, to sunset
down the river, on a raft
past many beautiful meadows and streams
beneath the waves
across the international date line
after dinner
out of control, into the powdery snow
beside the river
Ex. 3
Adverb Phrase Word Modified
1. On Friday -were alarmed
by the plaintive sounds -were alarmed
from the abandoned house -came
2. inside the whole house -searched
from the dusty attic -searched
to the cold, damp basement -searched
3. in the basement -found
4. for food -were crying
5. by them -had been made
6. in the corner -found
in it -placed
7. with their temporary home -happy
8. to our house -took
9. with some soft, old towels -lined
in the warm kitchen -set
10.from our house -come
At all hours of the night and day -come

Monday, October 19, 2009

10/19 and 10/20

Attendance
Vocab
-Worksheets
Pop Quiz on Fratek's Pyramid
Prayer
Bud's Notes on Edgar Allan Poe

Homework:

In Elements of Language, read pages 472-482.

In Elements of Language, complete exercises 4,5,6,7, and 8.

Prepare for a vocab quiz on lesson #9

HONORS:

Rough draft of your Interview Paper is due on Friday October 23.

Your paper should be 2 to 4 pages in length.

Standard MLA format as we have written all our compositions.

Refer to the example paper posted a few blog posts back.

Bud's Notes


Thursday, October 15, 2009

Interview Paper

For the Honors class, you have been asked to compose an interview paper. Your experience should consist of the following steps:

Decide on a career you may one day want to pursue.

Arrange an interview time with somebody who works in that profession.
You may conduct an interview in person or on the phone, or you may choose to conduct your interview through email. Email will make it very easy for you to use exact quotes in the essay, but interviewing somebody one-on-one will allow you to elaborate on questions and make note the interviewee's tone and body language.
Should you choose to use a recording device for your interview, be sure to clear that with your interviewee first. Some people do not like being recorded, and you must not record somebody without their permission. Either way, be prepared to take accurate notes. After the interview, take time to look over your notes, expand on areas where you used shorthand, and clarify anything that is written sloppily.

Prepare a list of questions that will help you obtain information that may help in writing an essay that could persuade a reader to pursue the career in question.

Conduct the interview.
Keep in mind "etiquette." I suggest you do not ask, "How much money do you make?" in your interview. Instead, be more tactful. Ask, "What can a beginner expect to earn in this career?" You could ask, "What is the earning potential for this career?"



Draft a persuasive essay that explains important information about the career and explains why somebody would want to work in that career field.

Use direct quotes from the interview to support your thesis.

The following is an example of an interview paper:


In today’s competitive job market, many young people often find themselves flailing in desperation. Even with a college degree from esteemed universities such as Harvard, Brown, and West Virginia University, many young Americans will end up flipping burgers for several years before they find a career that will allow them to combine their intelligence, creativity, and ambition in a positive work environment that provides competitive pay and decent benefits. One job market that many educated Americans have overlooked in the past is professional Zombie. Of course, many people avoid this job because of the immense personal sacrifice involved. As an interview with veteran Zombie Dewey Bloodstone shows, however, this field, in which demand for serious professionals has risen considerably, has been a constant source of pride and satisfaction in the worldwide workforce for thousands of years.
The primary reason so many young people overlook this career option is that the sole employer in the field, Supernatural Rites of Cannibalism Inc., has been engaged in an intense legal battle for the right to obtain and store human souls. This lawsuit, brought against the company by the Anti-Undead Coalition of America, has been costing the SRC millions of dollars a year, and the SRC has had to make severe budget cuts. The majority of these cuts, according to Dewey Bloodstone, the current CEO of the company, have been “Gangrenous infections that have spread uniformly across the advertising department.” Bloodstone went on to state that the company has been “Disabled to the point of having to withdraw its corporate sponsorship of popular figures in the music industry like Marilyn Manson, Ozzy Osborne, and Brittany Spears.” Obviously, without these powerhouse recruiters in their corner, and with little money to purchase billboards or television time slots, the company’s numbers have been decimated.
The number of personal changes the job requires usually turns off the few humans that do apply for employment. The most drastic of these personal changes is that the applicant must undergo a life extraction. Bloodstone said “Technology in the life extraction process has come a long way since A.D. 950” when his life was removed through the use of six gallons of crude oil, two yards of goat intestine, one 304 pound stone, and a very large precipice. According to the veteran, the current process is “Relatively painless, with only minimal emotional damage.”
Some of the other drawbacks of the industry are simply side effects of the life extraction. Though different from death, a life extraction forces some lifestyle changes. For instance, the Zombie is force to remain underground during daylight hours, or he/she will suffer very painful and irreversible boiling skin, which, in many cases, ends a Zombie’s career. Another huge change is that of diet. After the life is taken, the new Zombie can only exist on a highly regimented diet that is exclusively composed of brains. Many prospective Zombies feel like they would not like the lack of choice, but Bloodstone claims that “Depending on the education of the individual, brains come in a variety of flavors that puts Baskin-Robbins to shame.” So, perhaps the brain diet is not as restrictive as it seems.
In fact, education is not the only source of variety in the Zombie diet. Bloodstone explained, “Different countries tend to have distinct flavors, as well.” Of course, most people, when thinking of becoming a Zombie, figure that the opportunities for travel are minimal. Bloodstone explained that this is one of the biggest “Misconceptions about the entire industry.” Apparently, though autumn is the only big season for Zombies in America, some places, like Jamaica and particular European and African countries, employ SRC’s Zombie on an exchange basis throughout the rest of the year. Thus, as Bloodstone stated, “The chances for travel and variation are great, indeed”. This fact explains SRC’s current motto, “Eating the world, one brain at a time.”
Opportunities for advancement are yet another enticing aspect of the Zombie profession. Bloodstone mentioned, “In our depleted state, the company is ready and willing to fill a number of middle-management positions within the Fright Farm [the company’s headquarters located in Death Valley, CA].” Furthermore, Bloodstone mentioned the fact that the world’s population is growing by leaps and bounds, and the need for smaller regional headquarters is growing. The experienced Zombie confided, “If a young Zombie were to scrape and claw long enough, he might just be head of a new base in such exotic locales as Bangkok or the French Riviera.” Obviously, young people with administrative abilities and people skills could easily fulfill their dreams.
“When it comes right down to it, we all want to make a dollar and a cent in this business. We facilitate that, and this company also manages to keep our employees,” said Bloodstone about the financial potential for a new Zombie. Within the SRC, the average income is $75,000 a year, and the company also offers a very healthy benefits package. Bloodstone said, “Nearly every district office is located within spitting distance of some of the prettiest scenery around, and our buildings are equipped with all modern luxuries.” After their office hours, many Zombies relax in the state of the art multimedia entertainment rooms that give the SRC employees access to music, television, movies, and internet. Furthermore, the SRC offers overtime pay for up to two hours of self-improvement activities. Thus, the Zombies that take advantage of the company’s million-dollar fitness center get paid for bulking up while others can earn when they learn foreign languages from fellow Zombies. “We are a competitive company, and we want to prove that by having the best undead employees around,” said Bloodstone in reference to the incredible incentive programs designed to improve current employees and recruit diligent, young Zombies. Bloodstone offered this mission statement to any interested youths: “As we move through the 21st century, in a nation wrought with conflict and instability, Supernatural Rites of Cannibalism vows to continue to be the best employer for the best employees; a thousand years running.” Clearly, SRC stands alone as a company dedicated to excellence in its field and its employees.
Professional Zombie is a high paying and satisfying career that is currently a hot opportunity for interested youths. As the interview with long time Zombie Dewey Bloodstone proves, the field is demanding and difficult, but opportunities for hard working individuals are limitless. The intense competition of the job market is sometimes enough to make a person lose his or her mind, and working at Happy Burger may not provide the professional opportunities sought by today’s workforce. Being a Zombie, however, offers the alternative to break on through to the other side and gain a career.

10/15 and 10/16

Reflection
Attendance
Materials Check
Vocab Quiz #8
New Vocab #9

1. abnormal adjective Not normal.
2. conventional adjective Customary; conforming to most standards.

3. idiosyncrasy noun An unusual habit or mannerism of one particular person.
4. orthodox adjective a. Adhering to commonly accepted tradition. b. Adhering to an established religious faith. c. Sound; true; authoritative.

5. precedent noun An action that can be used as an example for subsequent similar cases.

Chapter 14 notes on Prepostional Phrases, Adjective Phrases, and Adverb Phrases

Homework:

Read pages 467 to 471 in Elements of Language

Exercises 1,2, and 3 in Chapter 14 of Elements of Language

Prepare for a Pop Quiz on Fratek's pyramid and all related terms

HONORS

Interview Paper Rough Draft Due October 23

Friday, October 9, 2009

10/9 and 10/13

Agenda:
Chapter 13 Test
New Vocab
Read "The Tell-Tale Heart"

Homework

HONORS:
Observation paper due next class

Everybody:

copy all the "rules" from chapter 14 in Elements of Language. Start on page 466 and copy the rules as labeled 14a through 14l. The rules are in red in your book.

Wednesday, October 7, 2009

HONORS CONFERENCES

I still have 21 Observation Paper rough drafts on my desk. That means 21 members of the HONORS class have yet to seem for a one-on-one conference to discuss their essay. This conference is very helpful for your writing, and you should not expect to be able to complete a great observation paper without a conference.

We have a shortened X period tomorrow, and I will be available after school.

10/7 and 10/8 Notes on Fratek's Pyramid

Agenda:

Attendance
Prayer-in our prayer today, we focused on seeing trials and difficulty as a chance to prove ourselves rather than using difficulties as an excuse for poor behavior.

materials check

Vocab Quiz

New Vocab

Reading List: In order to keep track of what we've read for English, I am requiring you to use a reading list. At this point, you should have the following on your reading list:
The Jungle Book Rudyard Kipling
Treasure Island Robert Louis Stevenson
"The Most Dangerous Game" Richard Connell
"The Lady or the Tiger?" Frank R. Stockton
"The Cask of Amontillado" Edgar Allan Poe

Fratek's Pyramid

The Fratek's Pyramid is a scalene triangle used as a visual representation of the important parts of a story.

Part 1, the long incline of the scalene triangle symbolizes the Exposition, or Rising Action. The exposition of a story is the part that gets us interested. It tells us about the characters, setting, and conflict.

Characters are not always human, but of course, we generally think of characters as humans. They are the subjects of the story, and it's our relationship with the characters that makes us care about the outcome of the story.

Characters can be thought of as protagonists or antagonists. Protagonists are main characters. A protagonist is the character whose story we follow, it's the protagonists quest that we care about. A protagonist is not always a "good" guy. For instance, in "The Cask of Amontillado," Montresor does something evil, but he is the protagonist of the story.

Antagonists are any characters who clash with the protagonist or get in the way of the protagonist's efforts to complete his or her quest.

Other characters may not be protagonists or antagonists; they are simply supporting characters.

Characters can be seen as round or flat. A round character has clearly developed personality. Positive or negative, we know a lot about the character, and he or she seems to come alive from the page. Examples would include Jim Hawkins, Long John Silver, Zaroff, Rainsford, and Montresor.

A flat character is not a clearly developed personality. They are based on stereotypes or generalities. Ivan would be an example of a flat character, as would Israel Hands.

Otherwise, characters can be thought of as dynamic or static. A dynamic character experiences a change in his or her core personality. Jim Hawkins, for instance, starts Treasure Island as a young, innocent, immature boy, but by the end of the novel, he has become a grown man. He has been attacked, killed a man, stole a ship, and found a buried treasure. Long John Silver, on the other, behaves in different ways, but he remains the same basic person. At first, he is nice and earns the admiration of Jim Hawkins, but then he becomes evil and threatens Jim. Later, Long John Silver seems respectful and cooperative with Dr. Livesey. His behavior changes, but at the root of his personality, Long John Silver is still the same; he's an opportunist. He will do whatever it takes to take care of his own hide.

So, Jim is a Dynamic, Round, Protagonist, but Long John Silver is a Static, Round, Antagonist.

Ivan is a Static, Flat, Antagonist, but Rainsford is a Dynamic, Round, Protagonist.

Setting is where and when a story takes place. Novels and short stories can explore many settings, but you can usually locate one general location for a short story. Setting could be as general as "earth" or as specific as "room 16 in Crespi Carmelite High School." Sometimes setting is very important to a story, and it can have a real effect on a character. In some other stories, setting is simply a background. Setting can refer to century, year, month, day or hour. Think of how each might have an impact on the action of a story.

Conflict is what drives a story forward and keeps your interest. In most stories, the protagonist has a problem that needs to be solved, and it's that quest to solve the problem that keeps your interest. Think how boring it would be to read a story about somebody who sits on a couch and eats Cheetohs. The story might get better when they run out of Cheetohs and need to visit the store.

Conflicts can be classified as man vs. man, man vs. nature, man vs. self, man vs. technology, man vs. society, or man vs. supernatural. Some classes reduce this classification system to only three, while other scholars choose to use an expanded, more specific list. For our purposes, think of how the confilicts in the stories we read fit into one of those six.

The high point of the Fratek's Pyramid is the Climax. That is the point of most interest in a story. That is the point where the central conflict comes to head and is either solved or proven insoluble.

The last part of the Fratek's Pyramid is the Denouement, Falling Action, or Resolution. Either of those three names can be used to discuss the point in the story where the loose ends are tied up. In a fairy tale, that's when the narrator says, "They all lived happily ever after." Some of our stories have very abrupt denouements. These stories leave your imagine to wander in concluding how things ended up for the characters.

Tuesday, October 6, 2009

Admonishment to Period 2

As the last class period on an even day, Period 2 would have had the opportunity to read the blogs and speak to four other class periods. Thus, the students of period 2 should have known to come to class prepared.

Aside from the opportunity to figure out what we were going to do in class, students in period 2 should follow the instruction of the syllabus and bring their textbooks to class each day.

Be that as it may, nearly half of the students in period 2 failed to bring an Adventures in Reading book to class today. I offered those students the opportunity to get their books from their lockers, and still, some students were unable to produce a textbook.

That, combined with excessive talking and irresponsible behavior during class forced us to be short on time in period 2. Every class has an excuse for a lack of productivity. The first class of the day is still tired, the second class of the day is hungry, the third class of the day is excited from lunch, and the fourth class of the day is excited for the end of the day. None of those excuses are acceptable. Period 2 has been developing a trend of laziness and misbehavior that must be corrected as a group and individually.

Please understand that class is your job. You must come prepared to work. That means have your materials, but it also means that you must come with a mindset ready for work.

Monday, October 5, 2009

10/5 and 10/6

Agenda:

Attendance
Prayer
Our prayer today focused on patience and listening. I think that we often get so caught up in performing and producing a finished product that we fail to listen to instructions, advice, or even our inner self telling us how things might be done differently. Furthermore, when we get to busy, we often forget to listen for God's guidance which can come as a subtle whisper amidst the din of our lives.
pencil check

New Vocab
Return Materials
Homework Review
In Class Reading

Homework:

Chapter 13 chapter Review on page 463 of Elements of Language
#1-50

Re-Read The Cask of Amontillado in Adventures in Reading page 95.

Vocab Quiz #7 next class

Honors: Your observation paper has been interrupted by a few scheduling problems, so I have backed the due date up to Tuesday, October 13. Please take the initiative to stop by Room 16 after school or during an X-period to benefit from a one-on-one conference with me regarding your essay. I'm usually in my room until 3:30, and the meeting should take about ten minutes.

Period 1:
TV NOTES#3 are due Wednesday.

Thursday, October 1, 2009

10/1 and10/2

Prayer
Attendance
Standardized Test Paperwork (Filling out the first few pages of the upcoming EXPLORE test to alleviate the work on the actual testing day)
Vocab Quiz #6
New Vocab
Grammar Homework Review

Homework:

TV Notes #3 Please refer to older posts to see what kinds of television shows are acceptable for this assignment.

10/1 Fire Drill

Because we had a fire drill, period 1 was unable to complete copying down the vocabulary words. Here they are:


1. Cosmopolitan adjective Sophisticated in an international way.
2. Geopolitics noun The study of the relationship between geography and politics
3. Impolitic adjective Unwise; not exhibiting good judgment.

4. Megalopolis noun A unified urban region comprising several large cities and their surrounding areas.
5. Metropolitan adjective Pertaining to a major city. noun A high-ranking bishop.

Period 1, please bring your homework by after school!

Tuesday, September 29, 2009

9/29 and 9/30

Prayer
Attendance
Materials Check
New Vocab
Chapter 13 Notes
Schedule Alterations
Reading

Homework:

Vocabulary Packet #6

Starting on page 438 of Elements of Language, do exercises 1,2,5,7,12,14, and 15.

Monday, September 21, 2009

9/21 and Treasure Island Bonus

Prayer
Attendance
Materials Check
New Vocab
Chapter 12 Test
Treasure Island Review


Treasure Island Bonus-For each test question, you must find the page in your book on which you can find the answer. On your bonus work, please write a proper MLA bibliographic entry for the version of the novel that you are using. For each number, write the page number on which you found the answer, and then write, WORD FOR WORD, the whole sentence that gives you the answer.

Name
English Pd. #
Treasure Island Bonus
Date


Stevenson, Robert Louis. Treasure Island. New York: Penguin Putnam, 1998.

1. Page 65. "Billy was the man for that," said Israel. "'Dead men don't bite,' says he."
.
12. Page 27. "And just then the same whistle that had alamred my mother and myself over the dead captain's money was once more clearly audible through the night, but this time twice repeated.. . .'There's Dirk again,' said one."
.
50.

Friday, September 18, 2009

HONORS ESSAY

The fieldworking essay has been a source of confusion for several students. Do not worry about making your rough draft the single most impressive piece of literature you have ever written. Given the difficulty of the subject matter, I don't expect that.

For next Wednesday, you should simply focus on taking GREAT notes that are full of detail. The more details you have, the better you'll be able to come up with ideas for your essay.

As for the rough draft, it will be improved. I have reserved class time for one on one conferences so I can direct your writing, and we will be able to hone your thesis together.

Your rough draft is still due Wednesday during IMPACT WEEK. Please submit it to Mrs. O'Connor on Wednesday morning when you arrive on campus and before you leave for your IMPACT WEEK activity.

Thursday, September 17, 2009

9/17 and 9/18

Prayer
Attendace
Materials Check (i hope you're learning to bring your things by now)
Collect HW
grammar practice test
literature questions (some young bucks forgot to write out the questions=partial credit)
Cumulative Vocab Test
Lit Review
Grammar Review

Homework:

Grammar Test Next Class

Tuesday, September 15, 2009

9/15 and 9/16

After the prayer and attendance, we did yet another materials check. By this point, I hope you are realizing that you cannot afford to miss these easy points based on whether or not you bring REQUIRED course materials to class.

We reviewed the vocab in class, and then we took a difficult quiz.

After I collected the homework, we reviewed in class for the Treasure Island test.

You had time after the test to work on a grammar practice test in class, but you should finish it for homework.

Homework:

Cumulative vocab TEST next class. Archaic to Survey.

Grammar Practice Test worksheet due next class

On page 31 of Adventures in Reading, please read "The Lady or the Tiger?"
Please write out all READING CHECK questions from page 37 and answer them. This may be typed or handwritten.

More study material for Treasure Island

26. Billy Bones pays Jim to watch out for...

27. Jim and his mother search the sea chest in order to...

28. The "Benbow" had been repaired by...

29. Jim and Redruth take the coach to...

30. The inn where Jim finds Silver is called...

31. At the inn, Jim sees...

32. A form of punishment at sea is...

33. Silver is to be the...

34. The captain doesn't like the...

35. Mr. Arrow is ...

36. The new mate used to be the...

37. Israel hands is...

38. Silver's parrot is named...

39. The parrot is how old?

40. The Hispaniola is bought and outfitted by...

41. The honest men aboard the ship were how many?

42. The first seaman killed on the island is?

43. Part IV of the book is told by...

44. On the island, the doctor finds a...

45. When the pirates first land on the island, Jim sees...

46. Abraham Gray decides to desert Silver and join the captain's side because he...

47. When Tom Redruth is fatally wounded, the squire...

48. Silver saves Jim's lie from the other pirates for what reasons?

49. Silver first realizes all is lost when...

50. When Jim and his friends set sail, they leave behind...

Monday, September 14, 2009

Academic Decathlon

The following letter is designed to bring awareness to Crespi's Academic Decathlon team.

Crespi will be participating in the 2009 Southern California Private Schools Academic Decathlon. This event is one of the regional competitions of the United States Academic Decathlon, and it is known as the Super Bowl of academic competitions. In the Academic Decathlon, students take seven objective tests, and they complete three subjectively assessed challenges such as an essay, an interview, and a speech.

An Academic Decathlon team is made up of nine members: three members from three different grade point average divisions. So, Crespi needs competitors with all levels of achievement in school. A Celt may participate in practices and meetings until a final team is assembled based on commitment, performance, and grade point average, and while not everyone may participate in the actual competition, every team member is important in helping the team succeed.

For Crespi’s Academic Decathlon, a Celt must be available on the following three dates: November 21 for a scrimmage match, January 30 for the subjective events, and February 6 for the other tests and awards ceremony. Other meetings such as photo opportunities and practices will be open for students to participate whenever they are available, but I will be scheduling practice tests throughout the fall that may be helpful in preparing for the competition. Please mark the above dates on your calendar.

Parents can play an important part for the scrimmage and the competition by helping with food and drink. For each event, I like to make sure the boys have plenty of snacks and beverages, and help from parents goes a long way. Furthermore, the January and February events require a number of volunteers from essay readers to test proctors. Your help with those duties is crucial because in order for Crespi to participate, we must provide a certain number of volunteers. If you can be available, please contact the event coordinator JoAnn Schnelldorfer at JoAnnSCAD@aol.com.

Thank you for supporting Crespi’s participation in this challenging extra-curricular activity, and I look forward to a strong season. If you have any questions, feel free to send me an email.
Warm Regards,
Mr. Swaney

Friday, September 11, 2009

Treasure Island True/False Study guide

True-False
11. A one legged man comes to the inn to find Bones.

12. The man who whistles is called Dirk.

13. The coins are called Georges because of the image stamped on.

14. Squire Trelawney is a vain man who is easily flattered.

15. Captain Smollett realizes that Silver is planning a mutiny long before the cruise begins.

16. A lugger is a two-masted vessel.

17. The “Benbow” is left in excellent condition by the ruffians.

18. Mr. Dance gives Jima ride on his horse to Dr. Livesey’s.

19. The Squire is a short, withered, senile old man.

20. Blackbeard’s name was Edward Teach.

21. Captain Flint is said to be worse than Blackbeard.

22. Jim accidentally cuts the Hispaniola adrift.

23. Captian Smollett’s men survive the first attack on the stockade without a single death or injury.

24. Jim’s presence in the stockade is betrayed to the mutineers by Silver’s parrot.

25. The treasure had been discovered and dug up by Ben Gunn.

Treasure Island Study Guide part 1

Treasure Island Study Guide
Characters to know
Jim Hawkins
Dr. Livesey
Captain Smollett
Ben Gunn
Mrs. Hawkins
Long John Silver
Squire Trelawney
Israel Hands
Billy Bones
Black Dog

Quotes to know
1. “Dead men don’t bite.”
2. “I’ll have my dues, and not a farthing over.”
3. “Silver trusted me; I passed my word, and back I go.”
4. “Everyone in Bristol slaved in my interest as soon as they got wind of the port we sailed for—treasure, I mean.”
5. “Now, if I can’t get away nohow, and they tip me the black spot, mind you, it’s my old sea chest they’re after…”
6. “There was some that was feared of Pew, and some that was feared of Flint; but Flint his own self was feared of me.”
7. “…I am responsible for the ship’s safety and the life of every man Jack aboard of her.”
8. “…three years have I been here, says you, and not a bite of Christian diet…”
9. “Ah, Bil, Bill, we have seen a sight of times, us two, since I lost them two talons.”
10. “…if I were sure they were raving…I should leave this camp, and, at whatever risk to my own carcass, take them the assistance of my skill.”

9/11 and 9/14

Prayer
Attendance
Materials Checks
Organizing Time
Vocab

6. impressionistic adjective a. Of or pertaining to a highly personalized response to art or experience as opposed to a response based on reason or fact. b. Reflecting a style of painting of the late nineteenth century that is marked by concentration on the impression created by the subject.
7. insight noun a. The ability to see and understand the true nature of something. b. An idea of the true nature of something.
8. myopia noun a. Shortsightedness or lack of good judgment in thinking or planning. b. Nearsightedness.
9. perceptive adjective a. Having the ability to be keenly aware of things and situations; knowing. b. Marked by understanding.
10. survey trans. verb a. To examine or look at broadly. b. To inspecit carefully; scrutinize. c. To determine the measures, boundaries, or elevation of land or features of earth’s surface. intrans. verb to make a survey of land. noun a. A broad view. b. A detailed inspection or investigation. c. The act or process of surveying land.

Worksheets
Treasure Island Report
-worksheets, study guides
Grammar Quiz
"The Most Dangerous Game"

Homework:

Vocab worksheets will be collected for a grade next class

Vocab quiz next class

Type 1 sentence for each of the fifty (50) vocab words.
type them in order

Treasure Island test next class

Thursday, September 10, 2009

9/9 and 9/10

Prayer and Attendance followed by a dictionary check and a round of "Stump Mr. Swaney from the Dictionary."

Vocab Quiz

New Vocab

Homework Review

Homework:

Grammar Quiz next class

Reread "The Most Dangerous Game"

TI report due next class

Tuesday, September 8, 2009

9/4 and 9/8

prayer

attendance

new vocab

grammar review

different hats

Homework:

Chapter 12 Chapter Review. # 1-40

Vocab Quiz Next Class

Read "The Most Dangerous Game" in Adventures in Reading.

HONORS:

Literacy Narrative due next class.

Friday, September 4, 2009

Honors Literacy Narrative

For the Honors class, we are currently working on an essay called The Literacy Narrative. As our first "essay," it may prove difficult to grasp because it is both an essay and a personal narrative about an important event or moment in your own life.

The "Ideal Jeopardy Categories" activity was designed to get you to think about things on which you are an expert. It was a prewriting activity. From that, you composed a document called a "Process Paper" in which you outlined the steps of how to do one thing. This was another prewriting activity.

The literacy narrative is supposed to recount a moment or experience in which you realized you had developed a specific knowledge on a topic or a skill. The essay is not just a story about acquiring that knowledge. In fact, the essay is supposed to illustrate how that knowledge has influenced you and your success in other aspects of your life or in later endeavors related to that initial literacy moment.

To help you, I distributed an example paper entitled "Hydrophobia vs. Hydrophilia." Please use it as a guide or a model.

I expect the essay to include a thesis. As we discussed in class today, your thesis should make your point and serve as a brief outline of what you will talk about in your essay.

The thesis should be the last sentence of your introduction. The introduction allows you to have some freedom. You could introduce by explaining how literacy is not just about words and letters, but in fact, sports and other skills require a specific literacy. Your introduction could be a narrative paragraph that tells the story of your "Literacy Moment." There are many strategies for introducing an essay.

Futhermore, your essay may require different rhetorical strategies. You may write in chronological order, but you may also consider cause/effect, effect/cause, or problem solution as viable options for your rhetorical strategy.

A great essay will include reflective analysis of how you learned your literacy and details on how you've adapted this literacy in other aspects of your life.

Also, you should have a conclusion paragraph that ties everything together. Do not stop just because you told your story to its end. Restate your thesis in new words and sum up the lessons explicated in your essay.

This essay should end up being 3 or 4 pages long in MLA format like the first book report.

The draft workshop we started in class should give you some ideas for how to improve the draft you brought today. Please use it to evaluate the strengths and weaknesses of your document.

HEADINGS

It's been difficult for me to locate names on homework assignments, so we must start using a standard heading. Please submit all work with the following heading or risk earning zero credit for the work:

Name (first and last)
English, Pd. #
Title of assignment
Due Date

9/2 and 9/3

Blogger kept me locked out of this website for a couple days, so I was unable to post the recent agendas. I'm sorry for that.

For the Honors class that missed the vocab, here you go:

1. devious adjective a. Done in an underhanded manner; tricky; shifty. b. Straying from a straight or direct course. c. Departing from the correct or proper way; erring.
2. duplicity noun Deliberate deception or trickery by speaking or acting in two different ways concerning the same matter.
3. fictitious adjective a. Adopted or assumed in order to deceive; false. b. Of fiction; imaginary; unreal.
4. guileless adjective Free of slyness or craftiness; simple and innocent.
5. gullible adjective Easily deceived or fooled.

Homework for all classes:

Exercises 11 through 17 in Chapter 12 Elements of Language.

HONORS:

Rough draft of the Literacy Narrative which is a revised edition of your process paper.

Monday, August 31, 2009

8/31 and 9/1

After the attendance and prayer, I gave some time to review for the Pronoun Test.

We took the pronoun test, and many students managed to score very well on the 25 question test.

After the test, we took down new vocab.

Furthermore, we reviewed Bud's Notes #2, and I think almost everybody has a better grasp on what is expected of this type of assignment.

Homework:

Ch. 12 in Elements of Language Exercies 6,7,8,9,10.

Vocab Worksheets and quiz next class.

HONORS extra:

Rough draft of process paper due Wednesday

In class we did the 7 Ideal Jeopardy Categories to help you figure out what to write about.

Thursday, August 27, 2009

8/27/09 and 8/28/09

After a prayer that concentrates on peace and patience, we reviewed the reports for compliance with the requirements before we submitted them.

Remember, the things I asked you to do for your document are similar to the things you will do for university-level essays, and any of you who signed the technology-competence form have indicated that you have the know-how to do such formatting tasks.

We then took the Vocab Quiz on the second set of words.

After the new vocabulary, we reviewed the grammar homework.

Homework:

TV Notes #2. Concentrate on taking notes while you listen. TV notes are practice for taking notes in class. Treat them as such. Give the left-side page an honest effort. Evaluating your notes after you take them is crucial to learning.

Pronoun test next class. memorize the pronouns in your grammar book. Relative, Reflexive, Intensive, Personal, Interrogative, and Indefinite.

8/25 and 8/26

After a prayer, we discussed the requirements for the first report.

We took down new vocabulary, and then we reviewed the Ch. 12 Diagnostic Preview.

We learned about the ways that the brain can change, and we discussed what we've learned of the brain to this point.

Homework:

Exercises 1,2,3,4, and 5 in Chapter 12 of Elements of Language.

Vocab Worksheets and quiz next class.

Report due next class.

Monday, August 24, 2009

The Jungle Book Report

You have a report due this week on Rudyard Kipling's The Jungle Book. Many students expressed concern over the variety of stories included in the text. With the rough draft guide posted on netclassroom, I can understand how you may find it difficult to include all of the stories in one report. As such, you may narrow the stories down to the following report topics:

1. Mowgli's Stories, which would include "Mowgli's Brothers," "Kaa's Hunting," and "'Tiger!Tiger.'"

2. The White Seal

3. 'Rikki-Tikki-Tavi'

4. Toomai of the Elephants

5. Her Majesty's Servants

For the summer reading, of course, you had been required to read the entire book, so for any quiz or test on the reading, you must still know ALL sections of the book.

Your report must adhere to the following MLA specifications:

Typed

12 point font

Times or Times New Roman

Double spaced,but do not "double-double" after a paragraph

1 inch margins on all sides the document

Last name and page number in the upper right hand corner of each page

Please use black ink

Please bring the document, which should be at least two pages, stapled

In the upper left hand corner of the first page, please put your heading as follows:

Name
English Period #
Jungle Book Report
Due Date

You must have a title for your report, and it shoudl be centered. Do not underline it or put it in italics or quotation marks. Do not waste a lot of paper space with your title.

You will not need to cite or quote any other book for this report, so you will not need a bibliography or works cited page.

8/24 (and 8/21)

After the prayer and attendance, we passed in our vocabulary worksheets.

Then there was a vocabulary quiz.

We covered the new vocab words.

After that, we took more notes on brain information. Taking care of your brain is a study skill that will help you for the rest of your life. How is this brain info helping you become a Crespi Man?

Homework:

Chapter 12 Parts of Speech, Diagnostic Preview #1-20 on page 404 of Elements of Language

Work on book report for The Jungle Book

Odd days: Bud's Notes.

Thursday, August 20, 2009

Clarification on Vocab Worksheets

Unless otherwise instructed, you do NOT have to complete the vocabulary enrichment and writing assignment portions of the vocabulary worksheets that accompany our vocab lessons.

Wednesday, August 19, 2009

TV Notes

Friday will mark the assignment of "TV notes." Students will be required to take notes in "Bud's Notes" format on a television show of an educational or instructional nature. The following are not good ideas:

Family Guy
Southpark
Bones
House
Monk
WWE Monday Night Raw
Sportscenter
the Dodger Game

Of course, there are plenty of other shows that are not good, but that's a short list. Here are some that are on good channels and seem like a good choice but are, in fact, poor shows for this assignment:

How It's Made
The Most Dangerous Catch
Mythbusters

Some good shows are as follows with links to websites where you can watch them online:

The Deadliest Warrior http://www.spike.com/show/31082


The History Channel Shows
MonsterQuest http://www.history.com/video.do?action=home

Clash of the Gods

Life After People

Modern Marvels

Animal Planet
Dogs 101 http://animal.discovery.com/videos/dogs-101/


The above shows are not the only acceptable shows, but these are shows that are available online and have a reasonable amount of information on which you may take notes.

Keep in mind, the shows you choose MUST be educational. You may not choose cartoons, sitcoms, or dramas that are entertainment-driven. If you are not sure if a show would be acceptable, ask you parents. If they cannot determine whether or not a show would be acceptable, do not take notes on that show. Choose one from the pre-approved list above.

No matter what, be sure to clear your work with your parents. They should approve of any show you are going to take notes on.

Please choose a show that is complete. Many shows online are divided into sections. Watch as many sections as would comprise a full episode. Shows between 30 and 60 minutes are good.

Many shows have information that does not have to make its way onto your notes. That's fine, but follow along and expect to fill at least one page of Bud's Notes in neat, legible handwriting.

8/19 and 8/20

After the attendance and the prayer, we took vocab words 5 through 10. you will have a quiz on these on Friday, so study.

I handed out worksheets to assist you in learning the words.

We discussed Bud's Notes which will be used in future assignments, so review them.

Also, we watched the Neural Nutrition session of Dr. Daniel Amen's Making a Good Brain Great.

HOMEWORK:

Vocab Worksheets due next class

Vocab Quiz due next class

Please bring Neural Nutrition notes next class

Sign up as a follower on the blog. yes, this will be a grade. Please make your profile name recognizable so I can give you credit for being a follower.

Monday, August 17, 2009

8/17 and 8/18 and HONORS

After a prayer and reflection, I took attendance.

Once everyone was accounted for, we found our assigned seats using an exercise that illustrated how communication is nonverbal as well as verbal.

We introduced the first vocabulary lesson, and we spent the rest of the class reviewing the syllabus.

Homework:

Begin studying your vocabulary.

Bring your syllabus to class again on Wednesday, and if you failed to bring it today, you can still receive partial credit.

Finish your summer reading if you have not done so.

Monday, June 1, 2009

The FINAL

For the spring English final which will take place on Wednesday June 3 at 8:00 A.M., there is no official study guide, but you have received study guides for Romeo and Juliet as well as The War of the Worlds. Most of the literature questions on the final refer to those works. As for the grammar, you should review Elements of Language chapters 12 through 26. Most of these chapters are very basic, and many of the questions on the final are equally as basic, so I think that the review we will do in class tomorrow will be sufficient to guide you through the 190 question exam. Of all of the questions, the only "new" questions are those that refer to The War of the Worlds, but if you read with the aim of answering the questions on the reading guide, you should have no troubles with that section of the final.

May 29 and June 1 and HONORS

Agenda:

Ch. 25 test

Test Review

Return items

Review Romeo and Juliet test

Discuss WofW reading guide

Homework:

Finish the novel.

Thursday, May 28, 2009

May 28 and HONORS

Agenda:

Romeo and Juliet test

Start the 8 page notebook for the Chapter 25 test next class

or

Begin reading The War of the Worlds

Homework:

Finish 8 page notebook for the Chapter 25 test next class

Finish book one of The War of the Worlds. Follow the reading guide!

Wednesday, May 27, 2009

May 27

Agenda:

Class started with a review of the reading check questions from Act V of Romeo and Juliet.

Then we took the open note, open worksheet, open study guide, open dictionary test on Romeo and Juliet. It was 80 questions, and it is very difficult.

After the test, I distributed reading guides for The War of the Worlds, and we constructed our 8 page notebooks.

You may use the 8 page notebook on the test next class, but you may only use the green notebook. No other color will be permitted, and your study guide must be presented in the form of an 8 page notebook.

Homework:

Finish your 8 page notebook.

Study for the Chapter 25 test.

Read chapters 1,2,3,4,5,6,7,8,9,10,11, and 12 in The War of the Worlds. It's an awesome story, but the movie is nothing like the novel, so do not rely on the movie.

Tuesday, May 26, 2009

May 26 HONORS

The class visited the computer lab to write an essay that addressed the role of fate in the play. The trip to the lab took a little longer than expected, so we didn't get to review too much for the test. Nevertheless, we will have an exam next class.

Homework:

Act V Study and Discussion questions

May 26

Agenda:

Class started with a review of Elements of Language Ch. 25 exercises 1,2,3, and 4.

We did the Romeo and Juliet reading check questions from Act V

We reviewed for the Romeo and Juliet test

Homework:

Act V Study and Discussion questions

Thursday, May 21, 2009

May 21


Agenda:


Each class started with reviewing the grammar homework, exercises 1,2,3, and 4 in Chapter 25


We finished the play, Romeo and Juliet.


We reviewed the study guide for the test which will next class, May 27.


Homework:


Romeo and Juliet Exam next class

-Reading Check Questions on page 585 of Adventures in Reading. Answers only

Study and Discussion Questions on page 585 of Adventures in Reading. Answers only
Note-Period 5 is exempt from the Homework in PINK.

*Bonus Homework* For Further Discussion Questions on page 586 of Adventures in Reading. Answer in paragraph form

*Bonus Homework* Exercises 5,6, and 7 in Chapter 25 of Elements of Language. Write out all sentences.

Wednesday, May 20, 2009

Positive Bonus Opportunity

Next Friday is May 29. That will be the deadline for Bonus points on a Romeo and Juliet assignment of your choosing excluding the test.

To earn the bonus points that will turn one grade into a 200% A+, please make a video of you reciting a monologue or soliloquy from Romeo and Juliet of at least 20 lines. You may submit a DVD or bring the video file on a USB drive. No other formats will be accepted for bonus. You must also submit a typed page that has a proper heading, and this page must provide the following information.

Act from which the lines are taken

Scene from which the lines are taken

Line numbers that you recite

What character originally spoke the lines

Page number from Adventures in Reading on which I could find the monologue or soliloquy

Please do not read from a text. Memorize the monologue or soliloquy as best you can, and recite it with emotion.

Be sure to reread this post before you submit your video to make sure you meet all the requirements and understand the assignment.

Negative Bonus Notification

If you have missing assignments, please turn them in. Too many people have missing assignments, and I need to start filling these blank slots in with grades to prepare for report cards. Recent assignments aside, anything that is empty will be scored as a zero. We are all familiar with how that can devastate your grade, so please make arrangements to avoid zero scores.

This procedure will affect your grade like NEGATIVE BONUS. Be sure to review your missing assignments through parent connect or stop in class for a printed grade report.

HONORS May 20

Agenda:

We started class with some improvisations of scenes from Romeo and Juliet.

Then we reread scenes 4 and 5 of Act IV.

We translated Juliet's soliloquy in which she speculates what horrors might await her should she wake in the Capulet's tomb after taking the poison that Friar Laurence had prepared for her.

We started the read-a-long of Act V in which Romeo hears false intelligence of Juliet's death, and wrought with grief, he bribes a poor apothecary to sell him poison even though the sale of poison was punishable by death in Mantua. Act V explains why Friar John couldn't deliver the proper information to Romeo, and later, when Romeo returns to kill himself next to Juliet, he first slays Paris who is there to mourn the death of his would-be wife. Friar Laurence arrives moments too late, and he finds dead Romeo next to an awakening Juliet. Friar Laurence begs Juliet to run away, but she stays and, finding no extra poison in Romeo's cup, stabs herself. The play wraps up with the Capulets and the Montagues ending their feud and each patriarch promising to erect a statue in memory of the other's fallen child.

Homework:

Exercises 1,2,3, and 4. Please write out all sentences.

Take home quiz on Act IV. Mark answers on the quiz itself.

Finish Act V and review the entire play. The next class will be an exam review.

Tuesday, May 19, 2009

May 19 and 20

Agenda:

Period 1:

Class started by passing in the typed rules from Chapter 25.

We finished Act IV by listening to scenes 4 and 5 in our study of Romeo and Juliet.

Then we took a quiz in pairs outside to get a break from the indoor monotony.

After reviewing the quiz inside, we took time to start our homework.

Homework for Period 1:

Exercises 1,2,3, and 4 from Chapter 25 of Elements of Language. Please write out or type out all sentences.


Period 3:

We started class by passing in the homework.

Then we had a discussion/lecture about the importance of "running through the cone" in class. It might be hard to stay focused in class right now, but there's still plenty of time for your grade to go down. Stay on top of your game.

We continued on through Act V of Romeo and Juliet. We are preparing for the upcoming test which will be class after next.

Homework for period 3:

Exercises 1,2,3, and 4 from Chapter 25 of Elements of Language. Please write out or type out all sentences.



Period 5

Class started by passing in the typed rules from Chapter 25.

I then offered a tremendous bonus opportunity for students to handwrite a copy of those SAME rules in class.

We finished Act IV of Romeo and Juliet, and we worked in small groups to discuss PERSONIFICATION as it appears throughout the play.

HOMEWORK:

Exercises 1,2,3, and 4 from Chapter 25 Elements of Language. Please write out or type out all sentences.

Complete the Act IV take home quiz

Periods 2 and 4

Agenda:

Submit grammar homework.

Reread Act IV

Act IV quiz

Read Act V and finish the play

Homework:

Exercises 1,2,3, and 4 in Chapter 25 of Elements of Language

Friday, May 15, 2009

May 15 and 18 including HONORS


Agenda:

To start, we visited the computer lab to complete the student survey on the Crespi website.

Then we reviewed the Chapter 25 Diagnostic Preview

Romeo and Juliet small group discussion

Romeo and Juliet Act III pop quiz

Romeo and Juliet Read-a-long through Scene 3 of Act IV

Homework:

Grammar Homework Options (Choose one):

-Type all the rules from Chapter 25 in Elements of Language.

or

-Create a punctuation superhero based on one punctuation mark from Chapter 25.
-Draw a picture
-type only the rules that pertain to your superhero's punctuation mark
-write a paragraph that explains the powers of your superhero

For example,

Parentheses Man may look hopeless with his skinny wings, but he is a very powerful superhero. Although he cannot fly, his skinny wings that look like parentheses are detachable. So, when he sees a crime in progress, he can throw his wings at a criminal and surround him in parentheses. After the villain has been confined in the parentheses, which in grammar indicate material that is of minor importance and can be removed from the sentence, Parentheses Man can take the criminal out of the crime scene. He then deposits the villain at the precinct, and the cops can take it from there.