Holiday reading homework

Periods A, D, and E:  finish reading The Contender

Period C and F:  read to the beginning of Part III of Watership Down

Expect reading quizzes in the first week of January when we get back.

Any late poetry anthology submitted after Friday 12/20 is ten points off.

Any late essay about your poetry anthology submitted after 12/20 is ten points off.

Basketball videos

Screen and Roll or Split the Defense

Motion Offense Basics

Triangle Offense vs Man to Man

triangle offense vs 3-2 or 1-2-2 

2-2-1 press 

basketball press break 

The Triangle Offense Part 1: How The Lakers And Bulls Won Titles:

More Lakers Triangle

Tennessee inbounds play

4 inbounds plays



Puerto Rico http://m.youtube.com/watch?v=mXJ5it7_O3A

screen and roll away from the ball 

Miracle on Ice segment 

Backdoor cuts  

  23 ways to destroy your defender

Duke attacking the zone fundamentals

Flex Offense basic set

Flex Offense part 2

UCLA offense part 1

HW: December 16 and 17

Read and do Cornell notes

periods A, D, and E:  chapters 6 and 7

periods C and F:  chapters 11 and 12

cite for MLA citation making

When making your "Works Cited" page, go to this cite http://www.calvin.edu/library/knightcite/index.php?resource=book&subset=reference

poetry anthology rubric

Poetry Anthology Score Sheet

Student name: ____________________________________________________

                              Possible points

1. A 17th century poem             ________:2

2. A 19th century poem             ________:2

3. A 20/21st century poem         ________:2

4. A lyric with music                    ________:2

5. A sonnet                                 _________:2

6. three poems you have written ________:2

7.                                                  ________:2

8.                                                 _________:2

9. free choice                              _________:2

10.                                                ________:2

11.                                                ________:2

12.                                                _________:2

Title Page     _________________________:10

Works cited page_____________________: 20

Effort _______________________________: 20

   

sample works cited page for poetry anthology

Works Cited

Danesh, Zad Navid, Kara E. Dioguardi, Steve Lipson Lyrics. "Better Man [Live]" Universal Music Publishing Group, EMI Music Publishing.  Epic Records. 1994.  Web 27 June 2012 http://www.songmeanings.net/

Donne, John. Poems of John Donne. vol I. E. K. Chambers, ed. London: Lawrence & Bullen, 1896.   1-2. Web 27 June 2012  www.luminarium.org

Neruda, Pablo.  Twenty Poems of Love.  Trans.  W.S. Merwin. 1924. web 27 June 2012.

www.poemhunter.com

Shakespeare, William.  17th century.  Web 27 June 2012 http://www.shakespeare-online.com/sonnets/129.html

Springsteen, Bruce.  Columbia Records. 1975.  Web 27 June 2012.  www.lyrics.com

Strand, Mark Selected Poems. Copyright © 1979, 1980 Alfred A. Knopf, 1980. Web 27 June 2012 www.poets.org

Walcott, Dereck.  Selected Poems. 2007 Web  27 June 2012 www.poemhunter.com

Whitman, Walt.  Leaves of Grass. “A Song of Myself”. Norton, 1891.  Web 27 June 2012 www.princeton.edu

HW December 12 and 13

Period A, D, and E:  read chapters 4 and 5 of The Contender and write 1 page of Cornell notes

Period C and F:  read chapters 7-10 of Watership Down and write 1 page of Cornell notes

All students finish the poetry anthology.  White day due Monday 12/16.  Green day due Tuesday 12/17.

Make sure you include your art and you must have a works cited page.

December 9 and 10 HW

A, D, and E period read chapters 2 and 3 of The Contender 

C and F period read chapters 3-the end of ch 6  Watership Down

All classes complete 1 pages of Cornell Notes just like the set up for our first chapter reading.

12/5 and 12/6 HW

Periods A, d, and E read The Contender chapter 1 and complete the notes

Periods C and F read Watership Down chapters 1 and 2 and complete the notes

HW 12/2 and 12/3

Rehearse for Poetry Out Loud class presentations

White day Poetry Out Loud:  December 5
Green day Poetry Out Loud:  December 6

HW 11/25 and 11/26

Rehearse for Poetry Out Loud which will take place in our class on December 5 and 6

Continue Independent Reading

Continue being grateful for all you have and all you experience in the world:  we'll be writing about that first thing in class in December.

HW 11/21 and 11/22

Study for Parallel Structure Quiz

Continue Independent Reading

Write another poem demonstrating irony, tone, mood, and allusion

Show some initiative by reading lots of poems on poetryoutloud.org to find poems for your anthology due on December 16 and 17

independent reading part 2

Independent Reading continues throughout first semester with our next in-class writing for it on October 9.

Please do not pretend to be "reading" a book that you have read earlier.

If you are not reading a book, here are some suggested articles to read.

The Mayors of New York

Movers and Shakers For Youth Rights

Building a Community Out of Rubble

A Problem Solver for Chinese Immigrants

Poetry notes

rhymed verse- It rhymes!Keep track of the rhymes at the end of each line, and it's called a "rhyme scheme".

That time of year thou mayst in me behold

When yellow leaves, or none, or few, do hang

Upon those boughs which shake against the cold,

Bare ruin'd choirs, where late the sweet birds sang.

In me thou see'st the twilight of such day

As after sunset fadeth in the west,

Which by and by black night doth take away,

Death's second self, that seals up all in rest.

In me thou see'st the glowing of such fire

That on the ashes of his youth doth lie,

As the death-bed whereon it must expire,

Consum'd with that which it was nourish'd by.

This thou perceiv'st, which makes thy love more strong,

To love that well which thou must leave ere long.

 free verse- un-rhymed poetry with varying line lengths.

enjambment- when one line of poetry skips down into the next line without end punctuation. The poet uses this to focus the readers attention on specific words, images or concepts.

images, symbols, metaphors all work together in poetry.

metaphor- comparison of two unlike things without using "like or as".

Symbol- a thing that stands in for a concept or an idea

symbolism the use of persons, places, activities, or objects to stand for something beyond itself

imagery descriptive words and phrases that re-create sensory experiences for a reader; imagery appeals to all five senses 

Irony ~ A difference in expectations

Verbal irony ~ When you say something other than what you mean
Dramatic irony ~ When the audience knows something that the characters don't know; often used in suspense and horror
Situational irony ~ Often found in comedy; situations happen that aren't what you expect

Utilitarian ~ The belief that everything you say should be for the greater good; a way of looking at things

Tone ~ The authors attitude towards the subject matter in the poem
Mood ~ The atmosphere of the poem:
Gloomy
Excited
Sparkly
Sad


Allusion ~ reference to a famous text (usually the bible or a myth)
To allude

HW 11/18 and 11/19

write 2 poems:  1 rhymed verse, 1 free verse

Label the following elements:

rhyme scheme
symbols,
images
figurative language --> 1 metaphor and 1 simile in each
enjambment

White day homework is due 11/21
Green day homework is due 11/22

8 poems that the Common Core says you have to read in 9th grade

"I Am Offering This Poem" by Jimmy Santiago Baca

"Lift Every Voice and Sing" by James Weldon Johnson

"Loveliest of trees, the cherry now" by A.E. Housman

"Ozymandias" by Percy Bysshe Shelley

"Sonnet 73 ('That time of year thou mayst in me behold')" by William Shakespeare

"Song: Go and catch a falling star" by John Donne

"The Raven" by Edgar Allan Poe

"Yet Do I Marvel" by Countee Cullen

HW 11/14 AND 11/15

Continue Independent Reading; next IR will be Mon/Tue of next week
Memorize one Shakespeare sonnet
Define all challenging words

White day homework is due Monday 11/18
Green day homework is due Tuesday 11/19

HW 11/12 and 11/13

Green Day HW due Friday November 15
White Day HW due Thursday November 14

Write one pond poem following the pattern demonstrated in the Mary Oliver poems:

Personal experience-->> Revelation-->>Universal Message

On a separate page:  identify TPCASTT elements
One complete sentence per element is sufficient.

Mary Oliver poems about ponds

The Ponds, by Mary Oliver* 

Every year
the lilies
are so perfect
I can hardly believe  

their lapping light crowding the black,
mid-summer ponds.
Nobody could count all of them— 

the muskrats swimming
can reach out and touch
only so many, they are that
rife and wild.

But what in this world
is perfect?

I bend closer and see
how this one is clearly lopsided--
and that one wears an orange blight--
and this one is a glossy cheek

half nibbled away--
and that one is a slumped purse
full of its own
unstoppable decay.

Still, what I want in my life
is to be willing
to be dazzled--
to cast aside the weight of facts

and maybe even
to float a little
above this difficult world.
I want to believe I am looking

into the white fire of a great mystery.
I want to believe that the imperfections are nothing--
that the light is everything--that it is more than the sum
of each flawed blossom rising and fading. And I do.

Walking to Oak-Head Pond, and
Thinking of the Ponds I Will Visit in the
Next Days and Weeks

Mary Oliver

What is so utterly invisible
as tomorrow?
Not love,
not the wind,

not the inside of stone.
Not anything.
And yet, how often I'm fooled-
I'm wading along

in the sunlight-
and I'm sure I can see the fields and the ponds shining
days ahead-
I can see the light spilling

like a shower of meteors
into next week's trees,
and I plan to be there soon-
and, so far, I am

just that lucky,
my legs splashing
over the edge of darkness,
my heart on fire.

I don't know where
such certainty comes from-
the brave flesh
or the theater of the mind-

but if I had to guess
I would say that only
what the soul is supposed to be
could send us forth

with such cheer
as even the leaf must wear
as it unfurls
its fragrant body, and shines

against the hard possibility of stoppage-
which, day after day,
before such brisk, corpuscular belief,

shudders, and gives way.

from What Do We Know, Volume V, Number 3, Summer 2001
Perseus Books Group

Copyright 2001 by Mary Oliver.
All rights reserved.

 At Great Pond
the sun, rising,
scrapes his orange breast
on the thick pines,
and down tumble
a few orange feathers into
the dark water.
On the far shore
a white bird is standing
like a white candle —
or a man, in the distance,
in the clasp of some meditation —
while all around me the lilies
are breaking open again
from the black cave
of the night.
Later, I will consider
what I have seen —
what it could signify —
what words of adoration I might
make of it, and to do this
I will go indoors to my desk —
I will sit in my chair —
I will look back
into the lost morning
in which I am moving, now,
like a swimmer,
so smoothly,
so peacefully,
I am almost the lily —
almost the bird vanishing over the water
on its sleeves of night.

At Blackwater Pond

At Blackwater Pond the tossed waters have
settled
after a night of rain.
I dip my cupped hands. I drink
a long time. It tastes
like stone, leaves, fire. It falls cold
into my body, waking the bones. I hear them
deep inside me, whispering
oh what is that beautiful thing
that just happened?

All rights reserved.  Mary Oliver, Mary Oliver Reads.  Beacon Press

11/7 and 11/8 HW

Independent Reading--Lots of it!

Volunteer assignment:  attend a Veteran's Day ceremony and report back next week

Class notes "Poison Tree" 11/7 and 11/8

TPCASTT Template

TPCASTT:  Poem Analysis Method:  title, paraphrase, connotation, diction, attitude, tone, shift(s), title revisited and theme
Title Before you even think about reading the poetry or trying to analyze it, speculate on what you think the poem might be about based upon the title. Often time authors conceal meaning in the title and give clues in the title. Jot down what you think this poem will be about…	“A Poison Tree”  a tree that poisons people somehow
Paraphrase Before you begin thinking about meaning or tying to analyze the poem, don't overlook the literal meaning of the poem. One of the biggest problems that students often make in poetry analysis is jumping to conclusions before understanding what is taking place in the poem. When you paraphrase a poem, write in your own words exactly what happens in the poem. Look at the number of sentences in the poem—your paraphrase should have exactly the same number. This technique is especially helpful for poems written in the 17th and 19th centuries. Sometimes your teacher may allow you to summarize what happens in the poem. Make sure that you understand the difference between a paraphrase and a summary.	If you’re angry with your friend you should talk with them and solve it. If you don’t speak up, things will get worse. Take action on your anger or it might be too late.  Your fear can turn into something beautiful but deadly. Narrator enjoys proving enemy wrong with something beautiful. Your enemy will steal your apple, eat it and die.
Connotation Although this term usually refers solely to the emotional overtones of word choice, for this approach the term refers to any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you identify all the poetic devices within the poem. The ones you do identify should be seen as a way of supporting the conclusions you are going to draw about the poem.	Rhymed couplets Apple, garden and tree symbols from Adam and Eve—sin Twisted version of Adam/Eve story Apple metaphor of beautiful version of anger.   It represents the climax of their anger.
Attitude Having examined the poem's devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem. Examination of diction, images, and details suggests the speaker's attitude and contributes to understanding. You may refer to the list of words on Tone that will help you. Remember that usually the tone or attitude cannot be named with a single word Think complexity.	Author feels that telling friends of anger is good; withholding sharing your angry feelings can be deadly
Shift Rarely does a poem begin and end the poetic experience in the same place. As is true of most us, the poet's understanding of an experience is a gradual realization, and the poem is a reflection of that understanding or insight. Watch for the following keys to shifts: • key words, (but, yet, however, although) • punctuation (dashes, periods, colons, ellipsis) • stanza divisions • changes in line or stanza length or both • irony • changes in sound that may indicate changes in meaning • changes in diction	Starts with happy ending to conflict resolution. Shifts to sinister ending of unresolved conflict.
Title revisited Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the poem.	Our anger can grow into something deadly, like a Poison Tree, which may produce fruit to kill a friend.
Theme What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you take away with you concerning these subjects? Remember that the theme of any work of literature is stated in a complete sentence.	Someone who doesn’t get rid of his anger versus a friend will create deadly consequences.

Name __________________________________________ Title of Poem ____Poison Tree______________________________ Period _____ Score _______

Final assignments of 1st quarter and our crazy schedule

The last two assignments of 1st quarter are

the debate
and
the debate essay.

The Washington's Farewell ORQ essay will be collected on November 7th for Green day and November 8 for White Day.  That puts that assignment in the 2nd quarter.


Early Release Days Schedule

Thursday, November 7th

(Green Day)

A 7:22-8:06
B 8:11-8:54
C 8:59-9:42
D 9:47-10:30

Friday November 8th  White Day

Monday November 11th  No School

Tuesday November 12th  Green Day

:

Wednesday, November 13th
(White Day)
A/A 7:22-7:30
E 7:35-8:15
F 8:20-9:00
G 9:05-9:45
H 9:50-10:30

Thursday, November 14th   White Day

Friday, November 15th   Green Day

Monday, November 18th   White Day

:

HW 11/4 and 5

Homework is to write a completely new ORQ essay for the passage about George Washington.

Question 35: Reading and Literature

Based on the excerpt, explain why Washington's decision to retire had such an impact on the United States. Support your answer with relevant and specific information from the excerpt.

After being the central figure of American independence and leading the formation of the new country, George Washington decided not to seek a third term as president. Read how this decision affected the young country and answer the questions that follow. The Farewell from Founding Brothers by Joseph J. Ellis 1        THROUGHOUT the first half of the 1790s, the closest approximation to a self-evident truth in American politics was George Washington. A legend in his own time, Americans had been describing Washington as “the Father of the Country” since 1776—which is to say, before there was even a country. By the time he assumed the presidency in 1789—no other candidate was even thinkable—the mythology surrounding Washington’s reputation had grown like ivy over a statue, effectively covering the man with an aura of omnipotence, rendering the distinction between his human qualities and his heroic achievements impossible to delineate. 2        Some of the most incredible stories also happened to be true. During Gen. Edward Braddock’s ill- fated expedition against the French outside Pittsburgh in 1755, a young Washington had joined with Daniel Boone to rally the survivors, despite having two horses shot out from under him and multiple bullet holes piercing his coat and creasing his pants. At Yorktown in 1781, he had insisted on standing atop a parapet for a full fifteen minutes during an artillery attack, bullets and shrapnel flying all about him, defying aides who tried to pull him down before he had properly surveyed the field of action. When Washington spoke of destiny, people listened. 3        If there was a Mount Olympus in the new American republic, all the lesser gods were gathered farther down the slope. The only serious contender for primacy was Benjamin Franklin, but just before his death in 1790, Franklin himself acknowledged Washington’s supremacy. In a characteristically Franklinesque gesture, he bequeathed to Washington his crab-tree walking stick, presumably to assist the general in his stroll toward immortality. “If it were a sceptre,” Franklin remarked, “he has merited it and would become it.” 4        In the America of the 1790s, Washington’s image was everywhere, in paintings, prints, lockets; on coins, silverware, plates, and household bric-a-brac. And his familiarity seemed forever. His commanding presence had been the central feature in every major event of the revolutionary era: the linchpin of the Continental Army throughout eight long years of desperate fighting from 1775 to 1783; the presiding officer at the Constitutional Convention in 1787; the first and only chief executive of the fledgling federal government since 1789. He was the palpable reality that clothed the revolutionary rhapsodies in flesh and blood, America’s one and only indispensable character. Washington was the core of gravity that prevented the American Revolution from flying off into random orbits, the stable center around which the revolutionary energies formed. As one popular toast of the day put it, he was “the man who unites all hearts.” He was the American Zeus, Moses, and Cincinnatus all rolled into one. 5        Then, all of a sudden, on September 19, 1796, an article addressed to “the PEOPLE of the United States” appeared on the inside pages of the American Daily Advertiser, Philadelphia’s major newspaper. The conspicuous austerity1 of the announcement was matched by its calculated simplicity. It began: “Friends, and Fellow Citizens: The period for a new election of a Citizen, to Administer the Executive government of the United States, being not far distant . . . it appears to me proper, especially as it may conduce2 to a more distinct expression of the public voice, that I should now apprise you of the resolutions I have formed, to decline being considered among the number of those, out of whom a choice is to be made.” It ended, again in a gesture of ostentatious moderation, with the unadorned signature: “G. Washington, United States.” 6        Every major newspaper in the country reprinted the article over the ensuing weeks, though only one, the Courier of New Hampshire, gave it the title that would echo through the ages—“Washington’s Farewell Address.” Contemporaries began to debate its contents almost immediately, and a lively (and ultimately silly) argument soon ensued about whether Washington or Hamilton actually wrote it. Over a longer stretch of time, the Farewell Address achieved transcendental status, ranking alongside the Declaration of Independence and the Gettysburg Address as a seminal statement of America’s abiding principles. Its Olympian tone made it a perennial touchstone at those political occasions requiring platitudinous wisdom. And in the late nineteenth century the Congress made its reading a mandatory ritual on Washington’s birthday. Meanwhile, several generations of historians, led by students of American diplomacy, have made the interpretation of the Farewell Address into a cottage industry of its own, building up a veritable mountain of commentary around its implications for an isolationist foreign policy and a bipartisan brand of American statecraft. 7        But in the crucible of the moment, none of these subsequent affectations or interpretations mattered much, if at all. What did matter, indeed struck most readers as the only thing that truly mattered, was that George Washington was retiring. The constitutional significance of the decision, of course, struck home immediately, signaling as it did Washington’s voluntary surrender of the presidency after two terms, thereby setting the precedent that held firm until 1940, when Franklin Delano Roosevelt broke it. (It was reaffirmed in 1951 with passage of the Twenty-second Amendment.) But even that landmark precedent, so crucial in establishing the republican3 principle of rotation in office, paled in comparison to an even more elemental political and psychological realization. 8        For twenty years, over the entire life span of the revolutionary war and the experiment with republican government, Washington had stood at the helm of the ship of state. Now he was sailing off into the sunset. The precedent he was setting may have seemed uplifting in retrospect, but at the time the glaring and painful reality was that the United States without Washington was itself unprecedented. The Farewell Address, as several commentators have noted, was an oddity in that it was not really an address; it was never delivered as a speech. It should, by all rights, be called the Farewell Letter, for it was in form and tone an open letter to the American people, telling them they were now on their own. 1austerity — the quality of being plain and unadorned 2conduce — contribute 3republican — relating to a form of government where citizens vote for their representatives From FOUNDING BROTHERS by Joseph J. Ellis, copyright © 2000 by Joseph J. Ellis. Used by permission of Alfred A. Knopf, a division of Random House, Inc.

link to thesis building web site

Here's a good thesis building web site on the web:
thesis builder

HW 10/31 and 11/1 Homework

Turn the video game violence debate into a 3-4 paragraph essay.

Turn it in UPDRAFT form:

Updraft = draft, print, read aloud, revise and final.

Green Day due =  Monday 11/4
White Day due = Tuesday 11/5

Common Assessment Scoring

For this month's common assessment (10/30), students will be scored out of a potential 30 points as follows:

20 pts for a full effort with a good attitude

up to 5 pts for improving your ORQ score or scoring a 4/4 if you were already perfect.

up to 5 pts for improving your MC score or scoring a 12/12 if you were already perfect.

HW October 28 and 29

Prepare for debate on the following question:
Does video game use promote violence in the United States?

Green Day debate will be Thursday 10/31
White Day debate will be Friday 11/1 

A starting point to find more research is at the following link:

http://videogames.procon.org/

HW October 24 and 25

Independent Reading

As compared to your last reading, you need the equivalent of 4 new chapters or 50 pages due for next week's IR log.

Also, be prepared to write in class on your practice of the new habit that you took on for the month of October.

Montesquieu's "Persian Letter 11"

If you lost your Montesquieu copy, you may find it here:
http://www.webpages.uidaho.edu/mickelsen/texts/montesquieu%20-%20letters.htm 

Rousseau arguments

         Rousseau is right that man is born free, but everywhere is in chains because everyone has to follow rules and laws.   These laws are not legitimate if everyone disobeys or when the strong use force to manipulate people.   Monarchy demonstrated the problems of the concept of might makes right.  In Rousseau's time, ineffective or corrupt Kings made the life of common people nasty, brutish, solitary and short.  He argues that might does not make right.
        What creates legitimate authority?

HW October 21 and 22

Periods A, D, and E:
write a 2 paragraph argument for or against Rousseau's principle:
"Man is born free; and everywhere he is in chains."

Periods C and F
write two 1 paragraph arguments:
One against Rousseaus's principle:
"Man is born free; and everywhere he is in chains."

and

One against Locke's principle:
"The Liberty of Man, in Society is to be under no other Legislative Power, but that established by consent."

This homework is due 
Green Day:  October 24
White Day:  October 25

sample thesis for Montesquieu argument

While many may argue that people are more  motivated by seeking pleasure than seeking virtue, Montesquieu demonstrates that the pursuit of pleasure ends up in murder, mayhem and famine.



Remember that the second paragraph should begin with a counter-position that you go on to disprove.

HW 10/17 and 10/18

Write a two paragraph argument addressing Mirza's question in Montesquieu's Persian Letters:

"Whether men are made happy by pleasure and the satisfaction of the senses, or by the practice of virtue?"

Use specific and relevant details from the story and from your own understanding of history and life.

Green day this homework is due 10/21
White day this homework is due 10/22

Cell phone arguments Pro and Con

Reasons Against Cell Phones in Schools

Reasons	Explanations
Irrelevant to school and education	You’re at school to learn not to text and take pictures
Could be used for cheating	Borrow ideas off the internet; text eachother for answers
Phone could buzz or ring in the middle of class	During a test or meeting it could be a distraction
They could listen to music in class	It’s a distraction to others and you can’t hear the teachers

 

Reasons for Cell Phones in School

It’s a good source for research	Calculators, maps, dictionaries, ect.
Teachers don’t have to wait for comp. labs	They can research it on their phones faster
You could do more in the class period
Students can keep track of projects easier	They can keep track of it on their phone when they need to during the day