Cautionary Tale #1

Here's What Happened to Baseball's Best Pitcher

By Sean BraswellAUG 092015

FLASHBACK

Read more: Here's What Happened to Baseball's Best Pitcher | Flashback | OZY 

C and D period 6/24, C exam on 6/24, D exam on 6/26

Agenda

write final essay
HW) prepare for exam

B period 6/22, hw due 6/25 during final

Agenda

Wrap up metacognatives
Portfolio entry sheet
Dear Reader letter
HW)
finish Dear Reader letter
prepare to speak then hand in your letter

E period 6/19, hw due 6/23

Agenda

Wrap up metacognatives
Portfolio entry sheet
Dear Reader letter
HW)
finish Dear Reader letter

C and D period June 18, HW due /22

HW:  Prepare an outline for you Final essay, which will take place in class on 6/22

B period 6/18, HW due 6/22

Agenda

Collect poetry tpcastt analysis Introduce Final metacognitive Identify skills for the metacognitive Write draft of the metacognitive
HW)  Typed, formatted copy of the metacognitive

G and H 6/17, due 6/19

HW:  Prepare an outline for you Final essay

6/17 E period, HW due 6/19

Agenda

Collect poetry tpcastt analysis
Introduce Final metacognitive
Identify skills for the metacognitive
Write draft of the metacognitive
Consider prompts for Final essay
HW)  Typed, formatted copy of the metacognitive

B period 6/16, due 6/18

Agenda

TPCASTT analysis of  "O What is That Sound" (435)
group analysis of 3 more poems, one in each section
      Transformations  450-464
       Sensations  466-480
      Meditations 482-496
HW)  bring in essays from this year either on paper or in electronic form

E 6/15, hw due 6/17

Agenda

TPCASTT analysis of  "O What is That Sound" (435)
group analysis of 3 more poems, one in each section
      Transformations  450-464
       Sensations  466-480
      Meditations 482-496
HW)  bring in essays from this year either on paper or in electronic form

G, H, C and D 6/15 and 6/16, hw due 6/17 and 6/18

HW)  finish the work you don't start in today's class

 

1.  Explore the various exercises on Chomp Chomp for

Fused Sentences, Comma splices, Fragments, Irregular verbs, Commas, Parallel structure, Misplaced and dangling modifiers, Apostrophes, Pronoun Agreement

 

2.

Literary Terms

Make flash cards for lit terms that you do not know

 

Literary Term Definitions

setting the time and place of the action in a story, poem, or play

plot the arrangement of the action and incidents that make up the story; is the story line, or sequence of events in a narrated or presented work.

exposition background information given the reader to help with the understanding of the rest of the story

inciting incident the incident in plot that hooks the reader, creates
conflict and gets the rest of the plot action going

rising action all the action in the plot structure that leads to the climax

climax moment of peak interest in the plot’s action, as well as
the turning point at which the resolution of conflicts are
pointed to

falling action all of the action in the plot that leads to the narrative’s
resolution

resolution the final event in a narrative that resolves all conflicts

foreshadowing a writer’s use of hints or clues to indicate events that will happen later in the story-creates suspense, yet prepares the reader

flashback a conversation, episode or event that happened before the beginning of a story-an interruption in the chronological flow of a story to give the reader information helpful to understanding the character’s present situation

protagonist a major character in a plot who is faced with conflict(s) to resolve

antagonist usually a major character in a plot who provides conflict for the protagonist or somehow hinders the progress of the protagonist  towards his goal(s)

characterization refers to the techniques that a writer uses to develop characters

indirect characterization characters developed by what they say, do, think, feel or
by what others say about them

direct characterization characters developed with physical description or through direct comments by the narrator



theme the author’s observations about  life and human nature as revealed by the events and characters in the author’s plot

suspense in plot, excitement or tension that a reader feels when becoming involved in  a story

conflict any opposing forces in a plot

internal conflict opposing forces that occur with a character
(man v. self)

external conflict a character pitted against an outside force
(man v. man, man v. nature, man v. society, man v. fate)

irony the contrast between what is expected and what actually
exists or occurs

irony of situation the contrast between what a reader and/or character expects and what actually happens

verbal irony  the contrast between what a character says and actually means

dramatic irony the contrast between what a character knows and the reader or viewing audience knows

psychological realism the literary technique where a writer explores the thoughts of a character faced with a moral dilemma

point of view the narrative method or kind of narrator used in a literary work

first-person point of view the narrator is a character in the story and tells its events from his own words (“I”)

third-person point of view a story told by someone outside  the action

     3rd person omniscient all knowing narrator who can see into the minds of more than one character

     3rd person limited narrator can tell only one character’s thoughts, feelings, observations

tone the attitude an author takes towards his subject
(i.e. formal, informal, ironic, angry, rebellious,
  serious, playful, humorous)

mood the feeling or atmosphere that the writer creates for the reader


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

figurative language language that conveys ideas beyond words’ literal meanings

simile a figure of speech that compares two unlike things using like or as

metaphor a figure of speech that implies a comparison between two unlike things

hyperbole A figure of speech in which deliberate exaggeration is used for emphasis. Many everyday expressions are examples of hyperbole: tons of money, waiting for ages, a flood of tears, etc. Hyperbole is the opposite of litotes (understatement).

personification Giving the attributes of a human being to an animal, object or an idea. "And the wind woke and moaned in the stars"

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

word choice or diction careful selection of words whose connotations help the reader understand the writer’s intent

allusion An expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.

oxymoron  a figure of speech in which seemingly contradictory terms appear side by side: e.g. “bitter sweet”

Metonymy-   a figure of speech in which a thing or concept is called not by its own name but rather by the name of something associated with it.  E.g.  The Crown said instead of the King

pun--a play on words in which a humorous effect is produced by using a word that suggests two or more meaning.  E.g. In Romeo and Juliet, Mercutio employs a darkly humorous pun after being stabbed when he says, "Ask for me tomorrow and I shall be a grave man."

dilemma-- a situation where a difficult choice has to be made between two or more alternatives

Petrarchan Sonnet - 

Shakespearean Sonnet - 

E period 6/11, due 6/15

A.   Collect Gump essays 
B.   mini-lesson on style in literature
    word choice
    purposeful sentence variation
    dialect
    details 
C.  class reading of “The Secret Lion” page 118 (blue)
D.  discussion questions 1-5 of page 123

HW)  answer questions 6 and 7 on page 123 of the Blue Literature book

6.   If the boys lived in an urban environment, how would you expect this story to be different?

7.  Go back through the story and find elements of style that you think add to the story.

    Think about

• the definition of style as the way in which a piece of literature is written
• some of the comparison in the story
• word choice, including the use of informal language to reflect the boy’s speech
• sentence lengths and patterns

C and D period, HW due 6/10

Agenda

finish Career presentations

HW) finish up late Career essays

B period 6/10, hw due 6/16

Agenda

A.   Collect Gump essays 
B.   mini-lesson on style in literature
    word choice
    purposeful sentence variation
    dialect
    details 
C.  class reading of “The Secret Lion” page 118 (blue)
D.  discussion questions 1-5 of page 123

HW)  answer questions 6 and 7 on page 123 of the Blue Literature book

6.   If the boys lived in an urban environment, how would you expect this story to be different?

7.  Go back through the story and find elements of style that you think add to the story.

    Think about

• the definition of style as the way in which a piece of literature is written
• some of the comparison in the story
• word choice, including the use of informal language to reflect the boy’s speech
• sentence lengths and patterns

E period 6/5, HW due 6/9

Agenda

• Finish viewing Gump
• Read aloud Gump destiny drafts
• Revising
• Finalizing

HW) Finish Final draft of Forrest Gump

6/4 B period, due 6/8

Agenda

1.  complete viewing of Forrest Gump 
2. discuss and complete character analysis form
3. begin planning character traits and destiny essay
4. outline essay

HW) first draft of destiny essay

B period 6/2, hw due 64

Agenda

1.  complete viewing of Forrest Gump 
2. discuss and complete character analysis form
3. begin planning characterization essay
4. outline essay

HW) first draft of characterization essay

E period E period 6/1, due 6/3

Agenda

• Hand in late Macbeth essays
• 
  
• Understanding human development and characterization
• 
  
• View Forrest Gump, tracking the character development of Forrest, Jenny, and Lt. Dan

Hw)  complete character development chart for 1st half of movie

Sample Questions for Career Interview

Why did you choose this profession or occupation?

How long have you worked in this field?

What sort of education or training was required?

What do you like best about your job?

What's the most difficult part of your job?

If you had all the money in the world, would you still work at this job?

B period 5/29, hw due 6/2

Agenda

• Hand in late Macbeth essays
• 
  
• Understanding human development and characterization
• 
  
• View Forrest Gump, tracking the character development of Forrest, Jenny, and Lt. Dan

Hw)  complete character development chart for 1st half of movie

E and B period

Agenda

• MacBeth soliloquies  rehearse then perform
• SSR

HW) catch up on late Macbeth insanity plea essay

Freshmen career research project INCLUDES ALL HW DEADLINES FROM 5/29 TO 6/9

Grade 9 Career Research : Oral and Written Report

You are to research one career of interest using the following required resources:

• Websites
• Oral Interview of a person working in that career (on your own time!)

Graded Requirements:

A one-two page word processed summary of a current magazine or newspaper article

that focuses on that career (with MLA citation) (5/29 or 6/1)

Interview (5 questions and answers minimum) (6/2 or 6/3)

An oral presentation utilizing a Power Point presentation (last slide will be

properly formatted MLS Works Cited Page) (6/4 or 6/5)

A two- three page word processed report (final page will be a properly

formatted MLA Works Cited Page) (6/8 or 6/9)

Within your written and oral presentations, include the following information:

1. Identify the title(s) of your chosen career.

2. Provide a job description for the career.

3. List and explain the necessary skills required to perform the duties of the career.

4. Identify the educational requirements to obtain a job in that career, both at an entry level

and if it provides an opportunity for growth.

(For examples, social work does provide entry level jobs with a Bachelor’s

degree, but for growth and higher salary goals, one needs at least a Master’s degree.

5. Identify the starting pay and ultimate maximum pay for the career.

6. Identify and explain jobs you can do while in high school and college

that might build the skills you need for the career.

7. Identify specific schools-academic and/or vocational-that

will prepare you for your career and explain how you would

prepare to be accepted into theses schools.

8. Identify career areas one might branch off and into from the career.

9. Include what you learned from your interviewee about the career.

Here are a few good links to help you with your research:

Bureau of Labor Statistics

Career One Stop

Purdue OWL for MLA citation information

E period recitations on 5/28

Act 1, scene 3 Witches scene:  Chris- witch 1; Sharborne-witch 2; Kenny witch 3

Act 1, scene 3 Macbeth:  Saul

II, 1  Macbeth's dagger speech: Shayne

Act III, scene 1:  Macbeth

Act IV, scene 1:  Kiara-witch and Malcolm 1; Chelsea-witch  2; Lindsey-witch 3 ; Tiara--Macbeth and Lady Macbeth; Tanique-2nd and 3rd app; Howell-narrator; Chris-Hecate and 1st app

Act V, scene 3:  M. Healy:  Macbeth

E period 5/26, due 5/28

Agenda

1. collect Macbeth essays
2. begin Macbeth recitation work
3. select 10-15 lines to act out  (each student must have unique speech)
4. paraphrase in class to hand in

HW)  prepare for Macbeth recitation, must explain orally what speech is about before you do your recitation on Thursday

B period Macbeth recitation assignments

Kaleigh
I, iii  Lady Macbeth monologue



James and Brandon
 I, vii Macbeth's monolog

Kacey
III, iv, Lady Macbeth tells Macbeth to stop seeing Banquo's ghost

Kelsey and Samantha
I, vii Lady Macbeth convinces Macbeth


Duranjay 
II, 1  Macbeth's dagger speech


Dylan Reid
III, 1 Dog speech to murderers


Savannah, Carlos, Ainhoa
IV, 1 second witches' prophecy

Dylan Devine
V, v Macbeth's tomorrow speech

C and D period 5/22

Agenda

• call for late papers
• game day rehearsal of R and J speeches
• students recitations

HW)  No HW over Memorial Day weekend

B period 5/22, hw due 5/27

Agenda

1. collect Macbeth essays
2. begin Macbeth recitation work
3. select 10-15 lines to act out  (each student must have unique speech)
4. paraphrase in class to hand in

HW)  prepare for Macbeth recitation, must explain orally what speech is about

G and H 5/21,hw due 5/26

1.  Hand in Friar Laurence essays
2.  Memorize the following two lines in 5 minutes working with a partner
Juliet:  "I have a faint cold fear thrills through my veins
            That almost freezes up the heat of life."  ((IV, iii, 15-16, p. 611)
3.   Recite the lines without looking to your partner
4.  Read through the following 5 soliloquies or individual parts with your partner or on your own
      Romeo II, ii, 1-14  (Romeo's romantic lines while listens to Juliet under her balcony)
      Mercutio III, 1, 92-107 ONLY MERCUTIO'S LINES     
       Juliet Act III,  ii, 17-31 (Juliet waiting to meet her Nurse with news of Romeo)
       Friar Laurence  Act IV, i, 89-106 (Friar Laurence's plan for Juliet)
       Juliet  Act IV, iii, 14-30 (her second doubts about the Friar's plans)
5.  Select one to practice in order to recite in our next class
6.  Paraphrase without online help the speech
HW)  rehearse in order to present with all appropriate emotion your speech and its paraphrase

E period 5/21, HW due 5/26

Was Macbeth truly guilty of premeditated murder at the time or innocent due to the  insanity he suffered as a result of the supernatural happenings he encountered?

write a 4 paragraph essay crafting an opening statement as if you are serving as Macbeth's attorney in a murder trial

Paragraph 1:  thesis taking your position 

Paragraph 2:  Topic sentence supporting position
                          explain context leading to quoted evidence
                         quoted evidence
                          transition
                         more context, leading to quoted evidence
                          quoted evidence
                          clincher

Paragraph 3: 
                         Topic sentence supporting position
                          explain context leading to quoted evidence
                         quoted evidence
                          transition
                         more context, leading to quoted evidence
                          quoted evidence
                          clincher

Paragraph 4:  short conclusion, wrapping up points and connecting to universal message


HW) first draft of 4 paragraph essay on Macbeth's defense opening statement

C and D period 5/20, hw due 5/22

Agenda

1.  Hand in Friar Laurence essays
2.  Memorize the following two lines in 5 minutes working with a partner
Juliet:  "I have a faint cold fear thrills through my veins
            That almost freezes up the heat of life."  ((IV, iii, 15-16, p. 611)
3.   Recite the lines without looking to your partner
4.  Read through the following 5 soliloquies or individual parts with your partner or on your own
      Romeo II, ii, 1-14  (Romeo's romantic lines while listens to Juliet under her balcony)
      Mercutio III, 1, 92-107 ONLY MERCUTIO'S LINES     
       Juliet Act III,  ii, 17-31 (Juliet waiting to meet her Nurse with news of Romeo)
       Friar Laurence  Act IV, i, 89-106 (Friar Laurence's plan for Juliet)
       Juliet  Act IV, iii, 14-30 (her second doubts about the Friar's plans)
5.  Select one to practice in order to recite in our next class
6.  Paraphrase without online help the speech
HW)  rehearse in order to present with all appropriate emotion your speech and its paraphrase

G and H period 5/19, due 5/21

Agenda

1.  Highlight on common essay the verbs, initial words, and modifiers of sample essays
2.  Discuss and work together to improve sentences within sample essays
3.  Peer editing and teacher conferencing on student essays
HW)  final final draft of essay in MLA format

C and D period 5/18, hw due 5/20

Agenda

• Highlight quoted evidence, underline citation in draft
• peer editing for evidence integration and quality of argument
• Teacher conferencing
• revising drafts

HW) final draft of Friar Laurence essay due Wednesday

B period May 18, hw due 5/22

• Highlight quoted evidence, underline citation in draft
• peer editing for evidence integration and quality of argument
• Teacher conferencing
• revising drafts

HW) final draft of MacBeth essay due Friday

Friar Laurence evidence

A)  unite families with loving marriage of children
  "I'll thy assistant be; for this alliance may so happy prove to turn your households rancor into love."(I, 3, 90-93)

  "Therefore love moderately: long love doth so."(II, 6, 14-15)



B)
Talks Juliet out of suicide
FL talks her out of desperation by offering a plan
"Hold daughter, I do spy a kind of hope, Which craves as desperate an execution as that is desperate to prevent. . .thou wilt undertake a thing like death."(IV, 1, 69-74)


C)
Offers alternative to Romeo after Tybalt's death
 FL talks Romeo out of suicide after he gets banished, " I'll give you armor to keep off that word . . . banished"(III, 3,54)

"Wilt thou slay thyself?  And slay thy lady too lives in thee" (III, 3, 116)


D)  FL wasn't at fault for leaving tomb

C and D period 5/14, hw due 5/18

Romeo and Juliet essay

Purpose:  Write a short argumentative essay that could stand as an opening defense statement for Friar Laurence.

The Charge:  Friar Laurence is on trial for conspiring to help two underage youth defy their parents, an act which led to the deaths of Romeo and Juliet.

Suggested Outline:

1st paragraph:  1 sentence thesis statement clearly defending Friar Laurence, his character, and his actions.

2nd paragraph:    5-6 sentence defense of Friar Laurence

    1.  topic sentence

    2.  evidence with quote and citation

    3.  explanation

    4.  more evidence with quote and citation

    5.  explanation

    6.  clincher sentence

3rd paragraph:  5-6 sentence concession and refutation

    1.  concede that some accusations MAY be true

    2.  explain why those accusations don’t detract from his innocence

    3-6.  explore other accusations against Friar Laurence, including the biggest one--that he left Juliet alone in the tomb

4th paragraph:  1 sentence conclusion

Reminders:  no “I” statements

HW)  draft for use in Monday's class

B period 5/14, hw due 5/18

Agenda

1.  preview Macbeth and Supernatural packet
2.  view PBS version highlights of supernatural scenes
3.  preview and plan persuasive essay prompt
HW)  draft 1 of MacBeth court argument for not guilty by reason of insanity

G and H period 5/13, hw due 5/15

Romeo and Juliet essay

Purpose:  Write a short argumentative essay that could stand as an opening defense statement for Friar Laurence.

The Charge:  Friar Laurence is on trial for conspiring to help two underage youth defy their parents, an act which led to the deaths of Romeo and Juliet.

Suggested Outline:

1st paragraph:  1 sentence thesis statement clearly defending Friar Laurence, his character, and his actions.

2nd paragraph:    5-6 sentence defense of Friar Laurence

    1.  topic sentence

    2.  evidence with quote and citation

    3.  explanation

    4.  more evidence with quote and citation

    5.  explanation

    6.  clincher sentence

3rd paragraph:  5-6 sentence concession and refutation

    1.  concede that some accusations MAY be true

    2.  explain why those accusations don’t detract from his innocence

    3-6.  explore other accusations against Friar Laurence, including the biggest one--that he left Juliet alone in the tomb

4th paragraph:  1 sentence conclusion

Reminders:  no “I” statements

HW)  draft for use in Friday's class

C and D period 5/12, due 5/14

comparing Zefferelli scenes to Lurman scenes for Romeo and Juliet

• Tybalt/Mercutio duel
• Romeo and Juliet's death

HW)  What does the different version of the duel and the death scene tell you about the director's intentions?  What emotions are stronger?  What aspects of the scenes are set aside?

G and H 5/11, due 5/13

Agenda

Sentence forms:

write a sentence about Romeo and Juliet, similar in style to the one below

from "The Falls"*

by George Saunders
The school sat among maples on a hillside that sloped down to the wide Taganac River, which narrowed and picked up speed and crashed over Bryce Falls a mile downstream near Morse's small rental house, his embarrassingly small rental house, actually, which nevertheless was the best he could do and for which he knew he should be grateful although at times he wasn't a bit grateful and wondered where he'd gone wrong, although at other times he was quite pleased with the crooked little blue shack covered with peeling lead paint and felt great pity for the poor stiffs renting hazardous shacks even smaller than his hazardous shack, which was how he felt now as he came down into the bright sunlight and continued his pleasant walk home along the green river lined with expensive mansions whose owners he deeply resented.

comparing Zefferelli scenes to Lurman scenes for Romeo and Juliet

• Tybalt/Mercutio duel
• Romeo and Juliet's death

HW)  What does the different version of the duel and the death scene tell you about the director's intentions?  What emotions are stronger?  What aspects of the scenes are set aside?