Week Seven

1. Week Seven

2. English I 10/8/2012 • a. whose the bestest rap poet in the class • b. it seems your trying more harder today carlos • a. Who’s the best rap poet in the class? • b. It seems you’re trying harder today, Carlos. [more deleted] • Essential Question: • Why is important to comprehend what you read? • Learning Target: I can edit and correct sentences. I can learn about the narrator of the text.

3. English I 10/8/2012 • Use a comma plus a coordinating conjunction to join the sentences in each cluster. • 1. a. The trash needed to be taken out. • b. The kitchen sink was ready for a good scrubbing. [, and] • 2. a. Charles may go out for cross-country. • b. He may just focus on his studies this term. [, or] • 3. a. I’ve decided to look into the Peace Corps. • b. A desk job doesn’t appeal to me right now. [, for] • 4. a. This may be the breakthrough we’ve been looking for. • b. It may be just another false alarm. [, or] • 5. a. Many of the relay stations are out of commission. • b. They’re doing their best to get the calls through. [, but]

4. 10/8/2012 • 1. The trash needed to be taken out, and the sink was ready for a good scrubbing. • 2. Charles may go out for cross-country, or he may just focus on his studies this term. • 3. I’ve decided to look into the Peace Corps, for a desk job doesn’t appeal to me right now. • 4. This may be the breakthrough we’ve been looking for, or it may be just another false alarm. • 5. Many of the relay stations are out of commission, but they’re doing their best to get the calls through.

5. English I 10/8/2012 • Write down the definition of vocabulary words and the literary terms on pages 92 and 93 • withstand • vacant • suspended • proportions • conclusions • literal • figurative

6. English I 10/9/2012 • a. did you see them two player’s who scored so many points in last weeks game • b. him and Mike play good cause they practice alot • a. Did you see those two players who scored so many points in last • week’s game? • b. He and Mike play well because they practice a lot. • Essential Question: • Why is important to comprehend what you read? • Learning Target: I can edit and correct sentences. I can learn new vocabulary words.

7. English I 10/9/2012 • 6. a. He’s going back to school next term. • b. He’s tired of flipping burgers for a living. [, for] • 7. a. They’re not listed in the phone directory. • b. We do [not] have their address. [, nor] • 8. a. A weather front moved through after midnight. • b. The next day was free of air pollution. [, and] • c. Tanya continued to have difficulty breathing. [, but] • 9. a. Some of the women were put to work. • b. They had their own tools. [, for] • c. Most of them had to wait till the truck arrived. [, but] • 10. a. They waited at least a half-hour. • b. The waiter never returned. [, but] • c. The maitre d’ would not look their way. [, and]

8. 10/9/2012 • 6. He’s going back to school next term, for he’s tired of flipping burgers for a living. • 7. They’re not listed in the phone directory, nor do we have their address. • 8. A weather front moved through after midnight, and the next day was free of air pollution, but Tanya continued to have difficulty breathing. • 9. Some of the women were put to work, for they had their own tools, but most of them had to wait till the truck arrived. • 10. They waited at least a half-hour, but the waiter never returned, and the maitre d’ would not look their way.

9. English I 10/10/2012 • a. were trying to guess the answer’s to them riddles • b. there to hard to figure out • a. We’re trying to guess the answers to those riddles. • b. They’retoo hard to figure out. • Essential Question: • Why is important to comprehend what you read? • Learning Target: I can edit and correct sentences. I can learn new vocabulary words.

10. English 10/10/2012 • 1. a. Kenji watched a documentary on Ireland. • b. Kenji read the newspaper. [and] • 2. a. Kenji watched a documentary on Ireland. • b. Kenji watched the evening news. [and] • 3. a. Ursula knew him in the first grade at Boyson School. • b. Donna knew him in the first grade at Boyson School. [and] • 4. a. Mr. Ruggiero was a demanding boss. • b. Mr. Ruggiero was a fair boss. [but] • 5. a. Nick’s recipes have all been inexpensive. • b. Nick’s recipes have all been tasty. [yet] • c. Nick’s recipes have all been easy to fix. [and]

11. 10/10/12 • 1. Kenji watched a documentary on Ireland and read the newspaper. • 2. Kenji watched a documentary on Ireland and the evening news. • 3. Ursula and Donna knew him in the first grade at Boyson School. • 4. Mr. Ruggiero was a demanding but fair boss. • 5. Nick’s recipes have all been inexpensive yet tasty and easy to fix.

12. English I 10/11/2012 • Essential Question: • Why is important to comprehend what you read? • Learning Target: I can edit and correct sentences. I can learn new vocabulary words. • a. some modern american poets have experimented with poetic form. • b. richardwilburs poem the beautiful changes praise’s nature’s mystery • a. Some modern American poets have experimented with poetic form. • b. Richard Wilbur’s poem “The Beautiful Changes”praises nature’s mystery.

13. English I 10/11/2012 • 6. a. We don’t know whether they’re coming at six o’clock. • b. We don’t know whether they’re coming at seven o’clock. • 7. a. Highway 1 is narrow through that stretch. • b. Highway 1 is winding through that stretch. • 8. a. Leticia was beginning to feel the cold. • b. Duane was beginning to feel the cold. • 9. a. We had thoroughly enjoyed their visit. • b. We were anxious to have them leave. • 10. a. They had found no work in Libertyville. • b. They had found little work in Preston. • c. They had found steady work in Cache Junction.

14. 10/11/12 • 6. We don’t know whether they’re coming at six o’clock or at seven o’clock. • 7. Highway 1 is narrow and winding through that stretch. • 8. Leticia and Duane were beginning to feel the cold. • 9. We had thoroughly enjoyed their visit but were anxious to have them leave. • 10. They had found no work in Libertyville and little work in Preston, but they had found steady work in Cache Junction.

15. “My Delicate Heart Condition Test” • 1. Look on lines 20-24 page 95, what is the name of the person telling the story? • 2. On page 96, why does Harriet not fully enjoy the circus? Give two examples. • 3. On page 97, how many people are in the Fly family and what do they do. • 4. On page 99, define the word “rheumatic” and “romantic”. • 5. On page 100, lines 195-197, what does she do to the people who were laughing at Wille? • 6. On page 102, in the box, how has Harriet changed?

16. English I 10/12/2012 • Essential Question: • Why is important to comprehend what you read? • Learning Target: I can edit and correct sentences. I can learn new vocabulary words. • a. did you know that the word scuba is a acronym • b. that mean’s it is a word formed from the 1st letter or letters of the word’s in a name or phrase • a. Did you know that the word scuba is an acronym? • b. That means it is a word formed from the first letter or letters of the words in a name or phrase.

17. English I 10/12/2012 1. a. Gloria worked on the fence. b. Sean worked on the fence. [,] c. Their cousin James worked on the fence. [, and] 2. a. You may choose the chocolate mousse for dessert. b. You may choose the fresh strawberries or dessert. [,] c. You may choose the pecan pie for dessert. [, or] 3. a. They laughed at the funny lines. b. They cried at the sad lines. [,] c. They chuckled at the silly lines. [, and] 4. a. He had searched the locker room for his backpack. b. He had searched his apartment for his backpack. [,] c. He had searched Ray’s car for his backpack. [, and] 5. a. You may write him. b. You may call him. [,] c. You may not communicate with him at all. [, or]

18. 10/12/12 • 1. Gloria, Sean, and their cousin James worked on the fence. • 2. You may choose the chocolate mousse, the fresh strawberries, or the pecan pie for dessert. • 3. They laughed at the funny lines, cried at the sad lines, and chuckled at the silly lines. • 4. He had searched the locker room, his apartment, and Ray’s car for his backpack. • 5. You may write him, call him, or not communicate with him at all.

19. English IV 10/11/12 • Essential Question: Can literature teach a moral lesson? • Learning Target: I can read informational text and discuss how it impacts literature. • Starter: THIS A MUST DO!!!!! Answer the following questions in a couple of sentences. • What purpose does evil characters serve in literature? How do we measure and evaluate evil in our society?

20. Symbols • V1 Now the serpent was more subtil than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden? • Here we have are first clue, the word serpent. Now we all know that snakes do not talk. This is not some special talking serpent but a name for a person. The place to find out who this person is, is the book of Revelation. • Revelation 12:9V9 And the great dragon was cast out, that old serpent, called the Devil, and Satan, which deceiveth the whole world: he was cast out into the earth, and his angels were cast out with him.

21. Genesis 2 and 3

22. On an index card – Choose one out of the four (Adam, Eve, Satan, or God) and argue why they are responsible for the creation of Evil; use information from the text. In your groups – discuss your answers/rationale / create posters that support your rationale (if someone has the same argument as another person write it only once). Be prepared to select one person to present your info and defend it. Add your info to the open document on the computer for class notes.

23. Exit Slip: • Using a dictionary define the word EVIL. If the dictionary provides more than one definition write all of them. • List three acts that you consider to be evil - rank them from bad to worst. • Outlines/Notecards • Please keep up with both!! If you do not have ten note cards then please complete them before Monday. • Organize your note cards by your outline.

24. October 12, 20112 • Starter: copy the definition of evil and read the two articles provided. • Definition of evil: • 1. morally wrong or bad; immoral; wicked: evil deeds; an evil life. • 2. harmful; injurious: evil laws. • 3. characterized or accompanied by misfortune or suffering; unfortunate; disastrous: to be fallen on evil days. • 4. due to actual or imputed bad conduct or character: an evil reputation. • 5. marked by anger, irritability, irascibility, etc.: He is known for his evil disposition. • Essential Question: Can literature teach a moral lesson? • Learning Target: I can read informational text and discuss how it impacts literature. • 3rd period ONLY • The articles are out of order; read the article on Jeffery Dahmer first (its on the right) and then read the Dr. Kervorkian second. (its on the left and continues on the back)

25. Thinking Through: • 1. How many acts of crimes did they commit? Did Dahmer in some way copycat literature? If so what book or text inspired him? • 2. Do you feel that their act of “evil” was done by choice or was it a force within them that they could not resist (an inner temptation)? • 3. Based on the definition of evil: are they examples of evil? Why or why not? Are their crimes equally evil?

26. Exit slip: • Compare and contrast the fall of man written by Milton and the story found in Genesis.