2012+2013+Archives

=1/3/13= > [] > =After completing the reading of the article, list the 10 most important words to the overall meaning of the text on a word document or piece of paper (exclude the words Dawn Loggins).=
 * [[file:The Book Thief Character Quiz.docx]]
 * =Read the following informational article about Dawn Loggins=
 * Due Friday, January 4th.

=1/4/13= [] (Nazi Propaganda)
 * Within a small group, share your thoughts on the Dawn Loggins article. What are some of Dawn's most admirable qualities? Discuss similarities between Dawn and Liesel.
 * Write an objective summary of the Dawn Loggins story that is a minumum of 7 sentences and includes your 10 key words.
 * Define/explain the propaganda technique that was assigned to your group. Provide 5 different examples of this type of propaganda in a PowerPoint or Glog. At least 1 of these examples should be an example of propaganda used by Hitler and at least 1 should be an example of this type of propaganda in our current culture.

=1/8/13=
 * [[file:English 2 DGP Week 1.doc]]

DGP Notes []

=1/9/13= What is courage? When looking at this text, there are some obvious answers. Courage is hiding a Jewish man in your basement when you live in Nazi Germany. But courage is also being the Jewish man who hides. Take a look at Zusak's book and decide how he defines courage—and which characters manifest the most courageous spirits.
 * Write a Literary Analysis essay in which you respond to the following prompt.

=1/11/13= Follow the link and read about genocide. After reading, be able to define and explain genocide, then follow the Who is at Risk tab above on the link and read about one type of genocide that has occured/is occuring after the Holocaust. []

=1/15/13= > []. After reading over the rights, do a quick search to find examples of recent human rights violations.
 * =Read the UN's Universal Declaration of Human Rights []. In case your wondering, the following link includes the list of UN members=


 * Change from above document: students //must//use Prezi to create their presentation.
 * MLA citations are required. Your presentation will not be graded until it has these citations.
 * For Prezi help/suggestions, here is a link to Miss Ennis' [|"Creating a Rockin' Prezi"]presentation.
 * Your Prezi is due on Wednesday, January 30 for Mr. Simmons' review.
 * The presentations will occur on Friday, February 1. Your time frame is 5-7 minutes.

=1/22/13= []
 * Read Dr. Martin Luther King Jr.'s 3rd Letter from a Birmingham Jail
 * Respond to the discussion board post on Turnitin.com.

=1/29/13= []

=2/4/13=

=Nuremberg Trials= >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> >>> [] >>> []
 * For more information on the Nuremberg Trials: []
 * Nuremberg Trials Group Activity: Each group will search for information about the war criminal assigned to them. Answer the questions located on the back of your card. I have posted some helpful links below for each group, but you may use other sources as well.
 * Group 1: Hermann Goering
 * @http://www.jewishvirtuallibrary.org/jsource/Holocaust/goering.html
 * Group 2: Joseph Goebbels
 * []
 * Group 3: Heinrich Himmler
 * []
 * Group 4: Adolf Eichmann
 * []
 * Group 5: Josef Mengele
 * []

=Written Response: Due Tuesday, February 5= "The reality is that in the long perspective of history the present century will not hold an admirable position, unless its second half is to redeem its first. These two-score years in the twentieth century will be recorded in the book of years as one of the most bloody in all annals. Two World Wars have left a legacy of dead which number more than all the armies engaged in any way that made ancient or medieval history. No half-century ever witnessed slaughter on such a scale, such cruelties and inhumanities, such wholesale deportations of peoples into slavery, such annihilations of minorities. The terror of Torquemada pales before the Nazi Inquisition. These deeds are the overshadowing historical facts by which generations to come will remember this decade. If we cannot eliminate the causes and prevent the repetition of these barbaric events, it is not an irresponsible prophecy to say that this twentieth century may yet succeed in bringing the doom of civilization." --Robert Jackson, U.S. Chief Prosecutor at the Nuremberg Trials in his closing statement **Respond to the following questions in 250 words. Please be sure to address each question, and as always, use complete sentences.**
 * **What do you think of Jackson's warning, and how do you think the justices would have reacted to the events that occurred in the rest of the 20th century? (Consider the Vietnam War, the Iran hostage crisis, the Rwandan genocide, etc.) Has the world truly learned from the Holocaust? Have we forgotten?**
 * **Did the Nuremberg Trials establish a clear indication of right and wrong? D****iscuss whether or not you believe //poetic justice// (good guys win, bad guys lose) prevailed in the aftermath of the Holocaust. In your discussion, include your new knowledge of the sentences of those who were convicted in the Trials and of those who were never tried (due to suicide or escape).**

=2/5/13= After you have finished your test on __Night__, please read the following link. This is an introduction to our next text, Sophocles' //Oedipus the King.// []

Then complete the study guide (it's a hard copy). This will be collected tomorrow at the beginning of class for a homework grade. Note: If there are words you //don’t know,// take the time to look up their definition. If you do not look up these words, you will have a difficult time understanding the text.

In case you don't get the study guide in class, here is an electronic

=2/8/13=

For an online copy of the text, go to the following link. The translation is a little different, but that's okay. Part 1 ends on page 8. Use this to help write your letters. []

=2/11/13= [] []
 * With a partner, read the following essay on "The Man in the Water." At the end of the article, answer A through E on a piece of paper. For homework, answer questions 2-5 in detail and complete sentences. In addition, for a notecard discussion seminar (like we did with //Night)// write two excerpts (quote or short statement) on notecards for discussion in Tuesday's class.
 * To see the informational text on this plane crash and to find out who "The Man in the Water" actually is, read the following article and watch the clip.

=2/14/13=
 * While reading Oedipus, we have connected many things from our world to this work of Greek tragedy. To take this a step further, you will connect a piece of poetry and song lyric to a character, part of the plot, or idea from Oedipus. Using www.poetryfoundation.orgfind a poem that strongly ties in with something from Oedipus ,and write a 150 word explanation that shows how multiple parts of the poem connect with some piece of Oedipus. In addition, find a song that also connects in some (appropriate) manner. Print the lyrics and highlight parts of the song that connect with Oedipus.
 * For an idea of what a poetry pairing is, follow this link to the NY Times Poetry Pairings []

=2/20/13=
 * Read the passage on the Oedipal Complex in the textbook on page 325 with a partner.
 * Then read the following article, "The Real Oedipal Complex" by Jeffrey Rubin. []
 * Write 200 words or more in response to the following questions: //What are your thoughts on the Oedipus Complex as described in the textbook? Do you think this theory could be valid? (Why or why not. Be specific.) Do you think parental aggression/abandonment is the bigger problem, as Rubin suggests? (Why or why not? Be specific. Ideally you will refer back to a specific instance in the text here.) What are two points of Rubin's argument that you find interesting? (Why did they interest you?)//
 * **//EVEN THOUGH YOU ARE READING WITH A PARTNER, YOUR RESPONSES ARE INDIVIDUAL.//** This means that if your response is similar or the same as another student's, it will be considered cheating and you will get a zero.

=2/21/13=
 * []

=2/25/13= Project Due Date: Wednesday, March 6.
 * Poetry Anthology Resources:**

=2/26/13= [] [] Read your article (hard copy) together as a group. Briefly discuss the article. Then, work **individually** to create a found poem from the article. Feel free to refer back to the Prezi above if needed. **Have a complete first draft of your poem ready for tomorrow's class. We will critique and revise together.** =**2/27/13**=.
 * Found Poetry Prezi Link:**
 * Link to BBC article on Australian cost of living:**
 * Found Poetry Unit Group Activity:**
 * 1. Group Critiques of Found Poems**
 * Take out a sheet of paper and put your name at the top. Your groupmates will be writing their feedback about your poem on this paper.
 * Each group member should pass their poem to their right. You will read the poem handed to you silently and provide the following feedback:
 * **"TAG" feedback:**
 * **T**ell something (1) good (What was something he/she did well?)
 * **A**sk 1 question. (Is there anything that confused you?)
 * **G**ive 1 suggestion **This is meant to be constructive criticism, not a bashing of his/her poem.***
 * Then identify the golden line**(write the line of the poem you think is best--has the best image, etc.)**
 * Then pass that poem and its feedback sheet to the person to your right.
 * Repeat.
 * 2. Editing Pointers for Home****
 * Proofread.
 * Revisit verbs (check for power and specificity)
 * Revisit adjectives (add life, specificity, uniqueness; check placement)
 * Strengten images
 * Check syntax (arranging of words/phrases) from the outside in: Strongest images and structures should be at the beginning and end.
 * Revisit nouns (Image worthy? Specificity)
 * Recopy onto a new sheet of paper.
 * 3. Mini Lecture on Language and Imagery in Poetry**
 * Here is the link to the Prezi for your use
 * 4. "Where I'm From" Poems**
 * Read "Where I'm From" by George Ella Lyon
 * Discuss in your groups the strong imagery and detail included in the poem
 * Create a list of things that describe where you are from. It can include places, foods, memories, dialogues, significant objects, etc.)
 * You can see Miss Ennis' example:
 * Transform your list into a poem. You do not have to use everything you came up with. You will also most likely add more along the way. Look back at George Ella Lyon's structure and style for guidance (this is //emulation//).
 * Here is Miss Ennis' example of a "Where I'm From" poem
 * 5. When you are done...** work on your anthology!

=2/28/13= In your group, read your "Where I'm From" poem aloud to your group (one at a time). Be sure to KEEP your first draft to turn in. Refer to yesterday's notes above on how to revise a poem. See Prezi link above. Look at the following terms: //narrative poem, free verse, vignette, tone, mood, refrain// Each group will read 2 poems in. Read one poem at a time. After each poem, **use the highlighter in Microsoft Word to indicate figurative language in yellow, strong/central images in green, and tone in teal. Discuss these together in your group. Also discuss the significance of the vignette.** //**Group 1:** Read "The Difference Between a Son and a Daughter" & "Calendar"// Then groups will share out to the rest of the class to tell the overall story. Miss Ennis will read the final poem, "The Words Harish Taught Me." Write a vignette in response to one of the following two prompts:
 * 1.** **Group Critiques on "Where I'm From" Poems**
 * //Giving Feedback://** Pause after each reading. Each group member should indicate their **top 3 images** in your poem and answer the question **What is one thing that could be refocused?** If you are the writer, TAKE NOTES on what your group members say!
 * 2. Revision (at home) of "Where I'm From"**
 * 3. Mini Lecture on Poetry Terms**
 * 4. Read excerpts from __Sold__ by Patricia McCormick**
 * //Group 2://** //Read "Everything I Need to Know" and "Next."//
 * //Group 3://** //Read "A City Girl" and "Sold"//
 * //Group 4://** //Read "Everything I Need to Know" and "A Gift"//
 * //Group 5://** //Read "A Strange Customer" and "Revelation"//
 * 5. Write Your Own Vignette**
 * A. "I never told anybody..."** Write a poem entirely about things you've never told anybody; a poem of secrets. (It doesn't have to be a monumental secret; something silly is fine, too.) Consider starting every line/every other line/every stanza with "I never told anybody..." Consider including a refrain ("But I'm telling it now" after each secret)
 * B. "I used to, but now..."** Write a poem explaining what is different about you now from when you were younger. Consider starting every line/every other line/ every stanza with "I used to _, but now ." Also consider including a refrain.
 * 6. After completion...**work on anthology.


 * Anthology resource:** [[file:simmonsa/poetry vocabulary.pdf|poetry vocabulary sheet ]]for analytical portion of responses

=3/4/13=
 * 1. Group Critiques on Vignettes:** Share your poem with one other person in your group. When reading your partner's poem, underline each word that brings an image to your mind. Then select the "golden line." Discuss with your partner what you liked about the poem, and what they can improve on.
 * 2. See revision notes above to edit at home.**
 * 3. Mini Lecture on Poetry Terms (see Prezi link above)**
 * 4. Group Reading of Poetry:**
 * Each group will read a poem from around the world. After reading the poem aloud together, you should identify the following (as they apply): rhyme (location and scheme), meter (if present), 2 examples of figurative language, and the poet's message.
 * Every individual needs to write the information on a piece of paper.
 * Then we will scramble our groups to share the information about each poem with everyone. Please read the poem to your new group. Then explain each of the elements you discussed in your previous group.
 * 5. With time left, work on anthology.**

=**3/6/13**=
 * Link to the Shakespeare Powerpoint is [[file:simmonsa/Intro to Shakespeare & Julius Caesar.pptx|here]].**


 * Research on Roman Republic:**
 * **Group 1: Caesar's Assassination** http://en.wikipedia.org/wiki/Assassination_of_Julius_Caesar
 * **Group 2: Roman Senate** http://en.wikipedia.org/wiki/Roman_Senate
 * **Group 3: Julius Caesar** []
 * Group 4: Marcus Brutus []
 * Group 5: Marc Antony []
 * **Group 6: Plutarch's** **//Lives//** [][] (Only read first 3 paragraphs in 2nd source)


 * Homework due Friday: Read the following article on the Ides of March.**
 * []**
 * Complete the [[file:simmonsa/The Ides of March Article Response.docx|response guide]].**


 * Oedipus Test Extra Credit**

=3/12/13=
 * Finish for Homework:** Be sure to finish your six sequence and your Act 1 study guide for class! (Work on your own please.)
 * Reading Homework:** Use to following link to No Fear Shakespeare's //Julius Caesar//. Read from the stage direction "Enter the conspirators" (which is on the first page on the link I've posted) to "Enter Portia." In the page numbers on //No Fear Shakespeare//, that is from page 5 to the top of page 11. In the textbook, it is pages 52-62 on the left side. Please read the Shakespearean text as much as possible, and only look to the right when absolutely needed. [|ttp://nfs.sparknotes.com/juliuscaesar/page_56.html]
 * AS YOU READ:** Write down 2 critical thinking questions and 1 comment for class discussion tomorrow. Be sure that these are relevant, well-thought out questions and comments. These will be a grade. The class discussion will take the place of a reading check. However, if your questions and comments are not relevant and/or if I am sensing that you have not read, I will have you take the reading check. So PLEASE come to class prepared.

=3/18/13= ACT Prompts []

Anonymous []

=3/20/13= []
 * The Trials of Brutus & Cassius:**
 * [[file:simmonsa/The Trials of Brutus and Cassius.doc|Assignment Sheet]]
 * Resources to Prepare for Trial:**
 * [[file:simmonsa/NYT Mock Trial Resource.pdf|New York Times: Questions to Help Guide Preparation]]
 * Read pages 9-15 in this PDF (*especially to prepare direct and cross-examination questions, learning about objections, and details on how to prepare for each specific role): []
 * ACT Writing Rubric**

=3/22/13= Do you agree with the verdicts given by the jury? Why or why not? Write 250 words explaining your stance-- with specifics from each trial and your knowledge of the text.
 * Final Response to Trial due M4/onday. Answer the following (as yourself, not your character):**

=3/26/13=
 * Revision Guidelines for Act 3 Scene 1 Part B Reading Check:**
 * For each question you missed, you may receive partial credit back //only if you do the following//on a sheet of paper attached to the reading check:
 * Write the correct answer to the question in complete sentences.
 * In your answer, include the line numbers for the place you found the answer in the text. (I am fine with you using the line numbers from the book or from No Fear Shakespeare online-- just let me know which one.)
 * You may not work with anyone else on this.
 * **These revisions are due Thursday, March 28 at the beginning of class. We will not accept late revisions.**
 * If you will not be present on Thursday because of a field trip, please turn them in on Wednesday or via e-mail as an attachment on Thursday.


 * Group Activity**: [[file:simmonsa/MarcAntonySong.doc|Directions]]

=3/27/13=
 * [[file:simmonsa/RomanNewspaperGroupProject.docx|Group Project Assignment Sheet]]**
 * Due Thursday, April 4.**

=4/8/13=

**The Kite Runner Activity: History Meets Literature in The Kite Runner **
===What's the history behind //The Kite Runner//? Thinking about the historical events that frame the boys' story will help us better understand these two as characters. We have to remember that while //The Kite Runner// is fictional, the historical backdrop is not. How can we illustrate this? Aha… with illustrations. Break out your left brains—it's time to get artistic. ===

**Step 1: ** Poke around a bit on the following BBC websites:

 * ===[|Afghanistan's turbulent history] ===
 * ===[|Afghanistan profile] ===

While perusing the websites, take notes on the following questions:
===**Step 2: ** You've done all the legwork. Now it's time to create an illustrated timeline (minimum of 8 timeline stops). Ideally, it will look like something between [|this] and [|this]. Hey, we're not all Picasso. ===
 * ===How would you summarize the history of Afghanistan leading up to the 1970s? What do you think were the most important events? ===
 * ===Things got crazy starting in the 1970s. What have been the most important historical events between then and now? ===
 * ===Are there any events from the book that particularly stand out to you, especially now against their historical backdrop? Which ones and why? ===

=4/9/13= []
 * **Misconceptions of Muslims**
 * Find a political cartoon that depicts a stereotype of Muslims. Identify the stereotype and discuss the impact the cartoon has on American perceptions of the Islamic people.
 * **Read the following article about kite fighting/running and answer the corresponding questions.**

=**4/10/13**=
 * Kite Runner Pacing Guide** **& Reading Journal Assignment link [[file:simmonsa/Kite Runner Reading Journal.docx|here]]**
 * Tonight's homework:** Read Chapters 3 and 4 as stated in above link. Complete a Reading Journal with 1 entry from tonight's reading. Do not work with anyone else to choose your quote.

=4/11/13= > []
 * 1. Sentence Variety Activity [[file:simmonsa/Sentence Variety Activity.docx|Handout]]**
 * 2.** **Ethnic & Religious Groups in Afghanistan:**
 * Sunni & Shiite/Shi'a []
 * Hazara []
 * Pashtuns[]


 * 3. Group Discussion on Chapters 3 & 4**
 * Use your Reading Journals to discuss your reading from last night.
 * Share the quote you chose and why. Then each group member should respond/add to your discussion of the quote.

=Spring Break Assignments!=
 * Read Chapters 6-10 as indicated on the reading schedule. Then complete 5 journal entries (1 per chapter). These should be of the 5 most significant quotes in your reading.**
 * Have a WONDERFUL and SAFE Spring Break! Make good choices!**

=**4/22/13**=
 * ==**Within your literature group, characterize (describe the distinctive nature of) one of the following characters: Amir, Hassan, and Baba. Each characterization must be a minimum of 5 sentences. Use chapters 6-10 and textual evidence to support your argument. Additionally, select 3 quotes from each character that best depicts their character.**==
 * ==**Read chapter 11 for homework - reading check tomorrow!**==
 * ==**Discussion questions for chapters 11-13 (to be typed) due Thursday.[[file:The Kite Runner Ch. 11 through 13.docx]]**==

=4/25/13=
 * [[file:simmonsa/Ch 13 Activity- Baba Eulogy.docx|Eulogy Assignment ]]Due Monday
 * For Extra Credit on the Julius Caesar test, simply write an additional eulogy from another character's perspective. If you wrote a speech for your first eulogy, write a poem for the extra credit. If you wrote a poem, write a speech. This is also due Monday.

=4/29/13= Group 2 1) Discuss Rahim Kahn’s phone call to Amir, and evaluate its effect on him. Note the significance of Rahim’s statement, “There is a way to be good again.” (p 192) <span style="font-family: 'arial narrow',sans-serif;">2) Why do you think Hosseini decided that Rahim Khan should narrate Chapter Sixteen?
 * Within your discussion groups, discuss the following questions (after completion, you will present your discussion to the class):

<span style="font-family: 'arial narrow',sans-serif;">3) Discuss Rahim’s rationale for staying in Kabul under both the Northern Alliance and the Taliban rule.

<span style="font-family: 'Arial Narrow',sans-serif;">Group 3

<span style="font-family: 'arial narrow',sans-serif;">1) Examine the contents of Hassan’s letter to Amir, noting what it reveals about Hassan. How does the letter affect Amir?

<span style="font-family: 'arial narrow',sans-serif;">2) How does Amir react to the news of Hassan’s death? How is Hassan’s death ironic? <span style="font-family: 'Arial Narrow',sans-serif;">Group 4

<span style="font-family: 'arial narrow',sans-serif;">1) How does Rahim convince Amir to help Sohrab? What is Amir’s response, and what do you think it indicates about him? Do you think Amir would have decided to help Sohrab if Rahim had not told him that Hassan was his halfr-brother?

<span style="font-family: 'arial narrow',sans-serif;">2) Baba’s guiding principle in life was to never steal from anyone. He was quoted as saying, “There is only one sin. And that is theft…When you tell a lie, you steal someone’s right to the truth” (225)In light of what Amir learns about Hassan, do you think Baba was a hypocrite?

=Poetry Out Loud= =//5/2/13//= Taliban Current News []
 * Select any poem to recite from memory and perform to the class.
 * This must be from Poetry Out Loud's website [|www.poetryoutloud.org]
 * You must select a poem by Tuesday, April 30th.
 * You must be able to relate this poem to //The Kite Runner.//
 * Write a 300 word response to this poem in which you discuss the overall meaning, tone of author, mood, and key lines or phrases in the poem. Also within this response, relate the poem to//The Kite Runner (Due Wednesday, May 1st)//
 * //Poetry Out Loud presentations will occur on Monday, May 6th//

=5/3/13= =5/9/13=
 * //The Kite Runner// Pick a Project Ideas
 * []
 * Ideas Due Monday, May 6th
 * Projects Due Wednesday, May 15th
 * Take Vocabulary Test 14 (You may use your Kite Runner notes for the reading check portion)
 * Read The Kite Runner Chapter 23 and 24
 * Complete Discussion Questions for 22-24
 * [[file:The Kite Runner Chapter 22 through 24 Discussion Qustions.docx]]
 * Complete Vocabulary Review Lesson for 8-14 (p.137-139)
 * Prepare for Poetry Recitation on Monday (MUST BE MEMORIZED!!!)

=Will Green's Prompt= ==<span style="background-color: #ffffff; color: #666666; font-family: verdana,Arial,helvetica,sans-serif;">How do Keating’s and Roark’s paths to success differ? Which one in the end is the real success? == =English 1 Honors= =8/23/12=
 * Complete the discussion board question on Romeo and Juliet's balcony scene. Write at least 5 sentences and use specifics from the play.

=8/27/12=
 * Open the following word document, read the summaries, and fix/find problems in each. Which is the better summary?[[file:Summary Examples.docx]]

=9/10/12= []
 * Find the complements to the verb in each sentence in the following document.
 * Read the UN's Children's Bill of Rights and determine if the Capulet's or the parents from My Sister's Keeper are in violation of any of these rights.

=9/19/12= []

Pick 3 prompts and write a thesis statement for each. Submit it on turnitin.com.

=9/21/12= []

Using the link above, the prompt you have chosen, and the thesis for that prompt, create a persuasion pre-writing map. When prompted to provide the three reasons for your thesis, enter experiences, observations, and readings.

=10/15/12=

[]

=10/24/12=

=11/13/12= Read the following article and respond to the following questions on a Turnitin.com post. []

After reading this article, describe how FDR approached his disability as the President. In addition, infer how people with disabilities were viewed in the 1930's. How are people with disabilities viewed now?

=11/30/12= []
 * Define loneliness and solitude. Discuss their relation if any. Finally, read the article below and provide an explanation of how the article differentiates the two ideas of loneliness and solitutde. Explain whether you agree or disagree with it's point of view? Post this to our turnitin.com discussion board.

=12/10/12= []

=English 2 Regular= 8/22/12
 * Go to [] and select an article of interest from the bottom of the page or on the following pages that deals with issues with the 1st ammendment. Read the article and write a 5 sentence summary of the issue and how it relates to the 1st ammendment.

8/27/12 9/4/12
 * Read the following two summaries and fix any errors you find. Also, number each sentence in the order you think it should go.
 * In your group, pick one article for each of you to read. One must pick the hazing article and the other must choose the communication article. After writing down 10 key words, write a 5 sentence summary (nothing p<span style="font-family: Calibri,sans-serif; font-size: 15px;">lagiarized) of your article. Please edit your summary and be sure that it communicates the main ideas of your article. Upon writing it, your partner will read it and provide feedback on clarity.

[] []

9/11/12 []
 * Write an article in which you choose to write from the perspective of Phillip Malloy or Robert Duval from Nothing But the Truth. If you choose Phillip, write a 1st person point of view editorial in the Manchester Record in which you defend yourself and your actions in the book. If you choose Robert Duval, you will write a 3rd person account that reveals Margret Narwin's side of the story. When writing the article, remember that all articles in journalism should always answer the questions of who, what, when, where, why, and how. Also, use facts from the story to make your argument. However, only use the facts that the character you are defending would have known. The article must be a minimum of 10 sentences.

9/13/12 > [] and read about any of the examples of genocide and add to your paragraph by including a short summary (2-3 sentences) of the example of genocide you chose. >
 * Using the following link [] define genocie (2 to 3 sentences: do not copy or plagiarize). Then use the following link
 * Complete DGP 6 (Monday through Thursday only)
 * If you finish with the activity above peruse the United States Holocaust Memorial Museum's Website [], watch a video, or read about anything from this website.

9/14/12
 * Thank you in advance for doing all that is expected of you today. My daughter is sick, and I have left to take care of her, so please behave and follow all directions given below and by Mr. Garmon.
 * Complete the DGP found above in yesterday's assignments.
 * Complete a message board in which you state what you currently know about the holocaust and what you would like to know. Also, write why you think a class should or should not study the holocaust.
 * Register within the R3 Program with the following link []. Complete the entire program. The 1st video will not work, but the rest of the audio files will. Use your own head phones or the ones in the box. READ EVERYTHING and write a list of 10 things you learned about the holocaust on a piece of paper.
 * Watch this video. After watching it, []
 * Read chapter 1 of Night.

9/19/12 [] Pick three prompts and write a thesis statement for each. Submit your thesis statements to turnitin.com.

9/21/12

[]

Using the link above, the prompt you have chosen, and the thesis for that prompt, create a persuasion pre-writing map. When prompted to provide the three reasons for your thesis, enter experiences, observations, and readings.

9/24/12 After writing your introduction, copy and paste it to the writing reviser using the following link. Your username is ewhsstudent.

[|http://www.sascurriculumpathways.com/portal/#/]

10/3/12 []
 * Read the information about commonly asked questions about the Holocaust from the following link and write a daily write (new Word document where you state two things you thought were true about the Holocaust but you found to be different in the article:
 * After you complete this, read over the Jewish terminology sheet to better prepare you for Friday's Jewish Life presentation.

10/12/12
 * Follow this link to better understand Nazi propaganda towards children []

[|http://www.ushmm.org/propaganda/exhibit.html#/gallery/results]
 * Foll this link to see artifacts of Nazi propaganda

10/15/12

10/18/12 =<span style="font-family: 'Times New Roman',serif;">Write paragraphs for two critical response questions in class. Students must write full body paragraphs in which they write a minimum of 8 sentences and follow the: =
 * =<span style="font-family: 'Times New Roman',serif;">TS, CD, CM, CM, CD, CM, CM, CS format. =
 * =<span style="font-family: 'Times New Roman',serif;">Question #1: Throughout __Night,__ Elie Wiesel details the atrocious acts of the Holocaust. List four examples of the evil side of humanity within __Night__. After listing these examples, pick two and write a paragraph in which you argue that Elie Wiesel’s night points out the evil side of humanity. =
 * =<span style="font-family: 'Times New Roman',serif;">Question #2: Using specific examples, explain why the novel is entitled Night. =



10/23/12 []

10/24/12 Read the following article [] and answer the following questions: 1. At the beginning of the article, there is a reference to the Temple of Apollo at Delphi. Do a quick google search of this and explain what it is in your own words. 2. What is an oracle? 3. How does the phrase "Know thyself" found at the Temple of Apollo at Delphi apply so well to Mike Baxter? 4. How is Mike Baxter's approach to sports so different from the normal pro athlete? 5. List two Greek or Greek Mythology references found in pop culture or everyday talk. You may search online if you can't think of any.

11/26/12 Word of the Day [] Critical Thinker of the Day [] Black Friday []

11/27/12 Word of the Day [] Critical Thinker of the Day (Go to Nov. 9) []

11/29/12 Word of the Day [] Critical Thinker of the Day (Go to Nov. 2) []

11/30/12 Word of the Day [] (Go to Nov. 13) Critical Thinker of the Day [] Informational/Opinion Passage []
 * Define loneliness, solitude, and depression. Discuss their relation if any. Finally, read the article below and provide an explanation of how the article differentiates the ideas of loneliness, solitutde, and depression. Explain whether you agree or disagree with it's point of view? Post this to our turnitin.com discussion board.

12/3/12 Word of the Day [] (Do October 25 and 30) Critical Thinker of the Day [] (Do October 12) Grammar of the Day (Fixing Fragments) [] (Do 1-10)

12/4/12 Grammar of the Day (Follow the link and work through all of the questions, use the indefinite pronoun link below to help as well) [] This may help! 12/5/12

[]
 * Read the following poem and determine the main idea of King Henry VIII's poem. Do you agree or disagree with his opinions? Before writing, do a quick Google search to find the age of King Henry VIII when he became King of England.

12/6/12 [] (Dec 4th)

12/7/12
 * EOC Passage ("Meet the Moai of Easter Island") Complete Questions 27-35
 * Pick a game Verb Viper (Elementary Subject/Verb Agreement Game) or Free Rice
 * (Verb Viper)[]
 * Free Rice (Choose Grammar or a Vocabulary. If you choose Vocab, do level 10 or higher.)

12/11/12 =Oedipus Rex=
 * Find/read a news/informational article that points out a social issue. After finding/reading the article find a poem which addresses this issue and that you connect with. Finally write your own poem about this social issue (min. of 12 lines). Rhyme scheme and specific structure are not required but can be done. Due Thursday, December 13.







Greek Plays and Playwrights []

Types of Greek Drama []

=Oedipus the King Project Choices=

[]
 * Choose your type of project(s) from the options provided on the following link. You must total 100 points and present your project. Projects are due on November 26th, and project choices are due on November 9th.

=Night= []

=English 2/Honors= = 1/3/13 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="The Book Thief Character Quiz.docx" link="file:simmonsa/The Book Thief Character Quiz.docx"]]
 * [|Details]
 * [[file:simmonsa/The Book Thief Character Quiz.docx|Download]]
 * 11 KB

=Read the following informational article about Dawn Loggins= > [] > =After completing the reading of the article, list the 10 most important words to the overall meaning of the text on a word document or piece of paper (exclude the words Dawn Loggins).=


 * Due Friday, January 4th.

= 1/4/13 = [] (Nazi Propaganda)
 * Within a small group, share your thoughts on the Dawn Loggins article. What are some of Dawn's most admirable qualities? Discuss similarities between Dawn and Liesel.
 * Write an objective summary of the Dawn Loggins story that is a minumum of 7 sentences and includes your 10 key words.
 * Define/explain the propaganda technique that was assigned to your group. Provide 5 different examples of this type of propaganda in a PowerPoint or Glog. At least 1 of these examples should be an example of propaganda used by Hitler and at least 1 should be an example of this type of propaganda in our current culture.

= 1/8/13 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="English 2 DGP Week 1.doc" link="file:simmonsa/English 2 DGP Week 1.doc"]]
 * [|Details]
 * [[file:simmonsa/English 2 DGP Week 1.doc|Download]]
 * 23 KB

DGP Notes []

= 1/9/13 = What is courage? When looking at this text, there are some obvious answers. Courage is hiding a Jewish man in your basement when you live in Nazi Germany. But courage is also being the Jewish man who hides. Take a look at Zusak's book and decide how he defines courage—and which characters manifest the most courageous spirits.
 * Write a Literary Analysis essay in which you respond to the following prompt.

= 1/11/13 = Follow the link and read about genocide. After reading, be able to define and explain genocide, then follow the Who is at Risk tab above on the link and read about one type of genocide that has occured/is occuring after the Holocaust. []

= 1/15/13 = =Read the UN's Universal Declaration of Human Rights[]. In case your wondering, the following link includes the list of UN members= > []. After reading over the rights, do a quick search to find examples of recent human rights violations.
 * [|Details]
 * [[file:simmonsa/Human Rights and Genocide Research Project.docx|Download]]
 * 14 KB


 * Change from above document: students //must//use Prezi to create their presentation.
 * MLA citations are required. Your presentation will not be graded until it has these citations.
 * For Prezi help/suggestions, here is a link to Miss Ennis' [|"Creating a Rockin' Prezi"]presentation.
 * Your Prezi is due on Wednesday, January 30 for Mr. Simmons' review.
 * The presentations will occur on Friday, February 1. Your time frame is 5-7 minutes.

= 1/22/13 = []
 * Read Dr. Martin Luther King Jr.'s 3rd Letter from a Birmingham Jail
 * Respond to the discussion board post on Turnitin.com.

= 1/29/13 = []

= 2/4/13 =

= Nuremberg Trials = >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> [] >>> >>> [] >>> []
 * For more information on the Nuremberg Trials: []
 * Nuremberg Trials Group Activity: Each group will search for information about the war criminal assigned to them. Answer the questions located on the back of your card. I have posted some helpful links below for each group, but you may use other sources as well.
 * Group 1: Hermann Goering
 * @http://www.jewishvirtuallibrary.org/jsource/Holocaust/goering.html
 * Group 2: Joseph Goebbels
 * []
 * Group 3: Heinrich Himmler
 * []
 * Group 4: Adolf Eichmann
 * []
 * Group 5: Josef Mengele
 * []

= Written Response: Due Tuesday, February 5 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">"The reality is that in the long perspective of history the present century will not hold an admirable position, unless its second half is to redeem its first. These two-score years in the twentieth century will be recorded in the book of years as one of the most bloody in all annals. Two World Wars have left a legacy of dead which number more than all the armies engaged in any way that made ancient or medieval history. No half-century ever witnessed slaughter on such a scale, such cruelties and inhumanities, such wholesale deportations of peoples into slavery, such annihilations of minorities. The terror of Torquemada pales before the Nazi Inquisition. These deeds are the overshadowing historical facts by which generations to come will remember this decade. If we cannot eliminate the causes and prevent the repetition of these barbaric events, it is not an irresponsible prophecy to say that this twentieth century may yet succeed in bringing the doom of civilization." <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">--Robert Jackson, U.S. Chief Prosecutor at the Nuremberg Trials in his closing statement <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">**Respond to the following questions in 250 words. Please be sure to address each question, and as always, use complete sentences.**
 * **What do you think of Jackson's warning, and how do you think the justices would have reacted to the events that occurred in the rest of the 20th century? (Consider the Vietnam War, the Iran hostage crisis, the Rwandan genocide, etc.) Has the world truly learned from the Holocaust? Have we forgotten?**
 * **Did the Nuremberg Trials establish a clear indication of right and wrong? D****iscuss whether or not you believe //poetic justice// (good guys win, bad guys lose) prevailed in the aftermath of the Holocaust. In your discussion, include your new knowledge of the sentences of those who were convicted in the Trials and of those who were never tried (due to suicide or escape).**

= 2/5/13 = After you have finished your test on __ Night __, please read the following link. This is an introduction to our next text, Sophocles' // Oedipus the King. // []

Then complete the study guide (it's a hard copy). This will be collected tomorrow at the beginning of class for a homework grade. Note: If there are words you // don’t know, // take the time to look up their definition. If you do not look up these words, you will have a difficult time understanding the text.

In case you don't get the study guide in class, here is an electronic

= 2/8/13 =
 * [|Details]
 * [[file:simmonsa/Oedipus What is Truth Letters.doc|Download]]
 * 24 KB

For an online copy of the text, go to the following link. The translation is a little different, but that's okay. Part 1 ends on page 8. Use this to help write your letters. []
 * [|Details]
 * [[file:simmonsa/Study Guide for Oedipus the King.doc|Download]]
 * 23 KB

= 2/11/13 = [] []
 * With a partner, read the following essay on "The Man in the Water." At the end of the article, answer A through E on a piece of paper. For homework, answer questions 2-5 in detail and complete sentences. In addition, for a notecard discussion seminar (like we did with //Night)// write two excerpts (quote or short statement) on notecards for discussion in Tuesday's class.
 * To see the informational text on this plane crash and to find out who "The Man in the Water" actually is, read the following article and watch the clip.

= 2/14/13 =
 * While reading Oedipus, we have connected many things from our world to this work of Greek tragedy. To take this a step further, you will connect a piece of poetry and song lyric to a character, part of the plot, or idea from Oedipus. Using www.poetryfoundation.orgfind a poem that strongly ties in with something from Oedipus ,and write a 150 word explanation that shows how multiple parts of the poem connect with some piece of Oedipus. In addition, find a song that also connects in some (appropriate) manner. Print the lyrics and highlight parts of the song that connect with Oedipus.
 * For an idea of what a poetry pairing is, follow this link to the NY Times Poetry Pairings []

= 2/20/13 =
 * Read the passage on the Oedipal Complex in the textbook on page 325 with a partner.
 * Then read the following article, "The Real Oedipal Complex" by Jeffrey Rubin. []
 * Write 200 words or more in response to the following questions: //What are your thoughts on the Oedipus Complex as described in the textbook? Do you think this theory could be valid? (Why or why not. Be specific.) Do you think parental aggression/abandonment is the bigger problem, as Rubin suggests? (Why or why not? Be specific. Ideally you will refer back to a specific instance in the text here.) What are two points of Rubin's argument that you find interesting? (Why did they interest you?)//
 * **//EVEN THOUGH YOU ARE READING WITH A PARTNER, YOUR RESPONSES ARE INDIVIDUAL.//** This means that if your response is similar or the same as another student's, it will be considered cheating and you will get a zero.

= 2/21/13 =
 * []

= 2/25/13 = Project Due Date: Wednesday, March 6.
 * Poetry Anthology Resources: **

= 2/26/13 = [] [] Read your article (hard copy) together as a group. Briefly discuss the article. Then, work ** individually ** to create a found poem from the article. Feel free to refer back to the Prezi above if needed. ** Have a complete first draft of your poem ready for tomorrow's class. We will critique and revise together. ** = **2/27/13** =
 * Found Poetry Prezi Link: **
 * Link to BBC article on Australian cost of living: **
 * Found Poetry Unit Group Activity: **
 * 1. Group Critiques of Found Poems **
 * Take out a sheet of paper and put your name at the top. Your groupmates will be writing their feedback about your poem on this paper.
 * Each group member should pass their poem to their right. You will read the poem handed to you silently and provide the following feedback:
 * **"TAG" feedback:**
 * **T**ell something (1) good (What was something he/she did well?)
 * **A**sk 1 question. (Is there anything that confused you?)
 * **G**ive 1 suggestion **This is meant to be constructive criticism, not a bashing of his/her poem.***
 * Then identify the golden line**(write the line of the poem you think is best--has the best image, etc.)**
 * Then pass that poem and its feedback sheet to the person to your right.
 * Repeat.

.
 * 2. Editing Pointers for Home ** **
 * Proofread.
 * Revisit verbs (check for power and specificity)
 * Revisit adjectives (add life, specificity, uniqueness; check placement)
 * Strengten images
 * Check syntax (arranging of words/phrases) from the outside in: Strongest images and structures should be at the beginning and end.
 * Revisit nouns (Image worthy? Specificity)
 * Recopy onto a new sheet of paper.
 * 3. Mini Lecture on Language and Imagery in Poetry **
 * Here is the link to the Prezi for your use
 * 4. "Where I'm From" Poems **
 * Read "Where I'm From" by George Ella Lyon
 * Discuss in your groups the strong imagery and detail included in the poem
 * Create a list of things that describe where you are from. It can include places, foods, memories, dialogues, significant objects, etc.)
 * You can see Miss Ennis' example:
 * [|Details]
 * [[file:simmonsa/Where I'm From examples.docx|Download]]
 * 12 KB
 * Transform your list into a poem. You do not have to use everything you came up with. You will also most likely add more along the way. Look back at George Ella Lyon's structure and style for guidance (this is //emulation//).
 * Here is Miss Ennis' example of a "Where I'm From" poem
 * [|Details]
 * [[file:simmonsa/Where I'm From Poem Example.docx|Download]]
 * 11 KB
 * 5. When you are done... ** work on your anthology!

= 2/28/13 = In your group, read your "Where I'm From" poem aloud to your group (one at a time). Be sure to KEEP your first draft to turn in. Refer to yesterday's notes above on how to revise a poem. See Prezi link above. Look at the following terms: // narrative poem, free verse, vignette, tone, mood, refrain // Each group will read 2 poems in. Read one poem at a time. After each poem, ** use the highlighter in Microsoft Word to indicate figurative language in yellow, strong/central images in green, and tone in teal. Discuss these together in your group. Also discuss the significance of the vignette. ** // **Group 1:** Read "The Difference Between a Son and a Daughter" & "Calendar" // Then groups will share out to the rest of the class to tell the overall story. Miss Ennis will read the final poem, "The Words Harish Taught Me." Write a vignette in response to one of the following two prompts:
 * 1. ** ** Group Critiques on "Where I'm From" Poems **
 * //Giving Feedback:// ** Pause after each reading. Each group member should indicate their ** top 3 images ** in your poem and answer the question ** What is one thing that could be refocused? ** If you are the writer, TAKE NOTES on what your group members say!
 * 2. Revision (at home) of "Where I'm From" **
 * 3. Mini Lecture on Poetry Terms **
 * 4. Read excerpts from __Sold__ by Patricia McCormick **
 * //Group 2:// ** // Read "Everything I Need to Know" and "Next." //
 * //Group 3:// ** // Read "A City Girl" and "Sold" //
 * //Group 4:// ** // Read "Everything I Need to Know" and "A Gift" //
 * //Group 5:// ** // Read "A Strange Customer" and "Revelation" //
 * 5. Write Your Own Vignette **
 * A. "I never told anybody..." ** Write a poem entirely about things you've never told anybody; a poem of secrets. (It doesn't have to be a monumental secret; something silly is fine, too.) Consider starting every line/every other line/every stanza with "I never told anybody..." Consider including a refrain ("But I'm telling it now" after each secret)
 * B. "I used to, but now..." ** Write a poem explaining what is different about you now from when you were younger. Consider starting every line/every other line/ every stanza with "I used to _, but now ." Also consider including a refrain.
 * 6. After completion... ** work on anthology.


 * Anthology resource: ** [[file:simmonsa/poetry vocabulary.pdf|poetry vocabulary sheet ]]for analytical portion of responses

= 3/4/13 =
 * 1. Group Critiques on Vignettes: ** Share your poem with one other person in your group. When reading your partner's poem, underline each word that brings an image to your mind. Then select the "golden line." Discuss with your partner what you liked about the poem, and what they can improve on.
 * 2. See revision notes above to edit at home. **
 * 3. Mini Lecture on Poetry Terms (see Prezi link above) **
 * 4. Group Reading of Poetry: **
 * Each group will read a poem from around the world. After reading the poem aloud together, you should identify the following (as they apply): rhyme (location and scheme), meter (if present), 2 examples of figurative language, and the poet's message.
 * Every individual needs to write the information on a piece of paper.
 * Then we will scramble our groups to share the information about each poem with everyone. Please read the poem to your new group. Then explain each of the elements you discussed in your previous group.
 * 5. With time left, work on anthology. **

= **3/6/13** =
 * Link to the Shakespeare Powerpoint is [[file:simmonsa/Intro to Shakespeare & Julius Caesar.pptx|here]]. **


 * Research on Roman Republic: **
 * **Group 1: Caesar's Assassination** []
 * **Group 2: Roman Senate** []
 * **Group 3: Julius Caesar** []
 * Group 4: Marcus Brutus []
 * Group 5: Marc Antony []
 * **Group 6: Plutarch's** **//Lives//** [][] (Only read first 3 paragraphs in 2nd source)


 * Homework due Friday: Read the following article on the Ides of March. **
 * [] **
 * Complete the [[file:simmonsa/The Ides of March Article Response.docx|response guide]]. **


 * Oedipus Test Extra Credit **
 * [|Details]
 * [[file:simmonsa/Oedipus Extra Credit.docx|Download]]
 * 12 KB

= 3/12/13 =
 * Finish for Homework: ** Be sure to finish your six sequence and your Act 1 study guide for class! (Work on your own please.)
 * Reading Homework: ** Use to following link to No Fear Shakespeare's // Julius Caesar // . Read from the stage direction "Enter the conspirators" (which is on the first page on the link I've posted) to "Enter Portia." In the page numbers on // No Fear Shakespeare //, that is from page 5 to the top of page 11. In the textbook, it is pages 52-62 on the left side. Please read the Shakespearean text as much as possible, and only look to the right when absolutely needed.[|ttp://nfs.sparknotes.com/juliuscaesar/page_56.html]
 * AS YOU READ: ** Write down 2 critical thinking questions and 1 comment for class discussion tomorrow. Be sure that these are relevant, well-thought out questions and comments. These will be a grade. The class discussion will take the place of a reading check. However, if your questions and comments are not relevant and/or if I am sensing that you have not read, I will have you take the reading check. So PLEASE come to class prepared.

= 3/18/13 = ACT Prompts []

Anonymous []
 * [|Details]
 * [[file:simmonsa/Anonymous.docx|Download]]
 * 12 KB

= 3/20/13 = []
 * The Trials of Brutus & Cassius: **
 * [[file:simmonsa/The Trials of Brutus and Cassius.doc|Assignment Sheet]]
 * Resources to Prepare for Trial: **
 * [[file:simmonsa/NYT Mock Trial Resource.pdf|New York Times: Questions to Help Guide Preparation]]
 * Read pages 9-15 in this PDF (*especially to prepare direct and cross-examination questions, learning about objections, and details on how to prepare for each specific role): []
 * ACT Writing Rubric **

= 3/22/13 = Do you agree with the verdicts given by the jury? Why or why not? Write 250 words explaining your stance-- with specifics from each trial and your knowledge of the text.
 * Final Response to Trial due M4/onday. Answer the following (as yourself, not your character): **

= 3/26/13 =
 * Revision Guidelines for Act 3 Scene 1 Part B Reading Check: **
 * For each question you missed, you may receive partial credit back //only if you do the following//on a sheet of paper attached to the reading check:
 * Write the correct answer to the question in complete sentences.
 * In your answer, include the line numbers for the place you found the answer in the text. (I am fine with you using the line numbers from the book or from No Fear Shakespeare online-- just let me know which one.)
 * You may not work with anyone else on this.


 * **These revisions are due Thursday, March 28 at the beginning of class. We will not accept late revisions.**
 * If you will not be present on Thursday because of a field trip, please turn them in on Wednesday or via e-mail as an attachment on Thursday.


 * Group Activity ** : [[file:simmonsa/MarcAntonySong.doc|Directions]]

= 3/27/13 =
 * [[file:simmonsa/RomanNewspaperGroupProject.docx|Group Project Assignment Sheet]] **
 * Due Thursday, April 4. **

= 4/8/13 = === **<span style="font-family: 'Times New Roman',serif;">The Kite Runner Activity: History Meets Literature in The Kite Runner ** === === <span style="font-family: 'Times New Roman',serif;">What's the history behind //The Kite Runner//? Thinking about the historical events that frame the boys' story will help us better understand these two as characters. We have to remember that while //The Kite Runner// is fictional, the historical backdrop is not. How can we illustrate this? Aha… with illustrations. Break out your left brains—it's time to get artistic. === === **<span style="font-family: 'Times New Roman',serif;">Step 1: **<span style="font-family: 'Times New Roman',serif;"> Poke around a bit on the following BBC websites: ===

<span style="font-family: 'Times New Roman',serif;">[|Afghanistan profile]
=== <span style="font-family: 'Times New Roman',serif;">While perusing the websites, take notes on the following questions: === ===<span style="font-family: 'Times New Roman',serif;">How would you summarize the history of Afghanistan leading up to the 1970s? What do you think were the most important events? ===

===<span style="font-family: 'Times New Roman',serif;">Things got crazy starting in the 1970s. What have been the most important historical events between then and now? ===

===<span style="font-family: 'Times New Roman',serif;">Are there any events from the book that particularly stand out to you, especially now against their historical backdrop? Which ones and why? ===

=== **<span style="font-family: 'Times New Roman',serif;">Step 2: **<span style="font-family: 'Times New Roman',serif;"> You've done all the legwork. Now it's time to create an illustrated timeline (minimum of 8 timeline stops). Ideally, it will look like something between [|this] and [|this]. Hey, we're not all Picasso. ===

= 4/9/13 =
 * **Misconceptions of Muslims**
 * Find a political cartoon that depicts a stereotype of Muslims. Identify the stereotype and discuss the impact the cartoon has on American perceptions of the Islamic people.

[]
 * **Read the following article about kite fighting/running and answer the corresponding questions.**
 * [|Details]
 * [[file:simmonsa/Kite Running Article Questions.docx|Download]]
 * 12 KB

= **4/10/13** =
 * Kite Runner Pacing Guide ** ** & Reading Journal Assignment link [[file:simmonsa/Kite Runner Reading Journal.docx|here]] **
 * Tonight's homework: ** Read Chapters 3 and 4 as stated in above link. Complete a Reading Journal with 1 entry from tonight's reading. Do not work with anyone else to choose your quote.

= 4/11/13 = > []
 * 1. Sentence Variety Activity [[file:simmonsa/Sentence Variety Activity.docx|Handout]] **
 * 2. ** ** Ethnic & Religious Groups in Afghanistan: **
 * Sunni & Shiite/Shi'a []
 * Hazara []
 * Pashtuns[]


 * 3. Group Discussion on Chapters 3 & 4 **
 * Use your Reading Journals to discuss your reading from last night.
 * Share the quote you chose and why. Then each group member should respond/add to your discussion of the quote.

= Spring Break Assignments! =
 * Read Chapters 6-10 as indicated on the reading schedule. Then complete 5 journal entries (1 per chapter). These should be of the 5 most significant quotes in your reading. **
 * Have a WONDERFUL and SAFE Spring Break! Make good choices! **

= **4/22/13** = ==**Within your literature group, characterize (describe the distinctive nature of) one of the following characters: Amir, Hassan, and Baba. Each characterization must be a minimum of 5 sentences. Use chapters 6-10 and textual evidence to support your argument. Additionally, select 3 quotes from each character that best depicts their character.**==

**Discussion questions for chapters 11-13 (to be typed) due Thursday.**

 * [|Details]
 * [[file:simmonsa/The Kite Runner Ch. 11 through 13.docx|Download]]
 * 12 KB

= 4/25/13 =
 * [[file:simmonsa/Ch 13 Activity- Baba Eulogy.docx|Eulogy Assignment ]]Due Monday
 * For Extra Credit on the Julius Caesar test, simply write an additional eulogy from another character's perspective. If you wrote a speech for your first eulogy, write a poem for the extra credit. If you wrote a poem, write a speech. This is also due Monday.

= 4/29/13 = Group 2 <span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">1) Discuss Rahim Kahn’s phone call to Amir, and evaluate its effect on him. Note the significance of Rahim’s statement, “There is a way to be good again.” (p 192) <span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">2) Why do you think Hosseini decided that Rahim Khan should narrate Chapter Sixteen?
 * Within your discussion groups, discuss the following questions (after completion, you will present your discussion to the class):

<span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">3) Discuss Rahim’s rationale for staying in Kabul under both the Northern Alliance and the Taliban rule.

<span style="background-color: #ffffff; font-family: 'Arial Narrow',sans-serif;">Group 3

<span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">1) Examine the contents of Hassan’s letter to Amir, noting what it reveals about Hassan. How does the letter affect Amir?

<span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">2) How does Amir react to the news of Hassan’s death? How is Hassan’s death ironic? <span style="background-color: #ffffff; font-family: 'Arial Narrow',sans-serif;">Group 4

<span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">1) How does Rahim convince Amir to help Sohrab? What is Amir’s response, and what do you think it indicates about him? Do you think Amir would have decided to help Sohrab if Rahim had not told him that Hassan was his halfr-brother?

<span style="background-color: #ffffff; font-family: 'arial narrow',sans-serif;">2) Baba’s guiding principle in life was to never steal from anyone. He was quoted as saying, “There is only one sin. And that is theft…When you tell a lie, you steal someone’s right to the truth” (225)In light of what Amir learns about Hassan, do you think Baba was a hypocrite?

= Poetry Out Loud = = //5/2/13// = Taliban Current News []
 * Select any poem to recite from memory and perform to the class.
 * This must be from Poetry Out Loud's website [|www.poetryoutloud.org]
 * You must select a poem by Tuesday, April 30th.
 * You must be able to relate this poem to //The Kite Runner.//
 * Write a 300 word response to this poem in which you discuss the overall meaning, tone of author, mood, and key lines or phrases in the poem. Also within this response, relate the poem to//The Kite Runner (Due Wednesday, May 1st)//
 * //Poetry Out Loud presentations will occur on Monday, May 6th//

= 5/3/13 =
 * //The Kite Runner// Pick a Project Ideas
 * []
 * Ideas Due Monday, May 6th
 * Projects Due Wednesday, May 15th
 * Take Vocabulary Test 14 (You may use your Kite Runner notes for the reading check portion)
 * Read The Kite Runner Chapter 23 and 24
 * Complete Discussion Questions for 22-24
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="The Kite Runner Chapter 22 through 24 Discussion Qustions.docx" link="file:simmonsa/The Kite Runner Chapter 22 through 24 Discussion Qustions.docx"]]
 * [|Details]
 * [[file:simmonsa/The Kite Runner Chapter 22 through 24 Discussion Qustions.docx|Download]]
 * 13 KB

= 5/9/13 =
 * Complete Vocabulary Review Lesson for 8-14 (p.137-139)
 * Prepare for Poetry Recitation on Monday (MUST BE MEMORIZED!!!)
 * [|Details]
 * [[file:simmonsa/Kite Runner Final Respone.docx|Download]]
 * 12 KB

= Will Green's Prompt = == <span style="color: #666666; font-family: verdana,Arial,helvetica,sans-serif;">How do Keating’s and Roark’s paths to success differ? Which one in the end is the real success? ==