2013+2014+Archives

8/28/13 = 9/5/13 =
 * Read the UN's Children's Bill of Rights []
 * On a separate piece of paper, choose the 3 that you find to be the most important, and explain why you find them the most essential.
 * Additionally, pick two that you find to be violated the most and explain where you have seen these violations.
 * Complete the following Subject/Verb Agreement exercise. Due Friday, September 6th.
 * []
 * [|Details]
 * [[file:simmonsa/subjective-verb-agreement.pdf|Download]]
 * 427 KB

= 9/6/13 =
 * [|Details]
 * [[file:simmonsa/Romeo and Juliet Act 1 Sonnet.docx|Download]]
 * 12 KB

= 9/9/13 =
 * [|Details]
 * [[file:simmonsa/Romeo Act 2.doc|Download]]
 * 26 KB


 * Work with a partner to rewrite the balcony scene from Romeo and Juliet so that it takes place in modern day, via text messaging.
 * There must be a minimum of 10 exchanged texts and no text message can be longer than 160 characters.

>> advice. He or she explains what happened at the party and also mentions the family feud. First write his or her letter (150 words) and then >> write your response (150 words). Due Wednesday. >>
 * Homework!
 * Assume that you write an advice column for a newspaper or magazine. A modern day Romeo (or Juliet) writes to you asking for your

= 9/11/13 =
 * [|Details]
 * [[file:simmonsa/Romeo and Juliet Act 2 Scenes 5 and 6 Reading Check.docx|Download]]
 * 12 KB

= 9/12/13 =
 * [|Details]
 * [[file:simmonsa/Romeo Act 3 SG.doc|Download]]
 * 26 KB

= 9/16/13 = []
 * Use the following link to pick 5 prompts. For each of the 5 prompts, write a thesis statement.

= 9/19/13 =
 * [|Details]
 * [[file:simmonsa/Romeo and Juliet Trial Assignment.doc|Download]]
 * 30 KB


 * [|Details]
 * [[file:simmonsa/RJ Trial Roles.docx|Download]]
 * 10 KB

= 9/23/13 =
 * Romeo and Juliet Essay Due Friday, September 27th
 * [|Details]
 * [[file:simmonsa/Romeo and Juliet Essay Questions.doc|Download]]
 * 31 KB


 * [|Details]
 * [[file:simmonsa/Multi-Paragraph+Essay+Format 2011.doc|Download]]
 * 24 KB

MLA Format []

= 9/26/13 =
 * Follow the link to below to the Poetry Out Loud anthology. Pick a poem that you enjoy and would feel most comfortable with reciting. You will memorize this poem and recite and perform it from memory Friday, October 4th. You must choose a poem that is 10 lines or longer.
 * You must be able to relate this poem to //Romeo and Juliet// or //My Sister's Keeper////.//
 * Write a 200 word response to this poem in which you discuss the overall meaning, tone of author, mood, key lines or phrases in the poem, and why you chose it. Also within this response, discuss the relation of the poem to //Romeo and Juliet// or //My Sister's Keeper// (Response Due October 2nd).

[]

= 9/27/13 = [] ====Using the article as evidence, how should America handle Dzhokhar Tsarnaev? Should he be tried in military court or be tried as any other American citizen? ====
 * Read the following article
 * 1 Topic Sentence
 * 1 Concrete Detail
 * 2 Commentary

= 10/1/13 = = "The Cask of Amontillado" = []


 * With your literature groups, complete the discussion questions for "The Cask of Amontillado" as you read.
 * [|Details]
 * [[file:simmonsa/The Cask of Amontillado Discussion Questions.doc|Download]]
 * 33 KB

= 10/3/13 =
 * Read "The Open Window"
 * []
 * Complete the study guide with your reading group.
 * [|Details]
 * [[file:simmonsa/The Open Window Study Guide.doc|Download]]
 * 26 KB

= 10/9/13 = []
 * [|Details]
 * [[file:simmonsa/Lady or Tiger Ending.docx|Download]]
 * 11 KB

[] = 10/11/13 = [] []
 * Complete DGP Week 10. It will be counted as a quiz.
 * If you finish early, begin reading the following short story or do one of the activities under the finished tab on my website.
 * Study Vocab Quiz
 * Complete Vocabulary Quiz
 * Read __The Most Dangerous Game__
 * Complete __The Most Dangerous Game Study Guide__
 * [|Details]
 * [[file:simmonsa/most dangerous game study guide.doc|Download]]
 * 26 KB

= 10/14/13 = [] = 10/15/13 = Be excellent students and don't give Momma C any problems!
 * [|Details]
 * [[file:simmonsa/The Gift of the Magi Study Questions.doc|Download]]
 * 23 KB

= 10/16/13 =
 * [|Details]
 * [[file:simmonsa/Short Story Unit 1 Test.doc|Download]]
 * 34 KB


 * In the following lyrics of the song "Pride" by U2, there are many allusions to prominent historical figures. On a piece of paper, write what you think the main idea of the song is. Using the lines as textual evidence, write 2 historical figures you think are alluded to in the song.

= "Pride" by U2 = One man come in the name of love One man come and go One man come he to justify One man to overthrow

In the name of love What more in the name of love In the name of love What more in the name of love

One man caught on a barbed wire fence One man he resist One man washed on an empty beach One man betrayed with a kiss

In the name of love What more in the name of love <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">In the name of love <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">What more in the name of love

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Early morning, April four <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Shot rings out in the Memphis sky <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Free at last, they took your life <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">They could not take your pride

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">In the name of love <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">What more in the name of love <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">In the name of love <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">What more in the name of love

= <span style="font-family: proxnov-reg,arial,sans-serif; font-size: medium;">"The Bass, the River and Sheila Mant" =

[]

= 10/17/13 = "Look at me, I’m white and nerdy I wanna roll with  The gangstas  But so far they all think I’m too white and nerdy
 * A literary parody is a text that imitates the characteristic [|style] of an author or a work for comic effect.
 * The following is a parody of Chamillionaire's "Riding Dirty"

"First in my class here at MIT Got skills, I’m a champion at D&D  MC Escher--that’s my favorite MC  Keep your 40, I’ll just have an Earl Grey tea.  My rims never spin, to the contrary  You’ll find that they’re quite stationary.  All of my action figures are cherry  Steven Hawking’s in my library.  My MySpace page is all totally pimped out  Got people beggin’ for my top eight spaces.  Yo, I know pi to a thousand places  Ain’t got no grills but I still wear braces." (Weird Al Yankovic, "White and Nerdy"--parody of "Ridin'" by Chamillionaire)
 * [|Details]
 * [[file:simmonsa/Short Story Project.doc|Download]]
 * 32 KB

= 10/18/13 =

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">__//"Paradise" by Coldplay//__

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">When she was just a girl,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">She expected the world,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">But it flew away from her reach,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">So she ran away in her sleep. <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">And dreamed of para-para-paradise,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Para-para-paradise,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Para-para-paradise,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Every time she closed her eyes. <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Oo-oo-oo, oo-oo-oo, oo-oo-oo.

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Oo-oo-oo, oo-oo-oo, oo-oo-oo. <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">When she was just a girl,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">She expected the world,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">But it flew away from her reach,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">And bullets catching her teeth. <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Life goes on,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">It gets so heavy,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">The wheel breaks the butterfly.

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Every tear, a waterfall.

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">In the night, the stormy night,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">She closed her eyes.

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">In the night, the stormy night,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Away she flied. <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">And dream of para-para-paradise,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Para-para-paradise,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Para-para-paradise,

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">Whoa-oh-oh oh-oooh oh-oh-oh.

[]

= 10/21/13 = Notes on parallel structure [] Parallel Structure Activity [] "The Scarlet Ibis" []

= 10/29/13 = "The Necklace" []
 * [|Details]
 * [[file:simmonsa/The Necklace New Study Guide.docx|Download]]
 * 12 KB

= 10/30/13 =
 * [|Details]
 * [[file:simmonsa/Greek Gods and Goddesses Research Project.docx|Download]]
 * 12 KB


 * [|Details]
 * [[file:simmonsa/Copy of Literary Terms for 9th Grade.xls|Download]]
 * 29 KB

= 11/4/13 =
 * [|Details]
 * [[file:simmonsa/Odyssey Road Map.docx|Download]]
 * 11 KB

= 11/6/13 = Fill in the required information for each field of the chart below, using information provided by each presentation. You do not have to do one on your presentation.
 * [|Details]
 * [[file:simmonsa/Gods and Goddesses Chart.docx|Download]]
 * 11 KB

= 11/15/13 = Sarah Kay Transcript [] =On a piece of paper (sorry Hailey), list 10 things you know are true.=


 * [|Details]
 * [[file:simmonsa/Speaker Poem.doc|Download]]
 * 22 KB

= 11/18/13 =
 * Both of the following poems are due Tuesday, November 19th.
 * [|Details]
 * [[file:simmonsa/I Am.doc|Download]]
 * 22 KB


 * [|Details]
 * [[file:simmonsa/ABC Poetry.doc|Download]]
 * 23 KB

= 11/19/13 = As a group, read "The Man in the Water" and respond to A through E on a separate piece of paper. [] = 11/22/13 = = 12/6/13 = Divergent Projects will be due on Thursday, December 19th
 * Write a found poem using "The Man in the Water" (minimum of 8 lines)
 * Over the break, read chapters 5-16 (p.38-208). For each chapter, write a 2-3 sentence summary and copy the quote you find to be the most profound (having or showing great insight). Do this on note cards. Write the summary for the chapter on one side and the quote on the other.
 * [|Details]
 * [[file:simmonsa/Divergent Final Projects.doc|Download]]
 * 50 KB

= 1/15/14 =
 * [|Details]
 * [[file:simmonsa/Extra Credit End of Year Poem 1.docx|Download]]
 * 10 KB

=1/27/14=


 * Read the following article on the controversy following Richard Sherman.
 * http://www.bostonglobe.com/sports/2014/01/26/reactions-worse-than-richard-sherman-actions/PEuDXNj2TUuIiivxhCGVSM/story.html
 * After reading, write a 3 sentence OBJECTIVE summary of the article then write a 3 sentence SUBJECTIVE summary of the article.
 * Complete 8 Parts of Speech Guided Notes

=2/3/14=

>>
 * Words of the Day Quiz Wednesday!
 * "The Gift of the Magi"
 * http://www.ibiblio.org/ebooks/Henry/Gift_Magi.pdf
 * Lit Terms
 * [[file:Copy of Literary Terms for 9th Grade.xls]]
 * Complete Study Guide

=2/5/14=

>>
 * Quizlet link to Words of the Day 1-10
 * http://quizlet.com/35637896/english-1-words-of-the-day-1-10-flash-cards/
 * [[file:Words of the Day 1 through 10.docx]]
 * Write a story in which you include 8 out of the 10 words of the day correctly within the context of the paragraph. This story may be as long or short as you wish as long as you include your 8 words.
 * "The Lady or the Tiger"
 * http://pinkmonkey.com/dl/library1/digi506.pdf

=2/7 /14 =

"Th e Open Window"
http://eolit.hrw.com/hlla/writersmodel/pdf/W_P1008.pdf



[[file:Lady or Tiger Ending.docx]]
=2/10/14=



=2/11/14=

":The Cask of Amontillado"

http://www.glencoe.com/gln/glencoe_literature/downloads/grade_9.pdf



=2/19/14=

"The Most Dangerous Game"

http://www.dukeofdefinition.com/dangerous_game.pdf

=2/20/14=

Words of the Day Quizlet Link

http://quizlet.com/36863467/english-1-words-of-the-day-11-20-flash-cards/


 * Write a letter to me talking about "The Open Window" and/or "The Cask of Amontillado" using 8 out of the 10 words of the day from #11-20. This can include your opinions of the story and/or summaries. There is no minimum that has to be written.
 * [[file:Words of the Day 11-20.docx]]

=2/25/14=

Complete questions 1-4 on "The Bass, the River, and Sheila Mant" reading guide before we read the story.



>>
 * "The Bass, the River, and Sheila Mant" Story
 * http://campuses.fortbendisd.com/campuses/documents/teacher/2009/teacher_20090915_1305_2.pdf
 * [[file:DGP 3.docx]]

=2/28/14=


 * With a partner, determine the theme (message about life the author is trying to teach or convey) for each of the short stories we have read.
 * "The Gift of the Magi"
 * =="The Open Windw"==
 * "The Lady or the Tiger"
 * "The Cask of Amontillado"
 * "The Most Dangerous Game"
 * "The Bass, the River, and Sheila Mant"
 * "The Secret Life of Walter Mitty"
 * After determining each theme, find song lyrics to a song of your choice, that connects with the theme of the short story. Paste the lyrics into a word document and write a 100 word description of how the lyrics of your song connect to the theme of the short story you have selected.

3/3/14

http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheScarletIbisText.pdf

=3/4/14=

Word of the Day 21-30 Review

http://quizlet.com/37811095/words-of-the-day-21-30-flash-cards/




 * =Make 8 squares on a piece of paper. Within each square draw a picture that shows the meaning of one of your words. You can use stick figures, symbols, or other images. You may use words, but don't use any part of the definition. Number each box and make an answer key on the back of your paper. DO NOT PUT THE WORD IN THE BOX!!!!=

3/5/14

 * ====Complete vocab quiz====
 * Complete DGP 5
 * Complete "The Scarlet Ibis" Reading Guide and turn in to Mrs. Dowell.
 * Symbolism Activity
 * Determine a symbol for yourself. This symbol can be an animal, object, or creation of your own (not another person). Write a 200 word explanation of how your symbol symbolizes yourself. After printing your explanation, draw a picture of your symbol on the bottom or back of your paper.

=3/6/14=

http://www.shenet.org/high/hsacaddept/english/kmctiernan/kmdocs/Short%20Stories/Necklace/The%20Necklace.pdf

=3/11/14=

__Romeo and Juliet__

http://nfs.sparknotes.com/romeojuliet/

=3/19/14=


 * http://simonysstuff.weebly.com/uploads/8/7/8/0/8780153/act_writing_prompts_for_practice4.pdf
 * Complete Act 1 study guide and turn in to the substitute. Refer back to the text using the link http://nfs.sparknotes.com/romeojuliet/
 * Write a sonnet that summarizes Act 1 in Romeo and Juliet that includes all of the major plot points (initial fight between Montagues and Capulets, Romeo upset because Rosaline doesn't love him, Paris wanting to marry Juliet, Juliet not considering marriage yet, Romeo and Juliet meet and smoochie smoochie, etc). The poem must be 14 lines and must have a rhyme scheme. For 15 extra credit points (that will improve your grades on other low assignment scores including quizzes) make the poem in a Shakespearean rhyme scheme of abab, cdcd, efef, gg. For 30 extra credit points, use iambic pentameter (10 syllables per line) and the Shakespearean rhyme scheme (due Wednesday).
 * http://shakespearemiami.tripod.com/id24.html

=3/20/14=

http://quizlet.com/39032323/words-of-the-day-31-40-flash-cards/





=3/30/14=



Quizlet Study Link

http://quizlet.com/39752140/words-of-the-day-41-50-flash-cards/


 * Create a dialogue between any two or three characters from Romeo and Juliet. Within your dialogue, use each of your 10 words correctly in the context of the conversation. As you write, write from the perspective of the characters you choose. Please make this entertaining, creative, and relating to the plot that we have read thus far.

= 4/4/14 =




 * Complete DGP Week 13 (Monday through Thursday)
 * [[file:DGP 13.doc]]
 * [[file:DGP 13.doc]]

=4/7/14=


 * Rags to Riches Lit Terms

http://www.quia.com/rr/309506.html


 * Grammar Rags to Riches

http://www.quia.com/rr/879611.html

=4/10/14=


 * [[file:2014 RJ Essay.docx]]

=4/11/14=

http://www.sascurriculumpathways.com/portal/Launch?id=4003&bhcp=1

=4/28/14=

http://novelinks.org/uploads/Novels/OfMiceAndMen/Biopoem_Student.pdf

=4/29/14=




 * Respond to Crooks's character in chapter 4. Do you feel sympathy for Crooks? Why does he enter George, Lennie, and Candy's dream, and then tell George that he no longer wants to be a part of it?

=4/30/14=


 * Write a paragraph in which you correctly use each of the homophones that are on the Common Homophone document. In this paragraph, characterize a character from __Of Mice and Men__ both objectively and subjectively. There is no length requirement, but you must use each homophone and underline them when they are used.

=5/1/14=



http://quizlet.com/41987377/words-of-the-day-51-60-flash-cards/

=5/8/14=


 * Read the following document on "The Hero's Journey". At the bottom of the document, it lists the archetypes found in the hero's journey. List examples from movies, books, stories, etc, for at least 5 of the archetypes.
 * http://mythologyteacher.com/documents/TheHeroJourney.pdf

=5/16/14=

__The Odyssey__

http://teacherweb.com/LA/CaddoMagnetHighSchool/CarrieAnderson/Epic-amp-Myth--The-Odyssey.pdf

8/29/13 8/30/13 9/3/13 9/5/13 >> 9/6/13 9/9/13 9/10/13
 * Read part 3.
 * Complete study guide
 * Complete 6 square
 * Start Extra Credit ABC Poem
 * [[file:The Odyssey ABC Poetry.doc]]
 * As you read chapter 1 and 2, take note of things that Michael Holder does, says, or thinks that you agree or disagree with.
 * After reading chapter 1 and 2, provide your thoughts on Michael Holder by starting a response, "Michael is....." This needs to be a minimum of 5 sentences.
 * Use the following links to determine if Harry Truman is a credible source of advice in "The Buck Stops Here."
 * []
 * []
 * Take specific statements from the decision and provide facts from Truman's biography that support his credibility for that statement or support his lack of credibility for each statement.
 * Provide at least 3 statements from the decision from success and prove or disprove their credibility.
 * Ex. "Difficulty is preparation for greatness."
 * Last season our #1 and returning conference player of the year transferred schools the day before the season started.
 * We won our first conference championship in 4 years, going undefeated.
 * Create a picture representation of words of the day #1-10. Make a box for each picture, and do not place the word or any part of the definition in the box. Number each box and make an answer key on a separate piece of paper.
 * [[file:2013 Fall WOD.docx]]
 * [[file:The Necklace.docx]]
 * [[file:The Necklace Study Guide.doc]]
 * Use the following links to determine if King Solomon is a credible source of advice in "I will seek wisdom."
 * [|http://www.jewishvirtuallibrary.org/jsource/biography/Solomon.htm]
 * Take specific statements from the decision and provide facts from King Solomon's biography that support his credibility for that statement or support his lack of credibility for each statement.
 * Provide at least 3 statements from the decision from success and prove or disprove his credibility.
 * Ex. 1. "I make a decision, I will stand behind it." (Book)
 * Credible (Opinion) - Harry Truman made the decision to drop atomic bombs on Japan's cities. (Biography support)
 * 9/4/13
 * Words of the Day 1-10 Review []
 * Quiz tomorrow!
 * Daily Reading Practice Week 2
 * [[file:DRP Week 2 Passage.pdf]]
 * [[file:Daily Reading Practice Week 2.docx]]
 * DGP Week 1 (Complete entire DGP)[[file:English 2 DGP Week 1.doc]]
 * Use the following links to determine if Joshua Chamberlain is a credible source of advice in "I am a person of action."
 * []
 * Take specific statements from the decision and provide facts from Chamberlain's biography that support his credibility for that statement or support his lack of credibility for each statement.
 * Provide at least 3 statements from the decision from success and prove or disprove his credibility.
 * Ex. 1. "I make a decision, I will stand behind it." (Book)
 * Credible (Opinion) - Harry Truman made the decision to drop atomic bombs on Japan's cities. (Biography support)
 * Complete DGP Week 2
 * Use the following links to determine if Christopher Columbus is a credible source of advice in "I have a decided heart.
 * []
 * Mixed Legacy []
 * Take specific statements from the decision and provide facts from Columbus's biography that support his credibility for that statement or support his lack of credibility for each statement.
 * Provide at least 3 statements from the decision from success and prove or disprove his credibility.
 * Ex. 1. "I make a decision, I will stand behind it." (Book)Credible (Opinion) - Harry Truman made the decision to drop atomic bombs on Japan's cities. (Biography support)
 * ** Use the following links to determine if Anne Frank is a credible source of advice in "Today I will Choose to be Happy."
 * []
 * []
 * Take specific statements from the decision and provide facts from Frank's biography or diary that support her credibility for that statement or support his lack of credibility for each statement.
 * Ex. 1. "I make a decision, I will stand behind it." (Book)Credible (Opinion) - Harry Truman made the decision to drop atomic bombs on Japan's cities. (Biography support)
 * Use the following links to determine if Abraham Lincoln is a credible source of advice in "I will greet this day with a forgiving statement."
 * []
 * Take specific statements from the decision and provide facts from Lincoln's biography or diary that support his credibility for that statement or support his lack of credibility for each statement.
 * Ex. 1. "I make a decision, I will stand behind it." (Book)Credible (Opinion) - Harry Truman made the decision to drop atomic bombs on Japan's cities. (Biography support)
 * Complete the Monday Parts of DRP Week 2
 * [[file:Daily Reading Practice Week 2.docx]]
 * [[file:DRP Week 2 Passage.pdf]]
 * Create a circle map in which you write what you already know about the Holocaust.
 * On the back, write why or why not you think we should study about the Holocaust and read "Night" a piece of Holocaust non-fiction.
 * Read the UN Human Bill of Rights
 * []
 * Provide the 3 that you find to be the most important. In one sentence, describe why you find it to be the most important.
 * Provide the 2 that you find to be violated the most. Explain where you have seen or heard this violated.

How to Create a Great Prezi! []

Examples of Human Rights Violations []

Due September 23rd

9/11/13 [] 9/16/13 []
 * Look back at the UN Human Bill of Rights and determine which right the NC Eugenics Program was a violation of.
 * Write a 100 word summary of your feelings and reflections on the NC Eugenics Program.

9/18/13 Study your words of the day #11-20 on the link below. Quiz tomorrow!!! []

9/19/13 Inside Auschwitz []

9/25/13 Propaganda vs Persuasion vs Argument [] =10/3/13= =10/8/13= [] =10/10/13= =10/18/13= [] []
 * As a group discuss the purpose of your type of propaganda. After discussing this, find three examples of propaganda (Advertisement, Political Ad, Text, etc.) and paste them into a Word Document. Make sure and provide the URL under each picture used. With each picture explain the posters purpose and the message it is trying to convey (1-2 sentences). Title your page as the type of propaganda you have been assigned.
 * To study for tomorrow's word of the day 21-30 quiz, study here
 * []
 * 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.
 * 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.

= 10/21/13 =

=10/22/13= =10/29/13= [] =10/30/13= =11/1/13= =1/4/13=
 * Within the group you have been assigned, each of you will be acting as the same character. You will determine what you know is truth to this point in the play. You will list EVERYTHING this character knows as truth. You will also determine the tone you will take in the letter to the person to whom you are writing.
 * Using your Oedipus letters from part 1, give your letter to one of the people who was the character you wrote to. Once each of you have received a letter, write a response to that letter based on what you know after reading part 2. Remember to write from that character's perspective.
 * If you didn't submit a letter after part 1, pick a character to be and write to another character providing your feelings about what you know after part 2.
 * [[file:Oedipus What is Truth Letters.doc]]
 * Read the passage on the Oedipal Complex in the textbook on page 325 with a partner.
 * Write 100 words or more in response to the following questions: //What are your thoughts on the Oedipus Complex as described in the textbook (the first sentence is a topic sentence)? Do you think this theory could be valid? (Why or why not. Be specific.)//
 * Oedipus projects will be due on Wednesday, November 13th

EOC Pre-Test (For answers 3, 11, 21, 29, 36, 38, 45, and 53 answer "A")
[]

=1/6/13= [] =1/7/13= =11/12/13= =11/13/13= =Sample ACT Prompts= =11/14/13= =11/19/13= =11/21/13= =12/10/13= >> []
 * Is it possible for a 6'5" 315lbs professional football player to be bullied? Read the following article
 * Provide a topic sentence with your opinion on the question above, and support it with a sentence of ethos, pathos, or logos.
 * Words of the Day #41-50 Quiz on Thursday.
 * Write a sentence for each word using the word correctly within the context of the sentence. There should be 10 sentences, and these sentences must be original (not copied from my examples, each other, or the internet).
 * Study using Quizlet (follow the link) []
 * []
 * We will begin developing our 5 paragraph argumentative essay by doing a bit of pre-writing.
 * Copy and paste or write your prompt.
 * Complete a PAC (Example below).
 * Purpose - I will argue that failure is necessary for success.
 * Audience - Student body of EWHS
 * Context - Letter that will appear in the school newspaper
 * Develop a thesis
 * Determine how you are going to organize your body paragraphs (Body 1 - Ethos, Body 2 - Logos, Body 3 - Address Opposing Argument/Provide Solution) or (Body 1-Experiences, Body 2 - Observations, Body 3 - Address Opposing Argument/Provide Solution)
 * Develop 2 Concrete Details or Examples for each Body Paragraph
 * Argumentative Essay - Write your conclusion and edit your essay. Remember, that this essay will have 5 paragraphs (Intro, 3 body paragraphs, and a conclusion). You WILL submit your essay today, completed or not. Remember to use formal language.
 * [[file:Writing Conclusions for Argumentative Essays.docx]]
 * Complete DGP Week 10 (Due by Friday)
 * ummary of that section
 * This is also due by Friday. If you don't complete this in class, below is a link to the story so you can finish this at home.
 * []
 * This is also due by Friday. If you don't complete this in class, below is a link to the story so you can finish this at home.
 * []
 * Complete "To the Person Leaving" and 46-53 on the EOC Released Test
 * =John Wilkes Booth's Letter=
 * []
 * =Diary entry after the murder of Lincoln=
 * []

=12/12/13= =12/18/13= [] =1/15/14=
 * Complete the EOC passage "The Castaway" and questions 17-26.
 * Using the list of themes from __Julius Caesar__, find a poem that also has one of these themes. You may use www.poetryfoundation.org or www.poetryoutloud.org. Write a 150 word response in which you explain why you find that this poem also has that same theme. Also, identify the tone of the speaker of the poem. Finally, explain whether you agree or disagree with the overall message of this poem.

=<span style="font-family: 'Comic Sans MS',cursive;">1/23/14 =
 * <span style="font-family: 'Comic Sans MS',cursive;">Syllabus
 * <span style="font-family: 'Comic Sans MS',cursive;">6 Word Memoir
 * [[file:Six-wordmemoir1.ppt]]

Homework!
Summer Reading Check: When reading Markus Zusak’s novel The Book Thief there are some obvious portrayals of courage. How does Zusak define courage? Provide 3 examples that support this definition, using characters and events from the novel. =<span style="font-family: 'Comic Sans MS',cursive;">1/24/14 = =1/27/14= =2/3/14= >> =2/5/14= <span style="font-family: 'Comic Sans MS',cursive;">Death, be not proud, though some have called thee <span style="font-family: 'Comic Sans MS',cursive;">Mighty and dreadful, for thou art not so; <span style="font-family: 'Comic Sans MS',cursive;">For those whom thou think'st thou dost overthrow, <span style="font-family: 'Comic Sans MS',cursive;">Die not, poor Death, nor yet canst thou kill me. <span style="font-family: 'Comic Sans MS',cursive;">From rest and sleep, which but thy pictures be, <span style="font-family: 'Comic Sans MS',cursive;">Much pleasure; then from thee much more must flow, <span style="font-family: 'Comic Sans MS',cursive;">And soonest our best men with thee do go, <span style="font-family: 'Comic Sans MS',cursive;">Rest of their bones, and soul's delivery. <span style="font-family: 'Comic Sans MS',cursive;">Thou art slave to fate, chance, kings, and desperate men, <span style="font-family: 'Comic Sans MS',cursive;">And dost with poison, war, and sickness dwell; <span style="font-family: 'Comic Sans MS',cursive;">And poppy or charms can make us sleep as well <span style="font-family: 'Comic Sans MS',cursive;">And better than thy stroke; why swell'st thou then? <span style="font-family: 'Comic Sans MS',cursive;">One short sleep past, we wake eternally, <span style="font-family: 'Comic Sans MS',cursive;">And death shall be no more; Death, thou shalt die.
 * Write a 200 word narrative on the word you chose to make your subject of your 6 word memoir.
 * DO NOT WRITE YOUR 6 WORD MEMOIR YET!!!
 * <span style="font-family: 'Comic Sans MS',cursive;">6 word memoir assignment
 * <span style="font-family: 'Comic Sans MS',cursive;">Print your narrative/free write about the word on which you will write your 6 word memoir.
 * <span style="font-family: 'Comic Sans MS',cursive;">Highlight or circle all of your "to be" verbs (is, are, was, were, has, have, am, be, etc.)
 * <span style="font-family: 'Comic Sans MS',cursive;">Replace 5 of these verbs with stronger verbs (appear, seem, feel, etc.)
 * <span style="font-family: 'Comic Sans MS',cursive;">You may need to reword some sentences to make this work.
 * Write your 6 word memoir.
 * Avoid using weak words (articles, personal pronouns, etc.)
 * Submit 6 word to www.smithmag.net
 * Vocab Lesson 1 (All exercises except page 18) Due Wednesday, Quiz Thursday
 * Read the following article on the controversy following Richard Sherman.
 * http://www.bostonglobe.com/sports/2014/01/26/reactions-worse-than-richard-sherman-actions/PEuDXNj2TUuIiivxhCGVSM/story.html
 * After reading, write a 4 sentence OBJECTIVE summary of the article then write a 4 sentence SUBJECTIVE summary of the article.
 * Highlight, underline, or circle all of the possible themes in The Book Thief, using the hand out given in class. Star the three most clear themes from The Book Thief. Due Tuesday.
 * Study for Vocab Quiz 1 (Quiz Tuesday 2/4) - Study using www.vocabtest.com
 * Prepare for __The Book Thief__ Seminar by developing 3 challenging questions that encourage discussion (no yes or no or recall questions). Use the following link to develop your questions (no level 1 type questions).
 * http://www1.appstate.edu/~goodmanj/4401/peerteach/questions.htm

<span style="font-family: 'Comic Sans MS',cursive;">- John Donne


 * 1) <span style="font-family: 'Comic Sans MS',cursive;">Does the speaker sound like a cocky trash-talker, or is he just trying to talk himself out of being afraid? Could it be both? What is the effect of addressing the poem to something that can’t talk back?
 * 2) <span style="font-family: 'Comic Sans MS',cursive;">If you have to pick out the one most effective argument in the poem, which one would it be?
 * 3) <span style="font-family: 'Comic Sans MS',cursive;">Does the comparison between death and sleep make sense outside of a theological context? Is the speaker justified in thinking that death will bring pleasure?
 * 4) <span style="font-family: 'Comic Sans MS',cursive;">Does the poem seem to have any setting whatsoever? Is there any way to visualize what’s going on?
 * 5) <span style="font-family: 'Comic Sans MS',cursive;">Do you think it’s truly possible to welcome the experience of death in the way that the poem seems to suggest? Or, is everyone afraid of death, and some people just pretend not to be? Why are soldiers and martyrs more willing to put their lives on the line?

> http://www.un.org/en/documents/udhr/index.shtml =2/6/14= =2/10/14= How to create a Prezi http://prezi.com/a3lgzpt6xlum/creating-a-quality-prezi/?auth_key=978fe59b64fa09340b83cc3199adf6adcf3a2937
 * ==<span style="font-family: 'Comic Sans MS',cursive;">Universal Declaration of Human Rights ==
 * As a group, read each of the articles of human rights.
 * Determine the 5 most vital articles and summarize each in 1 sentence in your own words. You can be intellectually playful (funny) if you wish.
 * Homework Reading Assignment
 * Read p. 3-11 of __Night__
 * There will be a reading check on this selection tomorrow. You may take HANDWRITTEN notes on the text to use on the reading check.
 * Vocabulary Lesson 2 Due Tomorrow! Quiz Friday!
 * Read p.11-22 of __Night__ for homework. Once again, please take notes on key events, people, relationships, etc on a piece of paper, and you can use your notes on the reading check portion of your vocabulary quiz tomorrow.
 * [[file:Human Rights and Genocide Research Project.docx]]
 * [[file:Human Rights Violation Rubric.doc]]

=2/20/14= =2/26/14= >> >> =2/28/14= =3/3/14= =3/5/14= >> =3/6/14= =3/10/14= =3/11/14= http://www.ohio.edu/people/hartleyg/ref/aristotletragedy.html =3/14/14= =3/20/14= = 3/21/14 =
 * Vocabulary Lesson 3 Due Wednesday
 * Complete all exercises on p.30-36
 * Omit page 33
 * Complete Night Study Guide for chapters 1 and 2
 * Vocabulary Lesson 4 Due Friday! Vocabulary Lesson 4 Quiz Monday, February 24th.
 * Human Rights/Genocide Project Presentations Friday!
 * Night Outside of Class Reading
 * Read the entirety of chapter 4
 * Take notes (Reading check questions will be included on vocab lesson 4 quiz)
 * Find 2 quotes that are of key significance to chapter 4 and write each on note cards. On the back of each note card, write why you find each of quote so important. These will lead discussion groups on Monday.
 * Logical Fallacies
 * https://owl.english.purdue.edu/owl/resource/659/03/
 * Propaganda Techniques in Political Advertisements
 * http://www.livingroomcandidate.org/commercials/2000/dangerous-world
 * Deeper into Propaganda
 * Define/explain the propaganda technique that was assigned to your group. Provide 4 different examples of this type of propaganda in a PowerPoint. Point out the specifics of your image that illustrates why it fits your type of propaganda. At least 1 of these examples should be an example of propaganda used that was Nazi propaganda or anti-Semitic propaganda and at least 1 should be an example of this type of propaganda in our current culture.
 * Complete all of __Night__. Remember to have 2 note cards that include significant quotes from chapter 6. On the back of each quote, explain the significance of each quote. Complete reading chapters 7-9 and take notes on them. THERE WILL BE A READING CHECK ON CHAPTERS 6-9.
 * Complete sentence variety activity for homework.
 * Complete DGP 5
 * Read Elie Wiesel's Nobel Peace Prize acceptance speech. Write a 250 word response in which you provide your thoughts on Elie's speech. Pick the 3 most important points that Elie makes in his speech. Explain why you think each of these points is so significant.
 * http://www.eliewieselfoundation.org/nobelprizespeech.aspx
 * Pick a poem for our class Poetry Out Loud competition. You must pick one from their anthology at www.poetryoutloud.org
 * The poem you pick must align with one of the themes from our human rights unit.
 * Write a 100 word response in which you connect your poem with a human rights theme and explain why you have chosen the poem.
 * For homework, complete the first half of your first body paragraph. Complete your topic sentence, first concrete example, and two sentences of commentary that tell me what your example proves or shows.
 * 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

http://www.users.globalnet.co.uk/~loxias/oedipus/oedipusindex.htm =3/24/14= =3/25/14=

EOC Pre-Test (For answers 3, 11, 21, 29, 36, 38, 45, and 53 answer "A")
[] =3/27/14= =4/1/14= http://www.cnn.com/2013/07/26/politics/north-carolina-voter-id/index.html https://www.aclu.org/voting-rights/league-women-voters-north-carolina-et-al-v-north-carolina =4/2/14= JULIUS CAESAR!!!!!!!!!!!!
 * This must be completed by the beginning of class on Wednesday!!! This will take you greater than 60 minutes. No cheating!!! There are greater powers than me watching you!!! Please have great character and integrity!!! Bye guys.
 * If you finish early work on vocab lesson 9 (exercises 1-3) or your Oedipus Extra Credit.
 * Print "Letter from Birmingham Jail"
 * Annotate (take notes, underline, circle text) paragraphs 1-11.
 * First of all number each paragraph
 * Underline key ideas and statements
 * Circle confusing words/concepts
 * Title each paragraph that in a way that indicates the main idea of each paragraph.
 * Ask questions in the margin.
 * Provide comments on important ideas/statements in the margin.
 * Due Friday
 * CNN article on NC Voting Laws
 * ACLU vs NC Voting Laws
 * 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)

http://nfs.sparknotes.com/juliuscaesar/

=4/3/14= =** 4/9/14 **= =John Wilkes Booth's Letter=
 * 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]] . **

=Diary entry after the murder of Lincoln=
 * []


 * []

=4/10/14= =4/22/14= =4/23/14= =4/28/14= http://www.dpi.state.nc.us/docs/accountability/testing/releasedforms/eng2nokey.pdf =4/30/14= =5/2/14= =5/5/14=
 * Write a response in which you characterize John Wilkes Booth. Use at least two separate characterizations that includes textual evidence for each. Does he have more similarities or differences to Brutus? Why.
 * Read Act 3 Scene 1 of Julius Caesar
 * Complete Study Guide Questions (Scene 1 Questions will be checked tomorrow!)
 * Begin Trial Preparations and Work Associated with Trial
 * Trial on Thursday
 * Work on Vocabulary Lesson 12
 * Exercises 1-3, and 5 Due on Wednesday
 * Complete DGP 19 (Monday-Thursday)
 * [[file:Week 19.docx]]
 * Due at the end of class
 * Read Act 3 Scenes 2&3 of Julius Caesar
 * Complete Study Guide for Act 3
 * Study Guide due tomorrow, Thursday, April 24th
 * Vocabulary Due Tomorrow
 * Complete Trial Preparations
 * All pre-trial assignments due tomorrow.
 * Trial tomorrow
 * Remember to dress professionally for the trial
 * Meet the Moai
 * #27-36
 * Complete Questions for __How Much Land Does a Man Need__
 * Read Chapters 1-4 of __The Kite Runner__ by Monday, May 5th.
 * Take notes on these chapters that indicate characterization, plot development, relationships, and potential or current conflicts. Especially note who is the ethnicity of Hazara and Pashtun and which ethnicity is Shia or Sunni Muslim.
 * Reading check on Monday. You will be able to use HAND WRITTEN NOTES!!!!!!!!!!!!!!!!
 * Happy Friday

**<span style="font-family: 'Times New Roman',serif;">The Kite Runner Activity: History Meets Literature in The Kite Runner (Due Wednesday) **
=== <span style="background-color: #ffffff; 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="background-color: #ffffff; font-family: 'Times New Roman',serif;"> Poke around a bit on the following BBC websites: === === <span style="background-color: #ffffff; font-family: 'Times New Roman',serif;">[|Afghanistan's turbulent history] ===

=== <span style="background-color: #ffffff; font-family: 'Times New Roman',serif;">[|Afghanistan profile] ===

=== <span style="background-color: #ffffff; font-family: 'Times New Roman',serif;">While perusing the websites, take notes on the following questions: === === <span style="background-color: #ffffff; 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="background-color: #ffffff; 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="background-color: #ffffff; 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="background-color: #ffffff; 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. ===

=<span style="background-color: #ffffff; font-family: 'Times New Roman',serif;">5/7/14 =


 * **Read the following article about kite fighting/running and answer the corresponding questions.**

[]

=5/8/14= **Misconceptions of Muslims** = 5/9/14 = =5/13/14= = 5/14/14 = =5/16/14= =5/22/14=
 * 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
 * Select a poem from the Poetry Out Loud (www.poetryoutloud.org) anthology that connects with a theme from any of the works we have read this school year. Write a response in which you analyze the meaning of the poem and connect it with a specific work that we have read. Please explain how the poem connects with the text. Your response must be a minimum of 150 words (Due Monday).
 * We complete our recitations on Friday, May 16th.
 * Read Chapters 9 and 10 of __The Kite Runner__. Due Monday. Be prepared for a reading check Monday.
 * <span style="font-family: Arial,sans-serif; font-size: 7pt;">"Where I'm From" Poems **
 * <span style="font-family: Arial,sans-serif; font-size: 7pt;">Read <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 7pt;">"Where I'm From" by George Ella Lyon
 * <span style="font-family: Arial,sans-serif; font-size: 7pt;">Discuss in your groups the strong imagery and detail included in the poem
 * <span style="font-family: Arial,sans-serif; font-size: 7pt;">Create a list of things that describe where you are from. It can include places, foods, memories, dialogues, significant objects, etc.)
 * <span style="font-family: Arial,sans-serif; font-size: 7pt;">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//).
 * Read chapters 16-21 p.203-272
 * Complete all discussion questions
 * [[file:Chapter 16-21 Discussion Questions.docx]]
 * Complete Baba's eulogy
 * Prepare for your Poetry Out Loud Recitations on Monday.
 * All work due Monday.