2014+2015+Archives

English 2 8/27/14 8/29/14 9/2/14 9/3/14 9/4/14 9/5/14 9/8/14 9/10/14 9/12/14 9/16/14 http://quizlet.com/49084046/2014-words-of-the-day-11-20-flash-cards/ 9/22/14 http://simonysstuff.weebly.com/uploads/8/7/8/0/8780153/act_writing_prompts_for_practice4.pdf 9/23/14 9/25/14 http://quizlet.com/50609779/english-2-week-3-words-of-the-day-and-other-vocabulary-flash-cards/ 9/30/14 10/3/14 10/7/14 10/8/14 >> 10/9/14 10/10/14 10/13/14 10/16/14 http://grammar.ccc.commnet.edu/grammar/quizzes/indep_clause_quiz.htm
 * As you read chapter 1 and 2 of The Young Traveler's Gift, highlight the actions, quotes, or thoughts that reveal Michael Holder's true character.
 * After reading chapter 1 and 2, provide a statement in which you infer what type of person Michael Holder is (Ex. Michael Holder is selfish.).
 * After making this inference, refer back to the text and what you highlighted to find a supporting citation.
 * Format your citations as follows: On page 3, the narrator says that Michael, "would imagine every little detail of his parents' talks." Additionally, on page 6, the narrator says that Michael was lost.
 * Use the following link 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 using your King Solomon Credibility Response sheet.
 * Alan - Follow the link below for Abraham Lincoln. Write a paragraph in which you determine whether Abe is a good source of advice. Pick out 3 things from the site that prove he is a good source of information and explain why they prove he is a good person to use for advice (needs to be a minimum of 150 words).
 * Within a group of 3 or less, you will be assigned one of the remaining credibility checks of the historical figures that provide Michael Holder with a decision for success. Below, you will find the link with the biography sketch of the individual you are assigned. After reading the decision for success within __The Young Traveler's Gift__, you will read the biography of your historical figure to determine whether or not your source is credible for the advice they have given. You will create a PowerPoint in which you will provide 3 pieces of advice from the decision for success and 3 citations from the biographical sketch that prove credibility or a lack of credibility. At the end of the PowerPoint you will summarize whether your group felt your historical figure was a good choice for the advice they gave.
 * "I am a person of action"
 * Joshua Chamberlain
 * []
 * "I have a decided heart"
 * Christopher Columbus
 * http://www.biography.com/people/christopher-columbus-9254209?page=3
 * "Today I will choose to be happy"
 * Anne Frank
 * http://www.ushmm.org/exhibition/anne-frank/htmlsite/story_complete.html
 * "I will greet this day with forgiving spirit"
 * Abraham Lincoln
 * http://www.whitehouse.gov/about/presidents/abrahamlincoln
 * Quizlet Review
 * http://quizlet.com/47293138/english-2-words-of-the-day-1-10-flash-cards/
 * For your final word of the day 1-10 assignment, you have the following choices.
 * Write a creative narrative in which you use all 10 words correctly within the context of the story (minimum of 100 words).
 * Draw a picture for each of the 10 words that represent each word's meaning.
 * Write a creative narrative in which you use 5 words correctly within the context of the story (minimum of 50 words) and draw a picture for the other 5 words not used in your story that represent each word's meaning.
 * On a piece of paper create 2 columns. In the column on the left, title it What I know about the Holocaust, then list all of the things you know about the holocaust. In the column on the right, title it What I want to know about the Holocaust, then list all of the things you want to know about the holocaust.
 * On the bottom of the page, 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
 * []
 * On the back of your "What I know, and What I want to know about the Holocaust" paper, quote or paraphrase the 3 Human Rights that you find to be the most important. Below each of the Human Rights you chose, write one sentence in which you 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
 * []
 * 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.
 * http://www.ushmm.org/remember/days-of-remembrance/about-days-of-remembrance/why-we-remember-the-holocaust
 * Write a minimum of a 200 word narrative/free write about the topic of your 6 word memoir.
 * When you have completed your narrative, highlight the most key words that strongestly express your feelings on this topic.
 * Attempt to write a 6 word memoir.
 * Check your Powerschool grades and work on anything you have missing.
 * Go to www.cnn.com and pick any article to read. Type or write a 200 word summary of that article. DO NOT PLAGIARIZE!
 * When all of this is completed, go to the FINISHED tab and participate in any of those activities (you may NOT sleep or just sit there!)
 * Write an introduction for the Night Essay Prompt you have chosen. Remember to use the hook, bridge, thesis technique when writing your introduction. Your introduction must be a minimum of 40 words.
 * Hook - Begin with a quote, definition, statement on the topic, etc
 * Bridge - Connects the hook to the thesis and includes the author's name and title (In Elie Wiesel's memoir //Night//, ......) and a brief (only 1 sentence summary) of the memoir.
 * Thesis - Your 1 sentence that provides a clear, succinct stance on the prompt.
 * After completing your introduction, complete watching __Escape from Sobibor__.
 * https://www.youtube.com/watch?v=RC1c5WcztqE (Pick up at the 1 Hour 15 Minute mark)
 * Be prepared to discuss this in class on Thursday.
 * My son got really sick overnight; therefore, I am staying at home with him today. Please work extremely hard and make today a productive day!
 * The Words of the Day Quiz 31-40 will now be postponed until Tuesday. Below is the link you will use to study your words of the day.
 * http://quizlet.com/53061623/english-2-words-of-the-day-31-40-flash-cards/
 * Complete your essay on __Night__ (DUE ON MONDAY!!!): Below are the requirements you must follow
 * Introduction 40 + Words (Clear hook, bridge, and thesis)
 * 1st Body Paragraph (125 + Words)
 * Topic Sentence (States what your 1st body is about)
 * Concrete Detail #1 (Example from the book that supports your topic sentence, you can begin it with "For example,")
 * Commentary (Explanation of how your concrete detail supports your topic sentence)
 * Commentary (Additional elaboration concrete detail)
 * Concrete Detail #2 (Another example from the book that supports your topic sentence, you can begin it with "In addition,")
 * Commentary (Explanation of how your concrete detail supports your topic sentence)
 * Commentary (Additional elaboration concrete detail)
 * Concluding Sentence (All opinion, sums up feeling on topic)
 * 2nd Body Paragraph (125 + Words)
 * Topic Sentence (States what your 1st body is about)
 * Concrete Detail #1 (Example from the book that supports your topic sentence, you can begin it with "For example,")
 * Commentary (Explanation of how your concrete detail supports your topic sentence)
 * Commentary (Additional elaboration concrete detail)
 * Concrete Detail #2 (Another example from the book that supports your topic sentence, you can begin it with "In addition,")
 * Commentary (Explanation of how your concrete detail supports your topic sentence)
 * Commentary (Additional elaboration concrete detail)
 * Concluding Sentence (All opinion, sums up feeling on topic)
 * Conclusion 40 +
 * Provides a finished feeling on the topic.
 * No new information (No new examples from the book)
 * All commentary and opinion
 * Once you have completed your Night essay, get out your words of the day 31-40 and draw a picture that represents the meaning of each word. You can create 10 squares on a piece of paper and in each draw your picture of the word representation. This is also due by MONDAY.
 * If you finish everything, READ SOMETHING!!!
 * To gain a better understanding of Greek Tragedy read Aristotle's theory's of Tragedy otherwise known as "Poetics" with a partner.
 * http://www.ohio.edu/people/hartleyg/ref/aristotletragedy.html
 * Complete the checking for understanding questions associated with this document.
 * Clause practice

10/17/14 10/20/14 >> Complete an activity called "Alphabetically Speaking" 10/21/14 > http://grammar.ccc.commnet.edu/grammar/quizzes/indep_clause_quiz.htm 10/22/14 Read one of the following 3 articles: http://well.blogs.nytimes.com/2014/10/20/sleep-for-teenagers/?action=click&contentCollection=Opinion&module=MostEmailed&version=Full®ion=Marginalia&src=me&pgtype=article http://www.nytimes.com/2014/10/13/nyregion/arrests-divide-a-town-that-lived-for-football-sayreville-war-memorial-high-school.html http://www.nytimes.com/2014/09/30/nyregion/animal-abuse-gains-traction-as-a-serious-crime-with-jail-more-often-the-result.html
 * Have Mrs. Campbell pull up the words of the day #45 and #46 on my board (the tab is already at the bottom).
 * Have Mrs. Campbell give you the Clauses worksheet. Follow the directions on the sheet. This is due TODAY!!! Clauses will be on the midterm which is on Wednesday.
 * Oedipus Extra Point Opportunity!!! (25 extra points)
 * You will have a conversation with a partner (the person can be imaginary...you don't have to have an actual partner) on paper about what has happened in Oedipus so far and you feeling on the subject. Begin your dialogue with any letter of the alphabet, then the next line of the dialogue will begin with a word that starts with the next letter of the alphabet. You must have a line begin with each letter of the alphabet. The conversation must have key details from the story within it. Put the conversation on notebook paper. This is due by Monday.
 * Example
 * Mr. Simmons: Blind! Oedipus must be blind to not know that Jocasta is his mom!
 * Mrs. Dowell: Creon doesn't even know it, and he's Oedipus's uncle!
 * Mr. Simmons: Don't even get me started!
 * Words of the Day 41-50 Quizlet Link
 * http://quizlet.com/54459592/english-2-words-of-the-day-41-50-flash-cards/
 * [[file:Words of the Day 41-50 Context Review.docx]]
 * ** Clause practice
 * [[file:Clause Identification.docx]]
 * "Hard Lesson in Sleep for Teenagers"
 * Football Season Cancelled
 * Should you go to Jail for Kicking a Cat?

After reading the article of your choice, determine the 10 most important words to the overall meaning of the text and write a 100 word summary using those 10 words. Also indicate in the first sentence if the article you are reading is SUBJECTIVE or OBJECTIVE (In a "Hard Lesson in Sleep for Teenagers," a subjective/objective article by __)You are to put everything in your own words....NO PLAGIARIZING! After writing your summary, skip a line and write a thesis indicating your stance on the topic, followed by one sentence that explains why you feel that way.

10/28/14 10/29/14 10/30/14 10/31/14 http://nfs.sparknotes.com/juliuscaesar/page_2.html 11/3/14 http://quizlet.com/56570281/english-2-words-of-the-day-51-60-flash-cards/ 11/5/14 >> > **1p Advisory Schedule **
 * Annotate (take notes, underline, circle text) paragraphs 5-13 of "Letter from a Birmingham Jail."
 * 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.
 * If any paragraph or line contains clear ETHOS, PATHOS, or LOGOS label it.
 * Annotate (take notes, underline, circle text) paragraphs 14-21 of "Letter from a Birmingham Jail."
 * 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.
 * If any paragraph or line contains clear ETHOS, PATHOS, or LOGOS label it.
 * Determine a topic for an argumentative essay.
 * Write a proposal for your essay/letter in which you state, " I will be arguing......"
 * Be extremely specific with your what you will be arguing. Include your thesis.
 * Write who your audience will be: "My audience will be...."
 * Once again, be specific as to who your audience will be (Not students, teachers, etc...)
 * Create a Constitution for Friendship
 * As a group, create a rough draft for the constitution.
 * Create 7 articles of friendship (be specific and be positive)
 * Example: "Friends always tell the truth" or "Be truthful"
 * For your final draft, create a title (Constitution of Friendship) and write in SHARPIE
 * Preface each article with a Roman numeral (I, II, III, IV, V, VI, VII)
 * Create a Constitution for Betrayal
 * As a group, create a rough draft for the constitution.
 * Create 5 articles of betrayal (be specific and be positive)
 * Example: "Friends don't...."
 * For your final draft, create a title (Constitution of Friendship) and write in SHARPIE
 * Preface each article with a Roman numeral (I, II, III, IV, V, VI, VII)
 * On the same piece of paper as your argumentative essay topic proposal, identify 2 of the opposing arguments to your argument. In other words, identify two points of the opposite side of your argument.
 * Argumentative Essay!
 * Today we will write the introduction for your topic. Remember to have a clear hook (quote, statement on topic, anecdote, definition, etc), bridge (connects hook to thesis), and thesis.
 * Remember that your diction should be appropriate to the audience you have chosen.
 * Do not give your reasons as to why you are arguing yet
 * This should be 40 + words minimum
 * Due Wednesday!
 * Example Argumentative Introduction
 * [[file:Argumentative Intro Example.docx]]
 * Julius Caesar
 * http://nfs.sparknotes.com/juliuscaesar/page_18.html
 * Today's Schedule!!!
 * **Bell Schedule **

> 7:45-9:13  First Period > 9:13-9:28  Break > 9:28-11:00  Second Period > 11:05-1:00  Third Period > First Lunch 11:05-11:35 > Second Lunch 11:40-12:10 > Third Lunch <span class="aQJ" style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;">12:30-1:00 > 1:05-1:45<span style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;"> Home Room > <span class="aQJ" style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;">1:45-1:55 <span style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;"> **Break** > <span class="aQJ" style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;">2:00-3:23 <span style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;"> Fourth Period <span style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 9pt;">11/7/14 <span style="background-color: #ffffff; color: #222222; font-family: Tahoma,sans-serif; font-size: 11.8181819915771px;">Link to help you with your Julius Caesar Act 1 Scene 2 Questions http://www.shmoop.com/julius-caesar/act-1-scene-2-summary.html 11/10/14 11/12/14 Julius Caesar Act 1 Review http://quizlet.com/16882271/julius-caesar-act-1-review-flash-cards/
 * Americanize/Wilkescountyize/Valleygirlize/Ewgirlize/Redneckize one of the following key speeches or dialogues from Julius Caesar Act 1 Scene 2. Be sure to include all key ideas from the speech. The purpose of this is to better understand characters and key conflicts.
 * p. 3-4 Brutus/Cassius - Can You See Yourself? You're awesome!
 * p. 5-6 Cassius's Anti-Caesar Speech
 * p. 9 Caesar's Anti-Cassius Speech
 * p. 10 Casca explains Caesar's Refusal to Crown
 * p. 13 Cassius's Speech on Brutus
 * Begin your 2nd body paragraph. You should write your 1st 4 sentences of your 2nd body today. I will check for its completion on Wednesday. Remember to follow the body paragraph format as follows:
 * Sentence 1 - Topic Sentence- Has a subject and opinion and states the topic of your body paragraph.
 * Sentence 2 - Concrete Detail - Fact, example, experience, observation that supports your topic sentence.
 * Sentence 3 - Commentary - Sentence that provides your insight, opinion, elaboration on how your concrete detail proves your topic sentence/thesis.
 * Sentence 4 - Commentary - Sentence that provides your insight, opinion, elaboration on how your concrete detail proves your topic sentence/thesis.
 * Sentence 5 - Concrete Detail - Another f act, example, experience, observation that supports your topic sentence.
 * Sentence 6 - Commentary - Sentence that provides your insight, opinion, elaboration on how your concrete detail proves your topic sentence/thesis.
 * Sentence 7 - Commentary - Sentence that provides your insight, opinion, elaboration on how your concrete detail proves your topic sentence/thesis.
 * Sentence 8 - Concluding Sentence - All opinion and gives your body paragraph a finished feel.
 * Some of you are ready to write a conclusion. Below are some ideas on how to write an effective conclusion.
 * Conclusions wrap up what you have been discussing in your paper. After moving from general to specific information in the introduction and body paragraphs, your conclusion should begin pulling back into more general information that restates the main points of your argument. Conclusions may also call for action or overview future possible research. The following outline may help you conclude your paper:In a general way,
 * R estate your topic and why it is important
 * Restate your thesis/claim
 * Address opposing viewpoints and explain why readers should align with your position
 * Call for action or overview future research possibilities.

11/13/14 Writing Reviser https://www.sascurriculumpathways.com/portal/Launch?id=4003

11/17/14 1st and 2nd Period Julius Caesar Link http://nfs.sparknotes.com/juliuscaesar/page_48.html 3rd Period Julius Caesar Link http://nfs.sparknotes.com/juliuscaesar/page_62.html


 * Words of the Day 61-70 and __Julius Caesar__ Acts 1 and 2 Test on Wednesday!!!

>> 11/19/14 http://nfs.sparknotes.com/juliuscaesar/page_78.html
 * Words of the Day 61-70 Quizlet link
 * http://quizlet.com/58800584/english-2-words-of-the-day-61-70-flash-cards/
 * Use 8 of your 10 words of the day (61-70) to summarize what we have read thus far in Julius Caesar. Underline Each word has a strong association with the plot or dialogue in Julius Caesar. Your summary must be at least 100 words. Compose your summary on a Google Doc and submit it to Turnitin.com by the beginning of class tomorrow, November 18th.

Ides of March http://news.nationalgeographic.com/news/pf/48633439.html

Act 2 Shmoop http://www.shmoop.com/julius-caesar/act-2-scene-1-summary.html

11/20/14 >>> >>> >> (Expletive), that's only half if they like you >> That ain't even the half what they might do >> Don't believe me? Ask Michael >> See Martin, see Malcolm >> See Biggie, see Pac, see success and its outcome >> See Jesus, see Judas >> See Caesar, see Brutus, see success is like suicide >> Suicide, it's a suicide >> If you succeed, prepare to be crucified >> Media, meddles, (expletive) sue you, you settle >> Every step you take, they remind you you ghetto >> So it's tough being Bobby Brown >> To be Bobby then, you have to be Bobby now >> And the question is, is to have had and lost, >> Better than not having at all?
 * John Wilkes Booth and Brutus?
 * The goal of this activity is to characterize John Wilkes Booth whom compared himself to Brutus after assassinating President Lincoln. After reading the two documents below, you will use inferences to characterize Booth twice. Therefore, you will open a Google doc and state "John Wilkes Booth was __." Then you will provide either a paraphrase or quote from either text a detail that would prove your characterization. Then you will characterize him with a different characteristic and once again support it with textual evidence.
 * Read the following link first. Scroll down to where it states "To Whom it May Concern," and begin reading. This letter was written by John Wilkes Booth a few months before assassinating President Lincoln.
 * http://www.nytimes.com/1865/04/21/news/murderer-mr-lincoln-extraordinary-letter-john-wilkes-booth-proof-that-he.html?pagewanted=1
 * The second document was written in his diary days after shooting Lincoln
 * http://law2.umkc.edu/faculty/projects/ftrials/lincolnconspiracy/boothdiary.html
 * "Lost +" Coldplay with Jay-Z
 * <span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif; font-size: medium;">With the same sword they knight you, they gon' good night you with
 * "Viva la Vida" by Coldplay

>> Seas would rise when I gave the word >> Now in the morning I sleep alone >> Sweep the streets I used to own >> >> I used to roll the dice >> Feel the fear in my enemy's eyes >> Listen as the crowd would sing, >> "Now the old king is dead! Long live the king!" >> >> One minute I held the key >> Next the walls were closed on me >> And I discovered that my castles stand >> Upon pillars of salt and pillars of sand >> >> I hear Jerusalem bells are ringing >> Roman Cavalry choirs are singing >> Be my mirror, my sword and shield >> My missionaries in a foreign field >> >> For some reason I can't explain >> Once you go there was never >> Never an honest word >> And that was when I ruled the world >> >> It was the wicked and wild wind >> Blew down the doors to let me in >> Shattered windows and the sound of drums >> People couldn't believe what I'd become >> >> Revolutionaries wait >> For my head on a silver plate >> Just a puppet on a lonely string >> Oh, who would ever wanna be king? >> >> I hear Jerusalem bells are ringing >> Roman Cavalry choirs are singing >> Be my mirror, my sword and shield >> My missionaries in a foreign field >> >> For some reason I can't explain >> I know Saint Peter won't call my name >> Never an honest word >> But that was when I ruled the world >> >> Oh oh oh oh oh oh oh >> >> I hear Jerusalem bells are ringing >> Roman Cavalry choirs are singing >> Be my mirror, my sword and shield >> My missionaries in a foreign field >> >> For some reason I can't explain >> I know Saint Peter won't call my name >> Never an honest word >> But that was when I ruled the world
 * <span style="display: block; font-family: Verdana,Arial; text-align: center;">I used to rule the world

>> 12/1/14 http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/eng2nokey.pdf 12/5/14
 * Complete your John Wilkes Booth activity. Submit it to Turnitin.com.
 * After characterizing Booth for the last time, write a sentence in which you compare or contrast Booth to Brutus.
 * Complete reading Julius Caesar Act 3 Scene 1. Begin reading after "Et tu, Brute"
 * http://nfs.sparknotes.com/juliuscaesar/page_106.html
 * Complete Act 3 Study Guide through Scene 1
 * If you finish early, go to the FINISHED tab on the left of my homepage and participate in one of those activities.
 * Complete the EOC passage and questions for Excerpt from "The Castaway" (p.15-20 questions 17-26)
 * Trials of Brutus and Cassius on Wednesday!
 * [[file:The Trials of Brutus and Cassius Eng 2 Reg.doc]]

12/8/14 >> 12/9/14 "Solitude" http://www.poetryoutloud.org/poem/175207
 * Complete literary term review sheet with your literary term definitions sheet (this is due to the substitute teacher today!)
 * Read "The Bet" by Anton Chekhov
 * http://www.stjohnshigh.org/s/804/images/editor_documents/smith/chekhov__the_bet.pdf
 * Complete discussion questions by Tuesday, December 9th by the beginning of class.
 * If you finish all of this, work on your Julius Caesar extra point projects.

12/10/14 "The Lottery" http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

12/11/14

12/12/14
 * Have students get out their Words of the Day vocabulary for words 71-80.
 * If you do not have all of the words, get the words from someone who does and copy them down.
 * You can pick from the following activities to demonstrate their knowledge of the words. This activity must be turned in when complete.
 * Write a creative short story, using all 10 words from 71-80 within the context of the story. Underline the words after they have been used.
 * Or……….
 * Draw a picture representation of each word’s (all 10) meaning. Write the word above the picture.
 * Or………
 * Write a very short creative short story, using 5 words from 71-80 within the context of the story. Underline the words after they have been used. And…….Draw a picture representation of the other 5 words not used in the short story.
 * Open computers and click on the link to the short story “The Lottery” underneath yesterday’s date on my website. The students read this story yesterday.
 * Complete the questions for The Lottery.
 * Complete this in pairs or individually. They may listen to their individual music on their headphones while they work.
 * Work on Julius Caesar projects (underneath the date of December 5th on my website.)
 * These are due on Tuesday, December 16th.
 * If you finish all work, go to the FINISHED tab on my website and do one of the activities listed there.
 * If you don’t have a computer, get a literature book and READ something.

http://quizlet.com/62644943/english-2-words-of-the-day-71-80-flash-cards/

12/15/14 > > How to read a poem http://www.shmoop.com/poetry/how-to-read-poem/how-to-read.html > Shakespeare's Words > http://www.shakespeareswords.com/Glossary?let=d 12/16/14 "Introduction to Poetry" by Billy Collins http://www.poetryfoundation.org/poem/176056

"Sonnet 43" by Elizabeth Barrett Browning http://www.poetryfoundation.org/poem/172998

> Write a sonnet (14 lines) that that has a specific meter (at least 8 syllables per line but you can go 10 syllables and make it true iambic pentameter). The poem must also have a rhyme scheme (ex. Shakespeare's poems were in a abab, cdcd, efef, gg format). If you want extra credit, make it a true Shakespearean sonnet. The topic of this sonnet may be anything that you wish, but remember to summon your "inner rebel" and look at something from a unique perspective. Include at least 1 type of figurative language (hyperbole, metaphor, simile, etc) 1/6/14 >> >> 1/7/14 "The Man in the Water" http://mrsedgescappoose.files.wordpress.com/2010/09/man-in-the-water-text-studyguide.pdf
 * 1) EOC Online Tutorial
 * 2) Go to your students menu.
 * 3) Click on Secure Browser 13-14
 * 4) Await my instructions
 * 5) Follow the link and complete the excerpt "Meet the Moai" (p. 21) and questions 27-36 on a separate piece of paper.
 * 6) http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/eng2nokey.pdf
 * 1) Review English 2 EOC Academic Vocabulary Terms
 * 2) http://quizlet.com/64880116/english-2-eoc-termsvocabulary-flash-cards/
 * 1) Review terms and play Quizlet games as you await your classmates to finish.

1. How does Rosenblatt develop the theme of "The Man in the Water"?

2. What is the purpose of Rosenblatt only referring to the hero as the story as the man in the water and never using his actual name?

English 2/Honors =1/22/15= =1/27/15= Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think'st thou dost overthrow, Die not, poor Death, nor yet canst thou kill me. From rest and sleep, which but thy pictures be, Much pleasure; then from thee much more must flow, And soonest our best men with thee do go, Rest of their bones, and soul's delivery. Thou art slave to fate, chance, kings, and desperate men, And dost with poison, war, and sickness dwell; And poppy or charms can make us sleep as well And better than thy stroke; why swell'st thou then? One short sleep past, we wake eternally, And death shall be no more; Death, thou shalt die.
 * 6 Word Memoir
 * http://www.smithmag.net/sixwordbook/2010/09/13/video-six-tips-for-writing-six-word-memoirs/
 * Open a Google Doc
 * 1st - Take 3-5 minutues (the length of a song you really like) and type words that you associate with yourself (this could include people, places, objects, qualities, sayings, really anything).
 * 2nd - Circle/Highlight at least 3 of those words about which you would like to say more.
 * 3rd - Narrow your list down to 1, and (on the same document) write a narrative, informational, or explanatory paragraph about why this word says so much about you or about that part of your life (minimum of 150 words)
 * 4th - Highlight every "To Be" verb that you used (is, are, am, was,were, be, been, being)
 * 5th - Replace 50% of your "To Be" verbs with "strong" verbs. (You may have to re-write your sentence to make this work). Keep your changes highlighted.
 * 6th - Write your 6 word memoir below your narrative. Make sure you use the 6 best and strongest words to express this part of you.

- John Donne


 * 1) 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) If you have to pick out the one most effective argument in the poem, which one would it be?
 * 3) 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?

Universal Declaration of Human Rights
> [] =1/28/15= https://www.vocabtest.com/vocabulary_word_test.php?book=vocabulary_power_plus_2&lesson=1 http://quizlet.com/68090576/8-parts-of-speech-introduction-to-grammar-flash-cards/
 * 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.
 * Determine the 3 most violated articles and summarize them also.
 * To study for the vocab component of your quiz tomorrow......follow the link below
 * To study for the introduction to grammar component of your quiz tomorrow.....follow the link below

=1/29/15= =2/2/15= =2/3/15=
 * 2nd Period Homework - Read p. 1-6 of __Night__. You may take notes on your reading, but they must be hand written. When you take notes, identify characters and their characteristics (personality, preferences, appearance, age, etc), major events including time and place, shifts in the tone/mood of the story. You will have a reading check on this excerpt tomorrow.
 * 3rd Period Homework - Read p. 1-11 of __Night__. You may take notes on your reading, but they must be hand written. When you take notes, identify characters and their characteristics (personality, preferences, appearance, age, etc), major events including time and place, shifts in the tone/mood of the story. You will have a reading check on this excerpt tomorrow.
 * [[file:Human Rights and Genocide Research Project.docx]]
 * Read Chapter 2 of __Night__. Write 2 quotes from the chapter that are crucial to the text. Write each quote on a notecard and on the back of each quote, explain why the quote is so vital to the overall idea of the chapter. Your explanation should fill up the back of the notecard.
 * Complete Vocabulary Lesson 2 by Wednesday (Exercises 1-3)
 * Quiz Thursday!
 * 2nd Period Homework - Read Chapter 3 p. 22-26 (take notes and expect a reading check)
 * 3rd Period Homework - Read Chapter 3 p. 34-40 (take notes and expect a reading check)

=2/4/15= >> =2/5/15= =2/6/15= =2/9/15= =2/10/15= >> =2/12/15=
 * All classes homework - Complete reading chapter 3 (take notes....there will be a reading check on chapter 3 included with your vocabulary quiz)
 * Vocab Lesson 2 Quiz tomorrow............study resources below
 * http://quizlet.com/69630899/vocabulary-lesson-2-english-2honors-flash-cards/
 * https://www.vocabtest.com/vocabulary_word_test.php?book=vocabulary_power_plus_2&lesson=2
 * 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 Google Slides (in Google Drive) and share the Slides with me (simmonsa@wcsmail.org). 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.
 * HOMEWORK!!!
 * Read chapter 4 and respond to each of these questions on a separate piece of paper (HAND WRITTEN) using complete sentences and SPECIFIC DETAILS.
 * 1) Detail how Elie keeps his gold crown but later loses it.
 * 2) Why is Elie punished by Idek the Kapo (pages 56-58)? What is his punishment?
 * 3) Explain the first hanging. Why is the man hanged? What is Elie’s comment about the soup that evening? Why?
 * 4) Explain the second hanging. Why is this person hanged? What is Elie’s comment about the soup that evening? Why?
 * Because I didn't update this sooner and I failed to bring my book home with me to determine what pages you should read, there will be no assigned reading over the weekend. We will resume our study/reading of Night on Monday. Enjoy your Sunday night!
 * Read chapter 5 for homework and respond to the following questions on a piece of paper. You do not have to rewrite the questions.
 * Instructions: Respond to each question using complete sentences and specific details.
 * 1) Describe Elie’s decision on fasting for Yom Kippur.
 * 2) Explain the first selection process in chapter 5. What is the significance of Elie’s father giving Elie a knife and a spoon?
 * 3) What does Akiba Drumer ask the others to do when he is taken away? Is this request granted? Why or why not?
 * 4) From what ailment does Elie suffer? How does he receive this injury?
 * 5) Name two benefits and one disadvantage of the infirmary.
 * 6) Who does Elie’s neighbor in the hospital have more faith in than anyone else? Why?
 * 7) What happens to the people that stayed behind in the infirmary? What happens to Elie and his father at the end of the chapter?
 * Read Chapter 6 of Night. If you take handwritten notes, you may use them on tomorrow's reading check.
 * To help you study for vocabulary, use the following links
 * http://quizlet.com/70721239/english-2honors-lesson-3-vocab-wordsroots-flash-cards/
 * https://www.vocabtest.com/vocabulary_word_test.php?book=vocabulary_power_plus_2&lesson=3
 * Independent Reading Assignment:

2/23/15

=2/27/15= =3/2/15=



=3/3/15= =3/4/15= >> http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf >> =3/6/15= > >> Login ID - ewhsstudent >> https://www.vocabtest.com/vocabulary_word_test.php?book=vocabulary_power_plus_2&lesson=4
 * Introduction and Bubble Map due Today!
 * 1st Body Paragraph Due Tomorrow
 * Vocabulary Lesson 4 (Exercises 1,2,3,& 5) Due Thursday. Quiz Friday!
 * [[file:Night Essay Body Paragraph Example.docx]]
 * Vocabulary Due Tomorrow!!!
 * 2nd Body Paragraph Due Tomorrow!!!
 * "The Lottery"
 * Complete your conclusion today!
 * Conclusion:
 * https://tg405.wikispaces.com/file/view/Introductory.Closing.+Paragraph+sample.PDF
 * Revise your essay using the SAS Writing Reviser
 * https://www.sascurriculumpathways.com/portal/Launch?id=4003
 * NO PASSWORD NEEDED
 * Once revised, format your essay into MLA format
 * https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
 * Final Draft must be submitted to www.turnitin.com BEFORE class begins on Monday.
 * Vocab Review Link

=3/9/15= > 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. > If any paragraph or line contains clear ETHOS, PATHOS, or LOGOS label it. =3/11/15= Vocab Lesson 5 Quizlet LInk http://quizlet.com/74851657/vocabulary-power-plus-for-the-new-sat-book-2-lesson-5-flash-cards/
 * [[file:10th independent reading.docx]]
 * Kidblog.org: How to set up blog, and create a new blog post
 * 2nd Period Code: cdgvx2
 * 3rd Period Code: cgixz3
 * Ethos, Pathos, Logos
 * http://successimg.com/ethos-pathos-logos/img.docstoccdn.com*thumb*orig*72060157.png/www.pic2fly.com*EthosPathosLogosAppealsCartoon.html/
 * [[file:AnnotationPersuasion .docx]]
 * Annotate (take notes, underline, circle text) paragraphs 5-13 of "Letter from a Birmingham Jail."
 * Annotate (take notes, underline, circle text) paragraphs 5-13 of "Letter from a Birmingham Jail."

https://www.vocabtest.com/vocabulary_word_test.php?book=vocabulary_power_plus_2&lesson=5

=3/12/15= Kidblog Link 2nd Period: http://kidblog.org/MrSimmons-5/ 3rd Period: http://kidblog.org/3rdPeriodEnglish-10

Julius Caesar No-Fear Shakespeare Link http://nfs.sparknotes.com/juliuscaesar/

=3/13/15= =3/18/15=
 * Americanize/Wilkescountyize/Valleygirlize/Ewgirlize/Redneckize one of the following key speeches or dialogues from Julius Caesar Act 1 Scene 2. Be sure to include all key ideas from the speech. The purpose of this is to better understand characters and key conflicts.
 * p. 3-4 Brutus/Cassius - Can You See Yourself? You're awesome!
 * p. 5-6 Cassius's Anti-Caesar Speech
 * p. 9 Caesar's Anti-Cassius Speech
 * p. 10 Casca explains Caesar's Refusal to Crown
 * p. 13 Cassius's Speech on Brutus

http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.html
 * Interactive Venn Diagram

=3/20/15=

=3/26/15=

=3/31/15=

For prompts @http://www.ivyglobal.com/sat/Downloads/IvyGlobal-10_SAT_Essay_Prompts.pdf

Formatting Essay:

MLA Format @https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf

=4/1/15= =4/2/15= https://www.vocabtest.com/vocabulary_word_test.php?book=vocabulary_power_plus_2&lesson=8
 * Tonight, complete your introduction and 1st and 2nd body paragraph.

=4/13/5= >> (Expletive), that's only half if they like you >> That ain't even the half what they might do >> Don't believe me? Ask Michael >> See Martin, see Malcolm >> See Biggie, see Pac, see success and its outcome >> See Jesus, see Judas >> See Caesar, see Brutus, see success is like suicide >> Suicide, it's a suicide >> If you succeed, prepare to be crucified >> Media, meddles, (expletive) sue you, you settle >> Every step you take, they remind you you ghetto >> So it's tough being Bobby Brown >> To be Bobby then, you have to be Bobby now >> And the question is, is to have had and lost, >> Better than not having at all?
 * "Lost +" Coldplay with Jay-Z
 * <span style="font-family: proxnov-reg,arial,sans-serif; font-size: medium;">With the same sword they knight you, they gon' good night you with
 * <span style="font-family: proxnov-reg,arial,sans-serif; font-size: medium;">The purpose of the historical examples is to prove what claim from the song?

>>> =4/14/15= =4/16/15=
 * John Wilkes Booth and Brutus?
 * The goal of this activity is to characterize John Wilkes Booth who compared himself to Brutus after assassinating President Lincoln. After reading the two documents below, you will use inferences to characterize Booth twice. Therefore, you will open a Google doc and state "John Wilkes Booth was __." Then you will provide a quote from either text a detail that would prove your characterization. Then you will characterize him with a different characteristic and once again support it with textual evidence.
 * []
 * []
 * Poetry Out Loud meets your Outside of Class Read - POETRY PAIRING
 * Pick a poem from the anthology of www.poetryoutloud.org that connects with a character, theme, symbol, motif, etc (run it by me) from your outside of class read. There must be many parts of the poem that connect with this aspect of your book, not simply one line or word. After analyzing the poem and its connection to your novel, prepare a short presentation in which you will connect your poem to your novel. You will present your poetry pairing to a small group by reading your poem to your group and explaining why you paired this poem with your novel. Your peers will grade you using a peer rubric. Poetry pairing presentations will be on Thursday.
 * You will also perform your poem Poetry Out Loud style on Wednesday, April 22nd for a small project grade.
 * If the poem you selected for your poetry pairing exceeds 20 lines, you only have to recite 20 lines. If you recite a poem that exceeds 20 lines you will receive an extra point for each additional line.
 * To gain a better understanding of Greek Tragedy read Aristotle's theory's of Tragedy otherwise known as "Poetics" with a partner.
 * []
 * Complete the checking for understanding questions associated with this document.

=4/20/15= =4/21/15= > Complete an activity called "Alphabetically Speaking" =4/28/15= ===<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] ===
 * Vocabulary lesson 10 due Tuesday!
 * All exercises to be completed!
 * Poetry Out Loud Recitations on Wednesday!
 * You will have a conversation with the 4 major characters from part 2 of Oedipus the King knowing what they all know to be true at this point in the play. Each student will take a role as Oedipus, Jocasta, Creon, or the Chorus. You may fictionalize some of the writing based on events that occur in part 2 (For example: Oedipus may want to apologize to Creon and Tiresias). Begin your dialogue with any letter of the alphabet, then the next line of the dialogue will begin with a word that starts with the next letter of the alphabet. You must have a line begin with each letter of the alphabet. The conversation must have key details from the story within it. Put the conversation on notebook paper. This is due by the end of class today.
 * Example
 * Oedipus: Hey Creon, I...um...just talked to Jocasta, and I may have been a bit harsh in my words earlier.
 * Creon: I told you!
 * Chorus: Jocasta said can't trust oracles, Oedipus. Calm down.
 * Oedipus: Keep your mouth shut, Chorus!
 * Poetry Out Loud
 * Hand write your poem!
 * Work on memorizing your poem line by line.

=== <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;">4/29/15 = =4/30/15= [] =5/4/15= http://www.dpi.state.nc.us/docs/accountability/testing/releasedforms/eng2nokey.pdf
 * <span style="font-family: 'Times New Roman',serif;">Read Chapter 5-7 (only to p. 71 at the top of the page) of The Kite Runner by Friday
 * <span style="font-family: 'Times New Roman',serif;">Have 3 questions prepared to ask your discussion group. The questions must be higher order thinking questions (NO RECALL QUESTIONS). Use the following link to help develop your questions.
 * http://medicine.wright.edu/sites/default/files/page/attachments/QuestionTemplates.pdf
 * Afghanistan timeline due tomorrow.
 * Vocabulary Quiz on FRIDAY with reading check on chapters 5-7 (to p. 71 at the top of the page).
 * **I apologize for not being here today! My daughter became very sick late last night, so I am taking care of her today.**
 * **Read the following article about kite fighting/running and answer the corresponding questions.**
 * [|Details]
 * [[file:simmonsa/Kite Running Article Questions.docx|Download]]
 * 12 KB
 * <span style="font-family: 'Times New Roman',serif;">Read Chapter 5-7 (only to p. 71 at the top of the page) of The Kite Runner TODAY!
 * <span style="font-family: 'Times New Roman',serif;">Have 3 questions prepared to ask your discussion group. The questions must be higher order thinking questions (NO RECALL QUESTIONS). Use the following link to help develop your questions.
 * http://medicine.wright.edu/sites/default/files/page/attachments/QuestionTemplates.pdf
 * Afghanistan timeline due tomorrow.
 * Vocabulary Quiz on FRIDAY with reading check on chapters 5-7 (to p. 71 at the top of the page).

Go to page 15 and complete Excerpt from "The Castaway" and answer 17-26 on a separate piece of paper.

=5/12/15=

=5/13/15=
 * http://www.pbs.org/frontlineworld/stories/afghanistan604/who.html

=5/15/15= > =5/18/15= http://www.poetryfoundation.org/poem/176056
 * http://www.rawa.org/rules.htm
 * http://www.nytimes.com/2015/05/15/world/asia/taliban-gunman-kills-14-including-american-at-kabul-hotel.html?_r=0

=5/19/15= Shakespeare Glossary http://www.shakespeareswords.com/Glossary

=5/20/15=
 * For homework........
 * Complete Sonnet 130 assignment
 * Read Chapter 25 from p. 344 - 356 (The last line you will read is, "And so it was that, about a week later, we crossed a strip of warm, black tarmac and I brought Hassan's son from Afghanistan, lifting him from the certainty of turmoil and dropping him in a turmoil of uncertainty.")

**<span style="background-color: #ffffff; 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;">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//). ==

<span style="font-family: Arial,sans-serif; font-size: 7pt;">

=5/21/15= =5/22/15= "Nothing Gold Can Stay" []
 * Identify a major theme within The Kite Runner. Explain how this theme is developed, using specific events, relationships, etc. Write this as a body paragraph with your topic sentence serving as your thesis. You must have 3 concrete details followed by commentary that clearly support support your thesis.

Spring 2015 English 1

= 1/22/15 =

>>
 * 6 Word Memoir
 * []
 * 1st - Take 2 minutues and write words that you associate with yourself.
 * 2nd - Circle/Highlight at least 3 of those words about which you would like to say more.
 * 3rd - Narrow your list down to 1, and write a narrative, informational, or explanatory paragraph about why this word says so much about you.
 * 4th - Analyze your paragraph and think about how you could state that paragraph within 6 words.
 * 5th - Write your 6 word memoir. Avoid simply listing words. Create a statement with your 6 word memoir.

= 1/26/15 =

"The Gift of the Magi"

[]


 * [|Details]
 * [[file:simmonsa/The Gift of the Magi Reading Guide 1.doc|Download]]
 * 25 KB

= 1/27/15 =

>>
 * 8 Parts of Speech Review
 * []


 * Noun, Pronoun, or Adjective (Who wants to be a Millionaire?)
 * []


 * [|Details]
 * [[file:simmonsa/Parts of Speech Practice Paragraph.doc|Download]]
 * 22 KB

= 1/29/15 =


 * [|Details]
 * [[file:simmonsa/Spring 2015 Words of the Day 1-10.docx|Download]]
 * 15 KB

>>
 * Words of the Day 1-10 Quizlet Study Link
 * []

= 1/30/15 =

"The Open Window"

[]

= 2/4/15 =

[]

= 2/9/15 =


 * [|Details]
 * [[file:simmonsa/English 1 Words of the Day 11-20.docx|Download]]
 * 14 KB

[]

>> >>
 * Use your 6 square to draw a visual representation of 6 of your words of the day from 11-20. You may have dialogue in your picture, but do not use the word within the sentence. For the 4 words you do not use, write a short paragraph about anything you wish, but you must use those 4 words correctly within the paragraph.
 * "The Cask of Amontillado"
 * []

= 2/10/15 =

Subject/Verb Agreement Practice

[]

= 2/13/15 =

Introduction to Shakespeare

Please go to the following link to complete the webquest: []

You may open a google doc and share it with your partner. Please copy and paste the question into your google doc.


 * [|Details]
 * [[file:simmonsa/Independent Reading Project.docx|Download]]
 * 503 KB

= 3/2/15 =

>>
 * Words of the Day 21-30 Quizlet Link
 * []


 * 15 Minute Romeo and Juliet

[]

= 2/3/15 =


 * "The Lady or the Tiger"

[]

<span style="background-color: #ffffff; font-family: 'Berlin Sans FB Demi',sans-serif; font-size: 18pt;">Write an alternate ending to The Lady or the Tiger (150 word minimum) that completes the climax, falling action, and resolution. Please be consistent with the plot and setting of the story (no machine guns, aliens, etc.); however, be as creative as you would like to be. Please include:


 * <span style="background-color: #ffffff; font-family: 'Berlin Sans FB Demi',sans-serif; font-size: 18pt;">No dialogue (just be a narrator)
 * <span style="background-color: #ffffff; font-family: 'Berlin Sans FB Demi',sans-serif; font-size: 18pt;">No names (just King, princess, young lover, lady, tiger)
 * <span style="background-color: #ffffff; font-family: 'Berlin Sans FB Demi',sans-serif; font-size: 18pt;">Write in the past tense

= <span style="font-family: 'Berlin Sans FB Demi',sans-serif; font-size: 18pt;">3/3/15 =


 * <span style="background-color: #ffffff; font-family: 'Berlin Sans FB Demi',sans-serif; font-size: 24px;">Complete the following activity on a separate piece of paper. Number your paper 1-9 and place your answers for the question provided on the document.
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="Romeo and Juliet Anticipation Guide.doc" link="file:simmonsa/Romeo and Juliet Anticipation Guide.doc"]]
 * [|Details]
 * [[file:simmonsa/Romeo and Juliet Anticipation Guide.doc|Download]]
 * 25 KB


 * []

= 3/9/15 =

//<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Romeo and Juliet //<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Act 1 Epilogue Sonnet


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Write a sonnet that serves as an epilogue for Act 1 in which you summarize (in your own words) the plot of Act 1.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Remember a sonnet is 14 lines and has a very specific rhyme scheme
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Abab, cdcd, efef, gg
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">FOR EXTRA POINTS (10) Each line should be written in iambic pentameter (10 syllables per line)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Be creative and make sure to stick to the events of Act 1…you may add opinion or commentary, but keep it minimal.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If you need an example, refer to the prologue of Romeo and Juliet
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Due Wednesday, March 11th.

= 3/11/15 =


 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 31-40.docx|Download]]
 * 15 KB

[]

= 3/19/15 =


 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 41-50.docx|Download]]
 * 15 KB

[]

= 3/25/15 =

[]

<span style="background-color: #ffffff; font-family: 'Baskerville Old Face',serif; font-size: 16pt;">English 1 Prompt: How does the Nurse’s revelation of death affect Juliet?

= <span style="font-family: 'Baskerville Old Face',serif; font-size: 16pt;">4/13/15 =

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 51-60.docx|Download]]
 * 15 KB

[]


 * [|Details]
 * [[file:simmonsa/Romeo and Juliet Trial Assignment.doc|Download]]
 * 31 KB

= <span style="font-family: 'Baskerville Old Face',serif; font-size: 16pt;">4/16/15 =

Kidblog Link: []

= <span style="font-family: 'Baskerville Old Face',serif; font-size: 16pt;">4/22/15 =

Kidblog Link: []

Words of the Day 61-70

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 61-70.docx|Download]]
 * 15 KB

Quizlet Link for Words of the Day

[]

= 4/29/15 =


 * [|Details]
 * [[file:simmonsa/Apostrophe Amazement.doc|Download]]
 * 24 KB

= 4/30/15 =


 * I apologize for not being here today! My daughter became very sick last night, and I am taking care of her today.
 * Read the 8 common homophone mistakes on the document below. After looking over these homophones, complete 1-20 on the last page of the document on a separate piece of paper. Number your paper 1-20 and put the correct homophone for each blank. You DO NOT have to rewrite the sentence. After completing this, turn it into the substitute.


 * [|Details]
 * [[file:simmonsa/Common Homophones.doc|Download]]
 * 34 KB


 * Since I am not there to review The Odyssey with you, read the short story "The Bass, the River, and Sheila Mant" at the link below. This is an awesome story with prom just around the corner this weekend (you can also choose to read this one out of the green book, you will have to find it). Complete questions 1-4 on "The Bass, the River, and Sheila Mant" reading guide before we read the story. Then, complete the remainder of the study guide after reading the story. This study guide is due tomorrow, Friday, May 1st.


 * [[image:http://c1.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="The Bass the River and Sheila Mant Reading Guide.docx" link="file:simmonsa/The Bass the River and Sheila Mant Reading Guide.docx"]] ||
 * The Bass the River and Sheila Mant Reading Guide.docx ||




 * [|Details]
 * [[file:simmonsa/The Bass the River and Sheila Mant Reading Guide.docx|Download]]
 * 11 KB


 * "The Bass, the River, and Sheila Mant" Story
 * []


 * If you finish all activities, make up any missing work or complete one of the activities on the finished tab of my website.

= 5/6/15 =


 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 71-80.docx|Download]]
 * 15 KB

[]


 * Write (on paper) a short paragraph in which you write a summary of chapter 1 of Of Mice and Men. Within this paragraph, use 7 out of your 10 words of the day from 71-80 correctly within the context of the paragraph.

= 5/8/15 =

>> >>
 * Respond to the following question on a Google Doc, then submit the response on www.turnitin.com
 * After reading chapter 2, predict which character on the ranch poses the greatest potential conflict to George and Lennie? Why? Which character on the ranch seems to be the most understanding and kind to George and Lennie? Why?
 * After reading chapter 2, predict which character on the ranch poses the greatest potential conflict to George and Lennie? Why? Which character on the ranch seems to be the most understanding and kind to George and Lennie? Why?


 * Read chapter 3 starting on p. 38 to the bottom of p. 61
 * Complete the study guide for chapter 3 that Mr. Riley will provide you as you read.

= 5/18/15 =


 * [|Details]
 * [[file:simmonsa/Lennie Eulogy.docx|Download]]
 * 16 KB

= 5/19/15 =


 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 81-90.docx|Download]]
 * 15 KB

[]

Of Mice and Men Review

[]


 * [|Details]
 * [[file:simmonsa/America Poems.doc|Download]]
 * 40 KB

= 5/20/15 =


 * [|Details]
 * [[file:simmonsa/Speaker and Septone Poetry.doc|Download]]
 * 23 KB

= 5/21/15 =

"Nothing Gold Can Stay"

[]

"Abandoned Farmhouse"

[]

= 5/22/15 =

[]

= 5/28/15 =


 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 91-100.docx|Download]]
 * 15 KB

Fall 2015 English 2

8/27/15

>>
 * As you read chapter 1 and 2 of The Young Traveler's Gift, highlight the actions, quotes, or thoughts that reveal Michael Holder's true character.
 * After reading chapter 1 and 2, provide a statement in which you infer what type of person Michael Holder is (Ex. Michael Holder is selfish.).
 * After making this inference, refer back to the text and what you highlighted to find a supporting citation.
 * Format your citations as follows: On page 3, the narrator says that Michael, "would imagine every little detail of his parents' talks." Additionally, on page 6, the narrator says that Michael was lost.
 * Post your 6 Word Memoir for the world to see.
 * http://www.smithmag.net/

8/28/15

Harry Truman Biography

https://www.whitehouse.gov/1600/presidents/harrystruman

8/31/15

Use the following link 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 using your King Solomon Credibility Response sheet

9/1/15




 * Quizlet Review
 * []


 * For your final word of the day 1-10 assignment, you have the following choices.
 * Write a creative narrative in which you use all 10 words correctly within the context of the story (minimum of 100 words).
 * Draw a picture for each of the 10 words that represent each word's meaning.
 * Write a creative narrative in which you use 5 words correctly within the context of the story (minimum of 50 words) and draw a picture for the other 5 words not used in your story that represent each word's meaning.

9/2/15

Within a group of 3 or less, you will be assigned one of the remaining credibility checks of the historical figures that provide Michael Holder with a decision for success. Below, you will find the link with the biography sketch of the individual you are assigned. After reading the decision for success within __ The Young Traveler's Gift __, you will read the biography of your historical figure to determine whether or not your source is credible for the advice they have given. You will create a Google Slide (Google PowerPoint) in which you will provide 3 pieces of advice from the decision for success and 3 citations from the biographical sketch that prove credibility or a lack of credibility. At the end of the PowerPoint you will summarize whether your group felt your historical figure was a good choice for the advice they gave. Your final slide must be your "Works Cited" slide. You will cite your sources (The Young Traveler's Gift and your biographical website) using http://www.citationmachine.net/. Overall you will have a title slide, 3 credibility slides and a works cited slide. You will present your findings on Friday, September 4th.

Example

https://docs.google.com/a/wilkes.k12.nc.us/presentation/d/10kKHWLejqp3zI_j1DDExVjO9pkVvandPFsLCpn4FEJM/edit?usp=sharing


 * "I am a person of action"
 * Joshua Chamberlain
 * []


 * "I have a decided heart"
 * Christopher Columbus
 * http://www.biography.com/people/christopher-columbus-9254209


 * "Today I will choose to be happy"
 * Anne Frank
 * []


 * "I will greet this day with forgiving spirit"
 * Abraham Lincoln
 * []

9/8/15

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. Record your answers in a Google Doc.
 * Ex. Article 13 - You can leave your home and come back when you want.
 * Determine what you feel to be 3 most violated articles and summarize them also.

9/14/15

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 Google Slides (in Google Drive) and share the Slides with me (simmonsa@wcsmail.org). 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.
 * http://www.ushmm.org/propaganda/exhibit.html#/gallery/results

Night Chapter 1 Part 2

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Instructions: Respond by using specific details from your reading. Write in complete sentences.


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. What terrible news does Elie’s father reveal to the citizens of the large ghetto?
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. What affliction do the Jews suffer from predominately while waiting? Why?
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Who did Elie refer to as his first oppressors? Detail some of their atrocious acts.
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. What day was chosen for expulsion? Why is this significant?
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Explain the current state of the synagogue.

9/15/15



https://quizlet.com/49084046/2015-english-2-words-of-the-day-11-20-flash-cards



9/16/15

Read the following article on the NC Eugenics Program and complete the following assignment.

http://www.huffingtonpost.com/2013/07/26/north-carolina-eugenics-sterilization-victims-offered-funds_n_3657982.html?view=print&comm_ref=false

1. List the 10 most key words to the overall purpose of the text.

2. Summarize the article in 3 to 5 sentences.

3. Is this a human rights violation? Why or why not?

9/23/15

Read the following article "Coming Soon to Facebook: a Dislike Button"

http://bits.blogs.nytimes.com/2015/09/15/coming-soon-to-facebook-a-dislike-button/


 * Write a thesis statement to the following question: Should Facebook have a dislike button?
 * Find two statements/sentences that support your thesis.

9/24/15







https://quizlet.com/50609779/english-2-week-3-words-of-the-day-and-other-vocabulary-flash-cards/

9/30/15


 * Identify the worst suffering that Elie experiences.
 * Write this in a body paragraph chunk format.
 * Sentence 1 - Topic Sentence
 * Sentence 2 - Concrete Detail
 * Sentence 3 - Commentary
 * Sentence 4 - Commentary



10/2/15


 * Today, we will begin writing an essay on the following topic: Discuss how dehumanization affected Elie.
 * Today we will write an introduction
 * INTRO EXAMPLE #1- <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">According to Merriam-Webster’s dictionary, to dehumanize means, “to treat (someone) as though he or she is not a human being” or “to deprive of human qualities, personality, or spirit.” In Elie Wiesel’s __Night__, Elie details how Nazis dehumanized the Jews and other inmates during his one year spent under Nazi rule. Upon reading this poignant memoir, one finds that dehumanization forever changed Elie emotionally and spiritually.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">INTRO EXAMPLE #2 - Upon the conclusion of the Holocaust, it was estimated that over 6 million Jews had been slaughtered. However, for those who survived, their lives were forever changed. __Night__, Elie Wiesel’s memoir of his experience in the Holocaust, details his transition from a person to one who is viewed as an object or animal. The process that created this breakdown of the human spirit is termed dehumanization. Dehumanization destroyed Elie physically and emotionally.
 * Then...create a bubble map which plans our essay.
 * [[file:Night Pre-Writing.docx]]

10/8/15

"The Lottery"

http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

10/9/15

Revise your essay using the SAS Writing Reviser


 * []
 * Login ID - ewhsstudent
 * NO PASSWORD NEEDED
 * Submit your essay on www.turnitin.com

10/12/15

Aristotle's Poetics

[]

10/13/15


 * Be on your best behavior today! ALL work is due to Mrs. Samples before you leave
 * Complete words of the day 47-50 in your words of the day notebook.
 * [[file:Fall 2015 Words of the Day 41-50.docx]]
 * If there are any words of the day missing in your notebook from 41-50, add them and complete all activities.
 * Complete word of the day 41-50 word in context activity (Mrs. Samples will give you this)
 * When complete, submit to Mrs. Samples.
 * Complete DGP Week 9
 * When complete, submit to Mrs. Samples.
 * Get a Purple Literature Book
 * Read Background info on Oedipus and the Sphinx
 * Read p. 264-269 (to line 165)
 * Read p. 264-269 (to line 165)

10/14/15



10/16/15

http://www.shmoop.com/oedipus-the-king/detailed-summary.html

10/20/15



10/26/15

Annotation Guidelines


 * Number each paragraph
 * Underline key ideas and statements
 * Circle confusing words/concepts
 * Highlight opposing arguments
 * 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.
 * If any paragraph or line contains clear ETHOS, PATHOS, or LOGOS, label it.

10/28/15

https://quizlet.com/58800584/english-2-words-of-the-day-51-60-flash-cards/



10/29/15



http://nfs.sparknotes.com/juliuscaesar/page_2.html

11/2/15

Americanize/Wilkescountyize/Valleygirlize/Ewgirlize/Redneckize one of the following key speeches or dialogues from Julius Caesar Act 1 Scene 2. Be sure to include all key ideas from the speech. The purpose of this is to better understand characters and key conflicts (due Wednesday at the beginning of class).


 * p. 3-4 Brutus/Cassius - Can You See Yourself? You're awesome!
 * p. 5-6 Cassius's Anti-Caesar Speech
 * p. 9 Caesar's Anti-Cassius Speech
 * p. 10 Casca explains Caesar's Refusal to Crown
 * p. 13 Cassius's Speech on Brutus

11/9/15

>>>
 * John Wilkes Booth and Brutus?
 * The goal of this activity is to characterize John Wilkes Booth who compared himself to Brutus after assassinating President Lincoln. After reading the two documents below, you will use inferences to characterize Booth twice. Therefore, you will open a Google doc and state "John Wilkes Booth was __." Then you will provide either a paraphrase or quote from either text a detail that would prove your characterization (make sure this flows with the paragraph and is a complete sentence. Then you will characterize him with a different characteristic and once again support it with textual evidence. Make 1 inference from each document. After characterizing Booth for the last time, write a sentence in which you compare or contrast Booth to Brutus. Therefore, this should be a minimum of 6 sentences. Share with me at simmonsa@wcsmail.org.
 * []
 * []

>> (Expletive), that's only half if they like you >> That ain't even the half what they might do >> Don't believe me? Ask Michael >> See Martin, see Malcolm >> See Biggie, see Pac, see success and its outcome >> See Jesus, see Judas >> See Caesar, see Brutus, see success is like suicide >> Suicide, it's a suicide >> If you succeed, prepare to be crucified >> Media, meddles, (expletive) sue you, you settle >> Every step you take, they remind you you ghetto >> So it's tough being Bobby Brown >> To be Bobby then, you have to be Bobby now >> And the question is, is to have had and lost, >> Better than not having at all?
 * Complete your John Wilkes Booth activity. Share with me at simmonsa@wcsmail.org.
 * "Lost +" Coldplay with Jay-Z
 * <span style="font-family: proxnov-reg,arial,sans-serif; font-size: medium;">With the same sword they knight you, they gon' good night you with

>> Seas would rise when I gave the word >> Now in the morning I sleep alone >> Sweep the streets I used to own >> >> I used to roll the dice >> Feel the fear in my enemy's eyes >> Listen as the crowd would sing, >> "Now the old king is dead! Long live the king!" >> >> One minute I held the key >> Next the walls were closed on me >> And I discovered that my castles stand >> Upon pillars of salt and pillars of sand >> >> I hear Jerusalem bells are ringing >> Roman Cavalry choirs are singing >> Be my mirror, my sword and shield >> My missionaries in a foreign field >> >> For some reason I can't explain >> Once you go there was never >> Never an honest word >> And that was when I ruled the world >> >> It was the wicked and wild wind >> Blew down the doors to let me in >> Shattered windows and the sound of drums >> People couldn't believe what I'd become >> >> Revolutionaries wait >> For my head on a silver plate >> Just a puppet on a lonely string >> Oh, who would ever wanna be king? >> >> I hear Jerusalem bells are ringing >> Roman Cavalry choirs are singing >> Be my mirror, my sword and shield >> My missionaries in a foreign field >> >> For some reason I can't explain >> I know Saint Peter won't call my name >> Never an honest word >> But that was when I ruled the world >> >> Oh oh oh oh oh oh oh >> >> I hear Jerusalem bells are ringing >> Roman Cavalry choirs are singing >> Be my mirror, my sword and shield >> My missionaries in a foreign field >> >> For some reason I can't explain >> I know Saint Peter won't call my name >> Never an honest word >> But that was when I ruled the world
 * "Viva la Vida" by Coldplay
 * <span style="display: block; font-family: Verdana,Arial; text-align: center;">I used to rule the world

11/10/15



https://quizlet.com/104355897/words-of-the-day-61-70-flash-cards/?new


 * Write a summary (at least 150 words) of Act 1 through Julius Caesar's death using 8 out of your 10 words from Words of the Day 61-70 correctly within the context of the paragraph. Underline the word of the day when used.

11/13/15



11/18/15

Today, we will begin our argumentative essay. After reading the prompts on the following link, pick a prompt, consider PAC, and develop a bubble map pre-writing that clearly shows your thesis, topic sentences of each body paragraph, and concrete details for each.

http://www.ivyglobal.com/SAT/Downloads/IvyGlobal-10_SAT_Essay_Prompts.pdf


 * You must submit your pre-writing today.

11/19/15


 * Today, you will write your introduction for your argumentative essay. Remember to follow the HOOK, BRIDGE, THESIS method of writing an introduction. Write your introduction on a Google Doc and share it with me at simmonsa@wcsmail.org. If you need additional reminders of how to write the introduction, go to 9/30/15 on the wiki and open the document entitled Formal Essay Format. This is due by the end of class.
 * If you complete your work early, begin your 1st body paragraph which should be based on experiences, observations, studies, and/or readings.
 * Use your bubble map to guide your body paragraph.
 * The 1st body paragraph is due by the end of class tomorrow.

11/23/15



https://quizlet.com/107034667/english-2-words-of-the-day-71-80-flash-cards/?new

12/1/15


 * "The Bet" Responses
 * 1) How is the theme of "The Bet" developed?
 * Identify the theme in the first sentence.
 * Use 2 examples from the text that show how the theme is developed.

12/3/15

<span style="background-color: #ffffff; font-family: Georgia,serif;">"Where I'm From" Poems
===<span style="font-family: Georgia,serif; font-size: 1.4em;">Read "Where I'm From" by George Ella Lyon ===

===<span style="font-family: Georgia,serif; font-size: 1.4em;">Discuss in your groups the strong imagery and detail included in the poem ===


 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Where I'm From Poem Example.docx" link="file:simmonsa/Where I'm From Poem Example.docx"]]




 * [|Details]
 * [[file:simmonsa/Where I'm From Poem Example.docx|Download]]
 * 11 KB

===<span style="font-family: Georgia,serif; font-size: 1.4em;">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: Georgia,serif; font-size: 1.4em;">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). ===

<span style="font-family: Georgia,serif; font-size: 1.4em;">12/7/15

http://www.granburyisd.org/cms/lib/TX01000552/Centricity/Domain/476/The%20Necklace.pdf

12/9/15

Rags to Riches EOC Terms

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

>> >>
 * Shakespeare Glossary
 * http://www.shakespeareswords.com/Glossary
 * Shmoop Summary of Sonnet 130
 * http://www.shmoop.com/sonnet-130/section-1-lines-1-8-summary.html

12/11/15

EOC Academic Vocabulary Words

http://quizlet.com/64880116/english-2-eoc-termsvocabulary-flash-cards/

= 1/6/16 = 6 Word Memoir Project (Complete all of this assignment on paper)
 * []
 * 1st (In class on 1/6) - WORD WALL - Take 3-5 minutues (the length of a song you really like) and write words that you associate with yourself (this could include people, places, objects, qualities, sayings, ideas, really anything).
 * 2nd (In class on 1/6)- Circle/Highlight at least 3 of those words about which you would like to say more.
 * 3rd (Due at the beginning of class on Thursday, 1/7) - Narrow your list down to 1, and (on the same document) write a narrative, informational, or explanatory paragraph about why this word says so much about you or about that part of your life (minimum of 150 words)
 * 4th (In class on 1/7) - Highlight every "To Be" verb that you used (is, are, am, was,were, be, been, being)
 * 5th - (In class on 1/7) Replace at least 25% of your "To Be" verbs with "strong" verbs. (You may have to re-write your sentence to make this work). Keep your changes highlighted.
 * 6th - (Due at the beginning of class on Friday, 1/8) Write your 6 word memoir below your narrative. Make sure you use the 6 best and strongest words to express this part of you.

= 1/8/16 =
 * As you read chapter 1 and 2 of The Young Traveler's Gift, highlight the actions, quotes, or thoughts that reveal Michael Holder's true character.
 * After reading chapter 1 and 2, provide a statement in which you infer what type of person Michael Holder is (Ex. Michael Holder is selfish.).
 * After making this inference, refer back to the text and what you highlighted to find a supporting citation.
 * Format your citations as follows: On page 3, the narrator says that Michael, "would imagine every little detail of his parents' talks."
 * Finally, explain how your citation supports your inference about Michael.
 * This should be AT LEAST 3 sentences.

= 1/12/16 = >>
 * Use the following link to determine President Harry Truman's credibility for the Decision for Success he provides Michael.
 * []
 * Your Truman Credibility Check is due on Tuesday, January 12th at the beginning of class.

>>
 * Introduction to Grammar/8 Parts of Speech
 * []


 * HOMEWORK!!!!!!!!!!!!!!!!!!!!!
 * Read chapter 4 p. 36-51 (Including the decision for success) before class on Wednesday, January 13th.
 * There will be a quiz on Wednesday at the beginning of the class.

= 1/13/16 = Use the following link 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 using your King Solomon Credibility Response sheet.


 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Spring 2016 Words of the Day 1-10.docx" link="file:simmonsa/Spring 2016 Words of the Day 1-10.docx"]] ||
 * Spring 2016 Words of the Day 1-10.docx ||
 * [|Details]
 * [[file:simmonsa/Spring 2016 Words of the Day 1-10.docx|Download]]
 * 15 KB


 * []

= 1/15/16 = > You Google Slide must include
 * Within a group of 3 or less, you will be assigned one of the remaining credibility checks of the historical figures that provide Michael Holder with a decision for success. Below, you will find the link with the biography sketch of the individual you are assigned. After reading the decision for success within __The Young Traveler's Gift__, you will read the biography of your historical figure to determine whether or not your source is credible for the advice they have given. You will create a Google Slide (Google PowerPoint) in which you will provide 3 pieces of advice from the decision for success and 3 citations from the biographical sketch that prove credibility or a lack of credibility. At the end of the PowerPoint you will summarize whether your group felt your historical figure was a good choice for the advice they gave. Your final slide must be your "Works Cited" slide. You will cite your sources (The Young Traveler's Gift and your biographical website) using [] . Overall you will have a title slide, 3 credibility slides and a works cited slide. You will present your findings on Wednesday, January 20th.
 * 1) Title Slide w/ Decision for Success Title, Historical Figure's Name, and Names of Presenters
 * 2) Summary of the Decision for Success with quotes.
 * 3) Summary of Historical Figure's Life (Accomplishments)
 * 4) Credibility Check #1 (Advice from Book, Historical Resource Citation, Credible or Not) See Example Google Doc below for guidance.
 * 5) Credibility Check #2
 * 6) Credibility Check #3
 * 7) Overall, was this a good choice by the author as a writer of their Decision for Success? Explain.
 * 8) Works Cited (Book and Historical Figure Resource(s)) - Must be in MLA format (Use www.citationmachine.net and include the URL in the citation)


 * Example
 * []
 * "I am a person of action"
 * Joshua Chamberlain
 * []


 * "I have a decided heart"
 * Christopher Columbus
 * [|http://www.biography.com/people/christopher-columbus-925420]


 * ** "Today I will choose to be happy"
 * Anne Frank
 * []


 * "I will greet this day with forgiving spirit"
 * Abraham Lincoln
 * [|http://www.whitehouse.gov/about/presidents/abrahamlincoln>>>>]

= 1/20/16 =

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. Record your answers in a Google Doc.
 * Ex. Article 13 - You can leave your home and come back when you want.

= 1/28/16 =
 * NC EUGENICS
 * []
 * On the same document as your 5 most essential human rights, write a 100 word summary of the NC Eugenics Program.
 * Using the UN Human Bill of Rights and determine which right the NC Eugenics Program was a violation of, and explain how the NC Eugenics Program violates it.
 * Below your summary, write at least 2 reasons as to why literature about the Holocaust should or should not be taught.


 * []
 * Using this video as your source of response, why should the holocaust be remembered?

= 2/1/16 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="2015 Words of the Day 11-20.docx" link="file:simmonsa/2015 Words of the Day 11-20.docx"]] ||
 * 2015 Words of the Day 11-20.docx ||
 * [|Details]
 * [[file:simmonsa/2015 Words of the Day 11-20.docx|Download]]
 * 15 KB

> = 2/3/16 = 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 Google Slides (in Google Drive) and share the Slides with me (simmonsa@wcsmail.org). On the slide with each picture, type 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. You may not uses meme's or pictures that have simply been Photoshopped or "doctored." Each image should be something within the realm of political or advertising propaganda.
 * Remember to place the URL from where the picture ACTUALLY comes from, below the picture.
 * The following link from the United States Holocaust Memorial Museum will exhibit strong examples of how propaganda was used in Nazi Germany.
 * [|http://www.ushmm.org/propaganda/exhibit.html#/gallery/results]

= 2/5/16 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png caption="English Practice Test 1 (1).pdf" link="file:simmonsa/English Practice Test 1 (1).pdf"]] ||
 * English Practice Test 1 (1).pdf ||
 * [|Details]
 * [[file:simmonsa/English Practice Test 1 (1).pdf|Download]]
 * 845 KB

= 2/8/16 = WWII/Elie Wiesel Timeline []

= 2/10/16 =
 * On a PIECE OF PAPER, complete the following assignments. This is due by the end of class and must be submitted to me before you leave.
 * Characterize Elie.
 * Sentence #1 Topic Sentence: Provide your characterization word (your opinion) for Elie (ex. Romeo is/Romeo appears...)
 * Sentence # 2 Concrete Detail: Provide textual evidence that supports your opinion. This should be all fact, summarized or quoted straight from the memoir (For example,)
 * Sentence #3 Commentary: Explain how your concrete detail proves your topic sentence (This shows that...)
 * Sentence #4 Commentary: Add further insight to connect your CD to your TS.

= 2/12/16 = []

= 2/17/16 = >> >> || Elie Wiesel's Nobel Prize Speech.docx ||
 * Elie Wiesel's 1986 Nobel Peace Prize Acceptance Speech
 * []
 * || [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Elie Wiesel's Nobel Prize Speech.docx" link="file:simmonsa/Elie Wiesel's Nobel Prize Speech.docx"]] ||
 * [|Details]
 * [[file:simmonsa/Elie Wiesel's Nobel Prize Speech.docx|Download]]
 * 15 KB


 * While reading his acceptance speech, annotate the following ideas.
 * What is the central idea of the speech?
 * Highlight (Yellow) lines that best indicate/develop the central idea.
 * What is Elie's point-of-view?
 * Highlight (Blue) lines that best indicate/develop his point-of-view.

= 2/18/16 = []


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="DGP Week 5.doc" link="file:simmonsa/DGP Week 5.doc"]] ||
 * DGP Week 5.doc ||
 * [|Details]
 * [[file:simmonsa/DGP Week 5.doc|Download]]
 * 23 KB

>
 * Chapter 4 Questions
 * ## <span style="font-family: 'Baskerville Old Face',serif; font-size: 12pt;">1. Detail how Elie keeps his gold crown but later loses it.
 * 1) <span style="font-family: 'Baskerville Old Face',serif; font-size: 12pt;">2. Why is Elie punished by Idek the Kapo (pages 56-58)? What is his punishment?
 * 2) <span style="font-family: 'Baskerville Old Face',serif; font-size: 12pt;">3. Explain the first hanging. Why is the man hanged? What is Elie’s comment about the soup that evening? Why?
 * 3) <span style="font-family: 'Baskerville Old Face',serif; font-size: 12pt;">4. Explain the second hanging. Why is this person hanged? What is Elie’s comment about the soup that evening? Why?


 * Chapter 5 of Night
 * What is Elie's point-of-view regarding God in Chapter 5? Provide a quote from chapter 5 that best develops his point-of-view.

= 2/22/16 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Fall 2015 Words of the Day 21-30.docx" link="file:simmonsa/Fall 2015 Words of the Day 21-30.docx"]] ||
 * Fall 2015 Words of the Day 21-30.docx ||
 * [|Details]
 * [[file:simmonsa/Fall 2015 Words of the Day 21-30.docx|Download]]
 * 14 KB

[]

= 2/23/16 = Use the following link to pick a prompt in which you will write an argumentative introduction: []

Introduction Steps


 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Introduction Template.docx" link="file:simmonsa/Introduction Template.docx"]] ||
 * Introduction Template.docx ||
 * [|Details]
 * [[file:simmonsa/Introduction Template.docx|Download]]
 * 13 KB


 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Facebook Intro Example.docx" link="file:simmonsa/Facebook Intro Example.docx"]] ||
 * Facebook Intro Example.docx ||
 * [|Details]
 * [[file:simmonsa/Facebook Intro Example.docx|Download]]
 * 12 KB

= 2/25/16 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="Night Essay Assignment.doc" link="file:simmonsa/Night Essay Assignment.doc"]] ||
 * Night Essay Assignment.doc ||
 * [|Details]
 * [[file:simmonsa/Night Essay Assignment.doc|Download]]
 * 27 KB

= 2/26/16 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Formal Essay Format.docx" link="file:simmonsa/Formal Essay Format.docx"]] ||
 * Formal Essay Format.docx ||
 * [|Details]
 * [[file:simmonsa/Formal Essay Format.docx|Download]]
 * 14 KB

Essay Intro and Body Paragraph Examples
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="2016 Night Essay Introduction Examples.docx" link="file:simmonsa/2016 Night Essay Introduction Examples.docx"]] ||
 * 2016 Night Essay Introduction Examples.docx ||
 * [|Details]
 * [[file:simmonsa/2016 Night Essay Introduction Examples.docx|Download]]
 * 13 KB

= 2/29/16 =
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Body Paragraph Example - Night Essay.docx" link="file:simmonsa/Body Paragraph Example - Night Essay.docx"]] ||
 * Body Paragraph Example - Night Essay.docx ||
 * [|Details]
 * [[file:simmonsa/Body Paragraph Example - Night Essay.docx|Download]]
 * 12 KB

"The Lottery" []


 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="The Lottery Discussion Questions.docx" link="file:simmonsa/The Lottery Discussion Questions.docx"]] ||
 * The Lottery Discussion Questions.docx ||
 * [|Details]
 * [[file:simmonsa/The Lottery Discussion Questions.docx|Download]]


 * <span style="background-color: #ffffff; color: #0d5cab; font-family: Arial,sans-serif; font-size: 14pt;">Conclusion outline **
 * <span style="background-color: #ffffff; color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Rephrase the **Thesis Statement**
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Fresh rephrasing of thesis statement


 * **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Bridge: **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;"> Summarizes the main points (Topic Sentences)
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Summarize or wrap up the main points in the body of the essay
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Explain how ideas fit together


 * **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Hook: **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;"> Closing sentence
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Final words
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Connects back to the introduction
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Provide a sense of closure

Revise your essay using the SAS Writing Reviser

= 3/3/16 =
 * []
 * Login ID - ewhsstudent
 * NO PASSWORD NEEDED
 * Submit your essay on www.turnitin.com
 * Use the following document to complete WORDS OF THE DAY #31-40 in your notebook. You only have to write down the word, definition, and complete the activity with each word.
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="2016 Words of the Day 31-40.docx" link="file:simmonsa/2016 Words of the Day 31-40.docx"]] [[file:simmonsa/2016 Words of the Day 31-40.docx|2016 Words of the Day 31-40.docx]]
 * [|Details]
 * [[file:simmonsa/2016 Words of the Day 31-40.docx|Download]]
 * 15 KB

>>>
 * Complete your words of the day 31-40 contextual review. Mrs. Samples will give you this document. You must submit this before you leave.
 * Read the following article on the background of Dr. King's Letter from Birmingham Jail (something we will focus on HEAVILY next week)
 * []
 * Write a 100 word objective summary of this article (HANDWRITTEN and submit to Mrs. Samples). Remember when summarizing, answer the WHO, WHAT, WHEN, WHERE, WHY, and HOW concepts.


 * Read the first 4 paragraphs of Dr. King's Letter from Birmingham Jail and annotate them (due Monday)
 * Complete an activity called "Alphabetically Speaking" in which you have a written dialogue with one of your peers. You may begin your dialogue with anything, but the following line of dialogue must begin with the next letter of the alphabet that the preceding first word of dialogue follows. Also, you must include 10 of your words of the day from Words of the Day 31-40. Due on Wednesday, March 9th. See the example below:
 * Anna - Shyanne just said a wordy durd.
 * Hope - Thanks Anna, I didn't need to know that.
 * Anna - Unless you don't want my comments, don't sit near me.
 * Hope - Very good Anna, you have ruined my day!

= 3/9/16 = []

= 3/14/16 = <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">These instructions will assist you as you complete your journal entries for your book.
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">The Dialectical Journal **


 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Using 20 quotes from each novel, complete dialectical entries.


 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">The dialectical journal is a double-entry note-taking system. It helps one to read critically and encourages the habit of reflective questioning. It is a place to record and explore ideas using writing as a tool for learning.
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Instructions **


 * 1) <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Draw a line down the middle of the paper, making two columns.
 * 2) <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">The left column is used for notes – direct quotations or summaries from the reading.
 * 3) <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">The right column is used for commenting on notes in the left column. Personal reactions to the notes on the left go here. The comments on the right may include:
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">what the passage prompts in thinking or memory associations
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">feelings toward the author’s words
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">words or passages not understood
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">words or passages that seem important
 * <span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">connections among passages or sections of the work

<span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">As you take notes in your journal, you should regularly reread the previous pages of notes and comments, drawing connections in a right-column summary before starting another page of the journal.

<span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Example

[]

<span style="background-color: #ffffff; font-family: Tahoma,sans-serif; font-size: 9pt;">Your book must be read and dialectical journal completed by April 15th.

= <span style="font-family: Tahoma,sans-serif; font-size: 9pt;">JULIUS CAESAR LINK =

[]

= 3/17/16 = Americanize/Wilkescountyize/Valleygirlize/Ewgirlize/Redneckize one of the following key speeches or dialogues from Julius Caesar Act 1 Scene 2. Be sure to include all key ideas from the speech. The purpose of this is to better understand characters and key conflicts (due Friday at the end of class).


 * p. 3-4 Brutus/Cassius - Can You See Yourself? You're awesome!
 * Jeremiah/Ty
 * Noah/Brandon


 * p. 5-6 Cassius's Anti-Caesar Speech
 * Luke/Dakota
 * Nancy/Haley


 * p. 9 Caesar's Anti-Cassius Speech
 * Billy/Dawson
 * Junior/Ian


 * p. 10 Casca explains Caesar's Refusal to Crown
 * Tess/LJ/Brannon
 * Cole/Caitlyn


 * p. 13 Cassius's Speech on Brutus
 * Jacob/Jaston
 * Shyanne/Angela

= 3/22/16 =
 * [|Details]
 * [[file:simmonsa/Spring 2016 Words of the Day 41-50.docx|Download]]
 * 14 KB

[]


 * [|Details]
 * [[file:simmonsa/2016English2WordsoftheDay41-50ContextualReview.docx|Download]]
 * 13 KB

= 3/30/16 = []

John Wilkes Booth and Brutus? The goal of this activity is to characterize John Wilkes Booth who compared himself to Brutus after assassinating President Lincoln. After reading the two documents below, you will use inferences to characterize Booth twice. Therefore, you will open a Google doc and state "John Wilkes Booth was __." Then you will provide either a paraphrase or quote from either text a detail that would prove your characterization (make sure this flows with the paragraph and is a complete sentence. Then you will characterize him with a different characteristic and once again support it with textual evidence. Make 1 inference from each document. After characterizing Booth for the last time, write 2 sentences in which you compare or contrast Booth to Brutus overall. Therefore, this should be a minimum of 6 sentences. Share with me at simmonsa@wcsmail.org. >>
 * []
 * []


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">Individually complete ALL of Act 3 of Julius Caesar. Begin at the bottom of p.7 of Act 3 Scene 1 on No Fear Shakespeare Sparknotes link and read the remainder of scene 1, scene 2, and scene 3.
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">Complete study guide as you read, and it is due at the end of class.
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">When you finish this assignment, you will read your personal novel for your outside of class reading project, and work on your dialectical journals.
 * [|Details]
 * [[file:simmonsa/2016 Julius Caesar Trial.docx|Download]]
 * 15 KB

= 4/6/16 = Aristotle's Element's of Tragedy []

= 4/8/16 =
 * <span style="background-color: #ffffff; font-family: "Times New Roman",serif; font-size: 14pt;">Oedipus the King Part 1 “Truth is letter” DUE AT THE END OF CLASS **
 * 1) <span style="background-color: #ffffff; font-family: "Times New Roman",serif; font-size: 14pt;">Choose a character (Oedipus, Tieresias, Creon, or Chorus) and determine his or her point of view on the problem facing Thebes at the end of Part I and the tone each character would use in responding to each of the others.
 * 2) <span style="background-color: #ffffff; font-family: "Times New Roman",serif; font-size: 14pt;">Then, determine what each character takes and believes to be the “truth” at this point in the play.
 * 3) <span style="background-color: #ffffff; font-family: "Times New Roman",serif; font-size: 14pt;">In the character of the role you have chosen, write a letter to one of the other characters. The letter must be a minimum of 200 words.
 * 4) <span style="background-color: #ffffff; font-family: "Times New Roman",serif; font-size: 14pt;">Your letter should express and capture your character’s perspective on “the truth” and conflicts of the play at the end of Part I. Write the letter in first person, following standard personal-letter format. Use specific references to the text to support your argument.
 * 5) <span style="background-color: #ffffff; font-family: "Times New Roman",serif; font-size: 14pt;">Edit your letter for spelling, grammar, and coherence.

= <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">4/26/16 = <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 14pt;">Music as Poetry Presentation Example

[]

= 4/29/16 = Shmoop Summary of Sonnet 130 []

= 5/2/16 = "The Necklace" []

= 5/3/16 = []
 * Today, we will begin our argumentative essay. After reading the prompts on the following link, pick a prompt, write a thesis, and develop a bubble map pre-writing that clearly shows your thesis, topic sentences of each body paragraph, and concrete details for each. Do this on a piece of paper.


 * [|Details]
 * [[file:simmonsa/SAT Prompt Pre-Writing Example.docx|Download]]
 * 27 KB

= 5/4/16 =
 * Today, you will write the introduction and continue on to your first body. Underneath you will find the minimum requirements for your essay.
 * [|Details]
 * [[file:simmonsa/Formal Essay Format.docx|Download]]
 * 14 KB

= 5/5/16 =
 * [|Details]
 * [[file:simmonsa/Argumentative Essay Example.docx|Download]]
 * 12 KB

= 5/11/16 = >>
 * Follow the link below and read about the 1982 Air Florida Plane crash in Washington D.C. to give you the context for the main reading passage today.
 * []

8/27/15 []
 * Next go to page 4-5 of the following PDF document and read the essay entitled "The Man in the Water." Then, read the parable of the Good Samaritan on p. 7 of the PDF. Also, read "A State Championship vs Runner's Consience" on p. 8-10. Finally, answer questions 1-10 on p. 11 on a PIECE OF PAPER USING COMPLETE SENTENCES about these essays/excerpts. DUE AT THE END OF CLASS.
 * []
 * Replacing "To Be" Verbs

8/28/15 Post your memoir here: []
 * Vocab Lesson 1 Words/Review
 * []

9/1/15 "Death, be not Proud"

Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think'st thou dost overthrow, Die not, poor Death, nor yet canst thou kill me. From rest and sleep, which but thy pictures be, Much pleasure; then from thee much more must flow, And soonest our best men with thee do go, Rest of their bones, and soul's delivery. Thou art slave to fate, chance, kings, and desperate men, And dost with poison, war, and sickness dwell; And poppy or charms can make us sleep as well And better than thy stroke; why swell'st thou then? One short sleep past, we wake eternally, And death shall be no more; Death, thou shalt die.

- John Donne


 * 1) 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) How does this 3rd person POV perspective of death contrast with the 1st person POV narration by Death in__The Book Thief__.

Universal Declaration of Human Rights
> [] 9/2/15
 * 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.
 * Ex. Article 13 - You can leave your home and come back when you want.
 * Determine what you feel to be 3 most violated articles and summarize them also.
 * [|Details]
 * [[file:simmonsa/Human Rights and Genocide Research Project.docx|Download]]
 * 16 KB

9/3/15 Vocab Lesson 2 Terms and Stems []

9/8/15 Vocab Lesson 3 Terms and Stems []

9/17/15 []

9/21/15 Deeper into Propaganda Vocabulary Lesson 5 Quizlet Link
 * Define/explain the propaganda technique that was assigned to your group. Provide 4 different examples of this type of propaganda in a Google Slides (in Google Drive) and share the Slides with me (simmonsa@wcsmail.org). 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.
 * [|http://www.ushmm.org/propaganda/exhibit.html#/gallery/results]

[]

9/24/15
 * [|Details]
 * [[file:simmonsa/Introduction Template.docx|Download]]
 * 13 KB


 * [|Details]
 * [[file:simmonsa/Facebook Intro Example.docx|Download]]
 * 12 KB

9/25/15
 * Write an introduction for the following prompt, using the New York Times article that we read yesterday as evidence: Should Facebook have a dislike button? Compose your introduction in a Word Doc or Google Doc, and we will post our introductions to www.socrative.com.
 * Read chapters 7-9 of Night over the weekend. Respond to the questions on the following document. These responses are to be submitted on www.turnitin.com by Monday at the beginning of class.
 * [|Details]
 * [[file:simmonsa/Night Chapter 7-9Reading Check.docx|Download]]
 * 13 KB


 * Formal Essay Format
 * [|Details]
 * [[file:simmonsa/Formal Essay Format.docx|Download]]
 * 14 KB

9/28/15
 * [|Details]
 * [[file:simmonsa/Night Essay Prompts.doc|Download]]
 * 26 KB

Introduction Example <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">According to Merriam-Webster’s dictionary, to dehumanize means, “to treat (someone) as though he or she is not a human being” or “to deprive of human qualities, personality, or spirit.” In Elie Wiesel’s __Night__, Elie details how Nazis dehumanized the Jews and other inmates during his one year spent under Nazi rule. Upon reading this poignant memoir, one finds that dehumanization forever changed Elie emotionally and spiritually.

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:simmonsa/Night Essay Pre-Writing.docx|Download]]
 * 27 KB

10/1/15 []

10/2/15
 * <span style="color: #0d5cab; font-family: Arial,sans-serif; font-size: 14pt;">Conclusion outline **
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Rephrase the **Thesis Statement**
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Fresh rephrasing of thesis statement
 * **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Bridge: **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;"> Summarizes the main points (Topic Sentences)
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Summarize or wrap up the main points in the body of the essay
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Explain how ideas fit together
 * **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Hook: **<span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;"> Closing sentence
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Final words
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Connects back to the introduction
 * <span style="color: #676767; font-family: Helvetica,sans-serif; font-size: 12pt;">Provide a sense of closure

= Essay Formatting = []

10/5/15 Revise your essay using the SAS Writing Reviser Essay must be submitted before midnight!!!
 * []
 * Login ID - ewhsstudent
 * NO PASSWORD NEEDED

10/6/15 "The Lottery" []

10/8/15 Aristotle's Poetics []


 * [|Details]
 * [[file:simmonsa/Aristotle's Poetics Study Guide Student.docx|Download]]
 * 13 KB

10/12/15 PSAT Practice Test w/Answers []

Oedipus What is Truth Letters
 * [|Details]
 * [[file:simmonsa/Oedipus What is Truth Letters.doc|Download]]
 * 23 KB

10/13/15 10/15/15  Oedipus Summary []
 * Alternate Activity!
 * Create a Twitter account for each character. Tweet about your feelings surrounding the events of Part 1 as you experienced them. Be sure to use textual events while you indicate your emotions. Each character must tweet a minimum of 300 characters; however, your Twitter Roast must include all major plot points.
 * Complete Vocabulary Lesson 7
 * Exercises 1-3 AND ALSO COMPLETE LESSON 6 (1-15)
 * DUE BEFORE YOU LEAVE
 * Complete DGP Week 9 (Mrs. Samples will give you a copy of this)
 * DUE BEFORE YOU LEAVE
 * Complete Oedipus What is Truth Tweets/Letters

Vocab Lesson 7 Review []

10/20/15 Poetry Out Loud meets what's going on in your world - POETRY PAIRING 10/22/15 Vocab Lesson 8 Terms []
 * Pick a poem from the anthology of www.poetryoutloud.org that connects with an article about a current event in the world. This article must come from a reputable news source (Charlotte Observer, Winston-Salem Journal, CNN, NY Times, etc). There must be many parts of the poem that connect with this aspect of, not simply one line or word. After analyzing the poem and its connection to your novel, write a 250 word response that details your current event and how it specifically connects with your poem. Additionally, prepare a short presentation in which you will connect your poem to your article. You will present your poetry pairing to a small group by reading your poem to your group and explaining why you paired this poem with your novel. Your peers will grade you using a peer rubric. Your response and poetry pairing presentations will be due on Thursday.
 * You will perform your poem on Monday, October 26th.

10/27/15 Outside of Class "Novella" Reading Assignment
 * Pick one of the following short novels/plays to read outside of class.
 * //Of Mice and Men//
 * //Ellen Foster//
 * //Animal Farm//
 * //The Picture Bride//
 * //The Old Man and the Sea//
 * //Antigone//
 * //Ethan Frome//
 * //Silas Marner//
 * Any Shakespeare play other than Julius Caesar, Romeo and Juliet, Hamlet
 * As you complete the reading you will be looking for the 6 Signposts in Fiction. You will document the location of the signpost, the signpost you noticed, and the significance of the signpost on a Notice and Note Reading Log. You will be required to find signposts throughout the book and to complete the reading log.
 * You are expected to complete the book and the project by November 13th.

Vocabulary Lesson 9 Quizlet []


 * ANNOTATION GUIDELINES **
 * Number each paragraph
 * Underline key ideas and statements
 * Circle confusing words/concepts
 * Highlight opposing arguments
 * 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.
 * If any paragraph or line contains clear ETHOS, PATHOS, or LOGOS, label it.

10/30/15


 * [|Details]
 * [[file:simmonsa/Pre-Reading Julius Caesar.doc|Download]]
 * 25 KB

11/2/15 __ Julius Caesar __ []

Americanize/Wilkescountyize/Valleygirlize/Ewgirlize/Redneckize one of the following key speeches or dialogues from Julius Caesar Act 1 Scene 2. Be sure to include all key ideas from the speech. The purpose of this is to better understand characters and key conflicts (due Wednesday at the beginning of class).
 * p. 3-4 Brutus/Cassius - Can You See Yourself? You're awesome!
 * p. 5-6 Cassius's Anti-Caesar Speech
 * p. 9 Caesar's Anti-Cassius Speech
 * p. 10 Casca explains Caesar's Refusal to Crown
 * p. 13 Cassius's Speech on Brutus

11/5/15 Vocabulary Lesson 10

[]

11/6/15 Here ya go, Skylar! []

11/9/15
 * [|Details]
 * [[file:simmonsa/Julius Caesar American Dramatization.docx|Download]]
 * 13 KB

11/12/15 Vocabulary Lesson 11 []

11/13/15 Read the following lyrics

"Lost +" Coldplay with Jay-Z > (Expletive), that's only half if they like you > That ain't even the half what they might do > Don't believe me? Ask Michael > See Martin, see Malcolm > See Biggie, see Pac, see success and its outcome > See Jesus, see Judas > See Caesar, see Brutus, see success is like suicide > Suicide, it's a suicide > If you succeed, prepare to be crucified > Media, meddles, (expletive) sue you, you settle > Every step you take, they remind you you ghetto > So it's tough being Bobby Brown > To be Bobby then, you have to be Bobby now > And the question is, is to have had and lost, > Better than not having at all?
 * <span style="font-family: proxnov-reg,arial,sans-serif; font-size: medium;">With the same sword they knight you, they gon' good night you with


 * <span style="font-family: proxnov-reg,arial,sans-serif;">Go to www.turnitin.com and log-in. After clicking on English 2/Honors, find the discussion tab and respond to the thread that I started. Follow all directions within the thread.

<span style="background-color: #ffffff; font-family: proxnov-reg,arial,sans-serif;">11/16/15

<span style="display: block; font-family: arial,helvetica,sans-serif;">
 * [|Details]
 * [[file:simmonsa/The Trials of Brutus and Cassius.doc|Download]]
 * 30 KB

11/17/15 John Wilkes Booth and Brutus? >>
 * The goal of this activity is to characterize John Wilkes Booth who compared himself to Brutus after assassinating President Lincoln. After reading the two documents below, you will use inferences to characterize Booth twice. Therefore, you will open a Google doc and state "John Wilkes Booth was __." Then you will provide either a paraphrase or quote from either text a detail that would prove your characterization (make sure this flows with the paragraph and is a complete sentence. Then you will characterize him with a different characteristic and once again support it with textual evidence. Make 1 inference from each document. After characterizing Booth for the last time, write a sentence in which you compare or contrast Booth to Brutus. Therefore, this should be a minimum of 6 sentences. Share with me at simmonsa@wcsmail.org.
 * []
 * []

11/19/15 []
 * Vocabulary Lesson 12 Quizlet Link

[] 11/24/15 11/30/15  []
 * Today, we will begin our argumentative essay. After reading the prompts on the following link, pick a prompt, consider PAC, and develop a bubble map pre-writing that clearly shows your thesis, topic sentences of each body paragraph, and concrete details for each.
 * The argumentative essay will be due on Monday, November 23rd.
 * Read Julius Caesar Act IV Scenes 1&2 before class begins on Friday, November 20th.
 * You may take hand written notes on what you read.
 * There will be a small reading check included with your vocabulary quiz tomorrow.
 * Read all of Act 5 of Julius Caesar
 * Complete Act 5 Study Guide. If you have misplaced your study guide, here it is!
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="caesar act 5_student.doc" link="file:simmonsa/caesar act 5_student.doc"]] [[file:simmonsa/caesar act 5_student.doc|caesar act 5_student.doc]]
 * [|Details]
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 * 25 KB
 * Complete DGP Week 17
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="DGP Week 17.docx" link="file:simmonsa/DGP Week 17.docx"]] [[file:simmonsa/DGP Week 17.docx|DGP Week 17.docx]]
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 * 13 KB

12/2/15 Vocabulary Lesson 13 []

12/7/15 "The Scarlet Ibis" []

"The Necklace" []

12/10/15 >>
 * Shakespeare Glossary
 * []

>> 12/11/15  Rags to Riches EOC Terms []
 * Shmoop Summary of Sonnet 130
 * []
 * Vocabulary Lesson 14 Quizlet Link
 * []

[]

12/3/15

<span style="font-family: Georgia,serif;">"Where I'm From" Poems
===<span style="font-family: Georgia,serif; font-size: 1.4em;">Read "Where I'm From" by George Ella Lyon === ===<span style="font-family: Georgia,serif; font-size: 1.4em;">Discuss in your groups the strong imagery and detail included in the poem === ===<span style="font-family: Georgia,serif; font-size: 1.4em;">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: Georgia,serif; font-size: 1.4em;">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). ===
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Where I'm From Poem Example.docx" link="file:simmonsa/Where I'm From Poem Example.docx"]]
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 * 11 KB