Friday, December 14, 2012

Poem Essay/ Test

Objective: Students will write an analytical essay on two poems from the poetry unit.
Monday – Wednesday
Monday: Students will write their essays
Tuesday: Students will continue to write their essays and peer edit.  (Teacher Check)
Wednesday: Essays are due
Thursday: Poetry test (Application of terms in an assigned poem)
First Paragraph
1.       A. Opening statement
B. Introduce both poems (titles and authors)
C. Discuss how they are similar through the cycles presented in both poems. (thesis)
D. Blueprint: points to be discussed in center paragraph

2.       Topic Sentence (About the similarities in the cycles of both poems)
A.      At least three SPECIFIC examples from each poem.
B.      Tell how they are similar
C.      Clincher sent with transition to conclusion

3.       Conclusion: Summary ending

“And the regiments in hollow square” (Kipling 602).
Quote the line
Place () that includes the author’s name and page number
**quotes under four lines….the period goes AFTER the ().
***All paragraphs must be at least seven sentences. 
You MUST use ONE poem by Amy Lowell

CC.1.3.11-12.G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Monday, December 10, 2012

Poetry

Goal: Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions

Monday, 12/10-
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
Students will read the poem and practice making predictions
In groups, students will pull out their analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
2. Students will read and discuss the poem.
3. Assessment: Questions on page 267 of text
Tuesday, 12/11- Wednesday, 12/12
I.
1.       Students will be introduced to Rudyard Kipling p 846 and Dramatic Poetry
2.       Students will discuss inferences.
3.       Students will read the poem, Danny Deever p. 850
4.       Students will discuss the poem and its poetic elements
5.       Students will answer questions on pg. 851
II.
1.       Students will be introduced to the sonnet
2.       Students will discuss the structure, rhythm and format of the poem
3.       Students will be introduced to William Shakespeare p. 864

View: 60 second videos on Shakespeare and the Shakespearean sonnet
4.       Students will read and analyze “Shall I Compare Thee to a Summer’s Day.”
5.       Students will discuss the poem and answer questions on page 869

Thursday, December 6, 2012

A Christmas Memory -Truman Capote


Imagine a morning in late November. A coming of winter morning more than twenty years ago. Consider the kitchen of a spreading old house in a country town. A great black stove is its main feature; but there is also a big round table and a fireplace with two rocking chairs placed in front of it. Just today the fireplace commenced its seasonal roar.
A woman with shorn white hair is standing at the kitchen window. She is wearing tennis shoes and a shapeless gray sweater over a summery calico dress. She is small and sprightly, like a bantam hen; but, due to a long youthful illness, her shoulders are pitifully hunched. Her face is remarkable—not unlike Lincoln's, craggy like that, and tinted by sun and wind; but it is delicate too, finely boned, and her eyes are sherry-colored and timid. "Oh my," she exclaims, her breath smoking the windowpane, "it's fruitcake weather!"
The person to whom she is speaking is myself. I am seven; she is sixty-something, We are cousins, very distant ones, and we have lived together—well, as long as I can remember. Other people inhabit the house, relatives; and though they have power over us, and frequently make us cry, we are not, on the whole, too much aware of them. We are each other's best friend. She calls me Buddy, in memory of a boy who was formerly her best friend. The other Buddy died in the 1880's, when she was still a child. She is still a child.

"I knew it before I got out of bed," she says, turning away from the window with a purposeful excitement in her eyes. "The courthouse bell sounded so cold and clear. And there were no birds singing; they've gone to warmer country, yes indeed. Oh, Buddy, stop stuffing biscuit and fetch our buggy. Help me find my hat. We've thirty cakes to bake."
It's always the same: a morning arrives in November, and my friend, as though officially inaugurating the Christmas time of year that exhilarates her imagination and fuels the blaze of her heart, announces: "It's fruitcake weather! Fetch our buggy. Help me find my hat."
The hat is found, a straw cartwheel corsaged with velvet roses out-of-doors has faded: it once belonged to a more fashionable relative. Together, we guide our buggy, a dilapidated baby carriage, out to the garden and into a grove of pecan trees. The buggy is mine; that is, it was bought for me when I was born. It is made of wicker, rather unraveled, and the wheels wobble like a drunkard's legs. But it is a faithful object; springtimes, we take it to the woods and fill it with flowers, herbs, wild fern for our porch pots; in the summer, we pile it with picnic paraphernalia and sugar-cane fishing poles and roll it down to the edge of a creek; it has its winter uses, too: as a truck for hauling firewood from the yard to the kitchen, as a warm bed for Queenie, our tough little orange and white rat terrier who has survived distemper and two rattlesnake bites. Queenie is trotting beside it now.
Three hours later we are back in the kitchen hulling a heaping buggyload of windfall pecans. Our backs hurt from gathering them: how hard they were to find (the main crop having been shaken off the trees and sold by the orchard's owners, who are not us) among the concealing leaves, the frosted, deceiving grass. Caarackle! A cheery crunch, scraps of miniature thunder sound as the shells collapse and the golden mound of sweet oily ivory meat mounts in the milk-glass bowl. Queenie begs to taste, and now and again my friend sneaks her a mite, though insisting we deprive ourselves. "We mustn't, Buddy. If we start, we won't stop. And there's scarcely enough as there is. For thirty cakes." The kitchen is growing dark. Dusk turns the window into a mirror: our reflections mingle with the rising moon as we work by the fireside in the firelight. At last, when the moon is quite high, we toss the final hull into the fire and, with joined sighs, watch it catch flame. The buggy is empty, the bowl is brimful.
We eat our supper (cold biscuits, bacon, blackberry jam) and discuss tomorrow. Tomorrow the kind of work I like best begins: buying. Cherries and citron, ginger and vanilla and canned Hawaiian pine-apple, rinds and raisins and walnuts and whiskey and oh, so much flour, butter, so many eggs, spices, flavorings: why, we'll need a pony to pull the buggy home.
But before these Purchases can be made, there is the question of money. Neither of us has any. Except for skin-flint sums persons in the house occasionally provide (a dime is considered very big money); or what we earn ourselves from various activities: holding rummage sales, selling buckets of hand-picked blackberries, jars of home-made jam and apple jelly and peach preserves, rounding up flowers for funerals and weddings. Once we won seventy-ninth prize, five dollars, in a national football contest. Not that we know a fool thing about football. It's just that we enter any contest we hear about: at the moment our hopes are centered on the fifty-thousand-dollar Grand Prize being offered to name a new brand of coffee (we suggested "A.M."; and, after some hesitation, for my friend thought it perhaps sacrilegious, the slogan "A.M.! Amen!"). To tell the truth, our only really profitable enterprise was the Fun and Freak Museum we conducted in a back-yard woodshed two summers ago. The Fun was a stereopticon with slide views of Washington and New York lent us by a relative who had been to those places (she was furious when she discovered why we'd borrowed it); the Freak was a three-legged biddy chicken hatched by one of our own hens. Every body hereabouts wanted to see that biddy: we charged grown ups a nickel, kids two cents. And took in a good twenty dollars before the museum shut down due to the decease of the main attraction.
But one way and another we do each year accumulate Christmas savings, a Fruitcake Fund. These moneys we keep hidden in an ancient bead purse under a loose board under the floor under a chamber pot under my friend's bed. The purse is seldom removed from this safe location except to make a deposit or, as happens every Saturday, a withdrawal; for on Saturdays I am allowed ten cents to go to the picture show. My friend has never been to a picture show, nor does she intend to: "I'd rather hear you tell the story, Buddy. That way I can imagine it more. Besides, a person my age shouldn't squander their eyes. When the Lord comes, let me see him clear." In addition to never having seen a movie, she has never: eaten in a restaurant, traveled more than five miles from home, received or sent a telegram, read anything except funny papers and the Bible, worn cosmetics, cursed, wished someone harm, told a lie on purpose, let a hungry dog go hungry. Here are a few things she has done, does do: killed with a hoe the biggest rattlesnake ever seen in this county (sixteen rattles), dip snuff (secretly), tame hummingbirds (just try it) till they balance on her finger, tell ghost stories (we both believe in ghosts) so tingling they chill you in July, talk to herself, take walks in the rain, grow the prettiest japonicas in town, know the recipe for every sort of oldtime Indian cure, including a magical wart remover.
Now, with supper finished, we retire to the room in a faraway part of the house where my friend sleeps in a scrap-quilt-covered iron bed painted rose pink, her favorite color. Silently, wallowing in the pleasures of conspiracy, we take the bead purse from its secret place and spill its contents on the scrap quilt. Dollar bills, tightly rolled and green as May buds. Somber fifty-cent pieces, heavy enough to weight a dead man's eyes. Lovely dimes, the liveliest coin, the one that really jingles. Nickels and quarters, worn smooth as creek pebbles. But mostly a hateful heap of bitter-odored pennies. Last summer others in the house contracted to pay us a penny for every twenty-five flies we killed. Oh, the carnage of August: the flies that flew to heaven! Yet it was not work in which we took pride. And, as we sit counting pennies, it is as though we were back tabulating dead flies. Neither of us has a head for figures; we count slowly, lose track, start again. According to her calculations, we have $12.73. According to mine, exactly $13. "I do hope you're wrong, Buddy. We can't mess around with thirteen. The cakes will fall. Or put somebody in the cemetery. Why, I wouldn't dream of getting out of bed on the thirteenth." This is true: she always spends thirteenths in bed. So, to be on the safe side, we subtract a penny and toss it out the window.
Of the ingredients that go into our fruitcakes, whiskey is the most expensive, as well as the hardest to obtain: State laws forbid its sale. But everybody knows you can buy a bottle from Mr. Haha Jones. And the next day, having completed our more prosaic shopping, we set out for Mr. Haha's business address, a "sinful" (to quote public opinion) fish-fry and dancing cafe down by the river. We've been there before, and on the same errand; but in previous years our dealings have been with Haha's wife, an iodine-dark Indian woman with brassy peroxided hair and a dead-tired disposition. Actually, we've never laid eyes on her husband, though we've heard that he's an Indian too. A giant with razor scars across his cheeks. They call him Haha because he's so gloomy, a man who never laughs. As we approach his cafe (a large log cabin festooned inside and out with chains of garish-gay naked light bulbs and standing by the river's muddy edge under the shade of river trees where moss drifts through the branches like gray mist) our steps slow down. Even Queenie stops prancing and sticks close by. People have been murdered in Haha's cafe. Cut to pieces. Hit on the head. There's a case coming up in court next month. Naturally these goings-on happen at night when the colored lights cast crazy patterns and the Victrolah wails. In the daytime Haha's is shabby and deserted. I knock at the door, Queenie barks, my friend calls: "Mrs. Haha, ma'am? Anyone to home?"
Footsteps. The door opens. Our hearts overturn. It's Mr. Haha Jones himself! And he is a giant; he does have scars; he doesn't smile. No, he glowers at us through Satan-tilted eyes and demands to know: "What you want with Haha?"
For a moment we are too paralyzed to tell. Presently my friend half-finds her voice, a whispery voice at best: "If you please, Mr. Haha, we'd like a quart of your finest whiskey."
His eyes tilt more. Would you believe it? Haha is smiling! Laughing, too. "Which one of you is a drinkin' man?"
"It's for making fruitcakes, Mr. Haha. Cooking. "
This sobers him. He frowns. "That's no way to waste good whiskey." Nevertheless, he retreats into the shadowed cafe and seconds later appears carrying a bottle of daisy-yellow unlabeled liquor. He demonstrates its sparkle in the sunlight and says: "Two dollars."
We pay him with nickels and dimes and pennies. Suddenly, as he jangles the coins in his hand like a fistful of dice, his face softens. "Tell you what," he proposes, pouring the money back into our bead purse, "just send me one of them fruitcakes instead."
"Well," my friend remarks on our way home, "there's a lovely man. We'll put an extra cup of raisins in his cake."
The black stove, stoked with coal and firewood, glows like a lighted pumpkin. Eggbeaters whirl, spoons spin round in bowls of butter and sugar, vanilla sweetens the air, ginger spices it; melting, nose-tingling odors saturate the kitchen, suffuse the house, drift out to the world on puffs of chimney smoke. In four days our work is done. Thirty-one cakes, dampened with whiskey, bask on windowsills and shelves.
Who are they for?
Friends. Not necessarily neighbor friends: indeed, the larger share is intended for persons we've met maybe once, perhaps not at all. People who've struck our fancy. Like President Roosevelt. Like the Reverend and Mrs. J. C. Lucey, Baptist missionaries to Borneo who lectured here last winter. Or the little knife grinder who comes through town twice a year. Or Abner Packer, the driver of the six o'clock bus from Mobile, who exchanges waves with us every day as he passes in a dust-cloud whoosh. Or the young Wistons, a California couple whose car one afternoon broke down outside the house and who spent a pleasant hour chatting with us on the porch (young Mr. Wiston snapped our picture, the only one we've ever had taken). Is it because my friend is shy with everyone except strangers that these strangers, and merest acquaintances, seem to us our truest friends? I think yes. Also, the scrapbooks we keep of thank-you's on White House stationery, time-to-time communications from California and Borneo, the knife grinder's penny post cards, make us feel connected to eventful worlds beyond the kitchen with its view of a sky that stops.
Now a nude December fig branch grates against the window. The kitchen is empty, the cakes are gone; yesterday we carted the last of them to the post office, where the cost of stamps turned our purse inside out. We're broke. That rather depresses me, but my friend insists on celebrating—with two inches of whiskey left in Haha's bottle. Queenie has a spoonful in a bowl of coffee (she likes her coffee chicory-flavored and strong). The rest we divide between a pair of jelly glasses. We're both quite awed at the prospect of drinking straight whiskey; the taste of it brings screwedup expressions and sour shudders. But by and by we begin to sing, the two of us singing different songs simultaneously. I don't know the words to mine, just: Come on along, come on along, to the dark-town strutters' ball. But I can dance: that's what I mean to be, a tap dancer in the movies. My dancing shadow rollicks on the walls; our voices rock the chinaware; we giggle: as if unseen hands were tickling us. Queenie rolls on her back, her paws plow the air, something like a grin stretches her black lips. Inside myself, I feel warm and sparky as those crumbling logs, carefree as the wind in the chimney. My friend waltzes round the stove, the hem of her poor calico skirt pinched between her fingers as though it were a party dress: Show me the way to go home, she sings, her tennis shoes squeaking on the floor. Show me the way to go home.
Enter: two relatives. Very angry. Potent with eyes that scold, tongues that scald. Listen to what they have to say, the words tumbling together into a wrathful tune: "A child of seven! whiskey on his breath! are you out of your mind? feeding a child of seven! must be loony! road to ruination! remember Cousin Kate? Uncle Charlie? Uncle Charlie's brother-inlaw? shame! scandal! humiliation! kneel, pray, beg the Lord!"
Queenie sneaks under the stove. My friend gazes at her shoes, her chin quivers, she lifts her skirt and blows her nose and runs to her room. Long after the town has gone to sleep and the house is silent except for the chimings of clocks and the sputter of fading fires, she is weeping into a pillow already as wet as a widow's handkerchief.
"Don't cry," I say, sitting at the bottom of her bed and shivering despite my flannel nightgown that smells of last winter's cough syrup, "Don't cry," I beg, teasing her toes, tickling her feet, "you're too old for that."
"It's because," she hiccups, "I am too old. Old and funny."
"Not funny. Fun. More fun than anybody. Listen. If you don't stop crying you'll be so tired tomorrow we can't go cut a tree."
She straightens up. Queenie jumps on the bed (where Queenie is not allowed) to lick her cheeks. "I know where we'll find real pretty trees, Buddy. And holly, too. With berries big as your eyes. It's way off in the woods. Farther than we've ever been. Papa used to bring us Christmas trees from there: carry them on his shoulder. That's fifty years ago. Well, now: I can't wait for morning."
Morning. Frozen rime lusters the grass; the sun, round as an orange and orange as hot-weather moons, balances on the horizon, burnishes the silvered winter woods. A wild turkey calls. A renegade hog grunts in the undergrowth. Soon, by the edge of knee-deep, rapid-running water, we have to abandon the buggy. Queenie wades the stream first, paddles across barking complaints at the swiftness of the current, the pneumonia-making coldness of it. We follow, holding our shoes and equipment (a hatchet, a burlap sack) above our heads. A mile more: of chastising thorns, burrs and briers that catch at our clothes; of rusty pine needles brilliant with gaudy fungus and molted feathers. Here, there, a flash, a flutter, an ecstasy of shrillings remind us that not all the birds have flown south. Always, the path unwinds through lemony sun pools and pitchblack vine tunnels. Another creek to cross: a disturbed armada of speckled trout froths the water round us, and frogs the size of plates practice belly flops; beaver workmen are building a dam. On the farther shore, Queenie shakes herself and trembles. My friend shivers, too: not with cold but enthusiasm. One of her hat's ragged roses sheds a petal as she lifts her head and inhales the pine-heavy air. "We're almost there; can you smell it, Buddy'" she says, as though we were approaching an ocean.
And, indeed, it is a kind of ocean. Scented acres of holiday trees, prickly-leafed holly. Red berries shiny as Chinese bells: black crows swoop upon them screaming. Having stuffed our burlap sacks with enough greenery and crimson to garland a dozen windows, we set about choosing a tree. "It should be," muses my friend, "twice as tall as a boy. So a boy can't steal the star." The one we pick is twice as tall as me. A brave handsome brute that survives thirty hatchet strokes before it keels with a creaking rending cry. Lugging it like a kill, we commence the long trek out. Every few yards we abandon the struggle, sit down and pant. But we have the strength of triumphant huntsmen; that and the tree's virile, icy perfume revive us, goad us on. Many compliments accompany our sunset return along the red clay road to town; but my friend is sly and noncommittal when passers-by praise the treasure perched in our buggy: what a fine tree, and where did it come from? "Yonderways," she murmurs vaguely. Once a car stops, and the rich mill owner's lazy wife leans out and whines: "Giveya two-bits" cash for that ol tree." Ordinarily my friend is afraid of saying no; but on this occasion she promptly shakes her head: "We wouldn't take a dollar." The mill owner's wife persists. "A dollar, my foot! Fifty cents. That's my last offer. Goodness, woman, you can get another one." In answer, my friend gently reflects: "I doubt it. There's never two of anything."
Home: Queenie slumps by the fire and sleeps till tomorrow, snoring loud as a human.
A trunk in the attic contains: a shoebox of ermine tails (off the opera cape of a curious lady who once rented a room in the house), coils of frazzled tinsel gone gold with age, one silver star, a brief rope of dilapidated, undoubtedly dangerous candylike light bulbs. Excellent decorations, as far as they go, which isn't far enough: my friend wants our tree to blaze "like a Baptist window," droop with weighty snows of ornament. But we can't afford the made-in-Japan splendors at the five-and-dime. So we do what we've always done: sit for days at the kitchen table with scissors and crayons and stacks of colored paper. I make sketches and my friend cuts them out: lots of cats, fish too (because they're easy to draw), some apples, some watermelons, a few winged angels devised from saved-up sheets of Hershey bar tin foil. We use safety pins to attach these creations to the tree; as a final touch, we sprinkle the branches with shredded cotton (picked in August for this purpose). My friend, surveying the effect, clasps her hands together. "Now honest, Buddy. Doesn't it look good enough to eat!" Queenie tries to eat an angel.
After weaving and ribboning holly wreaths for all the front windows, our next project is the fashioning of family gifts. Tie-dye scarves for the ladies, for the men a homebrewed lemon and licorice and aspirin syrup to be taken "at the first Symptoms of a Cold and after Hunting." But when it comes time for making each other's gift, my friend and I separate to work secretly. I would like to buy her a pearl-handled knife, a radio, a whole pound of chocolate-covered cherries (we tasted some once, and she always swears: "1 could live on them, Buddy, Lord yes I could—and that's not taking his name in vain"). Instead, I am building her a kite. She would like to give me a bicycle (she's said so on several million occasions: "If only I could, Buddy. It's bad enough in life to do without something you want; but confound it, what gets my goat is not being able to give somebody something you want them to have. Only one of these days I will, Buddy. Locate you a bike. Don't ask how. Steal it, maybe"). Instead, I'm fairly certain that she is building me a kite—the same as last year and the year before: the year before that we exchanged slingshots. All of which is fine by me. For we are champion kite fliers who study the wind like sailors; my friend, more accomplished than I, can get a kite aloft when there isn't enough breeze to carry clouds.
Christmas Eve afternoon we scrape together a nickel and go to the butcher's to buy Queenie's traditional gift, a good gnawable beef bone. The bone, wrapped in funny paper, is placed high in the tree near the silver star. Queenie knows it's there. She squats at the foot of the tree staring up in a trance of greed: when bedtime arrives she refuses to budge. Her excitement is equaled by my own. I kick the covers and turn my pillow as though it were a scorching summer's night. Somewhere a rooster crows: falsely, for the sun is still on the other side of the world.
"Buddy, are you awake!" It is my friend, calling from her room, which is next to mine; and an instant later she is sitting on my bed holding a candle. "Well, I can't sleep a hoot," she declares. "My mind's jumping like a jack rabbit. Buddy, do you think Mrs. Roosevelt will serve our cake at dinner?" We huddle in the bed, and she squeezes my hand I-love-you. "Seems like your hand used to be so much smaller. I guess I hate to see you grow up. When you're grown up, will we still be friends?" I say always. "But I feel so bad, Buddy. I wanted so bad to give you a bike. I tried to sell my cameo Papa gave me. Buddy"—she hesitates, as though embarrassed—"I made you another kite." Then I confess that I made her one, too; and we laugh. The candle burns too short to hold. Out it goes, exposing the starlight, the stars spinning at the window like a visible caroling that slowly, slowly daybreak silences. Possibly we doze; but the beginnings of dawn splash us like cold water: we're up, wide-eyed and wandering while we wait for others to waken. Quite deliberately my friend drops a kettle on the kitchen floor. I tap-dance in front of closed doors. One by one the household emerges, looking as though they'd like to kill us both; but it's Christmas, so they can't. First, a gorgeous breakfast: just everything you can imagine—from flapjacks and fried squirrel to hominy grits and honey-in-the-comb. Which puts everyone in a good humor except my friend and me. Frankly, we're so impatient to get at the presents we can't eat a mouthful.
Well, I'm disappointed. Who wouldn't be? With socks, a Sunday school shirt, some handkerchiefs, a hand-me-down sweater, and a year's subscription to a religious magazine for children. The Little Shepherd. It makes me boil. It really does.
My friend has a better haul. A sack of Satsumas, that's her best present. She is proudest, however, of a white wool shawl knitted by her married sister. But she says her favorite gift is the kite I built her. And it is very beautiful; though not as beautiful as the one she made me, which is blue and scattered with gold and green Good Conduct stars; moreover, my name is painted on it, "Buddy."
"Buddy, the wind is blowing."
The wind is blowing, and nothing will do till we've run to a Pasture below the house where Queenie has scooted to bury her bone (and where, a winter hence, Queenie will be buried, too). There, plunging through the healthy waist-high grass, we unreel our kites, feel them twitching at the string like sky fish as they swim into the wind. Satisfied, sun-warmed, we sprawl in the grass and peel Satsumas and watch our kites cavort. Soon I forget the socks and hand-me-down sweater. I'm as happy as if we'd already won the fifty-thousand-dollar Grand Prize in that coffee-naming contest.
"My, how foolish I am!" my friend cries, suddenly alert, like a woman remembering too late she has biscuits in the oven. "You know what I've always thought?" she asks in a tone of discovery and not smiling at me but a point beyond. "I've always thought a body would have to be sick and dying before they saw the Lord. And I imagined that when he came it would be like looking at the Baptist window: pretty as colored glass with the sun pouring through, such a shine you don't know it's getting dark. And it's been a comfort: to think of that shine taking away all the spooky feeling. But I'11 wager it never happens. I'11 wager at the very end a body realizes the Lord has already shown Himself. That things as they are"—her hand circles in a gesture that gathers clouds and kites and grass and Queenie pawing earth over her bone—"just what they've always seen, was seeing Him. As for me, I could leave the world with today in my eyes."
This is our last Christmas together.
Life separates us. Those who Know Best decide that I belong in a military school. And so follows a miserable succession of bugle-blowing prisons, grim reveille-ridden summer camps. I have a new home too. But it doesn't count. Home is where my friend is, and there I never go.
And there she remains, puttering around the kitchen. Alone with Queenie. Then alone. ("Buddy dear," she writes in her wild hard-to-read script, "yesterday Jim Macy's horse kicked Queenie bad. Be thankful she didn't feel much. I wrapped her in a Fine Linen sheet and rode her in the buggy down to Simpson's pasture where she can be with all her Bones...."). For a few Novembers she continues to bake her fruitcakes single-handed; not as many, but some: and, of course, she always sends me "the best of the batch." Also, in every letter she encloses a dime wadded in toilet paper: "See a picture show and write me the story." But gradually in her letters she tends to confuse me with her other friend, the Buddy who died in the 1880's; more and more, thirteenths are not the only days she stays in bed: a morning arrives in November, a leafless birdless coming of winter morning, when she cannot rouse herself to exclaim: "Oh my, it's fruitcake weather! "
And when that happens, I know it. A message saying so merely confirms a piece of news some secret vein had already received, severing from me an irreplaceable part of myself, letting it loose like a kite on a broken string. That is why, walking across a school campus on this particular December morning, I keep searching the sky. As if I expected to see, rather like hearts, a lost pair of kites hurrying toward heaven.

Sunday, December 2, 2012

Intro to Poetry/ Robert Frost

(Lesson plans will change due to Keystone testing this week)
Monday:
1. Students will be introduced to Robert Frost: Introduction in text.  (PG. 182-3; Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems.  Pg 187
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Teacher and students will discuss the exam

Monday, November 26, 2012

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagry)

Bell Ringers:
Identify the following terms by using context clues:
Tuesday:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

 Friday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday and Wednesday:
1. Students will be introduced to poetry terms
 A. Students will copy terms
 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings

2. Students will review vocabulary unit 7
 (Packet and sentences are due)

Thursday:
2. Students will be introduced to Robert Frost: Introduction in text.  (PG.
Students will read two poems by frost
"After the Apple Picking" and "Mowing" pg.

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Teacher and students will discuss the exam


Monday, November 19, 2012

Sybmolism Project


Monday and Tuesday:
Students will discuss and identify elements of symbolism
Students will review the story :"Masque of the Red Death"

Rubric
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2260575&
Students will work on a symbolism project for the story
1. In groups students will make a blueprint of the castle (as it is described in the story)
2. Students will color each room and label and explain
3. Students will add extra symbolic elements: (include them in your drawing.  Label and explain)
A. The story itself
B. Prince Prospero
C. The Clock
D. The Band
E. The revelers
F. The Masqued figure
4. Once the blueprint is finished, students will indicate the meaning(s) of each symbol.  (Including each room)
Ex. In the blue room, list any possible symbols
Blue is calming. It can be strong and steadfast or light and friendly. Almost everyone likes some shade of the color blue
5. Please make a rough copy
6. Your final copy will be graded for completeness and neatness

Due: Tuesday at the end of the period

R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Monday, November 12, 2012

Masque of the Red Death

Bell Ringer:
Monday, 11/12-
1. After the sudden CESSATION of the car alarm, the silence seemed deep.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Tuesday, 11/13
2. In the contract, he STIPULATES a May deadline.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Wednesday, 11/14
3. It is not PURDENT to go out in the cold without a jacket.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Thursday, 11/15
4. Using a filter, he PURIFIED the water
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however

Friday, 11/16
5. He expressed regret: NEVERTHELESS, the judge ruled harshly.
A.  exercising cautious judgement  B. Includes specific parts of an agreement   C. halt; stopping     D. rid of impurities or pollution     E. In spite of; however


Monday:
Goal: Students will learn to analyze the story "Masque of the Red Death"
Students will discuss and identify elements of symbolism
Students will review the story :"Masque of the Red Death"

In pairs, students will work on the Analysis worksheet for the story; and the Plot Structure worksheet

Tuesday:
Students will complete Vocab review lesson 1-6
Students will play a review game

Wednesday and Thursday:
Students will work on a symbolism project for the story
1. In groups students will make a blueprint of the castle (as it is described in the story)
2. Studetns will color each room
3. Students will add extra symbolic elements:
Prince Prospero
The Clock
The Band
The revelers
The Masqued figure
4. Once the blueprint is finished, students will indicate the meaning(s) of each symbol.  (Including each room)

5. Please make a rough copy
6. Your final copy will be graded for completeness and neatness

Friday:
Vocab Review Test

R11.B.1: Understand components within and between texts.

Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Sunday, November 4, 2012

"Masque of the Red Death"

To make up for the hurricane days, there will be No Bell Ringers this week.

Students will be introduced to the story, "Masque of the Red Death"

Monday:
Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)

2. Students will discuss the Red Death: Text pg. 339
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?

-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html

3.Students will learn about Symbolism-
Students will read page 338 in their text
- Symbols around us; In pairs, students should make a list of symbols encountered in everyday life...for example:  A green light tells you that it is your turn to go;  A red light tells you that it is your turn to stop;  A bell may signal the beginning of the school day 
Now it is your turn: List as many symbols as you can and indicate their meaning
 
Tuesday:
Students will go over Vocab Unit 6
 
Wednesday and Thursday- Students will read and take notes on "Masque of the Red Death" page 340
 
Friday: Students will Complete the follow up questions on page 348
All answers will be written in the notebook and discussed
 
Students will complete the Plot Structure Worksheet
 
R11.B.1: Understand components within and between texts.



Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Sunday, October 21, 2012

There will come soft rains

Bell Ringers: Select the correct answer and circle the context clues.
1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping    B. Poverty  C.Route; travel plan   D. Blocked; obstructed E. Plots; schemes

2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

3As part of our ITINERARY, we will be in Cleveland on Saturday.

A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

5  Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure

Goal: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.

Monday, 10/22 and Tuesday, 10/23- Students will review the short story "There Will Come Soft Rains"
Students will review their notes and discuss the context
Students will discuss the possibility of the story being realistic to our current society

Students will complete two worksheets: A. Plot Structure    B. Quiz/ worksheet

Wednesday, 10/24 Review Vocabulary unit 5

All original sentences and lesson will be due

Thursday, 10/25 Review for Quarterly Exam 1
1. log on to www.turnitin.com
2. Select 20 questions
3. begin the exam
4. Good luck

Friday, 10/26- Vocab Test

Monday, 10/29- Quarterly Exam 1



R11.B.1: Understand components within and between texts.





Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Monday, October 15, 2012

Keystone Review

10/15-10-19
Bell Ringers: Select the correct answer and circle the context clues.
1. His odd behavior PERPLEXES them
A. Spread or flow   B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

2. Our reasonable request was treated as and ABSURDITY.  They treated us as if we were asking for a million dollars.

A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

3.It didn't take long for the odor to permeate the entire apartment.

A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical

4. The troubled expression on her face revealed the ANGUISH she felt inside..
A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical


5. His ALOOFNESS made him appear to be unfriendly.

A. Spread or flow B. Confuses or puzzles C. Great pain or suffering D.Quality of being distant or Removed E. Something ridiculous or nonsensical


Goal: Students will be able to understand how to assess a prompt


Monday, 10/15:
Review Keystone Essay/ Responses
Evaluate grading format and expectations
Use the Keystone link on upper right

Tuesday, 10/16
Vocabulary Unit 4 Review
-Students must complete Unit 4 and turn in their original sentences

Wednesday, 10/17
Complete the Study Island Keystone Pre-Test
If time we will begin Vocabulary Strategies

www.studyisland.com

Thursday, 10/18
Students will be introduced to Ray Bradbury
Students will discuss "The Future"
Students will begin reading the short story, "There will come soft rains" pg  259

R11.B.1: Understand components within and between texts.


Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Sunday, October 7, 2012

Prompts

10/8-10/12
Bell Ringers:  Select the correct answer and circle the context clues.
1. James is a STAUNCH supporter of his family
A. Impossible to recover   B. Producing wealth  C. Steadfast; loyal D. a stock of works  E. first public appearance

2. After loosing $10,000 last year, he closed the business when it was no longer LUCRATIVE..
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

3. Terrified of this new experience, the singer was nervous before her DEBUT..
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

4. The singer's REPERTOIRE was limited to show tunes.
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

5. After the computer crashed, the files were IRRETRIEVABLE.
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance


Goal: Students will be able to understand how to answer a prompt/ essay question

Prompt:
Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover. How does this saying apply to one of the five main characters in "Hearts and Hands" and "The Open Window"?Be specific and use examples.


Monday:  Students will review Essay structure.  Students from the writing center will be here to peer edit and assist in the writing process

 Vocab unit 3 is due...REM. TO HIGHLIGHT YOUR CONTEST CLUES
Tuesday:1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will review steps to writing an essay question
-Students will discuss simple peer editing marks

Wednesday-Students will peer edit their essays along with the help from the students in the writing center.

1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/



Thursday-  Students will finish their essays and submit their work to www.turnitin.com
Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.



Links:
5 Paragraph essay format LINK
5 Paragraph Outline LINK

Friday:  Students will take vocab test 3
Students will work on vocab unit 4

Monday, 10/15:
Review Keystone Essay/ Responses
Evaluate grading format and expectations
Use the Keystone link on upper right

R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Friday, September 21, 2012

Essay structure

10/1 - 10/10/7
Bell Ringers:  Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent


Goal: Students will be able to understand how to answer a prompt/ essay question

Monday:  Students will review Essay structure.  (The worksheets we outlined before fair)
Students will Explore the Purdue owl link.

1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to one of the five main characters in "Hearts and Hands" and "The Open Window"?Be specific and use examples.

Tuesday:1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will review steps to writing an essay question
4. Students will complete their essays and have them proofed by 5 people on www.turnitin.com


Wednesday-  Students will finish their essays and submit their work to www.turnitin.com
Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.

Thursday:
Review Keystone Essay/ Responses
Evaluate grading format and expectations
Use the Keystone link on upper right

Links:
5 Paragraph essay format LINK
5 Paragraph Outline LINK

Friday:  Students will take vocab test 2
Students will work on vocab unit 3


R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Thursday, September 20, 2012

Vocab Unit 1

Bell Ringers:

9/17
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages
9/18
2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/19
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/21
5. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!

A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages



Friday-
1. Vocab Test
2. GRADED CHECK: Students will turn in their 3-ring binders containing their plot structure worksheets and vocab.
3. Students will review and begin Unit 2 - Vocab  (This is due next Wednesday)



*There will be a vocab test every Friday.  It will include the bell ringer terms as well as the terms in the lesson.

Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards:
R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Tuesday, September 18, 2012

Writing an essay question

9/19
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The leaves of TREMULOUS palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


Wednesday/ Thursday- 

Goal: Students will be able to understand how to answer a prompt/ essay question


1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will review steps to writing an essay question

Wednesday- Assessment
1. Students will review essay structure and methods to answer an essay question.

Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?Be specific and use examples.

Thursday -  Students will finish their essays and submit their work to www.turnitin.com

Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.


5 Paragraph essay format LINK
5 Paragraph Outline LINK
R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Vocab Review

Bell Ringers:
9/17
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages
9/18
2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/19
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/21
5. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!

A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


Tuesday 

Goal: Students will be able to understand and identify homonyms

1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will finish the short story from Monday


1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.



Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards:
R11.B.1: Understand components within and between texts.
Understand fiction appropriate to grade level.
R11.A.2: Understand nonfiction appropriate to grade level.
-Analyze inferences and draw conclusions based on text
-Analyze the effectiveness of figurative language