Week at a glance Dec 13 - 17, 2010

Finals Week

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

This week will be a week to wrap up Huck Finn, discuss what we have/should have learned, and take an exam. The 1st Semester Final will cover only concepts and skills we've studied while reading Huck Finn. Students who are attentive during the review days will find everything they need to succeed on the Semester Final.

• Mon: Huck Finn - Ch 40 - the end -- quiz, study guide due by the end of the hour.
  
• Tues: Semester Final notes review. Pass back papers.
  
• Wed: Semester Final Jeopardy-style review.
  
• Thurs: 1st Semester Final. Preview the 2nd Semester.
  
• Fri: class does not meet
  

Week at a glance Dec 6 - 10, 2010

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

This week we'll wrap up our final reading assignments and discussion over Mark Twain's The Adventures of Huckleberry Finn. Huck has resolved his internal conflict by deciding to against his own society and running off to "steal Jim out of slavery." He's also just been reunited with Tom Sawyer. Tom, of course, will have a very elaborate and overly complicated plan to free Jim. It's a plan so exciting they'll all be lucky if it doesn't kill them.

• Mon: Huck Finn - Ch 28-31. Quiz; discussion; study guide due by the end of the hour.
  
• Tues: Huck Finn - read and discuss chapters 32-34, pgs 218 -238.
• Wed: Huck Finn - Ch 32-34. Quiz; discussion; study guide due by the end of the hour.
• Thurs: Huck Finn - read and discuss chapters 35-39, pgs 238-270. Turn in red Lit books.
  
• Fri: Huck Finn - Ch 35 - 39. Quiz; discussion; study guide due by the end of the hour.

For Monday: Finish the novel.

Week at a glance Nov 29 - Dec 3, 2010

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

This week, we'll start with a review of the first half of Huck Finn just to bring everyone up to the same page. We'll then continue our readings in the novel. Many students are going on the Social Studies field trip to the WWI Museum. Students have been informed that, regardless of whether they are going, all students need to be up to page 195 by Thursday.

• Mon: Huck Finn - review guide for Chapters 1 - 18. For Tuesday - read Ch 19 - 23, pgs 117 - 156.
• Tues: Huck Finn - quiz over Ch 19 - 23; complete 19 - 23 study guide by the end of the hour. For Thursday - read Ch 24 - 28, pgs 157 - 195.
• Wed: Huck Finn - (for those on Tuesday's field trip) quiz over Ch 19 - 23; complete 19 - 23 study guide by the end of the hour. For Thursday - read Ch 24 - 28, pgs 157 - 195.
• Thurs: Huck Finn - quiz over Ch 24 - 28; complete 24 - 28 study guide by the end of the hour. For Monday, 12/6 - read Ch 29 - 31, pgs 195 - 218.
• Fri: Huck Finn - review readings for the past week. For Monday, 12/6 - read Ch 29 - 31, pgs 195 - 218.

Week at a glance Nov 22 - 26, 2010

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

During this short week, we'll reflect on where we are at this point and continue our readings for Huck Finn. In chapters 17 and 18, the focus of Tuesday's assignment, Huck will find himself in the middle of two feuding families. Once again he'll have an adventure Tom Sawyer would have envied; however, once again Huck will see things he will wish he'd never seen.

• Mon: Pass back papers and progress reports. Preview the rest of the semester. For Tuesday - read Chapters 17 and 18 in Huck Finn.
  
• Tues: Huck Finn - quiz over Ch 17 - 18; complete 17 - 18 study guide by the end of the hour. For Tuesday, 11/30 - read Ch 19 - 23, pgs 117 - 156.
• Wed: No school - Thanksgiving Break
  
• Thurs: Happy Thanksgiving!
  
• Fri: No school - Thanksgiving Break

Week at a glance Nov 15 - 19, 2010

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

Root Words Unit Exam, Part II on Friday

This week we'll wrap up our Root Words unit. We'll also continue making progress in Mark Twain's The Adventures of Huckleberry Finn. Huck and Jim are now on the Mississippi River. As we read, we'll see Huck's internal struggle regarding what to do with Jim slowly build and change him.

• Mon: Pass out Root Words Unit Exam, Part II, study guide. Huck Finn - quiz over Ch 5 - 7; complete 5 - 7 study guide by the end of the hour. For Wednesday - read Ch 8 - 11, pgs 36 - 63.
• Tues: Root Words Test (last week's roots). Read and discuss Huck Finn, Ch 8 -11, pgs 36 - 63.
  
• Wed: Huck Finn - Ch 8 - 11 quiz, study guide due by the end of the hour. For Friday - read Huck Finn, Ch 12 - 16, pages 63 - 95.
• Thurs: Review for Root Words Unit Exam, Part II. Read and discuss Huck Finn, Ch 12 - 16, pages 63 - 95.
  
• Fri: Root Words Unit Exam, Part II. Huck Finn - Ch 12 - 16 quiz, study guide due by the end of the hour. For Tuesday - read Ch 17 - 18, pgs 95 - 116.

Week at a glance Nov 8 - 12, 2010

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

Root words for this week (root - definition - examples):

1. aud - hear or listen - audience, audio, audition
   
2. dict - say or speak - dictate, dictionary, diction
   
3. path - emotion - pathetic, sympathy, empathy
   
4. test - witness or declare - contest, protest, testify
   
5. logia, ology - science or study of - biology, psychology, etymology
   
6. -ist - one who does or practices - racist, terrorist, Buddhist, novelist
   

The Adventures of Huckleberry Finn - students will check out their own books this Monday. Students will do the majority of the reading of the novel on their own; however, we will occasionally have some time in class to be reading it. Students struggling with the novel have multiple options. I would prefer that they come see me either before or after school first. Another possible option is to use the online resource I have posted under the Course Materials section of this site. The site is done well and ties to what we are doing in class. The site also has chapter summaries that students may wish to use as a guide when they read. The chapter summaries will be best used only as a guide and not a substitute for reading as much of our work will be far more detailed than a simple summary of a chapter.

This week will be busy. We'll begin the week checking out and discussing Mark Twain's The Adventures of Huckleberry Finn. Students will have their first reading and writing assignments over the novel this week. We'll also cover our last set of six new root words. With this being our last set, that means our second 30-root exam will be next week. Finally, we'll be back in the computer lab to type the final draft of the Problem/Solution Research Essay, due by the end of the hour on Friday.

• Mon: New root words. Preview Huck Finn and resources. Check out Huck Finn books. For Tuesday: Huck Finn, read Ch 1 - 4, pgs 1 - 18.
  
• Tues: Huck Finn - quiz over Ch 1 - 4; complete 1 - 4 study guide by the end of the hour. Begin reading and discussing Chapters V - VII, pages 18-36.
  
• Wed: Continue reading and discussing Chapters V - VII, pages 18-36. Finish what we don't read in class. Be ready for a quiz and study guide on Monday.
• Thurs: Meet in the computer lab to begin typing the final draft of the Problem/Solution Research Essay.
  
• Fri: Root words quiz. Problem/Solution Research Essay final draft due by the end of the hour.
  

Week at a glance Nov 1 - 5, 2010

Curriculum focus: determines meaning of words through knowledge of word structure (11.1.3.K3), generating writing based on personal experience (11.7.1.1), organizing and planning a written piece (11.7.1.3), shares a draft with others to elicit feedback (11.7.1.5), revises the draft (11.7.1.6), edits the draft (11.7.1.7), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d), organizes ideas in a logical structure (11.7.3.2), writes with energy and enthusiasm (11.7.3.3), selects and employs words to convey message in an interesting, precise, and natural way (11.7.3.4), creates text that flows easily with a variety of sentence structures (11.7.3.5), uses standard writing conventions effectively to enhance readability (11.7.3.6)

Root words for this week (root - definition - examples):

1. anthrop - people,human - anthropology, philanthropist, misanthrope
   
2. ego - I or self - egotistical, egomaniac, egotheistic
   
3. humus - of the earth - human, humble, exhume
   
4. mater/matr - mother - maternal, matron, matriarch
   
5. pater/patr - father - paternal, patron, patriot
   
6. vir - man or manly - virtue, virile, triumvirate
   

We will spend the entire week this week working on creating the Problem/Solution Research Essay. Each day will require students to move along a new step of the writing process. Students will have plenty of time to complete each step. As long as students are using their time in class wisely, students should not have any homework and should have a completed rough draft of their essay by the end of the week.

• Mon: New root words. Problem/Solution Research Essay: pass back Annotated Bibliography. Begin working on Informal Outline.
  
• Tues: Problem/Solution Research Essay: Informal Outline due by the end of the hour.
  
• Wed: Problem/Solution Research Essay: Citing sources in the essay. Practice citations. Create the first paragraph of the essay.
  
• Thurs: Problem/Solution Research Essay: Rough draft checklist. Write the rough draft.
  
• Fri: Root Words quiz. Problem/Solution Research Essay: handwritten rough draft due by the end of the hour.
  

Week at a glance Oct 25 - 28, 2010

Curriculum focus: determines meaning of words through knowledge of word structure (11.1.3.K3), generating writing based on personal experience (11.7.1.1), organizing and planning a written piece (11.7.1.3), shares a draft with others to elicit feedback (11.7.1.5), revises the draft (11.7.1.6), edits the draft (11.7.1.7), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d), organizes ideas in a logical structure (11.7.3.2), writes with energy and enthusiasm (11.7.3.3), selects and employs words to convey message in an interesting, precise, and natural way (11.7.3.4), creates text that flows easily with a variety of sentence structures (11.7.3.5), uses standard writing conventions effectively to enhance readability (11.7.3.6)

No new root words this week because we are in the computer lab doing research.

Parent/Teacher Conferences - WRHS will be hosting Parent/Teacher Conferences Wednesday, Oct 27, and Thursday, Oct 28, after school from 4 - 8 pm.

This week we are meeting all week in the library as we complete research for the Problem/Solution Research Essay. The assignment for the Annotated Bibliography, due Thursday, is available to download under the Course Materials section of this website.

• Mon: Begin Annotated Bibliography for the Problem/Solution Essay
  
• Tues: Continue working on the Annotated Bibliography for the Problem/Solution Essay
• Wed: Continue working on the Annotated Bibliography for the Problem/Solution Essay
• Thurs: Annotated Bibliography due by the end of the hour
• Fri: No school
  

Week at a glance Oct 18 - 22, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. bene - well - benefit, benediction, benefactor
   
2. cred - believe - credit, creed, incredible
   
3. cres, cret, cru - rise or grow - crescendo, increase, concrete
   
4. luc, lum - light - lucid, lucrative, luminescent, illuminate
   
5. phil - strong love for - philosophy, philanthropy, bibliophile
   
6. sopho - wisdom - sophisticated, philosophy, sophomore

This week we finally finish our unit over Arthur Miller's The Crucible. Our unit was interrupted by the need to review for last week's state assessment. We've already finished the play; however, The Crucible is an allegory. An allegory is a metaphorical story in which issues or themes represent ideas and a message the author hopes to convey. In this case, although the Salem Witch Trials actually happened, Arthur Miller was using them allegorically to portray the terror and atrocities of the anti-Communist hysteria of the 1950s. We'll take a look at the allegorical context for The Crucible and show how a writer may use a text as a mirror for his/her own time period. Toward the end of the week, we'll move on to pre-writing work for our Problem/Solution Research Essay by selecting topics that will guide our research in the computer lab the following week.

• Mon: New root words; quiz on Friday. Decoding The Crucible as Allegory: Miller and McCarthyism - discussion in class.
  
• Tues: The Crucible as Allegory: Good Night, and Good Luck - notes in class.
  
• Wed: The Crucible as Allegory: Good Night, and Good Luck - complete short reflection essay for Thursday.
  
• Thurs: Problem/Solution Research Essay - pick two topics and write a topic proposal, due Friday.
  
• Fri: Root Words quiz. Problem/Solution Research Essay - topic proposal due. Discussion over topic possibilities. Preview the annotated bibliography.
  

Week at a glance Oct 11 - 15, 2010

Curriculum focus: identifies, interprets, and analyzes figurative language including: idiom, imagery, and symbolism (11.1.2.K4), determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), compares/contrasts textual aspects: character traits, themes, character motives, and author's purpose (11.1.4.K7), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h).

End of the 1st quarter on Thursday - Any student having a question about his/her grade should stop by and see me before or after school. Let's get things taken care of before anything becomes official.

Root words for this week (root - definition - examples):

1. derm - skin - dermatologist, epidermis, taxidermy
   
2. micro - small - microscope, microcosm, microbiology
   
3. ocu - eye - binoculars, inoculate, ocular
   
4. sci - knowledge - science, conscious, omniscient
   
5. therm - heat - thermometer, thermostat, endothermic
   
6. vis, vid - to see - video, visual, revise, review
   

This week is a week of reviewing, testing, and previewing. We'll review expository and poetic text structures Monday and Tuesday. We're doing all of this review in preparation for our district-wide testing day on Wednesday. Students will either report for the PSAT (if they signed up for it) or the KS Reading Assessment. Students will receive their room assignments on Tuesday during Advisory. On Thursday, we'll discuss the end of the 1st quarter and preview our next major essay unit: the Problem/Solution Research Essay. We'll wrap up the week with a much-deserved three-day weekend.

• Mon: New root words. Debrief from last week. Expository review: "Did Chess Make Him Go Crazy?" Read, discuss, and complete in-class assignment.
  
• Tues: Poetry review - read and discuss Poe's "The Raven." Complete in-class assignment by the end of the hour.
  
• Wed: District testing day - report to assigned room and take either the PSAT or the KSRA
  
• Thurs: Root Words quiz. Preview the Problem/Solution Research Essay
  
• Fri: No school - end of the 1st Quarter
  

Week at a glance Oct 4 - 8, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. belli - war - rebellion, belligerent, bellicose
   
2. fac - do or make - factory, facilitate, manufacture
   
3. mort - death - mortal, morbid, mortician
   
4. poeia, poie, peia - make/create - poem, onomatopoeia, mythopoeic
   
5. the, theo - god - atheist, theology, monotheism
   
6. tox - poison - toxicology, toxic, botox

Mr. Ritchie will be gone Oct 6 - Oct 8. I will be gone for the last three days this week because I will be attending, presenting at, and helping to run the 2010 Kansas Association of Teachers of English Conference. I am sorry to miss any time with my students. However, KATE is a strong and worthwhile professional organization. I will be exchanging ideas with more than 200 English teachers from across our state. I am confident that I will return bursting with enthusiasm and fresh ideas for our class for the rest of the year. If you are curious to know more about the conference, my presentation, and my role in KATE, visit the conference program at http://web.jccc.net/orgs/kate/Conf%20Program%202010.pdf

This week, we'll be doing some quick review as students prepare to take the KS Reading Assessment on Wednesday, Oct 13th. We'll begin the week with some review notes over figurative language and text structure. On Tuesday we'll do some review notes over persuasive techniques. Students will then have a chance to practice with their notes for the rest of the week. We'll wrap up the week, as usual, with a Root Words Quiz.

• Mon: New root words; quiz on Friday. Discuss last week's exams and pass out progress reports. KSRA Review - Figurative Language and Text Structure notes.
  
• Tues: KSRA Review - Persuasive Techniques notes. Discuss lesson plans and expectations for Wed - Fri.
  
• Wed: KSRA Narrative structure review - read and discuss Irving, "The Devil and Tom Walker," pages 242 - 252.
  
• Thurs: KSRA Narrative structure review - complete questions over "The Devil and Tom Walker by the end of the hour. For Friday, read "Rethinking Race in the Classroom" (class handout)
  
• Fri: KSRA Persuasive structure review - complete questions over "Rethinking Race in the Classroom" by the end of the hour.
  

Week at a glance Sept 28 - Oct 1, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root Words Mid-term on Friday - We are doing 60 root words this semester; so far we have done half of them. Rather than waiting until near the end of the semester and doing a final over all 60, we will be doing a mid-term over the first 30 roots this Friday. Students will receive a study guide and practice self-test for the mid-term on Monday. We'll also do an in-class review on Thursday.

This week is a week of exams. In addition to the Root Words Mid-term mentioned above, students will also take their unit exam for Arthur Miller's The Crucible on Thursday. We'll do a review of characters, their motivations, and their fates as well as plot points on Monday. Wednesday we'll do a full Jeopardy-style review in class. Following their test on Thursday, students will prepare for their next exam on Friday.

• Mon: The Crucible - Finish reading/discussing Act IV. Act IV study guide due Tuesday. Pick up a Root Words Mid-term Study Guide/Self Test and complete it for Wednesday .
• Tues: The Crucible - Complete the character and plot guide - notes in class. Act IV study guide due by the end of the hour.
  
• Wed: Review for The Crucible Unit Exam. Begin reviewing for Root Words Mid-term.
  
• Thurs: The Crucible - Unit Exam. Root Words review.
  
• Fri: Root Words Mid-term. Pass back and discuss The Crucible Unit Exam.

Week at a glance Sept 20 - 24, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. -hood - condition of - adulthood, childhood, neighborhood
   
2. -ic - pertaining to - logic, music, electric, pandemic
   
3. -ify / -ize /-yze - act upon or make - purify, terrorize, paralyze
   
4. -ism - characteristic of - terrorism, pacifism, heroism, racism
   
5. -ive - tending to be - active, inquisitive, positive, negative
   
6. -ure - result of - literature, nature, scripture, torture
   

This we'll be closer to the end of our reading portion of Arthur Miller's The Crucible. Last week we saw that no one was safe from the rising vengeance of the witch trials. This week we see the trials build toward their tragic and agonizing conclusion. Students should pay special attention to character development and which characters change or don't change as a result of the play's events.

• Mon: New root words. The Crucible - Read and discuss Act III.
• Tues: The Crucible - Complete Act III study guide questions by the end of the hour.
  
• Wed: The Crucible - Review Act III. Acts II and III quiz.
  
• Thurs: Root Words quiz. The Crucible - Read and discuss Act IV.
  
• Fri: No School - Professional Learning Day
  

Week at a glance Sept 13 - 17, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. contra/counter - against or opposite - contradict, counteract
   
2. dif/dis/dys - away or badly - different, disperse, dysfunctional
   
3. mal - poorly - malice, malpractice, malfunction
   
4. poin/pugn/punc - pierce or sting - punch, impugn, point
   
5. pseudo - false - pseudonym, pseudoscience
   
6. sol/soli - one or alone - isolated, desolate, solitary
   

This we continue reading and discussing Arthur Miller's The Crucible. We completed Act I last week. Using a volcano as an analogy for the Salem community, we discussed how the various factions and personal grudges were building and creating pressure just waiting for a chance to explode. Salem erupted with the first of the witchcraft accusations. As we read Acts II and III this week, students will analyze the effects of the witch trials on Salem's community and compare/contrast how each character responds to the trials.

• Mon: The Crucible - New root words. Review Act I in class. Begin reading and discussing Act II.
  
• Tues: The Crucible - Act I quiz. Continue reading and discussing Act II.
  
• Wed: The Crucible - Finish reading and discussing Act II. Act II study guide responses due by the end of the hour.
  
• Thurs: The Crucible - Review Act II in class. Act II quiz.
  
• Fri: Root words quiz. The Crucible - Begin reading and discussing Act III.

Week at a glance Sept 6 - 10, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. ced / cede / ceed - go - proceed, concede, succeed
   
2. hyper - over or above - hyperactive, hyperventilate, hyperbole
   
3. inter / intra / intro - between, within, into - international, introduction
   
4. mega - great - megaphone, megaton, megalopolis
   
5. ortho - correct - orthodox, orthodontist, orthopedic
   
6. trans - across - transport, transition, transatlantic
   

This week we begin reading Arthur Miller's The Crucible. Students will receive a study guide in class on Tuesday that we'll complete in class as we read the play. Students will not receive a copy of the play for themselves because we'll be reading the play in class. It will be absolutely essential that students are listening and keeping up with their in-class assignments.

• Mon: Labor Day - no school
• Tues: The Crucible - begin reading Act I
  
• Wed: The Crucible - continue reading Act I. Complete in-class assignment, due by the end of the hour.
• Thurs: The Crucible - finish reading and discussing Act I. Continue work on questions from the Act I study guide.
• Fri: Root Words Quiz. The Crucible - wrap up Act I discussion and complete questions from the Act I study guide, due by the end of the hour.

Week at a glance Aug 30 - Sept 3, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), using information from the text to make inferences and draw conclusions (11.1.4.K5), analyzing how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), and contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2)

Root words for this week (root - definition - examples):

1. culpa - blame - culprit, culpable
   
2. duc / duct - lead - conduct, seduce, introduction
   
3. jud / jur / jus - law - judge, jury, justice
   
4. polis / polit - city - police, politician, metropolis
   
5. rect - straight - correct, direct, insurrection
   
6. urb - city - urban, suburb

We will continue our Root Words unit this week with the roots listed above, quiz on Friday. We will also begin our unit leading into Arthur Miller's The Crucible. Since Miller's play deals with witchcraft, we'll have notes over the history of witchcraft so we can understand the social and historical context of the play. We'll also read a few essays and poems written by Puritan authors to further understand the social context. We'll have class discussions on who we trust and why. We'll wrap up the week with a root words quiz and a written reflection on the issues we discussed this week.

• Mon: New root words, hand out and begin Trust Survey
• Tues: Trust Survey Socratic Seminar
• Wed: History of Witchcraft, presentation and notes
• Thurs: Root Words quiz, The Puritans, in-class readings and assignment due by the end of the hour
  
• Fri: Meet in the computer lab. Personal Narrative final draft due by the end of the hour.

Week at a glance Aug 23 - 27, 2010

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), organizing and planning a written piece (11.7.1.3), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), and develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d)

Root words for this week (root - definition - examples):

1. ante - before - antecedent, antebellum
2. brev - short - abbreviate, brevity
3. fin - end - final, infinite
4. pan - all - pandemic, panorama
5. poly - many - polygamy, polytheism
   
6. vac - empty - vacation, vacuum

This week, we start in on our Root Words unit. The Root Words unit will be helpful to students as it provides students with essential tools for learning words by knowing their structure. The first six roots are listed above. We also write our first essay of the school year: the Personal Narrative. The Personal Narrative is an essay with both narrative and expository elements. Students will relate a story of their experience to a song or poem. They will then analyze their experience in the context of the song or poem. Since this is our first essay, we will go step-by-step through the writing process. A handwritten rough draft for the Personal Narrative is due on Friday. Check the Course Materials section for copies of this assignment.

• Mon: Root Words introduced. Organize binders. Personal Narrative, assignment overview. Personal Narrative prewriting due Tuesday.
  
• Tues: Personal Narrative prewriting checked in class. Creating an informal outline. Begin creating an informal outline for the Personal Narrative.
  
• Wed: Personal Narrative informal outline checked at the beginning of the hour. Writing the introduction. Introduction paragraph due at the beginning of the hour on Thursday.
  
• Thurs: Personal Narrative - Discuss pulling in quotes and analyzing the material. Introduction paragraph checked by the end of the hour. Begin writing the rough draft.
  
• Fri: Root Words quiz; Personal Narrative handwritten rough draft due by the end of the hour

Week at a glance Aug 16 - 20, 2010

Welcome!

On this site, you’ll find a breakdown of each week’s lesson plans and activities for English 11. Assignments and due dates will always be listed in red. You can access class handouts through the “Course Materials” section located on the top right side of this site. If you have any questions or comments regarding things you'd like to see on this site, call me at WRHS or e-mail me at ritchjoh@usd437.net

This first week is a chance to get to know one another and preview what is ahead. We'll start the week with introductions. We'll then move on to a discussion of the syllabus, classroom policies and procedures, and a look at what we'll do during the 1st semester. Thursday will be a day of pre-tests to help us figure out where we are and what our needs our this year. We'll wrap up the week on Friday with a brief history of the English language to show how our language is always changing and emphasize the importance of context whenever we speak, read, or write.

• Mon: New student orientation
  
• Tues: Introductions, bring a 1 1/2 - 2" binder to class for Friday.
  
• Wed: Finish introductions. Syllabus and course overview.
  
• Thurs: Pre-test day - 1st semester and Root Words pre-tests.
  
• Fri: Personal Narrative preview: read and discuss Robert Frost's "Birches." Read and reflect assignment due by the end of the hour.
  

Under Construction

At this time, our new classroom is still under construction. As things finally come together for our first day of school, I'm looking forward to coming challenges we'll face together this year.