Wednesday 9/30/15 ~ What's in Your Closet Wednesday

Homecoming Scoop
*Assembly: Powder Puff Games on field
*ASB out 4th, Powder Puff Peeps out at 10:50

ROOTS

• glu/glo - lump, bond, glue
• grad, gress - step, go
• graph, gram - write, written

Tuesday 9/29/15 ~ Happy Tourist Tuesday!

Homecoming Scoop
*Assembly: Mr. Pageant
*ASB out for 4th, HC Court, contestants out at 10:50.

*Schedule:Monday- Thursday

• First 8:10-8:50 40 min.
• Second 8:55-9:35 40 min.
• Break 9:35-9:45 10 min.
• Third 9:50-10:30 40 min.
• Fourth 10:35-11:15 40 min.
• Assembly/ Activity 11:20-12:25 65 min.
• Lunch 12:25-1:05 40 min.
• Fifth 1:10-1:50 40 min.
• Sixth 1:55-2:35 40 min.
• Seventh 2:40-3:20 40 min.
• Buses leave at 3:30

ROOTS
* mono - one single
* mortis - death

BLOOD BROTHERS
Continue reading Chapter 2 and finish journal.

Monday 9/28/15 ~ Happy 'Merica Day!

It's Homecoming Week!!! Today is 'Merica Day.
*Pep Rally to Intro the Court
*ASB dismissed 4th period, HC Court, dancers and band dismissed at 11:00.
*Schedule:Monday- Thursday

• First 8:10-8:50 40 min.
• Second 8:55-9:35 40 min.
• Break 9:35-9:45 10 min.
• Third 9:50-10:30 40 min.
• Fourth 10:35-11:15 40 min.
• Assembly/ Activity 11:20-12:25 65 min.
• Lunch 12:25-1:05 40 min.
• Fifth 1:10-1:50 40 min.
• Sixth 1:55-2:35 40 min.
• Seventh 2:40-3:20 40 min.
• Buses leave at 3:30

ROOTS

• gest - carry, bear
• glos/glot - tongue

JOURNAL CHECK #1

BLOOD BROTHERS

• Discuss Ch.1 & your journal.
• Watch this video to explain the recent past between Palestine and Israel.
• Start reading Ch. 2

Before you read Ch.2, you may want to know a couple of things:

Journal 11

• The scripture he talks about with the dove is referenced in several of the gospels (Mark 1:10, Luke 3:22, John 1:32). Why do you think the dove image is used to describe the way the Holy Spirit descends on Jesus? Why not an eagle or hawk for example? Want more? Click here. 
• Who was the Queen of Sheeba?  
• What is Elias' struggle between his reading of the Beatitudes and his situation? 

HW? Nope...we'll continue reading and working tomorrow.

Block Day 9/24-25/2015 ~ Do you know what I know?

EQ: Have you posted your Annotated Bib on Turnitin.com yet?

RESEARCH Info shared:

• First group with 2-3 students who shared a similar research question.
• Discuss what you learned with the group. Develop a list of the ten most important tid-bits that you could share with the class in order to educate them on your issue.
• Share these with the class.
• Record what you hear in Journal # 9 as short, bullet-point notes.

Prefixes & Grammar: Quiz 2

• With your quiz, please also write one legal compound sentence using three words that include a prefix from our list. Please underline those words. (When you finish, work on Journal 9, number 1 please.)

BLOOD BROTHERS

• First, meet our author, Elias Chacour! Let's read about him in the articles listed in our blog resources.

Journal #10:
1. How does Elias Chacour label himself? What is the significance of this incredibly complicated identity?
2. In Ch.1, what does Chacour mean by a "man of peace"?

HW: Finish Chapter 1 & Journal #10
Get your Annotated Bib posted on turnitin.com please! (P.S. It will show some "plagiarism due to the citations.)

Wednesday 9/23/2015 ~ Annotated Bibliography...CHECK!

DUE: Annotated Bibliographies in hard copy. Please staple the used rubric to the back.

REMINDERS: * Roots Quiz on Block. 
                         * Bring Blood Brothers on Block.


GRAMMAR

• Bedford Exercise: Please revise any run-on sentences found in the following passage:
• BEDFORD EXERCISE 20–3
  Some parents and educators argue that requiring uniforms in public schools would improve student behavior and performance. They think that uniforms give students a more professional attitude toward school, moreover, they believe that uniforms help create a sense of community among students from diverse backgrounds. But parents and educators should consider the drawbacks to requiring uniforms in public schools.
  Uniforms do create a sense of community, they do this, however, by stamping out individuality. Youth is a time to express originality, it is a time to develop a sense of self. One important way young people express their identities is through the clothes they wear. Of course, it could be argued that the self-patrolled dress code of high school students is stricter than any school-imposed code, nevertheless, trying to control dress habits from above will only lead to resentment or to mindless conformity.
  If children are going to act like adults, they need to be treated like adults, they need to be allowed to make their own choices. Telling young people what to wear to school merely prolongs their childhood. Requiring uniforms undermines the educational purpose of public schools, which is not just to teach facts and figures but to help young people grow into adults who are responsible for making their own choices.

PREFIXES

• Please write a compound sentence (using a semi-colon) that includes words using the roots mitt, geo, and dyn. 
• Review Game

BLOOD BROTHERS

• If we have time today, let's start perusing the biographical resources about our author (they are posted on the side). 

Tuesday, September 22

Root Prefixes:

• legis (lex) - law
• lexis - word
• liber - free, book
• FYI: Roots Quiz on Block Day! You should know dominus thru mitto. Take a look at the list located at the right on the blog.

GRAMMAR

• IN your notebook, please complete the Bedford Exercise 20-2 (1-5).

RESEARCH

• Look at the rubric here.
• Please take the time to do at least two rounds of peer editing with the rubric.
• Have each editor use a different color of pencil or ink on your rubric. Each editor needs to sign the bottom so that you can get full credit in the peer edit section.

HW: Finish and print the Annotated Bibliography! Bring  it in as a hard copy tomorrow with the used rubric stapled to the back. Wahoooooooo!

Monday, September 21

DUE ~ Please get your eight complete entries out for credit (20 pts.).

PREFIXES

• in - in
• in, im - not
• inter - between

Hmmmm? Am I missing any of the roots?    

FYI: Roots Quiz on Block Day! You should know dominus through mitto. Take a look at the list located at the right on the blog. Compare to the roots you've recorded in your journal.

GRAMMAR

• Please take notes from Bedford 20C & 20D in the Grammar section of your notebook.

RESEARCH

How should I format my annotated bibliography?
Click here for an example. 
Basic Rules for overall format:

• one-inch margins (except header is 1/2 inch from top)
• last name page number as header
• Title the page Annotated Bibliography (do not underline, quote, bold or italicize the title)
• Type your research question below the general title.
• Double space all citations, but do not skip spaces between entries (no double double spaces)
• Entries should be in alphabetical order by last name
• Name of publication should be italicized
• Make sure drop indenting continues throughout the whole source entry
• Make sure heading has your name, my name, period number and date

HMWK: Two (2) more articles. Yes! Two! This will give you a grand total of ten (10)! Now take the ten and begin to type them up in MLA format. Pay attention to all of the many details. You have several resources/examples that have been provided to you by your instructor. If you haven't caught on yet, all resources are posted on the BLOG!

DIGITAL ROUGH DRAFT due TOMORROW for peer editing.

HARD COPY FINAL DRAFT due WEDNESDAY, SEPTEMBER 23

               

Block Day 9/17-18 ~ Are you MLA fluent? How fast can you cite an article?

DUE

• Please pull up your four completed entries to get credit (20 pts.) while you work on the prefixes. 

PREFIXES

• micro - small
• mitt - send

GRAMMAR

• NOTES: Please click on the Bedford link. Then take bullet point notes on sections 20A & 20B. 

MYTHOLOGY

• Quizzes Returned

RESEARCH

Today you will work in teams of 3 to compete for the chance to earn one free homework/journal assignment pass (a 5-10 point value).

How to win...

• Cite your article quickly and correctly (write big!).
• Write it on the board or stand and display first.
• First team to correctly cite the article wins the round.
• Each round is worth 3 game points.
• Team who wins the most game points, wins the pass.
• Please help in checking other team citations as we look for winners of each round!

HW: Find and cite at least four more articles to answer your key question. This will give you a total of EIGHT citations! (20 points for the last four entries on Monday.)

• See an example here.

Wednesday 9/16 ~ How do I cite an article?

PREFIXES

• mania - obsession
• meter - measure

RESEARCH

1. What key research question would you like to focus on for your AWC?

• What makes a good research question?       
• Click on the correct link to get credit for your research question.
• West
• Bridgette - Please write your research question in your journal at the top of your practice citations.

2. Review:

• What goes into an ANNOTATION?

3. TAKE NOTES as Journal 8: How do I write a CITATION?

• Click here for a guide, but let's look at the example below for starters. 
• Click here for the Purdue OWL complete guide.

Example Citation:

Foley, Jonathan A., Chad Monferda, Navin Ramankutty, and

       David Zaks. "Our Share in the Planetary Pie." Mongabay,

       31 July 2007. Web. 28 March 2008.



4. Now, let's cite the articles from yesterday together. For future learning purposes, please type this in the same notability document you started yesterday.

• Couple buys boat and saves refugees

HW: Find at least two more articles that deal with your research question. Cite each one with a complete entry that includes both a citation and an annotation. If you really want to stay ahead, cite the first three.

Tuesday 9/15/15 ~ What is an Annotated Biblography?

PREFIXES

• locus - place
• macro - large

RESEARCH
*Did you come up with your research question yet? 

First, what on earth is MLA anyway? Check out this chart to demystify the whole research lingo that you will hear in academic settings over the next decade of your life. 

EQ: What is an Annotated Works Cited aka Annotated Bibliography? An annotated works cited or bibliography is a essentially a listing of citations to books, articles, and documents.  Each citation is followed by a brief (usually about 100 - 150 words) descriptive and evaluative paragraph, aka the annotation.

How do I write an annotation? The purpose of the annotation paragraph is to inform the reader of the relevance, accuracy, and quality of the sources cited -- in short -- you are asked to comment on and/or explain why each source cited is useful. 

• WHO -- Who wrote it and why does this person have authority on the topic?
• WHAT -- What did it say? Summarize & comment on the article; compare or contrast this work with another you have cited -- does it agree or disagree? 
• WHY -- Explain why you think this article is a good addition to your research.  Also, comment on the intended audience -- who was the intended audience and most importantly why was it written.

See an example here.

PRACTICE

Let's begin by writing an annotation for a couple of interesting articles about the Middle East, which is the setting of our next non-fiction novel. For future learning purposes, please type these two annotation paragraphs in a new notability document called, "Example Annotated Bibliography."

• Couple buys boat and saves refugees
• Why the crisis? 

HW: Finish Journal 7 (2 annotation paragraphs)

JOURNAL 7
Yesterday, you found three articles that dealt with your research question. Now read each one and create an annotation for each (answer the WHO, WHAT, WHY). Each summary must include one quote and a conclusion sentence that explains how the article is significant in answering this key question. Be prepared to turn this in digitally on Monday.

Monday 9/14/15 ~ Let's Talk about the Middle East, the context of our next book.

Prefixes

• ideo - idea
• idios - one's own

Mythology

• Finish up any project presentations.
• Announcement: Quizzes will be back tomorrow. If you missed it on block day, then today is the last day to take it!

Background for Blood Brothers

• EQ: What questions do I need to answer in order to feel like I understand the Middle East?
• Activity ONE: Talk with 3-4 people near you and discuss what your family member(s) said when you interviewed them last weekend (Journal 6). Together, have your group work on a t-chart. Call it Journal #7. In one column, list the things you KNOW about the Middle East. Please be prepared to share your ideas. 
• Activity TWO: Now that we've shared some basic ideas about the Middle East, create a second column. List the questions that you NEED TO KNOW in order to feel like you could understand recent news articles and the ideas you hear from parents and other adults who talk about it. Be prepared to share at least one unique question per group member. 
• Now, circle or write the one question you are most interested in researching and write one-two sentences explaining why this is of personal interest to you. 

HW: Find at least three articles that could answer your research question. Write down the URL's in your journal (You may want to book mark them or copy and paste them to a notability document as well). 

           

Block Day 9/10-11 ~ Myths Retold and Quizzed!

Warm-up: More about advertising....





And just for kicks, how about this one?


Story Time!!!

PSAT Books will be given today! These books are simply for your personal preparation for the PSAT. Please do keep them because your math classes will need them as well. Bring them to school everyday until your math teachers say you can stop. Feel free to browse through after the quiz.

Quiz Time!!!

HW: Please complete Journal 6 and buy Blood Brothers.

Journal 6
Sometime this weekend, please interview a parent, grandparent or any adult close to you.
Ask them...

• Can you explain to me what is happening with the refugee crisis in the Middle East right now?
• Why do you think there constantly seems to be fighting, wars and conflict in that area of our world? 
• What is ISIS? 
• How much responsibility do you think the U.S. must carry to help that part of the world?

Wednesday 9/9/15 ~ How is mythology used in advertising?

Announcement: If you want to come on the Mexico trip during Jan Term, then click here to sign up for an info email OR come to our parent info night tonight in B26 at 7pm!

Warm-up: What Greco-roman allusion is in each ad?















Group work: Myth Retold
*Due next time!!!!

HW: Be ready to present your myths and take a quiz next time!

Quiz will include:

• grammar 
• prefixes
• Mythology in general

Tuesday 9/8/15 ~ How is mythology used in advertising?

Warm-up: Journal #5:

ALLUSION: A casual reference in literature to a person, place, event, or another passage of literature, often without explicit identification. Allusions can originate in mythology, biblical references, historical events, legends, geography, or earlier literary works. Authors often use allusion to establish a tone, create an implied association.

 Why would each of these companies have used the icon/name from mythology? Why is it beneficial to have allusions to Greek/Roman mythology in a company's branding or name?

Activity: Myths Retold

• You will be assigned a group and a myth. It is your job to teach the myth, but there is one trick... It must be set in today's world. Use the characters, moral and plot from your myth, but with a modern day flare.
• What is required?
• Due block day! Presentations must be no more than 8 minutes.
• You and your group members must engage the audience in a way that they will definitely remember the myth you've taught them. 
• Think, how can I make my story entertaining and visual enough to get people to pay attention and remember what I've taught? 
• Grade: 20 pts. based on creativity (5), clarity (5), detail (5), and individual effort (5). 

~Continue working with your group members to creatively retell these old myths. Final product should be no more than 8 minutes. Due block day!

• Prometheus and Pandora
• King Midas
• Cupid and Psyche 
• Hades and Persephone 
• Pyramus and Thisbe