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Accelerated Junior English Mrs. Coca - Room 304 Reading Pages and Late work due for 6 weeks: February 24 9 February - Thursday Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage Students reviewed the vocabulary words for lesson #12: cascade, fusillade, maladroit, malaise, malice, malodor, palisade, parable, paradigm, patriarch Students turned in their Functional Read and researched an article on one of the following: Daughters of the American Revolution, National American Women Suffrage Association, Women in the work force, Women and Education, Women and Sports, 19th Amendment, Lucretia Mott and Susan B. Anthony; students looked for information pertaining to the late 1800s and early 1900s. Students wrote a summary of the information Homework: Read Mary Wilkins Freeman p 1206 and complete T Notes and read "The Revolt of Mother" p 1207 and complete a SCASI 7 February - Tuesday SSR - Students added information to their TEA charts Students took vocabulary test #11 Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage 2 Students discussed Harte's "The Luck of Roaring Camp" and then turned in their TNotes and SCASI Homework: Read "Runaway Slave" and "Hamilton Company Mill" and complete the questions (Reading Functional DSPA) 11/22/63 by Stephen King added to the classic list; however, students may not read any other of King's novels for thier classic. 3 February - Friday SSR - Students added information to their TEA charts Students reviewed their vocabulary words Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage 1. Students read Harte's "The Luck of Roaring Camp." Absent students can read the story online at the following web site: http://www.bartleby.com/310/4/1.html Homework: SCASI on "The Luck of Roaring Camp" and should include Regionalism and Irony as on their SCASI and TNotes on Harte p 1175. Students annotated the text as we listened to a recording of the story 1 February - Wednesday SSR - Students added information to their TEA charts We reviewed the English portion of the ACT test and the information for that section Students reviewed their vocabulary words for lesson #11 by writing each word in a sentence Students discussed Wharton's "Roman Fever" and turned in their SCASI charts Students typed and displayed their poems Students reviewed their PAWS scores We reviewed the Reading DSPA for 2nd semester 30 January - Monday SSR - Students added information to their TEA charts Students received ACT practice test booklets; we reviewed good practices p 3 Students reviewed the definition for lesson #11: atone, devoid, replete, mammoth, baleful, purblind, diminution, ethereal, lackadaisical Students turned in their essay over Chopin's "The Story of an Hour" and Stanton's "The Declaration of Sentiments." Students wrote on the following prompt: Using your knowledge of Stanton and Mott’s Declaration of Sentiments, choose one of the tenets of the declaration and show how it relates to Chopin’s The Story of an Hour in a well-developed essay. Homework: Read the biography of Edith Wharton p 1230-1231 and complete TNotes. Read "Roman Fever" p 1232-1240 and complete a SCASI over the story. 26 January - Thursday SSR - Students added information to their TEA charts Students worked with sentence structure and labeled each of their sentences: 2 simple, 2 compound, 2 complex, and 1 compound-complex sentence Students took vocabulary test #10 Students discussed the similarities and differences between "The Declaration of Sentiments" and "The Declaration of Independence" before turning in their C/C paragraphs Students learned about Kate Chopin and listened to "The Story of an Hour" while following along on their handout. Students annotated the story. Homework: Using your knowledge of Stanton and Mott’s Declaration of Sentiments, choose one of the tenets of the declaration and show how it relates to Chopin’s "The Story of an Hour" in a well-developed essay (introductory paragraph, body paragraph, concluding paragraph). Use your best SUTW formatting with 3-4 examples from the story to support your claim. 24 January - Tuesday SSR - Students added information to their TEA charts Students worked with sentence structure by writing a paragraph (any topic) and writing 2 simple, 2 compound, 2 complex, and 1 compound-complex sentence Students reviewed their vocabulary words Students discussed Whitman and Dickinson before turning in their 2 prompt and poem Homework:Students received a handout on Stanton's "Declaration of Sentiment" and will write a paragraph comparing and contrasting it to Jefferson's "Declaration of Independence" p 228 20 January - Friday SSR - Students added information to their TEA charts Students reviewed their vocabulary by writing each word in a sentence Students worked with their paragraphs from last class by labeling each of their sentence types: simple, compound, complex, compound-complex Students turned in their homework on Twain and his short story "The Notorious Jumping Frog of Calaveras County": TNotes, one paragraph on humor and one paragraph on regionalism Class activity: Students read the biographical information on Walt Whitman p 897 and Emily Dickinson p 994 and took TNotes; students read 2 poems by Whitman: "I Hear America Singing" (handout) and "A Noiseless Patient Spider" p 984 and chose 3 of Dickinson's poems (see January calendar for choices). Homework- Write a paragraph on each of the following: Prompt #1: We still read Whitman and Dickinson today. Explain how their poems still hold relevance today. Use specific evidence from each poem to support your original thesis. Use your best Step Up To Writing formatting and no weak verbs. Prompt #2: Discuss Dickinson's use of syntax and imagery. Use your best Step Up To Writing formatting and no weak verbs. In addition, use her as a model to write your own poem. 18 January - Wednesday SSR - Students started their TEA charts for their novel after SSR Students reviewed the new words for lesson #10: adherent, armament, circumvent, corpulent, gradient, panorama, plethora, presentiment, saga, vent Grammar: Students wrote a paragraph and will identify their sentence types Friday (simple, compound, complex, compound-complex. Students wrote on the following topics: 5th hour: location - in a space ship; emotion - heroic; character - a butterfly hunter; rhetorical device - simile; and tumbling 6th hour: location - North Pole; emotion - giggly; rhetorical device - personification; and puppies; character - burglar 7th hour: location - Egyptian pyramid; emotion - goofy; rhetorical device - alliteration; genre - romantic with chocolate; character - knight Students took notes over Realism and will add to these notes after reading the packet on the time period (homework) Students listened to Mark Twain's "The Notorious Jumping Frog of Calaveras County" p 1016-1020. Homework: write a paragraph on Twain's use of humor in the story; write another paragraph on Twain's use of regionalism in the story. |