Days 176-180: Last week of school :)

Final: FCAT style exam with 20 questions and an essay.

Day 174 and 175: Thursday and Friday

Present Multigenre projects.

Day 172 and 173: Tuesday and Wednesday

Work on Multigenre projects in class.

Day 171

Multi-genre project day Working on project for full period.

Possible topics

Possible Topics: Water pollution in the St.John’s or Atlantic or Coast Food issues: McDonald’s, Corn Modified foods Why to become vegan? Save the manatees/whooping crane/panthers Overfishing in the Atlantic Growing your own garden How to conserve Deforestation in the Rainforests/South America/etc Rain barrels: reusing water Consumerism: Good or bad Agriscience/Agriculture topic Going green Organic foods: the true story Air pollution: cars Corporations and pollution Renewable resources Easy ways to make a difference Why global warming is a hoax Shopping local: the things you should know Testing on animals What is a carbon footprint Preservatives in food Genetic engineering of foods/plants/animals Greenhouse effect Green revolution Oil spills Off shore drilling: good/bad

Multi-genre project

https://docs.google.com/document/d/1ea4Pe6TV1Ekbt5MI16kc-kJ-fnHxW1K3Ev7Mpfla_OM/edit

Assignment for Thursday: Day 170

I will be gone for the entire day for Volusia County's curriculum mapping. Assignment: Please read the articles on page 371, 375, and 377 and answer the following questions: 1. What is the main idea of the article on page 371? 375? 377? 2. What are some reasons Sen. Inhofe does not agree with the film? 3. Do you feel the facts on global warming are clear? If yes –why doesn’t everyone take immediate action to stop it? If no, why are some people so passionately committed to taking action?

Day 169: brackish

Day 168: atrocious

Day 167: contortion

Day 166: ecological

Friday's video clip

Page 361: Only pick one of the following to analzye while watching the film: You will be assigned one of the focus areas below. As you watch today’s segment from The 11th Hour, fi ll out the viewing guide with details that connect to your focus area. After fi nishing the segment, summarize your fi ndings. ETHOS AND CREDIBILITY: This fi lm relies on the testimony of experts to make its argument about sustainable development. Keep track of each person interviewed in this segment, and make notes to answer these questions. • Which interviewees seem most or least credible, and why? • What types of evidence do the most credible speakers present? • How does their appearance and delivery affect credibility? • Based on your responses, what can you conclude about how speakers make themselves credible to an audience? EVIDENCE AND PERSUASION: This segment identifi es a number of negative impacts of environmental development. Make a list of these as they are presented. • How persuasive is evidence for each environmental impact that current approaches to development must end or be changed? • How does visual information support the claims the speakers are making? • What kinds of evidence and appeals (logical explanations, emotional appeals, the ethos of the speakers) make these claims persuasive? • Based on your responses, what can you conclude about how to use visuals, documented evidence, and emotional appeals to support a claim? VALUES AND PERSPECTIVES: • What values does the fi lm support? In other words, what does the fi lm seem to support as the right way to feel about the issues? • What perspectives does it criticize? What does it say, for example, about corporate and political attitudes in our culture? • Is growth a means to an end, or an end in itself? • What perspectives are NOT presented except through the fi lter of others who disagree with them? • What biases dominate in the fi lm? Does the fi lm effectively speak to audience members who do not share those biases? Why or why not?

Film Clip from Thursday

This clip helps answer the chart on page 358. If you do not have your book here is the chart outline: 1. Sender-reciever relationship: who are the senders and receivers of the message and what is their relationships? 2. Message: What is a literal summary of the content? What ist he meaning or significance of this information? 3. Emotional Strategies: waht emotional appeals does the director use? What seems to be their desired effect? 4. Logical Strategies: What logical arguments/appeals does the director use? What is their effect? 5. Language: What specific language supports the message? How does it affect the film's effectiveness? Consider both images and actual words. Take notes on what you found interesting on page 359. Page 360: #1 Cause and Effect of global warming #2: Analyze one of the cause and effect links. HOw is the claim supported int he film? How persuasive is the claim? #3: Writing prompt: 1 paragraph: Analyze the purpose and effectivemess of one ofthe segrments from today's viewing. Analyze the subjectivity and the art of persuasion.

Day 165: materialize

The 11th Hour: Previewing the text

We watched the first 2 minutes of this video and analyzed the film for subjectivity, pathos, aristotle's canon's of rhetoric, juxtaposition and the "truth" of nonfiction. (Also see page 357 in SpringBoard)

Day 164: juxtaposition

Day 163: Objective/Subjective

Day 162: amorphous

Discussion/Essay Questions for Monday

1. Why does Antigone feel it is her duty to bury Polyneices? Why doesn’t Ismene? 2. Why does Creon refuse to bury Polyneices? What does Creon’s fear to seem weak indicate? Creon threatens to torture the guard before killing him if he does not find out who buried Polyneices. What does this indicate abouthis ability to govern? 3. Explain the deaths of Antigone, Haemon and Eurydice. Why did they consider suicide an “out”? What measurements could each have taken to effectively deal with their situations? 4. Haemon says that Creon is surrounded by men afraid to speak the truth. Do “yes men” influence business and politics today? Do you ever find yourself saying what people expect to hear, not what you really think? Explain. 5. What does the play say about loyalty to the family versus loyalty to the state? 6. does Creon make in the course of the play? Do you find him sympathetic or an unsympathetic character? Why? 7. Discuss whether Antigone is admirable and worthy to be honored, or whether she is foolish and just as proud as Creon. 8. Antiogne is not to be stoned as originally planned. Why does this form of punishment suit Creon?

DAy 161: adversary

Thursday, May 10th: Day 160: unintelligible

Agenda: 1. Antigone Discussion 2. Finish the play: Read through 325 in SpringBoard.

Day 159: futile

Day 158: piety

Day 157: Monday May 7th : indicate

Day 156: transcend

1. Antigone video clip 2. Review and Assess Questions: 1. Antigone and Simene disagree over the burial of Polyneices. Whith whom do you agree? 2. Why do Ismene andAntigone quarrel as the play opens? 3. What reasons does Ismene give as she urges Antigone not to disobye Creon? How might Ismene's advice to her sister seem cowardly to some readers? 4. What kind of leader is Creon? 5. How does Creon learn about Antionges's actions? 6. What has Creon decided to do with Antigone?

Day 154 + 155

Lapnow Out: We read Antigone :) http://records.viu.ca/~johnstoi/Sophocles/Antigone.htm (You can find the online text here. We read through line 665)

Day 153: parched

Today's reading

Antigone Enter ANTIGONE and Ismene from the palace. ANTIGONE: Ismene, my dear sister through common blood, do you know of any evil from Oedipus Zeus will not perform on us who still live? For I have seen nothing—nothing painful, nothing mad or shameful or dishonorable—(5) that is not among your or my sorrows. And now what do they say? The general has just put an edict over the whole city. Have you heard it? Or have you avoided learning how our friends suffer the fate of foes?(10) ISMENE: No word of friends, Antigone, either sweet or painful, has come to me since we two sisters were robbed of our two brothers, both dying the same day by doubled hand. But since the army of the Argives departed last night, I've seen nothing else,(15) either to cause me to rejoice or to weep. ANTIGONE: I knew it! For this reason I brought you outside the gates, that you alone might hear. ISMENE: What? You seem to ponder something deeply. ANTIGONE: Indeed! For of our two brothers, Creon(20) gives honorable burial to one, but dishonors the other. They say that he hid Eteocles beneath the earth with well-deserved pomp and circumstance, as one honored among the dead below;(25) but the corpse of Polynices, who died so sadly, they say it has been declared to the citizens that no one may bury or mourn him, but must see him unlamented, unburied, a sweet find for birds to feast upon.(30) Such things they say our good Creon decreed for you and me—for me, I say! And he is coming here to announce it clearly to anyone who hasn't heard, for he considers it no small matter,(35) but for the one who does any of it, the penalty is death by public stoning. There you have it, and soon you will show how nobly you honor your noble birth. ISMENE: But what more, my poor girl, in times like these,(40) could I do that would not tangle the knot further? ANTIGONE: Will you share in the labor and the deed? ISMENE: What is the venture? Where have your thoughts gone? ANTIGONE: Will you lift the corpse with this very hand? ISMENE: You want to bury him, although it's forbidden in the city!(45) ANTIGONE: I'll bury my brother—your brother, too, though you refuse! I'll not be found a traitor. ISMENE: Madwoman, even when Creon forbids it? ANTIGONE: He has no right to keep me from my own. ISMENE: No, no! Think, my sister, how our father(50) died hated and infamous from offenses self-detected, smiting both his eyes with his very own hands. His wife and mother— both words at once!—took her life with twisted noose; then, third, our two brothers in just one day(55) slew each other, poor wretches, achieving a common doom at one another's hands. And now the two of us, left all alone— think how very horribly we will die if we go against the king's decree and strength(60) outside the law. Rather, consider that we were born women, proving we should not fight with men, and that we are ruled by more powerful people and must obey them, even in more painful things. Therefore I ask forgiveness from those below,(65) as I am forced to in these matters, and yield to those who walk with authority. For to do excessive things is nonsense. ANTIGONE: I would not order you; and if you change your mind now, I would not have you do it with me.(70) Be whatever you want, and I will bury him. It seems fair to me to die doing it. I will lie dear to him, with one dear to me, a holy outlaw, since I must please those below a longer time than people here,(75) for I shall lie there forever. You, though, dishonor the gods' commands, if you wish. ISMENE: I do not dishonor them, but to do this against the state—I have no strength for it. ANTIGONE: Use that excuse, if you like, but I indeed(80) will go and heap a tomb for my dearest brother. ISMENE: Alas, how I fear for you, daring girl! ANTIGONE: Don't worry for me; straighten out your own life. ISMENE: Then, at least, proclaim this deed to no one; but keep it secret, and I shall do the same.(85) ANTIGONE: Oh, denounce it! I will hate you the more if you don't tell these things to everyone. ISMENE: You have a hot heart for chilling matters. ANTIGONE: But I know I'll please those I should please most. ISMENE: If you can—you want the impossible.(90) ANTIGONE: Well, then, I shall stop whenever my strength fails. ISMENE: You should not start an impossible quest. ANTIGONE: If you say this, you will be hateful to me, and the dead will hate you always–justly. But let me and my foolish plans suffer(95) this terrible thing, for I shall succumb to nothing so awful as a shameful death. ISMENE: Then go, if this seems best to you, but know that your friends truly love you, however foolish. Exit ANTIGONE off stage, ISMENE into the palace, after which the CHORUS marches onto the stage. CHORUS: Str. 1 Ray of the sun,(100) fairest light of all those shining on seven-gated Thebes, at last you appeared, O eyes of golden day, coming over the streams of Dirce,(105) you sent away the white-shielded warrior from Argos, running from here, with your piercing bridle. He set forth against our land because of the contentious claims of Polynices,(110) like a sharply crying eagle flying into our land, covered with a wing white as snow, descending with many shields and crested with horse-hair.(115) Ant. 1 He perched on the roof, gaping wide with bloody spears around our seven gates, but then he went away, before his jaws were filled with our blood(120) or Hephaestus' torches could take our crown of towers. Such a clash of Ares swelled behind him, a hard conquest for the dragon's rival. For Zeus hates excessively(125) the boasts of a great tongue, and looking on them coming in rapid flow, over-confident in clanging gold, he threw down the one rushing with brandished fire to the top of his goal,(130) seeking already to proclaim his victory. Str. 2 He fell in an arc to the hard ground, torch in hand, the one who with raging onslaught furiously was breathing with the rush of the most hateful winds.(135) But, those things went otherwise, and great Ares sent them to various fates, smiting them, our chariot's strongest horse. Seven captains at our seven gates,(140) marshaled against equal foes, left to Zeus the router bronze weapons, except those two wretches, who were born of the same father and the same mother, standing against each other with doubly slaying spears,(145) they both took an equal share of their common death. Ant. 2 But since great-named Victory came, rejoicing in answer with Thebes of many chariots, let us enjoy oblivion of the recent wars(150) and let us go to all the temples of the gods to dance through the night, and may Bacchus, who has made Thebes shake, be our leader. Enter CREON from the palace. But here is the king of this land,(155) Creon, son of Menoeceus, our new leader in this new situation given by the gods. What plan does he hold that he proposed this gathered council of old men,(160) summoning us by proclamation? CREON: Gentlemen, the gods have set right again our city's affairs, after shaking them in a storm, and I have summoned you here out of all the citizens, knowing well(165) how you always revered the power of Laius' throne; then, both when Oedipus saved the city and when he fell, you stood in consistent support of their children. And so, since in the same day they both fell(170) by twofold fate, each striking and spreading fratricidal pollution, now I hold sole power and the throne, because I am the closest relative of the fallen. It is impossible to know the soul,(175) the mind, and character of any man, until he has proven himself in the law. For if someone rules an entire city and does not take hold of the best counsels, but holds his tongue out of fear, I think him(180) to be the worst of men, now and always; and the man who considers more important than his fatherland his friend, I think him worthless. For—and may all-seeing Zeus be my witness—I would never be silent(185) if I saw madness creeping among the citizens in place of salvation, nor would I consider an enemy of my country a friend to myself, recognizing this: that my country is(190) safety itself, and only when she is upright can our sailing find friends. With laws like these I will make our city grow. Therefore, I have made a decree to the citizens concerning the sons of Oedipus:(195) Eteocles, who fell fighting for this city, who earned every prize of valor, will be buried and receive all honors that go to the best of the dead below. His erstwhile kinsman, however, I mean(200) Polynices, who returned from exile with hopes of burning his native land and ancestral gods from top to bottom, wishing to feast on kindred blood and lead the rest into slavery, it has been(205) decreed that in this city he shall be neither buried nor mourned by anyone, but everyone must leave him unburied, a feast for birds and dogs, an outrage to see. This is my judgment, and never from me(210) will the base take equal honor to the good; but whoever is friendly to this city will in life and death be equally honored by me. CHORUS: You are at your pleasure to decide this, son of Menoeceus, concerning the city's(215) friend and foe. You may use any habit both with the dead and with all of us who live. CREON: Then I would have you keep watch over my words. CHORUS: Give this task to a younger man to do. CREON: No, the corpse's guards are already posted.(220) CHORUS: What would you have us do beyond this? CREON: Do not join with those disobeying it. CHORUS: No man is so foolish as to lust for death. CREON: And truly that is this deed's reward, but often profit has destroyed men through their hopes.(225) Enter GUARD from offstage.

Day 152: lament

Day 151: Thursday

Lapnow out sick. One page essay: you may use your notes, SpringBoard book or blue literature book to help you. Topic: What do you know about Greek Theater? How has it impacted the theater we know today?

Day 150: reverie

Day 149: anarchists

Monday, April 23, 2012 Day 148: defile

Day 143-147

Monday through Friday Lapnow will be in the Media Center facilitating FCAT testing. You all will be testing for FCAT during this week as well, thus I tried not to overwhelm you with work. Here is what we did accomplish in class:
1. Journal 23: I will never forget....
2. Journal 24: What are you looking forward to this summer?
3. Independent reading
4. Inconvenient Truth: notes on fact/opinion used as support for a discussion to take place on Monday.

Day 142

Day 141: solemn

Wednesday: Day 140: austere

1. Read
2. Mini book report

Day 139: melancholy

Day 138: arid

Friday April 6th Day 137: impassive

Thursday April 5th: Day 136: discredit

Agenda:
1. Annotation overview
2. Group poetry analysis: "The Love Song of J.Alfred Profruck"

Day 135: fortitude

Day 134: renovate

Day 133: tentative

Monday
1. Journal 21: What would you do if the world were to end in 3 days.
2. Finish "Trees" packet
3. Metaphor: poem

Day 132

Friday
1. Quiz
2. TPPCRH reading strategy
3. Practice

Day 131: conundrum

Day 129

Copy of Vocab through Context Clues on Prezi

Day 129

Day 129: recuperate

http://ritter.tea.state.tx.us/student.assessment/resources/online/2009/taks_g10_ela/10ela.htm

Day 128: poised

Day 127

Wednesday: Day 126

Today's questions

La Belle Dame sans Merci : page 961
1. What is the tone?
2. Name one literary device used. Write down the example used in the poem.
a. Example: Simile: “ Your love is like a rollercoaster.” Line 12
3. What is the poem about?
4. What is the title? What do you think it means?
5. Do you like this poem? Why?
The Waking page 987
1. What is the tone?
2. Name one literary device used. Write down the example used in the poem.
3. What is the poem about?
4. What is the title? What do you think it means?
5. Do you like this poem? Why?
Sonnet 18 page 990
1. What is the tone?
2. Name one literary device used. Write down the example used in the poem.
3. What is the poem about?
4. Who is this poem to? How do you know?
5. Do you like this poem? Why?

Friday's Questions

La Belle Dame Sans Merci
Review and Assess
1. Respond: What word or words would you use to describe the knight? Explain your answer.
2. Recall: What is the setting of hte poem? In what way does the season of this setting reinforce the meaning and the mood of the poem?
3. Describe the lady whom the knight meets. What is unusual about her?
4. Describe the knight's dream. Explain hjow the people in the knight's dream relate to his present condition.
5. Where is the lady when the knight awakens form his dream? Why i shte knight "Alone and plaely loitering"?
6. What does this poem suggest about things that seem attractive on the surface?

The Waking
Review and Assess
1. After reading the poem, do you feel optimistic or pessimistic? Explain.
2. Accordint to eh speaker, what dances "from ear to ear"? In what ways is the image contradictory? What is the emotion conveyed by this image?
3. Indentify two lines that address learning or thinking. What attitude toward knowledge do these lines convey? Explain.
4. What do you thingk the speaker means by the line " I wake to sleep, and takie my waking slow"? Why do you think so?
5. What advice aboutliving can you find in this poem? Do you think it is good advice? Why or why not?

Sonnet 18: Review and Assess
1. How might you feel if you were the subject of a sonnet like this one? Explain.
2. To what is the speaker comparing the subject of the poem? Do teh subject fare better or worse than a summer's day? Explain.
3. Who or waht is "the eye of heaven"? In your own words, restate lines 5 and 6.
4. What does the speker say "shall not fade"?
What makes the beloved immortabl?
5. Do you agree with teh statement made in the last two lines? Wha are some modern expressions of this sentiment?

Poems

La Belle Dame Sans Merci: Keats

O WHAT can ail thee, knight-at-arms,
Alone and palely loitering?
The sedge has wither’d from the lake,
And no birds sing.

II.

O what can ail thee, knight-at-arms! 5
So haggard and so woe-begone?
The squirrel’s granary is full,
And the harvest’s done.

III.

I see a lily on thy brow
With anguish moist and fever dew, 10
And on thy cheeks a fading rose
Fast withereth too.

IV.

I met a lady in the meads,
Full beautiful—a faery’s child,
Her hair was long, her foot was light, 15
And her eyes were wild.

V.

I made a garland for her head,
And bracelets too, and fragrant zone;
She look’d at me as she did love,
And made sweet moan. 20

VI.

I set her on my pacing steed,
And nothing else saw all day long,
For sidelong would she bend, and sing
A faery’s song.

VII.

She found me roots of relish sweet, 25
And honey wild, and manna dew,
And sure in language strange she said—
“I love thee true.”

VIII.

She took me to her elfin grot,
And there she wept, and sigh’d fill sore, 30
And there I shut her wild wild eyes
With kisses four.

IX.

And there she lulled me asleep,
And there I dream’d—Ah! woe betide!
The latest dream I ever dream’d 35
On the cold hill’s side.

X.

I saw pale kings and princes too,
Pale warriors, death-pale were they all;
They cried—“La Belle Dame sans Merci
Hath thee in thrall!” 40

XI.

I saw their starved lips in the gloam,
With horrid warning gaped wide,
And I awoke and found me here,
On the cold hill’s side.

XII.

And this is why I sojourn here, 45
Alone and palely loitering,
Though the sedge is wither’d from the lake,
And no birds sing.


SONNET 18: William Shakespeare
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.




The Waking: Theodore Roethke

I wake to sleep, and take my waking slow.
I feel my fate in what I cannot fear.
I learn by going where I have to go.

We think by feeling. What is there to know?
I hear my being dance from ear to ear.
I wake to sleep, and take my waking slow.


Of those so close beside me, which are you?
God bless the Ground! I shall walk softly there,
And learn by going where I have to go.

Light takes the Tree; but who can tell us how?
The lowly worm climbs up a winding stair;
I wake to sleep, and take my waking slow.

Great Nature has another thing to do
To you and me, so take the lively air,
And, lovely, learn by going where to go.

This shaking keeps me steady. I should know.
What falls away is always. And is near.
I wake to sleep, and take my waking slow.
I learn by going where I have to go.

Day 125

Day 124: No word of the day

Day 123: Lapnow Out

In blue Prentice Hall books:

“La Belle Dame sans Merci” page 961 – Questions page 962
“The Waking” page 986 – Questions page 987
“Sonnet 18” page 990 –Questions on the same page

Day 122: aversion

Day 131: abbreviate

Day 120: aptitude

Day 119: condescending

Day 118: debacle

Day 117: debacle

Day 116: vulnerable

Day 115

FCAT Writing Test/Vocabulary Review

Day 114: elucidate

Friday: February 24th Day 113: impeccable

Writing prompt for kids at home

Grade 10 Persuasive Prompt
Writing Situation:
Some state legislators believe that school libraries should not provide Internet access for
students.
Directions for Writing:
Think about whether school libraries should provide Internet access for students.
Now write to persuade state legislators whether school libraries should provide Internet access
for students.

Day 112: skeptic

Wednesday, February 22nd: Day 111: repugnant

Day 110: versatile

Day 109: apprehensive

Day 109 Prezi

Copy of Writing a Thesis Statement on Prezi

Day 108: havoc

Day 197:prosiac

Day 106: amorous

Day 105: civil

Day 104: egregious

Day 103: ostentatious

Day 102: hybrid

Tuesday, February 7th 2012: rationalize

Day 100: placid

Friday February 3, 2012 Day 99

Lapnow out:

Assignment:
Read articles on pages 237/238/240 and complete chart on page 235

Day 98: agile

Day 97: Media Center Day

Final draft of creative writing piece.

Day 96: insipid

Day 95: despicable

Day 94: plethora

Day 93: perilous

Wednesday, January 25th Day 92: deft

Tuesday, January 24, 2012 Day 91: hasten

Day 90: Fair Testing

http://www.bgfl.org/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm

Friday: Day 89

Day 88:superficial

Day 87: mundane

Day 86: imminent

Day 85: collaborate

Day 84: tranquil

Day 83: terse

Day 82: inevitable

Day 81: exhort

Day 80: cunning

Day 79: cynical