March 22nd, 2017

March 21 – 24

  1. Complete Class work – Non-fiction Questions (see previous lesson for questions)
  2. Research for Persuasive Essay
    1. In the Literature book, turn to page R21.
      1. What is a claim?
      2. What is the difference between a reason and a piece of evidence?
      3. What is a counterclaim?
    2. Read the article in the right column of the page. In your notes, identify the following parts of the essay:
      1. Claim
      2. Reason
      3. Evidence
      4. Counterclaim
    3. Research Class work
      1. You will be writing an essay on mandatory volunteering. I have created a packet of eight articles which we are using in class. You can also access these articles through EBSCO on your student portal.  The articles are numbered in this order:
        1. B. “Mandatory volunteering: An oxymoron or a valuable lesson.” Christian Science Monitor 26 Apr. 1996: 11. Middle Search Plus. Web. 10 Mar. 2016.
        2. Camille, Ross. “Volunteering a labour of true love for teens.” Toronto Star (Canada) n.d.: Newspaper Source. Web. 10 Mar. 2016.
        3. Diconsiglio, John. “Volunteer…Or Else!.” Scholastic Update 130.5 (1997): 19. Middle Search Plus. Web. 10 Mar. 2016.
        4. “Even When It’s Mandatory, Volunteering Is Good For Kids.” Maclean’s 125.35 (2012): 4. Middle Search Plus. Web. 10 Mar. 2016.
        5. “Giving Freely Or Free Labor?.” Know Your World Extra 40.7 (2007): 8. Middle Search Plus. Web. 10 Mar. 2016.
        6. Laurie Monsebraaten Toronto, Star. “Teen ‘volunteers’ not all that eager.” Toronto Star (Canada) n.d.: Newspaper Source. Web. 10 Mar. 2016.
        7. “Teens can do it.” Toronto Star (Canada) n.d.: Newspaper Source. Web. 10 Mar. 2016.
        8. Tess Kalinowski Toronto, Star. “Mandatory volunteering doesn’t help, expert says.” Toronto Star (Canada) 10 Nov. 2015: Newspaper Source. Web. 10 Mar. 2016.
      2. For the classwork, complete the following questions for each article:
        1. The claim of the article
        2. Paraphrase at least two pieces of evidence.
        3. Identify the publication source.
      3. For example, the first article’s information should look like this:

Article 1:

  1. Claim: Requiring students to volunteer is controversial, and it may be a better option to connect it with a class.
  2. Evidence:
    1. Boston schools made community service voluntary in 1995.
    2. Students should have more volunteering options, according to John Fischetti, a professor at University of Louisville.
    3. The National Association of Secondary School Principals recommend students should receive class credit for service.
  3. Source: Christian Science Monitor, April 1996

March 20th, 2017

March 17/20

  1. Grammar Quiz
  2. Class workNon-fiction Questions
    1. In the Literature book, read Meet the Author, pg. 647, and Abolishing the Penny, pgs. 648 – 650. Also read Meet the Author, pg. 969, and Montgomery Boycott, pgs. 970 – 977.
    2. “Abolishing the Penny”
      1. How much does it cost the United States to mint new pennies every year?
      2. What is the main purpose of this article?
      3. Why would eliminating the penny make most prices go down?
      4. Why do people want to keep the penny as a coin?
      5. Who is the author and why is his opinion important?
    3. “Montgomery Boycott”
      1. Under what two circumstances did African Americans have to stand on buses in Montgomery?
      2. What incident started the bus boycott?
      3. Who is the author, and what role did she play in the boycott?
      4. How successful was the first day of the boycott?
      5. What did Dr. Martin Luther King, Jr. urge his followers to avoid in his speech at the Holt Street Baptist Church?

March 20th, 2017

March 15/16

  1. Projects are due!
    1. The projects must be printed, but they may also be submitted through Google Class room.
  2. Review Parts of the Sentence – We reviewed this class work assignment from the previous class. See me or Mr. Sood if you would like for one of us to review any of this day’s exercises with you after school.
  3. Participial, Gerund, and Infinitive Phrases
  4. Grammar Practice (in notes)
  5. Quiz on Active/Passive Voice and Verbals next class

March 14th, 2017

March 13/14

  1. Review Active Voice
  2. Review Verbals
  3. Class work – Parts of the Sentence – This assignment can be completed on my Google Classroom, access code gve9x6
    1. 436 – Diagnostic Preview A – 1 through 15. Double space each sentence. Above the appropriate words, label s, av, lv, hv, io, do, pn, pa.
    2. 463 – Chapter Review A – 1 through 10-Double space each sentence. Above the appropriate words, label s, av, lv, hv, io, do, pn, pa.
  4. Project is due next class!


This is an example of the second part of the project:


March 14th, 2017

March 9/10

This assignment is available on my Google Classroom. Access code gve9x6

  1. Verbals (notes)
    1. A participle is a verb form that can be used as an adjective.
      1. Boiling water
      2. A chipped cup
  • A chosen topic
  1. A gerund is a verb form that ends in –ing and can be used as a noun.
    1. Reading is a good pastime.
    2. I enjoy cooking.
  2. An infinitive is a verb form that begins with –to and can be used as a noun, an adjective, or an adverb.
    1. To err is human. (subject/noun)
    2. Betty wants to act. (direct object/noun)
  • She is the one to ask. (adjective modifying the pronoun “one”)
  1. The favored team was slow to score. (adverb modifying adjective “slow”)
  1. Verbals Class work –
    1. 473 – Exercise 4 – Write each sentence. Follow the directions in the book. Underline each participle.
    2. 477 – Exercise 6 – Write out the sentences. Underline gerunds and circle participles.
    3. 480 – Exercise 8 – Write out the sentences. Underline the infinitive, and identify how it is used.
  2. Projects are due March 15th and 16th

March 8th, 2017

March 7/8

1. Active and Passive Voice

  1. Students completed exercises in the Language books.  If you missed this lesson, see me or Mr. Sood after school to make up this assignment.
  2. You can also access the assignment from Google Classroom at

March 8th, 2017

March 3/6

Students used computers in the class room to begin their projects in Microsoft Word.  The template is on the Julius Caesar page.

March 2nd, 2017

March 1/2

  1. Characterization Class work – Students were provided a Direct and Indirect Characterization sheet to complete to match quotes with character traits.
  2. Julius Caesar Project – Julius Caesar Project 2017

March 2nd, 2017

February 27/28

  1. Julius Caesar Test
  2. Notes: Character Traits
    1. Define the following character traits from the dictionary:
      1. ambitious
      2. amiable
      3. arrogant
      4. competitive
      5. courageous
      6. critical
      7. cynical
      8. diligent
      9. dogmatic
      10. gullible
      11. idealistic
      12. irresponsible
      13. jealous
      14. mistrustful
      15. naïve
      16. noble
      17. resolute
      18. responsible
      19. stoic
      20. trustworthy
    2. Notes: Direct and Indirect Characterization
      1. We learn about a character’s personality through his or her traits which are stated directly (direct characterization).
        1. For example, in Act I, scene ii, Caesar is talking to Antony about Cassius when Caesar says, “Yond Cassius has a lean and hungry look; He thinks too much: such men are dangerous.”
        2. Caesar has directly stated one of Cassius’s traits: dangerous.
      2. We also learn about a character’s personality through the actions and words a character uses (indirect characterization).
        1. For example, in Act I, scene ii, Caesar orders Antony to touch Calpurnia as he runs his race. Antony says, “When Caesar says. ‘Do this,’ it is performed.”
        2. These words show that Antony is a loyal and obedient

March 2nd, 2017

February 23/24

  1. Act III Quiz
  2. Julius Caesar movie – We watched the 1970 version of Julius Caesar, Acts 1 through 3
  3. Test on Acts I through III next class

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