Friday, Jan. 4

Bell Ringer:

Comment on this blog with your name, email address, and your favorite read (magazine, book, blog, etc.).

Be sure you have defined the following:

Key Vocabulary

fragment, run-on sentence, and descriptive writing

Essential Questions:

- How do you recognize fragments?
- How do you recognize run-on sentences?
- How do you create stories using descriptive writing and language?

Agenda:

- Syllabus: Teacher and students will review the class syllabus - class expectations, rules, and blog
- Grammar: Grammar Handouts from yesterday: Teacher will review grammar from yesterday including rules and answers to the exercises.
- Descriptive Writing: Show, don't tell! presentation
- Explanation of writing assignment: Teacher will explain writing assignment to class. Students will begin writing.

Thurs., Jan.3

English 12 Seniors:

Happy Thursday! I apologize I am not with you on your first day back to school. I will be back Friday, January 4. I am sure it was hard going back after a wonderful Christmas break. I cannot wait to hear about your break, and I also can’t wait to get to know you all. Tomorrow, I will hand out important information regarding the curriculum and materials needed for this class. 

Today, however, I want to get to know you. Each assignment indicated should be handed in to the substitute teacher when finished. Follow the agenda below.

See you tomorrow, 

Ms. Windle

Agenda:

- Bell Ringer: (Every day, you will be assigned a bell ringer on the board. You are to come in, get settled, and when bell rings, begin the assignment). 

Answer the following question honestly:

What memory of your Christmas break will you carry with you? Explain. (Turn in)

• Key Vocabulary: Keep in binder or notebook. Write down the following vocabulary words and define them the best you can:

fragment

run-on sentence

descriptive writing

- Grammar: Turn in when finished. Complete the following handouts regarding fragments and run-ons. Remember a fragment is an incomplete thought or sentence.  A run-on is two or more thoughts joined together without proper punctuation (comma and conjunction, semicolon, or period).

• First writing assignment: What makes you, you? (Keep in binder or notebook).

Think of three characteristics about yourself in which you feel make you an individual. Write a traditional essay with these three characteristics.

Introduction Paragraph: This should include a hook and introduction to yourself and your three unique characteristics. Your thesis statement should be the last sentence of this paragraph.

Paragraphs 2-4: Each paragraph should be dedicated to the characteristics you have chosen to explain. Don’t forget a topic sentence and conclusion sentence for each. Why is this characteristic important, different, etc?

Example topic sentence: My quirky sense of humor is a characteristic in which makes me unique in several ways. 

Characteristic description example: My family holiday gatherings are like a stage for my performance. Laughter fills the air as I execute my favorite jokes. Tears roll down my grandmother's wrinkly face when I boisterously and timely give the punch line.

Paragraph 5: Conclude your essay. Restate your main points. Leave the reader with a lasting thought. This can be accomplished by answering one of the following questions: How will these characteristics allow you to accomplish your goals? 

Do your best! I am not expecting a perfect assignment. I am also not expecting this to be completed today. Keep this assignment in your binder or notebook.

Mon. Dec. 17

BR: What are you looking forward to the most this Christmas break?

We often think of Christmas as receiving gifts. What is one thing you can do this break to give back to the less fortunate?

Agenda:

• Grammar- Subject/Verb Agreement Practice

 Choose the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to watch.
10. The players, as well as the captain, (want, wants) to win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
20. The committee (debates, debate) these questions carefully.
21. The committee (leads, lead) very different lives in private.
22. The Prime Minister, together with his wife, (greets, greet) the press cordially.
23. All of the CDs, even the scratched one, (is, are) in this case.

• Review of Macbeth questions 1-22 
• English 12 Exam Review- Students will begin working on the exam review (quote and research section).

Mon. Dec. 10

BR:

Subject-Verb Review-to check with class

1.  The piano as well as the pipe organ ____________ to be tuned for the big concert.
HAS
HAVE
2.  The mayor together with his two brothers ____________ going to be indicted for accepting bribes.
ARE
IS
3.  Neither of my two suitcases ____________ adequate for this trip.
IS
ARE
4.  There ____________ a list of committee members on the head-table.
ARE
IS
5.  Everybody in the class ____________ done the homework well in advance.
HAS
HAVE
6.  The jury ____________ their seats in the courtroom.
TAKE
TAKES
7.  Neither the teacher nor the students ____________ to understand this assignment.
SEEM
SEEMS
8.  ____________ either my father or my brothers made a down-payment on the house?
HAS
HAVE
9.  Hartford is one of those cities that ____________ working hard to reclaim a riverfront.
HINT: Try starting the sentence with "Of those cities that . . . ."
IS
ARE
10.  Some of the grain ____________ gone bad.
HAVE
HAS
11.  John or his brother ____________ going to be responsible for this.
ARE
IS
12.  A few of the students ____________ doing so well they can skip the next course.
ARE
IS
13.  Either the Committee on Course Design or the Committee on College Operations ____________ these matters.
DECIDE
DECIDES
14.  One of my instructors ____________ written a letter of recommendation for me.
HAVE
HAS

Agenda:

•  Act III Review- Teacher will review with students Act III. Students will take note of important quotations and themes
• Act III questions- With a partner, students will answer questions regarding Act III on page 489 (1-11)
• Act IV- Students will follow along with audio/movie clip of Act IV 

Thurs. Dec. 6

BR:

How do you feel about censorship by the government?  Do you think certain elements of literature or art should be taken out to protect others? Why or why not?

Agenda:

• Grammar: Students will complete pages 299-300 - Subject-Verb agreement
• Before viewing Act III- complete the following Murder Mystery

Although we as readers know that Macbeth murdered Duncan, it was not evident to the characters in Macbeth.  Pretend you are a detective investigating King Duncan’s murder.  Choose two of the following suspects: Macbeth, Banquo, Malcolm, Donalbain, Lady Macbeth. Discuss each character’s motive, and use evidence from the text to the support reasons why this person may have murdered the King.  (Use specific examples from text).

 Suspect 1:_________________________

Suspect 2:__________________________

Suspect 3:____________________________

• Complete the Pre-reading activity for Act III with a partner.
• Students will begin reading and following along with Act III of Macbeth.

Wed. Dec. 5

BR:

What do you predict will happen to Macbeth and Scotland now that he is king?

Agenda:

• Read Scene 2 of Act II with a partner. Summarize the entire scene. Interpret line by line 57- 62.
• Act II questions in literature book. pg.471 (1-11)
• Students will begin reading Act III of Macbeth
• Movie Clip of Act III (if time allows)

Mon. Dec. 3

BR:

According to the Mayan calendar, the world ends Dec. 21, 2012. If it were to really end, what would you want to get accomplished before then?

Agenda:

• Grammar: Correcting Misplaced Modifers - pages 190-192

• Act I Review: We will discuss page 456 questions from last Friday.

• Macbeth Literary Terms: Students will write Act II Macbeth literary terms in handouts given to them last week.(from PowerPoint)

• Act II: We will begin reading Act II of Macbeth.

• Act II Video Clip