Priority List: 10/23 – 10/27

Greetings, Monarchs!

Click on the title of this post to see your priority list for the week. When looking at your daily assignments, be sure to look at your correct class. Remember: if you are absent, I expect you to refer to this priority list for your make-up work! Be sure to get your work turned in within two days of your return to class. If you missed a quiz, email me at kelly.dutro@aps.edu to make an appointment to make up your quiz during lunch or after school.

Monday, October 23, 2017

English 9

It’s vocabulary day! We will begin the day by taking our vocabulary quiz on Schoology. Then, you will create your Week Seven Study Guide in the vocabulary section of your notebook.

You no longer need to set up your vocabulary study guides as foldable as described in the video. Instead, you may set up each page in your notebook to look like the template above.

Watch the video below to add the words and definitions to your study guide.

English 10

It’s vocabulary day! We will begin by taking the weekly vocabulary quiz on Schoology. Then, you will create your Week Seven Study Guide in the vocabulary section of your notebook. Your words for the week are below:

  1. Querulous
  2. Recount
  3. Redundant
  4. Rigor
  5. Saturate
  6. Scrutinize
  7. Stealthy
  8. Surpass

English 11

It is ACT and ASVAB Study Day! We will begin with a review of the vocabulary words that often appear on placement exams. Today is Alex and Christian’s day to present their vocabulary game for last week’s words. Once we’ve finished the game, please copy and define next week’s words into your notebook.

These words we address in ACT/ASVAB Prep will not only help you to prepare for these important placement exams, but they will also help you use more precise diction when analyzing texts and discussing individuals motivations and behaviors. They will also be organized by meaning, making this an excellent reference for you to use throughout the school year.

Logophile Words:

  1. Pilcrow
  2. Borborygmus
  3. Funambulist
  4. Struthious
  5. Callipygian
  6. Doryphore
  7. Omphaloskeptic
  8. Noyade
  9. Defenestration
  10. Ucalegon

Tuesday and Wednesday, October 24-25, 2017

English 9

Essential Questions: What major abstract concepts does Steinbeck teach us most about in Of Mice and Men? What does he teach us about these concepts, and how can we apply these concepts to our own lives?

First, we will complete the definition sorting activity in small groups. These definitions are mostly on various abstract concepts that hall a strong role in some of the uglier sides of human behavior. Once your group has finished sorting the terms into different categories, you must defend your category choices to me. When I give my approval, you are to spend the rest of the period copying the definitions into the English Toolbox section of your notebook. If you are worried about running out of time, please take a picture of the definitions to copy into your notebook when you get home. You will receive a completion grade for having these definitions in your notebook.

Once your group finishes the sorting activity, you will read chapter 4 of Of Mice and Men aloud to each other. As you read, look closely for some of the abstract concepts you learned about in your sorting activity so you can use those for your dialectical journal on the essential question, what major abstract concepts does Steinbeck teach us most about in Of Mice and Men? What does he teach us about these concepts, and how can we apply these concepts to our own lives? You must have five quotes and five thorough commentaries by the end of the chapter. 

Finally, there is a chance I may need to have a substitute today. If so, I’ve left the following directions for your substitute: 

These students are to continue reading Of Mice and Men today. They may read independently or in small groups, and they are to finish any of the following assignments using the iPads: 

  • Vocabulary Study Guide 2.3
  • Chapter 3 Reading and Dialectical Journal
  • Thematic Statement Notes

If they have finished all of these assignments, please have them start reading Chapter 4 of Of Mice and Men. I will provide them with the dialectical journal prompt when we read chapter four as a class when I return. 

English 10

Essential Question: Othello’s tone changes considerably from the beginning of the play to the end of the play. How do Othello’s use of euphony and cacophony change throughout the play, and how does that impact the reader’s perception of his heroic qualities?

We will continue reading Act IV of Othello in class today. If time allows, we will also begin reading Act V. You must have eight quotes and eight thorough commentaries by the end of the chapter. 

Finally, there is a chance I may need to have a substitute today. If so, please disregard the directions above and instead take Cornell notes on the video below in the English Toolbox section of your notebook. We will use these notes for a class activity next week, so be sure to have strong, completed notes by the end of the period.

Once you’ve finished the notes, please review your past dialectical journal entries for Acts I, II, and III for quality. Add to your commentaries to make sure each commentary addresses every part of the essential question!

English 11

Essential Questions: One of the reasons The Jungle is so memorable is because Sinclair masterfully exploits Jurgis’ naivete to build dramatic irony. How is this evident in chapter four? What might this suggest about a developing theme of the novel?

We will ready chapter four of The Jungle aloud in class today. As you read, be sure to complete your dialectical journal on all parts of the the essential question above. If you are having trouble remembering how to write about literary theme, check out the video below before completing your dialectical journal.

Thursday and Friday, October 26 – 27, 2017

English 9

Essential Question: What is the relationship between perspectives and tolerance?

First, we will finish reading chapter four of Of Mice and Men. Then, we will take a break from reading Of Mice and Men to read “To Claire Luce.” After reading “To Claire Luce,” you will reflect on the reader’s perspectives of the characters and on the characters perspectives of each other and how those perspectives might relate to the terms we sorted before reading chapter four. 

English 10

Essential Question: What might have been Shakespeare’s purpose for writing Othello? In other words, what might he have wanted his audience to take away from it?

Today we will finish reading Acts IV and V of Othello. As you read act five, please keep a dialectical journal on the essential question above. You must have six quotes and six commentaries by the end of the act. 

English 11

Essential Question: One of the reasons The Jungle is so memorable is because Sinclair masterfully exploits Jurgis’ naivete to build dramatic irony. How is this evident in chapter four? What might this suggest about a developing theme of the novel?

Today, we will read chapters five and six of The Jungle. As you read, please continue the dialectical journal from chapter four. You must have ten total entries, including those from chapter four, by the end of chapters four, five, and six.

After class today, we agreed that I would post the sample dialectical journal entry that we wrote as a class on the priority list. You may find the link to the entry on GoogleDocs here, and you may find a screenshot of the entry below. 

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