Good morning and thanks for coming!  All classes receive participation points for being on task, paying attention, and acting responsibly.  Please let me know if there is anyone who needs to lose all or some of their points for the day! 

First Hour: I would like the students to complete a worksheet about quotation marks.  When I graded their “Of Mice and Men” essays yesterday, many of them were struggling with direct quotations.
There is a reference sheet as well as the worksheet that explains when/where capitalization is necessary, as well as where quotation marks belong.  Please review this WITH them before they work (they have a tendency to skip the directions part and just guess if they have the chance).
When they finish this, they should continue working on the Icarus: 2010 article.  Most are about halfway through and still have a set of questions to answer.

Icarus 2010 Questions

1.) Describe Potter's Life (childhood --> present)

2.) List seven adjectives that describe Potter

3.) What does he risk?  What has he given up?  What does he gain/why does he do it?

Second Hour:  Students began a unit on memoir yesterday.  They completed a sheet about an excerpt “Me Talk Pretty One Day.”  Please have them keep it for the time being; I want to talk to them about what they think the thesis statement is.
I would like students to spend the hour brainstorming ideas for their memoirs.  I listed some prompts at the bottom of this document.  They should explore at least three questions; I would like them to just START writing (I think some people will sit and think too long).  Please remind them that anything they write can be changed or deleted, but just starting writing will help them think.

Third Hour: There are three computers reserved for them in the library so they can work on their autobiography project.

Fifth Hour:  Students are working to find pieces for their Farrago speech in the library.  When possible, try to guide them toward quality literature—some people have been finding questionable internet poetry.  If they have all their sources, they should begin reading and interpreting them (writing poems into paragraph form may help).  Each student should have a directions sheet as a reference to guide them.

Seventh Hour: Opening Journal Prompt
1.) How would you feel if someone you liked suddenly stopped liking you?  Jot down some of the feelings and reactions you might have toward someone whom you felt had stopped liking you.
2.) What is happening in the plot of AMSND that would cause me to ask this question?

Please show the students this clip from the Great River Shakespeare Festival in Winona (they put on A Midsummer Night’s Dream last year): http://www.youtube.com/watch?v=AQiSzmvykL0
It spans the whole play (it’s a little bit of a spoiler, but may help them better understand the plot).

Then have students define each of the following vocabulary words and use it in a sentence (it might be easiest to write them on the chalkboard—it’s okay if the actor project gets erased).

dissemble

flout

progeny

promontory

wanton

They should then write a one page summary of what happens in Act 2 Scene 1 in pairs.  If they would like to use No Fear Shakespeare on the Smartboard, they can.  I have not tried it with this class yet.  It lists the Shakespearean language on the left, and modern English on the right.
http://nfs.sparknotes.com/msnd/page_32.html

Eight Hour:  Please send one of the students to pick up the mobile lab (it’s probably in the library).  They should be working on their autobiography assignment.  A first draft is due May 1^st, and many of them have barely started.

·         Think of a place you visit every day (or very often). Describe it in as much detail as possible. What makes this place important?

·         Of all the possessions you own, choose one you would bequeath to a child or grandchild and write about why.

·         If you could make a national holiday, what day would it be and what would it be about?

·         Take an inventory of your purse and/or wallet and/or backpack. What do the items inside say about you?

·         Write about your family heritage (or one member of your family who has been especially influential). How does it (do they) affect who you are?

·         What is one of your bad habits? Describe it. Why is it bad? Why do you do it?

·         If you had to sum up your life in ten words or less, which words would you choose and why?

·         In what ways have you deviated from traditions or beliefs you were brought up with? How has this changed your life?

·         Recall a time that you felt really out of place.  Where were you?  Why?  How did the situation resolve itself?

·         Choose a random picture (from an album, a magazine, the newspaper, online) and write about any memories it may trigger.

·         Choose an older family photo, and write about what you remember was happening at that time.

http://www.macobo.com/essays/epdf/Me%20Talk%20Pretty%20One%20Day%20by%20Sedaris.pdf

David Sedaris Questions: Me Talk Pretty One Day 

What is this essay about?

What funny language does Sedaris use in the article?  Write a list.

What is the purpose of this essay (what is the thesis)?  State it in one sentence.

Does it provide a lesson or insight into part of the human experience?

Introduction to Farrago Speech
Sophomore English

April 2012

FARRAGO:   A confused mixture; hodgepodge.

Synonyms: medley, mixture, hash, jumble, mix, blend, olio

PURPOSE

To develop skill in identifying, selecting, combining and presenting quality literature from a variety of genre which addresses a specific theme or emotion.

PREPARATION

1.)     PICK a common theme you are interested in.  This could be a topic, person, emotion, historical event.  You could also go about choosing your theme by picking a work you already know and love, and deciding to highlight a specific aspect of that work.

2.)     FIND quality materials from different genres that fit into this theme

a.       What does quality mean?  Quality literature explains motivations and reasons for actions; it convinces and describes.  You should try to find something that is really meaningful, not something silly and trite.

b.       Genres you MUST use for your speech (I expect you to use at minimum three different works)

                                                               i.      Prose (remember, we talking about what this means in the beginning of the year…)

                                                              ii.      Poetry

                                                            iii.      Nonfiction or Drama

3.)     RESEARCH the authors and background of the works.  Delve into what each piece really means.  Look up any and all vocabulary you are not familiar with (you must know how to pronounce it AND what it means).  Observe punctuation.  Decide what YOU THINK the meaning of the piece really IS.

4.)     Once you know the meaning of each piece, decide how it fits into your THEME.  You need to write an introduction and transitions that present the reader with unifying information so your speech is easy to follow.  This is very similar to the “hand holding” I talk about with every paper you write.

5.)     Practice reading your pieces aloud.  Voice, gestures, and movement are an important part of your grade.  You may only walk during your transitions (NOT while you are reading).

6.)     MEMORIZE your introduction transitions.  MOUNT your pieces to read on construction paper.

7.)     TIME YOURSELF.  Your speech should be 8 minutes, give or take 15 seconds.  You need to keep this in mind while you are selecting pieces.

8.)     PRACTICE!  Really, you need to practice in order to get this right.

Brainstorming Sheet

Name: _______________________

Some possible THEMES I might be interested in exploring for my speech include…

                What works or events might work for this theme?

Some possible WORKS I might be interested in exploring for my speech include…

                What themes or events might work for this work?

Some possible EVENTS I might be interested in exploring for my speech include…

What themes or works might work for this event?

Icarus 2010 Questions
1.) Describe Potter's Life (childhood --> present)
2.) List seven adjectives that describe Potter
3.) What does he risk?  What has he given up?  What does he gain/why does he do it?

                “Mountain biking across the African planes was the brainchild of my semi-intelligent friend, Biff,” claimed Oren, high stakes mountain bike professional and part time hit man.  “The main problem is that there are very few mountains there.  It’s totally flat.  We didn’t account for the boredom… or the gazelle scrums.”

                His condescending way of speaking to me was initially a big turnoff, but as he spoke I began to realize that having an overly inflated ego—constantly insulting people, strutting, and kibitzing—might be part of being a legitimate professional athlete.  I tried to circumvent his nearly palpable pompous qualities and focus on the story.

                “There’s not that much to tell.  Biff is a mediocre camera man and poor biker at best—one moment I was just coasting along, giving the cherubic little guy a chance to catch up, the next I was laying on my back in the dirt with my bike on top of me.”

                He turned to me and the air of superiority was gone, transitioning into a more worried, secretive state.  He spoke in sotto voce, “I don’t know if Biff has a crush on me or what, but he certainly was too rapt with fear to even be helpful.  I was so angry that he didn’t instigate rescue efforts sooner.”

Vocab for School of Fight

Vocabulary for School of Fight

Segue:

Talmudic: The collection of ancient Rabbinic writings consisting of the Mishnah and the Gemara, constituting the basis of religious authority in Orthodox Judaism.

Eugenic:

Albeit:

Sotto Voce: In a quiet voice, as if not to be overheard.

Euphemism:

Kibitz: Look on and offer unwelcome advice, esp. at a card game.

Transition:

Association

Legitimate:

Suffix:

Scrum:

Palpable:

Cherubic:

Instigator:

Brainchild:

Circumvent:

Condescending

Simultaneously:

Rapt:

Commended:

Sportswriting Unit

Name:____________________________
Pickleweasel April 10^th

What is sportswriting?

How does Leavy claim that sports are changing?

What new goal are many athletes trying to achieve?

What is the goal of sports writing?

What modern challenges do sportswriters face?

What is the power of language according to Leavy?

1.

2.

3.

List two of the influential voices Leavy mentions.

1.

2.

What responsibility do sports writers have?