Welcome to the spring 2013 semester. I will continue to update this website as we go through the semester. Posted below will be the agenda for each day. Please note that the following lesson plans are subject to change. I try to stick as closely as possible to these plans, but sometimes adjustments have to be made. The days that have already passed should be fully accurate.
All outside of class essays/written assignments must be submitted in hard copy form and through turnitin.com. For the final essay of the semester, a Julius Caesar essay, the due date is Friday, May 24; late papers will be half-credit and no paper will be accepted after the final for that class is over. Even if a student is absent on that date, the paper will be considered late if it is not in turnitin.com before midnight. Mr. Gilkey will not submit papers for students for this assignment.
For turnitin.com, the class ID is 5906851 and the class password is spring13.
Mon., Jan. 14: Hand out syllabus, MLA format and technology agreement and discuss.
Tues., Jan. 15: collect signed syllabus and technology agreement forms; explain journal rules; journal #1: "Define 'legend.' What or who is a legend in your opinion? What makes that story/event/person a legend?"; Read and discuss "Star Wars" story pgs. 1046-1049.
Wed., Jan. 16: Journal #2: "There are heroes in real life and in literature/stories/movies. What are the differences between real life heroes and fictional heroes? What heroes have you read about in stories? What heroes do you know about in real life? What makes each a hero?"; Read "Rama's Initiation" pgs. 1052-1058
Thu., Jan. 17: (minimum day): Heroes essay assignment; root words 1
Fri., Jan 18: finish root words 1 and essay discussion; assign root words sentences; King Arthur powerpoint notes; Shrek 3 clips (when Shrek and co. get Arthur at high school and when they meet Merlin).
Mon., Jan. 21: MLK Day - No school
Tues., Jan. 22: Discuss Heroes essay, read from old textbook "Where I find my Heroes," "The Magic Happened," and "The Sword in the Stone."
Wed., Jan. 23: Journal #3: "What were the roles of knights in ancient times, myths, etc.? Be specific. What did they do? Why?"; Read "The Round Table"; have students do group work assignment: Arthur says, "Might for right . . . Not might is right . . . Might for right." Describe specific occasions or reasons some people think "might" (power) is right - where an individual or group/country uses - or abuses - its power. In the first paragraph, give two individual examples and two group examples of times in history when someone has used/abused "Might is right" (Because I have the power, I am right). In the second paragraph, write two individual and two group examples of "Might for right."
Thu., Jan. 24: Heroes essay due; root words 1 quiz, root words 2; finish group "Might" assignment.
Fri., Jan 25: Read "Arthur becomes King of Britain" pp. 1030-1042; .
Mon., Jan. 28: King Arthur quiz; Journal #4: "What are the most important concepts/skills to learn in high school. Name at least three and explain why they are important."; return and discuss root 1 sentences; discuss following directions; begin reading "Morte d'Arthur", pages 1021-1029.
Tues., Jan. 29: Read "Morte d'Arthur", pages 1021-1029. Assignment: In groups of no more than three, write two paragraphs comparing and contrasting "Morte d'Arthur" and "Arthur Becomes King of Britain." Give specific examples/quotes. Write three similarities in one paragraph and three differences in the other. Go beyond the obvious that Arathur is alive in one story and dies in the other. Your examples should be about writing styles and facts.
Wed., Jan. 30: root words 2 quiz, root words 3; check out Night.
Thu., Jan. 31: Journal #5: "Why do people ask questions? Consider different circumstances. What do people expect in answers? What do you do if you don't like the answer?"; Elie Weisel/Night powerpoint;
Fri., Feb. 1: "Escape from Auschwitz" video;
Mon., Feb., 4: Discuss Mr Murillo's website for Night and walk through the assignments and videos; show some of introductory videos and begin reading first chapter of Night. HW: finish chapter 1 of Night.
Chapter 1 study guide questions
1. Describe Moshe the Beadle.
2. Why was Moshe the Beadle important to Elie Wiesel?
3. Summarize the story Moshe the Beadle told on his return from being deported. Why did he say he had returned to Sighet?
4. What was the public reaction to Moshe's story?
5. Describe Elie Wiesel's father. What was his occupation?
6. What was the setting and the year for the first section of the book? What was the world condition at the time?
7. Describe, in order, the events that happened from the last day of Passover until Pentecost.
8. How did Wiesel say he felt a bout the Hungarian police?
9. Who was Martha? What happened when she visited the Wiesel family in the ghetto?
Tues., Feb. 5: Journal #6: "Describe Moshe the Beadle. Why was Moshe the Beadle important to Elie Wiesel? Summarize the story Moshe the Beadle told on his return from being deported. Why did he say he had returned to Sighet? What was the public reaction to Moshe's story?"; Night chapter one review; time to Night read chapter 2. HW: finish chapter 2.
Wed., Feb. 6: root words 3 quiz; Night vocabulary; Review chapter 2; read Sneetches by Dr. Seuss and discuss: read chapter 3
Chapters 2-3 study guide questions
1. To what did Wiesel compare the world?
2. What did Madame Schachter see in her vision?
3. How did the other people in the car react to Madame Schachter?
4. Where did the train stop?
5. What did the Jews in the train car discover when they looked out the window?
6. When did Wiesel say the travelers left their illusions behind?
7. Which notorious SS officer did they meet at Auschwitz?
8. What was Elie's main thought as the men and women were being herded from the train?
9. What prayer were the people saying? Why was it unusual?
10. What did Elie do when the gypsy struck his father? Why? What was his father's response?
11. How long were Eli and his father at Auschwitz? Where did they go next?
Thurs., Feb. 7 (minimum day): Journal # 7: "What were the three most memorable events/moments in chapter 3? Describe them and explain why they are memorable."; review chapter 3 and discuss the journal responses; read chapter 4
Chapter 4 study guide questions
1. Describe Elie's encounter with the dentist. How was he able to get away with not having his tooth extracted at first?
2. What did elie do when Idek hit his father? What was he thinking? Why might he have had this response?
3. Who doook Elie's gold tooth? Why did Elie give it up?
4. Describe the Frenchwoman Elie met at Buna. Where does he see her next in his life?
5. What happens to the man who tries to steal soup during the air raid?
6. What happened to the young man from Warsaw? Why did he receive this punishment? What did Elie say the soup tasted like after this public viewing of punishment?
7. how did Elie say the soup tasted the night the pipel (young servant boy) was hanged? Why do you think this is so?
8. Eli's faith in God continues to disappear in this chapter. With this in mind, explain the significance of Elie's last statement of the chapter: "Where He is? This is where -- hanging here from the gallows."
9. Explain at least two instances in which Elie experienced "luck" or "chance."
Fri., Feb. 8: Night quiz chapters 1-4; Journal # 8: "Describe at least two negative emotions and two positive emotions displayed by any of the characters in Night. Describe these emotions and where/why they occur in the novel."; review chapter 4; time to read chapter 5; root words 3 quiz, root words 4; Homework - read chapter 5.
Chapter 5 study guide questions
1. What did the men do on the eve of Rosh Hashana?
2. How did Elie feel while the others were praying?
3. What was Elie's decidsion about fasting on Yom Kippur? Why did he make that decision?
4. What was Elie's "inheritance" from his father? Wh was his father giving it to him?
5. Did the men remember to say the Kaddish for Akiba Drumer?
6. What did Elie dream of when he dreamed of a better world?
7. What happened to the patients who stayed in the hospital instead of being evacuated?
8. What was the last thing the head of the block ordered the men to do before they evacuated? Why?
9. What was the weather like during the evacuation?
Mon., Feb. 11: Journal #9: "Take on the character of Elie and write about what it would have been like to lose his family, lose his shoes, gold crown, etc. How would you survive the living conditions - no comfort, little food, being beaten, etc.?"; review chapter 5; read chapter 6
Tues., Feb. 12: Journal #10: "Write about a time in which you were forced to make a quick, rash decision. What consequences, good or bad, came from this choice? Were you happy that you made that decision?"; review chapter 6, finish reading Night.
Chapters 6-9 study guide questions
1. While running, an idea began to fascinate Elie. What was the idea? What kept him from carrying out his idea?
2. What did Elie realize about Rabbi Eliahou and his son?
3. What was the name of the camp to which the men walked?
4. Describe Elie's meeting with Juliek. Why is his playing the violin significant?
5. How long were they at Gleiwitz? Where did they go next?
6. Who was Meir Katz? What happened to him?
7. How many men started out in the train? How many were left when they arrived at Buchenwald?
8. What happened to Chlomo?
9. What was Elie's only desire?
10. What happened on April 10, 1945? What did Elie see when he looked in the mirror? Why do you think he felt this (symbolically)?
Wed., Feb. 13: root words 4; Journal #11: "We all experience times in which we experience unexpected blessings or good fortune. Please describe a time in which you felt you were blessed or had good luck. Describe the situation and how you felt."; review for test
Thu., Feb. 14: (END GRADING PERIOD) Journals due; Night test
Fri., Feb. 15: Teacher In Service day - no school for students
Mon., Feb. 18: President's Day
Tues., Feb. 19: hand out and discuss poetry terms and poetry portfolio guidelines; return Night novels to library; Concrete poetry assignment.
Wed, Feb 20:Collect concrete poems; root words 4 quiz, root words 5; CAHSEE prep; Haiku and Tanka information and examples and time to work on the Haiku and Tanka in class.
Thurs., Feb. 21: Villanelle
Fri., Feb 22: CAHSEE prep; Lyric poetry;
Mon., Feb. 25: Limericks; CAHSEE prep
Tues., Feb. 26: All sophomores to theater for registration for junior year.
Wed., Feb. 27: root words 5 quiz, root words 6; Free verse;
Thurs., Feb. 28: (MINIMUM DAY) CAHSEE prep; Narrative poetry
Fri., March 1: CAHSEE prep; Sonnets/Sonnet fever;
Mon., March., 4: CAHSEE prep; work on poetry portfolio in class
Tues., March 5: Poetry portfolio due in class and on turnitin.com; CAHSEE prep.
Wed., March 6: root words 6 quiz, root words 7; CAHSEE prep
Thurs., March 7: CAHSEE prep
Fri., March 8: CAHSEE prep - in-class essay.
Mon., March 11: finish CAHSEE prep;
Tues., March 12: (CAHSEE): root words 7 quiz, root words 8;
Wed., March 13: (CAHSEE): root words 7 quiz, root words 8;
Thur., March 14: Journal #12: "If you knew your own destiny/fate/future, how would you live your life differently? Give multiple specific situations."; Sophocles, Oedipus, and Antigone background powerpoint.
Fri., March 15: Journal #13: "Describe a situation that is true/complete happiness for you. Explain why that makes you happy."; finish background/introduction powerpoint; Read book introduction 768-772; hand out "Antigone" study guide.
Mon., March 18:Journal #14: "Why are people buried after dying? Why might someone not deserve a 'proper' burial?"; Begin "Antigone" -- pages 773-780.
Tues., March 19: Journal #15: "Do you think it is ever O.K. to break laws? If so, under what circumstances is it better or safer to break a law than to obey one?"; Continue "Antigone" 780-792.
Wed., March 20: root words 8 quiz, root words 9; begin "Antigone" movie
Thu., March 21: continue "Antigone" 792-805;
Fri., March 22: (GRADES DUE): finish "Antigone" 805-808; Journal #16: "In what ways was Antigone the tragic character? In what ways was Creon the tragic character?" Which was more tragic? Why?"
Mon., March 25: continue "Antigone" movie
Tues., March 26: finish "Antigone" movie
Wed., March 27: "Antigone" test; root words 9 quiz, root words 10;
Thu., March 28: (MINIMUM DAY - OPEN HOUSE) begin group work - picture and two paragraphs about a scene from "Antigone."
Fri., March 29: Group work - picture and two paragraphs about a scene from "Antigone."
Mon., April 1: SPRING BREAK
Tues., April 2: SPRING BREAK
Wed., April 3: SPRING BREAK
Thu., April 4: SPRING BREAK
Fri., Jan 5: SPRING BREAK
Mon., April 8: Begin punctuation - Apostrophes: rules and practice worksheets
Tues., April 9: Punctuation - Exclamation marks, ellipses, question marks, and slashes; quotes
Wed., April 10: root words 10 quiz, root words 11; punctuation - parentheses
Thu., April 11: punctuation - brackets
Fri., April 12: punctuation - finish brackets
Mon., April 15: punctuation - dashes and hyphens
Tues., April 16: (STAR Testing - periods 2, 4, 6 meet): root words 11 quiz, root words 12; discuss student sample business letters; time to work on business letter.
Wed., April 17: (STAR testing – periods 3, 5, 7 meet):
Thur., April 18: (MINIMUM DAY), (STAR Testing - periods 2, 4, 6 meet): Write a letter to the editor of a newspaper (The Signal, Daily News, or Los Angeles Times) about a current issue you feel is important and should be addressed. You may respond to an article that has appeared in the paper, an article about something you feel should be in the paper, etc. Use the block format for a business letter. If you want/need further instructions, see pages 1080-1081 in the textbook, but remember to use the block format you were given, not the version in the student model.
Fri., April 19: (STAR Testing – periods 3, 5, 7 meet):
Mon., April 22: Return and discuss papers; Write a business letter to the school board or Dr. Priesz arguing a district or school rule that needs to be changed, implemented, or enforced. Defend your stance. Make sure to use the proper block format. This should be one page.
Tues., April 23: Relative clauses; discuss business letter assignment, including possible topics (cover letter for job application, college application, etc.).
Wed., April 24: Root words 12 quiz, root words 13; business letter rules/suggestions
Thu., April 25: Group work - Mind Games competition.
Fri., April 26: Derivations; Mind Games answers
Mon., April 29: Journal # 17: "List at least three important things you have learned in school this year. Explain why those are important."; Discuss journal responses; discuss business letter;
Tues., April 30: Journal #18: "What has been the highlight of the school year so far? Explain why that was so memorable."; Copy the terms and their definitions (and examples if necessary) for terms you will be tested on: myth, legend, sensory language, syntax, connotation, denotation, diction, parody, dialogue, aside, soliloquy, foil, climax assonance, consonance, couplets, quatrains, onomatopoeia, octave, sestet, anjambment, lyric poetry, narrative poetry, haiku, tanka, sonnet and villanelle; time to work on business letter.
Wed., May 1: root words 13 quiz, root words 14; discuss terms to be tested on;
Thu., May 2: Business letters due; Journal #19: "What is 'back stabbing'? Describe an incident you know of (real or not) where back stabbing occurred."; Julius Ceasar background (pages 816-822);
Fri., May 3 (END GRADING PERIOD): Journal # 20: "What qualities does it take to be a good leader? What qualities does a bad leader have?"; Caesar study guide; choose Caesar roles; begin reading Caesar (823-825).
Mon., May 6: (Viking Valor Awards): Journal #21: "Cassius and Brutus were discussing self-reflection. How do you think most people see themselves when they self-reflect - are they easier or more harsh on themselves than others are?"; Read "The Tragedy of Julius Caesar" pages 825-832;
Tues., May 7: poetry test; Read Caesar pages 832-833;
Wed., May 8: root words 14 quiz, root words 15; Read Caesar pages 833-837; begin movie and watch Act I.
Thu., May 9: (minimum day - senior projects); Read "The Tragedy of Julius Caesar" pages 840-851;
Fri., May 10: Journal #22: "Descibe how you think the scene will go when the conspirators attempt to kill Caesar. How will Caesar, Antony, and others react?"; Read "The Tragedy of Julius Caesar" pages 851-857.
Mon., May 13 (Senior awards): Read "The Tragedy of Julius Caesar" pages 860-870; Caesar essay assignment;
Tues., May 14: Journal #23: "Caesar is dead and Brutus and Antony are each going to talk to the public. How will Brutus explain their actions? What will Antony say?"; Read "The Tragedy of Julius Caesar" pages 870-879.
Wed., May 15: Root words test on all 15 weeks.
Thu., May 16: Journal #24: "Brutus and Antony each had his chance to talk to the people. Who do you think was really more convincing? Why? Should the conspirators have killed Caesar? Why or why not?"; Read "The Tragedy of Julius Caesar" pages 883-887; work on study guide
Fri., May 17: Read "The Tragedy of Julius Caesar" pages 887-897; work on study guide
Mon., May 20: Journal #25: "Predict how the story will end. What will happen to Brutus, Cassius, and Antony?"; turn in journals; read "The Tragedy of Julius Caesar" pages 900-908; work on study guide
Tues., May 21: Read "The Tragedy of Julius Caesar" pages 909-912; work on study guide; continue movie
Wed., May 22: Myaccess in-class essay.
Thu., May 23: continue "The Tragedy of Julius Caesar" movie.
Fri., May 24: (Graduation): Julius Caesar essay due in class and in turnitin.com - late papers will be half-credit and no papers will be accepted after the final; continue "The Tragedy of Julius Caesar" movie.
Mon., May 27: MEMORIAL DAY - NO SCHOOL
Tues., May 28: Finish "The Tragedy of Julius Caesar" movie; review for finals
Wed., May 29: Finals periods 3, 5, 1
Thu., May 30: Finals periods 4, 6, 8
Fri., May 31: Finals periods 2, 7
Mon. June 3: No school - teacher work day