We figured out the thesaurus Christmas carols (listed below).
Honors English turned in their double thought exercises and did their early book reports. 100 points!
B4 took the lyrics to a familiar Christmas carol and mixed up the words with a thesaurus. You will be using a thesaurus on the Basic Skills Competency Test. Be familiar will how they work and what they do. They are not the same as a dictionary. ;o)
Have a fantastic winter break! Happy Christmas to you!
Tuesday, December 22, 2009
Monday, December 21, 2009
Honors Reminder Double Thought Exercise
Double length thought exercise due tomorrow.
Four concrete details held together with one thesis statement. LAST thought exercise on this book.
Extra credit book reports due tomorrow.
Four concrete details held together with one thesis statement. LAST thought exercise on this book.
Extra credit book reports due tomorrow.
English 10 -- Catch-up Day
We catch-up book reports, and then we played this thesaurus game:
Thesaurus Christmas Carols
1. Move hitherward the entire assembly of those who are loyal in their belief. (Answer: O Come all ye faithful)
2. Listen, the celestial messengers produce harmonious sounds.
3. Nocturnal time span of unbroken quietness.
4. An emotion excited by the acquisition of expectation of good given to the terrestrial sphere.
5. Embellish the interior passageways.
6. Exalted heavenly beings to whom harkened.
7. Twelve o’clock on a clement night witnessed its arrival.
8. The Christmas preceding all others.
9. Small municipality in Judea southeast of Jerusalem.
10. Diminutive masculine master of skin-covered percussionistic cylinders.
11. Omnipotent Supreme Being who elicits respite to ecstatic distinguished males.
12. Tranquility upon the terrestrial sphere.
13. Obese personification fabricated of compressed mounds of minute crystals.
14. Expectation of arrival of populated area by mythical, masculine perennial gift-giver.
15. Natal Celebration devoid of color, rather albino, as a hallucinatory phenomenon for me.
16. In awe of the nocturnal time span characterized by religiosity.
17. Geographic state of fantasy during the season of Mother Nature’s dormancy.
18. The first person nominative plural of a triumvirate of far eastern heads of state.
19. Tintinnabulation of vacillating pendulums in inverted, metallic, resonant cups.
20. In a distant location the existence of an improvised unit of newborn children’s slumber furniture.
1. Where would you go to hear Silver Bells?
2. Who was it that danced with the silk hat on his head?
3. Where would you find Reindeer Paws?
4. What did the cattle do to wake the poor baby?
5. When did I see those three ships?
6. What size were those Kings of the Orient?
7. What is it that helps to make the season bright.?
8. Who wants a pair of hop-a-long boots, and a pistol that shoots?
9. Who still wants a hula a hoop?
10. Who kept time to the drum?
11. Who and what color was the animal that gave the hay to pillow his head ?
12. Where do the hopes and fears of all the years meet?
13. What would keep me warm all the way home?
14. What does Susie want?
15. Why does the child want his two front teeth?
16. What was the other reindeer's name?
17. What was the horse in Jingle bells named?
18. Where does one go a wassailing?
19. What color is Christmas without you?
20. What is the parson in the meadows name?
Thesaurus Christmas Carols
1. Move hitherward the entire assembly of those who are loyal in their belief. (Answer: O Come all ye faithful)
2. Listen, the celestial messengers produce harmonious sounds.
3. Nocturnal time span of unbroken quietness.
4. An emotion excited by the acquisition of expectation of good given to the terrestrial sphere.
5. Embellish the interior passageways.
6. Exalted heavenly beings to whom harkened.
7. Twelve o’clock on a clement night witnessed its arrival.
8. The Christmas preceding all others.
9. Small municipality in Judea southeast of Jerusalem.
10. Diminutive masculine master of skin-covered percussionistic cylinders.
11. Omnipotent Supreme Being who elicits respite to ecstatic distinguished males.
12. Tranquility upon the terrestrial sphere.
13. Obese personification fabricated of compressed mounds of minute crystals.
14. Expectation of arrival of populated area by mythical, masculine perennial gift-giver.
15. Natal Celebration devoid of color, rather albino, as a hallucinatory phenomenon for me.
16. In awe of the nocturnal time span characterized by religiosity.
17. Geographic state of fantasy during the season of Mother Nature’s dormancy.
18. The first person nominative plural of a triumvirate of far eastern heads of state.
19. Tintinnabulation of vacillating pendulums in inverted, metallic, resonant cups.
20. In a distant location the existence of an improvised unit of newborn children’s slumber furniture.
1. Where would you go to hear Silver Bells?
2. Who was it that danced with the silk hat on his head?
3. Where would you find Reindeer Paws?
4. What did the cattle do to wake the poor baby?
5. When did I see those three ships?
6. What size were those Kings of the Orient?
7. What is it that helps to make the season bright.?
8. Who wants a pair of hop-a-long boots, and a pistol that shoots?
9. Who still wants a hula a hoop?
10. Who kept time to the drum?
11. Who and what color was the animal that gave the hay to pillow his head ?
12. Where do the hopes and fears of all the years meet?
13. What would keep me warm all the way home?
14. What does Susie want?
15. Why does the child want his two front teeth?
16. What was the other reindeer's name?
17. What was the horse in Jingle bells named?
18. Where does one go a wassailing?
19. What color is Christmas without you?
20. What is the parson in the meadows name?
Friday, December 18, 2009
Understand poem and convey meaning
Speak clearly, enunciate, speak loudly
Speak at normal speed
Recite correctly
Have interesting inflection
Good posture
No rocking, (not sing-songy), no distracting items.
Then, we had a sentence building activity using DEPENDENT CLAUSES
Wednesday, December 16, 2009
Honors English -- Gerund Phrases, Poem Recitations, Action Verbs
Today, we studied GERUND PHRASES and wrote gerund phrases. (See post BELOW).
Then, students presented their poems for extra credit.
Then, they got a blue sheet of action verbs they were assigned to get synonyms for.
Then, students presented their poems for extra credit.
Then, they got a blue sheet of action verbs they were assigned to get synonyms for.
Tuesday, December 15, 2009
English 10 -- Gerund Phrases
We also listened to some EARLY book reports. Here are the directions. They were EXCELLENT! Good job to all!
Monday, December 14, 2009
English 10 -- Gerund Phrases
REMINDER: Your book report is DUE on FRIDAY!!! You may present next time for Extra Credit!
Today we studied gerund phrases. Explained here.
We used this picture and wrote the following sentences:
1. Write a simple sentence. Include a subject and a verb. (Choose an ACTION verb).
Today we studied gerund phrases. Explained here.
1. Write a simple sentence. Include a subject and a verb. (Choose an ACTION verb).
2. Add a proper noun to your sentence. A proper noun example is Santa Claus or Coca-Cola. Make sure you capitalize a proper noun.
3. Add an adverb to your sentence. An adverb describes an adjective, verb, or another adverb. It describes "how."
4. Add a prepositional phrase to your sentence somewhere. This describes where or when.
5. Use a GERUND phrase to start your sentence. You will take your VERB and turn it into the SUBJECT of your sentence. Then you'll have to add another verb and use your current subject as a direct object. ;o)
I also handed out grades today!
Honors English -- Monday
Today, we started with "Winter is Here" crypto quiz.
Then we did "The Bells" by Edgar Allan Poe and discussed 1. Alliteration, 2. Assonance, 3. Consonance, 4. Onomotopoeia, 5. Tone/mood.
I
Hear the sledges with the bells -
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
While the stars that oversprinkle
All the heavens seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells -
From the jingling and the tinkling of the bells.
II
Hear the mellow wedding bells -
Golden bells!
What a world of happiness their harmony foretells!
Through the balmy air of night
How they ring out their delight!
From the molten-golden notes,
And all in tune,
What a liquid ditty floats
To the turtle-dove that listens, while she gloats
On the moon!
Oh, from out the sounding cells
What a gush of euphony voluminously wells!
How it swells!
How it dwells
On the Future! -how it tells
Of the rapture that impels
To the swinging and the ringing
Of the bells, bells, bells,
Of the bells, bells, bells, bells,
Bells, bells, bells -
To the rhyming and the chiming of the bells!
III
Hear the loud alarum bells -
Brazen bells!
What a tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek,
Out of tune,
In a clamorous appealing to the mercy of the fire,
In a mad expostulation with the deaf and frantic fire,
Leaping higher, higher, higher,
With a desperate desire,
And a resolute endeavor
Now -now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells
Of despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Yet the ear it fully knows,
By the twanging
And the clanging,
How the danger ebbs and flows;
Yet the ear distinctly tells,
In the jangling
And the wrangling,
How the danger sinks and swells,
By the sinking or the swelling in the anger of the bells -
Of the bells,
Of the bells, bells, bells, bells,
Bells, bells, bells -
In the clamor and the clangor of the bells!
IV
Hear the tolling of the bells -
Iron bells!
What a world of solemn thought their monody compels!
In the silence of the night,
How we shiver with affright
At the melancholy menace of their tone!
For every sound that floats
From the rust within their throats
Is a groan.
And the people -ah, the people -
They that dwell up in the steeple,
All alone,
And who tolling, tolling, tolling,
In that muffled monotone,
Feel a glory in so rolling
On the human heart a stone -
They are neither man nor woman -
They are neither brute nor human -
They are Ghouls:
And their king it is who tolls;
And he rolls, rolls, rolls,
Rolls
A paean from the bells!
And his merry bosom swells
With the paean of the bells!
And he dances, and he yells;
Keeping time, time, time,
In a sort of Runic rhyme,
To the paean of the bells,
Of the bells -
Keeping time, time, time,
In a sort of Runic rhyme,
To the throbbing of the bells,
Of the bells, bells, bells -
To the sobbing of the bells;
Keeping time, time, time,
As he knells, knells, knells,
In a happy Runic rhyme,
To the rolling of the bells,
Of the bells, bells, bells -
To the tolling of the bells,
Of the bells, bells, bells, bells,
Bells, bells, bells -
To the moaning and the groaning of the bells.
Then we did "The Bells" by Edgar Allan Poe and discussed 1. Alliteration, 2. Assonance, 3. Consonance, 4. Onomotopoeia, 5. Tone/mood.
I
Hear the sledges with the bells -
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
While the stars that oversprinkle
All the heavens seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells -
From the jingling and the tinkling of the bells.
II
Hear the mellow wedding bells -
Golden bells!
What a world of happiness their harmony foretells!
Through the balmy air of night
How they ring out their delight!
From the molten-golden notes,
And all in tune,
What a liquid ditty floats
To the turtle-dove that listens, while she gloats
On the moon!
Oh, from out the sounding cells
What a gush of euphony voluminously wells!
How it swells!
How it dwells
On the Future! -how it tells
Of the rapture that impels
To the swinging and the ringing
Of the bells, bells, bells,
Of the bells, bells, bells, bells,
Bells, bells, bells -
To the rhyming and the chiming of the bells!
III
Hear the loud alarum bells -
Brazen bells!
What a tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek,
Out of tune,
In a clamorous appealing to the mercy of the fire,
In a mad expostulation with the deaf and frantic fire,
Leaping higher, higher, higher,
With a desperate desire,
And a resolute endeavor
Now -now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells
Of despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Yet the ear it fully knows,
By the twanging
And the clanging,
How the danger ebbs and flows;
Yet the ear distinctly tells,
In the jangling
And the wrangling,
How the danger sinks and swells,
By the sinking or the swelling in the anger of the bells -
Of the bells,
Of the bells, bells, bells, bells,
Bells, bells, bells -
In the clamor and the clangor of the bells!
IV
Hear the tolling of the bells -
Iron bells!
What a world of solemn thought their monody compels!
In the silence of the night,
How we shiver with affright
At the melancholy menace of their tone!
For every sound that floats
From the rust within their throats
Is a groan.
And the people -ah, the people -
They that dwell up in the steeple,
All alone,
And who tolling, tolling, tolling,
In that muffled monotone,
Feel a glory in so rolling
On the human heart a stone -
They are neither man nor woman -
They are neither brute nor human -
They are Ghouls:
And their king it is who tolls;
And he rolls, rolls, rolls,
Rolls
A paean from the bells!
And his merry bosom swells
With the paean of the bells!
And he dances, and he yells;
Keeping time, time, time,
In a sort of Runic rhyme,
To the paean of the bells,
Of the bells -
Keeping time, time, time,
In a sort of Runic rhyme,
To the throbbing of the bells,
Of the bells, bells, bells -
To the sobbing of the bells;
Keeping time, time, time,
As he knells, knells, knells,
In a happy Runic rhyme,
To the rolling of the bells,
Of the bells, bells, bells -
To the tolling of the bells,
Of the bells, bells, bells, bells,
Bells, bells, bells -
To the moaning and the groaning of the bells.
Friday, December 11, 2009
English 10 -- It's SO cold!
Directions for the Building Sentence Activity based on "It's SO cold!"
Title your paper: “It is so cold!”
Identify subject.
Identify verb.
Pick a subject and verb that reflect the idea of “it’s so cold!”
Subjects
Ice
Frost
Wind
Snow
Weather
Rain
Clouds
Mountains
Water
Sleet
Hail
Slush
Salt
Verbs
freeze
melt
nips
falls
blows
trickles
pours
rain
pelt
glisten
mushes
splatters
corrode
shovel
play
freeze
snowboard
sled
ski
tube
shiver
Write your subject and verb. This is a complete idea. It’s a short (short) sentence.
Examples:
Sleet pelts.
Clouds gather.
Wind blows.
Choose an adverb. An adverb explains HOW. How does it happen? LY
Sleet pelts painfully.
Sleet pelts sharply.
Clouds gather quickly.
Clouds gather ominously.
Wind blows softly.
Wind blows menacingly.
Choose an adjective. An adjective describes the noun (subject) of the sentence. Answers What?
Wet sleet pelts painfully.
Dirty sleet pelts sharply.
Storm clouds gather quickly.
Dark clouds gather ominously.
The warm wind blows softly.
Frigid wind blows menacingly.
Using a prepositional phrase, tell me where this happened.
In the parking lot, wet sleet pelts painfully. (Before the subject & verb)
Dirty sleet pelts sharply on the street. (After the verb)
Storm clouds over the mountains gather quickly. (Between the subject and the verb)
Dark clouds gather ominously over my head. (After the verb)
The warm wind blows softly across the front yard. (After the verb)
Menacingly, frigid wind blows under the door. (After the verb)
Lastly, rewrite your sentence in at least 2 different ways. You may add things to the sentence, but you must have at least one prepositional phrase, one adjective, and one adverb. You may add additional phrases, adjectives, and adverbs.
In the parking lot, wet sleet pelts painfully.
Painfully, the wet sleet in the parking lot pelted me.
As I walked through the parking lot, wet sleet pelted me painfully.
Dirty sleet pelts sharply on the street.
Dirty sleet sharply pelts cars on the street.
Storm clouds over the mountains gather quickly turning the weather dangerous.
Over the mountains, storm clouds gather turning the weather dangerous.
Storm clouds, gathering quickly, turn the weather dangerous.
Dark clouds gather ominously over my head. (After the verb)
The warm wind blows softly across the front yard. (After the verb)
Menacingly, frigid wind blows under the door. (After the verb)
Student Samples
On my wedding day, dirty slush splattered unkindly in the parking lot.
Dirty slush splattered in the parking lot on my wedding day.
As the dirty rain poured smoothly in the yard, the children began dancing to their own beat.
As the dirty rain poured smoothly in the yard, the children danced to their own beat.
The dirty rain puddled in the yard while children danced smoothly to their own beat.
Down by Mainstreet, we watch as the lone man is pelted continiously by the icy rain as the cars stream by.
Down by mainstreet, the icy rain pelted the lone man as cars streamed by.Delicately, enchanting snow descends in the meadow on a cold winter morning.
In the meadow, enchanting snow decends delicately on the cold winter morning.
Title your paper: “It is so cold!”Identify subject.
Identify verb.
Pick a subject and verb that reflect the idea of “it’s so cold!”
Subjects
Ice
Frost
Wind
Snow
Weather
Rain
Clouds
Mountains
Water
Sleet
Hail
Slush
Salt
Verbs
freeze
melt
nips
falls
blows
trickles
pours
rain
pelt
glisten
mushes
splatters
corrode
shovel
play
freeze
snowboard
sled
ski
tube
shiver
Write your subject and verb. This is a complete idea. It’s a short (short) sentence.
Examples:
Sleet pelts.
Clouds gather.
Wind blows.
Choose an adverb. An adverb explains HOW. How does it happen? LY
Sleet pelts painfully.
Sleet pelts sharply.
Clouds gather quickly.
Clouds gather ominously.
Wind blows softly.
Wind blows menacingly.
Choose an adjective. An adjective describes the noun (subject) of the sentence. Answers What?
Wet sleet pelts painfully.
Dirty sleet pelts sharply.
Storm clouds gather quickly.
Dark clouds gather ominously.
The warm wind blows softly.
Frigid wind blows menacingly.
Using a prepositional phrase, tell me where this happened.
In the parking lot, wet sleet pelts painfully. (Before the subject & verb)
Dirty sleet pelts sharply on the street. (After the verb)
Storm clouds over the mountains gather quickly. (Between the subject and the verb)
Dark clouds gather ominously over my head. (After the verb)
The warm wind blows softly across the front yard. (After the verb)
Menacingly, frigid wind blows under the door. (After the verb)
Lastly, rewrite your sentence in at least 2 different ways. You may add things to the sentence, but you must have at least one prepositional phrase, one adjective, and one adverb. You may add additional phrases, adjectives, and adverbs.
In the parking lot, wet sleet pelts painfully.
Painfully, the wet sleet in the parking lot pelted me.
As I walked through the parking lot, wet sleet pelted me painfully.
Dirty sleet pelts sharply on the street.
Dirty sleet sharply pelts cars on the street.
Storm clouds over the mountains gather quickly turning the weather dangerous.
Over the mountains, storm clouds gather turning the weather dangerous.
Storm clouds, gathering quickly, turn the weather dangerous.
Dark clouds gather ominously over my head. (After the verb)
The warm wind blows softly across the front yard. (After the verb)
Menacingly, frigid wind blows under the door. (After the verb)
Student Samples
On my wedding day, dirty slush splattered unkindly in the parking lot.
Dirty slush splattered in the parking lot on my wedding day.
As the dirty rain poured smoothly in the yard, the children began dancing to their own beat.
As the dirty rain poured smoothly in the yard, the children danced to their own beat.
The dirty rain puddled in the yard while children danced smoothly to their own beat.
Down by Mainstreet, we watch as the lone man is pelted continiously by the icy rain as the cars stream by.
Down by mainstreet, the icy rain pelted the lone man as cars streamed by.Delicately, enchanting snow descends in the meadow on a cold winter morning.
In the meadow, enchanting snow decends delicately on the cold winter morning.
Thursday, December 10, 2009
English 10 -- Goldilocks
Students wrote a story about Goldilocks.
Then we did a crypto quiz on "Winter is Here"
Winter is Here
Example: Warm Clothes
S Q E I P B C W
Q P O C U M B G D M I
A B O O S J Z W J P U
I P W E Q D M M N W
S Q S Q O M W
Z I B E W N S M W
A I M M F S J Z U S J C W
I M C J P W M W
W J P U C I S A G W
A I P F M J O B N M W
Then we did a crypto quiz on "Winter is Here"
Winter is Here
Example: Warm Clothes
S Q E I P B C W
Q P O C U M B G D M I
A B O O S J Z W J P U
I P W E Q D M M N W
S Q S Q O M W
Z I B E W N S M W
A I M M F S J Z U S J C W
I M C J P W M W
W J P U C I S A G W
A I P F M J O B N M W
Honors English--Common Sentence Construction
After we looked at the patterns, we wrote 7 sentences based on this photo. (Samples here)
We reviewed these items:
Students chose their poem for recitation from this list.
Due Dates:
12/16 extra credit date for poem recitation.
12/18 recite your poem in front of the class.
12/22 extra credit due date for the book report performance project.
12/22 last thought exercise on your outside reading book. It is two paragraphs instead of one.
1/5 your performance presentation on your outside reading book.
Tuesday, December 8, 2009
English 10 -- It Snowed
First, you turned in your revisions (B4).
Then, we did a descriptive writing expansion activity with "It Snowed"
❆It snowed.❆
1. Identify the subject and verb. What is the subject? What did the subject DO? Rewrite your sentence.
Snow fell, falls
Snow blew/blows
Snow stormed
The sky stormed
The weather man forcasts
Snow falls.
❆
2. Describe your subject. Use an adjective.
Fluffy snow falls.
Icy snow pelts.
White snow falls.
❆
3. Now add an adverb. Describe HOW it happened.
Fluffy snow falls quickly.
Icy snow pelts hard.
White snow falls softly.
❆
4. Where did this happen? Use a prepositional phrase.
Fluffy snow falls quickly outside the classroom.
Icy snow pelts hard against the car window.
White snow falls softly in the front yard.
❆
5. When did it happen? Use a prepositional phrase.
During the afternoon, fluffy snow falls quickly outside the classroom.
Icy snow pelts hard against the car window in the middle of a hail storm.
White snow falls softly in the front yard on Christmas morning.
6. Use a phrase to add detail and meaning (why).
During the afternoon, fluffy snow falls quickly outside the classroom because of a late spring storm.
Icy snow pelts hard against the car window in the middle of a hail storm because the storm blew in quickly.
Just as hoped, white snow falls softly in the front yard on Christmas morning.
Student Samples
❆Because of a calm storm front the snow drifted gently across the night sky.
❆Because of the clouds, fluffy snow stacks wonderously atop the majestic evergreens while reflecting the rays of the sun.
❆ Last night, big fluffy snow fell slowly in the big city of Tokyo lit by neon lights.
❆ Freezing cold snow whirls lightly on the window sill when the wind blows.
❆ The icy snow fell softly outside my bedroom window on Christmas Eve just as the weather man said.
We did a crypto quiz called "10-Letter White Things."
A cryptogram is a puzzle where a sentence is encoded by substituting the actual letters of the sentence with different letters or symbols. The challenge of the puzzle is to 'decode' the sentence to reveal the original English words.
H L A A L M E Y U U
A L L A J Z Y W A N
W Y O U L P ’ W H Y Z
E P O F Y U Q L G M
Z Y Z N P A L G N U
U O Q J A J L I W N
A Y E U N H U L A J
H J N W W Z O N H N
J Y M F U L A O L M
L H N Y M U O M N P
I also handed out a purple paper with your presentation slides on it.
Then, we did a descriptive writing expansion activity with "It Snowed"
❆It snowed.❆
1. Identify the subject and verb. What is the subject? What did the subject DO? Rewrite your sentence.
Snow fell, falls
Snow blew/blows
Snow stormed
The sky stormed
The weather man forcasts
Snow falls.
❆
2. Describe your subject. Use an adjective.
Fluffy snow falls.
Icy snow pelts.
White snow falls.
❆
3. Now add an adverb. Describe HOW it happened.
Fluffy snow falls quickly.
Icy snow pelts hard.
White snow falls softly.
❆
4. Where did this happen? Use a prepositional phrase.
Fluffy snow falls quickly outside the classroom.
Icy snow pelts hard against the car window.
White snow falls softly in the front yard.
❆
5. When did it happen? Use a prepositional phrase.
During the afternoon, fluffy snow falls quickly outside the classroom.
Icy snow pelts hard against the car window in the middle of a hail storm.
White snow falls softly in the front yard on Christmas morning.
6. Use a phrase to add detail and meaning (why).
During the afternoon, fluffy snow falls quickly outside the classroom because of a late spring storm.
Icy snow pelts hard against the car window in the middle of a hail storm because the storm blew in quickly.
Just as hoped, white snow falls softly in the front yard on Christmas morning.
Student Samples
❆Because of a calm storm front the snow drifted gently across the night sky.
❆Because of the clouds, fluffy snow stacks wonderously atop the majestic evergreens while reflecting the rays of the sun.
❆ Last night, big fluffy snow fell slowly in the big city of Tokyo lit by neon lights.
❆ Freezing cold snow whirls lightly on the window sill when the wind blows.
❆ The icy snow fell softly outside my bedroom window on Christmas Eve just as the weather man said.
A cryptogram is a puzzle where a sentence is encoded by substituting the actual letters of the sentence with different letters or symbols. The challenge of the puzzle is to 'decode' the sentence to reveal the original English words.
To solve a cryptogram takes practice, and the shorter it is, often the harder to solve. Here are a couple of techniques you can use to solve.
HELPFUL HINTS: Look for letters that occur most often - these are normally the vowels, and that which occurs the most is often the 'E'.
Two and three letter words are often easy to guess - they are most often if, of, an, to, at, in, the, and, you, him, her...
10-Letter White Things
H L A A L M E Y U U
A L L A J Z Y W A N
W Y O U L P ’ W H Y Z
E P O F Y U Q L G M
Z Y Z N P A L G N U
U O Q J A J L I W N
A Y E U N H U L A J
H J N W W Z O N H N
J Y M F U L A O L M
L H N Y M U O M N P
I also handed out a purple paper with your presentation slides on it.
Honors English Tuesday
1. You received an assignment to memorize a poem. You have 10 days. Pick a poem from this list (or choose a classic at least 14 lines long that could be used on the AP test).
2. We went over the calendar.
3. We did a sentence combining exercise using the idea that "George is sad."
George wept.
1. Describe George. Use either an adjective or an appositive.
Young George wept.
George, a first grader, wept.
Curious George wept.
George, leader of the Revolutionary Army, wept.
2. Describe how George wept using an adverb.
Young George wept noisily.
George, a first grader, wept wetly.
Curious George wept pathetically.
George, leader of the Revolutionary Army, wept silently.
3. Why did George weep? Use a prepositional phrase.
George, a first grader, wept wetly after breaking his arm.
Young George wept noisily after being told “no!”
George, leader of the Revolutionary Army, wept silently because of the suffering of his men.
Curious George wept pathetically after the Man in the Yellow Hat dragged him home.
4.When did he weep? A prepositional phrase.
Standing on the banks of the Potomac River , George, leader of the Revolutionary Army, wept silent because of the suffer of his men.
George, a first grader, wept wetly after breaking his arm at lunch.
Young George wept noisily after being told “No!” when trying to steal cookies after lunch.
Curious George wept pathetically after the Man in the Yellow Hat dragged him home after a walk.
5. Where did he weep?
Curious George wept pathetically after the Man in the Yellow Hat dragged him home from the park after a walk.
Standing on the banks of the Potomac River during a bitterly cold winter, George, leader of the Revolutionary Army, wept silent because of the suffer of his men.
Sitting in the principal’s office waiting for his mom, George, a first grader, wept wetly after breaking his arm at lunch.
SAMPLE SENTENCES:
Georgia, a girl who usually retained admirably flawless composure, wept bitterly into the crook of her arm as she watched her home and every possession therin reduced to a smoldering wreckage of ashes and smoke.
2. We went over the calendar.
3. We did a sentence combining exercise using the idea that "George is sad."
George wept.
1. Describe George. Use either an adjective or an appositive.
Young George wept.
George, a first grader, wept.
Curious George wept.
George, leader of the Revolutionary Army, wept.
2. Describe how George wept using an adverb.
Young George wept noisily.
George, a first grader, wept wetly.
Curious George wept pathetically.
George, leader of the Revolutionary Army, wept silently.
3. Why did George weep? Use a prepositional phrase.
George, a first grader, wept wetly after breaking his arm.
Young George wept noisily after being told “no!”
George, leader of the Revolutionary Army, wept silently because of the suffering of his men.
Curious George wept pathetically after the Man in the Yellow Hat dragged him home.
4.When did he weep? A prepositional phrase.
Standing on the banks of the Potomac River , George, leader of the Revolutionary Army, wept silent because of the suffer of his men.
George, a first grader, wept wetly after breaking his arm at lunch.
Young George wept noisily after being told “No!” when trying to steal cookies after lunch.
Curious George wept pathetically after the Man in the Yellow Hat dragged him home after a walk.
5. Where did he weep?
Curious George wept pathetically after the Man in the Yellow Hat dragged him home from the park after a walk.
Standing on the banks of the Potomac River during a bitterly cold winter, George, leader of the Revolutionary Army, wept silent because of the suffer of his men.
Sitting in the principal’s office waiting for his mom, George, a first grader, wept wetly after breaking his arm at lunch.
SAMPLE SENTENCES:
Georgia, a girl who usually retained admirably flawless composure, wept bitterly into the crook of her arm as she watched her home and every possession therin reduced to a smoldering wreckage of ashes and smoke.
While at Abbey Road Studios, George, the overshadowed songwriter in The Beatles, wept musically, because Lennon and McCartney found their songs stronger than his, and disregarded his material.
George, an old man, wept violently when he lost his glasses in the park.After losing his wife King George wept bitterly inside of his locked office for fear of his ever pending death.
Monday, December 7, 2009
Book Reports -&- George Wept
Book report link: http://sites.google.com/site/phippenenglish/bookreport--biography
Presentation link: http://sites.google.com/site/phippenenglish/powerpoint-project-presentation
Do your project ASAP.
George wept.
1. Describe George.
George, a first grader, wept. (Appositive phrase)
George, fat for his age, wept.
Curious George wept. (Adjective)
George, a monkey, wept.(Appositive phrase)
The mean George wept. (Adjective)
George, the lonely alcoholic, wept.(Appositive phrase)
George, the unstable alcoholic, wept.(Appositive phrase)
George, a young athlete, wept.(Appositive phrase)
2. How did George weep? (Adverb)
Curious George wept silently. (Adverb)
George, a first grader, wept wetly.
Tall for his age, George wept awkwardly.
George, a poseur, wept noisily. (Adverb)
3. When did George weep? (Prepositional phrase)
Tall for his age, George wept awkwardly after he missed the basketball shot.
George, a fantastic cook, wept epically when his souffle fell.
4. Where did George weep?
While waiting for his mother, George, a first grader, wept silently after P.E. in the principal’s office.
After school outside the cafeteria, George, a first grader, wept silently.
5. Why did George weep?
George, a first grader, wept silently after P.E. in the principal’s office because he’d broken his arm.
After school outside the cafeteria, George, a first grader, wept silently because a bully stole his cupcake.
In the parking lot, George, a poor sophomore, wept loudly because his car had been broken into and his stereo was gone!
Presentation link: http://sites.google.com/site/phippenenglish/powerpoint-project-presentation
Do your project ASAP.
George wept.
1. Describe George.
George, a first grader, wept. (Appositive phrase)
George, fat for his age, wept.
Curious George wept. (Adjective)
George, a monkey, wept.(Appositive phrase)
The mean George wept. (Adjective)
George, the lonely alcoholic, wept.(Appositive phrase)
George, the unstable alcoholic, wept.(Appositive phrase)
George, a young athlete, wept.(Appositive phrase)
2. How did George weep? (Adverb)
Curious George wept silently. (Adverb)
George, a first grader, wept wetly.
Tall for his age, George wept awkwardly.
George, a poseur, wept noisily. (Adverb)
3. When did George weep? (Prepositional phrase)
Tall for his age, George wept awkwardly after he missed the basketball shot.
George, a fantastic cook, wept epically when his souffle fell.
4. Where did George weep?
While waiting for his mother, George, a first grader, wept silently after P.E. in the principal’s office.
After school outside the cafeteria, George, a first grader, wept silently.
5. Why did George weep?
George, a first grader, wept silently after P.E. in the principal’s office because he’d broken his arm.
After school outside the cafeteria, George, a first grader, wept silently because a bully stole his cupcake.
In the parking lot, George, a poor sophomore, wept loudly because his car had been broken into and his stereo was gone!
Wednesday, December 2, 2009
Comparing Herrick
Today's quiz was on "To the Virgins to Make Much of Time" by Robert Herrick. We compared it to "Get out the Map" by the Indigo Girls, "Brass Bed" by Josh Gracin, "Forever Young" by Alphaville, and "Check Yes, Juliet" by We the Kings.
We also discussed carpe diem. We will have other poems that discuss this "Seize the day" idea. Most of them are about romance.
Carpe diem Latin expression that means "seize the day." Carpe diem poems urge the reader (or the person to whom they are addressed) to live for today and enjoy the pleasures of the moment. A famous carpe diem poem by Robert Herrick begins "Gather ye rosebuds while ye may . . ."
carpe diem[kar‐pe dee‐em] , a quotation from Horace's Odes (I, xi) meaning ‘seize the day’, in other words ‘make the best of the present moment’. A common theme or motif in European lyricpoetry, in which the speaker of a poem argues (often to a hesitant virgin) that since life is short, pleasure should be enjoyed while there is still time. The most celebrated examples in English are Marvell's ‘To His Coy Mistress’ (1681) and Herrick's ‘To the Virgins, To Make Much of Time’ (1648), which begins ‘Gather ye rosebuds while ye may’. In some Christian poems and sermons, thecarpe diem motif warns us to prepare our souls for death, rather than our bodies for bed.
Today after school, we'll look at MODERN "carpe diem" in Dead Poet's Society. Bring your own popcorn.
We also discussed carpe diem. We will have other poems that discuss this "Seize the day" idea. Most of them are about romance.
Carpe diem Latin expression that means "seize the day." Carpe diem poems urge the reader (or the person to whom they are addressed) to live for today and enjoy the pleasures of the moment. A famous carpe diem poem by Robert Herrick begins "Gather ye rosebuds while ye may . . ."
carpe diem
carpe diem (kär'pĕ dē'ĕm), a descriptive term for literature that urges readers to live for the moment [from the Latin phrase "seize the day," used by Horace]. The theme, which was widely used in 16th- and 17th-century love poetry, is best exemplified by a familiar stanza from Robert Herrick's "To the Virgins, to Make Much of Time": Gather ye rosebuds while ye may,Old time is still a-flying;And this same flower that smiles todayTomorrow will be dying.
Shakespeare's version of the theme takes the following form in Twelfth Night: "What is love? 'Tis not hereafter;/ Present mirth has present laughter;/ What's to come is still unsure./ In delay there lies no plenty,/ Then come and kiss me sweet and twenty;/ Youth's a stuff will not endure.
Today after school, we'll look at MODERN "carpe diem" in Dead Poet's Society. Bring your own popcorn.
Tuesday, December 1, 2009
English 10, Tuesday
1. The class went to the writing lab to take a survey on classes for 2010-11.
2. We changed seating arrangements.
3. We discussed the rubric for the research paper and then we looked at the samples again.
4. You got your research papers back.
REVISIONS DUE MONDAY 12/7.
2. We changed seating arrangements.
3. We discussed the rubric for the research paper and then we looked at the samples again.
4. You got your research papers back.
REVISIONS DUE MONDAY 12/7.
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