11th grade English:
Research papers are due Monday (today) and notebooks are due Tuesday. No homework assignments other than to study for the exam Wednesday.
World History:
Monday and Tuesday will be devoted to reviewing for the semester exam. No new homework assignments; use the next few evenings to study.
World Literature:
Poetry explication is due Tuesday (deadline has been extended). We will work on it together in class Monday and review for the final exam on Tuesday. Other than the above, homework is to study.
John:
Monday is the last unit test (lessons 20-22). Tuesday we will listen to a guest speaker, Mr. Reimer. No semester exam.
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Sunday, December 13, 2009
Sunday, December 6, 2009
Week of Dec. 7-11
11th grade English: We will be continuing to work on the research paper during class, with peer conferences and Skillwriter. Homework assignments for this week are ongoing, not daily:
Homework:
Submit final draft to Skillwriter by Thursday 12/10.
Optional Crucible EC test Thursday.
IR due Friday 12/11.
Final draft due Monday 12/14.
Notebook assignment due Tuesday 12/15.
World History: This week's studies will be over chapter 14: Africa and the Americas. On Friday, you will be given a take-home test assignment due next Tuesday (12/15). Quizzes this week may or may not be announced ahead of time.
Homework:
Monday: Map. Read pp. 314-320. p. 320 #1-5. Timeline assignment due tomorrow.
Tuesday: Finish paragraph. Read 320-325 and do Define, ID, #1-5.
Wednesday: Read 326-328. p. 328 ID and #1-5.
Thursday: Read 330-335. p. 335 ID, #1-5.
Friday: begin take-home quiz
World Literature: We are continuing our study of poetry and will begin working on a writing assignment due next Monday. Also keep in mind the ongoing assignments that will be due soon: IR is due on Friday, and notebook assignments will be due next Tuesday (Dec. 15).
Homework:
Monday: worksheet
Tuesday: Work on explication (due Monday); first page due Thursday.
Wednesday: Work on explication (due Monday); first page due Thursday.
Thursday: Work on explication (due Monday). IR due Friday.
Friday: Work on explication (due Tuesday). Notebook assignment due Tuesday.
John: We have a unit test on Monday, after which we will be finishing the final chapters of John and preparing for one last test to close out the semester.
Homework:
Monday: no homework
Tuesday: pp. 199-201 #1-7. Review for quiz Thursday.
Thursday: pp. 202-204 #8-12, skip 10
Friday: pp. 204-206 # 13-14
Homework:
Submit final draft to Skillwriter by Thursday 12/10.
Optional Crucible EC test Thursday.
IR due Friday 12/11.
Final draft due Monday 12/14.
Notebook assignment due Tuesday 12/15.
World History: This week's studies will be over chapter 14: Africa and the Americas. On Friday, you will be given a take-home test assignment due next Tuesday (12/15). Quizzes this week may or may not be announced ahead of time.
Homework:
Monday: Map. Read pp. 314-320. p. 320 #1-5. Timeline assignment due tomorrow.
Tuesday: Finish paragraph. Read 320-325 and do Define, ID, #1-5.
Wednesday: Read 326-328. p. 328 ID and #1-5.
Thursday: Read 330-335. p. 335 ID, #1-5.
Friday: begin take-home quiz
World Literature: We are continuing our study of poetry and will begin working on a writing assignment due next Monday. Also keep in mind the ongoing assignments that will be due soon: IR is due on Friday, and notebook assignments will be due next Tuesday (Dec. 15).
Homework:
Monday: worksheet
Tuesday: Work on explication (due Monday); first page due Thursday.
Wednesday: Work on explication (due Monday); first page due Thursday.
Thursday: Work on explication (due Monday). IR due Friday.
Friday: Work on explication (due Tuesday). Notebook assignment due Tuesday.
John: We have a unit test on Monday, after which we will be finishing the final chapters of John and preparing for one last test to close out the semester.
Homework:
Monday: no homework
Tuesday: pp. 199-201 #1-7. Review for quiz Thursday.
Thursday: pp. 202-204 #8-12, skip 10
Friday: pp. 204-206 # 13-14
Sunday, November 29, 2009
Week of Nov. 30 - Dec. 4
Eleventh grade English: We will be working on the research paper all week, with class time devoted to drafting; when you come to class, please bring sources if you are able, notes, and any work that you have done so far on your research paper.
Homework for the week:
Monday: Please have at least two body paragraphs completed for Tuesday and bring them to class.
Tuesday-Friday: Rough draft is due Monday, Dec. 7
World History: We will be hitting highlights from chapters 11 and 12. There will be a quiz over highlights from chapter 11 on Thursday and one for chapter 12 next week.
Homework:
Monday: work on project (due tomorrow)
Tuesday: Skim pp. 248-256. p. 254 #3, p. 256 #3-4
Wednesday: pp. 257-267. P. 261 #1-3, 264 Identify, 267 #4-5.
Thursday: Skim 167-290. Worksheet.
Friday: 290-297. Timeline assignment due Tuesday.
World Literature: We are picking up where we left off with Arthurian Literature. The first half of the week, we will be reading selections from Le Morte D'Arthur. After a quiz Wednesday, we will begin a unit on poetry.
Homework:
Monday: Read Literature pp. 1065-1071. Worksheet.
Tuesday: pp. 1073-1079. Study for quiz tomorrow.
Wednesday: Paragraph writing assignment (see handout)
Thursday-Friday: worksheets
John: As we near the end of the quarter, we are reading about the trial, death, and resurrection of Jesus. We will listen to devotional music (classical) as time allows. Test Friday.
Homework:
Monday: Read 174-176. Do pp. 176-178 #7-13. Quiz tomorrow.
Tuesday: pp. 184-187 #2-7
Thursday: pp. 189-191 #1-5. Test tomorrow.
Friday: pp. 192-195 #7-11
Homework for the week:
Monday: Please have at least two body paragraphs completed for Tuesday and bring them to class.
Tuesday-Friday: Rough draft is due Monday, Dec. 7
World History: We will be hitting highlights from chapters 11 and 12. There will be a quiz over highlights from chapter 11 on Thursday and one for chapter 12 next week.
Homework:
Monday: work on project (due tomorrow)
Tuesday: Skim pp. 248-256. p. 254 #3, p. 256 #3-4
Wednesday: pp. 257-267. P. 261 #1-3, 264 Identify, 267 #4-5.
Thursday: Skim 167-290. Worksheet.
Friday: 290-297. Timeline assignment due Tuesday.
World Literature: We are picking up where we left off with Arthurian Literature. The first half of the week, we will be reading selections from Le Morte D'Arthur. After a quiz Wednesday, we will begin a unit on poetry.
Homework:
Monday: Read Literature pp. 1065-1071. Worksheet.
Tuesday: pp. 1073-1079. Study for quiz tomorrow.
Wednesday: Paragraph writing assignment (see handout)
Thursday-Friday: worksheets
John: As we near the end of the quarter, we are reading about the trial, death, and resurrection of Jesus. We will listen to devotional music (classical) as time allows. Test Friday.
Homework:
Monday: Read 174-176. Do pp. 176-178 #7-13. Quiz tomorrow.
Tuesday: pp. 184-187 #2-7
Thursday: pp. 189-191 #1-5. Test tomorrow.
Friday: pp. 192-195 #7-11
Sunday, November 22, 2009
Week of Nov. 23-25
11th grade English: We will continue to work on the research paper, as well as working with subject-verb agreement.
Homework:
Monday: work on rough draft (due Dec 7)
Tuesday: grammar workbook 102 A, 104 A. Study for quiz.
Wednesday: work on rough draft (due Dec 7)
World History: We will be reviewing the Early and High middle ages; test is on Wednesday.
Homework:
Monday: review for test
Tuesday: study guide
Wednesday: work on project
World Literature: We will begin looking at Arthurian legends, a unit that will continue after Thanksgiving Break.
Homework:
Monday: read and summarize selections from Monmouth (handout)
Tuesday: none
John: This week's lessons are 18 and 19 in the textbook. We will be studying the end of Jesus' farewell discourse to his disciples and begin reading about his arrest.
Homework:
Monday: pp. 163-166 #1-3
Tuesday: pp. 169-174 #1-6
Homework:
Monday: work on rough draft (due Dec 7)
Tuesday: grammar workbook 102 A, 104 A. Study for quiz.
Wednesday: work on rough draft (due Dec 7)
World History: We will be reviewing the Early and High middle ages; test is on Wednesday.
Homework:
Monday: review for test
Tuesday: study guide
Wednesday: work on project
World Literature: We will begin looking at Arthurian legends, a unit that will continue after Thanksgiving Break.
Homework:
Monday: read and summarize selections from Monmouth (handout)
Tuesday: none
John: This week's lessons are 18 and 19 in the textbook. We will be studying the end of Jesus' farewell discourse to his disciples and begin reading about his arrest.
Homework:
Monday: pp. 163-166 #1-3
Tuesday: pp. 169-174 #1-6
Sunday, November 15, 2009
Week of Nov. 16-20
English 11: We are beginning a research paper assignment, which will continue for more or less the rest of this quarter.
Homework:
Monday: choose a topic
Tuesday: research and take notes
Wednesday: research
Thursday: research, write a working thesis
Friday: intro paragraphs, works cited page
World History: We are continuing to study the Middle Ages. The test over this unit will be next Tuesday. There is also a project over this time period; we will begin working on it this week, and it will be due in two weeks, on Nov. 30.
Homework: The assigned review questions will be announced in class.
Monday: topic choice for project. Worksheet.
Tuesday: Read 10.2 and 10.3 (pages 228-237). Review questions (p. 231-2 #1-5, p. 237 #1-6).
Wednesday: Read 10.4. Review questions #1-5 on p. 241.
Thursday: Read 10.5. Review questions #1-6 on p. 245.
Friday: project; study for test Tuesday
World Literature: This is our last week studying Shakespeare's Julius Caesar. We will have a final test on Friday, which will focus more on events in Acts 4-5 but will also cover the play's overall plot and themes and will also include some highlights from Acts 1-3.
Monday: Read pp. 784-788
Tuesday: Read pp. 789-793
Wednesday: Write a paragraph about who you think is the tragic hero of Julius Caesar and why.
Thursday: study guide
Friday: none
John: Tuesday will be a test over John chapters 11-13 (lessons 13-15 in the textbook). Thursday and Friday, we will be discussing lessons 16-17, respectively.
Homework:
Monday: study guide
Tuesday: test (no HW)
Thursday: Read John ch. 14-16. pp. 147-151 #1-2.
Friday: pp. 154-158 #1-4, 7
Homework:
Monday: choose a topic
Tuesday: research and take notes
Wednesday: research
Thursday: research, write a working thesis
Friday: intro paragraphs, works cited page
World History: We are continuing to study the Middle Ages. The test over this unit will be next Tuesday. There is also a project over this time period; we will begin working on it this week, and it will be due in two weeks, on Nov. 30.
Homework: The assigned review questions will be announced in class.
Monday: topic choice for project. Worksheet.
Tuesday: Read 10.2 and 10.3 (pages 228-237). Review questions (p. 231-2 #1-5, p. 237 #1-6).
Wednesday: Read 10.4. Review questions #1-5 on p. 241.
Thursday: Read 10.5. Review questions #1-6 on p. 245.
Friday: project; study for test Tuesday
World Literature: This is our last week studying Shakespeare's Julius Caesar. We will have a final test on Friday, which will focus more on events in Acts 4-5 but will also cover the play's overall plot and themes and will also include some highlights from Acts 1-3.
Monday: Read pp. 784-788
Tuesday: Read pp. 789-793
Wednesday: Write a paragraph about who you think is the tragic hero of Julius Caesar and why.
Thursday: study guide
Friday: none
John: Tuesday will be a test over John chapters 11-13 (lessons 13-15 in the textbook). Thursday and Friday, we will be discussing lessons 16-17, respectively.
Homework:
Monday: study guide
Tuesday: test (no HW)
Thursday: Read John ch. 14-16. pp. 147-151 #1-2.
Friday: pp. 154-158 #1-4, 7
Sunday, November 8, 2009
Week of November 9-13
English 11: We will be continuing to study American Gothic literature, with a focus on Irving and Poe. Test Friday.
Homework:
Monday: Read pp. 450-453 and take notes. Read pp. 467-470 and write a paragraph response (see handout)
Tuesday: p. 471 #2, 4, 5. Read pp. 454-461.
Wednesday: begin studying for test
Thursday: study
Friday: none
World History: We will study the Byzantine Empire briefly and then begin a long unit devoted to the Medieval era.
Homework:
Monday: Read pp. 186-193. Take notes.
Tuesday: Read pp. 184-197 and take notes. Study for quiz.
Wednesday: Read pp. 200-210 and take notes.
Thursday: Read pp. 211-219
Friday: begin working on project
World Literature: We will be reading Act 4 of Julius Caesar this week. Because of the length of this unit, we will have a mid-unit test on Thursday.
Homework:
Monday: Read pp. 760-764.
Tuesday: Read pp. 765-769. Complete character chart.
Wednesday: study for mid-unit test
Thursday: Read pp. 770-776.
John: This week's lessons will be over John chapters 11-13, which contain events leading up to Jesus' crucifixion. The next test will be Monday of next week.
Homework:
Monday: pp. 119-124 #1-7
Tuesday: pp. 127-133 #1-10. Read and summarize "Study Skill--Hebrew Thought" on p. 134-135
Thursday: pp. 139-144 #1-11. Read and summarize p. 146 in a paragraph
Friday: study guide for test Monday
Homework:
Monday: Read pp. 450-453 and take notes. Read pp. 467-470 and write a paragraph response (see handout)
Tuesday: p. 471 #2, 4, 5. Read pp. 454-461.
Wednesday: begin studying for test
Thursday: study
Friday: none
World History: We will study the Byzantine Empire briefly and then begin a long unit devoted to the Medieval era.
Homework:
Monday: Read pp. 186-193. Take notes.
Tuesday: Read pp. 184-197 and take notes. Study for quiz.
Wednesday: Read pp. 200-210 and take notes.
Thursday: Read pp. 211-219
Friday: begin working on project
World Literature: We will be reading Act 4 of Julius Caesar this week. Because of the length of this unit, we will have a mid-unit test on Thursday.
Homework:
Monday: Read pp. 760-764.
Tuesday: Read pp. 765-769. Complete character chart.
Wednesday: study for mid-unit test
Thursday: Read pp. 770-776.
John: This week's lessons will be over John chapters 11-13, which contain events leading up to Jesus' crucifixion. The next test will be Monday of next week.
Homework:
Monday: pp. 119-124 #1-7
Tuesday: pp. 127-133 #1-10. Read and summarize "Study Skill--Hebrew Thought" on p. 134-135
Thursday: pp. 139-144 #1-11. Read and summarize p. 146 in a paragraph
Friday: study guide for test Monday
Monday, November 2, 2009
Week of November 2-6
English 11: We are finishing a unit on speeches; students will be presenting their persuasive speeches Monday - Wednesday. After a brief pause for grammar, we will will be looking at poetry from the Romantic movement and then moving into a short unit on Gothic literature.
Homework:
Monday-Tuesday: none
Wednesday: G.U.M. 94-95. Read Literature pp. 340-342.
Thursday: Venn diagram; read and complete worksheet on selection from "Evangeline"
Friday: read "Rime of the Ancient Mariner." Worksheet.
World History: We are finishing a unit on the Roman Empire and preparing for a test Thursday. Next week we will begin studying the Byzantine Empire.
Homework:
Monday: Read pp. 164-169. p. 170 "Reviewing the Facts" #2 all
Tuesday-Wednesday: work on study guide, due Thursday
Thursday: none
Friday: paragraph writing assignment
World Literature: This week, we will be reading some of the most famous and exciting parts of Shakespeare's Julius Caesar. One day will also be devoted to grammar.
Homework:
Monday: Read pp. 736-740. Read p. 735 "Literary Analysis." Find one aside and one soliloquy from pp. 731-732. Write down each one and a sentence about what important information it gives to the audience.
Tuesday: Read pp. 741-746. Summarize the action of 3.1 in a paragraph.
Wednesday: G.U.M. pp. 118, 119. Read Julius Caesar pp. 747-750.
Thursday: Read pp. 751-757; worksheet
Friday: Read pp. 757-758
John: This week, we will dramatize the story of healing a blind man by writing and performing skits in class; we will also review lessons 10-12 for a test Friday.
Homework:
Monday: work on script
Tuesday: read pp. 109-110. pp. 110-112 #1, 2a, 4, 5a, 6, 7
Thursday: study guide for test
Friday: none
Homework:
Monday-Tuesday: none
Wednesday: G.U.M. 94-95. Read Literature pp. 340-342.
Thursday: Venn diagram; read and complete worksheet on selection from "Evangeline"
Friday: read "Rime of the Ancient Mariner." Worksheet.
World History: We are finishing a unit on the Roman Empire and preparing for a test Thursday. Next week we will begin studying the Byzantine Empire.
Homework:
Monday: Read pp. 164-169. p. 170 "Reviewing the Facts" #2 all
Tuesday-Wednesday: work on study guide, due Thursday
Thursday: none
Friday: paragraph writing assignment
World Literature: This week, we will be reading some of the most famous and exciting parts of Shakespeare's Julius Caesar. One day will also be devoted to grammar.
Homework:
Monday: Read pp. 736-740. Read p. 735 "Literary Analysis." Find one aside and one soliloquy from pp. 731-732. Write down each one and a sentence about what important information it gives to the audience.
Tuesday: Read pp. 741-746. Summarize the action of 3.1 in a paragraph.
Wednesday: G.U.M. pp. 118, 119. Read Julius Caesar pp. 747-750.
Thursday: Read pp. 751-757; worksheet
Friday: Read pp. 757-758
John: This week, we will dramatize the story of healing a blind man by writing and performing skits in class; we will also review lessons 10-12 for a test Friday.
Homework:
Monday: work on script
Tuesday: read pp. 109-110. pp. 110-112 #1, 2a, 4, 5a, 6, 7
Thursday: study guide for test
Friday: none
Tuesday, October 27, 2009
Week of Oct. 26-29
English 11:
Monday - no homework
Tuesday - grammar workbook 91-92, 97; prewriting for speech project
Wednesday - one-page outline for speech
Thursday - prepare speech for Monday/Tuesday
World History:
Monday - outline of research paper
Tuesday - read pp. 150-160, take notes
Wednesday - read pp. 160-164, do p. 164 #1-4
Thursday - research paper due Monday
World Literature
Monday - read pp. 714-726 and do vocab worksheet
Tuesday - grammar workbook 112, 114, 115
Wednesday - read pp. 726-731 (Act 2 scene 2); written work TBA
Thursday - read pp. 731-733; written work TBA
John
Monday - pp. 93-98 #1-10. For the four passages below, write one paragraph for each passage (four paragraphs total) answering these questions: What does it mean? So what for them? So what for me?
Passages for Monday homework:
John 8:12-30
John 8:31-38
John 8:39-47
John 8:48-59
Tuesday - pp. 101-107 #1-11
Thursday - begin working on project. Study for memory verse quiz (John 14:6, Romans 10:9)--verses are in the NIV version.
Monday - no homework
Tuesday - grammar workbook 91-92, 97; prewriting for speech project
Wednesday - one-page outline for speech
Thursday - prepare speech for Monday/Tuesday
World History:
Monday - outline of research paper
Tuesday - read pp. 150-160, take notes
Wednesday - read pp. 160-164, do p. 164 #1-4
Thursday - research paper due Monday
World Literature
Monday - read pp. 714-726 and do vocab worksheet
Tuesday - grammar workbook 112, 114, 115
Wednesday - read pp. 726-731 (Act 2 scene 2); written work TBA
Thursday - read pp. 731-733; written work TBA
John
Monday - pp. 93-98 #1-10. For the four passages below, write one paragraph for each passage (four paragraphs total) answering these questions: What does it mean? So what for them? So what for me?
Passages for Monday homework:
John 8:12-30
John 8:31-38
John 8:39-47
John 8:48-59
Tuesday - pp. 101-107 #1-11
Thursday - begin working on project. Study for memory verse quiz (John 14:6, Romans 10:9)--verses are in the NIV version.
Tuesday, October 20, 2009
Week of Oct. 20-23
English 11 - American Lit.
Homework:
Tuesday - write a paragraph giving advice to the characters in "Dr. Heidegger's Experiment"
Wednesday - read passages and write a paragraph (See handout)
Thursday - read pp. 399 - 403
Friday - TBA
World History
Homework:
Tuesday - take notes for research paper (min. 1/2 page)
Wednesday - worksheet
Thursday - map
Friday - read pp. 135-140. written assignment TBA
World Literature
Homework:
Tuesday - read pp. 683-692 and write predictions.
Wednesday - Read pp. 693-398. Worsheet.
Thursday - Read pp. 699-611. Write down observations and questions as you read.
Friday - TBA
John
Homework:
Tuesday - List all the claims Jesus makes about himself in John ch. 4-7
Thursday - study for test
Friday - take-home test
Homework:
Tuesday - write a paragraph giving advice to the characters in "Dr. Heidegger's Experiment"
Wednesday - read passages and write a paragraph (See handout)
Thursday - read pp. 399 - 403
Friday - TBA
World History
Homework:
Tuesday - take notes for research paper (min. 1/2 page)
Wednesday - worksheet
Thursday - map
Friday - read pp. 135-140. written assignment TBA
World Literature
Homework:
Tuesday - read pp. 683-692 and write predictions.
Wednesday - Read pp. 693-398. Worsheet.
Thursday - Read pp. 699-611. Write down observations and questions as you read.
Friday - TBA
John
Homework:
Tuesday - List all the claims Jesus makes about himself in John ch. 4-7
Thursday - study for test
Friday - take-home test
Wednesday, October 14, 2009
World History resources
Resources for research:
Diana Hacker has made an excellent compilation of sources that will be useful to them; you can find them here and here.
In particular, many of you may find the Perseus Project helpful for finding primary sources; you can use it to find and read the works of writers of ancient Greece and Rome.
Finally, the History Channel is also acceptable as a creditable source.
Remember that although you may find a helpful list of sources at the bottom of Wikipedia articles, Wikipedia itself is not an acceptable source for your research paper.
Diana Hacker has made an excellent compilation of sources that will be useful to them; you can find them here and here.
In particular, many of you may find the Perseus Project helpful for finding primary sources; you can use it to find and read the works of writers of ancient Greece and Rome.
Finally, the History Channel is also acceptable as a creditable source.
Remember that although you may find a helpful list of sources at the bottom of Wikipedia articles, Wikipedia itself is not an acceptable source for your research paper.
Monday, October 5, 2009
Week of October 5-9
English 11: We are continuing with The Scarlet Letter; next week, we will finish and have a test.
Homework:
Monday - Read chapter 18
Tuesday - Read chapter 19
Wednesday - Read chapter 20; grammar workbook p. 108 A
Thursday - Read ch. 21-22. Theme worksheet.
Friday - Read ch. 23-24 (end)
World History
This week, we are studying ancient Greece and will also begin to talk about a research paper assignment (assigned this quarter, will be due at the beginning of next quarter, in late October). Since the research paper assignment will not be due until after first quarter ends, we will have one more test at the end of the quarter, over Greece and Rome.
Monday - read story online, fill out chart, and write a paragraph (see previous post)
Tuesday - read pp. 102-114, answer p. 108 #2-5
Wednesday - read pp. 115-127, answer questions TBA
Thursday - choose topic for research paper
Friday - TBA
World Literature
Monday - read Medea pp. 266-274.
Tuesday - read Medea pp. 275-180. Grammar workbook p. 131, 133
Wednesday - read pp. 283-287 (end)
Thursday - study for test
Friday - test over Medea
John
Monday - read p. 60 and John 4. Answer #1-9 on p. 60-62.
Tuesday - pp. 63-66 #11-19
Thursday - pp. 68-72 #4-11
Friday - TBA
Homework:
Monday - Read chapter 18
Tuesday - Read chapter 19
Wednesday - Read chapter 20; grammar workbook p. 108 A
Thursday - Read ch. 21-22. Theme worksheet.
Friday - Read ch. 23-24 (end)
World History
This week, we are studying ancient Greece and will also begin to talk about a research paper assignment (assigned this quarter, will be due at the beginning of next quarter, in late October). Since the research paper assignment will not be due until after first quarter ends, we will have one more test at the end of the quarter, over Greece and Rome.
Monday - read story online, fill out chart, and write a paragraph (see previous post)
Tuesday - read pp. 102-114, answer p. 108 #2-5
Wednesday - read pp. 115-127, answer questions TBA
Thursday - choose topic for research paper
Friday - TBA
World Literature
Monday - read Medea pp. 266-274.
Tuesday - read Medea pp. 275-180. Grammar workbook p. 131, 133
Wednesday - read pp. 283-287 (end)
Thursday - study for test
Friday - test over Medea
John
Monday - read p. 60 and John 4. Answer #1-9 on p. 60-62.
Tuesday - pp. 63-66 #11-19
Thursday - pp. 68-72 #4-11
Friday - TBA
Sunday, October 4, 2009
World History Reading: Greek Myths
For your assignment today, you have a choice between two stories. One is the story of the Greek hero Jason and the Argonauts (you have already heard a little bit about this story from English class). The other is the story of Cupid and Psyche, a classic love story.
If you would like to read the story of Jason, click here:
http://www.mythweb.com/heroes/jason/index.html
Then click on "The Quest" and follow the blue arrows until you reach the end of the story.
If you would like to read the story of Cupid and Psyche, click here:
http://www.greekmythology.com/Books/Bulfinch/B_Chapter_11/b_chapter_11.html
You should have a worksheet in front of you which has some boxes for you to write down events in the story. (Event 1, Event 2, Event 3). However, these stories have more than three events. To make up for this, use the back of the worksheet to write down all the additional events in the story--you should have a total of about twenty.
Finally, after you have finished reading your story, write a paragraph responding to the appropriate prompt below.
Jason: What is Jason like as a hero, and what does that show about what the Greeks valued?
Cupid and Psyche: What does this story say about love?
If you would like to read the story of Jason, click here:
http://www.mythweb.com/heroes/jason/index.html
Then click on "The Quest" and follow the blue arrows until you reach the end of the story.
If you would like to read the story of Cupid and Psyche, click here:
http://www.greekmythology.com/Books/Bulfinch/B_Chapter_11/b_chapter_11.html
You should have a worksheet in front of you which has some boxes for you to write down events in the story. (Event 1, Event 2, Event 3). However, these stories have more than three events. To make up for this, use the back of the worksheet to write down all the additional events in the story--you should have a total of about twenty.
Finally, after you have finished reading your story, write a paragraph responding to the appropriate prompt below.
Jason: What is Jason like as a hero, and what does that show about what the Greeks valued?
Cupid and Psyche: What does this story say about love?
Wednesday, September 23, 2009
Resources for Eleventh Grade
1. Vocabulary from The Scarlet Letter has a high tendency to show up on the SAT test. The following website has some helpful review activities and games which may be helpful for you. All of the vocabulary words in this website are SAT vocabulary (as well as being used in The Scarlet Letter), and many of them are the same as those we are studying in class.
http://quizlet.com/218397/sat-vocab-words-from-the-scarlet-letter-flash-cards/
2. Below is a compilation of some websites about Puritans--the article I originally linked to over the long break, as well as some helpful websites found by students.
http://academicamerican.com/colonial/topics/puritannewengland.html
http://www.u-s-history.com/pages/h573.html
http://endtimepilgrim.org/puritans.htm
http://www.nd.edu/~rbarger/www7/puritans.html
http://quizlet.com/218397/sat-vocab-words-from-the-scarlet-letter-flash-cards/
2. Below is a compilation of some websites about Puritans--the article I originally linked to over the long break, as well as some helpful websites found by students.
http://academicamerican.com/colonial/topics/puritannewengland.html
http://www.u-s-history.com/
http://endtimepilgrim.org/
http://www.nd.edu/~rbarger/
Monday, September 21, 2009
Week of September 21-25
English 11 - American Literature
Classwork will be focused on The Scarlet Letter and preparing for a test Friday (background information and vocabulary).
Homework:
Monday - Read ch. 6-7. Character sheet on Pearl. Worksheet.
Tuesday - Read ch. 8. Vocabulary chart ("Personal Word List") due tomorrow
Wednesday - Read ch. 9-10. Ch. 5-8 vocabulary due tomorrow
Thursday - study for test
Friday - Read ch. 11-13
World History
This week, we will be studying ancient Indian and China.
Homework:
Monday - timeline assignment, due Wednesday
Tuesday - Read pp. 72-82. p. 78 and 82 "Define," "Identify," "Critical Thinking"; timeline due tomorrow
Wednesday - Read pp. 82-88. p. 89 "Define," "Identify," #1-5
Thursday - mini-project due at the end of class Friday
Friday - study guide for test Tuesday
World Literature
We will have a test over the ancient literature we have studied thus far, then begin a unit on the Medea.
Monday - study for test
Tuesday - Read pp. 238-239 in Medea booklet and write a paragraph describing Greek theater. 2-page quest story due tomorrow (assigned last week)
Wednesday - Read Medea pp. 240-250. Worksheet.
Thursday - Read pp. 250-260.
Friday - Read pp. 260-261.
John
Homework:
Monday - Read pp. 44-45. Answer #6-13 on pp. 45-47. Write a 1/2 page news report about one of the two events in John 2.
Tuesday - Read pp. 49-52. Answer questions #1-5.
Thursday - Read pp. 53-57, answer questions #6-13 in your notebook. Study for memory verse quiz tomorrow (John 3:16)
Friday - study for test Tuesday
Classwork will be focused on The Scarlet Letter and preparing for a test Friday (background information and vocabulary).
Homework:
Monday - Read ch. 6-7. Character sheet on Pearl. Worksheet.
Tuesday - Read ch. 8. Vocabulary chart ("Personal Word List") due tomorrow
Wednesday - Read ch. 9-10. Ch. 5-8 vocabulary due tomorrow
Thursday - study for test
Friday - Read ch. 11-13
World History
This week, we will be studying ancient Indian and China.
Homework:
Monday - timeline assignment, due Wednesday
Tuesday - Read pp. 72-82. p. 78 and 82 "Define," "Identify," "Critical Thinking"; timeline due tomorrow
Wednesday - Read pp. 82-88. p. 89 "Define," "Identify," #1-5
Thursday - mini-project due at the end of class Friday
Friday - study guide for test Tuesday
World Literature
We will have a test over the ancient literature we have studied thus far, then begin a unit on the Medea.
Monday - study for test
Tuesday - Read pp. 238-239 in Medea booklet and write a paragraph describing Greek theater. 2-page quest story due tomorrow (assigned last week)
Wednesday - Read Medea pp. 240-250. Worksheet.
Thursday - Read pp. 250-260.
Friday - Read pp. 260-261.
John
Homework:
Monday - Read pp. 44-45. Answer #6-13 on pp. 45-47. Write a 1/2 page news report about one of the two events in John 2.
Tuesday - Read pp. 49-52. Answer questions #1-5.
Thursday - Read pp. 53-57, answer questions #6-13 in your notebook. Study for memory verse quiz tomorrow (John 3:16)
Friday - study for test Tuesday
Sunday, September 13, 2009
Week of September 14-18
11th grade English: We will be working on grammar and vocabulary Monday and Tuesday and will begin our unit over The Scarlet Letter on Wednesday.
Homework:
Monday: G.U.M. (grammar workbook) p. 118 (whole page), 123 A
Tuesday: study for quiz
Wednesday: Read ch. 1-2 of Scarlet Letter, make character sheet for Hester
Thursday: read chapter 3, complete worksheet (ch. 1-4 vocab)
Friday: Read ch. 4-5
World History: We are finishing up chapter 2 and beginning chapter 3 (ancient Egypt).
Homework:
Monday: work on project (due Friday)
Tuesday: read and outline pp. 52-57
Wednesday: read and outline pp. 58-69
Thursday: study guide for test tomorrow
Friday: work on project (due Monday)
Note: Project deadline has been moved to Monday.
Note: Project deadline has been moved to Monday.
10th grade English: Most of this week will be devoted to reading the Epic of Gilgamesh in class. Unit test will be next week Tuesday.
Homework:
Monday: Write a paragraph summary of what was read in class.
Tuesday-Wednesday: same as Monday
Thursday: writing assignment, due Tuesday
Friday: G.U. M. (grammar workbook) pp. 139-140 all; writing assignment due Tuesday
John:
Homework:
Monday: Read pp. 36-37, answer #7-9
Tuesday: Read p. 37-38, answer #10-13
Wednesday: chapel
Thursday: none
Friday: Read John 2:1-25. Read pp. 41-42; answer #1-5 on pages 42-44
Wednesday, September 9, 2009
Week of Sept. 8-11
Below are the homework assignments for this week.
English 11:
Tuesday - no homework
Wednesday - Read "Images or Shadows of Divine Things" (handout); write down unfamiliar vocabulary and definitions
Thursday - vocabulary map, writing assignment (write 1/2 page describing in detail how something in nature expresses a spiritual truth, not using Edwards's metaphors)
Friday - G.U.M. (grammar workbook) 97 A, 107 A-B
World History:
Tuesday - no homework
Wednesday - Read pp. 43-49. Answer p. 49 #1-6.
Thursday - outline pp. 46-49 (Persians)
Friday - work on project
English 10:
Tuesday - none
Wednesday - G.U.M. (grammar workbook) 4 A, 7, 10 A, 11 B
Thursday - Read Popol Vuh: Part 1 chapters 1-3, part 3 chapters 1-2
Friday - begin reading Epic of Gilgamesh
John:
Tuesday/Wednesday - all questions from chapter 2 (pp. 19-27) and web diagrams for "Word," "world," and "grace and truth" will be checked on Thursday
Thursday - Read pp. 31-34 and do all questions on those pages
Friday - pp. 35-36 and questions #5-6. Read Mark 1:1-18. Create a poster with an illustration of John the Baptist; on your poster, also answer the questions who, what, when, where, why, and how.
English 11:
Tuesday - no homework
Wednesday - Read "Images or Shadows of Divine Things" (handout); write down unfamiliar vocabulary and definitions
Thursday - vocabulary map, writing assignment (write 1/2 page describing in detail how something in nature expresses a spiritual truth, not using Edwards's metaphors)
Friday - G.U.M. (grammar workbook) 97 A, 107 A-B
World History:
Tuesday - no homework
Wednesday - Read pp. 43-49. Answer p. 49 #1-6.
Thursday - outline pp. 46-49 (Persians)
Friday - work on project
English 10:
Tuesday - none
Wednesday - G.U.M. (grammar workbook) 4 A, 7, 10 A, 11 B
Thursday - Read Popol Vuh: Part 1 chapters 1-3, part 3 chapters 1-2
Friday - begin reading Epic of Gilgamesh
John:
Tuesday/Wednesday - all questions from chapter 2 (pp. 19-27) and web diagrams for "Word," "world," and "grace and truth" will be checked on Thursday
Thursday - Read pp. 31-34 and do all questions on those pages
Friday - pp. 35-36 and questions #5-6. Read Mark 1:1-18. Create a poster with an illustration of John the Baptist; on your poster, also answer the questions who, what, when, where, why, and how.
Wednesday, September 2, 2009
English 10 reading assignment
Tenth graders: please refer to this website for the text of the Enuma Elish, your reading assignment. The Enuma Elish is the Babylonian creation myth, written on seven tablets. I would like you to read tablets 1-2, 4-6 (up to line 110 of tablet 6), and the epilog. Feel free to use the excellent summaries on this website to help you understand the content of the story and to get a quick overview of the portions that are not assigned (tablets 3, second half of tablet 6, and tablet 7), but do NOT use them as a substitute for reading the text itself.
Please also answer the following questions on your own paper:
1. What is the cause of the conflict among the gods?
2. How is Marduk described, and who is he?
3. What role does Anshar play in the battle of the gods?
4. Who will face Tiamat? Why does he think he can defeat her? What does he ask for in return?
5. What is done with the parts of Tiamat's body after she is killed? Be specific.
6. What is Kingu's role in the conflict? What happens to him in the end?
7. Of what were humans made? Why?
8. Look at Dennis Bratcher's summary of Tablet II. What does Tiamat symbolize? Considering her symbolic significance, why do you think it was important for her to be defeated?
9. Do you notice any similarities between the Enuma Elish and the Genesis account of creation?
10. What are some important differences between the Enuma Elish and the Genesis account of creation?
11-12. Find two sections from the text that contain a poetic devices (one or two lines each). Write down the lines, along with the tablet and line numbers, and state what the poetic devices are.
Sunday, August 30, 2009
Homework for September 1-7
To all students: You are in my prayers every day, especially those of you who are ill or recovering from various illnesses. I hope that God's grace and healing will be with you in the next week.
Below, please find your homework assignments for the week. Classes are listed in order of period (first period at the top, sixth period at the bottom); scroll down to find your class or classes.
English 11:
1. Using Monday's class notes, create a timeline of American literary movements--place the movements from the PowerPoint on a timeline and write one or two brief phrases for each. Also finish your paragraph either agreeing with or rebutting (arguing against) one of the three statements we looked at in class. Whether you choose to agree with a statement and defend it or disagree with it and tell why you believe it is wrong is up to you, but whatever you choose, make sure you support your position with solid logic and evidence. This should be a well-developed paragraph of at least 6-7 sentences.
For students who were not here, the three statements to defend or rebut are as follows:
Puritans: We can see God's providence in every event--both the good and the bad.
Enlightenment: Humans should make decisions based on pure reason. People are basically good and will continue to make progress.
Romanticism: Connect to the spiritual world by looking within yourself or around you at the world of nature. Follow your emotions and do what you feel is right.
2. Read Literature pp. 134-136 and 138-139. List characteristics of Puritans. If you do not have your Literature book at home, you may instead read this article about Puritans and read the poem ''To Her Loving Husband'' at this website.
3. For your assignment for the rest of the week, choose ONE of the following options. Both will involve writing a (typed, double-spaced) one-page essay and will be counted as a quiz grade.
Option 1: Research the Puritans' beliefs and lifestyles online. You should use three sources; you may use this article as a great starting-point for your research. Write an essay presenting the information you have learned. Guidelines:
- Introduction should give a general overview of who the Puritans are.
- Body should present the information you found in some sort of logical, organized fashion. Make sure you PARAPHRASE information you find so that it is completely in your own words (alternately, you may use exact quotes, but do so sparingly).
- In the conclusion, you may state your personal opinion or evaluation of the Puritans if you wish; otherwise, a simple summary is fine.
- Include a list of your sources. You may use bibliography form if you know how, but it is not a requirement for this assignment.
Option 2 (more difficult): Choose and analyze a poem by a Puritan writer. Your essay should contain a brief introduction to the poem and the author (a small amount of biographical information is helpful but not an absolute requirement). The body needs to tell in plain English what the meaning of the poem is (i.e., what the poet is trying to say) and should also discuss poetic devices (meter, rhyme scheme, imagery, figurative language, etc.) and how they contribute to the poem. The conclusion should wrap things up, restate the overall meaning of the poem, and may include your personal opinion or response to the poem if you wish. Also, if you consult other sources than those provided here, include a list of them with your paper.
Possible poem choices:
- Anne Bradstreet ''To My Dear and Loving Husband'' (in Literature and also linked below)
- Other poems of Anne Bradstreet
- Poems by Edward Taylor: choose this poet if you want a challenge.
Brief biography of Taylor and index to some poems
Prologue to the Preparatory Meditations
I am the Living Bread
- Your teacher's personal favorite Puritan poem is Taylor's Meditation 22. The text does not seem to be available anywhere online, but it may be posted to this site tomorrow.
World History:
- Skim pp. 12-15 and 30-49. Write down five key terms from the chapter (with definitions) and one queston (something you want to know or a question you have about the chapter).
- Read pp. 30-43. On p. 37 do ''Identify,'' #2-4, and #5 a. On p. 43, answer #1-5.
- Write a brief narrative (one page) about the daily life of a person living in Sumer. Include details from the text.
English 10:
- Paragraph response: What do you think about when you look at the ocean? Use imagery to describe the ocean, then tell about your response to it.
- Your other assignment will be to read the Enuma Elish (Babylonian creation myth) online. I will soon post either the text itself or a link to it, in addition to study questions, so check back soon.
- Don't forget that you will have an in-class essay soon after your return.
John:
- Read pp. 19-27 and answer all questions.
- Make web diagrams for the following words or phrases: ''Word,'' ''world,'' ''grace and truth.'' (Three diagrams total.) For those who were not present today, write the word you are diagramming in the center of a piece of paper and draw a circle around it. Around the edges of the paper, write meanings or descriptions of the word in the center and connect each meaning/description to the central word with a line.
Below, please find your homework assignments for the week. Classes are listed in order of period (first period at the top, sixth period at the bottom); scroll down to find your class or classes.
English 11:
1. Using Monday's class notes, create a timeline of American literary movements--place the movements from the PowerPoint on a timeline and write one or two brief phrases for each. Also finish your paragraph either agreeing with or rebutting (arguing against) one of the three statements we looked at in class. Whether you choose to agree with a statement and defend it or disagree with it and tell why you believe it is wrong is up to you, but whatever you choose, make sure you support your position with solid logic and evidence. This should be a well-developed paragraph of at least 6-7 sentences.
For students who were not here, the three statements to defend or rebut are as follows:
Puritans: We can see God's providence in every event--both the good and the bad.
Enlightenment: Humans should make decisions based on pure reason. People are basically good and will continue to make progress.
Romanticism: Connect to the spiritual world by looking within yourself or around you at the world of nature. Follow your emotions and do what you feel is right.
2. Read Literature pp. 134-136 and 138-139. List characteristics of Puritans. If you do not have your Literature book at home, you may instead read this article about Puritans and read the poem ''To Her Loving Husband'' at this website.
3. For your assignment for the rest of the week, choose ONE of the following options. Both will involve writing a (typed, double-spaced) one-page essay and will be counted as a quiz grade.
Option 1: Research the Puritans' beliefs and lifestyles online. You should use three sources; you may use this article as a great starting-point for your research. Write an essay presenting the information you have learned. Guidelines:
- Introduction should give a general overview of who the Puritans are.
- Body should present the information you found in some sort of logical, organized fashion. Make sure you PARAPHRASE information you find so that it is completely in your own words (alternately, you may use exact quotes, but do so sparingly).
- In the conclusion, you may state your personal opinion or evaluation of the Puritans if you wish; otherwise, a simple summary is fine.
- Include a list of your sources. You may use bibliography form if you know how, but it is not a requirement for this assignment.
Option 2 (more difficult): Choose and analyze a poem by a Puritan writer. Your essay should contain a brief introduction to the poem and the author (a small amount of biographical information is helpful but not an absolute requirement). The body needs to tell in plain English what the meaning of the poem is (i.e., what the poet is trying to say) and should also discuss poetic devices (meter, rhyme scheme, imagery, figurative language, etc.) and how they contribute to the poem. The conclusion should wrap things up, restate the overall meaning of the poem, and may include your personal opinion or response to the poem if you wish. Also, if you consult other sources than those provided here, include a list of them with your paper.
Possible poem choices:
- Anne Bradstreet ''To My Dear and Loving Husband'' (in Literature and also linked below)
- Other poems of Anne Bradstreet
- Poems by Edward Taylor: choose this poet if you want a challenge.
Brief biography of Taylor and index to some poems
Prologue to the Preparatory Meditations
I am the Living Bread
- Your teacher's personal favorite Puritan poem is Taylor's Meditation 22. The text does not seem to be available anywhere online, but it may be posted to this site tomorrow.
World History:
- Skim pp. 12-15 and 30-49. Write down five key terms from the chapter (with definitions) and one queston (something you want to know or a question you have about the chapter).
- Read pp. 30-43. On p. 37 do ''Identify,'' #2-4, and #5 a. On p. 43, answer #1-5.
- Write a brief narrative (one page) about the daily life of a person living in Sumer. Include details from the text.
English 10:
- Paragraph response: What do you think about when you look at the ocean? Use imagery to describe the ocean, then tell about your response to it.
- Your other assignment will be to read the Enuma Elish (Babylonian creation myth) online. I will soon post either the text itself or a link to it, in addition to study questions, so check back soon.
- Don't forget that you will have an in-class essay soon after your return.
John:
- Read pp. 19-27 and answer all questions.
- Make web diagrams for the following words or phrases: ''Word,'' ''world,'' ''grace and truth.'' (Three diagrams total.) For those who were not present today, write the word you are diagramming in the center of a piece of paper and draw a circle around it. Around the edges of the paper, write meanings or descriptions of the word in the center and connect each meaning/description to the central word with a line.
Wednesday, August 26, 2009
Syllabi and letters to parents
Syllabi and copies of the letters that were sent home with students have been uploaded and are permanently linked on the left so that you can easily find them without having to scroll down through old posts.
Letter to eleventh grade parents
August 21, 2009
Dear Parents and Guardians:
I would like to welcome you and your child to 11th Grade English at OCSI. I am excited about having your child in my class, and I am committed to high expectations and standards for your child’s behavior and academic performance as we work together to prepare your child for their senior year of high school.
One of the ways I can communicate my high expectations while helping your child to become a better student overall is by increasing the quality and amount of time spent reading. Research suggests that there is a direct correlation between students’ high test scores and the time they spend reading. Your child can raise test scores significantly over time by spending thirty minutes a night reading.
Education is maximized when the school and parents work together to help students succeed, so I hope that you will support this effort. Towards that goal, please take some time to look over the syllabus and the policies and procedure sheets that your child has received, and to fill out and sign the information sheet. Also, in order to keep track of your child’s assignments and class schedule, feel free to refer to my blog site, where homework assignments and other relevant materials will be posted weekly:
http://ocsi-humanities.blogspot.com
You are invited to attend Open House on Thursday, August 27, 2008. This will be an informal meeting designed for parents to meet each other and teachers.
Please feel free to contact me anytime you have a question or concern.
Yours Truly,
Amber Fontenot
Amber.fontenot@ocsi.org
Letter to tenth grade parents
August 21, 2009
Dear Parents and Guardians:
As OCSI’s humanities teacher, I am pleased to welcome you and your child to tenth grade. Your child will be embarking on an exciting journey as we study together in two classes: world history and world literature. I am looking forward to having your child in my classes, and I am committed to high expectations and standards for your child’s behavior and academic performance as we explore the history and literature of cultures around the world.
One of the ways I can communicate my high expectations while helping your child to become a better student overall is by increasing the quality and amount of time spent reading. Research suggests that there is a direct correlation between students’ high test scores and the time they spend reading. Your child can raise test scores significantly over time by spending thirty minutes a night reading.
Education is maximized when the school and parents work together to help students succeed, so I hope that you will support this effort. Towards that goal, please take some time to look over the syllabus and the policies and procedure sheets that your child has received, and to fill out and sign the information sheet. Also, in order to keep track of your child’s assignments and class schedule, feel free to refer to my blog site, where homework assignments and other relevant materials will be posted weekly:
http://ocsi-humanities.blogspot.com
You are invited to attend Open House on Thursday, August 27, 2008. This will be an informal meeting designed for parents to meet each other and teachers.
Please feel free to contact me anytime you have a question or concern.
Yours Truly,
Amber Fontenot
Amber.fontenot@ocsi.org
Letter to ninth grade parents
August 21, 2009
Dear Parents and Guardians:
I would like to welcome you and your child to 9th grade at OCSI. I am looking forward both to continuing to develop relationships with continuing students and families and also to welcoming some new faces.
Your child will be starting the school year studying John in Bible class. We will be reading and discussing the fourth gospel, learning about the life of Jesus as recorded by one of his closest disciples. Class activities will include scripture reading and analysis, drawing comparisons to the Old Testament, and memorization of Bible verses.
Education is maximized when the school and parents work together to help students succeed, so I hope that you will support this effort. Towards that goal, please take some time to look over the syllabus and the policies and procedure sheets that your child has received, and to fill out and sign the information sheet. Also, in order to keep track of your child’s assignments and class schedule, feel free to refer to my blog site, where homework assignments and other relevant materials will be posted weekly:
http://ocsi-humanities.blogspot.com
You are invited to attend Open House on Thursday, August 27, 2008. This will be an informal meeting designed for parents to meet each other and teachers.
Please feel free to contact me anytime you have a question or concern.
Yours Truly,
Amber Fontenot
Amber.fontenot@ocsi.org
World History syllabus
Syllabus
World History
Hour: 2nd period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: This course is a survey of world social and political history from ancient civilizations, including biblical history, to the present. This survey will trace man’s progress throughout history from Adam and Noah to the present, and it will provide perspective for understanding contemporary world events. These historical movements will be evaluated from a critical and biblical viewpoint.
Course Objectives:
Students will recognize the hand of God in human affairs: the rise and fall of empires, kingdoms, and nations.
Students will describe the world’s major civilizations and their major achievements
Students will understand the foundations of the world today.
Students will trace the chronology of major world events and explain cause-and-effect relationships.
Students will interpret and evaluate information gained through research and primary sources.
Students will express understanding through charts, maps, debates, projects, creative writing, and formal reports.
Class Texts:
World History: Perspectives on the Past – Krieger, Neill, Jantzen, D.C. Heath 1994
Materials you should bring to class every day:
- A notebook (B5 or A4)- Loose-leaf paper- A folder- Pens, pencils, erasers
- Your textbook
Grading:
Tests/research paper 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and the school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.
Semester 1:
Week 1 - guide to studying history, Biblical world history
Week 2-4 - Unit 1 (ch. 2-4) - Ancient Civilizations
Weeks 5-8 - Unit 2 (ch. 5-6)- Ancient Greece and Rome; research paper
Week 9-10 - Ch. 7 Roman Empire
Week 11 - Unit 3 (ch. 8) Byzantine Empire and the Rise of Islam
Weeks 12-13 - Unit 3 (ch. 9-11) The Middle Ages
Weeks 14-16 - Unit 4 (ch. 12-14) Age of Empires
Review for final exam
Semester 2:
Weeks 1-2 Unit 5(Ch. 15-17) Renaissance
Weeks 3-4 Unit 6 (Ch. 18, 19) Elizabethan era
Weeks 5-6 Unit 6 (Ch. 20,21) Enlightenment; American and French revolutions
Weeks 7-8 Unit 7 (Ch. 22-26) European Dominance
Weeks 9-10 Unit 8 (Ch. 27-29) World War I
Weeks 11-12 Unit Unit 8-9 (Ch. 31-32) World War II and the Cold War
Weeks 13-14 Unit 9 (Ch. 33-35) Modern World
Weeks 15-16 Unit 10 (Ch. 36-37) Perspectives on the Present
Review for final exam
World History
Hour: 2nd period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: This course is a survey of world social and political history from ancient civilizations, including biblical history, to the present. This survey will trace man’s progress throughout history from Adam and Noah to the present, and it will provide perspective for understanding contemporary world events. These historical movements will be evaluated from a critical and biblical viewpoint.
Course Objectives:
Students will recognize the hand of God in human affairs: the rise and fall of empires, kingdoms, and nations.
Students will describe the world’s major civilizations and their major achievements
Students will understand the foundations of the world today.
Students will trace the chronology of major world events and explain cause-and-effect relationships.
Students will interpret and evaluate information gained through research and primary sources.
Students will express understanding through charts, maps, debates, projects, creative writing, and formal reports.
Class Texts:
World History: Perspectives on the Past – Krieger, Neill, Jantzen, D.C. Heath 1994
Materials you should bring to class every day:
- A notebook (B5 or A4)- Loose-leaf paper- A folder- Pens, pencils, erasers
- Your textbook
Grading:
Tests/research paper 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and the school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.
Semester 1:
Week 1 - guide to studying history, Biblical world history
Week 2-4 - Unit 1 (ch. 2-4) - Ancient Civilizations
Weeks 5-8 - Unit 2 (ch. 5-6)- Ancient Greece and Rome; research paper
Week 9-10 - Ch. 7 Roman Empire
Week 11 - Unit 3 (ch. 8) Byzantine Empire and the Rise of Islam
Weeks 12-13 - Unit 3 (ch. 9-11) The Middle Ages
Weeks 14-16 - Unit 4 (ch. 12-14) Age of Empires
Review for final exam
Semester 2:
Weeks 1-2 Unit 5(Ch. 15-17) Renaissance
Weeks 3-4 Unit 6 (Ch. 18, 19) Elizabethan era
Weeks 5-6 Unit 6 (Ch. 20,21) Enlightenment; American and French revolutions
Weeks 7-8 Unit 7 (Ch. 22-26) European Dominance
Weeks 9-10 Unit 8 (Ch. 27-29) World War I
Weeks 11-12 Unit Unit 8-9 (Ch. 31-32) World War II and the Cold War
Weeks 13-14 Unit 9 (Ch. 33-35) Modern World
Weeks 15-16 Unit 10 (Ch. 36-37) Perspectives on the Present
Review for final exam
John syllabus
Syllabus
Ninth grade Bible – The Gospel of John
Hour: 6th period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: This is a study of the life and teachings of Christ as presented in the fourth gospel, John. Students will study about how God has used ordinary people to carry out His purpose. Students will also learn about how everything in the Bible is relevant and of spiritual use.
Course Objectives:
Students will build a firm foundation of understanding of and a desire to return to the gospel of John.
Students will train themselves to study a book of the Bible without structured guides.
Students will be able to explain historical background, word definitions, and other background information.
Students will grasp the overall message of John.
Students will examine and transform their lives according to God’s truth.
Class Texts:
John
Holy Bible (New Living Translation)
Materials you should bring to class every day:
- A notebook- Loose-leaf paper- A binder or folder- Pens, pencils, erasers
- Class textbooks and an IR book
Grading:
Tests/ papers 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and all school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
Weeks 1-4: Chapters 1-5
Weeks 5-8: Chapters 6-11
Weeks 9-12: Chapters 12-17
Weeks 13-17: Chapters 18-22
Week 18: Review and final exam
Ninth grade Bible – The Gospel of John
Hour: 6th period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: This is a study of the life and teachings of Christ as presented in the fourth gospel, John. Students will study about how God has used ordinary people to carry out His purpose. Students will also learn about how everything in the Bible is relevant and of spiritual use.
Course Objectives:
Students will build a firm foundation of understanding of and a desire to return to the gospel of John.
Students will train themselves to study a book of the Bible without structured guides.
Students will be able to explain historical background, word definitions, and other background information.
Students will grasp the overall message of John.
Students will examine and transform their lives according to God’s truth.
Class Texts:
John
Holy Bible (New Living Translation)
Materials you should bring to class every day:
- A notebook- Loose-leaf paper- A binder or folder- Pens, pencils, erasers
- Class textbooks and an IR book
Grading:
Tests/ papers 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and all school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
Weeks 1-4: Chapters 1-5
Weeks 5-8: Chapters 6-11
Weeks 9-12: Chapters 12-17
Weeks 13-17: Chapters 18-22
Week 18: Review and final exam
Eleventh grade English syllabus
Syllabus
English 11 - American Literature
Hour: 1st period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.
Class Activities: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.
Class Texts:
McDougal Littell - The Language of Literature
Language Network
Grammar, Usage, and Mechanics (non-consumable workbook)
Conrad Richter - The Light in the Forest
Hawthorne - The Scarlet Letter
In His Steps
Fitzgerald - The Great Gatsby
Materials you should bring to class every day:
- Two notebooks- Loose-leaf paper- A binder or folder- Pens, pencils, erasers
- Class textbooks and an IR book
Grading:
Tests/research papers 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and all school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.
Summer reading: The Light in the Forest
First quarter: Historical overview, the Puritan tradition (The Scarlet Letter), extra credit opportunity (The Crucible)
Second quarter: Spirit of Individualism, Gothic literature, research papers
J-term reading: Joni
Third quarter: The Changing Face of America (short stories), Modern Age (The Great Gatsby)
Fourth Quarter: 1940s-Present (The Testament), Integration and Disintegration (Unheard Voices)
English 11 - American Literature
Hour: 1st period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.
Class Activities: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.
Class Texts:
McDougal Littell - The Language of Literature
Language Network
Grammar, Usage, and Mechanics (non-consumable workbook)
Conrad Richter - The Light in the Forest
Hawthorne - The Scarlet Letter
In His Steps
Fitzgerald - The Great Gatsby
Materials you should bring to class every day:
- Two notebooks- Loose-leaf paper- A binder or folder- Pens, pencils, erasers
- Class textbooks and an IR book
Grading:
Tests/research papers 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and all school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.
Summer reading: The Light in the Forest
First quarter: Historical overview, the Puritan tradition (The Scarlet Letter), extra credit opportunity (The Crucible)
Second quarter: Spirit of Individualism, Gothic literature, research papers
J-term reading: Joni
Third quarter: The Changing Face of America (short stories), Modern Age (The Great Gatsby)
Fourth Quarter: 1940s-Present (The Testament), Integration and Disintegration (Unheard Voices)
Tenth grade English syllabus
Syllabus
English 10 - World Literature
Hour: 5th period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: The students study literature that coincides with what they study in their World History class. Students develop oral skills, presenting scenes from plays, speeches and readings. They will rely upon the writing process to develop and complete a research paper of 6-8 pages, essays, poetry, and personal experience pieces. In addition, Independent Reading (IR) will be assigned every quarter based on genre and page number criteria.
Course Objectives:
Students will apply appropriate strategies to interpret various types of reading materials (textual, functional, and recreational). They will recognize symbolism, context clues, follow directions, recognize cause and effect, identify sequence, and identify literary elements in specific works.
Students will exhibit the habit of reading for a substantial amount of time daily, including both assigned and self-directed materials.
Students will write in response to literature and prompts using journals and at times exercising critical analyses of ideas in their journal writing.
Students will demonstrate listening skills with oral vocabulary development along with dialect, slang, and jargon.
Students will demonstrate knowledge of grammar concepts and proper usage, resulting in strengthened phrases in their writing processes.
Students will conduct individual research using all aspects of the research process, producing thoughtful compositions constructed from pre-writing, drafting, revising, editing, and presenting.
Students will display an extended vocabulary consisting of common foreign words and terms, analogies, and formal and informal word choice.
Class Texts:
McDougal Littell - The Language of Literature
Language Network
Grammar, Usage, and Mechanics (non-consumable workbook)
Mark Twain - The Adventures of Huckleberry Finn
Joni Eareckson Tada - Joni
Corrie Ten Boom - The Hiding Place (Jean Wakatsuki – Farewell to Manzanar)
Alan Paton – Cry the Beloved Country
Materials you should bring to class every day:
- Two notebooks- Loose-leaf paper- A binder or folder- Pens, pencils, erasers
- Class textbooks and an IR book
Grading:
Tests/research papers 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and all school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.
Summer reading: The Adventures of Huckleberry Finn
First quarter: Literature of the Ancient World (The Epic of Gilgamesh, creation stories from around the world), Medea, PSAT review
Second quarter: Julius Caesar, Arthurian legends and other romances, poetry appreciation and writing
J-term reading: Joni
Third quarter: research paper, short fiction, The Hiding Place (extra credit opportunity: Farewell to Manzanar)
Fourth quarter: nonfiction stories and essays, Holocaust and WWII literature, Cry, the Beloved Country
English 10 - World Literature
Hour: 5th period
Teacher Name: Ms. Amber Fontenot
Room Number: 332
E-mail Address: Amber.Fontenot@ocsi.org
Blog Address: http://ocsi-humanities.blogspot.com
School Phone Number: 958-3000
The best time for parents to call me is: from 10:20 AM - 12:00 noon
Course Description: The students study literature that coincides with what they study in their World History class. Students develop oral skills, presenting scenes from plays, speeches and readings. They will rely upon the writing process to develop and complete a research paper of 6-8 pages, essays, poetry, and personal experience pieces. In addition, Independent Reading (IR) will be assigned every quarter based on genre and page number criteria.
Course Objectives:
Students will apply appropriate strategies to interpret various types of reading materials (textual, functional, and recreational). They will recognize symbolism, context clues, follow directions, recognize cause and effect, identify sequence, and identify literary elements in specific works.
Students will exhibit the habit of reading for a substantial amount of time daily, including both assigned and self-directed materials.
Students will write in response to literature and prompts using journals and at times exercising critical analyses of ideas in their journal writing.
Students will demonstrate listening skills with oral vocabulary development along with dialect, slang, and jargon.
Students will demonstrate knowledge of grammar concepts and proper usage, resulting in strengthened phrases in their writing processes.
Students will conduct individual research using all aspects of the research process, producing thoughtful compositions constructed from pre-writing, drafting, revising, editing, and presenting.
Students will display an extended vocabulary consisting of common foreign words and terms, analogies, and formal and informal word choice.
Class Texts:
McDougal Littell - The Language of Literature
Language Network
Grammar, Usage, and Mechanics (non-consumable workbook)
Mark Twain - The Adventures of Huckleberry Finn
Joni Eareckson Tada - Joni
Corrie Ten Boom - The Hiding Place (Jean Wakatsuki – Farewell to Manzanar)
Alan Paton – Cry the Beloved Country
Materials you should bring to class every day:
- Two notebooks- Loose-leaf paper- A binder or folder- Pens, pencils, erasers
- Class textbooks and an IR book
Grading:
Tests/research papers 40%
Quizzes/projects 30%
Daily assignments 20%
Class participation 10%
Expectations:
- Come to class with a positive attitude and be ready to learn.
- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.
- Assignments are expected to be turned in on time; no credit will be given for late assignments.
- During class, be prepared to take notes and participate in class discussions.
Class Rules:
- Respect: Respect each other, your teacher, and all school rules.
- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.
- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.
Approximate Class Schedule:
The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.
Summer reading: The Adventures of Huckleberry Finn
First quarter: Literature of the Ancient World (The Epic of Gilgamesh, creation stories from around the world), Medea, PSAT review
Second quarter: Julius Caesar, Arthurian legends and other romances, poetry appreciation and writing
J-term reading: Joni
Third quarter: research paper, short fiction, The Hiding Place (extra credit opportunity: Farewell to Manzanar)
Fourth quarter: nonfiction stories and essays, Holocaust and WWII literature, Cry, the Beloved Country
Monday, August 24, 2009
Week of August 24-28
English 11:
Students will be taking their summer reading test over A Light in the Forest Monday and Tuesday, after which we will read a Native American creation myth, examine some characteristics of folktales, and compare and contrast what we have learned about the Iroquois culture to our own worldviews. On Thursday we will have a brief grammar lesson and an opportunity to check out IR books from the library.
Homework:
Monday - bring all textbooks with book covers to class tomorrow
Tuesday - Read Litearture pp. 25-30 and fill out worksheet
Wednesday - from grammar workbook: p. 5 A, 11 B, 14 A
Thursday - write five sentences with verb errors and correct
English 10 - We will begin the week with the summer reading test over The Adventures of Huckleberry Finn. Other class activities will include a short grammar lesson, trip to the library, and examining passages from the Bible as literature. Our study of biblical narratives will parallel coursework in World History.
Homework:
Monday - bring all textbooks with book covers to class tomorrow
Tuesday - Read Psalm 137 and write a paragraph response
Wednesday - none
Thursday - Read Psalm 19 and 'The Sun' (Literature p. 38); worksheet
World History: As an introduction to the study of world history, we will be looking at study strategies for history, dating systems, and maps. We will also study biblical history through narratives in Genesis.
Keep in mind that beginning next week, students will take turns reading a news article at the beginning of class; each student will have this opportunity about once per month.
Monday - Read pp. 1-5, answer questions #1-4 and 6
Tuesday - Read and outline Genesis 1-3
Wednesday - On p. 6, answer questions #1-4 and 6. Read pp. 9-11 and answer questions #1, 3-5
Thursday - Read and outline Genesis 6:5-9:18.
John: This week is an introduction to the gospel of John; we will be going over background material and lesson 1 from the textbook.
Homework:
Monday - Read pp. 14-15. List reasons why there are four gospels and reasons John may have wanted his to be different from the others.
Tuesday - Read John 1-10. Answer questions 1-2 in the book (also 3 if applicable).
Wednesday - chapel; no homework
Thursday - Read John 11-20. Answer questions 5-7 (pp. 12-13). Quiz Monday.
Students will be taking their summer reading test over A Light in the Forest Monday and Tuesday, after which we will read a Native American creation myth, examine some characteristics of folktales, and compare and contrast what we have learned about the Iroquois culture to our own worldviews. On Thursday we will have a brief grammar lesson and an opportunity to check out IR books from the library.
Homework:
Monday - bring all textbooks with book covers to class tomorrow
Tuesday - Read Litearture pp. 25-30 and fill out worksheet
Wednesday - from grammar workbook: p. 5 A, 11 B, 14 A
Thursday - write five sentences with verb errors and correct
English 10 - We will begin the week with the summer reading test over The Adventures of Huckleberry Finn. Other class activities will include a short grammar lesson, trip to the library, and examining passages from the Bible as literature. Our study of biblical narratives will parallel coursework in World History.
Homework:
Monday - bring all textbooks with book covers to class tomorrow
Tuesday - Read Psalm 137 and write a paragraph response
Wednesday - none
Thursday - Read Psalm 19 and 'The Sun' (Literature p. 38); worksheet
World History: As an introduction to the study of world history, we will be looking at study strategies for history, dating systems, and maps. We will also study biblical history through narratives in Genesis.
Keep in mind that beginning next week, students will take turns reading a news article at the beginning of class; each student will have this opportunity about once per month.
Monday - Read pp. 1-5, answer questions #1-4 and 6
Tuesday - Read and outline Genesis 1-3
Wednesday - On p. 6, answer questions #1-4 and 6. Read pp. 9-11 and answer questions #1, 3-5
Thursday - Read and outline Genesis 6:5-9:18.
John: This week is an introduction to the gospel of John; we will be going over background material and lesson 1 from the textbook.
Homework:
Monday - Read pp. 14-15. List reasons why there are four gospels and reasons John may have wanted his to be different from the others.
Tuesday - Read John 1-10. Answer questions 1-2 in the book (also 3 if applicable).
Wednesday - chapel; no homework
Thursday - Read John 11-20. Answer questions 5-7 (pp. 12-13). Quiz Monday.
Thursday, August 20, 2009
First Week of School
Welcome!
I'm excited to be working with you as OCSI's high school humanities teacher. I will be teaching world history, tenth and eleventh grade English, and John.
For all classes, the survey you received today is your first assignment and will be graded on completion; please turn it in tomorrow if you have not already done so. There will be no homework Friday.
For my English classes, the test over summer reading will be Monday and Tuesday. You will need to bring your books Monday (Adventures of Huckleberry Finn for tenth grade, The Light in the Forest for eleventh grade) and turn them in.
Open House is on Thursday, August 27; I hope to see all of you there.
I'm excited to be working with you as OCSI's high school humanities teacher. I will be teaching world history, tenth and eleventh grade English, and John.
For all classes, the survey you received today is your first assignment and will be graded on completion; please turn it in tomorrow if you have not already done so. There will be no homework Friday.
For my English classes, the test over summer reading will be Monday and Tuesday. You will need to bring your books Monday (Adventures of Huckleberry Finn for tenth grade, The Light in the Forest for eleventh grade) and turn them in.
Open House is on Thursday, August 27; I hope to see all of you there.