First Quarter Activities
THE Class of 2012!
First Period
1.
Emergency Procedures

Fire—Out the door, turn left until you are going up the stairs
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
Tornado
▪
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▪
Go to restrooms—Girls to girls’, Boys to boys’
Cover your head
Remain quiet and listen for instructions
Pass out materials
2.
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3.
Stick together as a class
Pay attention and respond as roll is called
We will not lose anyone
Student Code of Conduct
Student Expectations X2
Cell Phone policy
Dress Code
All paper work must be turned in to First Period teacher by Thursday,
August 18
Second Period
1.
Emergency Procedures

Fire—Out the door, turn left until you are going up the stairs
▪
▪
▪

Tornado
▪
▪
▪
Go to restrooms—Girls to girls’, Boys to boys’
Cover your head
Remain quiet and listen for instructions
Student Behavior pp. 9-20
2.




3.
Stick together as a class
Pay attention and respond as roll is called
We will not lose anyone
Student Code of Conduct
Student Expectations X2
Cell Phone policy
Dress Code
All paper work must be turned in to First Period teacher by Thursday,
August 18
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LOWER LEVEL
JROTC – 33-248
SOPH – 501-760
JUNIORS – 249-400 AND 1215-1354
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UPPER LEVEL
FRESH – 881-1124
SRS – 761-880 AND 1355-1426 AND LOWER
LEVEL 469-500
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Emergency Information—before we leave port!
Welcome to English IV
Get out a piece of paper and a pen or pencil
Answer only the questions that are numbered
 What are some things you are looking forward to this year?
 What do you think you will be prepared to do when you graduate?
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1.
Get a job
Raise kids
Get a scholarship
Run a business
Buy a house
Take over the world
List anything you would like to do and you think you would be
prepared to do when you graduate next June—think beyond this
list.
Choose three topics from the list below, and
write a paragraph for each one in which you
demonstrate the following:
3.



Effective paragraphing
Good use of a variety of sentences
Rich vocabulary
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Vacation
Road music
Listening to others’ stories
Coming together as a group
What we can learn from someone by the way they dress
What we can learn from someone by the stories they tell
 This
is not a Self-Cleaning
Facility!
 Pick up your Trash, and
Clean up around your seat
Before you leave!
THIS MAY BE A THORNY ISSUE

1.
Look over your syllabus
Write down any questions
you have concerning the
information on the
syllabus
WHAT ARE THESE ANGELS
DOING?
List five things you know
(or think you know) about
Medieval times.
Read “The Ruin”
2.
3.

What ideas that you listed in
your last answer can you see
in this poem? In other words,
how does this poem meet
your expectations of Medieval
literature?



Attention Students
All lockers that were reported as being
broken or would not open, prior to 11:00am
yesterday have been fixed. This excuse for
being tardy will no longer fly with Mr. E.
Learning Target
 SWBAT develop opinions based upon seemingly
unrelated details.





You may use the dictionaries and discuss with
your neighbors, but you will only have four
minutes to develop at least some
understanding of these issues
Mausoleums
The Tomb of the Unknowns at Arlington
National Cemetery
Paupers’ graves
Our dog is buried in our back yard in a shady
spot with flowers


A little bell ringer for you
List six ideas you could use to argue for your
opinion on both of the following topics:
 Where someone is buried is a reflection of how
important he or she was in life.
 People who know and understand a wide range of
people from a wide variety of backgrounds can be
very good judges (critics) of a culture.

Pick one of the bullets you just wrote about,
and use something from p.96 about Geoffrey
Chaucer to write a paragraph focused on
either burial or being a cultural critic.

The following will serve as material for a test over this
unit.
1.
List the three things you find most interesting about
Chaucer’s life.
2.
Explain the difference between “direct” and “indirect”
characterization.
3.
Use each vocabulary word on p. 97 in a sentence which
shows you understand the meaning of the word.
4.
Contrast the Knight with his son.
5.
Monks, nuns, and friars usually take vows of poverty, promising to own
only what is absolutely necessary. How do the Nun, the Monk, and the
Friar seem to break that rule?
6.
Contrast the Oxford Cleric with these religious people. Who is better?
Why?
7.
Is Chaucer sarcastic in his praise for the Sergeant at Law? Explain your
answer using examples of direct and indirect characterization.
8.
Describe the Franklin’s table. Why would he do this? What do you think
Chaucer want his audience to think of the Franklin?
9.
Being a Haberdasher (hat maker), a Dyer, or a Carpenter were noble
professions during Chaucer’s time, and these professions often allowed
a man to raise his social rank. How might the actions of the wives of
these men reflect possible social climbing?

Learning Target
 SWBAT examine and explain satire in Canterbury
Tales
 Look at p.103 in your text book.
 Write down a description of the Monk pictured on
that page
I could of gone if my car would of started.
It must of been a great show.
We should of taken the exit ten miles back.
Where would you of gone if you hadn’t seen that.
We seen you at the fair.
A.
B.
C.
D.
E.
Satire-a literary work holding up human vices and follies
to ridicule or scorn. 2. : trenchant wit, irony, or sarcasm
used to expose and discredit vice or folly
 Know the definition of satire, and learn to recognize it in
literature.
 Think of examples of satire in our culture.


Mine: State Farm commercial— “I could have had a falcon.”

Since the 6th century, monks and nuns
following the Rule of Saint Benedict have
been making the so-called Benedictine vow
at their public profession of obedience
(placing oneself under the direction of the
abbot/abbess or prior/prioress), stability
(committing oneself to a particular
monastery), and "conversion of manners"
(which includes forgoing private ownership
and celibate chastity).[2]

During the 12th and 13th centuries mendicant orders
emerged, such as the Franciscans and Dominicans,
whose vocation emphasizing mobility and flexibility
required them to drop the concept of "stability". They
therefore profess chastity, poverty and obedience, like
the members of many other orders and religious
congregations founded subsequently. The public
profession of these so-called Evangelical counsels (or
counsels of perfection), confirmed by vow or other
sacred bond, are now a requirement according to
modern Church Law. [3]

The "clerks regular" of the 16th century and after,
such as the Jesuits and Redemptorists, followed this
same general format, though some added a "fourth
vow", indicating some special apostolate or attitude
within the order. Fully professed Jesuits (known as
"the professed of the fourth vow" within the order),
take a vow of particular obedience to the Pope to
undertake any mission laid out in their Formula of the
Institute. The Missionaries of Charity, founded by
Mother Teresa centuries later (1940s), are another
example of this, in that her sisters take a fourth vow of
special service to "the poorest of the poor".

Learning Target
 SWBAT use active reading to find information for answering questions.

Answer the following all on the same piece of paper, separate from
everything else
 Please be sure to put your name on it
1.
2.
3.
4.
5.
6.
7.
8.
Explain what reading is
What have you read that you have enjoyed? List at least three things
What is your earliest memory of learning to read?
What does it mean to be illiterate?
Have you ever been taught to be a better reader?
What does it mean to be a “better reader”?
If you were going to pick a book to read, what kind of book would it be?
List five things that you are interested in (sports, hunting, fashion,
politics, etymology, geopolitics, makeup, music, etc.)

SWBAT explain how connotations are used for satirical
effect in Canterbury Tales

Answer the following, and turn your answers in to the tray
on top of the wooden shelf on the north wall of the room
(between the windows)
Explain how active reading is different from passive
reading?
Why do you think Mr. E thinks active reading is more
efficient than passive reading?
How can active reading be used to complete the
homework assignment you will have completed by
Wednesday?
Give me an example of how you can read actively.
1.
2.
3.
4.

A.
B.
C.
D.
E.
Rewrite the following so they are grammatically
correct and still retain the meaning of the
original.
Across the creek and through the corn field.
Bears have frequently stayed in that area.
In the corner lot his neighbor was cutting fire
wood.
Frequently, as the winter got colder. People
would see the mother looking for food.
Dave should of broke the window.
Waiting to go to school.

A.
SWBAT explain how literary elements in
Canterbury Tales are used.
Write a paragraph using examples from what
we have read so far to explain what you think
is Chaucer’s philosophy. How does he look at
people? What does he think of the people on
this trip?

SWBAT defend a reading choice based on
established standards.
Turn in your homework
On a separate piece of paper, list five good
reasons to read something.
C. Write down what you brought or would have
brought had you remembered to bring
something to read.
A.
B.
D.
E.
F.
G.
H.
I.
J.
Read your list of criteria for what makes something
good to read.
As a group, come to consensus on five criteria
Come to consensus on who has the best thing to read
in your group based on the criteria you have
established
Select someone who will share the results with the
class
Listen to the discussion
Write down the name of one title you would like to
read
Write down the name of one title you would never
read
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Analyze and interpret a variety of literary forms, identifying and
explaining an author’s use of rhetorical strategies
Create and defend arguments based on reading, research, and/or
personal experience and document as necessary using the MLA format
Demonstrate understanding and mastery of standard written English as
well as stylistic maturity in their own writing
Complete acceptable writing assignments in a variety of genres and
contexts, both formal and informal, employing appropriate strategies,
conventions, and techniques
Effectively develop their writing through the writing process, with careful
attention to inquiry and research, planning and prewriting, drafting,
revising, editing, and review
Demonstrate competencies in oral communication and the use of
technological resources through presentation and projects
Discuss the historical and cultural development of literature with insight
and clarity
Write effectively under time constraints
Read and analyze longer works (plays, novels, and nonfiction)

SWBAT relate the personal characteristics
described in the Prologue of Canterbury Tales
to the stories the characters tell.
A.
Reread the description of the Wife of Bath
(beginning on 109 at the very bottom) and
the Pardoner (beginning on 115), and explain
what you think of them.

Girls will explain their understanding of the Wife
of Bath’s tale
 One may explain what she understands and the other
can fill in details
 You are responsible for your groups’ understanding

Boys will explain their understanding of the
Pardoner’s tale
 One may explain what she understands and the other
can fill in details
 You are responsible for your groups’ understanding
B.
C.
Describe how you think the personality of
the Wife of Bath described in the Prologue
fits the tale she tells (or not)
Describe how you think the personality of
the Pardoner described in the Prologue fits
the tale he tells (or not)

Three rules for Sustained Silent Reading (or is
it Silent Sustained Reading?)
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a
different part of the room, that may be arranged

A.
SWBAT demonstrate
their mastery of parallel
structure.
Look at the poster in
front of the room
entitled “Road to
College Checklist.”
Write down three things
that you are going to do
before you graduate in
June to prepare for life
beyond high school.
A special announcement:
 Students will have the
opportunity to nominate
candidates for the
Homecoming Court
today and Monday,
August 29th during
lunch. Each student can
nominate one male and
one female from his or
her grade level.
 Please bring Student ID
when voting.

Read for five minutes

Three rules for Sustained Silent Reading (or is
it Silent Sustained Reading?)
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a
different part of the room, that may be arranged

SWBAT use their own writing process to write
an open-response answer.
A.
Who is your favorite character, so far, in what
you have read in The Canterbury Tales?

A.
SWBAT explain the multi-faceted and
complex issues upon which they will be
tested tomorrow.
Which issues being tested tomorrow do you
see yourself struggling with the most.
SWBAT demonstrate their mastery of the
standards and subject matter we’ve addressed in
this first unit.
 Use your own paper for your answer sheet
 Copy the letter of the test form (A, B, or C) from
the upper left hand corner of the test on to your
paper
 When you are finished with your test, turn it in,
get something to read and sit at your desk
quietly reading.
 Talking during this class period after the test is
distributed will not be tolerated


A.
SWBAT explain a basic understanding of
humanism.
Are human beings and the culture they’ve
developed inherently good or bad? Write a
paragraph explanation in defense of your
answer.
Many wonders there be, but naught more wondrous than
man;
Over the surging sea, with a whitening south wind wan,
Through the foam of the firth, man makes his perilous way;
And the eldest of deities Earth that knows not toil nor decay
Ever he furrows and scores, as his team, year in year out,
With breed of the yoked horse, the ploughshare turneth
about.

Sophocles (1992-05-01). Oedipus Trilogy (p. 174). Public
Domain Books. Kindle Edition.
The light-witted birds of the air, the beasts of the field and the wood
He traps with his woven snare, and the brood of the briny flood.
Master of cunning he: the savage bull, and the hart
Who roams the mountain free, are tamed by his infinite art;
And the shaggy rough-maned steed is broken to bear the bit.
Speech and the wind-swift speed of counsel and civic wit,
He hath learnt for himself all these; and the arrowy rain to fly
And the nipping airs that freeze, 'neath the open winter sky.
He hath provision for all: fell plague he hath learnt to endure;
Safe whate'er may befall: yet for death he hath found no cure.

Sophocles (1992-05-01). Oedipus Trilogy (p. 174). Public Domain
Books. Kindle Edition.
Passing the wildest flight thought are the cunning and
skill,
That guide man now to the light, but now to counsels of
ill.
If he honors the laws of the land, and reveres the Gods
of the State
Proudly his city shall stand; but a cityless outcast I rate
Whoso bold in his pride from the path of right doth
depart;
Ne'er may I sit by his side, or share the thoughts of his
heart.
 Sophocles (1992-05-01). Oedipus Trilogy (pp. 174-175).
Public Domain Books. Kindle Edition.

Coming out of the Middle Ages, Scholasticism was the
educational philosophy for training doctors, lawyers, and
others to do their job.
 They received training in their chosen field

During the Renaissance, Humanism developed as an
educational philosophy.
 Humanism called for educating people, more than had been
being educated, including some women, but certainly not
everybody, to understand how the world worked by having
them study history, art, rhetoric, etc. In this way, citizens could
make decisions and have more control of their culture, their
community, their world.
E.
Do you think the Scholasticism approach or the humanist
approach is a better way to look at education? Write a
paragraph response.

A.
B.
SWBAT evaluate the worth of More’s
description of a king when compared to a
manager.
List five traits you expect a manager, boss,
supervisor, etc. to have.
List five traits you hate to see in a manager,
boss, supervisor, etc.


Discuss your lists
Come up with five questions you could ask a
manager that could help you decide if he or
she was a good leader.

Share those questions with the class

Consider what you want or expect from
political and social leaders
C.
D.
E.
In what ways do you agree with Thomas
More?
Do managers of places where you might be
employed have similar responsibilities as a
king?
Write a paragraph explanation of what you
think makes a good boss and a bad boss.

SWBAT to develop ideas about what books to
read.
We are going to the library in a few minutes. You
will quickly find something to read and check it
out. We are not spending more than twenty
minutes in the library, so use your time wisely.
A. What kind of book do you think you will look
for? OR What kind of book will you look at but
not actually check out from the library?

What is our role in society? What responsibilities do
we have to our family, friends, neighbors, fellow
citizens?
B. Why do we have rules?
C. Do people know how to act? Should we hold people
accountable for actions that they can’t help? Should
we only incarcerate, hospitalize, or otherwise restrain
those who cannot control themselves?
D. There are written rules for how to act, and there are
unwritten rules of how to act. In what ways do you
think these differ? Do these rules concern different
things? Do they guide us in different behaviors?


SWBAT monitor their comprehension of their
reading material.
A.
Explain why you chose the reading material
you brought with you today for SSR.

Three rules for Sustained Silent Reading (or is it Silent
Sustained Reading?)
1.
2.
3.

You must at least act like you are reading
You must enjoy whatever it is you are reading
You may not talk—if we must move you to a different part of
the room, that may be arranged
Pay attention to what you are thinking during your
reading.
B.
C.
D.
E.
How are you understanding what you are reading?
What do you do when your mind wanders?
What do you do when you don’t understand what you just read?
What connections does what you are reading have to your life?

SWBAT draw evidence from their experience
to explain their judgment of others.
A.
Are you a harsh judge of others, or do you
tend to give others a break?

Go to your “Grant Group” (Intervention) after
third today

The above reminder is as much for me as it is for you
B.
C.
D.


List five behaviors you think there should be
written rules against—these can be school or
workplace rules, or laws governing our
society.
List five rules (See “B” for explanation) you
think should be done away with.
List a rule that you see people break
regularly.
What is your reaction to the breaking of this rule?
Should there be better enforcement of this rule?
Your friend’s dad owns a hardware store. In the
bathroom at school, you hear two employees of
that store talking about how they’ve been taking
merchandise from that store and selling it—
essentially stealing from your friends dad. What
is the right thing for you to do?
 Would your answer be different if you knew the
employees were exaggerating or lying?
 What if you were afraid that the two who were
talking might hurt you if you told on them?
 What if you considered your friend’s dad a jerk?


SWBAT relate historical events to their own
understanding.

Bell Ringer
 What is “parallel construction” as that term is
used in grammar?

Xenophobic--an unreasonable fear or hatred
of foreigners or strangers or of that which is
foreign or strange

Three rules for SSR
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a
different part of the room, that may be arranged

SWBAT determine the meaning of the Act I
scene i of Hamlet
A.
What has been the most difficult thing you
have read? What made it so difficult?
Think of a time when you have been
successful at something (anything) and
explain how you felt.
Don’t forget something to read tomorrow!
B.

C.
D.
E.
F.
G.
H.
The curtain opens on what setting (time and
place)?
Why is Francisco happy to see Bernardo?
Why has Marcellus begged Horatio to join
the watch?
What does the ghost look like? Do? Say?
What was the outcome of the fight between
King Hamlet and Fortinbras?
Why is there a need for a nightly watch on
the palace?

Seniors—Please give your parents the following
message:
 The senior parent meeting scheduled for this Thursday has
been cancelled due to conflicts in the schedule. The make
up date is Tuesday Sept. 20 at 6:30
SWBAT identify and apply basic grammatical
elements in sentences.
 Bell Ringer—Is grammar more or less boring to study
than most subjects? Explain your answer
We will read for 10 minutes before we jump into the
grammar lesson for today.


Three rules for SSR
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a
different part of the room, that may be arranged

Seniors—Please give your parents the following message:
 The senior parent meeting scheduled for this Thursday has been
cancelled due to conflicts in the schedule.
 The make up date is Tuesday Sept. 20 at 6:30
SWBAT determine the meaning of the Act I scene ii of
Hamlet
 Bell Ringer—
A. What do you know so far in the play? What do you think
is going to happen?
B. How long should someone wait after a spouse dies
before he or she gets married again?
 First Period! Remind me to have you vote for
homecoming court and student council

You will have a vocabulary quiz on September 30
This will be matching words from a word bank
with their definitions
 All of the definitions are on this crossword
puzzle
 The words and definitions can be found on the
following pages in your literature books:


 665, 679, 691, 707
 #2 down is “anatimize” that is a misspelling—I’m
sorry, but you will have to know how to spell it
correctly

Thomas Mann
 I consider it a mistake to think that the author himself is
the best judge of his work. He may be that while he is still
at work on it and living in it. But once done, it tends to be
something he has got rid of, something foreign to him;
others, as time goes on, will know more and better about
it than he. They can often remind him of things in it he has
forgotten or indeed never quite knew.

Conversely, I will tell you:
 All interpretations are not correct. Some lack evidence,
some are not plausible, some offer contradictory
evidence, and some just don’t have any evidence to
support their stance.

Discuss for a couple of minutes what this means.

SWBAT determine the meaning of the Act I scene iii
of Hamlet

Have the crossword puzzle completed by Tuesday,
September 20.
 If you lost your copy of the crossword puzzle, you can print
a copy off of my website.
 Bell Ringer—Be able to explain the relationship
between Hamlet and Fortinbras. Also, be able to tell
who are the leaders of Norway and Denmark in the
play.
 Get a copy of the play out of the crate in front of the room.
 We’ll have SSR first, then we’ll jump into the play.
How are Claudius, the dead King Hamlet, and
Queen Gertrude related?
D. What is in the letter Claudius is sending to the
ailing King of Norway?
E. Who is Laertes? Why does he want to leave
Denmark?
F. Why is young Hamlet grieving? How do
Claudius and Gertrude treat his grief?
G. Why is the King planning a celebration?
H. Who is Horatio? What does he reveal to
Hamlet?
C.
After reading this scene answer these questions
from what we’ve read so far:
1. What do you think is important?
2. What don’t you understand?
3. What did you like and dislike, agree with and
disagree with?


Next week, you will get your own copy of
Hamlet, and you will be responsible for reading
and understanding it. Be sure you are
developing your ability to read this play.
SWBAT explain what they can and cannot understand when
reading Shakespearean verse.
 Have the crossword puzzle completed by Tuesday, September 20.

 If you lost your copy of the crossword puzzle, you can print a copy off
of my website.
 I will collect this at the beginning of class and return it to you by the
end of class.
Have something to read for SSR Tuesday, Thursday, and Friday of
this week
 Turn in your paper work for what you want to do Wednesday
tomorrow if you haven’t turned it in already.
Bell Ringer– How is this play different from what you expected? If it
is exactly how you thought it would be, you should become a
fortune teller or a gambler.

1.
2.
3.
What do you think is important? Think of
“plot,” “characters,” and other ideas of
drama and literature you’ve been taught.
What don’t you understand? Don’t simply
say the language. You’ve got to show me
that you’ve been paying a little bit of
attention to what we’ve been doing in class.
What did you like and dislike, agree with and
disagree with?
Please copy the following sentences
 Instead of reading all the time, you should get out and






breathe some fresh air.
You should get out and breathe some fresh air instead of
reading all the time.
Between those two houses, the field was overgrown with
weeds.
The field was overgrown with weeds between the two
houses.
Because her mother wanted to go, Angie went to the fair.
Angie went to the fair because her mother wanted to go.
Which of these are punctuated correctly?


Underline the subject of the sentence
Circle the “complete” verb
 You will have to know the difference between
a phrase and a clause
 You will have to know where to put a comma
(or not) in a sentence with a clause or phrase
at the beginning and where to put a comma
with a clause or phrase at the end

SWBAT explain the use of ghosts in drama as purveyors of evil or good.

First, I will collect your crossword puzzles.

We’re going to the library for a presentation by Mrs. Wallace. We will
have a short SSR session, and then we will get back to Hamlet.
 In the library, please pay attention to the presentation. Be cognizant of the
fact that you are not the only person in the room and someone is trying very
hard to present something to you that may benefit you.

pur·vey·or (pr-vr) n. 1. One that furnishes provisions, especially food.
2. One that promulgates something: a purveyor of lies.
cog·ni·zant (kgn-znt) adj. Fully informed; conscious.

Seniors will report to the auditorium. Thanks.


SWBAT form a preliminary judgment as to whether the
ghost of King Hamlet is good or bad.

Tomorrow, we will have a speaker from Brown Mackie
College talk to you about your transition from high school
to whatever you are doing next year.
Bell Ringer—We are going through Hamlet in super-slow
motion. Is this better or worse than going through a
Shakespeare play more quickly? Explain your answer.

We’re going to have SSR and read two scenes from Hamlet
today, so get ready to focus on the task at hand!

Three rules for SSR
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a
different part of the room, that may be arranged
1.
2.
3.
How does Hamlet feel about the drunken
revelry?
What mixed feelings does Hamlet have after
seeing the ghost?
Why doesn’t Horatio want Hamlet to follow
the Ghost?
1.
2.
3.
What does the Ghost tell Hamlet?
How does the Ghost want Hamlet to treat
Claudius? Gertrude?
What does Hamlet make Horatio and
Marcellus swear? Why?
SWBAT explain the hypocrisy of Polonius.
 Tomorrow, we will have a speaker from
Brown Mackie College talk to you about your
transition from high school to whatever you
are doing next year.
Bell Ringer—Is it okay for parents to spy on
their kids?
1.
2.
3.
Why does Polonius send Reynaldo to Paris?
Why is Ophelia frightened by Hamlet?
How does Polonius explain Hamlet’s
behavior? Is he right?
SWBAT explain more clearly how they will make the
transition out of high school in to their post-secondary
world.
 As you listen to our guest today, consider what you
are already prepared for and what you need to do to
prepare for what you want to do.
 I will be handing out a worksheet with text from
Hamlet for you to analyze. These are due next
Wednesday 9/28.


 If you lose your copy, you can print it off from my website
Enjoy your three day weekend!
o Teachers must report Monday, so I will be even more
embittered…you’ve had fair warning.