..._________________________ Week’s Dates | Pages Read / Total Pages | Parent’s Weekly Signature | 8-21 thru 8-28 | / | | 8-28 thru 9-4 | / | | 9-4 thru 9-11 | / | | 9-11 thru 9-18 | / | | 9-18 thru 9-25 | / | | On or before 10-2 | Novel Map and “book chat” with Mrs. Owensby | Mrs. O’s signature | Quarter 1 - DUE DATES: Have book “OK’d” – Friday, August 21st Reading Log due every Friday: 8-28, 9-4, 11, 18, 25 Novel Map & Meeting w/ Mrs. Owensby by: 10-2 Presentation of Project: no later than 10-7 BRAVE Independent Reading: Braves Read Assertively and Vigorously Everyday Here are your choices for ABOVE and BEYOND creative expression of your book. Quarter One, they will change each quarter. Each will take 1-2 hours of your creative genius. Have fun! (I have more detailed directions… let me know when you are ready!) Character’s Facebook Page Character’s Facebook Page Amazon Ad about Your Book Amazon Ad about Your Book Found Poem – Two Examples Found Poem – Two Examples Remember: Completing a PROJECT is optional and only possible for those who turned in their Novel Map and had a “book chat” with Mrs. Owensby. Remember: Completing a PROJECT is optional and only possible for those who turned in their Novel Map and had a “book chat” with Mrs. Owensby. Character’s ELA...
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...to identify scenes in the novel that reflect their view. They then create visual depictions of these scenes and write a rationale for each scene chosen, including supporting evidence from the text. When students present their completed graphic novels in class, their classmates inevitably make observations that increase everyone’s insights into the character and the novel. Resources/Materials: Colored pencils, crayons, markers, and other art supplies as needed. Computers to type up summary and scene explanations,...
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...1. If you could change one action by one character in the novel, what character and action would you choose? Why? How would your change alter the novel as a whole? If I could change on action by one character in the novel, I would choose when Moushimi cheated on Nikhil with Dimitri. This would not change the whole novel, only the end portion of the novel. Since she cheated on him very far in the novel, it would change when Nikhil encountered the book by Nikolai Gogol. If perhaps Moushimi did not cheat on Nikhil, They could have been together at Ashimas house and he maybe wouldn’t not stumble upon the book responsible for his name. Although Moushimi cheating on Nikhil was upsetting, I’m glad Nikhil was able to find the book and his fathers note inside. 2. What part of the novel did you have the strongest reaction to while reading? This response could be sadness, anger, excitement or another emotion. Why did you react strongly to that particular part of the novel?...
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...Note – due to the different editions of the novel, the first set of numbers are for the hardback edition that I use; the second set of numbers are for the paperback edition from the Belmont bookstore. Note – during the reading and discussion of the novel, I will bring to share with the class dvds, music, and other information related to the reading. We will also have in-class assignments related to the reading. As well, there will be reading quizzes periodically. Week One 1/7 Introductions and Discuss Syllabus Overview of Ireland; writing prompt Week Two 1/14 Discuss Ireland -- pages 1 – 114 (hardback) (1 – 133) Compare and discuss the heritage site Newgrange (http://newgrange.com/) with the Delaney’s story in the novel. In class -- Watch DVD: Patrick Week Three 1/21 Discuss Ireland – pages 115 – 204 (134 – 237) In Class – listen to poetry. Discuss Short Assignment – Narrative In Class -- Watch Excerpts – Book of Kells Week Four 1/28 Discuss Ireland – pages 205 – 277 (238 – 322) Watch DVD – Ancient Ireland Week Five 2/4 Discuss Ireland – pages 278 – 339 (323 – 394) Before class, search information regarding the Penal Laws. Note several examples. Due – Short Assignment – Narrative Quiz Week Six 2/11 Discuss Ireland – pages 340 – 400 (395 – 465) Watch in class, a documentary of the music of Ireland. Week Seven 2/18 Discuss Ireland – pages 401 – 475 (466...
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...My unit plan involves interdisciplinary instruction in Social Studies and English. The topic of the unit is the Holocaust. Students will be examining primary sources and novels that details the events of the Holocaust. My community resource would be The Holocaust and Human Rights Education center. I would work with my team to organize an assembly for the English and Social Studies classes. The assembly would include various speakers from the The Holocaust and Human Rights Education center. I would also try to get a survivor to come and speak at the assembly as well. I would prepare lessons, activities, and materials for before, during, and after the assembly. Before: 1st Activity- Students would be introduced to the topic with a PowerPoint...
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...Independent Study Project – ENG 4UE Here is all of the important information regarding the ISP for this class. Below you will find timelines, assignments and due dates that will be helpful for you to refer to throughout the course. The ISP is designed to help you demonstrate your independent learning throughout this course. Instructions: 1. Choose a novel from the approved list by Wednesday July 6th. You should be emailing me the title of the novel by this date. (If you would like to choose a novel that is not on the approved list, you must have it approved by me in advance) The link to the approved list of novels is here: http://bit.ly/1F7JmCL 2. Start reading! By Thursday July 7th you are required to hand in a “Statement of Intent” for the final literary essay you will write for your culminating project. This is a 250 -word statement that introduces the themes you would like to discuss for your paper. This is a very open-ended assignment – you will come up with you’re the topic, the thesis statement and what you would like to prove based on your analytical reading of your chosen text. Here is a link to the “Statement of Intent” assignment:https://tdsb.elearningontario.ca/d2l/le/content/8112205/viewContent/77130279/View 3. Take notes while you read! As part of your culminating assignment, you must keep a “Readers Journal” with detailed notes from your reading of the text. You are required to have analytical notes that illustrate that you are attempting...
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...MMAPROJ2 De La Salle-College of Saint Benilde Panitik Trading Card Game EXECUTIVE BRIEF Carlos P. Depante AB-MMA 10452451 PROJECT DESCRIPTION The project is a Trading Game (TCG) based on Philippine Literature particularly during the Hispanic period which includes classics like Ibong Adarna, Florante at Laura, Noli Me Tangere, and El Filibusterismo. This project seeks to encourage the youth’s appreciation of both the literature and the language through the use of a medium that is appealing to them. It can serve as an aid in understanding these classics and renewing the interest of the Filipino youth in their own literature. RATIONALE The proponent observed that most of his classmates love to read English pocket books and novels. The proponent also read this kind of literature, in a way they are magnificent and interesting, but nothing can replace literature written in one’s native tongue and representing one’s native values. When he entered college he was little bit disappointed because only a few of his classmates appreciated Philippine literature. Most of them are into graphic novels, poetry, stories and novels in English. They view Philippine literature as old, boring, and uninteresting compared to foreign-made literature. Upon browsing on game titles, most of them were inspired by children’s stories, literature, myth, fiction and history. Most of these games are top hits in the market...
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...Into the Wild by Jon Krakauer Final Project Mrs. Quirk ELA 11 Choose one of the following project options for your final project on the book Into the Wild. Projects will be graded upon their quality of content, relation to the book, neatness, thoroughness, and creativity. ***Due on Wednesday December 4, 2013*** 1. Create a map indicating at least 3 places of significance to Christopher McCandless. Cite 2 quotes from the book about each location that helps explain what was important about each location. 2. Create a detailed model, painting, or drawing of the locations where Chris/Alex spent significant time during his 2+ year adventure (ie. The Slabs, Alaska & Fairbanks City Bus #42, etc). Include labels and a paragraph describing the location in details and explaining why you included the details that you did. 3. Imagine if Chris had gotten across the Teklanika River and returned to civilization. Write what his next 5 journal entries would be about, his observations and insights after re-entering “society” after his Alaska adventure (be sure that one entry is at least a page). Who would he visit? What would he say? How may his opinions have changed? 4. Write from Chris’s sister, Corine’s perspective. She no longer has the chance to talk with her brother, and they were quite close. What do you think she would have to say to her brother? What questions would she have? What comments? If she had kept a journal during the 2+ years that Chris was missing, what do...
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...Gatsby B. Focus – English/Language Arts; 11th grade (Honors): The focus of this unit is to introduce students to the characteristics and elements of contemporary American literature and to allow students to relate the themes of the novel, The Great Gatsby, in a meaningful way to increase understanding. C. Length – 1.25 instructional weeks (six 50-minute sessions) D. Goals – Students will understand that American literature contains unique and specific elements by reading F. Scott Fitzgerald’s The Great Gatsby. Also, students will recognize themes in Fitzgerald’s work by examining modern pop cultural products (multimedia samples, newspaper articles, music videos, etc.). 2. Lesson Plans 1-5 Lesson Plan #1 Title: The American Novel Time: 50-minute session Standards: Georgia Performance Standards: ELA11LSV1 (indicators a-h)—Actively participates in whole group verbal interactions. ELA11LSV2 (b)—Analyzes techniques used in media messages for a particular audience and evaluates effectiveness. Objectives: 1. After watching an introductory presentation of F. Scott Fitzgerald’s The Great Gatsby (TGG), students will be able to identify the characteristics of the American novel with 100% accuracy. 2. After viewing You Tube video and working in small groups to complete an anticipation guide, students will understand the concept socialite with 100% accuracy. Materials • PowerPoint presentation containing background and introduction...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...1) 2) Grendel, the monster went in the night toward Heorot to attack. He believes that the warriors of Heorot are sleeping and that he will be successful. Unfortunately for Grendel, Beowulf was aware of what was going on. Grendel swallows a warrior, and then attempts to reach for Beowulf. Beowulf snatches Grendel's claw and holds on as tightly as he can. Grendel is just imagining being home, but he could not even budge with Beowulf's grip. Eventually he rips from Beowulf's grasp and flees leaving behind his arm. The people had seen the battle because they were awoken by Grendel's screams, but they felt helpless in the situation. Although they did not participate they were still able to praise Beowulf on his victory. Beowulf and the people rejoice over the arm in the light of day. This story symbolizes light and darkness very clearly. Grendel is this dark monster coming to Heorot in the darkest time of the day, while Beowulf is awaiting his arrival in the light, and he is heroic person and the light is always shining upon him. The dark and gruesome battle is happening in the dark, and they rejoice the victory in the light of day. 3 ) Grendel the scary monster went to Heorot in the dark of the night to attack. When he arrived he believed everyone would be in a dark sleep. "Then he stopped, seeing the hall Crowded with sleeping warriors" (line 409-10)...
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...Michael Jiang February 10, 2014 A Darkly Tragic Novel: The Chocolate War Robert Cormier’s The Chocolate War gives readers a dark tale that leaves them on the edge of their seats. Ever since its debut in 1974, it has angered and shocked parents, transfixed students, and has been banned in many schools throughout the nation. Robert Cormier was born on January 17, 1925 in Leominster, Maryland and died on November 2, 2000 due to complications from a blood clot in Boston, Maryland. Cormier was the son of Lucien Joseph, a factory worker, and Irma Margaret Cormier; and attended Fitchburg State College, he graduated in 1944. He married Constance B. Senay on November 6, 1948 and had 4 children. Young Adult Banned Books tells us that Cormier was acclaimed for “his powerful and disturbing novels for young adult readers” (Young, 8). He has written many novels for young adults including the sequel to The Chocolate War (Beyond the Chocolate War, 1985). Cormier wrote The Chocolate War based on a true life experience “in which his son was the only person in his class to refuse to sell chocolates for a high school fund raiser” (Young, 9). The Chocolate War was published by Pantheon in New York, New York in 1974. The Chocolate War tells the story of “a young boy's struggle against the conformity imposed on him by the restrictive atmosphere of an all-male Catholic prep school as well as by the demands of the Vigils, a secret group that the school does not officially condone but...
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...Independent Reading Project 4th Quarter 2014 As part of our never-ending quest to be better readers and writers, this quarter we will be engaged in an independent reading project. Sign-Ups: Monday, March 31st, 2014. After this date, you cannot change your book. The only requirement for your reading selection is that it must be a narrative in the form of a continuous story (a novel or biography). Your book must be approved by Mrs. Goodwin before or on Monday, March 31st, 2014. In certain cases, I may ask for your guardian’s approval. The Independent Reading Project is due: Wednesday, April 30th, 2014. Your projects will be uploaded to My Big Campus. Your responsibilities are simple: * Read. * Work on the projects below. * Turn in your project on time. Late projects are not accepted. * This project is worth 135 points—100 points for the projects and 35 points for the presentation. This presentation is entirely electronic. The presentation platform is either PowerPoint or Prezi. 1. Setting and Mood (20 pts.) Choose six different pictures that express the setting and mood of your book. Choose music that expresses the mood of your book. Write one paragraph reasoning for your picture choices and music choice. 2. Plot Structure (20 pts.) For each plot event, identify and label the plot event, write a one-paragraph written summary, and include a picture that reflects each plot event. Plot events: exposition, conflict...
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...of the novel Albom recalls a memory from his college graduation day: he is saying goodbye to Morrie and gives him a tan briefcase with his initials on it. They hug and when Mitch steps back he sees that Morrie is crying. Mitch promises to stay in touch with Morrie but he never does after college. Since his graduation, Mitch has become a newspaper reporter and husband. He leads a very fast paced life and is constantly working and traveling. He has become so engrossed in his work that it consumes his life. The novel recommences about sixteen years after Mitch’s graduation day; Morrie has since been diagnosed with amyotrophic lateral sclerosis, or ALS. Since Morrie’s diagnosis, he began jotting down ideas and thoughts onto scrap paper, yellow pads or even envelopes. He also wrote philosophies about living knowing death was very near. One of his friends was so taken with his writing; he sent them to the Boston Globe reporter, who wrote a feature story about Morrie. The story intrigued one of the producers of the show, “Nightline”, who then did a feature story about Morrie. Mitch happened to see the “Nightline” show and recognized his old professor. He called him to set up a visit. In reference to the relational leadership model, the meetings they have every Tuesday is the process in which Morrie sends a message to Mitch and gets him to understand the bigger picture in life. He records their discussion so that he can compile notes to eventually publish a book. A project that he...
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...Sankyo Company, Limited (TSE: 4568; hereafter, Daiichi Sankyo) today announced its TaNeDS (Take a New challenge for Drug diScovery) collaborative drug discovery project for 2013. The company will select research partners for the project from among researchers based in Japan. 1. Background One key objective in Daiichi Sankyo’s Second Mid-term Business Management Plan (FY 2010-2012) is the discovery of new sources of research themes through open innovation. Daiichi Sankyo is implementing a range of sources of innovation for collaboration with external partners. One aspect of this strategy is the collaborative research and grant program TaNeDS, launched in 2011. A large number of research theme proposals were received in 2011 and 2012 from all over Japan, and projects are currently ongoing. Daiichi Sankyo will continue the program in 2013, seeking further drug discovery research possibilities by casting at wide net to find research themes and technologies that will result in the discovery of new drugs. The program will target researchers based in Japan. Furthermore, in 2013, Daiichi Sankyo’s wholly owned subsidiary, Daiichi Sankyo RD Novare Co., Ltd. (hereafter, RD Novare), will join TaNeDS to promote the development of technology platforms for the next generation. 2. Overview of TaNeDS 1) Multi-entrance The TaNeDS project will accept entries for a range of themes, including...
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