CRUCIAL CLASS INFORMATION LANGUAGE ARTS 10 AND 11:
https://skyward.jordan.k12.ut.us/
PLEASE SCROLL DOWN TO SEE ALL IMPORTANT DOCUMENTS THERE ARE MULTIPLE ASSIGNMENTS ON THIS PAGE...
The Princess Bride Essay
50 points-FINAL DRAFT AND 50 points-ROUGH DRAFT
“Oh…My Hero in a not-so Fairy Tale”
Mrs. Edge-LA 11
Name _________________________
~After reading The Princess Bride by William Goldman, your challenge is to construct a paper, using persuasive writing, which shows a deeper understanding of this classic piece of literature.
You will need to choose either the topic on a character proving to be an epic hero, or on whether or not this story meets the elements of a “traditional” fairy tale. Be sure to focus on the one topic that is going to give you the support to write an essay that is well developed, thoughtful, and most importantly PERSUASIVE. There is NO PAGE MINIMUM OR MAXIMUM AS LONG AS YOU ARE ABLE TO WRITE A QUALITY ESSAY. IF NOT, YOU WILL RE-WRITE THE ENTIRE PAPER.
- Explain how a certain character in The Princess Bride should be considered an epic hero. You can use information we have discussed in class regarding the Epic Hero Cycle and the 8 traits of an Epic Hero. Be sure that the character you choose meets AT LEAST six of the eight traits; otherwise, based on the analysis of literature, this character should not be considered a hero. Be sure to use SPECIFIC examples from the text to help you persuade your readers in agreeing with your points. You SHOULD also use at least THREE outside sources to help prove your argument for the character you choose to write your essay about.
- Using examples from the novel, explain how the story of The Princess Bride does or does not fit the criteria of a true, “traditional” fairy tale. Think along the lines of the Disney fairy tales, Grimm’s fairy tales, etc. Does this story follow the format, or the story line of a fairy tale? Be sure once you decide if you are for or against proving this idea, you stay on target with your views. Also, you will need to persuade your readers through evidence and outside proof (using at LEAST THREE sources) that this story should OR should not be classified as a fairy tale.
Animal Farm Essay
50 points-FINAL DRAFT AND 50 points-ROUGH DRAFT
“I Will Persuade My Readers”
Mrs. Edge-LA 10
Name _________________________
~After reading Animal Farm by George Orwell, your challenge is to construct a paper, using persuasive writing, which shows a deeper understanding of this classic piece of literature.
Choose ONE of the topics below-Focus on the topic that is going to give you the support to write an essay that is well developed, thoughtful, and most importantly PERSUASIVE. There is NO PAGE MINIMUM OR MAXIUM AS LONG AS YOU ARE ABLE TO WRITE A QUALITY ESSAY. IF NOT, YOU WILL RE-WRITE THE ENTIRE PAPER.
- Explain how Animal Farm starts off being a utopia (the most perfect place imaginable). What things make it a utopian society at the beginning? Then, explain what makes it a dystopia (opposite of perfect place) by the end. Use examples from the text to help you persuade your readers in believing your points.
- Using examples from the novel, explain the importance and power of language. Think along the lines of Squealer, the commandments, Beasts of England, etc. Persuade your readers through evidence and outside proof (sources) that language is powerful especially when sending a message or teaching a moral.
- Using examples from the novel, explain the importance of allegorical connections and how they help to relay the overall message or theme of a story. Be sure to use language to help you persuade your readers to believe what you state about allegories, especially in Animal Farm.
- Examine the characters’ use of various types of propaganda in the novel. How do they use these forms of propaganda to convince or persuade others? How does this use of propaganda contribute to the fall of Animal Farm? Write a well-developed essay with concrete detail and commentary to support your thesis; be sure to use persuasive language as well.
- If you have another idea, run it by me, and we’ll see!!
The Princess Bride Video Guide and Story Elements Worksheet
Describe the Following Characters:
- Buttercup-__________________________________________
- Westley-____________________________________________
- Fezzik-____________________________________________
- Vizzini-____________________________________________
- Prince Humperdinck- ________________________________
- Inigo Montoya--____________________________________
- Count Rugan--_____________________________________
- Miracle Max--______________________________________
- The Albino--_________________________________________
- Dread Pirate Roberts--_________________________________
Describe the Plot- Events in the Story:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What is the Theme of the story? ___________________________________
What is the Tone of the story? _____________________________________
What is the genre of the story? ____________________________________
Describe how the author uses the story-within-a story device.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Describe some uses of figurative language in the story:
- ____________________________________________________
- ____________________________________________________
- ____________________________________________________
- ____________________________________________________
- ____________________________________
- ____________________________________
- ____________________________________
__________________________________________________________
__________________________________________________________
DISCLOSURE DOCUMENTS 10th and 11th:
Copper Hills High School
Disclosure Document and Syllabus 2014/2015
Language Arts 11
Course: Language Arts 11 Teacher: Roxanne A. Edge
E-mail: [email protected] Phone: 801-256-5300 ex1821
PARENT & STUDENT: You will need to sign the end of this document acknowledging that you have read it and understand the guidelines and requirements for this class.
Welcome to our classroom! I am very excited to be teaching Language Arts 11 at Copper Hills this year and I am anticipating for a great year! If you need me outside of class time, I am available (for office hours) Monday through Thursday from 7:00am until 7:30am and 2:30pm until 3:00pm, and on Fridays by appointment only. The best way to contact me, with a quick reply, is at the email listed above.
First and foremost let me begin by saying how student/teacher respect and understanding is crucial as well as how parents are an integral part of (your) student learning. Therefore, I encourage you and/or your parent to contact me at any time (using any of the contact information above or by visiting the classroom anytime) to share ideas, concerns, suggestions, & constructive criticism…whatever might be on your mind. Like you, my goal here is to best help your student excel in my classroom and to help translate that into future successes as well.
1. What are the COURSE GOALS?
We will be utilizing many diverse texts, not limited to our textbook, throughout the year to expose each student to a variety of styles, genres, topics, and emotions. We may read fiction and non-fiction novels/novellas and short stories, drama, a series of poetry, essays and speeches. Furthermore, throughout all of these texts we will focus on expanding grammar skills and vocabulary skills, increase ability to spell correctly, understand the roots of words, and be able to use commonly used foreign phrases in everyday language.
In addition to expanding said skills, you should expand your reading abilities and the genres in which you do so. It is recommended that you read at least 7-10 novels outside of the assigned texts, and keep a reading log/journal of your thoughts regarding novel choices. You will be given an opportunity for extra credit for this journal IF turned in at the end of each quarter.
2. What is my EXPECTATION OF sYOU?
Please read through the Copper Hills High School Student Handbook; the requirements explained there are what I expect and require from each of you (e.g. be in class ON TIME each day, follow instructions, etc.)
Additionally, staying caught up on all work is crucial. My class is structured so that each day builds upon itself. Not mastering the goals of one assignment will hinder ability on the next. Therefore, any work turned in after the due date, will be penalized at my discretion (point value deduction will depend on each situation). Furthermore, full credit for an assignment can and will only be achieved if the quality of work completed is apparent, AND if turned in punctually.
Finally, it is my expectation that you WILL NOT use your personal electronic devices during class time (unless otherwise informed for a lesson, etc.). If you choose to use your device, you will receive one warning, after that, I obtain the right to remove the device from you and keep it with me until the end of class, or the end of the day (depending on amount of infractions).
3. What is my TARDY POLICY?
You MUST be in YOUR SEAT by the time the second (late) bell rings. Therefore, if you are not IN YOUR SEAT by the time the second bell rings you will be marked tardy! The ONLY exception is if you have a VALID NOTE from the front office, administration, or another teacher. This policy will be enforced EVERY DAY so please know it well and follow it!
4. What materials will you need for this class?
Each student is expected to come to class each day with the following items:
- Single subject organized notebook with PLENTY of notebook paper. The notebook should have sufficient space to neatly store notes, class work, and all graded assignments.
- COMPOSITION NOTEBOOK: You can find these types of notebooks at Wal-Mart, Target, Staples, Office Max, etc. for 50 cents. We will this book/journal for our Daily Learning Exercises, Board Work, Bell-Ringers, etc. Please have this notebook by your next class period with me.
- Blue or Black pens and multiple pencils for note taking, homework, etc.
- A package of highlighters (any color) for marking notes, handouts, etc. We will use these highlighters many times during our essay writing workshops so please bring them to class every day.
- Any coloring supplies you choose (markers, colored pencils, crayons) as we do a lot of creative work/activities in class, which may require expression through color.
- Print out of electronic textbook or current portion of novel being used. Questions about this requirement will be answered at a later date.
- Homework or assignment due-type of homework will always vary. Additionally, homework should always be turned in ON TIME to the designated/labeled baskets located in the back of my classroom (on top of the cabinets). However, in the event of a late assignment, said assignment will be turned in by writing the word LATE in RED pen in the right corner of the assignment. Please be sure to do this as your assignment will receive a second point deduction if this is not followed correctly.
11th grade TENTATIVE Reading Assignments (novels, poems, short stories, plays, etc.)
The following reading materials, for which I plan to implement this year, are listed below. (Please note that each piece of literature is tentative and I may need to make changes to meet the standards of my students or to spend adequate time on a particular work.)
· The Great Gatsby by F. Scott Fitzgerald
· The Princess Bride by William Goldman
· “Our Town” by Thornton Wilder
· The Crucible by Arthur Miller OR The Scarlett Letter by Nathaniel Hawthorne
· Of Mice and Men by John Steinbeck and Kevin Hinkle
· Short Stories, poems, speeches and (Short) Essays from both past and present
· There may be other works incorporated this year, (The Pit and the Pendulum, The Yellow Wallpaper, etc.) if time permits.
5. What is my MAIN CLASSROOM POLICY?
Like other teachers at Copper Hills, I have an acceptance policy in my classroom. I accept you for exactly who you are, and in return you must accept me and each peer for who they are, no exceptions. I expect each student to show respect toward themselves, their peers, and their teachers. This means absolutely no derogatory terms will be used that could possibly offend anyone of any race, religion, preference, or creed. Unless you show disrespect, you will automatically have my respect & that of your peers within the realm of my room. This respect will be maintained as long as behavior remains acceptable, you come prepared and on time to class each day, and you participate in class discussions or when called upon. If ever you have a situation that you feel needs my attention for any reason, my door is always open.
6. What is my PLAGARISM POLICY? Plagiarism is NEVER accepted in my classroom. If you are struggling with a writing assignment, there are many opportunities for you to receive both the support and the help you need to write YOUR own work. Please do not STEAL someone else’s work; they too put the time in to complete it. Any student, who makes the choice to plagiarize, makes the choice to receive an F in this class. NO EXCEPTIONS!
7. What about Homework/Late Work/Extra Credit?
Each class novel, story, poem, or any other piece of literature will require a study guide and/or supplemental handouts, which are used for student comprehension and engagement These documents will be checked periodically and will be due/turned in at the end of the unit/lesson. We will discuss the type of assignments within the study guide (e.g. vocabulary, comprehension questions, etc.) during the first week of school. You will be required, on average, to complete 2.5 hours of homework a WEEK. Please be sure that you prepare appropriately for this time.
Late work will NEVER be accepted for full credit, unless I find that the reason for the late work is substantial and/or if because of an outside emergency. Additionally, as mentioned before, staying caught up in this course is vital to students' success. Of course, there are always circumstances that warrant special consideration, and I will address those individually. Advanced notice of absence and arranging homework before said absence will not count as late work, but rather as absent work, as long as it is turned in on the student's first day returning to class, NO LATER. Unexcused absences will receive no special assistance, under any circumstance. Cutting class is not tolerated, ever. You may be asked to attend outside events for credit if I so choose. There may be an important performance, poetry slam, book reading, etc. that could be crucial to a unit. I will announce these opportunities as they arise, and you will be able to receive credit for them (points will vary)
**Extra credit work will be given on a student need basis and at my discretion. Extra credit is offered sporadically and not announced on a regular basis. If interested in extra credit, be sure to stay on top of all classroom assignments. (More to be explained at a later date.) Additionally, please note that all missed tests and/or quizzes must be made up outside of class time within a week of the original test/quiz.
8. How do I calculate your grade?
Grades are calculated via the scale shown below (after adding in all scores received on assignments/tests/etc. completed both in and outside of class):
98-100 A+ 87-89 B+ 77-79 C+ 67-69 D+ 0-59 F
93-97 A 83-86 B 73-76 C 63-66 D
90-92 A- 80-82 B- 70-72C- 60-62 D-
Point scale for 2014-2015 school year (by quarter):
ESSAYS (Tentative Timeline: One per quarter-Narrative, Expository, & Compare/Contrast, Persuasive): 20%
HOMEWORK (such as Study Guides, Reading Logs, Handouts, etc.): 10%
IN-CLASS WORK (Journal writes, Bell-Ringers or DOLs, Class Notes, etc.): 10%
TESTS AND QUIZZES: 15%
PARTICIPATION/CITIZENSHIP: 10%
PROJECTS (One per semester; every other quarter): 15%
(2) FINAL EXAMS (one per semester) 20%
Please SIGN AND RETURN:
I acknowledge that I have read this syllabus, and I agree to the guidelines set above. Also, I understand that not following these guidelines will result in consequences.
Student Name (print)_______________________________________Date__________
Student Signature__________________________________________Date__________
Parent/Guardian Name (print)____________________________Date__________
Parent/Guardian Signature_________________________________Date__________
NOTE TO PARENTS: If you have any questions or concerns at any time throughout the year, please contact me (contact information on first page). If I am unavailable, please leave a message and I will return your call at my earliest convenience. I welcome your involvement and look forward to teaching your child. Welcome (back) to Copper Hills and welcome to Language Arts 11!
Thank you for your time and attention to this information. I look forward to a great year!
Roxanne Arizaga-Edge
Language Arts Video Release and Guidelines
Mrs. Edge-LA 11
The literature during student’s junior (and senior years) is devoted to American and British literature. Even though we have read many great classics there is a multitude of outstanding literature to choose from and not enough time to cover it all. Because of this, we will be incorporating films into our studies of literature. Through this option we can expose students to more great literature which would otherwise be impossible to read. These limited opportunities will occur throughout the school year.
The nature of the work will include discussing the piece of literature with background information necessary to understand the film, watch the film as a representation of the literature, talk about the film and write about the literature and film. Students will also take tests and complete daily assignments about the film. Because of the nature of this activity it will be difficult if not impossible to re-create the missed class time. Please encourage your student to attend daily or it will be difficult to receive a good grade in the class.
Some of the films (but will not be limited to) we may be viewing are rated PG-13, and in accordance with the district policy, your permission is required prior to viewing these films. The following is a list of possible films we will view. Additional films as appropriate may be added in accordance with district policy.
Pride and Prejudice Stand and Deliver
Great Expectations Tess of D’Urbervilles
The Count of Monte Cristo Death of a Salesman
The Fugitive 12 Angry Men
Les Miserables The Good Earth
Wuthering Heights Papillion
Far From the Madding Crowd Man of La Mancha
Somewhere in Time Field of Dreams
Freedom Writers The Adventures of Tom Sawyer
The Outsiders Of Mice and Men
The Pearl The Great Gatsby
The Dead Poets Society Tuesdays with Morrie
10 Things I Hate About You: The Taming of the Shrew
Please mark your preference and sign below acknowledging you understand this policy.
I have read the video release form on the reverse of this page.
_____ I give permission for my student to view the above videos as part of English 11 (or 12).
_____ I do not give my permission for my student to view the above videos.
_____ I need more information prior to my student viewing the above videos.
Parent/ Guardian Signature ________________________ Date __________
Student Name (Please Print) _______________________ Date __________
Student Signature ________________________________ Date___________ (I understand these guidelines and will choose to be a mature, young adult during the viewing of the above listed films as I so choose.)
Finally, as per grading: there may be a few times throughout the year when I need support/help with students grading each other’s assignments and/or (student aids) inputting grades into Skyward. ALL grades will be kept private and will not be called out in class. The assignments will be turned in after being graded in class, and thus put into Skyward by either myself, or by ONE student aid. However, it is your choice as a parent/guardian to opt out of your student’s assignments being graded by another student, or having their grades inputted into Skyward. Please indicate whether or not you allow your student’s work to be graded by another AND whether or not you allow them to grade a partner’s piece of work as well.
I WILL allow my student __________________________ to participate in the grading support Mrs. Edge may need.
Parent signature _______________________________________
I WILL NOT allow my student __________________________ to participate in the grading support Mrs. Edge may need.
Parent signature _______________________________________
Copper Hills High School
Disclosure Document and Syllabus 2014/2015
Language Arts 10
Course: Language Arts 10 Teacher: Roxanne A. Edge
E-mail: [email protected] Phone: 801-256-5300 ex1821
PARENT & STUDENT: You will need to sign the end of this document acknowledging that you have read it and understand the guidelines and requirements for this class.
Welcome to our classroom! I am very excited to be teaching Language Arts 11 at Copper Hills this year and I am anticipating for a great year! If you need me outside of class time, I am available (for office hours) Monday through Thursday from 7:00am until 7:30am and 2:30pm until 3:00pm, and on Fridays by appointment only. The best way to contact me, with a quick reply, is at the email listed above.
First and foremost let me begin by saying how student/teacher respect and understanding is crucial as well as how parents are an integral part of (your) student learning. Therefore, I encourage you and/or your parent to contact me at any time (using any of the contact information above or by visiting the classroom anytime) to share ideas, concerns, suggestions, & constructive criticism…whatever might be on your mind. Like you, my goal here is to best help your student excel in my classroom and to help translate that into future successes as well.
1. What are the COURSE GOALS?
We will be utilizing many diverse texts, not limited to our textbook, throughout the year to expose each student to a variety of styles, genres, topics, and emotions. We may read fiction and non-fiction novels/novellas and short stories, drama, a series of poetry, essays and speeches. Furthermore, throughout all of these texts we will focus on expanding grammar skills and vocabulary skills, increase ability to spell correctly, understand the roots of words, and be able to use commonly used foreign phrases in everyday language.
In addition to expanding said skills, you should expand your reading abilities and the genres in which you do so. It is recommended that you read at least 7-10 novels outside of the assigned texts, and keep a reading log/journal of your thoughts regarding novel choices. You will be given an opportunity for extra credit for this journal IF turned in at the end of each quarter.
2. What is my EXPECTATION OF YOU?
Please read through the Copper Hills High School Student Handbook; the requirements explained there are what I expect and require from each of you (e.g. be in class ON TIME each day, follow instructions, etc.)
Additionally, staying caught up on all work is crucial. My class is structured so that each day builds upon itself. Not mastering the goals of one assignment will hinder ability on the next. Therefore, any work turned in after the due date, will be penalized at my discretion (point value deduction will depend on each situation). Furthermore, full credit for an assignment can and will only be achieved if the quality of work completed is apparent, AND if turned in punctually.
Finally, it is my expectation that you WILL NOT use your personal electronic devices during class time (unless otherwise informed for a lesson, etc.). If you choose to use your device, you will receive one warning, after that, I obtain the right to remove the device from you and keep it with me until the end of class, or the end of the day (depending on amount of infractions).
3. What is my TARDY POLICY?
You MUST be in YOUR SEAT by the time the second (late) bell rings. Therefore, if you are not IN YOUR SEAT by the time the second bell rings you will be marked tardy! The ONLY exception is if you have a VALID NOTE from the front office, administration, or another teacher. This policy will be enforced EVERY DAY so please know it well and follow it!
4. What materials will you need for this class?
Each student is expected to come to class each day with the following items:
11th grade TENTATIVE Reading Assignments (novels, poems, short stories, plays, etc.)
The following reading materials, for which I plan to implement this year, are listed below. (Please note that each piece of literature is tentative and I may need to make changes to meet the standards of my students or to spend adequate time on a particular work.)
· Animal Farm by George Orwell
· To Kill a Mockingbird by Harper Lee
· The Giver by Lois Lowry
· “A Midsummer Night’s Dream” by William Shakespeare
· A Tale of Two Cities by Charles Dickens
· Short Stories, poems, speeches and (Short) Essays from both past and present
· There may be other works incorporated this year, (Ender’s Game, The Iliad, The Pearl, The Hiding Place, etc.) if time permits.
5. What is my MAIN CLASSROOM POLICY?
Like other teachers at Copper Hills, I have an acceptance policy in my classroom. I accept you for exactly who you are, and in return you must accept me and each peer for who they are, no exceptions. I expect each student to show respect toward themselves, their peers, and their teachers. This means absolutely no derogatory terms will be used that could possibly offend anyone of any race, religion, preference, or creed. Unless you show disrespect, you will automatically have my respect & that of your peers within the realm of my room. This respect will be maintained as long as behavior remains acceptable, you come prepared and on time to class each day, and you participate in class discussions or when called upon. If ever you have a situation that you feel needs my attention for any reason, my door is always open.
6. What is my PLAGARISM POLICY? Plagiarism is NEVER accepted in my classroom. If you are struggling with a writing assignment, there are many opportunities for you to receive both the support and the help you need to write YOUR own work. Please do not STEAL someone else’s work; they too put the time in to complete it. Any student, who makes the choice to plagiarize, makes the choice to receive an F in this class. NO EXCEPTIONS!
7. What about Homework/Late Work/Extra Credit?
Each class novel, story, poem, or any other piece of literature will require a study guide and/or supplemental handouts, which are used for student comprehension and engagement These documents will be checked periodically and will be due/turned in at the end of the unit/lesson. We will discuss the type of assignments within the study guide (e.g. vocabulary, comprehension questions, etc.) during the first week of school. You will be required, on average, to complete 2.5 hours of homework a WEEK. Please be sure that you prepare appropriately for this time.
Late work will NEVER be accepted for full credit, unless I find that the reason for the late work is substantial and/or if because of an outside emergency. Additionally, as mentioned before, staying caught up in this course is vital to students' success. Of course, there are always circumstances that warrant special consideration, and I will address those individually. Advanced notice of absence and arranging homework before said absence will not count as late work, but rather as absent work, as long as it is turned in on the student's first day returning to class, NO LATER. Unexcused absences will receive no special assistance, under any circumstance. Cutting class is not tolerated, ever. You may be asked to attend outside events for credit if I so choose. There may be an important performance, poetry slam, book reading, etc. that could be crucial to a unit. I will announce these opportunities as they arise, and you will be able to receive credit for them (points will vary)
**Extra credit work will be given on a student need basis and at my discretion. Extra credit is offered sporadically and not announced on a regular basis. If interested in extra credit, be sure to stay on top of all classroom assignments. (More to be explained at a later date.) Additionally, please note that all missed tests and/or quizzes must be made up outside of class time within a week of the original test/quiz.
8. How do I calculate your grade?
Grades are calculated via the scale shown below (after adding in all scores received on assignments/tests/etc. completed both in and outside of class):
98-100 A+ 87-89 B+ 77-79 C+ 67-69 D+ 0-59 F
93-97 A 83-86 B 73-76 C 63-66 D
90-92 A- 80-82 B- 70-72C- 60-62 D-
Point scale for 2014-2015 school year (by quarter):
ESSAYS (Tentative Timeline: One per quarter-Narrative, Expository, & Compare/Contrast, Persuasive): 20%
HOMEWORK (such as Study Guides, Reading Logs, Handouts, etc.): 10%
IN-CLASS WORK (Journal writes, Bell-Ringers or DOLs, Class Notes, etc.): 10%
TESTS AND QUIZZES: 15%
PARTICIPATION/CITIZENSHIP: 10%
PROJECTS (One per semester; every other quarter): 15%
(2) FINAL EXAMS (one per semester) 20%
Please SIGN AND RETURN:
I acknowledge that I have read this syllabus, and I agree to the guidelines set above. Also, I understand that not following these guidelines will result in consequences.
Student Name (print)_______________________________________Date__________
Student Signature__________________________________________Date__________
Parent/Guardian Name (print)____________________________Date__________
Parent/Guardian Signature_________________________________Date__________
NOTE TO PARENTS: If you have any questions or concerns at any time throughout the year, please contact me (contact information on first page). If I am unavailable, please leave a message and I will return your call at my earliest convenience. I welcome your involvement and look forward to teaching your child. Welcome (back) to Copper Hills and welcome to Language Arts 10!
Thank you for your time and attention to this information. I look forward to a great year!
Roxanne Arizaga-Edge
Language Arts Video Release and Guidelines
Mrs. Edge-LA 10
The literature during student’s sophomore year is devoted to many pieces of world literature. Even though we have read many great classics there is a multitude of outstanding literature to choose from and not enough time to cover it all. Because of this, we will be incorporating films into our studies of literature. Through this option we can expose students to more great literature which would otherwise be impossible to read. These limited opportunities will occur throughout the school year.
The nature of the work will include discussing the piece of literature with background information necessary to understand the film, watch the film as a representation of the literature, talk about the film and write about the literature and film. Students will also take tests and complete daily assignments about the film. Because of the nature of this activity it will be difficult if not impossible to re-create the missed class time. Please encourage your student to attend daily or it will be difficult to receive a good grade in the class.
Some of the films (but will not be limited to) we may be viewing are rated PG-13, and in accordance with the district policy, your permission is required prior to viewing these films. The following is a list of possible films we will view. Additional films as appropriate may be added in accordance with district policy.
To Kill a Mockingbird Animal Farm
A Tale of Two Cities The Giver
Ender’s Game The Pearl
A Midsummer Night’s Dream October Sky
Julius Caesar The Most Dangerous Game
Please mark your preference and sign below acknowledging you understand this policy.
I have read the video release form on the reverse of this page.
_____ I give permission for my student to view the above videos as part of English 10.
_____ I do not give my permission for my student to view the above videos.
_____ I need more information prior to my student viewing the above videos.
Parent/ Guardian Signature ________________________ Date __________
Student Name (Please Print) _______________________ Date __________
Student Signature ________________________________ Date___________ (I understand these guidelines and will choose to be a mature, young adult during the viewing of the above listed films as I so choose.)
Finally, as per grading: there may be a few times throughout the year when I need support/help with students grading each other’s assignments and/or (student aids) inputting grades into Skyward. ALL grades will be kept private and will not be called out in class. The assignments will be turned in after being graded in class, and thus put into Skyward by either myself, or by ONE student aid. However, it is your choice as a parent/guardian to opt out of your student’s assignments being graded by another student, or having their grades inputted into Skyward. Please indicate whether or not you allow your student’s work to be graded by another AND whether or not you allow them to grade a partner’s piece of work as well.
I WILL allow my student __________________________ to participate in the grading support Mrs. Edge may need.
Parent signature _______________________________________
I WILL NOT allow my student __________________________ to participate in the grading support Mrs. Edge may need.
Parent signature _______________________________________
Disclosure Document and Syllabus 2014/2015
Language Arts 10
Course: Language Arts 10 Teacher: Roxanne A. Edge
E-mail: [email protected] Phone: 801-256-5300 ex1821
PARENT & STUDENT: You will need to sign the end of this document acknowledging that you have read it and understand the guidelines and requirements for this class.
Welcome to our classroom! I am very excited to be teaching Language Arts 11 at Copper Hills this year and I am anticipating for a great year! If you need me outside of class time, I am available (for office hours) Monday through Thursday from 7:00am until 7:30am and 2:30pm until 3:00pm, and on Fridays by appointment only. The best way to contact me, with a quick reply, is at the email listed above.
First and foremost let me begin by saying how student/teacher respect and understanding is crucial as well as how parents are an integral part of (your) student learning. Therefore, I encourage you and/or your parent to contact me at any time (using any of the contact information above or by visiting the classroom anytime) to share ideas, concerns, suggestions, & constructive criticism…whatever might be on your mind. Like you, my goal here is to best help your student excel in my classroom and to help translate that into future successes as well.
1. What are the COURSE GOALS?
We will be utilizing many diverse texts, not limited to our textbook, throughout the year to expose each student to a variety of styles, genres, topics, and emotions. We may read fiction and non-fiction novels/novellas and short stories, drama, a series of poetry, essays and speeches. Furthermore, throughout all of these texts we will focus on expanding grammar skills and vocabulary skills, increase ability to spell correctly, understand the roots of words, and be able to use commonly used foreign phrases in everyday language.
In addition to expanding said skills, you should expand your reading abilities and the genres in which you do so. It is recommended that you read at least 7-10 novels outside of the assigned texts, and keep a reading log/journal of your thoughts regarding novel choices. You will be given an opportunity for extra credit for this journal IF turned in at the end of each quarter.
2. What is my EXPECTATION OF YOU?
Please read through the Copper Hills High School Student Handbook; the requirements explained there are what I expect and require from each of you (e.g. be in class ON TIME each day, follow instructions, etc.)
Additionally, staying caught up on all work is crucial. My class is structured so that each day builds upon itself. Not mastering the goals of one assignment will hinder ability on the next. Therefore, any work turned in after the due date, will be penalized at my discretion (point value deduction will depend on each situation). Furthermore, full credit for an assignment can and will only be achieved if the quality of work completed is apparent, AND if turned in punctually.
Finally, it is my expectation that you WILL NOT use your personal electronic devices during class time (unless otherwise informed for a lesson, etc.). If you choose to use your device, you will receive one warning, after that, I obtain the right to remove the device from you and keep it with me until the end of class, or the end of the day (depending on amount of infractions).
3. What is my TARDY POLICY?
You MUST be in YOUR SEAT by the time the second (late) bell rings. Therefore, if you are not IN YOUR SEAT by the time the second bell rings you will be marked tardy! The ONLY exception is if you have a VALID NOTE from the front office, administration, or another teacher. This policy will be enforced EVERY DAY so please know it well and follow it!
4. What materials will you need for this class?
Each student is expected to come to class each day with the following items:
- Single subject organized notebook with PLENTY of notebook paper. The notebook should have sufficient space to neatly store notes, class work, and all graded assignments.
- COMPOSITION NOTEBOOK: You can find these types of notebooks at Wal-Mart, Target, Staples, Office Max, etc. for 50 cents. We will this book/journal for our Daily Learning Exercises, Board Work, Bell-Ringers, etc. Please have this notebook by your next class period with me.
- Blue or Black pens and multiple pencils for note taking, homework, etc.
- A package of highlighters (any color) for marking notes, handouts, etc. We will use these highlighters many times during our essay writing workshops so please bring them to class every day.
- Any coloring supplies you choose (markers, colored pencils, crayons) as we do a lot of creative work/activities in class, which may require expression through color.
- Print out of electronic textbook or current portion of novel being used. Questions about this requirement will be answered at a later date.
- Homework or assignment due-type of homework will always vary. Additionally, homework should always be turned in ON TIME to the designated/labeled baskets located in the back of my classroom (on top of the cabinets). However, in the event of a late assignment, said assignment will be turned in by writing the word LATE in RED pen in the right corner of the assignment. Please be sure to do this as your assignment will receive a second point deduction if this is not followed correctly.
11th grade TENTATIVE Reading Assignments (novels, poems, short stories, plays, etc.)
The following reading materials, for which I plan to implement this year, are listed below. (Please note that each piece of literature is tentative and I may need to make changes to meet the standards of my students or to spend adequate time on a particular work.)
· Animal Farm by George Orwell
· To Kill a Mockingbird by Harper Lee
· The Giver by Lois Lowry
· “A Midsummer Night’s Dream” by William Shakespeare
· A Tale of Two Cities by Charles Dickens
· Short Stories, poems, speeches and (Short) Essays from both past and present
· There may be other works incorporated this year, (Ender’s Game, The Iliad, The Pearl, The Hiding Place, etc.) if time permits.
5. What is my MAIN CLASSROOM POLICY?
Like other teachers at Copper Hills, I have an acceptance policy in my classroom. I accept you for exactly who you are, and in return you must accept me and each peer for who they are, no exceptions. I expect each student to show respect toward themselves, their peers, and their teachers. This means absolutely no derogatory terms will be used that could possibly offend anyone of any race, religion, preference, or creed. Unless you show disrespect, you will automatically have my respect & that of your peers within the realm of my room. This respect will be maintained as long as behavior remains acceptable, you come prepared and on time to class each day, and you participate in class discussions or when called upon. If ever you have a situation that you feel needs my attention for any reason, my door is always open.
6. What is my PLAGARISM POLICY? Plagiarism is NEVER accepted in my classroom. If you are struggling with a writing assignment, there are many opportunities for you to receive both the support and the help you need to write YOUR own work. Please do not STEAL someone else’s work; they too put the time in to complete it. Any student, who makes the choice to plagiarize, makes the choice to receive an F in this class. NO EXCEPTIONS!
7. What about Homework/Late Work/Extra Credit?
Each class novel, story, poem, or any other piece of literature will require a study guide and/or supplemental handouts, which are used for student comprehension and engagement These documents will be checked periodically and will be due/turned in at the end of the unit/lesson. We will discuss the type of assignments within the study guide (e.g. vocabulary, comprehension questions, etc.) during the first week of school. You will be required, on average, to complete 2.5 hours of homework a WEEK. Please be sure that you prepare appropriately for this time.
Late work will NEVER be accepted for full credit, unless I find that the reason for the late work is substantial and/or if because of an outside emergency. Additionally, as mentioned before, staying caught up in this course is vital to students' success. Of course, there are always circumstances that warrant special consideration, and I will address those individually. Advanced notice of absence and arranging homework before said absence will not count as late work, but rather as absent work, as long as it is turned in on the student's first day returning to class, NO LATER. Unexcused absences will receive no special assistance, under any circumstance. Cutting class is not tolerated, ever. You may be asked to attend outside events for credit if I so choose. There may be an important performance, poetry slam, book reading, etc. that could be crucial to a unit. I will announce these opportunities as they arise, and you will be able to receive credit for them (points will vary)
**Extra credit work will be given on a student need basis and at my discretion. Extra credit is offered sporadically and not announced on a regular basis. If interested in extra credit, be sure to stay on top of all classroom assignments. (More to be explained at a later date.) Additionally, please note that all missed tests and/or quizzes must be made up outside of class time within a week of the original test/quiz.
8. How do I calculate your grade?
Grades are calculated via the scale shown below (after adding in all scores received on assignments/tests/etc. completed both in and outside of class):
98-100 A+ 87-89 B+ 77-79 C+ 67-69 D+ 0-59 F
93-97 A 83-86 B 73-76 C 63-66 D
90-92 A- 80-82 B- 70-72C- 60-62 D-
Point scale for 2014-2015 school year (by quarter):
ESSAYS (Tentative Timeline: One per quarter-Narrative, Expository, & Compare/Contrast, Persuasive): 20%
HOMEWORK (such as Study Guides, Reading Logs, Handouts, etc.): 10%
IN-CLASS WORK (Journal writes, Bell-Ringers or DOLs, Class Notes, etc.): 10%
TESTS AND QUIZZES: 15%
PARTICIPATION/CITIZENSHIP: 10%
PROJECTS (One per semester; every other quarter): 15%
(2) FINAL EXAMS (one per semester) 20%
Please SIGN AND RETURN:
I acknowledge that I have read this syllabus, and I agree to the guidelines set above. Also, I understand that not following these guidelines will result in consequences.
Student Name (print)_______________________________________Date__________
Student Signature__________________________________________Date__________
Parent/Guardian Name (print)____________________________Date__________
Parent/Guardian Signature_________________________________Date__________
NOTE TO PARENTS: If you have any questions or concerns at any time throughout the year, please contact me (contact information on first page). If I am unavailable, please leave a message and I will return your call at my earliest convenience. I welcome your involvement and look forward to teaching your child. Welcome (back) to Copper Hills and welcome to Language Arts 10!
Thank you for your time and attention to this information. I look forward to a great year!
Roxanne Arizaga-Edge
Language Arts Video Release and Guidelines
Mrs. Edge-LA 10
The literature during student’s sophomore year is devoted to many pieces of world literature. Even though we have read many great classics there is a multitude of outstanding literature to choose from and not enough time to cover it all. Because of this, we will be incorporating films into our studies of literature. Through this option we can expose students to more great literature which would otherwise be impossible to read. These limited opportunities will occur throughout the school year.
The nature of the work will include discussing the piece of literature with background information necessary to understand the film, watch the film as a representation of the literature, talk about the film and write about the literature and film. Students will also take tests and complete daily assignments about the film. Because of the nature of this activity it will be difficult if not impossible to re-create the missed class time. Please encourage your student to attend daily or it will be difficult to receive a good grade in the class.
Some of the films (but will not be limited to) we may be viewing are rated PG-13, and in accordance with the district policy, your permission is required prior to viewing these films. The following is a list of possible films we will view. Additional films as appropriate may be added in accordance with district policy.
To Kill a Mockingbird Animal Farm
A Tale of Two Cities The Giver
Ender’s Game The Pearl
A Midsummer Night’s Dream October Sky
Julius Caesar The Most Dangerous Game
Please mark your preference and sign below acknowledging you understand this policy.
I have read the video release form on the reverse of this page.
_____ I give permission for my student to view the above videos as part of English 10.
_____ I do not give my permission for my student to view the above videos.
_____ I need more information prior to my student viewing the above videos.
Parent/ Guardian Signature ________________________ Date __________
Student Name (Please Print) _______________________ Date __________
Student Signature ________________________________ Date___________ (I understand these guidelines and will choose to be a mature, young adult during the viewing of the above listed films as I so choose.)
Finally, as per grading: there may be a few times throughout the year when I need support/help with students grading each other’s assignments and/or (student aids) inputting grades into Skyward. ALL grades will be kept private and will not be called out in class. The assignments will be turned in after being graded in class, and thus put into Skyward by either myself, or by ONE student aid. However, it is your choice as a parent/guardian to opt out of your student’s assignments being graded by another student, or having their grades inputted into Skyward. Please indicate whether or not you allow your student’s work to be graded by another AND whether or not you allow them to grade a partner’s piece of work as well.
I WILL allow my student __________________________ to participate in the grading support Mrs. Edge may need.
Parent signature _______________________________________
I WILL NOT allow my student __________________________ to participate in the grading support Mrs. Edge may need.
Parent signature _______________________________________
THE PRINCESS BRIDE
VOCABULARY ACTIVITY
NAME _________________________________ PERIOD ______________________
DIRECTIONS: FOR ALL CHAPTER VOCABULARY LISTS-Look up the words in the book to see how they are used. 1. On a separate piece of paper, write an original sentence for each of the vocabulary words below. 2. Be sure to include context clues in your sentences. That is, one should be able to infer the meaning of the word based on the rest of the sentence. 3. Underline the vocabulary word in each sentence. 4. Next, tell what part of speech each vocabulary word is. 5. Lastly, be sure to supply a synonym and antonym for each vocabulary word. (Pretend that a reader doesn’t know what the words mean.) PAGE NUMBERS WILL DEPEND ON THE VERSION OF THE BOOK YOU HAVE-THESE ARE JUST GUESSTIMATES.
VOCABULARY: “Prologue”
Postscript Page 7
Ample Page 7
Dunce Page 7
Recuperate Page 8
Graft Page 26
Abridge Page 34
VOCABULARY: CHAPTER 1 “The Bride”
Confidant Page 45
Supplication Page 53
Infatuation Page 60
Dullard Page 60
Et cetera Page 65
Undaunted Page 66
VOCABULARY: CHAPTER 2 “The Groom”
Excision Page 73
Optimist Page 75
Simian Page 76
VOCABULARY: CHAPTER 3 “The Courtship”
Beloved Page 81
Insolvency Page 82
Etiquette Page 85
VOCABULARY: CHAPTER 4 “The Preparations”
Nabob Page 93
VOCABULARY: CHAPTER 5 “The Announcement”
Messiah Page 99
Mustachioed Page 102
Kibble Page 107
Jaunt Page 109
Inconceivable Page 109
Gargantuan Page 112
Ascension Page 113
Insubordination Page 118
VOCABULARY: “Inigo”
Crotchety Page 120
Impetuous Page 138
VOCABULARY: “Fezzik”
Impasse Page 174
Chicanery Page 175
Vulpine Page 175
Prominence Page 181
Qualm Page 205
Marauding Page 208
Valet Page 209
VOCABULARY: Chapter 6 “Festivities”
Burgle Page 223
Infatuated Page 256
Privy Pages 255 and 247
Unimpeachable Page 252
Affirmative Page 258
Conglomeration Page 261
Posterity Page 262
Incarceration Page 264
Adroit Page 264
Berate Page 270
Pyre Page 286
VOCABULARY: CHAPTER 7 “The Wedding”
Anachronistic Page 320
VOCABULARY: CHAPTER 8 “The Honeymoon”
Reminiscing Page 340
Cutlery Page 342
Reverberate Page 352
Vomitous Page 352
Imperiously Page 355
VOCABULARY ACTIVITY
NAME _________________________________ PERIOD ______________________
DIRECTIONS: FOR ALL CHAPTER VOCABULARY LISTS-Look up the words in the book to see how they are used. 1. On a separate piece of paper, write an original sentence for each of the vocabulary words below. 2. Be sure to include context clues in your sentences. That is, one should be able to infer the meaning of the word based on the rest of the sentence. 3. Underline the vocabulary word in each sentence. 4. Next, tell what part of speech each vocabulary word is. 5. Lastly, be sure to supply a synonym and antonym for each vocabulary word. (Pretend that a reader doesn’t know what the words mean.) PAGE NUMBERS WILL DEPEND ON THE VERSION OF THE BOOK YOU HAVE-THESE ARE JUST GUESSTIMATES.
VOCABULARY: “Prologue”
Postscript Page 7
Ample Page 7
Dunce Page 7
Recuperate Page 8
Graft Page 26
Abridge Page 34
VOCABULARY: CHAPTER 1 “The Bride”
Confidant Page 45
Supplication Page 53
Infatuation Page 60
Dullard Page 60
Et cetera Page 65
Undaunted Page 66
VOCABULARY: CHAPTER 2 “The Groom”
Excision Page 73
Optimist Page 75
Simian Page 76
VOCABULARY: CHAPTER 3 “The Courtship”
Beloved Page 81
Insolvency Page 82
Etiquette Page 85
VOCABULARY: CHAPTER 4 “The Preparations”
Nabob Page 93
VOCABULARY: CHAPTER 5 “The Announcement”
Messiah Page 99
Mustachioed Page 102
Kibble Page 107
Jaunt Page 109
Inconceivable Page 109
Gargantuan Page 112
Ascension Page 113
Insubordination Page 118
VOCABULARY: “Inigo”
Crotchety Page 120
Impetuous Page 138
VOCABULARY: “Fezzik”
Impasse Page 174
Chicanery Page 175
Vulpine Page 175
Prominence Page 181
Qualm Page 205
Marauding Page 208
Valet Page 209
VOCABULARY: Chapter 6 “Festivities”
Burgle Page 223
Infatuated Page 256
Privy Pages 255 and 247
Unimpeachable Page 252
Affirmative Page 258
Conglomeration Page 261
Posterity Page 262
Incarceration Page 264
Adroit Page 264
Berate Page 270
Pyre Page 286
VOCABULARY: CHAPTER 7 “The Wedding”
Anachronistic Page 320
VOCABULARY: CHAPTER 8 “The Honeymoon”
Reminiscing Page 340
Cutlery Page 342
Reverberate Page 352
Vomitous Page 352
Imperiously Page 355
Animal Farm
Vocabulary Activity
Name ___________________________ Period ______________
DIRECTIONS: FOR ALL CHAPTER VOCABULARY LISTS-Look up the words in the book to see how they are used. 1. On a separate piece of paper, write an original sentence for each of the vocabulary words below. 2. Be sure to include context clues in your sentences. That is, one should be able to infer the meaning of the word based on the rest of the sentence.
3. Underline the vocabulary word in each sentence. 4. Next, tell what part of speech each vocabulary word is. 5. Lastly, be sure to supply a synonym and antonym for each vocabulary word. (Pretend that a reader doesn’t know what the words mean.)
Animal Farm Vocabulary
Chapters 1&2
1. ensconced (25)-v.- settled; poised; embedded; established
2. cynical (26)-adj.- distrustful; negative; pessimistic; bitter
3. benevolent (26)-adj.- kind; charitable; generous
4. comrades (28)- n.-coworkers; friends; cohorts
5. tyranny (30)- n.-unlimited and cruel power; oppression; dictatorship
6. vices (31)- n.-evil conduct; corruption; weakness
7. preliminary (33)-adj.- opening; introductory; beginning; preamble
8. vivacious (35)- adj.-high-spirited; lively; bubbling; effervescent
9. counteract (37)- v.-act against; oppose; offset; thwart
10. ecstasy (40)- n.-overpowering joy; bliss
Animal Farm Vocabulary
Chapters 3&4
1. parasitical (46)- adj.-like a parasite; living off of or taking advantage of someone.
2. obstinate (47)- adj.-strong-minded; unbending; stubborn
3. indefatigable (49)- adj.-tireless; persistent; unrelenting
4. maxim (50)- n.-saying; motto; credo
5. flourished (55)- vb.-thrived; grew
6. fortnight (55)- n.-14 days (2 weeks)
7. scored (58)- vb.-scratched; cut into
8. ignominious (58)- adj.-disgraceful; shameful
9. impromptu (59)- adj.-done without preparation; spontaneous
10. posthumously (60)- adv.-after death
Animal Farm Vocabulary
Chapters 5&6
1. pretext (61)- n.-a misleading motive or claim
2. canvassing (63)- vb.-surveying; gathering or looking for support
3. innovations (63)- n.-new idea, method, or device
4. sordid (67)- adj.-low; filthy
5. watchword (70)- n.-motto; keyword
6. disinter (70)- vb.-unearth; to take out of a grave or tomb
7. procured (76)- vb.-gained; gotten
8. intermediary (77)- n.-acting as a go-between; mediator
9. repose (80)- n.-rest; sleep
10. indignation (82)- n.-righteous anger
Animal Farm Vocabulary
Chapters 7&8
1. pervading (89)- vb.-spread throughout
2. categorically (91)- adv.-absolutely; entirely
3. countenance (92)- n.-look or expression (face)
4. retribution (93)- n.-punishment; penalties for a crime
5. treachery (93)- n.-betrayal
6. skulking (101)- vb.-hiding or sneaking around
7. machinations (103)- n.-a cunning or crafty scheme
8. censure (103)- vb.-to find fault with; condemn
9. conciliatory (106)- adj.-wanting to make peace; mending; apologizing
10. lamentation (111)- n.-expression of grief; mourning
Animal Farm Vocabulary
Chapters 9&10
1. flanked (118) –v.- stood by the side of; bordered
2. complicity (119) –n.- association with a wrongful act
3. stratagem (119) – n.- trick; scheme
4. oration (126)- n.- formal speech or address; sermon
5. morose (127)- adj.- gloomy
6. taciturn (127)- adj.- silent; not talkative
7. deputation (134)- n.- a group acting as a unit
8. incumbent (135)- adj.- necessary; binding
9. proprietors (135)- n.- owners; managers
10. bon mot (136)- n.- a clever remark; witty saying
Vocabulary Activity
Name ___________________________ Period ______________
DIRECTIONS: FOR ALL CHAPTER VOCABULARY LISTS-Look up the words in the book to see how they are used. 1. On a separate piece of paper, write an original sentence for each of the vocabulary words below. 2. Be sure to include context clues in your sentences. That is, one should be able to infer the meaning of the word based on the rest of the sentence.
3. Underline the vocabulary word in each sentence. 4. Next, tell what part of speech each vocabulary word is. 5. Lastly, be sure to supply a synonym and antonym for each vocabulary word. (Pretend that a reader doesn’t know what the words mean.)
Animal Farm Vocabulary
Chapters 1&2
1. ensconced (25)-v.- settled; poised; embedded; established
2. cynical (26)-adj.- distrustful; negative; pessimistic; bitter
3. benevolent (26)-adj.- kind; charitable; generous
4. comrades (28)- n.-coworkers; friends; cohorts
5. tyranny (30)- n.-unlimited and cruel power; oppression; dictatorship
6. vices (31)- n.-evil conduct; corruption; weakness
7. preliminary (33)-adj.- opening; introductory; beginning; preamble
8. vivacious (35)- adj.-high-spirited; lively; bubbling; effervescent
9. counteract (37)- v.-act against; oppose; offset; thwart
10. ecstasy (40)- n.-overpowering joy; bliss
Animal Farm Vocabulary
Chapters 3&4
1. parasitical (46)- adj.-like a parasite; living off of or taking advantage of someone.
2. obstinate (47)- adj.-strong-minded; unbending; stubborn
3. indefatigable (49)- adj.-tireless; persistent; unrelenting
4. maxim (50)- n.-saying; motto; credo
5. flourished (55)- vb.-thrived; grew
6. fortnight (55)- n.-14 days (2 weeks)
7. scored (58)- vb.-scratched; cut into
8. ignominious (58)- adj.-disgraceful; shameful
9. impromptu (59)- adj.-done without preparation; spontaneous
10. posthumously (60)- adv.-after death
Animal Farm Vocabulary
Chapters 5&6
1. pretext (61)- n.-a misleading motive or claim
2. canvassing (63)- vb.-surveying; gathering or looking for support
3. innovations (63)- n.-new idea, method, or device
4. sordid (67)- adj.-low; filthy
5. watchword (70)- n.-motto; keyword
6. disinter (70)- vb.-unearth; to take out of a grave or tomb
7. procured (76)- vb.-gained; gotten
8. intermediary (77)- n.-acting as a go-between; mediator
9. repose (80)- n.-rest; sleep
10. indignation (82)- n.-righteous anger
Animal Farm Vocabulary
Chapters 7&8
1. pervading (89)- vb.-spread throughout
2. categorically (91)- adv.-absolutely; entirely
3. countenance (92)- n.-look or expression (face)
4. retribution (93)- n.-punishment; penalties for a crime
5. treachery (93)- n.-betrayal
6. skulking (101)- vb.-hiding or sneaking around
7. machinations (103)- n.-a cunning or crafty scheme
8. censure (103)- vb.-to find fault with; condemn
9. conciliatory (106)- adj.-wanting to make peace; mending; apologizing
10. lamentation (111)- n.-expression of grief; mourning
Animal Farm Vocabulary
Chapters 9&10
1. flanked (118) –v.- stood by the side of; bordered
2. complicity (119) –n.- association with a wrongful act
3. stratagem (119) – n.- trick; scheme
4. oration (126)- n.- formal speech or address; sermon
5. morose (127)- adj.- gloomy
6. taciturn (127)- adj.- silent; not talkative
7. deputation (134)- n.- a group acting as a unit
8. incumbent (135)- adj.- necessary; binding
9. proprietors (135)- n.- owners; managers
10. bon mot (136)- n.- a clever remark; witty saying
Animal Farm
Anticipation Guide The following set of statements is a reading anticipation guide for Animal Farm. These statements are used to introduce issues and ideas that you may confront in your reading, and they are designed to encourage you to think about these issues. Answer each of the following statements either True or False. Under each statement write a one-sentence explanation of your answer. _____1. All humans are equal. _____2. Every human being in the world has freedom of speech. _____3. Some people are smarter than others. _____4. A dictator has complete control of his country. _____5. You should always believe everything you are told. _____6. People who cannot read are easily controlled. _____7. Good always overshadows evil. _____8. People always have the ability to make their own choices. Now please take a few moments and write your opinion to the following questions. Answer each with a paragraph. (Paragraph = 4-6 sentences) 9. What freedoms do we take for granted in the United States? Do you think we have too much freedom? 10. What freedoms would you give or take away if you were given the opportunity? |
Animal Farm Partner Anticipation Guide NAMES: _____________________
______________________________ Date_______________Period_____ The purpose of this activity is to formulate schema, or background knowledge, about concepts, themes, and issues discussed in our next unit. Answer each question thoughtfully with your partner(s) using complete sentences! For each item, I’d like to see at least one sentence in each partner’s handwriting. #1: What would life be like if we were all equal? #2: What would life be like without any enforced rules or laws? #3: How much involvement should our government have in our lives? #4: How persuasive are advertisements? (what are some advertisements from TV, radio, magazine ads, etc that get “stuck” in your head?) #5: What do you know about the rise and fall of the Soviet Union? #6: Is physical labor a GOOD form of discipline? Why/why not? #7: Is fear a good motivator? In other words, can you “make” someone do something by instilling FEAR in them? Why/why not? #8: What freedoms do you value the most? #9: What freedoms would you be willing to give up if it meant greater security or prosperity? #10: What are the characteristics of a great leader? #11: Do most people choose to do what’s right, what’s easy, or what they can gain the most from? Explain. |