Monday will be a six period day for progress reports. Your English grade is based on a very limited number of assessments. We will have more assessments after the break.
Class One: Assignment given at end of class Friday. Check your agenda book.
Class Two: See Thursday's posting.
Class Five: Bring the first draft of your "Benchmark Reflection."
Class Six: Read Browning's "My Last Duchess" several times. Look up any vocab words you do not understand. Then, using the double entry journal method, mark up the text. remember the Rules of Notice as you study the poem.
Sunday, December 21, 2008
Friday, December 19, 2008
History - GOVERNMENT WEBSITES!
These websites should help you figure out... what powers are Federal, State, or Local... and what powers are Executive, Legislative, & Judicial.
An easy guide to government set up by the government itself:
The official website of the US Federal government (pretty useful):
The official website of the Massachusetts State government (a bit difficult to navigate):
The official website of the city of Leominster:
History - 12/18 Homework
Period 1: For each item on your list of Government responsibilities, mark it E (for Executive Branch), L (for Legislative Branch), or J (for Judicial Branch). Check the websites in the next blog entry to help you.
Period 5: Divide your list of Government responsibilities into 3 lists... Federal Government, State Government, and Local Government (you may have to write some items MORE THAN ONCE or put them in a 4th list marked Concurrent Powers.
(If you weren't here... GET THE LIST FROM ANOTHER STUDENT and do the homework!)
Check the websites in the next blog entry to help you.
Period 6: Finish dividing your list of Government responsibilities into Federal, State, or Local, AND Executive, Legislative or Judicial IF YOU HAVEN'T FINISHED ALREADY.
Check the websites in the next blog entry to check your work and get ready for the newspaper competition.
Period 5: Divide your list of Government responsibilities into 3 lists... Federal Government, State Government, and Local Government (you may have to write some items MORE THAN ONCE or put them in a 4th list marked Concurrent Powers.
(If you weren't here... GET THE LIST FROM ANOTHER STUDENT and do the homework!)
Check the websites in the next blog entry to help you.
Period 6: Finish dividing your list of Government responsibilities into Federal, State, or Local, AND Executive, Legislative or Judicial IF YOU HAVEN'T FINISHED ALREADY.
Check the websites in the next blog entry to check your work and get ready for the newspaper competition.
Thursday, December 18, 2008
English Homework for Friday, Day 4, Dec 19
Class One: "The Hill" is your text. (See Dec 9 posting) In a one page typed paper (two hand written), discuss and analyze this poem. After you identify the speaker and the audience, you should talk about the structure, rhyme scheme, figurative language, imagery, patterns, and themes. Finally make connections.
Class Two: Your text is Robert Frost's "Out, Out." First take note of the title. what does it have to do with the poem? Then write your precis. At least one type written page.
Class Five: Bring in your "Benchmark" rough draft-at least twenty lines.
Class Six: Same as class two.
Class Two: Your text is Robert Frost's "Out, Out." First take note of the title. what does it have to do with the poem? Then write your precis. At least one type written page.
Class Five: Bring in your "Benchmark" rough draft-at least twenty lines.
Class Six: Same as class two.
Monday, December 15, 2008
English for Wednesday Dec 17
For all classes: check the posting on Thursday, Dec 11. I'm not sure what day it will be when when we return.
Thursday, December 11, 2008
English Homework for Friday, Day 5, Dec 12
Class One: See Wednesday's posting.
Class Two: Your text is "Where Have All the Flowers Gone." Check today's earlier posting.
First: identify the speaker and the audience
Second: scan the poem. describe your findings.
Third: identify and explain any figurative language that you may find.
Fourth: look for patterns. what do you find?
Fifth: what themes or ideas emerge? how do you know?
At least 1 typewritten page.
Class Five: See Wednesday's posting (you should have this already.) Then brainstorm your reflection on the benchmark test you have just completed. Just brainstorm for Friday. do not write your essay yet.
Class Six: Same as class two.
Remember: Friday is a six period day so all classes meet.
Class Two: Your text is "Where Have All the Flowers Gone." Check today's earlier posting.
First: identify the speaker and the audience
Second: scan the poem. describe your findings.
Third: identify and explain any figurative language that you may find.
Fourth: look for patterns. what do you find?
Fifth: what themes or ideas emerge? how do you know?
At least 1 typewritten page.
Class Five: See Wednesday's posting (you should have this already.) Then brainstorm your reflection on the benchmark test you have just completed. Just brainstorm for Friday. do not write your essay yet.
Class Six: Same as class two.
Remember: Friday is a six period day so all classes meet.
Where Have All the Flowers Gone Dec 11, 2008
This is the text of the poem many of you are working on:
Where have all the flowers gone?
Long time passing
Where have all the flowers gone?
Long time ago
Where have all the flowers gone
Girls have picked them every one
When will they ever learn?
When will they ever learn ?
Where have all the young girls gone?
Long time passing
Where have all the young girls gone?
Long time ago
Where have all the young girls gone?
Taken husbands every one
When will they ever learn?
When will they ever learn?
Where have all the young men gone?
Long time passing
Where have all the young men gone?
Long time ago
Where have all the young men gone?
Gone for soldiers every one
When will they ever learn?
When will they ever learn?
Where have all the soldiers gone?
Long time passing
Where have all the soldiers gone?
Long time ago
Where have all the soldiers gone?
Gone to graveyards every one
When will they ever learn?
When will they ever learn?
Where have all the graveyards gone?
Long time passing
Where have all the graveyards gone?
Long time ago
Where have all the graveyards gone?
covered with flowers every one
When will we ever learn?
When will we ever learn?
Peter Seeger, 1961
Directions will follow later today.
Where have all the flowers gone?
Long time passing
Where have all the flowers gone?
Long time ago
Where have all the flowers gone
Girls have picked them every one
When will they ever learn?
When will they ever learn ?
Where have all the young girls gone?
Long time passing
Where have all the young girls gone?
Long time ago
Where have all the young girls gone?
Taken husbands every one
When will they ever learn?
When will they ever learn?
Where have all the young men gone?
Long time passing
Where have all the young men gone?
Long time ago
Where have all the young men gone?
Gone for soldiers every one
When will they ever learn?
When will they ever learn?
Where have all the soldiers gone?
Long time passing
Where have all the soldiers gone?
Long time ago
Where have all the soldiers gone?
Gone to graveyards every one
When will they ever learn?
When will they ever learn?
Where have all the graveyards gone?
Long time passing
Where have all the graveyards gone?
Long time ago
Where have all the graveyards gone?
covered with flowers every one
When will we ever learn?
When will we ever learn?
Peter Seeger, 1961
Directions will follow later today.
Tuesday, December 9, 2008
English Homework for Wed, Dec 9, Day 5
Class One: You will be using Robert Herrick's poem "To the Virgins, to Make Much of Time" as your text. You can find a copy of the text on Friday's posting.
First: read the poem two or three times.
Second : look up any words you do not understand.
Third : identify the speaker and his audience.
Then: identify and explain the figurative language devices (simile, metaphor, etc.)
And then: scan the poem
Finally: explain the advice that the speaker gives his audience and then consequences for not heeding the advice. Does the theme look familiar?
Class Two: See Monday's posting.
Class Five: Using the poem/song "Where Have All the Flowers Gone?" as your text, tell me about the title, the scansion, the figurative language, and the theme or themes. You should have at least one type written page (two pages if hand-written.)
Class Six: "The Hill" is your text.
First: apply the Rules of Notice.
Second: scan the 1st and 2nd stanzas. describe your "findings."
Third: identify and explain the figurative language devices that you find.
Fourth: look for patterns. what do you find?
Finally: What themes or ideas emerge?
You'll need at least one typewritten page (two pages if hand written) to discuss Master's 1915 poem
First: read the poem two or three times.
Second : look up any words you do not understand.
Third : identify the speaker and his audience.
Then: identify and explain the figurative language devices (simile, metaphor, etc.)
And then: scan the poem
Finally: explain the advice that the speaker gives his audience and then consequences for not heeding the advice. Does the theme look familiar?
Class Two: See Monday's posting.
Class Five: Using the poem/song "Where Have All the Flowers Gone?" as your text, tell me about the title, the scansion, the figurative language, and the theme or themes. You should have at least one type written page (two pages if hand-written.)
Class Six: "The Hill" is your text.
First: apply the Rules of Notice.
Second: scan the 1st and 2nd stanzas. describe your "findings."
Third: identify and explain the figurative language devices that you find.
Fourth: look for patterns. what do you find?
Finally: What themes or ideas emerge?
You'll need at least one typewritten page (two pages if hand written) to discuss Master's 1915 poem
MATH - Homework Tuesday, December 9
PERIOD 1:
Finish Practice worksheet 3.6. Show all your steps.
Be sure for the verbal equations that you:
1) set up the equation as it reads
2) solve the equation for the indicated variable
PERIOD 5:
Read and take notes on section 5.1, pages 274 - 277. Take note of any vocabulary bolded, information in boxes, and examples.
Answer questions to problems on pages 277 - 278: #1 - 6, 10 - 12 all.
PERIOD 6:
Finish Practice worksheet 3.6. Show all your steps.
Be sure for the verbal equations that you:
1) set up the equation as it reads
2) solve the equation for the indicated variable
Finish Practice worksheet 3.6. Show all your steps.
Be sure for the verbal equations that you:
1) set up the equation as it reads
2) solve the equation for the indicated variable
PERIOD 5:
Read and take notes on section 5.1, pages 274 - 277. Take note of any vocabulary bolded, information in boxes, and examples.
Answer questions to problems on pages 277 - 278: #1 - 6, 10 - 12 all.
PERIOD 6:
Finish Practice worksheet 3.6. Show all your steps.
Be sure for the verbal equations that you:
1) set up the equation as it reads
2) solve the equation for the indicated variable
Monday, December 8, 2008
English Homework for Tuesday, Dec 9, day 2
ALL ASSIGNMENTS ARE DUE THE NEXT TIME YOUR CLASS MEETS
Class One: see Friday's posting.
Class Two: the poem is:
The Hill
by Edgar Lee Master, 1915
Where are Elmer, Herman, Bert, Tom and Charley,
The weak of will, the strong of arm, the clown, the boozer, the fighter?
All, all are sleeping on the hill.
One passed in fever,
One was burned in a min e,
One was killed in a brawl,
One died in jail,
One fell from a bridge toiling for children and wife-
All, all are sleeping, sleeping on the hill.
Where are Ella, Kate, Mag, Lizzie and Edith
The tender heart, the simple soul, the loud, the proud, the happy one?-
All, all are sleeping on the hill.
One died in shameful child-birth,
One died of thwarted love,
One died at the hands of a brute in a brothel,
One of a broken pride, in search for heart's desire,
One after life in far-away London and Paris
Was brought to her little space by Ella and Kate and Mag-
All, all are sleeping, sleeping, sleeping on the hill.
Where are Uncle Isaac and aunt Emily,
And old Towny Kincaid and Sevigne Houghton,
And Major Walker who had talked
Withe venerable men of the revolution?-
All, all are sleeping on the hill.
They brought them dead sons from the war,
And daughters whom life had crushed,
And their children fatherless, crying-
All, all are sleeping, sleeping, sleeping on the hill.
Where is old fiddler Jones
Who played with life all his ninety years,
Braving the sleet with bared breast,
drinking, rioting, thinking neither of wife nor kin,
Nor gold, nor love, nor heaven?
Lo! He babbles of the fish-frys long ago,
Of the horse-races of long ago at Clary's Grove,
Of what Abe Lincoln said
One time in Springfield.
Using the Rules of Notice, tell me about the title, the structure, the scansion, the figurative language, the theme or themes of "The Hill." At least one type-written page please.
Class Five: Same as Class Two.
Class Six: We'll finish Updike's "Ex-basketball Player."
IN THE VERY NEAR FUTURE: ON THIS THURSDAY AND FRIDAY, YOU WILL ALL BE TAKIKING "BENCHMARK ASSESSMENTS." THESE ARE TESTS TO HELP ME JUDGE WHETHER OR NOT I AM REACHING MY GOALS. THEY ARE ALSO DESIGNED TO HELP YOU FIGURE OUT IF YOUR LEARNING METHOD NEEDS TO BE CHANGED OR MODIFIED.
PROGRESS REPORTS DECEMBER 17TH.
Class One: see Friday's posting.
Class Two: the poem is:
The Hill
by Edgar Lee Master, 1915
Where are Elmer, Herman, Bert, Tom and Charley,
The weak of will, the strong of arm, the clown, the boozer, the fighter?
All, all are sleeping on the hill.
One passed in fever,
One was burned in a min e,
One was killed in a brawl,
One died in jail,
One fell from a bridge toiling for children and wife-
All, all are sleeping, sleeping on the hill.
Where are Ella, Kate, Mag, Lizzie and Edith
The tender heart, the simple soul, the loud, the proud, the happy one?-
All, all are sleeping on the hill.
One died in shameful child-birth,
One died of thwarted love,
One died at the hands of a brute in a brothel,
One of a broken pride, in search for heart's desire,
One after life in far-away London and Paris
Was brought to her little space by Ella and Kate and Mag-
All, all are sleeping, sleeping, sleeping on the hill.
Where are Uncle Isaac and aunt Emily,
And old Towny Kincaid and Sevigne Houghton,
And Major Walker who had talked
Withe venerable men of the revolution?-
All, all are sleeping on the hill.
They brought them dead sons from the war,
And daughters whom life had crushed,
And their children fatherless, crying-
All, all are sleeping, sleeping, sleeping on the hill.
Where is old fiddler Jones
Who played with life all his ninety years,
Braving the sleet with bared breast,
drinking, rioting, thinking neither of wife nor kin,
Nor gold, nor love, nor heaven?
Lo! He babbles of the fish-frys long ago,
Of the horse-races of long ago at Clary's Grove,
Of what Abe Lincoln said
One time in Springfield.
Using the Rules of Notice, tell me about the title, the structure, the scansion, the figurative language, the theme or themes of "The Hill." At least one type-written page please.
Class Five: Same as Class Two.
Class Six: We'll finish Updike's "Ex-basketball Player."
IN THE VERY NEAR FUTURE: ON THIS THURSDAY AND FRIDAY, YOU WILL ALL BE TAKIKING "BENCHMARK ASSESSMENTS." THESE ARE TESTS TO HELP ME JUDGE WHETHER OR NOT I AM REACHING MY GOALS. THEY ARE ALSO DESIGNED TO HELP YOU FIGURE OUT IF YOUR LEARNING METHOD NEEDS TO BE CHANGED OR MODIFIED.
PROGRESS REPORTS DECEMBER 17TH.
Friday, December 5, 2008
English Homework for Monday, Dec 8, Day 1
ALL ASSIGNMENTS DUE THE NEXT TIME YOUR CLASS MEETS
Class One. Using your px of and your Graphic Organizer of "Stopping by the Woods. . ." write a one page type-written paper (two pages if hand-written) explaining, discussing, analyzing Frost's poem.
Class Two: For Robert Herrick's poem " To the Virgins, to Make Much of Time," identify, discuss, and evaluate herrick's figurative language. Then briefly, in your own words, summarize his poem. And then finally, discuss, explain, analyze the poem. Make certain that you mention the theme, the advice Herrick gives, and the consequences for not following his admonision. At least one, possibly two, typewritten pages. More of course if it's hand-written.
Class Five: for Robert Herrick's poem (text follows): first scan the poem. secondly explain the advice that the speaker gives to his audience. finally explain the consequeces of NOT taking the speaker's advice.
To the Virgins, to Make Much of Time
gather ye Rose-buds while ye may,
Old time is still a flying:
and this same flower that smiles today,
to morrow will be dying.
the glorious Lamp of Heaven, the Sun,
the higher he's a getting;
the sooner will his race be run,
and nearer he's to Setting.
That Age is best, which is the first,
when Youth and Blood are warmer;
but being spent, the worse, and worst
then be not coy, but use your time;
and while ye may, go marry;
for having lost but once your prime,
you may for ever tarry.
Class Six: See Thursday's posting.
Class One. Using your px of and your Graphic Organizer of "Stopping by the Woods. . ." write a one page type-written paper (two pages if hand-written) explaining, discussing, analyzing Frost's poem.
Class Two: For Robert Herrick's poem " To the Virgins, to Make Much of Time," identify, discuss, and evaluate herrick's figurative language. Then briefly, in your own words, summarize his poem. And then finally, discuss, explain, analyze the poem. Make certain that you mention the theme, the advice Herrick gives, and the consequences for not following his admonision. At least one, possibly two, typewritten pages. More of course if it's hand-written.
Class Five: for Robert Herrick's poem (text follows): first scan the poem. secondly explain the advice that the speaker gives to his audience. finally explain the consequeces of NOT taking the speaker's advice.
To the Virgins, to Make Much of Time
gather ye Rose-buds while ye may,
Old time is still a flying:
and this same flower that smiles today,
to morrow will be dying.
the glorious Lamp of Heaven, the Sun,
the higher he's a getting;
the sooner will his race be run,
and nearer he's to Setting.
That Age is best, which is the first,
when Youth and Blood are warmer;
but being spent, the worse, and worst
then be not coy, but use your time;
and while ye may, go marry;
for having lost but once your prime,
you may for ever tarry.
Class Six: See Thursday's posting.
MATH - Homework Friday, December 5
PERIOD 1:
Finish Study Guide 3.6 worksheet: #2 - 9.
PERIOD 2:
Finish problems on page 467: #18 - 30 even.
PERIOD 5:
Finish problems on page 533: #14 - 36 even; and page 99: last column of problems (#22 down through #70).
Quiz on Tuesday on simplifying radical expressions and expressions with exponents.
Try accessing the online textbook by going to http://go.hrw.com/ and click on "online textbooks." Let me know on Monday if you had any difficulty.
PERIOD 6:
Finish riddle worksheet on solving equations with variables on both sides. This will be collected on Monday.
Finish Study Guide 3.6 worksheet: #2 - 9.
PERIOD 2:
Finish problems on page 467: #18 - 30 even.
PERIOD 5:
Finish problems on page 533: #14 - 36 even; and page 99: last column of problems (#22 down through #70).
Quiz on Tuesday on simplifying radical expressions and expressions with exponents.
Try accessing the online textbook by going to http://go.hrw.com/ and click on "online textbooks." Let me know on Monday if you had any difficulty.
PERIOD 6:
Finish riddle worksheet on solving equations with variables on both sides. This will be collected on Monday.
Thursday, December 4, 2008
English Homework for Friday, Day 6, Dec 5
ASSGNMENTS DUE THE NEXT TIME THAT WE MEET
Class One: First: draw a sketch of "Stopping by the Woods on a Snowy Evening." Then scan the poem and write out the rhyme scheme and the meter. Finally, retell the story of the poem, making sure that you include the WHO, WHEN, and WHERE.
Class Two: Explain, analyze, interpret Frost's poem "Stopping by the Woods. . ." You'll need at least one type written page. FOLLOW THE FORMAT.
Class Five: See Thursday's posting.
Class Six: We have said that John Updike's poem, doesn't look much like a poem: there's no rhyme and the meter is more like a story. Since it's more like a story, I want you to identify the Turning Point (Climax) and then the Theme. Your explanation/discussion/analysis must be at least one type written page, and you must follow the format. Don't forget to include the poem's structure, diction (word choice), and figurative language in your discussion.
Class One: First: draw a sketch of "Stopping by the Woods on a Snowy Evening." Then scan the poem and write out the rhyme scheme and the meter. Finally, retell the story of the poem, making sure that you include the WHO, WHEN, and WHERE.
Class Two: Explain, analyze, interpret Frost's poem "Stopping by the Woods. . ." You'll need at least one type written page. FOLLOW THE FORMAT.
Class Five: See Thursday's posting.
Class Six: We have said that John Updike's poem, doesn't look much like a poem: there's no rhyme and the meter is more like a story. Since it's more like a story, I want you to identify the Turning Point (Climax) and then the Theme. Your explanation/discussion/analysis must be at least one type written page, and you must follow the format. Don't forget to include the poem's structure, diction (word choice), and figurative language in your discussion.
Wednesday, December 3, 2008
English Homework for Thursday, Dec 5, Day 5
ALL WORK DUE THE NEXT TIME WE MEET
Class One: We have finished mapping Updike's poem. Tomorrow we will finish discussing the poem by using the Graphic Organizer.
Class Two: Finishing scanning "Stopping by the Woods . . ." Then draw an accurate picture of the setting. And finally, using the Graphic Organizer as a guide, analyze Frost's poem.
Classes Five AND Six: using Updike's poem as the text: first, draw a picture of the the setting. Then scan the first stanza. And finally, using the WHO, WHEN, WHERE, WHAT, and HOW Graphic Organizer analyze "Ex-basketball Player." (The HOW is the poems structure.)
Class One: We have finished mapping Updike's poem. Tomorrow we will finish discussing the poem by using the Graphic Organizer.
Class Two: Finishing scanning "Stopping by the Woods . . ." Then draw an accurate picture of the setting. And finally, using the Graphic Organizer as a guide, analyze Frost's poem.
Classes Five AND Six: using Updike's poem as the text: first, draw a picture of the the setting. Then scan the first stanza. And finally, using the WHO, WHEN, WHERE, WHAT, and HOW Graphic Organizer analyze "Ex-basketball Player." (The HOW is the poems structure.)
History homework update
2 weeks ago:
Abigail Adams/Mumbet
All classes received EITHER a homework on Abigail Adams OR a homework on Elizabeth Mumbet Freedman (based upon which eah student read)
-
this week:
Analyzing the Declaration
Periods 1 & 5 received "Analyzing the Declaration" homework today, Period 6 received this same homework last week. Period 2 will receive it tomorrow.
(homeworks are always due the next day... homeworks do not receive late grades but missing homeworks at the end of the quarter receve a double minus which results in a 1% drop in quarter grade)
Abigail Adams/Mumbet
All classes received EITHER a homework on Abigail Adams OR a homework on Elizabeth Mumbet Freedman (based upon which eah student read)
-
this week:
Analyzing the Declaration
Periods 1 & 5 received "Analyzing the Declaration" homework today, Period 6 received this same homework last week. Period 2 will receive it tomorrow.
(homeworks are always due the next day... homeworks do not receive late grades but missing homeworks at the end of the quarter receve a double minus which results in a 1% drop in quarter grade)
Tuesday, December 2, 2008
English Homework for Wed, Dec 3, Day 4
ALL HOMEWORK IS DUE THE NEXT TIME WE MEET.
Class 1 and Class 2: Text: "Ex-basketball Player." first-draw a picture, a map of the setting. Then-using the WHO-WHERE-WHEN-WHAT Graphic Organizer, identify the "who, where, when, what" of the poem.
Class 5 and Class 6: First-finish scanning "Stopping by the Woods on a Snowy Evening."
then-draw a px/diagram of the setting. Finally-use the who-when-where-what graphic organizer and describe the "who," tell me exactly "where," exactly "when" and the sequence of events in the poem.
Class 1 and Class 2: Text: "Ex-basketball Player." first-draw a picture, a map of the setting. Then-using the WHO-WHERE-WHEN-WHAT Graphic Organizer, identify the "who, where, when, what" of the poem.
Class 5 and Class 6: First-finish scanning "Stopping by the Woods on a Snowy Evening."
then-draw a px/diagram of the setting. Finally-use the who-when-where-what graphic organizer and describe the "who," tell me exactly "where," exactly "when" and the sequence of events in the poem.
Monday, December 1, 2008
Biology - Osmosis Lab Due on Wednesday, 12/3
Periods 5 and 6
Period 2
Your Osmosis Lab is due on Wednesday. Make sure you check your rubric to do the best you can. Don't forget that the lab must be typed, and you must email it to me if you are having printer problems.
Period 2
Your lab is due on Thursday. The same recommendations and reminders apply.
Subscribe to:
Posts (Atom)