--Pick up the slip of paper titled "The Grammar Hammer--Errors/Rules Warm-up" from the front table. Find and fix any errors (the comma splice, FANBOYS usage errors, WUBAIS usage errors, and possessive apostrophe usage errors [missing or misplaced]). If any of the phrases and clauses in items #1.)-#4.) are correct as written, write a C next to the item. Good luck!
S. the C.
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the English 9 course:
- L-Dog
- Princess Bell
- Loki (make sure to follow through on the arrangements that you have made :))
- Mike
- The Popmaster
--The following students have not submitted the Monomyth Writing Assignment at all:
- Noble 6
- Pikachu
--go over the Jump Off as a quick review of definitions/rules/tips and tricks
Transition
--Pick up the "The Grammar Hammer--Assessment of English 9 Errors/Rules" sheet from the front table.
Assessment -- The Grammar Hammer: English 9 Errors/Rules
--After purposefully reading the directions, carefully complete the task at hand.
--When you finish with the assessment, place your completed work in the black basket on the front table. Then, open your vocabulary book to page 72. Purposefully read through the words, pronunciations, parts of speech, definitions, sample sentences, synonyms, and antonyms for each of the words. As you do so, write the words on the lines as an additional engagement strategy. If you finish this task, turn to page 77 and begin the "Completing the Sentence" exercise. Underline the context clues that help you determine which word you select for each sentence (skill-building).
Looking Ahead -- Vocabulary Unit #6
--go over pronunciations for the Unit #6 word list (pages 72-74) together
--For HW, begin preparing for the Unit #6 vocabulary review activity, which will take place during class on Wednesday. In order to successfully engage in the review activity, you will need to know the meanings of each of the words and be able to use the words in sentences. The quiz will take place on Friday.
Transition -- pick up a copy of "The Homecoming from The Odyssey" packet from the front table
Reading Activity -- "The Homecoming from The Odyssey"
--engage in an oral reading for the gist (Mr. Martin occasionally makes comments/asks questions, and when he does so, you ought to annotate accordingly)--feel free to annotate a little bit more based on your own observations, thoughts, questions, etc. (though this is not the purpose during an initial reading)
--illustrative passages related to Mr. Martin's comments/questions:
- Page 895: "Alone and exhausted, Odysseus is washed up on the land of the Phaeacians, where Alcinous is king. Alcinous gives a banquet in honor of Odysseus and asks him to reveal who he is and where he came from. Odysseus relates to the king his adventures up to that time. His account makes up Books 9-12 of the Odyssey."
- Page 900: "He left his rams / and he-goats in the yard outside, and swung / high overhead a slab of solid rock / to close the cave. Two dozen four-wheeled wagons, / with heaving wagon teams, could not have stirred / the tonnage of that rock from where he wedged it / over the doorsill" (141-147).
- Page 903: "[Cyclops] whisked away his great door slab / to let his sheep go through--but he, behind, / reset the stone as one would cap a quiver" (217-219).
- "Definition:In literature, juxtaposition is a literary device wherein the author places a person, concept, place, idea or theme parallel to another. The purpose of juxtaposing two directly/indirectly related entities close together in literature is to highlight the contrast between the two and compare them. This literary device is usually used for etching out a character in detail, creating suspense or lending a rhetorical effect" ("Juxtaposition," Literary Devices).
- Page 922: “Sometimes in farmyards when the cows return / well-fed from pasture to the barn, one sees / the pens give way before the calves in tumult, / breaking through to cluster about their mothers, / bumping together, bawling. Just that way / my crew poured round me when they saw me come—/ their faces wet with tears as if they saw / their homeland, and the crags of Ithaca, / even the very town where they were born” (118-126).
- "Dramatic irony, in literature, is a plot device in which the audience’s or reader’s knowledge of events or individuals surpasses that of the characters. The words and actions of the characters therefore take on a different meaning for the audience or reader than they have for the play’s characters. This may happen when, for example, a character reacts in an inappropriate or foolish way or when a character lacks self-awareness and thus acts under false assumptions" ("Dramatic Irony," Encyclopaedia Britannica).
HW Time
HW
Optional (but highly encouraged!) vocabulary assignment:
--Complete the "Completing the Sentence" exercise (pages 77 & 78). Underline the context clues that help you determine which word you select for each sentence (skill-building).
Assessment preparation:
--Continue preparing for the quiz itself, which will take place this Friday (3/7/2014). Make sure that you truly know the words by Friday, as you will be asked on the quiz to write your own sentences for a few of the words using enough context to clearly show that you have incorporated the chosen words into your own vocabulary. The incentive plan is in place for this week's quiz!
Mandatory reading assignments:
--Finish your gist reading of "Book Twenty-One: The Test of the Bow" (the first section of "The Homecoming from The Odyssey") if we do not complete the reading together in class.
--Complete a gist reading of "Book Twenty-Two: Death in the Great Hall" (the second section of "The Homecoming from The Odyssey") prior to the beginning of next class.
