Book Groups

Book Groups

For the next six weeks, we will be reading novels in small book groups. Books groups allow you to shape and direct the discussion, and to explore context, theme and symbol. Because each group is small, and because each of you has an active role in every discussion, it is vital that you stay on top of the reading and work, and also that you stay in touch with your group members during each step of the process.

Reading Goals

Your job is to have this book completely finished by Tuesday, January 19^th. During your first meeting, decide how much you will read for each class and record it on the Book Group Calendar. For the four farm week sessions, you need to plan time for two group meetings during your week at the farm and two for your week in the city (members of each group are from the same homeroom).

Roles

For each class session, you will have a specific role in your group. As a group, decide who will take on each role for each class session. No person can have the same job for two classes in a row. Record this information on your Book Group Calendar. Depending on the size of your group, certain roles will be filled by two people who’ll need to coordinate with each other prior to the group discussion.

Discussion Director(s)

• Creates questions for discussion (at least 5, thought-provoking questions)
• Manages Discussion
• Ensures Participation from each group member
• Creates Journal prompt
• Emails discussion questions and journal prompts to me beforehand

As you create discussion questions, think first about what you want to focus on in the discussion. Are there symbols or developing themes in the chapter that stood out to you? What important character information do we learn? Is there an aspect of the writing style that you want to focus on (detail, metaphor, use of dialogue)? What larger political or cultural issues are surfacing? How do they play a role in the chapter?

Journal prompts should focus on how or why questions. They should connect to and extend upon the discussion in class. For example, if your discussion focuses on a particular theme, ask a follow-up question related to that.

Vocabulary Enricher/ Background Researcher(s)

• Looks up any unfamiliar vocabulary
• Researches unfamiliar historical, political and cultural references in the chapter(s)

As you read, keep a notebook, piece of paper or a computer nearby. Jot down the words and references you don’t understand. After you’ve completed the reading, look up the vocabulary and unfamiliar references. Write down the answers you find in your notebook. Include sources for your information, in case you need to revisit something.

Literary Luminary/ Quote Finder(s)

• Finds specific quotes from each chapter to share with group (at least 3 per meeting)
• Explains the significance of each quote
• Brings in outside materials that pertain to the chapter (articles, photographs, music, poems, handmade illustration, etc)

While you’re reading, keep a piece of paper, notebook or computer handy. Jot down the page number of quotes that stand out to you. Once you’ve finished the reading, revisit those quotes. Write down the complete quotes and page numbers that you see as especially interesting/significant/symbolic/confusing. Jot down your reasons for having chosen the quote on your notebook as well. Also, for each session, bring one outside material (see list above) that might add to the discussion or the group/s understanding of the book.

Discussion Breakdown

Each discussion should be organized using the following timetable:

• Discussion and Share (20-25 minutes)
• Journal Writing (10-15 minutes)
• Planning/ Self Assessment (5 minutes)

Evaluation

Your work in these groups will be evaluated in various ways.

• Self-evaluation sheets
• Group evaluation sheets
• Teacher evaluation
• Journal writing
• Group-designed quizzes
• Final presentations

Important Information

These groups give you more freedom in terms of the direction of each discussion. They also require you to take even more responsibility for the reading, your role and your communication within the group.

If you are absent, it is your responsibility to get in contact with your group beforehand, providing them with any of the materials you were responsible for on that day (discussion questions, quotes, etc). If you are in class but unprepared for a group discussion or haven’t completed your particular role, this will greatly affect your individual grade for the book group project.

Please let me know if you have any questions. Looking forward to watching you design and implement your group discussions

Homework for Week of 12/7

Triplets

Monday, 12/7

- Independent Reading: 2 Books Completed (1 Review, 1 Paragraph Response)

Tuesday, 12/8

- Book Group Assignment 1 (see individual schedule)

Thursday, 12/10

- Book Group Assignment 2 (see individual schedule)

- Book Group Context Sheet Due

7th Grade

Wednesday, 12/9

- Wordly Wise Unit 1-5 Review Session

Friday, 12/11

- Personal Action Poem Draft

- Conjunction Quiz

8th Grade

Monday, 12/7

- Examining MLK Speeches Sheet

Wednesday, 12/9

- Speech Proposal Due

- Wordly Wise Unit 1-5 Review

PERSEPOLIS Post #2

At the end of "The Cigarette" Marji says: "With this first cigarette, I kissed childhood goodbye...Now I was a grown-up." What does she mean? Do agree that she grew up in this moment? Why or why not?

Homework for Week of 11/30

Triplets

Monday, 11/30

- Bring Independent Reading Books to Class

Tuesday, 12/1

- PERSEPOLIS - "The Jewels," "The Key," The Wine," and "The Cigarette"

- Blog Post

Thursday, 12/4

- PERSEPOLIS - Finish Book

Friday, 12/5

- Short Story Essay Final Draft Due

7th Grade

Wednesday, 12/3

- Wordly Wise 5 Quiz

8th Grade

Monday, 11/30

- 2 Paragraph Route proposal including a specific location where we could stop and why

Wednesday, 12/3

- Wordly Wise 5 Exercises Due

- MLK -- Your Neighborhood Vote with one detailed paragraph giving info about a specific place we could visit and how it connects to the march. No Late Votes Will Be Accepted.

IMPORTANT REMINDER: First 2 Independent Reading Books need to be finished by Monday, 12/7. This includes 1 Book Review and 1 paragraph length summary

Persepolis Blog Post #1

In the "Heroes" Chapter, how does Satrapi use the visual to show the relationship between Marjane and Laly? Focus on 1-2 images. Describe, analyze and interpret the images separate from the text.

Short Story Essay—Format and Tips

The first draft of your essay comparing two short stories is due on Thursday, November 12^th. Again, this essay will focus on the following questions: What common theme about growing up plays a central role in both of these stories? What does it mean to grow up in these stories? Here are some tips to help you get started with the draft of your essay.

Writing Style

Literature essays present and give evidence about a particular argument, which is also called the thesis. The purpose of a literature essay is to present a clear argument with example, evidence and analysis. The evidence, rather than your personal feelings, is what matters here. So in a literature essay, you must avoid personal pronouns like I, me, my, etcetera. Also, because literature essays focus on a serious argument, the writing style must reflect this. Avoid vague and informal language. Words like thing and stuff should be omitted whenever possible.

Format

Your essay draft should be between 3 and 4 pages in length, 12-point font, double-spaced, and with standard margins. It should include:

• A clear thesis (argument), written in the form of a thesis statement in the first paragraph of the essay
• 3-4 direct quotes to support your argument
• 4-5 body paragraphs
• A strong conclusion, restating your arguments and the major pieces of evidence you used as support

Sample

The following is an example of the writing and format that should be used in a literature essay. All literature essays should be written in MLA (Modern Language Association) format.

Author last name and page # --Rodriguez 1 Mark Rodriguez English 9 November 2009 - Notice Date Format Holden Caulfield the Hero – Make Sure Title is Centered Holden Caulfield, the narrator of JD Salinger’s classic novel The Catcher in the Rye is “a terrific liar” (12). He also drinks and smokes and is regularly thrown out of school for his inferior academic performance. He even makes a botched attempt to hire a prostitute. All of these characteristics give the sense that he is an individual without a strong sense of morality and no clear idea of the difference between right and wrong. But despite this, Holden is quite a thoughtful and sensitive individual. Early in the novel, he is concerned that his friend Jane is being taken advantage of on a date, stating that her date, Stadlater “was unscrupulous. He really was” (40). Holden is even aware of the discomfort his flashy luggage creates for a less wealthy roommate at school. In these examples, and in many others, Holden understands the importance of addressing unfairness. When he sees unfairness, he cannot stop thinking about it, often working to rectify the situation. In spite of his many flaws, Holden’s concern for those being treated unfairly ultimately makes him a sympathetic character, and even an unlikely hero. Thesis Statement—Main Argument Clearly Laid Out in One Sentence

Outline

Use the following paragraph outline as a guide to begin your first draft.

• Paragraph 1—Introduction and thesis statement
• Paragraphs 2 & 3—Specific evidence and analysis from story A in support of your thesis
• Paragraphs 4 & 5—Specific evidence and analysis from story B in support of your thesis
• Paragraph 6—Connections between the two stories in support of your thesis
• Paragraph 7—Conclusion

The specifics of this may vary. You might, for example, focus more on the connections between the stories, therefore using two or three paragraphs to analyze the connections between the stories.

Draft 1 Due on Thursday, November 12^th

`

Homework for Week of 11/16

TRIPLETS

Monday, 11/16
-PERSEPOLIS - The Intro"The Veil," "The Bicycle," "The Water Cell," "Persepolis," "The Letter," and "The Party"
- Question and Answer Page in your Triplet Notebook

Tuesday, 11/17
- PERSEPOLIS - "The Heroes" and "Moscow"
- Question and Answer Page in your Triplet Notebook

- Blog Post

Thursday, 11/19
- PERSEPOLIS "The Sheep"
- Question and Answer Page in your Triplet Notebook

- Modern Iran Image Assignment

Monday, 11/23

- PERSEPOLIS- "The Trip" and "F-14"

- Answer the following questions in at least two detailed paragraphs: What started the Iran-Iraq War? Include the name of the source you where you found your information. No Wikipedia, please.

8th GRADE

Monday, 11/16
- MLK Theme Proposals - 2 detailed paragraphs focusing on the theme you consider most important and relevant for the 2010
MLK March.
Paragraph 1: A detailed explanation of the theme
Paragraph 2:Rationale

Wednesday, 11/18
- Wordly Wise 4 Quiz

- 4 articles on a national or international issue of your choice

7th GRADE

Wednesday, 11/18
- Wordly Wise 5 Exercises

Friday, 11/20
- HOPE Poem Revisions

Homework for Week of 11/9

TRIPLETS

Monday, 11/9
- 1950's Day

Tuesday, 11/10
- Bring Independent Reading Book to Class

Thursday, 11/11
- Draft 1 of Short Story Essay Due
- Bring Independent Reading Book to Class

8th GRADE

Monday, 11/9
- Bring Notebooks with "Why We March" Paragraph

Wednesday, 11/11
- Bring HS Application Writing for Conferences


7th GRADE

Wednesday, 11/11
- Wordly Wise 4 Quiz

1950's Day

1950’s Day

Monday, November 9th is 1950’s day!! Each of you will come to class as a character from the early years of that decade. You will create a short character biography, which you’ll share with the rest of your triplet. Additionally, you’ll need to create a costume that replicates how your character might have dressed in 1950. Use books and the internet as resources! Be creative and have fun!

Remember that all of the information you come up with needs to make sense for the late 1940’s and early 1950’s!

Character Bio
Each character bio needs to include the following:

• Your character’s name and age
• One paragraph describing how other people see you
• One paragraph describing a way you are misunderstood
• A list of five favorite (appropriate) words and catch phrases
• Three other favorites. Favorites can include songs, actors, activities, books, movies, fads, etc…

You can chose from any of the following personas, or come up with a persona of your choice. If you choose a persona not on this list, please talk with me about it first.

Persona Possibilities:

• The Stradlater
• The Jane
• The Holden
• The Sally
• The D.B.

Costume and Performance
You must be dressed in proper 1950’s attire for class. This does not mean going out and buying an entire outfit. It does mean that you should use the resources at home to come up with the most creative and authentic costume you are able to.

Once triplets begin, you must spend the entire time in character.

Project Grade
Grades for 1950’s day will be based on the following criteria:
• Creativity and detail in your character bio
• Costumes and props
• Performance during class

CATCHER Final Blog

Toward the end of the novel, Phoebe tells Holden that she wants to go away with him. What is Holden's response? Why do you think he responded the way he did? What do we learn about him through this response?

CATCHER Post #5

In chapter 22 we learn more about the book's title.
What does it mean to be a "catcher in the rye"?
How does the title relate to Holden?

Due Tues, 11/3

7th Grade - Hope Poems Assignment

Hope Poem Assignment
Now that we’ve read “Hope is the Thing With Feathers,” and written about it in class, create your own Hope Poem. This criteria for the assignment are:
1. The poem must begin with the words “Hope is”
2. The poem should explore the many ways your metaphor can represent hope
3. Use vivid imagery and simile
4. Include at least three stanzas, each focusing on a different aspect of your metaphor
First Drafts Due Wednesday, 11/4

Homework for Week of 11/2

TRIPLETS

Tuesday, 11/3
- CATCHER Chapters 21-4 & Blog Post
- Short Story Essay Proposal Due Via Email

Thursday, 11/5
- CATCHER: Finish Book & Blog Post


7th Grade Writing
Wednesday, 11/4
- Hope Poems Draft
Thursday, 11/5
- Wordly Wise 4 Exercises

8th Grade Writing
Monday, 11/2
- Farm Essay Revision
Wednesday, 11/4
- Wordly Wise 4

UPCOMING: Monday, November 9th is 1950's Day

The English Portfolio - Part 1

The English Portfolio

As part of English class this year, you will create an end-of-year portfolio. This portfolio will consist of four pieces of writing you complete over the course of the year, pieces you consider your best, most polished work. Each portfolio will include the following:

• 2 Analytical Pieces (Literature Essays, MLK Speeches, Persuasive Essay, Etc)
• 1 Creative Piece (Monologue, Memoir, Short Story)
• 1 Writing Piece of Your Choice

Be sure to hold on to all final, graded written work this year. You will revise four of those final pieces so that they represent your best work. In the winter, you will begin to make choices as to which four pieces you will include in your portfolio. At the end of the year, on our last day of triplets, students will hand in and read excerpts from their final portfolios to celebrate all of accomplished writing you completed this year!

More information to follow shortly!

CATCHER IN THE RYE, Blog Post #3 (Chapters 15-17)

In Chapter 16, Holden states:

"The best thing, though, in that museum, was that everything always stayed right where it was. Nobody'd move...Nobody'd be different."

What does this quote reveal about Holden? What is the significance of this observation?

Questions for CATCHER QUIZ 1 CORRECTIONS

The Catcher in the Rye Quiz 1
Answer each of the following questions in a short paragraph. Include detail in your answers.


1. Why does Holden get so upset with Stradlater in Chapter 6? What does Holden do when he gets angry with him? What does this show about Holden’s character?


2. Holden agrees to write a composition for Stradlater. What does he write about? What significant information do we learn about him through this composition?


3. Holden makes repeated references to his red hunting hat. Why is it significant to him? What might it symbolize?

Homework for Week of 10/26

TRIPLETS

Monday, 10/26
- Memoir Revision- Be Sure to Bring Both First and Final Draft!!
- CATCHER QUIZ 1 Corrections

Tuesday, 10/27
- CATCHER Chaps 15-17 and Blog Post

Thursday, 10/29
- CATCHER 18-20
- CATCHER QUIZ #2

Friday, 10/30
- Essay Brainstorm #2


8th GRADE

Wednesday, 10/28
- Wordly Wise 3 Quiz

Friday, 10/30
- Farm Essay Revisions


7th GRADE

Friday
- Wordly Wise 3 Quiz

Independent Reading Overview

Independent Reading Overview

This year, in addition to the books, plays and stories we’ll be reading as a class, you will be required to read at least 6 books independently. These will be books of your choosing, each a minimum of 150 pages in length. These books can be either fiction or nonfiction. Of these eight books, you must read one of each of the following:
• A classic novel
• A nonfiction book
• A book from our classroom library

Please check with me before you begin reading your classic, nonfiction and classroom library books so I know what you’ve chosen. Students can also choose up to two graphic novels as independent reading options.

For three of the books, you will write a short response to the book (one or two paragraphs). These responses will answer one of the following questions:
• Pick one quote from the book that stayed with you. What was that quote? Why did it stick with you?
• What was your favorite aspect of this book (characters, writing style, plot, etc)?
• How did the main character(s) change?

For each of the other three books, you will write a book review to go in the class independent reading binder. Your classmates, as well as future 7th and 8th graders, will use these reviews to help them choose their own independent books.

Review Format
A review gives a reader a sense of whether this book might be right for him or her. Your review needs to include specific examples and direct quotes from the book. In order to help you organize this review, I’ve broken down the steps for completing this assignment. You can think of each step as a paragraph.

1. Context
The first step is to give the reader the background they need to understand the book. So, in your opening paragraph you should include the basic background information. What kind of book is it? Does it take place in a particular time in history? Is it part of a series? Think of any information the reader of your review needs to know in order to understand it.

2. Description
A short description (but not a summary) should be given so that the reader will have some understanding of the book’s overall plot. In a detailed paragraph, include an overview of the story. What events set the story in motion? If, for example, the book is about a journey, what leads the main character(s) to begin it? Knowing what gets the story going is especially important because it will give the reader of your review a sense as to whether they might be interested in the book without giving away too many of its secrets.

3. Evaluation
In this section, discuss what you think the author was trying to get across in the
book. Was it supposed to be funny? Sad? A nail-biter? This is also the place
where you get to give your review, writing first about what you think the author was trying to accomplish, then sharing how successful the author was in doing so. The evaluation section is also a good place to recommend this book to a particular reader. “If you love _________ books, ________ might be the one for you.”

4. Conclusion
Finally, sum up your main points about the book. Do you recommend it? Why or why not? Who seems to be its intended audience? Restate the major points you had about the book.


Submitting a Review
All book reviews must be submitted electronically. Please email it to me at tgrattan@manhattancountryschool.org when you have completed your book review. If it is a complete and carefully written, it will be added to the binder. Those needing more detail, evaluation or proofreading will be returned to you with editing suggestions, so that you can revise and resubmit.


Important Dates
December 7: At least two books read; one review completed
February 24: At least four books read; two reviews completed
May 3: At least six books read; three reviews completed

CATCHER IN THE RYE, Blog Post #2

In chapter 10, we learn about Holden's sister. Earlier in the book, we learned about his younger brother, Allie. What are Holden's feelings about each of his younger siblings? What do they represent for Holden?

DUE MONDAY, 10/19

Homework for Week of 10/19

TRIPLETS

Monday, 10/19
- CATCHER chapters 8-10 and blog
- Description of Holden
Write a one-page description of Holden from either the perspective of Stradlater or Ackley

Tuesday, 10/20
- CATCHER chapter 11

Thursday, 10/22
- CATCHER chapters 12-14, bring in 2 thought-provoking discussion questions
- Short Story Essay Brainstorm #1

Wednesday - 8th Grade, 10/21
- Wordly Wise 3 Exercises

Wednesday - 7th Grade
- Wordly Wise 3 Exercises
- Revised Poems


************REMINDER- REVISED MEMOIR PIECES ARE DUE ON MONDAY, 10/26********************

Homework for Week of 10/13

Triplets
- "Catcher" Chapter 6-7. DUE THURSDAY, 10/15
- Description of Holden. DUE MONDAY, 10/19
Write a one-page description of Holden from either the perspective of Stradlater or Ackley


8th Grade
- Greek and Latin Roots Quiz, WEDNESDAY, 10/14

"Catcher" Post #1

Who is Holden? After reading the first five chapters of the novel, how would you describe him? What kind of person is he? Include a quote in your post.

Homework for Week of 10/5

Triplets

• Life and Timeline of Holden Caulfield Project - DUE THURS, 10/8
• The Catcher in the Rye, Chapters 1-5 and blog post - DUE TUES, 10/13

8th Writing

• Wordly Wise Quiz #2 - WED, 10/7

7th Writing

• Wordly Wise Quiz #2 - WED, 10/7

Preparing for the Greek and Latin Prefixes and Roots Quiz

Preparing for the Greek and Latin Prefixes and Roots Quiz

On Monday, 10/5, the 8^th grade will have a quiz on the Greek and Latin Roots you studied at the farm. The quiz will consist of three parts.

I. Identification and Word Building

a. In this section you will be asked to define a number of the roots and prefixes. You don’t need to know the origin (whether it is Greek or Latin) but you do need to know what each one means. You’ll also be asked to come up with a word using each prefix/root

II. Definitions

a. In this section you will be given several word containing one or more of the prefixes and roots. Come up with a basic definition for these words.

III. Matching

a. For this final section, you will be given a list of words containing one of the prefixes or roots as well as a list of definitions. You will need to match each word to the proper definition.

Tip: The best way to study for this quiz is to know the meanings of each root and prefix well!

"Brownies" Post

Think back to our discussion of theme in class. In your opinion, what is a major theme in this story? Use specific examples and quotes to support your argument.

"Through the Tunnel" Post

The tunnel is central to this story. In what ways does the tunnel work as a symbol? What particularly does it symbolize about the main character?

Additional Farm Week Info

Center

- 8th Grade Wordly Wise 1 Quiz, Monday, 9/21

- 7th Grade Wordly Wise 1 Quiz, Wednesday, 9/23

Front

- 7th and 8th Grade Wordly Wise 1 Quizzes, Tuesday, 9/29

Farm Week Work

English Work for Farm Weeks—Fall 2009

During the fifth floor farm weeks, you will work on several long-term English assignments. This work includes homework for the next few weeks as well as class work both for school and farm. While the amount of work is certainly manageable, it is important that you spread this work out over the two weeks! Please email me if you have any questions at tgrattan@manhattancountryschool.org.

Triplets

• Read the following stories from your Short Story packet: “Brownies,” “Through the Tunnel” & “Mrs. Sen’s” – Due Monday, 10/5
• Answer blog posts for both “Brownies” and “The Tunnel” – Due Monday, 10/5
• Bring in three significant quotes from “Mrs. Sen’s.” Quotes should focus on character, theme or symbol. Due Monday, 10/5
• Write your own memoir piece inspired by Sandra Cisneros’ “Eleven”
• In “Eleven” Cisneros focuses on a particular moment where the eleven-year-old narrator didn’t just feel eleven, but also “ten and, nine and eight and seven.” Write about a time when you felt this way too. Though the Cisneros story is fictional, yours will be a memoir piece focusing on one moment that stood out for you, a moment you felt young and old at the same time. For the narrator of “Eleven” it was the moment when she was forced to take a sweater that wasn’t hers. Reflect on a moment in your life when you felt different your selves surfacing, and turn it into a memoir. Your draft should be between two and three pages long. Due Monday, 10/5

7^th Grade Writing and Grammar

Writing

Your writing work needs to take place at the farm, so be sure to bring your three-subject notebook to the farm with you!

q Take two walks at the farm with your notebook and something to write with. It would be great for you to take these walks at different times of day. It’s amazing how much the farm changes from first thing in the morning to twilight. Find a place at the farm that interests you, a place full of details that stand out.

q During each walk, write a 1-2 page freewrite in your notebook. This is not something that needs to be polished. Focus on finding as many details as you can. Write about the larger, immediate details you observe, but focus on the smaller ones too. The more details you can cull the better. Be sure to move beyond the visual. What sounds and smells make this place unique? What does it feel like to sit where you are sitting?

q After you’ve completed both of the freewrites, look back at what you’ve written. What images seem the strongest? What details from the natural world might serve as a symbol for something else?

q Next, write the first drafts a two poems inspired by the poetry of Robert Frost. The first will be an homage to his poem “October.” Since you will be at the farm primarily in September, however, it should be about September. What are the main symbols in the “October” poem? What does October represent? How can you write your own poem using September to symbolize an idea or emotion?

q The second poem should also incorporate symbolism from the natural world, yet it needs to follow the same rhyme scheme and meter as Frost’s “Nothing Gold Can Stay.” The actual rhymes don’t need to be the same, but the structure should be. Remember that the rhyme scheme of that poem was AABBCCDD and that each line except for the eighth and last had the same number of syllables. So for this poem, the subject, tone and theme are up to you, but you’re following Frost’s structure.

q Bring both poems to class on Wednesday, 10/7.

Vocabulary

• Complete the Wordly Wise Lesson 2 exercises, Due Monday, 10/5
• Wordly Wise 2 Quiz – Wednesday, 10/7

8^th Grade Writing

Writing

• While you are at the farm, complete a two-page freewrite in the writing section of your notebook about the farm. What memories do you have about your time at the farm? How has the farm changed you? What lessons have you learned there (both positive and difficult ones)? What is your favorite part of visiting the farm?
• After you have completed this freewrite, go through what you’ve written and pick out lines or ideas that seem especially important. Highlight or underline. Expand on the ideas that stand out to you.
• Complete a draft of an essay answering the following question: How have your experiences at the farm been significant for you? Due Wednesday, 10/7
• Many high schools ask you to write an essay as part of the application process, often about a significant moment or place. Writing about the farm could end up as the foundation for one of these high school essays. Even if it doesn’t, it’s good practice at writing a particular kind of essay, a personal essay with an emphasis on self-reflection.
• Some questions and ideas to consider when writing the essay:
• Make it personal. Focusing on the farm in general is fine, but this is about you and how/why it matters in your life.
• What specific moments and examples stand out to you the most? Focus on those. Include a lot of detail and insight. Try to turn those details into a story.
• Connect the farm to your larger experiences. How might your experiences as a NYC resident who has spent several weeks a year at a farm influence who you’ll be in the future? How has it changed you already? Taught you a lesson?

Vocabulary

• Complete the Greek and Latin Roots Sheets. There will be a quiz on Greek and Latin Roots on Monday, 10/5
• Wordly Wise Lesson 2 exercises, Due Monday, 10/5
• Wordly Wise 2 Quiz, Wednesday, 10/7

"Flyboys" Post

"Flyboys" is a story filled with symbols. Identify one symbol you consider to be significant. Explain how and why you see it as a major symbol.

Homework for Week of 9/14

Tuesday

- Read "Girl" by Kincaid

- Write 1-2 paragraphs of "Family Instructions"***

Thursday

- Read "Flyboys" and answer blog post

Friday

- 7th Grade Wordly Wise #1 Quiz

Monday 9/21 (BEFORE LEAVING FOR FARM)

- 8th Grade Greek Roots Sheet

*** "Girl" is a largely a set of instructions passed from mother to daughter. In the story a mother tells her daughter about routines (household and social) as well as expectations she has for her child. Imagine an important adult in your life is passing along routines and exceptions for your family and community. What would they look like?

"My Friend Lucy Who Smells Like Corn" Option C

Tepeyac is largely about memory. How does the narrator feel about the memories she is reliving? What words or phrases give you a sense of the narrator's feelings? 

"My Friend Lucy Who Smells Like Corn" Option B

Choose two symbols in the piece Mericans that you consider especially significant. What do they symbolize and why do they stand out to you as symbols?

"My Friend Lucy Who Smells Like Corn" Option A

What is the mood of the piece Salvador Late or Early? What details convey that mood to you the most? Why?

Homework for Week of 9/10

Triplets

- Read all of the vignettes in "My Friend Lucy Who Smells Like Corn" and answer one blog post option, DUE MONDAY, 9/14

-Send me a current, regularly checked email address at tgrattan@manhattancountryschool.org

8th Grade

- Wordly Wise Lesson 1 Exercises, DUE MONDAY 9/14

7th Grade 

- Wordly Wise Lesson 1 Exercises, DUE WEDNESDAY 9/16

Welcome to English!!

WELCOME TO ENGLISH, September 2009

 

It is going to be a very exiting year in English! In our literature classes, we will explore the relationship between the individual and society in books like A Catcher in the Rye and Persepolis. How is an individual shaped by the society that he or she lives in? How too can an individual influence his or her society? How do societies accept and reject individuals? How do religion, politics, and social norms play a role?

 

Our writing classes will focus on creative and expository writing, as well as vocabulary building and grammar. The 7^th grade writing curriculum includes units on poetry, persuasive essays, and autobiography. 8^th grade will writing focus on persuasive writing as well, along with units on short fiction and journalism.

 

Your effort mark for English will be determined through the following five categories:

 

Participation

Class participation is key, both in our writing and literature classes. Discussion and group work make up a substantial part of our work in class, so please come to class with questions and comments about the readings.

 

Homework

You should expect homework on most nights, often short reading and reading response assignments. While many assignments will be short-term, there will be a number of long-term assignments and projects, particularly in writing. One of the goals in 7^th and 8^th grade is for students to learn how to manage time, so if you are given, for example, two weeks to complete an assignment, that assignment should be worked on a little bit each day for the entire two-week period.

 

Class Journal

This year you have been asked to provide a journal that will remain in class at all times. In this journal I will ask you to respond to a particular idea from the assigned reading.  It is meant to be a place for you to deepen your thinking, so my comments and grades for the journals will focus primarily on the depth of your thinking, the detail with which you answer a question and the thought you give in creating your own arguments.

 

Essays and Formal Assignments

While the journal gives you a chance to figure out your ideas, it is through revision, organization and carefully constructed arguments that each of you will develop your critical and analytical writing skills. Most essays will include numerous drafts, and creative assignments such as character monologues will be written in first and final drafts as well. The focus on revision is key in developing as a writer, so grades for each assignment will look both at the effort you put into the early drafts and outlines, as well as the way in which you use revision to create a strong and thoughtful final draft.

 

 

Quizzes and Tests

There will be quizzes, both announced and unannounced, as well as tests on the books we read and for vocabulary. Please be sure to come to class prepared each day. Tests will be less frequent. For each test, students will be given ample notice as well as in-class review sessions.

 

 

 

Materials

Please be sure to have the following by our first day of triplets:

• Two notebooks
• One 3 subject notebook
• One journal/notebook that will stay in school, at least 100 pages long
• A section in your binder for Literature and one for Writing/Grammar
• An English Folder
• Something to write with!!

 

 

 

 

 

SUMMER HOMEWORK

*****Note: This letter was written to students entering the 8th Grade in the fall. Those entering 7th grade in September should only follow the ENGLISH portion of the letter (the latter half)*******

Have a Great Summer!

_________________________________________________________________________________________________________________

May 27, 2009

Dear 7th graders and 7th grade families:

Here’s the summer homework assignment for your class. We collaborated to put together an assignment that will prepare students for the standardized tests they will take next year and for the 8th grade in general. For the test prep assignment, students need to purchase The Princeton Review Cracking the SSAT & ISEE 2009 Edition. This book is available at most major bookstores, as well as online.

TEST PREPERATION
Because students will not be taking the specialized high school test (SHSAT) or the ISEE/SSAT until later in the fall, it makes the most sense to focus on expanding vocabulary, solidifying basic math skills, and continuing to read and write during the summer months. Students taking high school entrance exams should plan to study test taking strategies closer to the test date so the material is fresh in their minds (either in a test prep class, at MCS, or on their own). Everyone is welcome to use this book to do practice problems, however (SSAT chapters 5-10 and ISEE chapters 15-20). Practicing the ISEE questions may help students prepare for the CTP IV, which students will take during the September/October farm weeks, as both tests are written by ERB. We will also use the Princeton Review book next year in high school placement class.

In the Princeton Review book (students can write their answers in the book) –
Vocabulary
□ Read pp. 22-31
□ Complete the 13 Word Webs on pp. 32-45 (you can use the word parts index on pp. 74-76)
□ Make flashcards for any words you didn’t know in the Word Webs
□ Read the words in the Hit Parade (pp. 47-73) and make flashcards for words you don’t know

Math
DO NOT USE A CALCULATOR – THEY ARE NOT ALLOWED ON THE TEST
□ Read and complete the 24 Practice Drills and 2 Review Drills in pp. 56-103
[Some of these problems will be review – some may be new information.]
□ Correct the drills using the answer key in chapter 3 (pp. 106-111)
□ Read and complete the Multiple Choice section in pp. 390-410
[This section will help you practice for the CTP IV.]
□ Correct your answers to Multiple Choice Practice Drills 1 & 2 using p. 510
□ Read the Quantitative Comparison section in pp. 434-436. Complete Practice Drill 10 on p. 436 and Drill 12 on pp. 439-40.
[This section will help you practice for the CTP IV.]
□ Correct your answers to QC Practice Drills10 and 12 using p. 511.

Optional: Reading and completing Practice Drills 3-8, 11, and 13 in the ISEE math section (pp. 410-444) would be a helpful boost to your math test taking skills. If you have time, and especially if you are taking the ISEE, these exercises are highly recommended.

Practice Test – ISEE OR SciHi
The more test questions you do, the more prepared you will be when you take the test. You should take your practice test after you have done the above math and vocabulary studying, so that your score reflects your new knowledge. Please take the practice tests as though you are in a real testing situation, so you can work on your pacing. Time yourself, take the test in one sitting with short breaks between sections, and carefully fill in the bubbles on the answer sheet. Choose one OR the other depending on which schools interest you more. Students may choose to do both.

□ Princeton Review Upper Level ISEE Practice Test – chapter 21, pp. 607-644 (including the essay) [Please correct your test using the key on p 720.]
OR
□ Specialized High Schools Admissions Test (copy included) [Please correct your test using the answer key provided.]

PLEASE TURN IN YOUR PRINCETON REVIEW BOOK WITH COMPLETED WORD WEBS AND CORRECTED MATH SECTIONS, YOUR FLASHCARDS, AND YOUR CORRECTED TEST ON THE FIRST DAY OF SCHOOL.


ENGLISH

Part I: Read a minimum of four books (one classic, one realistic fiction, one sci-fi or fantasy, and one free choice) to a maximum of infinity. (Read as much as you can.)

For each book:
1) Write a one-page response to the book, including strongest scenes, favorite characters, specific opinions, and interesting analysis. Your response should answer one of the following questions:
• How did the main character(s) change in the book?
• What was the biggest surprise in the book (plot, character, etc.)? Explain the surprise. Why was it so surprising to you?
• What was your favorite aspect of the book (character, action, tone, humor, writing style, etc.)?
• How does the book relate to you (your experiences, feelings, perspectives)?
2) If you read more than four, please keep a running list of the books’ titles and authors (you don’t have to do the above). Please do not read A Catcher in the Rye, The Crucible, The Curious Incident of the Dog in the Nighttime, Shabanu: Daughter of the Wind or A Midsummer Night’s Dream

Part II: Read at least 6 articles from magazines and/or newspapers that generally include vocabulary that you aren’t familiar with (The New York Times, Time, National Geographic, The Economist, etc.). Identify words you don’t know in each article, look up definitions, and create sentences using each word. Write each definition and example sentence on an individual index card. Those cards will be put on our Summer Vocabulary Wall on the first day of school.

Part III: Everyone should buy and read this year’s community book, A Single Shard by Linda Sue Park. We will discuss this book as a 5th floor during the opening days of school.

PLEASE TURN IN YOUR 4 RESPONSES TO TOM ON THE FIRST DAY OF SCHOOL.

Wishing you all restful and stimulating summers. You’re a fabulous 8th grade already!

Carol, Tom, and Cynthia

"Jack" Post #1

In the opening of the book, we see Jack's very strong reaction to his father's revelation about his sexuality. How does he react? What factors make his reaction so intense?

Homework for Week of 5/19 and Beyond

Thursday, 5/21
• Finish Romeo and Juliet and bring two fantastic discussions
• Perform and get feedback on Shakespeare Teaching Project

Tuesday, 5/26
• Final Prep and Rehearsal for Shakespeare Project

Wednesday, 5/27
• Upper School Assembly—Shakespeare Teaching Project Performed!

Thursday, 5/28
• Jack pp 1-56 and blog post

Monday, 6/1
• Jack pp 56-125
• 7th Grade: Wordly Wise 10 Exercises

Tuesday, 6/2
• Finish Jack and final blog

Thursday, 6/4
• WORDLY WISE, 6-10 Test

Homework for Week of 4/27

Thursday, 4/30
- "Romeo and Juliet" Act 2, scenes 1-2

Friday, 5/5
7th Grade
- 20 Years from Now Chapter
- Revised Poem and 6-word memoir
8th Grade
- Wordly Wise 10

Homework for Week of 4/20

Tuesday, 4/21
- Bring Completed Independent Book to Class
- 7th: Rewrite of "Free Choice # 2"

Thursday, 4/23
- Sonnet Sheet

Friday, 4/24
- 7th: Six Word Memoir
- 7th: "Personal Action Poem" Draft

Monday, 4/27
- Independent Reading Survey
- 8th Grade: Wordly Wise # 10

"Manzanar" Final Blog

Toward the end of Chapter 22, Jeanne writes: "Papa's life ended in Manzanar, though he lived for twelve more years after getting out. Until this trip I had not been able to admit that my own life really began there." What does she mean? What examples from the text connect to this statement?

Homework for Week of 4/14 and Beyond

Wednesday, 4/15
- 7th Grade REWRITES of Free Choice #1 and Day in the Life

Thursday, 4/16
- Manzanar 12-14

Friday, 4/17
- Power of the Moon Final Essay

Monday, 4/20
- Finish Manzanar and Blog
- 7th Grade - REWRITE of Free Choice #2

Tuesday, 4/21
- Finish Free Choice Book and bring to class
- 7th Grade REWRITE of Lesson Learned

"Manzanar" Chapters 1-3

Pick at least two kinds of fear in these opening chapters and discuss the role of fear in these opening chapters.

Homework for Week of 3/30 and Spring Break

MONDAY
- Night Chapter 2 and Poetry Packet

TUESDAY
- Manzanar Chapters 1-3 and Blog Post

WEDNESDAY
- 7th Grade - "Who Am I?" Chapter

THURSDAY
- Manzanar Chapters 4-6
- 7th Grade - Color of Water Take-Home Test due by midnight

FRIDAY
- 8th - Wordly Wise 9 Quiz
- 7th - "Free Choice #3" Draft

BREAK AND UPCOMING
- For Tuesday, 4/14 -Finish Part 1 of Manzanar and bring in 2 great discussion questions
- 7th Grade, Wednesday, 4/15 - Rewrites of "Free Choice 1" and "Day in the Life"

"Night" Chapter 1

What role does hope play in this chapter?

Homework for Week of 3/23

Tuesday, 3/24
7th Grade - Free Choice Chapter

Wednesday, 3/25
7th Grade - Complete Stanford Reading Comp Packet

Thursday, 3/26
Night Chapter 1 and Blog

Friday, 3/27
"Polish Jews" Packet with Notes and Vocabulary List
8th Grade - Wordly Wise 9
8th Grade - Take-Home Test due electronically by midnight

7th Grade -- NO Free Choice Chapter due on Friday

Color of Water Take-Home Test

“I’m dead.” This startling sentence begins the book The Color of Water. Death plays many roles in this book. Describe three different “kinds” of death, literal and metaphorical, in The Color of Water. Explain your reasoning. What is the significance of each kind of death? How does it connect to larger themes in the book? Provide a specific example and a quote for each kind of death you highlight.

The essay should be no longer (or shorter) than 5 paragraphs—introduction, 3 body paragraphs and conclusion—typed (12-point font) and double-spaced.

This paper must be submitted electronically. Please email it to me (and make sure you spell my email address correctly) at tgrattan@manhattancountryschool.org.

8th Grade Due Date: Friday, March 27th (by midnight)
7th Grade Due Date: Thursday, April 2nd (by midnight)

"Color of Water" Final Blog

Toward the end of the book, we learn more about James' early adulthood. Why do you think he quits so many of the jobs he had after graduate school? What other symbols, themes and characters does his perpetual quitting connect to?

7th Grade Farm Week (8th Grade Should Read This Too!)

A reminder that your Power of the Moon Essay (draft 1) is due before the 7th grade leaves for the farm.

Please complete the following by Monday, 3/23:

- Finish The Color of Water
- Answer Blog Post
- Be ready for a quiz
- 7th Grade, Wordly Wise 8

Homework for Week of 3/9

MONDAY, 3/9
- "Color of Water" Chapters 15-17 and blog

TUESDAY, 3/10
- Power of the Moon Outline
- 7th GRADE: Hobbies and Passions Rewrite

WEDNESDAY, 3/11
- 8th GRADE: Wordly Wise 8

THURSDAY, 3/12
- "Color of Water" 18-19
- 7th GRADE: Lesson Learned Chapter

MONDAY, 3/16
- Power of the Moon Essay, Draft 1

"Color of Water" Chapters 15-17

How and why do Ruth and James begin to "recover" from the emotional turmoil and extreme changes they experienced in the previous several chapters? What keeps them going? Who/what do they rely upon? What slowly "turns them around"?

"Color of Water" Chapters 11-14

In these chapters, we see James fall from grace. What do you think prompts him to change?

Revised Homework, Week of 3/3

Wednesday, 3/4
- Wordly Wise Quiz (both 7th and 8th Grade)
- Independent Reading Essay Due

Thursday, 3/5
- Color of Water, Chs 11-14 and blog post
- Power of the Moon Sheet

Friday, 3/6
- Revised Heracles Essay
- 7th Grade - A Day in the Life Chapter

"Color of Water" Chapter 10

On page 95, McBride writes that "the question of race was like the power of the moon in my family." What does he mean?

Homework for Week of 3/2

Monday, 3/2
- Color of Water Chapter 10, Blog post
- 8th Grade Wordly Wise Quiz

Tuesday, 3/3
- Independent Reading Essay
- 7th Grade Family Chapter Rewrite

Wednesday, 3/4
- 7th Grade Wordly Wise Quiz

Thursday, 3/5
- Color of Water Chapters 11-14, Blog Post

Friday, 3/6
- Heracles Essay Rewrite

"Color of Water" Chapters 3-6 Blog

What different roles does religion play in these chapters, particularly for the mother?

Revised Heracles Essay, Info and Tips

The revisions of the Heracles essays are due on Friday, 3/6. Again, this essays is asking you whether Heracles Here are some tips for revision:

Content

- Your intro should include a clear definition of what it meant to be a hero in ancient Greece AND what it means to be a hero today.
- Also in your intro, include the specific argument about Heracles being a hero. "He is a hero for the ages because...." or "He is not a hero for the ages because..."
- Your argument should go beyond what Heracles did and focus on his characteristics.

- In the body of your paper, give specific examples, both about Heracles and about a modern day hero, in support of your argument

Language

- Revise thinking about strong language, particularly verbs and adjectives. EX- Instead of "He did his labors" think about "He completed his labors." Instead of words like good/bad, find more specific language.
- Watch for run ons, fragments and confusing phrases

English work through 2/27

WED, 2/11
- 7th Autobiography, Hobbies and Passions

THURS, 2/12
- "Color of Water" Chs 1-2 and Blog Post

FRI, 2/13
- Wordly Wise 6 Quiz

MON, 2/23
- "Color..." Chs 3-6 and Blog Post

TUES, 2/24
- Wordly Wise 7

WED, 2/25
- 7th Autobiography Free Choice Chapter

THURS, 2/26
- "Color..." Chs 7-9

FRI, 2/27
- 8th Grade Complicated Character Story, Draft 1

"Color of Water" Chapters 1-2 Blog, Due 2/12

Choose a particular, repeated detail in the opening chapters that stood out to you. What does this detail symbolize? What information does it reveal about the characters, particularly the mother and the narrator?

8th Grade Draft of Complicated Character Sketch

Your character sketch should include the following information:

- contradictions
- physical characteristics
- personality traits
- hobbies
- socioeconomic status
- occupation
- hopes
- fears
- goals
- family history
- proudest/ least proud moment
- how she/ he would describe himself/ herself
- how others would describe your character

Additional Homework for Tuesday, 1/27

Bring your thesis for the Heracles essay to class!

Heracles Essay: More Info

The assignment for the Heracles essay is as follows:

Write a 2 page response agreeing or disagreeing with the following statement: “Heracles is a hero for the ages.”

Some important questions to consider:

- How did the ancient Greeks seem to define the term hero?
- How do you define hero today?
- In what ways does he fit or not fit into these definitions?

Remember that you can argue that Heracles both is and isn't a hero for the ages, but be specific about that in your thesis.

Your essay should include:

- A clear intro focusing on heroism, then and now, with a clear, easily identifiable thesis
- 2-3 paragraphs with specific supporting ideas that use examples to prove your thesis
- a clear conclusion

Other tips:

- This is a formal essay, so avoid the use of personal pronouns (I, me my, your...) and informal language
- Be sure to use strong verbs and nouns (Rather than writing "Another thing to think about..." try something like "Another aspect to consider..." instead)
- Proofread and revise!
- Ask questions if you've got them ahead of time (either at school of via email: tgrattan@manhattancountryschool.org)

Greek Gods Final Project

Greeks God Final Project

For the end of our unit on Greek Myths, you will complete a two-part final project, including a day in which you portray a Greek god, and brief presentation where you will teach your triplet about the particulars of a particular god. You are responsible for the following:

Part 1—Handout
• Read the section in the Mythology: Greek and Roman (Carpenter and Gula) about your particular god, along with two other sources (either from books or reputable internet sources). Bring your two additional sources to class on Monday, 1/26
• Take formal notes on all of your sources, formal notes must be completed by Thursday, 1/29
• Turn the information about your god into a handout, about a page long. The handout must include the following information:
o Specifics on his or her power(s). What was he or she the god of?
o Temperament and character traits
o Physical characteristics, including tools and symbols associated with them
o Relationship to other gods
o Significant children
o Relationship to mortals
o Most important myths about the god
o 1-2 little known facts
• Handout and a 2-3 minute presentation about your god will be due on Monday, 2/2. Please make enough copies for your entire triplet!!

Part 2—Monologue
• Create a 3-5 minute monologue from the perspective of your god focusing on one or more of the following topics:
o His or her relationship with a god or a mortal
o A way in which he or she is misunderstood
o The psychology of your god (why they do the things they do)
o A contradiction in character and/or roles (Hermes, for example both the god of traders and thieves)
o Something she or he could feel conflicted about
o A take on a famous story about them
o A regret
o Take on a specific relationship she or he has with a mortal or another god
• You will also spend an entire triplet interacting with everyone (the other gods) as if you are your particular Mount Olympian, so come up with at least five questions to ask different gods in attendance
• On the day you present your monologues, you must not only take on the persona of your god, but the look of them too. This means props and costumes!
• Monologues will be performed in class on Greek God Day, Thursday, 2/5
Grading
You will receive two grades, one for the handout and its presentation and one for the monologue. The grading criteria are:

For the handout:
• Clarity of information
• Use of detail
• Adherence to the assignment
• Proofreading/Editing
• Presentation

For the monologue:
• Clarity and organization
• Use of relevant detail
• Creativity
• Proofreading/Editing
• Performance
• Costumes & Props


Be creative with this project and have fun!!

Homework for Week of 1/26

MONDAY 1/26
- Worldy Wise 1-5 Unit Test
- Bring all articles/sources for your Greek God Final Project to class

TUESDAY 1/27
- Heracles Questions

THURSDAY 1/29
- Heracles the Hero Essay

FRIDAY 1/30
- 7th Grade Parts of Speech Retest
- Bring Nonfiction Independent Reading Book choice to class

Autobiography Timeline (Tentative)

Autobiography Timeline (Tentative)
Each chapter should be at least 3 pages long, but can be longer. All blank spaces denote free choice chapters. Please keep up with the deadlines!!



February 4th (Wednesday) 1st Chapter: Family

February 11th (Wednesday) 2nd Chapter: Hobbies and Passions

February 25th (Wednesday) 3rd Chapter: _________________

March 2nd (Monday) REWRITE: Family

March 4th (Wednesday) 4th Chapter: A Day in My Life

March 9th (Monday) REWRITE: Hobbies and Passions

March 12th (Thursday) 5th Chapter: Lesson Learned
REWRITE: Chapter 3 & A Day in My Life

March 24th (Tuesday) 6th Chapter: ______________
7th Chapter: ______________
8th Chapter: Who Am I?

March 27th (Friday) REWRITE: Lesson Learned

April 1st (Wednesday) 9th Chapter: _____________

April 15th (Wednesday) REWRITE: Chapter 6, Chapter 7, Who Am I?

April 20th (Monday) REWRITE: Chapter 9

April 22nd (Wednesday) Personal Action Poem

April 24th (Friday) Six-Word Memoir

May 1st (Friday) 10th Chapter: 20 Years From Now
REWRITES: Personal Action Poem, Six-Word Memoir

Week of May 11th Beginning layout (Bring book, chapters, photos)

May 13th (Wednesday) Final Autobiographies Due (Reading Practice)

May 18th (Monday) Autobiography Share!!!!!

7th Grade Parts of Speech Retest

All 7th grade students who received a 70% or lower on the Parts of Speech Test, must take the retest on Friday, January 30th. They must also attend one of the review sessions for the test, either on Friday, 1/23 or Wednesday, 1/28, no exceptions!!!

Independent Reading Assignment #4 - Nonfiction

Independent Reading Assignment #4

For the next Independent Reading Assignment, you will be reading a nonfiction book. Choose from the list below or talk with me if you have a nonfiction book you'd like to read that is not on the list. After completing the book, answer the following questions in a 2-3 page essay:

Would you recommend this book to another 7th or 8th grade reader? Why or why not? What elements were the most/least successful (voice, plot development, character, humor, suspense, etc)?

Due Tuesday, March 3rd

Albrecht, Kathy The Lost Pet Detective
Bergreen, Laurence Over the Edge of the World
Binney, Marcus The Women Who Lived for Danger: Behind Enemy Lines During WWII
Bissinger, H.G. Friday Night Lights
Bryson, Bill A Walk in the Woods: Rediscovering America on the Appalachian Trail
Buck, Rinker Flight of Passage
Capote, Truman In Cold Blood
Chang, Jeff Can’t Stop, Won’t Stop: A History of the Hip-Hop Generation
Croke, Vicki The Lady and the Panda
Curtis, Christopher Paul The Watsons go to Birmingham
Ehrenreich, Barbara Nickel and Dimed
Frank, Anne The Diary of a Young Girl
Gleik, James Isaac Newton
Greenblatt, Stephen Will in the World: How Shakespeare Became Shakespeare
Hakakian, Roya Journey From the Land of No: A Girlhood Caught in Revolutionary Iran
Hillenbrand, Laura Seabiscuit: An American Legend
Hopkinson, Deborah Shutting Out the Sky: Life in the Tenements of New York
Kalush, William The Secret Life of Houdini: The Making of America’s First Superhero
Krakauer, Jon Into Thin Air
Larson, Erik The Devil in the White City
Mealer, Bryan All Things Must Fight to Live
Montgomery, Sy The Good Good Pig
Nuzum, Erik Parental Advisory: Music Censorship in America
Pollan, Michael The Botany of Desire
Ralston, Aron Between a Rock and a Hard Place
Roach, Mary Stiff: The Curious Life of Human Cadavers
Rybczynski, Witold One Good Turn: The Natural History of the Screwdriver and the Screw
Salzman, Mark True Notebooks: A Writer’s Year in Juvenile Hall
Satrapi, Marjane Persepolis: The Story of a Childhood
Sullivan, Robert Rats: Observations on the History and Habitat of the City’s Most Unwanted Inhabitants
Traig, Jennifer Devil in the Details: Scenes from an Obsessive Girlhood

Winter Farm Weeks Work

Winter Farm Weeks
The following work should be completed over the course of the winter farm trips.


1. Read Chapters 8-14 in Tales of Greek Heroes. Due Tuesday, 1/20

2. Create a timeline of the Life and Adventures of Hercules. Due Tuesday, 1/20

3. Independent Reading Book Review. Due Wednesday. 1/21

4. Review for your Wordly Wise Lessons 1-5 Unit Test. Monday, 1/26

5. Write a 2 page response agreeing or disagreeing with the following statement: “Hercules is a hero for the ages.” Due Tuesday, 1/27