“You'll never know everything about anything, especially something you love.” 
― Julia Child

Thursday May 31st Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam

“Give a bowl of rice to a man and you will feed him for a day. Teach him how to grow his own rice and you will save his life.” 
― Confucius

Tuesday May 29th Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam 

“Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” 
― Malcolm X

Tuesday May 29th Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam 

“It does not matter how slowly you go as long as you do not stop.” 
― Confucius

Thursday May 24th Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam 

Wednesday May 23rd Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam 

“Education is the most powerful weapon which you can use to change the world.” 
― Nelson Mandela

Tuesday May 22nd Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

We read in the introduction to the play that the scene with Mrs. Johnson was cut at one point and restored in this version. The author states that when it has been used it "has worked to solid--often--hilarious--effect. Also, "because it speaks to the fundamental issues of the play, makes plain the reality that waits the Youngers at the curtain," etc. (11).

Please write what is in red below at the top of a sheet of paper that you can hand in today:

Exit Visa Mrs. Johnson:  

Explain to the best of your ability what the scene with Mrs. Johnson adds to the play. Here are some ideas:

*What do you learn?

* How does it change your perception of any of the characters (Mama)?

* Does it add humor? *How do you think she feels about the Youngers? 

*Would you have missed this scene if it was gone? Why or why not? 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam 

Thursday May 18th Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

We read in the introduction to the play that the scene with Mrs. Johnson was cut at one point and restored in this version. The author states that when it has been used it "has worked to solid--often--hilarious--effect. Also, "because it speaks to the fundamental issues of the play, makes plain the reality that waits the Youngers at the curtain," etc. (11).

Please write what is in red below at the top of a sheet of paper that you can hand in today:

Exit Visa Mrs. Johnson:  

Explain to the best of your ability what the scene with Mrs. Johnson adds to the play. Here are some ideas:

*What do you learn?

* How does it change your perception of any of the characters (Mama)?

* Does it add humor? *How do you think she feels about the Youngers? 

*Would you have missed this scene if it was gone? Why or why not? 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam 

With the new day comes new strength and new thoughts. Eleanor Roosevelt

Wednesday May 16th Objectives 

Seniors:  

• SWBAT continue the Raisin in the Sun unit
• Continue reading
• Copy the vocabulary 

We read in the introduction to the play that the scene with Mrs. Johnson was cut at one point and restored in this version. The author states that when it has been used it "has worked to solid--often--hilarious--effect. Also, "because it speaks to the fundamental issues of the play, makes plain the reality that waits the Youngers at the curtain," etc. (11).

Please write what is in red below at the top of a sheet of paper that you can hand in today:

Exit Visa Mrs. Johnson:  

Explain to the best of your ability what the scene with Mrs. Johnson adds to the play. Here are some ideas:

*What do you learn?

* How does it change your perception of any of the characters (Mama)?

* Does it add humor? *How do you think she feels about the Youngers? 

*Would you have missed this scene if it was gone? Why or why not? 

(USE AUDIO AND VIDEO LINKS FOR)

https://www.youtube.com/watch?v=ni9q8JVFYH8  (audio link to book)
https://beta.prx.org/stories/92504  (alternate audio link)
https://www.youtube.com/watch?v=mZ-DBDz7zio (movie part 2 Danny Glover version)

Juniors 
             
       We will be continuing our Regents Exam prep.  Each day will will working on a component of an exam for English of US History 

•           Reading passages 
•           Including poems and multiple choice reading comprehension questions for English
•           Critical lens (central idea, literary element, textual evidence)
•           Argument Essay
•           Multiple choice questions for US History
•           Document based questions
•           Thematic Essay                                                                                       

1.   SWBAT continue with exam prep (Mrs. Thauer)
2.   SWBAT complete essay (Mrs. Thauer) 

3.   SWBAT complete any castle learning assignments and worksheets/handouts for US History (Bennes, Terryberry, Manhart, etc) 

4.    SWBAT complete any classwork homework for Survey of Geometry
     (Inscribed Angles)

5.    SWBAT answer any reading comprehension questions for English
6.    SWBAT complete Environmental Science classwork (worksheets)
Students for Ms. Terryberry and Ms. Manhart are to complete the Review Packet #2 

Sophomores:

1. SWBAT Continue the Death of a Pig unit
The students will be responsible for completing the following questions over the course of the next 2 weeks.

I am attaching a short response with each question in case they need this.

***Independent questions 6: What relationship does White establish between himself and the pig?

White establishes a relationship in which what happens to the pig directly affects the man. When the pig is “a healthy pig,” the man also feels healthy—he can anticipate “some later feast of his own”—but when the pig is feeling sick, “the pig’s imbalance becomes the man’s.” 

***Partner Question #8: How does White use figurative language to develop your understanding of the relationship between the man and pig?

White uses metaphors and parallelism to develop the man's identification with the pig. 

Quote may include:

White uses the image of a “silver cord” that ties him and the pig together “inextricably” (section 3, paragraph 3).

The author’s thoughts are “the bowl of [his] mind”—he is full of thoughts about the pig, to the point of “obsession” (section 3, paragraph 3). 

The pig has come to represent “all earthy wretchedness” (section 3, paragraph 3) to the author. 

White’s figurative language is both grieving and ruminating; it creates a sense of a powerful bond between the man and the pig. 

***End of Unit:

1. How does White develop the idea “once in a while something slips” over the course of the text?

  

2.  SWBAT complete any classwork/HW for Algebra year 2 of 2    
Currently students should be working on the review packet for August 2016 Regent Exam