B4+(8th+period)+Daily+Scribes

The Scribe Guidelines Are As Follows: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Friday May 22nd, 2015 DaVonté Lindsey Today we went to the library and check out The Cather in the Rye. Then we took our unit test on The Great Gatsby. After the test we watched a YouTube video that went through the basis of the Catcher in the Rye. We also got a handout that had reading questions to go along with the chapters. HOMEWORK:
 * Please post at the TOP of the page (but below the line of @s)
 * Label your posting with the Date of your scribe
 * Provide your username right below the date
 * Use correct grammar, spelling, punctuation. No texting abbreviations, etc.
 * Comments are to be made on the discussion page; click on the tab, above.
 * Post on the day of the scribe for extra credit.


 * read Catcher Rye to page 134 by June 1 (13.4 pages per day)
 * answer the chapter questions

Enjoy the four day weekend!🎊

Wednesday May 20th, 2015 Ruolin Hou At the beginning of the class, we sat in groups and had a group discussion. We answered 9 questions in groups. Then, we had a class discussion about the following: - Nick: "They're a rotten crowd... You're worth the whole damn bunch put together" (162). Do you admire Gatsby? Or is he corrupt? - Who is the most corrupt in the novel? - Who is the most tragic person in the book? After that, we looked over some pictures and interpreted and related them to the book. At last, we read page 188 and 189 and found images described in there. We answered the following question: What do these images reveal about Fitzgerald's view of the American Dream? HOMEWORK:
 * Unit test on Friday
 * Playlist due Friday
 * Extra Credit poem option due next Thursday

Monday May 18th, 2015 Emma Smith Today we came into class, and we took the last vocab quiz of the year. Then we were put into our envelope groups. We were told to find the best quotes on the notecards and put them onto a poster, and then explain the significance or ideal of all the quotes. Then we explained them and wrote down what we learned for Tome #44. HW: Gatsby Playlist for Friday

Tuesday May 12,2015 We started off with a poem titled "A Love Song", and then we spent 15 minutes on the Great Gatsby quiz. Afterwards we proceeded to do a close reading packet of chapter 5 due to the significance and symbolism Fitzgerald shows through these chapters. We then ran short on time and did the chapter 6 venn diagram activity as a class discussing the similarities and differences between James Gatz and Jay Gatsby. Finally we discussed "the secret society" presented in chapter 6 with the Sloanes and whether or not Gatsby was part of it. Homework: Chapter 7, Chapter 5 close reading back page, Envelope, Vocabulary quiz next class
 * Friday, May 8, 2015**
 * Alichan Nychay**
 * The things that we did was talked about the reading took a picture quiz on chapter 4. The principal and some of the people that work under came into class to talk about prom and to say not to get drunk and do drugs at the prom party and that they encourage people to be safe when at parties. After the long speech about party safety we got handed Tome # 43 Chapter 4 Close Reading and work on that in class.**
 * Homework : Read chapters 5 and 6**
 * Continue envelope threads**

At the beginning of class, we turned in our final research paper. If you were absent, turn in your essay through http://turnitin.com. Also, we turned in a (top) final score sheet, final draft, 1st, 2nd drafts (or more), peer edits, outlines, and a reflection at the bottom. After that, we read a poem called At night, by marriage. We worked on Tome #39 which was 3~4 presentations. Half of the presentations were presented today. Afterwards, we had to make "boring sentences" into descriptive sentences. Finally, we talked about The Great Gatsby (Pg 75). Especially Wolfshiem's characteristics. Finish the character annotation for your assigned character. Underline and make notes re: what is revealed about this person. (characters were already assigned) Watch [|THIS wealth inequality video] and prepare to discuss Vocab quiz #14 is next class.
 * Tuesday, April 28th, 2015**
 * Eric Kim**
 * Homework:**

The first thing we did today was go to the library and check out the Great Gatsby, but Mrs. Wray clearly noted that she does not want us to read any of it over the weekend. We then played a game called scary feet for a while that was super interesting and basically involved everyone screaming at each other. Shaheen won and Eric came in close second place. Mrs. Wray then talked about the research paper and gave us a final editing sheet. Our final drafts are due on Tuesday with all of the process pieces included. We then went over the editing sheet she gave us and the requirements for our final paper which are all going to be super great. Afterwards, we went to the English lab and edited our papers and started to work on our web quest power points, which we will present next class in our groups. Research paper with process pieces due next class Web quest power points due next class
 * Friday, April 19th, 2015**
 * Meredith Gray**
 * Homework:**

At the beginning of class, we first began with talking about smarter balance testing and how the next two periods would go. Thursday, we will have 1 hour of regular class and then smarter balance testing will start. If you opted out, during the 30 minutes you will go to a separate classroom and do an alternative assignment. It will continue on Monday and those who opted out will go to the library after lunch. Those who did not opt out will also have first lunch but only if you have B7/B8 period english, then they will go to the auditorium. If you have a B5 or B6 english period, then you will have morning testing. She then collected the vocab sentences that were due and our extra credit found poems. We than took a quiz on chapters 32-36 of Huck Finn. After the quiz, we took out our books and began to work on Tome #37 with a partner for a half an hour. When finished, we reviewed our answers and discussed the chapters that we had read. Finally at the end of class, Mrs. Wray began to read the beginning of Chapter 37 to us. The End. Read chapters 37-39 in Huck Finn
 * Tuesday, April 14th, 2015**
 * Meredith Gray**
 * Homework:**

The first thing Ms. Wray did was collect the second Rough Drafts for our Junior English paper. If you completed the "Go to Hell" response from the reading in Huck Finn, she stamped that. We took Vocal quiz #13. Then, we discussed the "Go to Hell" response, and whether or not you thought Huck was heroic for ripping up the letter about Jim. Then, we started on our group presentations for the specific motifs in Huck Finn. Vocab Sentences #14 Read chapters 32-36 in Huck Finn For Extra Credit complete the Found Poem.
 * .Friday, April 10th, 2015**
 * Emma Smith**
 * Homework:**

As soon as we walked into class, we were sectioned off into the expert topic groups that we chose earlier in the semester that focus on specific motifs portrayed in Huck Finn. After we sat down, Mrs. Wray proceeded to passionately explain how important it is that we have our rough drafts next class for the reader because if you do not have it, you will not get feedback. Next, we discussed our specific topics with our topic group members. We were instructed to: 1) Discuss instances of the topic 2) Discuss patterns related to these instances 3) Find some significance in Twain's use of the topic After that, we did Tome #36 and talked about the differences between life on the river as opposed to on land. Finally, we discussed the one page written response to the quote "I'll go to hell" by Huck. We must decide if Huck's realization regarding Jim is worthy of praise or not.
 * Wednesday, April 8, 2015 **
 * Julia Hammel**
 * Homework:**
 * ** Bring hard copy of rough draft **
 * ** Vocab quiz #13 is next class (Study) **
 * ** Do one page written response **
 * ** Tomes are due next class **

Class began with the usual, the mass of people shoving their phones into the numbered slots and finding their seats. We all said hello and then proceeded to go over the ** homework: **
 * Monday, April 6, 2015**
 * Hazel Belair**
 * **Read Huck Finn, chapters 28-31 for __next class(4/8)__**
 * **Revised rough draft of Research Paper - __DUE FRIDAY(4/10)__**
 * **Tome check - __DUE FRIDAY(4/10)__**
 * **Vocab. quiz #13 - __FRIDAY(4/10)__**

We continued class with a simple partner activity of cutting up a jumble of events from __Huck Finn__ and putting them in chronological order. Pia and Julia correctly put them in order and thus winning some odd candy from Mrs.Wray's Tin-Of-Prizes. Next, and lastly, we were handed Tome #35, a blue worksheet, where we wrote down 3 level-two thinking questions and 1 level-three thinking question. Then we got into a fishbowl circle and had a slow, but good discussion through our questions from Chapters 21-27 in Huck Finn. Note: Mrs.Wray is available this week to help you with your rough drafts if you need! take advantage! :)

Monday, March 30th-2015 Lucas Campbell Today we started off by turning in Vocab. List #13 and than proceeded to take our mini quiz on Huck Finn. After the quiz we than discussed what Tacky and Classy meant to us and what we thought the best way to describe those words would be. Next we moved on to the chapters we were supposed to read and talked about the Grangerford's and their lifestyle. After that we shortly discussed the relationship between Huck and Jim and what was changing in their relationship. H.W: ROUGH DRAFT DUE NEXT CLASS (try not to freak out, use your outline to help yourself!) Bring in the Rough Draft and also share it with Mrs. Wray online. Read through chapter 27 by next monday!

Wednesday March 11, 2015 Lane Henry We started off class by going over the Research Paper Outline due next class. The full outline is due as well as a works cited with __all__ sources (even the ones you didn't use). Make sure to cite interviews if you conducted one, and to cite the novel you read. We then took a short "quizzy" over chapters 8-10. Afterwards, Yearbook and Newspaper talked to the class about their respective electives; also handing out applications to those interested in joining. The remainder of class was spent in our assigned groups; preparing a poster which analyzed our assigned chapters through quotes, symbols, and explanation. This brought us to the end of the period.

Homework: Full Outline w/ Works Cited

Thursday March 5, 2015 Sachyea At the beginning of class we turned in the homework due. Then we took the reading quiz on chapters 1 and 2 of The Adventures of Huckleberry Finn. For the remainder of the class, we talked about the two chapters we had just read. During the discussion, we went into depth about the characters, what had happened, the gang and whether it was serious or not and the irony of it, the difference between Huck's life with and without his father, how Huck felt about the widow attempting to make him civilized, the characteristics of Huck (how he was not a forward thinker and that he lived in the present, his inability to see the irony in situations like with the widow and her smoking), and the superstitious nature of Huck. After the discussion, we got into groups and created a ven diagram between Huck and Tom Sawyer (we had to find three adjectives and evidence describing how the boys were different from each other and two adjectives with evidence to describe how they were different from each other). Homework: read chapter 3-7 and begin marking up your topic @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, March 5, 2015 Kim Fay We first talked about Huckleberry Finn and the reading that we had for homework. After that, we did our second Huck Finn quiz on that reading. Once everyone was done with that, we got the iPads and had the rest of the class period to work on our outline for the research essay. Mrs. wray went to everyone to talk about how they felt the outlines were going. Homework: Read Chapters 8-10 of Huckberry Finn All sub point outline due Friday

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Tuesday, March 3, 2015 Ruolin Hou 1. English electives for next year: - Creative Writing, Film Studies, Power Reading, Yearbook 2. Vocab Quiz 3. Pass back thesis worksheet

4. Outline for one sub point - write a introduction first and underline thesis - then write first sub point 1) develop an argument 2) topic sentence 3) A. evidence from research B. evidence from the book a. lead b. evidence c. explanation C. explain how research and book connect to each other

5. Discussion on race timeline responses - it is human nature to categorize people 6. Leonard Pitts Jr.: Miss America and social media's ignorant bigotry 7. Mark Twain's satire and the definition of satire 8. Start reading Huck Finn 9. Use audio book for reading

Homework: 1. vocab sentences or questions #12 2. outline for one sub point - do exactly like the template 3. read chapter 1-2 - quiz next class

Friday, February 27, 2015 Hannah Johns We had a substitute today, Mrs. Rathbun! In class, we got into groups and made posters about the race timeline (the back of Tome 32) and we filled in the notes on the chart. Homework: 1) Vocab quiz 11 next class 2) watch Mark Twain biography online and answer the questions link: http://www.biography.com/people/mark-twain-9512564/videos/mark-twain-full-episode-2074654020

Wensday, February 25th,2015 Mikayla Bergmann Mrs.Wray started class today talking about people's grades, if you realize you are struggling with your research project Mrs.Wray encourages you to email her for help and make sure you go and talk to her she is here to help!!!! After we talked about grades we began talking about constructing your thesis statement and Mrs.Wray went around to each individual person in the room and helped them with their thesis (this took the whole class period). WHAT DOES A GOOD THESIS NEED? 1)has to be arguable:debate over persuasive 2) title of the book 3)a "so what statement" (be careful with these they can be to pushy) 4)needs to be able to be supported HOMEWORK:research paper-supporting points+evidence worksheet

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, 23, 2015 Kim Fay We first did the beginning to Tome 32 and that tome had to do with our thoughts on race. We spent a long time answering those questions because we were going too discuss them. After finishing our uestions, we got into small groups to I talk about how we felt about race. Then after deliberating with our groups, we talked as a class. During that discussio, Mrs. Wray gave us a sheet called "10 things everyone should know about race" to help us understand more about race.

Homework: If your didntcomplte the outline worksheet, it's due Tuesday

Thursday, February 19th, 2015 Pia Fornell We began with a vocab quiz over list #10. Then, Mrs. Wray went over some other forms of research if you have met a dead end on gale. For example, you can use books! There are plenty in the LOHS library and you can use the catalog online, which also searches the entire district. The Lake Oswego Public Library is also a good source for books. Furthermore, remember when you are using gale to expand your search terms and to change the wording. In addition, just using google itself, either by searching terms or restricting them with google scholar. If you do use google scholar, quoted phrases are helped. Some articles you have to pay to read the whole thing. When that's the case, email the link to Mrs. Doyle and she'll most likely be able to access the article another way. Always check your sources for credibility. After this, we went to the lab for fifty-five minutes. When we came back, Mrs. Wray started to discuss thesis statements. There are three approaches to writing a thesis statement. Then we worked on a thesis pre-write to prepare for next class. Thesis Pre-write: Homework:
 * The most basic is arguing whether your novel is accurate or inaccurate.
 * The second level is arguing whether the situation is acceptable or unacceptable.
 * The highest order argument is how your novel makes a philosophical statement on the chosen social issue.
 * 1) What is your social issue?
 * 2) What was some of the things you expected out of your research? What was unexpected?
 * 3) Did your research conform or challenge your position?
 * 4) Write down a few idea on arguments you can make
 * 40 NOTECARDS AND 5 SOURCE CARDS DUE SUNDAY, FEBRUARY 22, 6:00 PM.
 * Vocab #11 Sentences Vocab Quiz next Friday, February 27th
 * Thesis Statement wkst

Tuesday, February 17th, 2015 Galileo Pacioni Ms. Wray started class off with taking roll! She then realized that everyone in the class was not aware of the vocab quiz we were supposed to have today, so she postponed it to next class, on Thursday, the 19th. Then we were given a small presentation about what should be on our note cards. Ms. Wray said that we NEED to do the "my ideas" part of note cards. Also we must link all note cards to a source. Then we were told not to do anecdotal based evidence, but to use research-based evidence. Anecdotal based evidence is based on one experience or instance. Right before we went to the lab we were given a checklist for the day which says: 1) research questions (3-5) and book title 2) read Ms. Wray's comments 3) Are your notecards linked to sources? using three sections? 4) using research-based evidence? We then went to the lab for the rest of the class period!

Homework: -MAKE PROGRESS ON NOTECARDS, need 5 sources and 40 notecards by Sunday at 6. -Study for vocab quiz #10

Thursday, Febuary 12th, 2015 DaVonte Lindsey

In the beginning, Hazel read a poem titled //Accomplishments// by Michael Chitwood. -we looked at a series of pictures and discussed what they had in common "Research can be difficult; do not hit your head against the monitor." -reviewed what goes son a note card +,-,"",* -discussed syno for getting better results for research question

Homework: 2 sources and 10 note cards

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, February 2nd, 2015 Isabella Connelly

Class started with students passing back work and Ms. Wray stamping Tome 30 (that we wrote over the weekend. Afterwards we began to discuss Tome 30 and whether we believed Chris McCandless to be a transcendentalist or a loon. The class was asked to pick sides and chose based on their opinion of this question. The class was divided rather evenly which surprised Ms. Wray, in classes earlier students had been much more forgiving of McCandless’ character. A few students from both sides spoke and brought up intelligent points pertaining to different parts of the story including Charine and Chris’ relationship and bond, Ron Franz’s adoption offer, and even Chris’ purpose in leaving behind his car. After the discussion we returned to our desks and Ms. Wray passed out an article on Henry David Thoreau (titled Meet Henry David Thoreau and Where I Lived and What I Lived For which is by Thoreau himself). Ms. Wray read the first one aloud and it gave basic biographical information about Thoreau. Next we read aloud WIL&WILF by Thoreau and noted different parts that stood out to us in the text. After reading we received a drawing of Walden Pond with images that had been mentioned in the text. At the ending of class we were working with our neighbors to tie in the pieces of the text to the images on the Walden Pond paper by highlighting or making note of them in the text and then writing a summarized version near the image on the pond. Homework: -Vocab Quiz #9 on Friday 2/6 -Come next class prepared w/ 2 or 3 general topic ideas for research paper (we will be working on learning to research these next time) -Answer questions on Wiki: re: “Where I Lived...” -Finish the Walden Pond (Tome 31) Worksheet (Only the pond side.)

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Thursday, January 29, 2015 Daniel Kim

In Class: We watched a movie. It was called "Into the Wild". It was fun.

Homework: Tome #30 Into the Wild Final Response

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Tuesday, January 28, 2015 Nehalem Kunkle-Read

Mrs. Wray Life Update: -Cat dies -New dog doesn't work out

In Class: -Film: "Into the wild" -Tome: #29 exploring core transcendental beliefs

Extra Credit: -20 points of extra credit will be given each quarter to those who turn in their phone each and every period

Homework: -Vocabulary Sentences #9 (The first vocab test will start over with these new words) -Read "Lost in the wild"

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Thursday, January 15, 2015 Lane Henry We started class off with Ms. Wray reading a poem titled //To The New Year// written by W.S. Merwin. Then we took our last vocabulary quiz of the semester before the final. For the rest of the period the class tried to brainstorm and boil down the definition of non-conformity from tome #28 into a few essential key words. We eventually concluded that it means to challenge accepted ideas intentionally and deliberately after an extensive debate whether or not Hitler was a non-conformist. We then tied in this discussion to the assigned reading of Emerson's //Self Reliance,// but ran out of time to finish discussing the entirety.

HW: Finish back of tome #28

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Tuesday, January 13, 2015 Jake Grossman we created posters about the essay. Scaffolding for teaching - create small assignments so students can make their own thoughts. Create higher order questions by referring to the text. Make an objective in lessons. We created posters and had a short student lead discussion about it. Home work: Vocab quiz 8 next class, and annotate self reliance paper, tomes will not be collected until the day of the final.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@Friday, January 9,2015 MariaJaramillo1 We turned in our Gothic Romantic essays to the basket and placed our vocabulary question response on the chair. Ms.Wray also addressed Tin's question concerning "pregnant asian women" which led to an interesting discussion, and coincidentally the poem also pertained to first and second generation immigrants called "Family Dinner". There was also a reminder that the Consent Seminar will be held on Monday the 12th at 4pm in room 212. We then took the independent novel final assessment. Once we were all done, we went back to "Nature" by Emerson. We read over the section we were assigned last class and underlined the two most important sentences. We were given a half sheet of paper to paraphrase the one or two most important sentences, and we got into groups. Each group read their passage again out loud, discussed the important ideas, and decided the most important lines. Then with only a few minutes left in class we started making posters for the passage we were assigned illustrating the main idea, the two important lines, and deeper questions to present to the class next time. Homework:Tome 28 first page non-conformity, study for Vocabulary quiz next Thursday, and look online for Final Exam info

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Wednesday, January 7, 2015 Emma Smith We started off class with Vocab Quiz #7. We were given vocab questions #8. We were told to answer the questions correspondent to the number of the vocab word. Also, include the word in your answer. Ms. Wray informed us that out Tomes are going to be due some time next week. The updated list of Tomes is on Wiki. Friday is our final novel assessment. Ms. Wray read us a poem called "Often I imagine the Earth" by Dan Gerper. We were given back our Gothic Romantic Essays, and we learned about how to replace "to be" verbs with strong ones. We went through our essays and found all of our "to be" verbs. Then we practiced replacing them, so our sentences will sound stronger. Then we discussed a quote by Edward Abbey. Ms. Wray read us Ralph Waldo Emerson's nature essay. We discussed it since it was confusing. We were supposed to circle words that we didn't know, and write in the margins for clarification. That led us into the end of class. Homework: Finish Independent reading novel, Vocab Questions #8, and Gothic Romantic Essay revision with draft.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, January 5, 2015 Alan Emami Todays class started with Ms.Wray reading a poem called "If" by Rudyard Kipling. We then received our gothic papers on The Sixth Sense and we peer edited them to help us on the process to creating our final drafts which will be due on Friday. We went over some words for the vocal quiz such as feign and fractious and learned how to properly use them in sentences. We then proceeded to talk about writing and the more specifically writing about nature and the piritual and natural world. HW: -Vocab quiz next class -Gothic rewrites due friday

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Friday, December 12, 2014 Shaheen Safari

1) Vocab Quiz #6 We started class off with a vocab quiz over list 6. When we finished we received list 7 and the sentences are due next class as homework.

2) The Yellow Wallpaper We spent the remainder of class talking about The Yellow Wallpaper story. First we were in groups of four and we were instructed to think about our personal reaction to the story for a couple minutes. Then we answered two question relating to what we thought about. We then shared this with our group members. Then it opened up to a full class discussion/clarification session. We asked questions about what was in the text and received some much needed clarification. We also went over why the author wrote the story and shared our own initial feelings about the text with the class. The next activity started by receiving a topic in our groups found within the story, and we were assigned to find four quotes that showed the topic. After that we came up with a conclusion and asked a question relating to it. Finally we split the class in half and shared our quotes and ideas about all of the topics.

Homework: Vocab Sentences, list 7

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Wednesday, December 10, 2014 Ruolin Hou 1. finishing the discussion on "A Rose for Emily" - in groups: we talked about text we marked and answers of the questions - each group shared their part to class Things we discussed in class - the symbolism of colors in the text, the sick pleasure of townspeople in Emily's suffering, and Emily's haughty attitude vs. her real situation

2. Four corners activity - For "The Yellow Wallpaper" - we go to one of the corners (agree, strongly agree, disagree, and strongly disagree) to answer questions related to genders

Homework - vocab quiz #6 on Friday - Read and annotate "The Yellow Wallpaper"

Extra Credit - "A Rose for Emily" found poem - due Friday

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, December 7, 2014 DaVonte Lindsey

Today in class, we started out with Spencer reading a poem called, How Do I Love Thee? Let Me Count the Ways by Elizabeth Browning. We reviewed sentences fragments, then did a review sheet on them. Homers sexuality was discussed briefly. Then we broke into six groups to answer questions 2, 3, 4, 6 and 7 on the short story, "A Rose for Emily". Lastly, we began working on the close reading questions in the same group as the other question were answered in.

Homework: -Finish close reading questions

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Tuesday, December 2, 2014 Hannah Johns

We started today by going into the lab to get back our Crucible essays and to listen/ read the comments Ms. Wray wrote us about our paper. We turned in vocab 6 sentences, all the words where from a poem: The Raven by Edger Allen Poe. We also had an Independent novel check, you should be about half way done with your book, but you still have time is you need to catch up! We filled out book response #1, so if you missed it, be sure to talk to Ms. Wray and get the handout (it's green). Also, if you can, bring money for Smile Train! Anything helps.

Homework: -Finish paper grade and comment response (pink paper), and print out for tome 21 -Read "A Rose For Emily", annotate complete part 1 and 2b, use part 2a to guide your reading

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Friday, November, 25, 2014 Eric Kim

1) We started with a poem. 2) We talked about Smile Train. Smile Training is a donating program. All the donated money will go little kids with vitamin deficiency. If you are interested, come and see Mrs.Wray with money. 3) We got all of our Tome back. If you were absent, get it. We're going to get our essays on Tuesday. 4) We took Vocab #5 quiz. A lot of good words. 5) Then we watched 9 minutes of the "Feather Pillow". If you want to see, go to youtube and type Feather Pillow. Then, we discussed about relationship, settings, Don't write answers on the paper, just think about it. 6) We figured storyline of the "Young Goodman Brown" by Nathaniel Hawthorne. The author's last name was Hawthorne and his great-great-grandfather's last name was Hathorne. If you're interested, google it.

Homework: -Write sentences for Vocab #6 -Novel log (total of 5) -Make sure you read 1/2 of the book.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Wednesday, November 19, 2014 Galileo Pacioni

Today we had the wonderful teacher, Mrs. Foster!!!!!!!! :) She was great! First in class we discussed our claims of our three paragraph paper with our neighbor. It was helpful to converse with our friends after a long day at school. We then highlighted our claim on our papers and then turned them in. Then we watched and listened to Mrs. Foster give a spooky presentation, where Lane gave us the word "crepuscular". And there was a picture that we explained what it looked like to us. We then compared puritanism and the age of reason to each other. Now we are doing the Romantic Period! We went through a slide show about the romantic period and Gothic works. We will learn about transcendentalism and romanticism later in the year, but now we are doing dark or gothic romantics. Then we went to the lab and made slideshows in groups on different gothic films! We had a nice long hour to do it. :)

__Homework:__ -Finish slideshows if necessary. Be ready to present next class. -Read and annotate gothic piece on wiki

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Thursday, November 13, 2014 Nehalem2

1) Vocab
 * Vocabulary sentences #5 were reviewed and turned in

2) End of the Unit
 * There will be no test covering the unit.

3) Concept Maps -Use 1 quote to illustrate each revolutionary idea -Use a statement to clarify how the text illustrates the idea -Extra Credit: Involve the use and explanation of Ethos/Pathos/Logos
 * This project will act as the culminating project for our current unit
 * Students worked in pairs to relate the following documents to the 5 revolutionary ideals:
 * 1) Crevecoeur
 * 2) Declaration of Independence
 * 3) The Life of Olaudah Equiano
 * 4) Franklin's autobiography
 * Guidelines:
 * Students who did not finish in class today will be given 15 minutes to complete them next class

Homework:
 * Continue reading your independent reading novel and don't forget to make a new entry in the Novel Log by Sunday at midnight!

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Wednesday, November 5th, 2014 Julia Hammel

Today, class began with us getting sectioned off into pairs and Mrs. Wray reading us a poem about Blackberrying. It was then revealed that we in fact did NOT have a vocab quiz, which spread joy and happiness to everyone who forgot to study. Mrs. Wray had some technical difficulties so the quiz was postponed and will take place next class. Next, we were asked about what we knew about rhetoric and proceeded to learn important facts about Rhetoric (Rhetor, Audience). Then we went over situations where Rhetorical devices are used and came up with our own examples of the three appeals (Ethos, Pathos, and Logos). After that we discussed the two types of Logos reasoning (Deductive and Inductive) and came up with examples. We then went over the Declaration of Independence and labeled the areas where the framers used Ethos, Pathos, and Logos to persuade the readers of the document. Finally, we were given our homework which is creating our own declaration and were instructed on how to do it: We are to write a Personal Declaration of Independence from a topic of our choosing (for example: cold, bedtime,stress,school, homework, rain, etc.). There is no length requirement but make sure to use Ethos, Pathos, and Logos adequately in your declaration.

__Homework__: Personal Declaration of Independence, study for vocab quiz #4 next class

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, November 3rd lukecampbell23

To start class we Worked/ Reflected on Tome # 16 (America Is...) This included adding images and quotes for our tome. We were then put into groups and discussed tome 16 and the reading of crevececoeur. We shared our quotes and images in our group and than listened to a poem read by Mrs. Wray. After the wonderful and amazing poem, as a class we discussed family realitives and their experience with the "American Dream". We than pulled out our homework ( Equiano Reading and questions) and talked about slavery. We than looked at a drawing from the artist Tom Feelings and discussed what it was displaying. HW for next class : Study for Vocabulary Quiz #4 and Read "declaration of independence"

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Thursday, October 30th 2014 Mattstathis

To start class we turned in our tomes then wrote a reflection of our writing process and turned in our essays. After that we got into our groups from last class and presented our skits. Next we did tome #16 and finished class with a discussion about the Crevececoeur letters. __Homework__: Read/annotate "The Life of Olaudah Equiano" Answer questions 1-4, 6, and 8 Novel Log by Sunday

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Tuesday, October 28th 2014 Alichan

Class started off talking about sentence revision in class and got Sentence Level Revision.Talked about Tome #14. Practiced Rebuses and worked on The Revolutionary Period of American Literature handout in class using the Revolutionary Period(1750-1800) Background Reading. Discuss about the five Revolutionary Period ideas. Homework: Turn in essay on turnitin.com and bring hard copy plus the process to class Tomes 1-13 due next class Read "Letters from an American farmers,"annotate, complete reading guide.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Friday, October 24th 2014 Kim Fay

To start the class Mrs. Wray started us off in a discussion about peer revision. She asked us this question: is it worth the time and effort? Many students said yes it was, because it gives us the opportunity to get more feedback on our writing and give us insight on things we might have missed. Other disagreed and said that they felt like it wasn't worth the time because as another student, they don't have as much of a writing experience as a teacher would have. After that Mrs. Wray passed out the peer revision sheet and asking us what the difference between revision and editing was. We said that revision was fixing the big error, like your body paragraph structure, your ideas, the way you formatted something. Editing is fixing the small issues, like grammar, sentence structure, and spelling. We worked on this for most of the class period, and when we were done, Mrs. Wray told us to get out a blank sheet of paper for notes. We took notes on Benjamin Franklin and his aphorisms(a short, memorable sentence that expresses some truth or observation about life). After notes, we did tome #14 for the rest of class.

__HOMEWORK:__

-Final draft due Thursday writing conference sign-ups on wiki -Complete Aphorism Visual and Paragraph [Tome #14] -Read Revolutionary Lit Background packet SLEEP :) (tome due Thursday)

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Wednesday, October 22nd 2014 Leah Krenek

Today, we started off class by turning in our vocab sentences #4. Then Mrs. Wray read a poem written by A.E. Houseman titled //To an Athlete Dying Young//. We then proceeded to receive our tests because Mrs. Wray is awesome and was able to grade them so quickly. While we were looking at our tests, Mrs. Wray explained to us what exactly she is looking for in our short answer questions. And what is it that she is looking for you might say? Let me tell you. Your short answer questions need depth, specificity, and detail. Next we paired up and reviewed our outlines. We discussed that our topic sentences need to tie back to the thesis, state an argument, and provide a transition. We also talked about how a body paragraph has 5 ingredients. 1. Topic Sentence: introduce topic of paragraph. 2. Lead-in: provides context. 3. Quotes: relevant, concrete detail. 4. Analysis: not just a paraphrase of the quote. 5. Clincher sentence: resolution. Next we walked over to the computer lab and worked on drafting our essays. ROUGH DRAFT OF ESSAY DUE NEXT CLASS!

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, October 13th 2014 Sachyea Spackman We started off class talking about the PSAT on Wednesday, as well as The Crucible Essay that is coming up ( we will write the thesis in calss on the 16th, the outline is due on the 20th, and the final draft is due on the 28th). Afterwards we went over tome #12 by talking to the people in our rows, then with the entire class. We also discussed the importance of the other girls in the story and our predictions for Act IV. Then, Mrs. Wray handed back some of our homework, going over her grading system and what she expected (thoroughness, thoughtfulness, insight, attention to detail, and completeness). For the rest of the class we read part of Act IV. We got to page 134. While reading we talked about different points in the play. We went over how Tituba and Sarah Good had started to believe that the Devil was going to take them to Barbados, showing the insanity that had occured over their six months in jail; why Miller started the scene with the insance women and how it made the readers feel; how Hale had come back to Salem to pray with the people who were going to hang and try to convince them to confess; the town of Andover, which was experiencing the same accusations and witch trials as Salem, but the citiznes were beginning to riot, which lead to fear of the same thinghappening in Salem; that the town was exicuting the most respected people in Salem; and that Danforth's proof for Elizabeth being a witch was the fact that she did not react to anything Danforth was saying (this was because of her hatred for him). We also paraphrased one of Danforth's lines "Now hear me...bound by Heaven to do" (pg.129), talked about if we would rather be hanged an innocent person or confess to a terrible crime (rape and murder) and live, and if Proctor should confess to being a witch and stay alive or stay true to himself and be hangged.

Homework: -finish Act IV -do the discussion questions and prepare for the discussion next class - THINK of The Crucible essay

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Wednesday, October 15th 2014 Jaxon Amsbury For the begging of class we wrote down the 3 most important things about Act 3 and then and a discussion on why everyone thought each was important. MRs. Wray reminded us to finish our Tome of the weekend because they are going to be collected sometimes next week. We then had a discussion on grades and the effect that they might have on the classroom environment. After our discussions we then went over how to properly fill out our journal log for our independent novel. next we watched the last 3 minutes of the crucible, Act 3. Finally we created a character map/ Outline to help us gain understanding of the power structures in the Crucible and then were issued Tome 12 for home work.

Homework: Finish Tome for collection Tome 12 Novel Log due sunday at midnight

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Monday, October 6th, 2014. Pia Fornell Mrs. Wray was not present, so we had a substitute named Mrs. Nielson. First, we handed in our Vocab #3 sentences. Then, she gave us an announcement stating: If you have not submitted your single novel log entry to please email Mrs. Wray and explain why, as well as complete it. After that, we discussed our focus notes on Act III (the yellow sheet). She then put us into groups to discuss and answer some questions over Act III. Then we discussed the questions as a class. Finally, the rest of the period was spent watching the movie version of Acts II & III of //The Crucible.//

Homework: read your independent novel!

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Thursday, October 2nd 2014 Lane Henry We started off with a poem by Billy Collins called //Embrace.// The we took the Vocab Quiz over lists 1 and 2, and took a (non-graded) grammar pre-test. After, we received Tome #11, and vocab list #3. We then reviewed what vehicles, tenors, and grounds were in regards to metaphors. On the back of Tome #10 we wrote what the impact of Arthur Millers comparisons and tied it into the greater meaning of the play. We discussed our answers; including how they help foreshadow and dramatize the play. Then, we discussed our answers from the previous nights homework; whether or not Arthur Miller should have included Act Scene 2 in the play. Most people though it should have been included, and argued the it offers more insight and emotion to the play. It also offered important character and plot development. Those who didn't think it should be included argued that these emotions should have not been included. They said it removed the suspense and the guessing. Also included, was that us was filler and didn't bring any new element to the play. We finished class by starting Act 3, read aloud in class. If you were not present in class, you missed a sign-up sheet for our emails and quizlet usernames, so she can share a novel log on google docs with you. The homework for next class is to; finish act 3, finish focus notes (tome #11), update character motivation chart, and the novel log is due by midnight in which you quote a passage from your research novel and tell what social issues it represents. Note: There is an audio version of //The Crucible// on the class wiki if that helps for focusing.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ September 30th, 2014 Meredith Gray In today's class, Mrs. Wray started off by instructing us to read an appendix for Act 2 Scene 2, which was a scene with John Proctor and Abigail Williams. Reading this scene led into a part of tonight's homework, which is to read the "deleted scene" 2.2 and to argue for or against including the scene in a production of the play. Then we are supposed to post our response on the wiki in the discussion board section. Next, she checked who has been reading their independent reading books and if we have been sticky noting our books or not. She highly advises that we start sticky noting important parts that indicate theme if we have not already. We need to be halfway done with our independent reading books by November 20th, and they need to be finished by January 8th. On each of these days we will have a written assessment on what social issue we are planning to write about. She then read a poem called "Morning" by Mary Oliver. After, there was a small quiz on the rest of act 2 that was assigned as homework last class. After the quiz, she then talked to us about participation and staying engaged in class so that we can get a full learning experience from the class. We then went over each question on the quiz and discussed how we answered them and topics relating to the questions. Next, the class was split into groups of 4 and instructed to take out our interactive notes and discussed and elaborated on the last section, which we had done for homework the night before. This then led into a bigger group discussion with the whole class where we discussed what we had found most interesting and who we would point our fingers at based on who started the whole witchcraft hysteria and continued to provoke it. Mrs. Wray then asked what we believed it would take to get the hysteria to stop and we discussed further on that topic. Next, we went to the back of our metaphor sheets and wrote down what tenor, vehicle, and grounds are. Lastly, she reminded us that there is a vocab quiz next class and to study for it.

Homework Vocab Quiz #2 next class Read "deleted scene" 2.2 and argue for or against including the scene in a production of the play then post on the wiki discussion board.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ September 26,2014 Maria Jaramillo

Crucible- A ceramic/metal container in which metals and other substances may be subjected to very high temperatures In class we made note of the tension in Elizabeth and Proctor's after 7 months of Proctor having a relationship with Abigail. The reasons why Proctor wouldn't go to Salem immediately even though he knows it's all an act. Mary Warren sewing a poppet on page 56 (IMPORTANT), the change of Mary Warren's motivation, and intentionally blackmailing the Elizabeth and John Proctor.
 * Talked about the two questions and two predictions about Act 2 with the class
 * Label Interactive notes as Tome #9 and on the back side of the Interactive notes write a few sentences as to why "crucible" would be an effective metaphor for the book and the Salem witch trials.
 * Shared ideas as to why Salem is metaphorically a crucible pointing out that the girls are heating up the tensions and rivalries between villagers until they all just begin to spark accusations, and how there are some things and Salem that don't combine well with one another.
 * Acted out Act 2 of "The Crucible" in class pages 49-62.
 * Wrote a question and observation in the DURING Interactive notes about the reading of Act 2.

Homework Finish Act 2 (Quiz next class on the reading) Complete "Metaphorical language" work sheet Finish Interactive Notes for Act 2

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ September 24, 2014 Ruolin Hou

1. Vocabulary - next quiz will be on Thursday, October 12th - Will be test on both list #1 and #2 - Go to semester combined set on Quizlet to study both lists - Make sure to __underline__ the words and use full heading (name, class/period, assignment, and date) - IMPORTANT** DO NOT PLAGIARIZE YOUR WORDS - Dissemble - masking, concealing - not disassemble - Lechery - lecherous (adj.) - beguile (v.) - beguilement (n.) - beguiling (adj.) - guile (n.) - guileful (adj.) - grapple with - calumny (n.) - calumnious (adj.) - calumniate (v.)
 * Quiz
 * vocab sentences
 * pass back vocab sentences

2. Group Discussion over Act I questions - create a visual metaphor to illustrate the dynamics and environment of Salem Village, making a point about how the environment is ripe for accusations - use a line from text to support
 * Drawing activity

3. Finish Watching Act I of //The Crucible// - Makes it more interesting - Create a hook - Clarify the context
 * Why Arthur Miller and the filmmakers start the film with the scene in wood?

__4. HOMEWORK__
 * __Write 2 questions and 2 predictions in the left hand column of Interactive Notes__

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ September 22, 2014 Emma Smith Today Ms.Wray started the day by going over who got a 100% on the vocabulary quiz. She told us that she doesn't give them back but if you would like to see your quiz you can certainly ask her to see it. Then we turned in our homework which was the biographies and the second vocab sentences from list two. After that we received PSAT practice books. Then we were informed of the Water Polo Civil War game on wednesday at home (talk to Kim Fay if you have anymore questions). We listened to a wonderful poem by Mary Oliver (http://readalittlepoetry.wordpress.com/2012/11/03/poppies-by-mary-oliver/). Then we continued to read The Crucible from page 14 to page 32. We filled in most of our character charts. We discussed the characters and then watched the first ten minutes of the movie. Homework: Read the rest of Act One (don't read the long paragraphs that aren't dialogue) and then answer the questions from the sheet that Ms. Wray passed out. She also informed us that we should be reading our independent reading novel with sticky notes. We should be watching for social issues in our novels too while we read.

September 18, 2014 Alan Emami Today we started off class with a poem by sylvia Plath (http://allpoetry.com/poem/8498499-mirror-by-Sylvia-Plath). We then took the vocab quiz for list one (Talk to Ms.Wray for make up if you missed it) and proceeded into a discussion on why Arthur Miller started The Crucible of with such a dull and colorless first few pages. We decided as a class that it was because he wanted to make the reader feel like a puritan and see how they lived there boring and colorless lives. We then did an interactive activity in groups to show how a theocratic puritan government would look like with church and state ruling together. As a class we came the the conclusion that this sort of government could not exist or be successful without the support of all the townspeople as it requires all aspects of the community to survive and maintain this type of theocracy. We started act one of The Crucible and learned that about a few key characters such as Reverend Paris and the four girls in the woods along with Tituba and Mr and Ms Putman. The first act sets the scene for the rest of the book and we will continue reading act one next class.

HW-
 * Vocab list two sentences (Due 9/22/14)
 * Biographies of the accused (instructions and links to biographies on wiki under Junior english homework) (Due 9/22/14)

September 16, 2014 Tin Huynh aka Kreditin


 * 1) The Tome Overview and Explanation:
 * Input (content) => Output (response to content)
 * Response with engagement and dedication to content.
 * Create cover for Tome.
 * Create a table content for easy accessibility.
 * Grading rubric on handout. Make sure you have one.

2. Tome #6: Differences and similarities between the incidents of Arthur Miller, Salem Witch Hunt and Dale Akiki. 3. Act 1 of the Crucible
 * Outsider, stereotyping, spectral evidence, scapegoating,...

Homework:
 * Finish reading and answer questions on Act 1
 * Vocab quiz#1 next class => ║100%║ => Cookies!
 * Quiz consists of multiple choice, matching, or filling.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
 * September 12, 2014**
 * Hazel Belair**

1) Tome #5: Puritan ideals and symbols
 * Class discussion of ideals
 * Where did you find the ideals in Edwards' Sermon?
 * What does it mean to you?
 * Group activity: Tableau of unwritten rules

2) Tome #5.2: What would YOUR life look like if you had to follow the 'unwritten rules'?

3) Mini-quiz on background info of the Salem Witch Trials
 * Arthur Miller review
 * Read article "Miller Recounts McCarthy Era, Origins of "The Crucible"'

__**Homework: study for vocab quiz next thursday**__


 * September 10, 2014**
 * Daniel Kim (Danielwkim)**

1) Election of class Senator
 * Responsibilities:
 * Show up to Senate meeting during A3 period
 * Take notes of the announcements made during meeting
 * Present discussed material back to class
 * Shaheen wins by default (only candidate)
 * Maria runs as alternative

2) Research Paper
 * Book choice due September 18th
 * Final draft due in March (2015)
 * Spend 6 months working on project
 * Choose a novel you sincerely have an interest with (you will be working with it for a long time)
 * Advised to choose a contemporary American novel (post 1950)
 * MUST have social issues involved
 * Examples of social issues in novels:
 * "Of Mice and Men"
 * Gender inequality
 * Class Disparity
 * Hegemony of wealth and power status
 * Possible extra credit option for research essay in the future:
 * Interview someone with close personal experience with the chosen social issue for the research essay (optional)

3) Johnathan Edwards' Sermon
 * Discussed the sermon in small groups
 * Discussion topics presented in groups:
 * 1) What was your initial reaction to the sermon?
 * 2) Would you like to hear Edwards deliver another sermon? If so, why?
 * 3) What is you impression of Johnathan Edwards based on the passage?
 * 4) Do you think Edwards was successful in persuading people?
 * 5) What methods does Edwards implement in his sermon to persuade people?
 * Dynamic and unpropitious lexicon
 * Repetition of words ("wrath")
 * Literary devices (simile, metaphor, personification, archetype, conceit)

4) Denotation vs Connotation of words
 * Denotation is the definition
 * Example: "Parsimony (n.)- Unparalleled thriftiness; frugality"
 * Connotation is the archetypal emotion inducing association
 * Example: "Professor- Intelligent, responsible, wise"
 * Loaded words are words that carry powerful connotations
 * Johnathan Edwards makes great use of loaded words

5) Puritan Introduction Lecture + Note Sheet
 * Background
 * Puritan Beliefs
 * Further explanation
 * Characteristics of Puritan writing

6) The Puritan Tenets
 * 1) Depravity
 * 2) Providentialism
 * 3) Divine mission
 * 4) Predestination
 * 5) Theocentrism
 * 6) Grace

HOMEWORK:
 * 1) Choose a novel for Research Essay by September 18th
 * 2) Study for vocab quiz on September 18th
 * 3) Read "A Brief History of the Salem Witch Trials" (Handed out during class)
 * 4) Study for quiz next class on "A Brief History of the Salem Witch Trials"
 * 5) Mark up/find the six Puritan Tenets in Johnathan Edwards' sermon
 * 6) Have fun! :)

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 * September 8, 2014**
 * ShaheenSafari**

1) How to sign up for wiki 2) Vocabulary 3) Syllabus 4) "What Is American?" 5) Tome #2
 * go to Google
 * type in lojuniors
 * click on the first link that comes up
 * press join
 * fill in your information
 * vocabulary words are CUMULATIVE
 * write sentences using vocabulary words, then you will have a quiz a week after Mrs. Wray collects your sentences
 * if you get 100% on all of your vocabulary quizzes, then you will receive an automatic 100% on the vocab final (which means you don't have to take it)
 * if the whole class gets 100% on a particular vocabulary quiz, then Mrs. Wray will bring in a baked good for everyone :)
 * there is a lot of discussion in this class
 * do your reading, or else you will not learn
 * majority of the homework is reading
 * will we have pop quizzes? Of course
 * books go in chronological order throughout the year
 * interactive notebooks are turned in every 4-6 weeks and do not put random paper in them
 * grades are a running total until the end of the semester
 * keep food out of sight if you really must eat
 * no late assignments!
 * if a major assignment is turned in late, the penalty is being marked down a letter grade on that assignment every day it is late
 * essential words to be American: capitalism, freedom, unity, opportunity, etc.
 * "To be an american means..."
 * to be filled with OPPORTUNITIES
 * to be filled with totalitarianism, and to inspire the youth to be hero's
 * to believe in the possibility of freedom
 * to have freedom to a certain point, and being American means an opportunity for greatness
 * draw the most beautiful image you can think of
 * write 5 descriptive words about your picture
 * share your picture with someone
 * Mrs. Wray read a passage while the students drew out the images that they saw in their heads
 * write 5 more descriptive words on the second picture

HOMEWORK:
 * 1) Read "Sinners in the Hands of an Angry God" and answer the questions on the back of the packet.
 * 2) Write sentences for each of the vocabulary words in list #1.