Reading Check 2

Closed. See Ms. Jones

Greek Gods Baseball Cards

Greek Mythology

Gods and Goddesses Baseball Cards

To understand The Odyssey, you will be researching the 12 Olympians to create baseball cards. 

 ONLY CHOOSE EIGHT REQUIRED! THE OTHERS ARE EXTRA CREDIT!

The Olympians are a group of 12 gods who ruled after the overthrow of the Titans. All the Olympians are related in some way. They are named after their dwelling place Mount Olympus.

1.     Zeus

2. Poseidon
3. Hades
4. Demeter
5. Hera
6. Ares
7. Athena
8. Apollo
9. Aphrodite
10. Hermes
11. Dionysus
12. Hephaestus
13. Research an additional god or goddess not included in the Olympians.

For each god, you will include the following information on the front of the card:

1.    Drawn and colored picture of the god or goddess

2.    Realm

3.    Picture of their symbol

On the back of the card include a paragraph on the following information:

1.    Summary of the deity’s character

2.    Explanation of accomplishments

3.    Relationship to other gods

Assignment due date: FRIDAY, 4/19

VOCAB!

Here are ALL the words! Let me know if your have questions!

3rd Quarter Vocab

Roots:
ang: bend
belli: war
clar: clear
counter: against
gram: writing
luc: light
lum: light
tele: far
vor: eat

rupt: break

vac: empty

sol: alone

Prefix:

Anti: against

semi: half

sub: under

Vocab:
amiable: friendly/good/natured

comply: to follow

condone: to allow a behavior that's wrong to occur

fervor: intense emotion
heed: to listen to
hypercritical: excessively critical

inadvertent: accidental

indifferent: not caring one way or another
obscure: unclear/hard to understand

repress: to hold back
tangible: touchable
verbose: talkative

SECOND QUARTER

Roots:
anthrop: man
phil: love
photo: light
migr: move

Therm: heat

Aero: air

Sect:cut

Term:end

Fic: make

Sci: know

Tact: touch

 
-ist: one who
-less: without
-ism: belief
-y: full of
-ful: full of
-er/-or: one who

supercilious: prideful
philanthropist: one who loves mankind
fickle: not reliable
lucrative: moneymaking/profitable
sage: a very wise person
mar: to damage or ruin
hoopla: excitement around an event
incredulous: skeptical/hard time believing something

zealous: having great energy and enthusiasm

dearth: a lack of something

ostracize: to exclude

diligent: hard working

FIRST QUARTER

aud-hear

bi-two/halves

biblio/bibl -book

bio-life

cap-head

chron-time

corp -body

cred-believe

credulous

dem-people

div-divide/part
egregious

eradicate

falter

gen-birth

graph-write

im-not

implore

lavish

mort-death

obliterate

pacify
pervade

pop-people

post-after

pre-before

re-again

scrupulous

snarky

spec-see

squander

struct-build

un-not

vid-see



VOCAB MEANINGS:

Credulous: gullible, easily believe something

egregious: shocking or very bad

eradicate: to get rid of

falter: to mess up or lose momentum

fickle: not reliable

hoopla: excitement around an event

implore: to beg urgently

incredulous: skeptical, have a hard time believing something

lavish: rich or luxurious

lucrative: profitable/moneymaking

mar: to damage or ruin

obliterate: to completely destroy

pacify: to calm

pervade: to spread throughout

philanthropist: a person that helps others

sage: a very wise person

scrupulous: very careful while doing something.

Snarky: rude or sarcastic

Squander: to waste something (money or time)

Supercilious: thinking you’re better than others

No Fear Shakespeare

http://nfs.sparknotes.com/romeojuliet/

Reading check 3

see me

RANKING RELATIONSHIPS

Relationship Ranking
Each of the following scenarios describes a relationship. Read each scenario and rank them from the scenario that describes the best love relationship (1) to the scenario that describes the worst love relationship (3). Make sure you can support your opinions. Write two sentences for
each explaining why you gave it the
ranking you did.

 

_____A

  Joseph always felt uneasy at parties, especially parties that included people from Forest View. Forest View was Elk Grove’s chief rival in every sport, and Joseph and his friends had been competing against kids from Forest View for as long as he could remember. And sometimes those competitions got pretty heated. So who could blame Joseph for saying his good-byes early? As he headed out the door, however, Joseph caught a glimpse of Sara. Even all decked out in Forest View’s colors, she was, Joseph thought, the most beautiful girl he had ever seen. Bolstering up his courage, Joseph went over to say hello. And it wasn’t long before he was involved in a friendly conversation with Sara and several of her friends. An hour flew by, and Joseph really did have to go home. But he felt changed. Monday at school he confided to his best friend that he was in love, and with someone from Forest View on top of it. The kidding he got was intense; he and his best friend almost got into a fight over it. But Joseph was sure. He couldn’t wait to see her again. He spent all week searching to find a party that she might attend.

___ B 

  Mary and Martin have been next-door neighbors since the fifth grade, and for seven years they’ve walked to school together. Since high school started, though, once they got to school, they went their separate ways—Mary was an athlete and Martin a musician. But on that mile walk they shared a lot of talk about everyday events, hopes, and heartbreaks. The senior prom was approaching and neither Mary nor Martin had a date. They decided to go together. It was funny: they broached the subject on the same day, and in fact, they couldn’t figure out who asked whom. The prom was great; they laughed and danced and kidded with their friends. They didn’t go on an after-prom trip, though. They had decided that it would make them seem too much like a couple, and they didn’t want any awkwardness to interfere with their friendship. That night both of them thought that the prom was one of the best dates they had ever had. It was too bad that their “real” dates never went so well.

 

___ C 

  What a whirlwind of a romance, thought Amy. Ever since she had met Tom, things had been, well, fantastic. Nightly phone calls. Dinners at expensive restaurants. Gifts. She didn’t mind that Tom insisted she spend all of her time with him. After all, her friends should understand, and if her grades slipped a bit, who cares? She’d always be able to get into some college. She had a bit of a twinge when he asked her not to go out for the musical, but the dozen long-stem roses made that twinge fade. What a romance!

Reading Check 2

See me

3rd Quarter Vocab

Roots:
ang: bend
belli: war
clar: clear
counter: against
gram: writing
luc: light
lum: light
tele: far
vor: eat

Vocab:
comply
heed
hypercritical
obscure
tangible
verbose

Poetry Essay

ANALYSIS OUTLINE AND PAPER: Once you fill out the TIPCASTT worksheet, you will write an analysis paper. You will use this to do a one-two page write up  (double spaced, size 12, Times New Roman) answering the following questions:

            What is the theme of the poem?

            How does the imagery support this theme?

            How does the word choice support this theme? (use connotation)

            How does the title prove this theme?

            Why is this theme important to humankind?




Share it with me on Google Drive

I Wandered Lonely as a Cloud

 I WANDERED lonely as a cloud
          That floats on high o'er vales and hills,
          When all at once I saw a crowd,
          A host, of golden daffodils;
          Beside the lake, beneath the trees,
          Fluttering and dancing in the breeze.

          Continuous as the stars that shine
          And twinkle on the milky way,
          They stretched in never-ending line
          Along the margin of a bay:                                  10
          Ten thousand saw I at a glance,
          Tossing their heads in sprightly dance.

          The waves beside them danced; but they
          Out-did the sparkling waves in glee:
          A poet could not but be gay,
          In such a jocund company:
          I gazed--and gazed--but little thought
          What wealth the show to me had brought:

          For oft, when on my couch I lie
          In vacant or in pensive mood,                               20
          They flash upon that inward eye
          Which is the bliss of solitude;
          And then my heart with pleasure fills,
          And dances with the daffodils.
                                                              1804

Poetry Portfolio Requirements

Sonnet 

Follows traditional pattern of sonnet in number of lines, stanza, rhyme scheme, and meter.

Comparing someone to something else. "Shall I compare thee to..."

2. Narrative Poem

     Tell a story in poem form (include characters, setting, plot, etc)

     It must be at least 20 lines

Rhyming (any rhyme scheme such as crossed, envelope, etc)

     Include one example of alliteration (Highlight and label it)

     Include either one example of consonance or assonance (Highlight and label it)

     Any meter

3. Personification Poem

·    15 lines

·    use personification

·    Choose a topic/thing/place to describe 

4. Concrete Poem
Write a poem in a shape about the topic.
No required meter or rhyme.

5. Free Verse
No rhyme scheme or meter
15 lines 

Poetry Portfolio Poems

1. Sonnet

·      Follows traditional pattern of sonnet in number of lines, stanza, rhyme scheme, and meter.

Comparing someone to something else. "Shall I compare thee to..."

2. Narrative Poem

     Tell a story in poem form (include characters, setting, plot, etc)

     It must be at least 20 lines

Rhyming (any rhyme scheme such as crossed, envelope, etc)

     Include one example of alliteration (Highlight and label it)

     Include either one example of consonance or assonance (Highlight and label it)

     Any meter

3. Personification Poem

·    15 lines

·    use personification

·    Choose a topic/thing/place to describe 

4. Concrete Poem
Write a poem in a shape about the topic.
No required meter or rhyme.

5. Free Verse
No rhyme scheme or meter
15 lines 

TIPCASTT

Title:  without reading the poem write 2 sentences about what clues the title gives about the poem. __________________________________________________________

________________________________________________________________________________________________________________________________________________

Read the poem.

Imagery: what pictures form in your mind? Use all your senses. ________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

Read the poem again.

Paraphrase: put in your own words what the poem is about.  Write at least two sentences explaining each stanza—use detail.  Use the back if you need it.

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Connotation: Pick 5 important words from the poem. In a web form write five words you associate with each word.

 

           

Attitude of poet (TONE):  What perspective or feelings does the poet have about the subject? Write one sentence. _______________________________________________

________________________________________________________________________________________________________________________________________________

Symbols:  Are there any symbols in the poem and what could they represent? Choose two symbols and explain._____________________ ______________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Title—again—What does it mean? Add one more statement: _____________________

________________________________________________________________________

Read the poem again.

Theme:  What is the poet trying to say about life? ______________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Final Reading Check

over

VOCAB

SECOND QUARTER

Roots:
anthrop: man
phil: love
photo: light
migr: move

Therm: heat

Aero: air

Sect:cut

Term:end

Fic: make

Sci: know

Tact: touch

 
-ist: one who
-less: without
-ism: belief
-y: full of
-ful: full of
-er/-or: one who

supercilious: prideful
philanthropist: one who loves mankind
fickle: not reliable
lucrative: moneymaking/profitable
sage: a very wise person
mar: to damage or ruin
hoopla: excitement around an event
incredulous: skeptical/hard time believing something

zealous: having great energy and enthusiasm

dearth: a lack of something

ostracize: to exclude

diligent: hard working

FIRST QUARTER

aud-hear

bi-two/halves

biblio/bibl -book

bio-life

cap-head

chron-time

corp -body

cred-believe

credulous

dem-people

div-divide/part
egregious

eradicate

falter

gen-birth

graph-write

im-not

implore

lavish

mort-death

obliterate

pacify
pervade

pop-people

post-after

pre-before

re-again

scrupulous

snarky

spec-see

squander

struct-build

un-not

vid-see



VOCAB MEANINGS:

Credulous: gullible, easily believe something

egregious: shocking or very bad

eradicate: to get rid of

falter: to mess up or lose momentum

fickle: not reliable

hoopla: excitement around an event

implore: to beg urgently

incredulous: skeptical, have a hard time believing something

lavish: rich or luxurious

lucrative: profitable/moneymaking

mar: to damage or ruin

obliterate: to completely destroy

pacify: to calm

pervade: to spread throughout

philanthropist: a person that helps others

sage: a very wise person

scrupulous: very careful while doing something.

Snarky: rude or sarcastic

Squander: to waste something (money or time)

Supercilious: thinking you’re better than others