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This wiki is intended for Mrs. Buehring's sophomore Pre-AP English students as well as their parents. It will be used for educational purposes only. If you are in Academic English (Periods 1, 6, and 7), then go to http://rangerstars2015.wikispaces.com.
 * Pre-AP English 2 (Periods 2, 3, and 4) **

General Information
Click here to access your school account from home. Sign in to the VPN as if you are signing on to a school computer. Here is a link for interactive lessons on concepts and skills for 10th grade English. Enjoy!

**The online textbook link is http://my.hrw.com** = **** =

PLEASE COMPLETE THE FOLLOWING SURVEY!
**Agenda for the week of May 20**

Monday, 5/20/13
CO: Evaluate the role of syntax and diction and the effect of voice, tone, and imagery; analyze how an author's sensory language creates imagery in text. LO: Read and analyze Diction, Imagery, Details, Language, and Syntax (DIDLS) of JC and identify rhetorical elements. Agenda:
 * CO/LO
 * 12 minute prewriting practice
 * discuss the practice/get feedback
 * Mrs. B's typed notes
 * Photo of Mrs. B's annotation

Tuesday, 5/21/13
CO: Analyze an author's use of stylistic and rhetorical devices LO: Take notes on stylistic and rhetorical devices while reading JC Agenda:
 * Finish reading Act III.i
 * Begin reading Act III.ii

**Agenda for the week of May 13**

Monday, 5/13/13
CO: Evaluate the role of syntax and diction and the effect of voice, tone, and imagery; analyze how an author's sensory language creates imagery in text. LO: Finish Act I together. Agenda:
 * Because of the STAAR Algebra 2 test, I will extend vocab window until Wednesday, 5/15/13
 * Finish Act I
 * For HW, read all summaries of all scenes through the end of Act III
 * For HW, feel free to read a summary of the entire play on Sparknotes.com
 * For HW, review the elements of PIGSAC

Tuesday, 5/14/13
If you are NOT STAAR testing for Algebra 2, meet in the cafeteria. Otherwise, good luck on the Algebra 2 test!!!

Wednesday, 5/15/13
CO: Evaluate the role of syntax and diction and the effect of voice, tone, and imagery; analyze how an author's sensory language creates imagery in text. LO: Review how to identify the rhetorical situation of text (PIGSAC) and how that relates to timed writings. Agenda: **Thursday, 5/16/13** CO: none LO: none Agenda: **Friday, 5/17/13** CO: Evaluate the role of syntax and diction and the effect of voice, tone, and imagery; analyze how an author's sensory language creates imagery in text. LO: Read and analyze Diction, Imagery, Details, Language, and Syntax (DIDLS) of JC and identify rhetorical elements. Agenda: UPDATE: The timed writing will be moved from Tuesday to either the long day or Friday of next week.
 * Reviewed acronym of PIGSAC
 * Read part of JC Act II.I
 * Identified PIGSAC elements in conspirator meeting with Brutus
 * Wrote synthesis statement (can be an intro for a rhetorical analysis)
 * The synthesis statement is the "why" for the rhetorical devices used in text
 * I allowed students to use class time to work on week 4 vocabulary words.
 * Summarize the rest of Act II.i, read Act II.ii, summarize Act II.iii and Act II.iv and read Act III.i (lines 1-77)
 * Teacher will point out rhetorical devices of excerpts as they are read

**Agenda for the week of May 6** **Monday, 5/6/13** I am administering the STAAR test. All students in 2nd, 3rd, and 4th who are NOT taking the Geometry STAAR test need to meet in the cafeteria.

Tuesday, 5/7/13
CO: Analyze how an author's sensory language creates imagery in literary text and evaluate the role of syntax and diction and the effect of voice, tone, and imagery LO: Take notes on what a successful AP essay contains, listen to feedback on graded timed writings in order to revise, and finish reading Act I of JC Agenda:
 * Week 2 Vocabulary window closes **
 * Receive a quick review on what a successful AP essay contains (take notes) and feedback on recent LOTF timed writings
 * Finish reading Act I of //Julius Caesar//

Wednesday, 5/8/13
Chemistry STAAR test

Thursday, 5/9/13
CO: Evaluate the role of syntax and diction and the effect of voice, tone, and imagery and relate the figurative language of a literary work to its historical and cultural setting LO: Practice answering AP multiple-choice style questions and identifying advanced literary and rhetorical devices over an excerpt from //Julius Caesar//. Agenda:
 * Answer AP-style multiple choice questions over an excerpt from //Julius Caesar//
 * Begin reading Act II of JC

Friday, 5/10/13
World History STAAR test

Monday, 4/29/13
CO: Write an analytical essay of sufficient length that includes an effective intro and conclusion, a thesis, an organizing structure appropriate to audience, and relevant information with valid inferences. LO: Write an AP-style analytical essay over a prompt that is based on __Lord of the Flies__. Agenda:
 * Write an AP-style essay over LOTF

Tuesday, 4/30/13
CO: Understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from text to support understanding LO: Complete a KWL activity on the background information (Shakespeare and Elizabethan England) Agenda:
 * Take 5-7 minutes to copy two rows of week 2's chart.
 * Begin the K and W part of a KWL chart about Shakespeare and Elizabethan England (what you think you ** K **now, what you ** W **ant to know, what you ** L **earned)
 * Watch the 25 minute video; as you view, fill in answers ( in the ** L ** earned column) to any questions you posed in the Want to know column, and write down any other questions that the video may provoke. In other words, you will go back and forth between the ** W ** and the ** L ** columns of the chart.
 * For homework, read the historical background information (taken from the online textbook) as well as the handout over "The Real Julius Caesar." Be ready to discuss on the long day.

Wednesday/Thursday, 5/1-5/2
CO: Understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from text to support understanding LO: After discussing background information and strategies for decoding Shakespeare's language, begin reading Julius Caesar and annotating the section featured in the Interactive Readers. Agenda:
 * Focus attention on explanations of week 2 literary and rhetorical vocabulary
 * Do a think-pair-share in which you compare/contrast what you know about the Elizabethan era with the Roman era
 * View PowerPoint
 * Literary Analysis Workshop for //Julius Caessar//
 * Begin reading
 * (3rd period left off at Act I.ii.83, page 409 in workbook)
 * (2nd and 4th period only finished Act I.i; 4th needs Interactive Readers for Act I.ii)

Friday, 5/3/13
CO: Evaluate the role of syntax and diction and the effect of voice, tone, and imagery; understand, make inferences, and draw conclusions about how an author's sensory language creates imagery in literary text. LO: Read and annotate Act I.ii of JC for diction, syntax, imagery, and tone. Agenda:
 * Get 5-7 minutes to copy vocabulary chart information
 * Keep reading Act I and annotate scene ii completely; especially try to identify literary and rhetorical devices from vocabulary unit

Monday, 4/22/13
CO: Determine meaning of grade level technical academic English words. LO: Show understanding and mastery of identification of literary and rhetorical devices. Agenda:
 * Receive new calendars and hall passes
 * Get new vocabulary words

Tuesday, 4/23/13
CO: Write a poem using a variety of poetic techniques and a variety of poetic forms LO: Decide upon a poetic structure, create a "found" poem over Simon, and illustrate appropriately Agenda:
 * Create a Found Poem over Simon using only quotes from the book that epitomize his character and illustrate

Wednesday 4/24
CO: Explain the function of symbolism and allegory in literary works LO: Create a comic strip that traces the evolution of the symbol of the conch throughout __Lord of the Flies__ Agenda:
 * Look at the evolution of the conch as a symbol throughout the book. Use the ipads if available.
 * Review how to write an AP-style essay

Thursday and Friday, 4/25-4/26
No CO/LO Watched LOTF--Teacher was ill

1. Do not alter the wiki unless otherwise instructed by the teacher. Any and all actions you take will be sent to me via email (and recorded on this website), and I will know it was you. (I have your email and username, remember?) Appropriate disciplinary action will be taken. If an accident should happen, please alert me immediately (email, twitter) so that I can fix it right away. 2. For discussions, keep all comments school appropriate. Anything I deem inappropriate will have the proper disciplinary action taken as if it had happened in class. 3. Stay on topic when posting. It is understandable if you are bringing in new info, a related topic, or making a level 3 connection, but try to refrain from "thread jacking." 4. Be respectful to others just as you would if you were speaking to them in person. 5. Spamming the wiki will result in my ire in class. If it isn't important, don't clog up the comments with it.
 * Rules for the Wiki **