Get on the Bike
and ride directly into the Thunderdome!
Monday 03/31
- Weekly
- KKHS accounts?
- Hamlet
- Hamlet
HW: Hamlet essential question essay - # will be revealed on Thu. and due on Mon. 04/07
"Mad north-northwest"
Welcome Back to the Dome!
Thunder, that is!
We gear up for May 9th!
Tue. 03/25
- Pass back Stay back
- Hamlet Fishbowl of Insanity (multiple fish enter, one fish leaves - if sane enough)
- Remember to do your Purple #7, "The Waltz"
- Oh, and. . . Get it right or one of us will not make it out of the Thunderdome and I can assure I will be the one who does!
- .”
- ,”
- “ aldlfakjdfl”(Longo).
- possessive apostrophes
- author’s sex
- dnaq
- how to identify titles
- authors and titles in introduction
- V29 - Feasible, genre, implicit, incite, infallible, intermediary, kindle, lucid, misconstrue, obsolete, bemused,chimerical, coterie, confluence, desiccate, demure, denude, duplicity, eccentric, echelon
- Hamlet Fishbowl of "too too sullied(solid) flesh"
Week 10 of 10!
03/10/14 - 03/14/14
Monday had a Friday Bell Schedule
Tuesday,Wednesday, and Thursday have Regular Bell Schedules
Someone please remind me to get the books - NOW! (I like this)
Someone please remind me to get the books - NOW! (I like this)
Tuesday 03/11/14
Essential Question: How do I make sense of all the random bits of information that seemingly have no common thread or theme?
Common Core State Standards: "Two men enter. . . One man leaves." ("Mad Max 2: The Road Warrior")
1. Weekly
2. Vocab. Beasty Cheat Sheet
3. Your MC practice and Self-analysis - hold on until we grade and then add another layer of observation
Thursday 03/13/14
Essential Question: How do I make sense of all the random bits of information that seemingly have no common thread or theme?Common Core State Standards: "I love the smell of napalm in the morning. . . Smells like victory." ("Apocalypse Now")
1. V28 + All Rhetorical Devices + Beasty
2. Purple #6 is due
3. In-class essay - for real
V28: Anarchy, audacity, bane, blight, cajole, capitulate, conflagration, cumbersome, didactic, facetious, volatile, voluble, ambulatory, apocryphal, atrophy, daunt, de facto, debacle, deign, demagogue
Concerned about the Standards?
Reading CCSS
CCSS.RI.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Writing CCSS
CCSS.W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Congratulations!
CONGRATULATIONS!
Team Longo Students representing as Kekaulike Ambassadors:
Science Olympiads:
Genesis Gil, Rosie Kulhavey-Sutherland, and Keane Nunan
Music:
Michael Reeves
Wrestling:
Jenna Mauliola
Week 9 of 10
03/03/14 - 03/07/14
Monday has a Tuesday Bell Schedule
Tuesday has a Special Bell Schedule for the ACT
(Which you will annihilate!)
(Which you will annihilate!)
Wednesday - Friday have Regular Bell Schedules
Monday 03/03/14
Essential Question: How do I make sense of all the random bits of information that seemingly have no common thread or theme?
Common Core State Standards: All of them - duh. We are in the Thunderdome!
1. New Weekly
2. Self-analysis of your MC practices
3. In-depth MC Exam format Analysis
Thursday 03/06/14
Essential Question: How do I make sense of all the random bits of information that seemingly have no common thread or theme?Common Core State Standards: "I know Kung Fu." "Show me." ("The Matrix")
1. V27 + Rhetorical Devices Praiteritio - Zeugma
2. Purple #5 is due
3. In-class essay
V27: Prolific, purge, relinquish, retract, slovenly, succumb, tortuous, verbose, voracious, aggravate, spurn,
supercilious, timorous, torpid, unwitting, contrite, contumacious, conundrum, convivial, dalliance
Concerned about the Standards?
Reading CCSS
CCSS.RI.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Writing CCSS
CCSS.W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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