Friday, September 30

Monday, October 5 ~ POO


Image result for october
















Roots (New section: Shapes & Colors)

  • Chrom - color
  • cycle, cyclo - wheel, circular
  • form - form, shape

Grammar/Roots Quizzes Returned

  • You may come to my room at any point between now and the end of the day on Wednesday to do quiz corrections. You may earn up to five points back on the original grade.
POO
  • Review Ch.2 ~ Journal 13: Write down at least two open-ended discussion questions about Ch. 2. (Touch on the Socratic Fishbowl coming up.)
  • Read Ch. 3

HW: Read POO Ch.3

Wednesday, September 28

Block Day, Sept. 20-30 ~ POO on the mind

Image result for kaffir chicken

Roots
  • tele - far
  • tempo - time
  • uni - one 
  • (This is the end of the section: Quantity, Time & Distance)


Journal 12: What do you think the author is telling us about the nature of human cruelty?






Activity: Numbered Heads

  • How would you describe PK's personality? 
  • Describe the demeanor and reputation of Inkosi-Inkosikazi.
  • What about PK's time with Inkosi makes his night water stop? (your theory)
  • Unpack the dreams and the symbolism you see in them.
  • Why does Inkosi give PK the chicken? 


Image result for inkosi zulu chiefA little quizze?


Speed Reading Activity


HW: Read Chapters 2  (Always be ready for a reading quiz!)
Period 2!!!! You must finish the prezi from Monday's blog on your own. :(


A Speed Reading Lesson

Here is the source article from Tim Ferris (author of The Four Hour Work Week).

Speed Reading Goals: Eliminate regression and rereading while increasing speed.
How? We must train our eyes to move faster and to trust the perception of our periphery vision.

A word of comfort...you will have to work on comprehension and speed skills separately. You may not have a high comprehension while you are working on motor skills (teaching your eyes to move faster).

Here are the steps in the exercise:

1. Determine Your Baseline Words Per Minute

  • Get an average words per line by counting the number of words in 5 lines divided by 5 for an average.
  • Read for one minute. After the timer goes off, count the number of lines you read and divide it by your average words per line to get your Words Per Minute number (most folks read between 200-400 wpm).
2. Exercise One: Technique (2 min)
  • Mark your starting place. Use a pen or piece of paper as a tracker and pacer. Hold it flat against the line; don't use the point. DON'T WORRY ABOUT COMPREHENSION this time. Now read for two minutes, forcing your tracker to move at a speed of at least one line per second. (Count your lines to calculate wpm.)
3. Exercise Two: Speed (3 min)
  • Mark your starting place again. Read again, but this time, move your tracker at least two lines per second ("one-one-thousand"). Keep your speed all three minutes. DON'T WORRY ABOUT COMPREHENSION. Focus on the exercise and don't daydream. (Count your lines to calculate wpm.)
4. Exercise Three: Perceptual Expansion (1 min)
  • Concept: Although we choose to focus in on every word, our brains are actually able to absorb information via our peripheral vision. We must train our eyes to trust that part of our vision.
  • Mark your starting place again. Use your tracker to read again, maintaining one line per second. This time, try not to focus on the first and last words in each line. (Count your lines to calculate wpm.)
5. Exercise Four: Perceptual Expansion (1 min)
  • Mark your starting place again. Use your tracker to read again, maintaining one line per second. This time, try not to focus on the first and last two words in each line. (Count your lines to calculate wpm.)
6. Exercise Five: Perceptual Expansion (3 min)
  • Mark your starting place again. Use your tracker to read again, maintaining two lines per second. This time, try not to focus on the first and last three words in each line. (Count your lines to calculate wpm.)
Processing Advice: Some people can do this and maintain comprehension. Some cannot, but the main goal is to retrain your motor reflexes. Comprehension will follow with practice. Also, the more you practice the faster you can go through the lines. Some folks can read a whole page in 10 seconds! Since we are reading this novel for a bit, I recommend that you keep practicing your speed with a tracker. Every once in a while, time yourself and see if your wpm grows. Good luck!






Tuesday, September 27

Wednesday, Sept.28 ~ POO Ch.1

ROOTS
  • plu, plur, plus - more
  • poly - many
  • punct - point, dot
THE POWER OF ONE

EQ: What is the lesson or theme that the author most likely wants readers to learn about the nature of human cruelty and prejudice.

Ch. 1-6 Vocab: Add these words in your journal under Journal 11. Work together and look up a basic definition online.
  1. Inkosi (in Zulu) 
  2. obsequiousness (10)
  3. sjambok (12)
  4. cicatrization (23)
  5. querulous (37)
  6. consternation (42)
  7. jocularity (56)
  8. parlance (71)
  9. diaphanous (77)
    no kwadukuza3







    Inkosi = cheif








    HW: Read Chapter 1 of The Power of One (be ready for a reading quiz at any time during the book!)

    A Concise Timeline of South African History

    A Quick History of Apartheid in South Africa

    I. History:
    • The first European settlers come to the Cape of Good Hope around 1600.
    • 1652- Dutch, German and French come to Cape for religious and economic motives.
    • Dutch Boers (farmers) begin to move north and live with native Africans and a new culture develops: the Afrikaner or the white African tribe. Their language was a mix of Dutch and various African languages.
    • 1795 the British seize control of the Cape and surrounding area and more Boers are driven north. 
    • Many Afrikaners died in battles with "natives" while adapting to the harsh land and climate.
    • Hatred of the British and Blacks deepened in the Afrikaner solidarity.
    • The Boer War 1899-1902: British wanted gold and diamonds were discovered on Afrikaner land. A fierce war ensued with atrocities on both sides, Britian wins ultimate control and makes South Africa a commonwealth territory.
    • Independence was granted in 1910. While the Afrikaners made up only 13% of the population, they dominated the government.
    II. Apartheid:
    • IN 1948 the Afrikaner Nationalist Party gained control of the South African Parliament, and established the system known as apartheid.
    • Apartheid means "separateness" or "apartness" and included 317 laws which reserved civil rights for 5 million whites and denied them to 25 million blacks.
    • All citizens were classified by race.
    • Marriage and sexual relations across color lines were made illegal
    • Separate residential areas; whites get all fo the best, over 80% of the population was crowded into areas which covered less than 13% of the total land mass. 
    • Economic development was outlawed in the black "homelands." Jobs were made available only in white areas.
    • All non-whites must carry a passbook at all times.
    • All public places were segregated.
    • Black schools were intentionally underfunded.
    III. Resistance

    • Resistance began in the 1950's, the first outbreak of violence occurred in 1960 and was known as the Sharpville Massacre, 69 people were killed and 180 wounded by South African police.
    • Nelson Mandela rose to leadership of the African National Congress (ANC), but was arrested in 1964 and imprisoned for 26 years. 
    • In the early 1970's Steven Biko founded the "Black Consciousness" movement patterned after the "Black Power" movement in the U.S. Biko was arrested, tortured, then killed while in police custody in 1977. 
    • in 1976 thousands of students protested in the black township of Johannesburg, this became known as the Soweto Riot. The government killed 600 students and arrested thousands.
    • In 1983 as protests continued the government declared a state of emergency and 30,000 more blacks were jailed. 
    • International pressure began to mount. South Africa was expelled from the UN in 1974
    • They were banned from the Olympic Games in 1976, in 1986 the U.S. Congress banned new investments by U.S. companies.

      IV. Apartheid Ends:

      • F.W. deKlerk becomes Prime Minister in 1989 and bowing to international as well as internal pressure negotiations begin.
      • in 1990 Nelson Mandela is released from prison and the ANC works with the government to write a new constitution which would put an end to Apartheid.
      • In 1994 Mandela is elected as the first black President of South Africa

      Tuesday, Sept. 27 ~ Grammar and Roots Quizze!

      Today we will finish the prezi from yesterday and take the Grammar/Roots Quizze.

      Friday, September 23

      Monday, Sept.26 ~ The Power of One Begins!

      Image result for Apartheid
      Roots

      • oligo - few or little
      • omni - all or every
      • pan - all


      Today, let's look at some of the background info to our book.

      Discussion Questions: Do you Know? 
      • What language is spoken in South Africa?
      • Who is Nelson Mandela? Why is he so famous?
      • What is Apartheid? 
      • What do you think would happen in the U.S. if the government gunned down 600 students at a protest? 
      • How can one country keep another in check in the case of serious injustice, without going to war? 
      Journal #10 - POO Intro: 
      • Check out this Prezi
      • Write a one paragraph synopsis explaining the historical background of our next novel, The Power of One.
      HW: Study for your grammar quiz (roots/run-ons/subject-verb agreement)


      Thursday, September 22

      Friday, Sept. 23 ~ Yeehaw! Homecoming Parade!


      Roots
      • meter - measure
      • multi - many, much 
      • numer - number
      • numisma - coin
      Grammar

      More SVA Rules:

      7. Make the verb agree with its subject, not with a subject complement

              These exercises (is, are) a way to test your ability to perform under pressure.

      8. Who, which, and that take verbs that agree with their antecedents.

               Veronica was the only one of the first year Spanish students who (was/were) fluent enough to apply for the exchange program. 

      9. Words such as athletics, economics, mathematics, physics, statistics, measles, mumps, and news are usually singular, despite their plural form.

                Statistics (is/are) among the most difficult courses in our program. 

      10. Titles of works, company names, words mentioned as words and gerund phrases are singular.

               Lost Cities (describe/describes) the discoveries of many ancient civilizations.

               Delmonico Brothers (specialize/specializes) in organic produce.

               Controlled substances (is/are) a euphemism for illegal drugs. 


      Roots Review: Fly Swatter Tag

      Wednesday, September 21

      Thursday, Sept. 22 ~ More on Subject Verb Agreement.


      Roots (new category: Quantity, Time & Distance)
      • anni, annu, enni -year
      • chron -time
      • deca - ten
      • medi - half, middle, between, halfway
      Grammar 
      Roots Review

      • Write one compound sentence using a semicolon, a collective noun, and two roots (make sure you make your subject and verbs agree. 

      Wednesday, Sept. 21 ~ Celebrity Look Alike Day



      Roots
      • vert, vers - turn
      • vic, vicis -change, substitute
      Grammar

      Notes:  Subject Verb Agreement

      1. Make the verb agree with its subject, not with a word that comes between. 

        • The samples on the tray in the lab (need/needs) testing.
      2. Treat most compound subjects (joined with and) as plural.
        • Jill's natural ability and her desire to help others (has/have) led to a career in ministry.
        • Exception to the rule: when those two things form a single unit.
        • Macaroni and cheese (is/are) good.
      3. For either/or and neither/nor compound subjects, use the verb that matches the item closest to the verb. 
        • Neither the lab assistant nor the students (was/were) able to download the information.
        • Note: When you are writing, make the plural one last to avoid awkie phrasing.
      4. Treat most indefinite pronouns as singular.
        • Everyone who signed up for snowboarding lessons (was/were) paying at the window.

      Image result for indefinite pronouns

        • Tricky... the ones in the last box depend on the noun/pronoun they refer to.
        • None of his advice (make/makes) sense.
        • None of the eggs (was/were) broken.
      5. Treat collective nouns as singular unless the meaning is clearly plural. 
        • The class (respect/respects) the teacher.
        • The class (is/are) debating among themselves. 
        • The young couple (was/were) arguing about politics.
        • Note: the number = singular; a number = plural
        • A number of children (is/are) attending the wedding. 
      6. Make the verb agree with its subject even when the subject follows the verb.


      HW: Complete the SVA notes & practice  AND don't forget that tomorrow is Beach vs. Country Day!

      Monday, September 19

      Tuesday, Sept. 18 ~ Homecoming Week "Mathlete vs. Athlete"




      Roots
      • tract, tra - draw, pull
      • vac - empty
      • ven,vent - come
      Grammar

      • Since we started parallel structure yesterday, let's practice that skill first. Click here. 


      Practice: Bedford Exercise 20 – 1 Run-On Sentences (Write these in your journal or notability.)
      Directions: Revise any run-on sentences using the method of revision suggested in brackets.

      Example: Orville had been obsessed with his weight as a teenager, he rarely ate anything sweet. (Restructure the sentence)
      New: Because Orville had been obsessed with his weight as a teenager, he rarely ate anything sweet.


      1. The city had one public swimming pool, it stayed packed with children all summer long. (Restructure the sentence)
      2.  The building is being renovated, therefore at times we have no heat, water, or electricity. (Use a comma and coordinating conjunction)
      3. The view was not what the travel agent had described, where were the rolling hills and the shimmering rivers? (Make two sentences)
      4. All those gnarled equations looked like toxic insects, maybe I was going to have to rethink my major. (Use a semicolon)
      5. The city government had good reason to fear the major earth quake, most of the business district was built on landfill. (use a colon)
      6. The car was hardly worth trading, the frame was twisted and the block was warped. (Restructure the sentence)
      7.  The next time an event is canceled because of the bad weather, don’t blame the meteorologist, blame nature. (Make two sentences)
      8. Ray was fluent in American Sign Language he could sign as easily as he could speak. (Restructure the sentence) 

      HW: Finish Ex.20-1 in notability AND don't forget that tomorrow is Celebrity Look Alike Day!