Mrs. Edith Wild
International School of Broward
3100 N. 75th Ave
Hollywood, FL 33024
Email: [email protected]
Phone: (954) 987-2026
Fax:
(954) 987-7261
_________________________________________________________________________________________
Achieving student progress requires flexibility to ensure That Eachclass’s
unique needs are met. For this reason, please be aware these assignments are
subject to change. Your student will always be notified of such changes in
class
COURSE 8th grade, French Track and English track
Bring for Monday: The Call of the Wild and the following work:
Bring in call of the Wild For Monday, September 29th, chapters 1 & 2 should be
read, ALL questions Answered (provided worksheet)
ISB
Name: ____________________________
English period 1 & 4
September 29th
Worksheet 1 for Call of the Wild by Jack London
Page numbers relate to the Signet Classic Edition
Chapter 1 writing analysis
1. In the beginning of Chapter I, how is Buck described? Based on this description, how do you think
he will deal with the hardships of the Yukon Territory? Which of his traits will serve him well in his
new life? Which will he have to abandon to survive?
2. What important lesson did Buck learn from the man with the club? What is meant by the line, “It
was his introduction to the reign of primitive law, and he met the introduction halfway.”?
3. How did François begin to earn Buck’s respect? From the description of this incident, predict what
Buck’s relationship will be with “a big, snowy-white fellow from Spitzbergen.”
4. What is the significance of the title of this chapter?
VOCABULARY (find the sentence in the story, write it out from the book and then write your own
sentence)
1. demesne (1): domain
2. populous (2): with many people; well-populated
3. imperiously (2): like a king
4. sated (2): filled up; full
5. insular (2): protected; inexperienced
6. progeny (3): children; offspring
7. deft (3): skilled
8. futilely (3): unsuccessfully
9. vilely (3): rudely
10. hydrophobia (4): rabies
11. impending (5): soon to happen
12. calamity (5): disaster
13. surcharged (7): charged over normal price
14. slaver (7): saliva; slobber
15. primitive (8): early, not sophisticated, raw, uncivilized
16. dormant (8): hidden, buried, sleeping
17. cunning (8): wisdom, experienced; wily
QUOTATIONS (NUMBERS IN PARENTHESES INDICATE PAGE NUMBERS.) Please explain
what each quote means. Use a complete sentence.
1. “He did not know why, but he felt oppressed by the vague sense of impending calamity.” (5)
2. “And Buck was truly a red-eyed devil, as he drew himself together for the spring, hair bristling,
mouth foaming, a mad glitter in his bloodshot eyes.” (6)
3. “In midair, just as his jaws were about to close on the man, he received a shock that checked his
body and brought his teeth together with an agonizing clip.” (7)
4. “That club was a revelation. It was his introduction to the reign of primitive law, and he met the
introduction halfway.” (8)
5. “Perrault knew dogs, and when he looked at Buck he knew that he was one in a thousand.” (9)
6. “He was friendly, in a treacherous sort of way, smiling into one’s face the while he meditated some
underhanded trick, as, for instance, when he stole from Buck’s food at the first meal.” (9)
7. “It bit like fire, and the next instant was gone.” (10)
Chapter 2 writing analysis
1. What are the “laws of club and fang” that Buck learned in chapter II? How are these laws different
from what Buck was used to?
2. What is the one thing that Dave and Sol-leks live for? Why do you think they are like this? How do
you think they got this way? Can you think of examples of other animals or humans that show these
traits? What does this tell you about animal and human nature?
3. If you were Buck, which of the other sled dogs would you chose to be your teacher and why? How
is this dog like or unlike François as a teacher?
4. What trait insures that Buck will survive in the north? How is this aspect of his character shown in
the story? How would this trait be accepted in his former life? What does this say about the
differences in the two worlds?
5. Explain the meaning of the following quotation from page 18:
“And not only did he learn by experience, but instincts long dead
became alive again. The domesticated generations fell from him. In vague
ways he remembered back to the youth of the breed, to the time the wild
dogs ranged in packs through the primeval forest and killed their meat as
they ran it down. . . . Thus, as token of what a puppet thing life is, the
ancient song surged through him and he came into his own again.”
6. In adapting to his new world, has Buck developed or retrogressed? Defend your answer. Cite
examples from the novel (page number please! And in quotes!)
5. Explain the meaning of the following quotation from page 18:
And not only did he learn by experience, but instincts long dead
became alive again. The domesticated generations fell from him. In vague
ways he remembered back to the youth of the breed, to the time the wild
dogs ranged in packs through the primeval forest and killed their meat as
they ran it down. . . . Thus, as token of what a puppet thing life is, the
ancient song surged through him and he came into his own again.
6. In adapting to his new world, has Buck developed or retrogressed? Defend your answer.
VOCABULARY
1. primordial (10): ancient, prehistoric
2. reproof (12): blame, criticism
3. tuition (12): instruction; teaching
4. appeasingly (12): in an attempt to please
5. diabolically (13): with evil intent
6. disconsolate (13): unhappy, gloomy
7. gee (16): right
8. haw (17): left
QUOTATIONS
1. “All was confusion and action, and every moment life and limb were in peril. There was imperative
need to be constantly alert; for these dogs and men were not town dogs and men. They were
savages, all of them, who knew no law but the law of club and fang.” (11)
2. “No fair play. Once down, that was the end of you.” (11)
3. “The snow walls pressed him on every side, and a great surge of fear swept through him—the fear
of the wild thing for the trap.” (14)
4. “He did not steal for joy of it, but because of the clamor of his stomach.” (17)
5. “Thus, as token of what a puppet thing life is, the ancient song surged through him and he came into
his own again; and he came because men had found a yellow metal in the North, and because
Manuel was a gardener’s helper whose wages did not lap over the needs of his wife and divers small
copies of himself.” (18-19)
Monday, September 29th: (2) Students will discuss chapter 1 & 2 of Call of the Wild and
turn in the assigned work (2) Students will read chapter 3 and do the assigned questionswe
will do the questions in class on Tuesday.
DISCUSSION QUESTIONS
1. Describe Spitz’s character using examples from the chapter to support your answer.
2. How do François and Perrault display their true natures in this chapter? Give specific examples to support your answer.
3. How does Buck begin to undermine Spitz’s authority in this chapter? What were the effects of Buck’s actions? What
does this say about Buck’s transformation from a “southland dog?”
4. In the following quotation what does London mean by “the dominant primordial beast”?
A pause seemed to fall. Every animal was motionless as though turned to stone. Only Spitz quivered and bristled as he
staggered back and forth, snarling with horrible menace, as though to frighten off impending death. Then Buck sprang in
and out; but while he was in, shoulder had at last squarely met shoulder. The dark circle became a dot on the moonflooded snow as Spitz disappeared from view. Buck stood and looked on, the successful champion, the dominant
primordial beast who had made his kill and found it good. (31)
5. What traits have helped Buck thrive in his new world? Of them, which do you think is the most important? Why?
VOCABULARY: explain each vocabulary word in your own words in a sentence:
malingerer (21): time waster; shirker
marauders (21): raiders, intruders
covert (26): hidden
insidious (27): sinister, dangerous
travail (27): work
placatingly (28): so as to calm down
inexorable (31): unstoppable, relentless
ACTIVITIES Choose 2 of the following activities
1. Write a journal entry about a bully you’ve known. How is your bully similar to Spitz?
2. Write a poem reflecting the compassion the drivers have for their dogs.
3. Create a poem entitled “Patience is Primitive.”
4. Research temperature, weather conditions, and the aurora borealis in the Northwest.
QUOTATIONS: explain each quote in your own words:
1. “Then he was a masterful dog, and what made him dangerous was the fact that the club of the man in the red
Sweater had knocked all blind puck and rashness out of his desire for mastery.” (25)
2. “All that stirring of old instincts which at stated periods drives men out from the sounding cities to forest and
plain to kill things by chemically propelled leaden pellets, the blood lust, the joy to kill—all this was Buck’s, only
it was infinitely more intimate. He was ranging at the head of the pack, running the wild thing down, the living
meat, to kill with his own teeth and wash his muzzle to the eyes in warm blood.” (28-29)
3. “There is an ecstasy that marks the summit of life, and beyond which life cannot rise. And such is the paradox of
living, this ecstasy comes when one is most alive, and it comes as a complete forgetfulness that one is alive.” (30)
Tuesday, September 30th : Students will complete EDMODO ACTIVITY for Call of the Wild
Wednesday, October 1st: Students will have read and discussed chapter 4 in class and
complete the questions:
CHAPTER IV. WHO HAS WON THE MASTERSHIP (31–40)
DISCUSSION QUESTIONS
1. Describe Buck’s qualities as the new team leader. How is he similar to Spitz? How is he different?
2. Describe the man in Buck’s dreams. What is the significance of these dreams? What is London trying to
show us with these dreams?
3. What is the significance of Dave’s death? Does it remind you of any other work you’ve read or of any
event from your life?
VOCABULARY
obdurate (32): stubborn
celerity (34): speed
lugubriously (38): sadly, gloomily
convulsive (39): producing upheaval, shaking
ACTIVITIES ~ do two of the following activities
1. Create a poem, rap, or song detailing the qualities of a true leader.
2. Write a journal entry telling about a time you had to get control over or lead a group. Tell what you
did to take control. Had you intended to be the leader? If not, why did you take charge? How did
others react to your actions?
3. On your map of the Yukon in Alaska/Canada, mark Lake Laberge, Whitehouse Rapids, Across
Marsh, Tagish, and Bennett. Since the dogs head for Dawson with the mail train, mark it and note
the distance the dogs must travel.
6. Research “collective memory.” Do you believe humans have this type of memory? Why or why
not?
QUOTATIONS: explain the following quotes
“But it was in giving the law and making his mates live up to it that Buck excelled.” (33)
“Dave had bitten through both of Sol-lek’s traces, and was standing directly in front of the sled in his
proper place.” (39)
Thursday: Write Essay about the setting of the novel, Call of the
Wild, rough draft due Friday
Friday:
Read Chapters 5 & 6, Answer the following questions
DISCUSSION QUESTIONS
1. Reread London’s first description of Hal and Charles. (41) What do you think will happen to them based on this initial
description?
2. What was Mercedes’ reaction when experienced men went through her belongs to lighten the load? What does this say
about her and about her relationship with her husband and brother?
3. Compare Charles, Hal, and Mercedes to any other characters you’ve met in other books, movies, plays, television
shows,
or real life. What traits did Buck have that allowed him to adapt to the north that they lacked?
4. Why do you think London included these three characters in the book? What do they represent?
5. Why did Buck refuse to rise and lead the team? What did he have that his masters lacked?
VOCABULARY
salient (41): important
callow (41): inexperienced, immature
chaffering (41): discussion; bickering
apprehensively (41): with nervousness and fear
remonstrance (42): argument; objection
averred (44): claimed; avowed
jaded (45): dulled, satiated
voracious (46): extremely powerful
cajole (46): convince
innocuously (51): harmlessly
terse (51): concise, brief
inarticulate (52): tongue-tied
ACTIVITIES: do two of the following ~
1. Write a poem detailing what it feels like to be “dead tired.” (40)
2. Write a journal entry about a time you didn’t listen to someone with more experience than you. What happened?
What did you learn?
3. Imagine you are one of Buck’s owners: François, Perrault, the Scotch half-breed, Hal, Charles, or Mercedes.
Write a letter home to a friend telling about your experience in the Yukon. Be sure your letter reflects the
personality of the character you have chosen.
4. Choose one of the survivors (50) and write a monologue detailing his perspective. Be sure to maintain the dog’s
character throughout the monologue.
QUOTATIONS: explain the following quotations in your own words~
1. “The two mongrels were without spirit at all; bones were the only things breakable about them.” (45)
2. “In the nature of Artic travel, there was a reason why no fourteen dogs could not drag one sled, and that was that
one sled could not carry the food for fourteen dogs.” (45)
3. “Not only did they not know how to work dogs, but also they did not know how to work themselves.” (47)
4. “The wonderful patience of the trail that comes to men who toil hard and suffer sore, and remain sweet of speech
and kindly, did not come to these two men and the woman.” (47)
5. “Thornton went on whittling. It was idle, he knew, to get between a fool and his folly; while two or three fools
more or less would not alter the scheme of things.” (51)
6. “They saw Charles turn and make one step to run back, and then a whole section of ice give way and dogs and
humans disappear. A yawning hole was all that was to be seen. The bottom had dropped out of the trail.” (53)
CHAPTER VI:
DISCUSSION QUESTIONS
1. How did Buck’s relationship with John Thornton differ from his relationships with his previous masters? How does
London illustrate Buck’s intense feelings for Thornton? How is this in keeping with his new, more primitive self? How
does Buck balance his love for Thornton with his more primitive self?
2. What does London mean by the following quotation:
“He was older than the days he had seen and the breaths he had drawn.” (57)
3. How does Buck’s love for Thornton compare to Dave’s love of toiling in the traces?
4. Explain the meaning of the following quotation:
“Each] day mankind and the claims of mankind slipped farther from him.
Deep in the forest a call was sounding, and as often as he heard this call,
mysteriously thrilling and luring, he felt compelled to turn his back upon
the fire, and to plunge into the forest … But as often as he gained the soft
unbroken earth and the green shade, the love of John Thornton drew him
back to the fire again.” (57)
VOCABULARY
eloquent (55): expressive
nudge (55); push or prod
reverently (55): respectfully, as if something were holy
feigned (55): pretended
transient (56): not permanent; traveling
aroused (56): awakened
tenderfoot (58): one new at something
contagion (63): spreadable disease
conjuration (64): something created by magic
ACTIVITIES ~ do two of the following activities
1. List in a compare/contrast illustrated diagram Buck’s similarities with John Thornton.
2. Create a collage or photomontage of the pets you have owned or would like to own. Be sure to include what
qualities you have that make you (or would make you) a good pet owner.
3. Research animal rescue organizations and the behaviors of abused animals. How would Buck’s relationship with
John Thornton fit into a behavior pattern of an abused dog?
4. Describe how Thornton exploits Buck’s love for him and why Buck continues to perform seemingly impossible,
yet unnecessary tasks for his master.
QUOTATIONS ~ explain these quotes
1. “Buck had a trick of love expression that was akin to hurt. He would often seize Thornton’s hand in his mouth
and close so fiercely that the flesh bore the impress of his teeth for some time afterward. And as Buck understood
the oaths to be love words, so the man understood this feigned bite for a caress.” (55)
2. “Faithfulness and devotion, things born of fire and roof, were his; yet he retained is wildness and wiliness.” (56)
3. “He must master or be mastered; while to show mercy was a weakness. Mercy did not exist in the primordial life.
It was misunderstood for fear, and such misunderstandings made for death. Kill or be killed, eat or be eaten, was
the law; and this mandate, down out of the depths of Time, he obeyed.” (56)
Special Notes:
Call of the Wild by Jack London is the next book!
We start on 9/26…please purchase via Barnes and noBle Booksellers or order
on amazon…
Read least 30 minutes every night! Annotate your story – study your notes! We can use extra
copy paper and black expo markers for the class.
For French Track Students or other ESOL (English for Speakers of Other Languages) a website
has come to our attention as a useful English learning tool: https://www.duolingo.com/
**********************************************************************************************************
COURSE 9th grade
HW LISTED BY DATE (Writer’s choice and Lord of the Flies
Monday 9/29: Approach Paper Construction begins (due October 7th)
ISB
Name______________________________
English
Date of Assignment__________________
Writing an Approach Paper
Several times during the school year, you will be asked to write an "approach paper" concerning the novels read in
class. Please type your approach paper using one inch margins, 12 point ‘Times New Roman’ font. Writing the
Approach Paper: An approach paper consists of several sections:
maximum points
general needs to make the points
(2 points) I. Proper heading with your name, date, class, and novel/play title
(15 points)II. Summary Paragraph: A 15 -18 sentence paragraph which explains the ENTIRE novel using
as much description and detail as you can manage. To encourage your writing style, every sentence must start
out in a different way. Prepositional phrases, gerund phrases, normal word order clauses, participial phrases,
and infinitive phrases are some of the different ways you might choose to start these sentences. This helps make
your writing more interesting to read. This is often the most difficult section of the approach paper to write. It
will take some time to condense the happenings of the novel/play into these few sentences which all start in a
different way.
(17 points) III. Character Descriptions: Choose three or four main characters in your novel or play. By
each of these character's name, list 12 - 15 words which describe the character distinctly. This is a good time to
think about vivid vocabulary words we have studied and to check the dictionary and thesaurus for ideas. If you
use a particular word to describe one character, you may not use that same word to describe another character.
(20 points) IV. Discussion/Essay Questions: Write three questions that a teacher might ask you about the
novel or play either in class or for an essay. These questions should be thought-provoking and almost always
take more than one line to type because they ask readers to combine more than one idea. Just writing these
types of questions helps you to anticipate what questions might be asked of you in class discussion or on a test
and encourages you to think more insightfully about the book or play. Answer one of the questions
completely.
(15 points) V. Key Passage: Choose the most important passage in the novel/play (in your opinion), cite the
page number(s). Type it up word-for-word in the approach paper. Make sure to identify the speakers.
(31 points) VI. Key Passage Explanation: In a fully-developed composition (4 - 6 paragraphs), explain why
your chosen passage is important to understanding the novel/play. In your explanation, make sure you integrate
quotes (actual words or phrases) from the key passage to strengthen your explanation. Often, this selected
passage will offer clues to the novel/play themes. Explain any mentioned or inferred themes connected to the
key passage.
(25 points) VII. Your Opinion: This is the only place in this paper where your directly state and defend your
opinion - does the book have merit? Why? Why not? Did you learn anything interesting or have any insights?
Can you criticize the book in any regard - or can you praise the book, do so now. Defend your position.
Tuesday 9/30 :
Continue with part
3 of Fahrenheit 451 ~ essential questions ~ Due October 1st
Fahrenheit 451 Comprehension Questions
Part 3: “Burning Bright” (pages 107-158)
Directions: Read the criteria below. Each question is worth 5 points each.
 Answer the following questions using 6-8 complete sentences each.
o Response should be typed, double-spaced, 12 point font
 You must cite evidence from the text in order to receive full credit.
 You must elaborate on your responses (ex: “This shows…This means…This is an
example of… on pps 117….”)
 Use proper conventions
1. What is Montag’s plan for escape from the city? How does Faber help him
execute the plan?
2. Why is the river important as Montag is trying to escape?
3. Who is Granger? How are the book burners in the forest different from
the firemen in the city? What is their motivation for burning books? (p.
143-146)
4. How does the government convince citizens that Montag is dead, even
though the man clearly isn’t Montag? Why do you think the government
takes this action? (p. 141-142)
5. What happens to the city? What does Montag realize about Mildred? (p.
148-149)
6. What does Granger mean when he says: “We’re going to go build a mirror
factory first and put out nothing but mirrors for the next year and take
a long time to look at them” (Bradbury 164). Why would mirrors be
important in this new society?
7. What is the Phoenix? Why does Bradbury include the Phoenix in the
novel?
8. How has the meaning of fire changed by the end of the novel?
Wednesday 10/1:
There was an exam today on Part 3 of Fahrenheit 451
Grammar book pps 452-456 and research the background for from
Lord of the Flies due 10/2.
Background Information
Lord of the Flies
by William Golding
Published in 1954
“It was simply what seemed sensible for me to write after the war when everyone
was thanking God they weren’t Nazis. I’d seen enough to realize that every single
one of us could be Nazis.” William Golding
What does this quote mean to you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________
Background & Context:
Lord of the Flies was written during the ________________; however, it was based during
______________.
The Cold War was a “ ” where the US the spread of communism and nuclear attack from the Soviet
Union.
WWII was a “ ,” where the allied powers (Britain, France, US, and Russia) fought the axis powers
(Germany, Italy, and Japan) in their attempt for ____________.
In 1938 Britain tried to avoid another war with _________________ by signing a treaty with
Germany. But when Hitler ____________ the agreement a few months later, it was clear they had to
go to war.
Soon aerial ______________ of cities began. In order to save the future generations from death,
civilians, particularly _____________ were moved to rural areas.
Prior to the Battle of Britain, __________ people were relocated.
What are the major similarities between the cold war and WWII?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
British Society:
The British are very _____________. Showing up late is viewed as very ______________.
The British culture is influenced by their idea of _____________. One would never pass someone of
the street without saying ______________.
The British are also very particular about the way that they _____________. Blazers, coats,
___________ are worn on special occasions.
The British pride themselves on their __________________ existence.
The British live in an extremely ________________ society. Ancient buildings, churches, and
______________ reflect their heritage.
The _______________ exists in conjunction with the Parliament. The royalty of British represent
the national _______________ of the country.
If you traveled to Britain, how would you have to adapt to conform to their culture?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________
William Golding:
Born September 19, 1911; died June 19, 1993.
British ________________, poet, and playwright.
He was first interested in _______________ following in the footsteps of his father before
transferring him major to __________________.
During WWII he fought in the ________________, and when it was over, he returned to teaching
and _____________________.
Do you think an author’s life contributes to the books that they write? Why/Why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________
Thursday 10/2 : Literature Textbook: The Sniper pps 162-167 (all) And Chapter 1
of
Lord of the Flies by William Golding
Friday 10/3 Begin Lord of the Flies, review chapter 1, read chapter 2
Vocabulary Due at the End of the Unit (format handed out in class)
Do -Chapter 2 Due - Journal 2 Due - Comprehension Questions Due for Chapter 1 & 2 on Monday 10/6
Special Notes:
Read your assigned novel at least 30 minutes every night! Annotate your novel (per instructions)
– study your notes! We can use extra copy paper and black expo markers for the class.
For French Track Students or other ESOL (English for Speakers of Other Languages) a website
has come to our attention as a useful English learning tool: https://www.duolingo.com/
*********************************************************************************************************************************
COURSE 10th grade
Monday, September 29nd: Study for test tomorrow on chapters 18-24,
students will read chapters 25 – 28 annotating the book and responding to
questions in class
Tuesday, September 30th : students will read chapters 25 – 28 annotating the
book and responding to questions in class
Wednesday, October 1st: Students will write an essay explaining the
character developments of stephen kumalo. is he “everyman”? also
please finish the book. Please create an Approach Paper for the novel
following this:
Monday 9/29: Approach Paper Construction begins (due October 7th)
ISB
Name______________________________
English
Date of Assignment__________________
Writing an Approach Paper
Several times during the school year, you will be asked to write an "approach paper" concerning the novels read in
class. Please type your approach paper using one inch margins, 12 point ‘Times New Roman’ font. Writing the
Approach Paper: An approach paper consists of several sections:
maximum points
general needs to make the points
(2 points) I. Proper heading with your name, date, class, and novel/play title
(15 points)II. Summary Paragraph: A 15 -18 sentence paragraph which explains the ENTIRE novel using
as much description and detail as you can manage. To encourage your writing style, every sentence must start
out in a different way. Prepositional phrases, gerund phrases, normal word order clauses, participial phrases,
and infinitive phrases are some of the different ways you might choose to start these sentences. This helps make
your writing more interesting to read. This is often the most difficult section of the approach paper to write. It
will take some time to condense the happenings of the novel/play into these few sentences which all start in a
different way.
(17 points) III. Character Descriptions: Choose three or four main characters in your novel or play. By
each of these character's name, list 12 - 15 words which describe the character distinctly. This is a good time to
think about vivid vocabulary words we have studied and to check the dictionary and thesaurus for ideas. If you
use a particular word to describe one character, you may not use that same word to describe another character.
(20 points) IV. Discussion/Essay Questions: Write three questions that a teacher might ask you about the
novel or play either in class or for an essay. These questions should be thought-provoking and almost always
take more than one line to type because they ask readers to combine more than one idea. Just writing these
types of questions helps you to anticipate what questions might be asked of you in class discussion or on a test
and encourages you to think more insightfully about the book or play. Answer one of the questions
completely.
(15 points) V. Key Passage: Choose the most important passage in the novel/play (in your opinion), cite the
page number(s). Type it up word-for-word in the approach paper. Make sure to identify the speakers.
(31 points) VI. Key Passage Explanation: In a fully-developed composition (4 - 6 paragraphs), explain why
your chosen passage is important to understanding the novel/play. In your explanation, make sure you integrate
quotes (actual words or phrases) from the key passage to strengthen your explanation. Often, this selected
passage will offer clues to the novel/play themes. Explain any mentioned or inferred themes connected to the
key passage.
(25 points) VII. Your Opinion: This is the only place in this paper where your directly state and defend your
opinion - does the book have merit? Why? Why not? Did you learn anything interesting or have any insights?
Can you criticize the book in any regard - or can you praise the book, do so now. Defend your position.
Thursday: October 2nd : read chapters 1 & 2 from The Girl With a Pearl Earring ~
annotate at least 10 post-its and bring in 2 good paragraphs on motif found in this section
quiz next class, discussion
Friday: October 3rd : The Girl With A Pearl Earring, Read Chapters 3 & 4
Vocabulary site link (will also be on Edmodo, please do it!)
Girl with a Pearl earring ~Object Information Sheet
Artist….Johannes Vermeer,ca.1665
Special Notes:
Read your assigned novel at least 30 minutes every night! Annotate your novel– study your
notes! We can use extra copy paper and black expo markers for the class.
For French Track Students or other ESOL (English for Speakers of Other Languages) a website
has come to our attention as a useful English learning tool: https://www.duolingo.com/