September 15, 2014

TeachersPhil Paddock's Webpage    
Nordhoff CC Boys

 Posted 9/7: ENGLISH 12PCalendar for the week of 9/8-912 

Monday: DUE: final typed copy of best prose description of Tess film scene

Tess Chapter 3 reading response, begin reading chapter 4

Explorer/Inventor project: A Day in the Life model Mountains of the Moon

HW: research to compose your Day in the Life narrative, review vocabulary for Th/Fr test

Tuesday: (minimum day) Tess Ranger Response, vocab review

HW: compose Day in the Life narrative, review vocabulary for Th/Fr test

Wed: read Tess Chapter 4,5 and response

Day in the Life revision exercise

HW: compose Day in the Life narrative, study for Tess reading and vocab test

Th/Fr: DUE: typed copy of A Day in the Life 

TEST: Tess reading and vocabulary

Introducing the British Author Project/connecting Tess as a model/choosing authors/book talk

HW: browse authors (choose by 9/22)

Posted 9/7: English 10H Calendar for Week of 9/8-12

Mon: comparative essay returns, SPLATS returns, grades

teams: review assigned myth/plan performance roles and props (for Friday)

Greek roots: review/naming businesses

sentence patterns/review

Book Talk continued

HW: review for Odyssey test Wed, essay rewrite due Friday, myth performance Friday

Tue: (minimum day) Book Talk continued/Odyssey games

Odyssey review notes

HW: review for Odyssey test Wed, essay rewrite due Friday, myth performance Friday

Wed:  Odyssey test

Book Talk continued/team myth planning

HW: essay rewrite due Friday, myth performance Friday

Fri: DUE: comparative essay final typed copy w/first copy and notes attached

Book Talk concludes

myth performances

sentence patterns and Ranger Response paragraph

HW: Greek prefix and roots exercise

Posted 7/31: Non-fiction assignment.  Having read several of the non-fiction titles, here is an example of how one might respond by "noting what you find most interesting"

Born to Run: pgs 168-177: In this section of the book the author veers away from the characterizations of ultra-runners that have become somewhat tedious, and into a discussion of running shoes.  He engages the thoughts of Harvard biological anthropology professor Dr. Lieberman, who says that if the running shoe had not been invented, more people would be running.  THe passage explains how the human body's natural mechanics of motion are harmed by placing the foot in a high tech running shoe.  If the shoe offers motion control, cushioning and support, then it is doing too much of the work that the human foot (and associated lower leg, etc...) evolved to perform.  Bottom line: stick your foot in an expensive running shoe and it will weaken and grow prone to injury such as plantar fascitis or inflammation of the achilles.  

Having suffered my share of lower leg and foot injuries (plantar, shin splints, sprains and tears...) I find this discussion especially relevant and interesting.  A few years ago I suffered a bad injury to my left ankle.  As it repaired it also atrophied, so that when I was ready to begin using it again it had lost strength.  I had to find a way to work my feet from the sole on up, and the Vibram 5-finger running slippers had come on the market.  Finally, I had found a product that truly made sense: wearing the slippers, my foot would have to get to work, and as it worked, it would put the ankle and lower leg to work too.  They can be uncomfortable to run in until the foot acquires enough strength, but as with so many things in life, by not taking the convenient and comfortable option (new cushioned running shoes), but enduring the inconvenient and uncomfortable option (barefoot/slippers) the foot gradually grows stronger, and in the end, injuries less likely.  In the book, ultra-runners such as Barefoot TEd and the Tarahumara confirm this view.   

Assessment: In class you will be placed with several other students in a conversation circle.  You may have read different non-fiction titles, in which case your task will be to clearly explain your book through its major themes/ideas, characters, narrative.  OR You may have read the same title, in which case your task will be to offer specific insights as to what you find most interesting from the reading.  (See why you are taking notes?)

Posted 7/31: THe Odyssey.  As you read, pay attention to the roles of the various characters (Gods and mortals) so that you clearly understand their functions in the story.  (To be an Athena is to be just, clever and wise; to be a Circe is to be manipulative, possessive and treacherous) In the future you'll read literature that alludes to these Classical figures.  LEarn their roles now so that these allusions are clarifying rather than confusing.

Assessment: Sample test question:

Odysseus was not pleased with the loyalty demonstrated by:

a. Eumaios

b. Argos

c. Eurykleia

d. Penelope

e. none of the above

Posted 7/31: 1984. Your reading of this novel will be assessed via an essay in which you will be given a passage and must explain what has lead to this moment, as well as to explain the significance of this moment to the novel as a whole.  For example, how would you respond if given the passage in which Winston unfolds a scrap of paper upon which a secret message has been passed to him?

1984 will not be discussed in class until later in the school year.

Posted 6/10: English 10 Honors: Summer Assignment: Please get a printed copy of this assignment from the office at NHS.  It is (in brief) to record 5-10 pages of notes (not summaries, commentary of what you notice/wonder based upon specific passages of each text.  Read Orwell's 1984 (notes suggested, not required), Homer's The Odyssey (Fagles translation) and one of the following non-fiction titles: The Boy Who Harnessed the Wind, Endurance, Unbroken, Born to Run, Walk Across America.  In July I will provide model responses at this site that may assist you.

Mr. Paddock

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