First and fourth periods worked on changing their topic sentences from Friday’s homework. Students shared work, and we collaboratively revised the sentences. First period examples

1. Assuming she’s irresistible, Calypso thinks that Odysseus will do whatever she wants.
2. Aware that she is manipulative, the narrator from the song, “Wrapped Around Your Finger,” and the relationship between Odysseus and Calypso was a perfect parallel.
3. Secretly and quietly, the male in the song and the poem want to get away from the female.

Fourth period examples

1. In both relationships, the woman is the dominant figure.
2. Being one step ahead of the woman he’s having an affair with, the speaker has a plan for what will happen.
3. The speaker, trying to prove he’s in control, left the seductress on purpose.
4. Feeling powerful and in charge, the older woman from the song does not realize she is the one being manipulated.
5. Flirty and seductive, the women have more power and control in the beginning and things are reversed in the end.

Afterward, we reviewed and practiced paraphrasing informational texts, which we discovered is somewhat different than paraphrasing poetry. We practiced paraphrasing with a few short passages. First period’s first paraphrase was:

Cousteau explained in an interview that waters from Antarctica control our climate. The sun provides the warmth and the Antarctic water provides the cold. This cold water flows north where it mixes with warm tropical water, which cools the surface water as well as the atmosphere. This process is fragile, and human activity is affecting it.

Fourth period period’s example:

Cousteau explains Antarctica regulates the climate of Earth. It is the main source of cold as the sun is the source of heat. The Antarctic cold water mixes with tropical water further north and this cools the surface water as well as the atmosphere. Humans have disrupted this fragile system.

Finally, we paraphrased with a partner as I worked on my on paraphrase for comparison.

Seventy-five percent of the 1000 annual biking-related deaths come from head injuries, and half of those are school children. One study showed that wearing a helmet, which absorbs shock on impact, reduces this risk by eighty-five percent.

Second and fourth periods concluded note-taking practice and the commonly confused words.

Finally, all classes had a ten- to fifteen-minute review of PASS concerns, including how we’re going to alter the Schaffer model to fit the PASS writing test’s rather stingy space provided for a final draft.

Homework

• English I Honors: 
  • complete Friday night’s reading homework (1079-1083) and read pages 1083-1091;
  • plan your Schaffer Model paragraphs about your favorite memory (for Wednesday).