Semester 1, Week 3 update 2014

Announcements:

     CULPEPER – DO NOT FORGET THE CHANGE IN CLASS LOCATION THIS WEEK (meet at CCF)

    Events:
 - September 20 (8:00 P.M.), September 21 (3:00 P.M.) Shakespeare’s Much Ado About Nothing. This play is being held at the Theater At Washington, VA for $10 each. Culpeper students can contact Mr. Carlson by Sept.15 to join the Sunday group. Directions: 30 miles out Rt. 211 west
                    
-   September 27-28 1:00-5:00 P.M. -  SAT Bootcamp at Fauquier High School 
For more information go to www.CatalystPrep.com 

-   October 17^th - Culpeper Campus school photo day (more information to follow)


-   February 2014 – registrations are open for TeenPact… www.teenpact.com

     PIZZA DAYS:

        Vint Hill - 9/18, 10/16, and 11/6 with a potluck planned 11/20. Pizza ordering information is supposed to be sent out        this week (at this point, monies are collected the same day - $1.50 per slice or $12.00 whole pizza). I will try to get            verification that everything is running smoothly. Plan on bringing lunch until an official e-mail arrives.

        Culpeper – Monies are collected on the 4^th, 9^th, and 14^th week and pizza delivered on the 5^th,10^th, & 15^th week for            lunch. Orders are available for whole pizzas only - $8 each. You may split the cost with a friend, but place your $8            payment in a sealed envelope with only one NAME and CLASS on the front as well as choice (cheese, pepperoni, or        sausage). This Friday is week 4: COLLECTION week. Next week is Pizza week.

        

                                                                       Paradise Lost

Algebra 2- This week was a basic review of the manipulation of terms in algebra (combining “like” terms, distributive property of multiplication, rules for addition and multiplication, and negative numbers). We also tackled word problems that include fractions with a quick triangle diagram. Fraction word problems have 3 parts: a whole large number (all of the group), and fraction amount (may also be written in percent/decimal form) and a results amount (a portion of the large group). For homework, complete lessons 6-10. Please reread each lesson before answering the problem set. Bring any questions to class for discussion or feel free to contact me before if needed. 

Latin- Henle 1 students are studying 3^rd declension nouns, and Henle 2 students are reading a chapter on verb parts and direct questions. Nouns address gender, number, and case in their correct declension group. For 2 weeks, we’ve had lessons on recognizing verb endings for person and number. This week we started adding voice, mood, and tense in the review. Between 1^st-3^rd person, singular/plural, active/passive, indicative/subjunctive/imperative, present/ imperfect/future/perfect/pluperfect/future perfect/infinitive/participle and irregular verb endings, the students have almost 36 options for verb endings in the Latin language. This week’s lesson started looking at the subjunctive mood (possibility words: can, may, let, might, able to). Next week, both Latin student groups study chapter 4 in their books.

Logic- We went over the Chapter 2 in class. The Porphyrian Tree works much like our biological key from science class. Every new restriction adds to the group’s descriptions but lessens the group’s size. Students should read Chapter 3 and complete the questions. This is the last lesson on Simple Apprehension. 

History- We watched and discussed Episode 3 of How Should We Then Live as an introduction to the Renaissance Era. There will NOT be reading homework assigned from HSWTL or SoA texts for this week while the students prepare debate constructions.

Art Essay is due this week on the symbolism used in both The Arnolfini Wedding and St. Jerome in His Study. Sometimes there are tips and helps in the Annotated Mona Lisa. Please use at least one other source for your papers. Pages 125-131 in your curriculum guide appendix have reminders on how to use MLA format on your papers and bibliographies. Continue to add to your timeline as your read about important people and events in HSWTL. This Essay will be added to your Art Notebook.

Debate – We spent 2 weeks discussing the resolution to “Abolish the National Endowment for the Arts.”

Last week, students worked on some definitions, problems with policies, and any significant harm. This week, focus turned to trying to anticipate the other side’s point-of –view. We huddled into a few team to compare our notes from home and to divide the workload. For the debate, the two opening speakers for the Affirmative Construction and the two opening speakers for the Negative Construction are the only speakers that will have up to 6 minutes each to present the team case. Everyone else will have up to 3 minutes each to cross-examine or present rebuttals. I will separately e-mail the teams with additional helps and provide team e-mails to the students.

Additional tips for AC: Stay on topic and ABOLISH the NEA. Define key terms: Abolish, Endowment, Art. Prove that the whole policy/organization is a problem that needs scrapped (prove it doesn’t fulfill its job or that it is unconstitutional). Give examples of significant harms. Show that the plan would work. Use examples. Anticipate other side’s argument since they may only want to modify the current organization. The bigger burden of proof is on AC since it is hard to push for change.

Additional tips for NC: Oppose the policy change in three ways: completely disprove definitions, prove that the policy only needs modified, or prove that there are greater harms at stake if we change the current status quo. Do NOT come up with a new solution that would inadvertently support abolishing the NEA. Prove that AC’s complaints are minor or non-existent with evidence. Prove that greater harms would exist (use examples) for civilized society. Present public benefits and wishes. Find ways to still make the NEA follow Constitutional guidelines. Think of ways to restructure the NEA to make most people happy.

Debate- Debate teams are as follows:

Vint Hill                                                               Culpeper

1AC/2AC    John/Seth                                     1AC/2AC   Wayne/Alexander

1AX/2AX   Klay/John                                      1AX/2AX   Desiree/Wayne

1NC/2NC   Michelle/Ian                                 1NC/2NC   Jordan/Grace

1NX/2NX   Bethany/Hope                            1NX/2NX   David/Justin

1AR/2AR    Asher/Seth                                   1AR/2AR   Desiree/Alexander

1NR/2NR   Sarah/Ian                                      1NR/2NR   David/Jordan

Each debate team should have their 1AC/2AC and 1NC/2NC people bring a written proposal next week (Some of you already had outlines or essays ready about the topic -confer with a teammate or two and then try to write out a straightforward proposal that comes close to fitting in the 6-minute time limit).

Everyone else, do research and bring 5 reasons and some examples (on paper) that your team can use to support your side’s view or to dismantle the other side’s argument. We’ll finish preparing constructions and jump right into defense support (cross-examinations and rebuttals). Those of you that own the book Introduction to Policy Debate should review the helps and share ideas with the team. The rebuttal teams may need one additional week to finish preparations, so we will debate on week 5 and 6.

British Literature- We covered Sir Gawain and the Green Knight by dividing into discussion groups. In the near future, we’ll start our Socratic circle discussions. Next, students are to read portions of Paradise Lost by John Milton. Only read Book 1 and the short arguments in the beginning of each of the 12 books. Write a few sentences summarizing each of these arguments and bring them to class. While reading through Book 1, start thinking about consequences in the book. You’ll need those thoughts handy when you complete the next book and tackle the literature essay. Read the introduction in Words Aptly Spoken Literature Guide for Paradise Lost. 

Biology- We had a fun time looking at the 3 types of bacteria in the microscope in preparation for next week’s Pond Lab. Everyone is becoming familiar with the workings of the microscope. We prepped our samples for next week’s experiment. Now that we looked at the thread/hair/saliva samples from the Microscope Lab last week, finish labeling your lab journals. Bring lab journals to each class. Every time we do labs in class (and at home), we will write details in our lab journals. In order to do the LAB REPORTS, refer back to your lab journal along with the textbook to officially type up a clean report. Only 4 reports are due each semester. In the fall, typed reports are due for experiment 1.2, 3.1, 5.2 and the Strawberry DNA extraction. Bring them to class when each is complete during the semester. For homework, read the rest of Module 2, answer the study questions and do the test. Add the answers and test to your science notebook (separate from you lab journal). To speed up note-taking during class, you may prepare your lab journal by writing up the preliminary information before coming into class (the experiment number, supplies needed, and the steps to be taken during the lab). In class, we will add additional steps, changes, errors, conclusions, observations and drawings.

Mrs. Hoke

Challenge 2