III Liceo: English Laguage Interactive Timeline

Here is the timeline we used to study the evolution of the English Language from the Roman conquest of the Britons to the Viking invasions.

III Liceo - BBC Horrible Histories: Anglo Saxon Law

III Liceo - Beowulf Vocabulary

Brave Thanes, before we begin reading Beowulf next week, it is important that you have a basic knowledge of the vocabulary used in Seamus Heaney's translation.  Use the links below to study vocabulary.  You will have a short quiz each week to test your knowledge!

Vocab 1

Vocab 2

Vocab 3

Vocab 4

Letter-to-Self

1. How are you feeling today?
2. What are you wearing?
3. How long did it take you to choose your outfit?
4. What was your favorite song of the summer?
5. What song do you never want to hear again?
6. How do you feel about being back in school?
7. What is your biggest fear or frustration?
8. What is something you would like to accomplish this school year?
9. What is something you would like to accomplish outside of school?
10. Write a few personal notes-to-self.

II Liceo: for next Tuesday.

For Your Enjoyment!

Summer Homework

SUMMER HOMEWORK

For your summer homework, you have two specific tasks to complete:

1.      Please complete the grammar assignments in Go for Grammar by reading each page assigned and completing each exercise found in the packet.

a.      Study Units: 9, 10, 11, 12, 17, 18, 26, 27, 28.

b.      Complete Units: 29, 30, 31, 32, 33, 34, 35, 40, 44, 45, 46, 47, 48, 49, 50, 51, 52, 64, 65, 66, 79, 87, as well as pages: 287, 297, and 320.

2.      You must buy the following book, A Tree Grows in Brooklyn, by Betty Smith (in English!) and read it. (It’s a beautiful book set in Brooklyn at the turn of the century and it was one of my favorites when I was your age.  I hope you like it!)  You can find the book on Amazon. As you read this book you must:

a.      Write a personal journal entry after every chapter.  This means that you must write your thoughts and opinions of the book.  Please write at least one paragraph.

b.      When you finish the book, write a final summary of your thoughts and opinions in at least one paragraph.

c.       Please keep a vocabulary log of the words you don’t understand in a small, separate notebook.  You may simply translate the words in Italian.

HAVE A LOVELY SUMMER!

Essay Outline

In the post below, you can find the basic outline of a five paragraph expository essay.  I know this outline may feel particularly rigid, but seeing as this is your first ever essay writing project in English, I promise that it will serve as an excellent guide for this and any future project. 

For the next class, I would like you to use this guide to create a bulleted outline of your essay.  You do not have to write in complete sentences but you must include all necessary information.  You will eventually use this outline to write the first draft of your research essay.

Research Essay Outline

Basic Research Essay Writing Cheat Sheet

Introduction

·         Make a general statement regarding the topic of the essay.  Try to capture your reader’s attention.

·         Provide a MAIN IDEA/THESIS statement in which you state the exact purtpose of your essay.
·         Explain your project/research process.  State how your research has helped you support the main idea/thesis.  (Try not to use “In this essay I will..” or “My main idea is…”)

Body Paragraph I:

·         Topic Sentence (TS).  Here you must provide insight into your topic using your research, which will support your main idea/thesis. 

·         Textual Evidence (TE).  Take an example directly from your research.  Try and use quotes. 

·         Commentary (CM).  Explain how this example supports your thesis/main idea. 

·         CM.  Further this idea and continue to relate it to the thesis. 

·         TE.  Use another example from the passage that not only supports the topic of this paragraph, but the main idea/thesis as well. 

·         CM. 

·         CM.

Body Paragraph II: 

·         TS.  Provide insight into another point of your topic which supports the main idea/thesis statement. 

·         TE.  Take an example from your research that deals with this topic and supports the main idea/thesis. 

·         CM.  Explain why this TE relates/support the thesis/main idea. 

·         CM.  Further your explanation. 

·         TE.  New evidence to support the topic of this paragraph as well as the main idea/thesis statement. 

·         CM. 

·         CM.

Body Paragraph III:

·         TS.  Provide insight into another topic from the passage which supports the main idea/thesis statement. 

·         TE.  Take an example from your research that deals with this topic and supports the main idea/thesis. 

·         CM.  Explain why this TE relates/support the thesis/main idea. 

·         CM.  Further your explanation. 

·         TE.  New evidence to support the topic of this paragraph as well as the main idea/thesis statement. 

·         CM. 

·         CM.

           

Conclusion

·         Revisit/restate the main idea/thesis statement from the intro, but do it in other words. 

·         Make a general statement about the topic.  Here you could have an opinion or show how your outlook has changed as a person regarding this topic because of the research you did. 

·         Wrap it up.

Prefixes and Suffixes

Here's the worksheet we studied in class last week.

Revised Infographic Calendar

Prima Liceo Veicolare

Ms. Aldigé

Revised Infographic Project Calendar

Monday, April 8th:	Guiding Questions
Tuesday, April 8th:	Each student must bring two articles each regarding their topic.
Monday, April 15th:	Each student must bring their note-cards with information and statistics extracted from their articles.  Each student must have at least 10 note-cards.
Tuesday, April 16th:	Each student must bring the corrected versions of their note-cards to class. In class, you will exchange your information and decide which is best to include in your infographic.
Monday, April 22nd :	Students begin outlining infographic in class. Students must begin to create outline of essay.
Monday, April 29th:	Outline of essay due.
Monday, May 6th:	Revision of Introductions.
Tuesday-Wednesday, May 7-8th:	First Draft of Infographic.
Monday, May 13th:	Bring all infographic materials to class. Must have your complete outline of your theme.
Monday May 20th:	Must have first draft of theme.
Thursday May 23:	Must have final infographic.
Monday May 27th – Thursday May 30th:	PRESENTATIONS! Self Assessments. Final Theme due on Monday.

Sentence Fragments

Here you go ladies! Have a lovely weekend.

Preliminary Infographics Calendar

Prima Liceo Veicolare - Geography

Ms. Aldigé

Infographics Calendar

Here's a guide to help you make sure you get everything in on time!

 

Monday, March 25th:	Guiding Questions are due.
Wednesday, March 26st:	Each student must bring two articles each regarding their topic.
Monday, April 1st:	Each student must bring their note-cards with information and statistics extracted from their articles.  Each student must have at least 10 note-cards.
Wednesday, April 2nd:	Each student must bring the corrected versions of their note-cards to class. In class, you will exchange your information and decide which is best to include in your infographic.
Monday, April 8th:	Rough draft/outline of infographic due.
Wednesday, April 15th:	Rough draft of individual theme due.  Group revisions of infographic due.
Wednesday, April 22nd:	Final draft of infographic due.
Monday, April 23rd:	Final draft of individual theme due.  Presentations begin.
Wednesday, April 26th:	Presentations continue.

A World without Oil

"Aftermath" - National Geographic

Please respond to the following questions in the comments section.  Write carefully! I'm grading your responses.

Discussion Questions
1. Why do prices "sky-rocket" when the oil runs out?
2. How does the catastophe affect the job market?
3. Why do stock markets close?
4. How does the lack of oil affect transportation, and what are the consequences?
5. How does the lack of oil affect electrical power?
6. How do you think the lack of oil will affect the global economy and what does this say about our dependence on oil?
7. What do you propose we do, as a global community, to prevent such a catastrophe from happening?

PET!

Is this how you feel about the PET exam? Well, you don't have to! For those of you who are having difficulty in the Reading and Writing section of the exam (and by those of you, I mean all of you!), here is a PET exercise book with an answer key.  Some of the pages are missing, but it's enough to practice the exercises you feel are most difficult. 

Phrasal Verbs

HERE is the free Google book version of The Ultimate Phrasal Verb Book.  Some pages are missing, but it's certainly enough to get a good head start. I suggest you try to memorize FIVE phrasal verbs each week.  Write them down.  Create your own sentence, and try to use the words you learn with me in class!

We're Back in Business!

The Energy Business...

Below, please find some of the definitions you'll need to review our production and consumption of non-renewable energy resources in terms of statistics.

Understanding Energy Statistics:

Reserves-to-production: the remaining amount of a non-renewable resource, expressed in years. While applicable to all natural resources, the RPR is most commonly applied to fossil fuels, particularly petroleum and natural gas. The reserve portion (numerator) of the ratio is the amount of a resource known to exist in an area and to be economically recoverable (proved reserves). The production portion (denominator) of the ratio is the amount of resource used in one year at the current rate.

Consumption:

Per Capita: a Latin prepositional phrase: per (preposition, taking the accusative case, meaning "by, by means of") and capita (accusative plural of the noun caput, "head"). The phrase thus means "by heads" or "for each head", i.e. per individual/person. The term is used in a wide variety of social sciences and statistical research contexts, including government statistics, economic indicators, and built environment studies.  It is commonly and usually used in the field of statistics in place of saying "for each person" or "per person".  

Rate:

B/D (Barrels per day): A measure of oil output, represented by the number of barrels of oil produced in a single day. For example, you might hear "country ABC has the potential to produce five million  barrels per day". The abbreviation "bbl/d" can also be used to represent this production measure.

Crude Oil:

Petroleum Products:

Petroleum:

Oil Refinery: