Ms. Roy, Teaching at Kealing to Motivate, Challenge, and Support Readers, Writers, and Analytical Thinkers
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    • Handouts and Multimedia Files 2014-2015
    • Handouts 12-13
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Wednesday, June 5, 2013 (Last day of school for students, Ms. Roy on the eighth grade celebration; Ms. T to sub)

Monday, June 3, 2013 (Sixth grade awards ceremony from 8:50-9:50)

Class recognitions

Reflection and feedback on curriculum and teaching and learning

Thursday, May 30, 2013 (shortened classes for A1 and A2 for finals)

Self-evaluation with the rubric of creative narrative

Tuesday, May 28, 2013 (supersized classes A1 and A2 for finals)

Presentation of creative narratives to class and to parents and  grandparents

Self-evaluation of SSW and participation

Monday, May 27, 2013

Memorial Day: Read and play and share family stories

Thursday, May 23, 2013

Read, annotate, and discuss Sandra Cisnero's "Eleven"

Peer editing of creative writing piece

SSW: revise creative writing piece

HW: revise and polish creative writing piece; adult edit of narrative using rubric

Tuesday, May 21, 2013

Read, annotate, and discuss Alma Luz Villanueva's  "I was a Skinny Tomboy Kid" and Gustavo Segade's "Crossing"

SSW: revise narrative

Peer conference on narrative

HW: revised rough draft of creative writing piece

Friday, May 17. 2013

Socratic seminar on ""Recuerdo: When Rico Died"

Teach rubric for creative writing piece due Wednesday, May 28

HW: rough draft of creative writing piece

Wednesday, May 15, 2013

Present vocab lessons

Vocab to know and love quizzes

Read and annotate "Recuerdo: When Rico Died"
     write Socratic seminar questions for next class; one of each type

HW: Decide what you are going to write about for your creative writing free choice piece; prepare for Socratic seminar if you did not finish in class

Monday, May 13, 2013

SSW: Free write focusing on diction, detail, and syntax.

Vocab to know and love study and teaching

Vocab to know and love quizzes

Grammar Gladiators or Vocab Victors

Independent reading

HW:  Vocab to know and love quiz next class;  independent reading taking notes on syntax (and diction and detail)

Thursday, May 9, 2013

SSW: Free write focusing on diction, detail, and syntax.

Photographing altered book projects

Vocab to know and love study

Sharing of syntax examples

Independent reading

HW:  Vocab to know and love quiz next class;  independent reading taking notes on syntax (and diction and detail)

Tuesday, May 7, 2013

Review recipe

Sharing of detail essays

Exchange with a different neighbor than last class and label parts of the essay: TS, c.d., comm, and CS
             write feedback about what the writer did well and what they need to improve

Peer selections of strong essay sections to share whole class

Whole class sharing

          What are people doing well?
          What do people need to improve on?

Review of sentence types: simple, compound, complex

Sharing, labeling and analyzing syntactical examples from novels

Teacher-student conference on detail essay
           study vocab to know and love while waiting in line

Independent reading; vocab to know and love study

HW: study vocab to know and love: be ready for quiz on Monday; keep reading and taking notes on detail, diction, syntax; library books due next class

Friday, May 3, 2013

Guiding questions:   

How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience? Review recipe for writing an A essay paragraph?

How can we use concrete detail and commentary to persuade and inform our readers?


Review recipe

Sharing of diction essays

Exchange with your neighbor and label parts of the essay: TS, c.d., comm, and CS
             write feedback about what the writer did well and what they need to improve

Peer selections of strong essay sections to share whole class

Whole class sharing

          What are people doing well?
          What do people need to improve on?

New essay:  SSW: What is the impact on the reader of your author's use of detail?

Teacher-student conference on diction essay
           study vocab to know and love while waiting in line

Independent reading; vocab to know and love study

HW: study vocab to know and love; finish essay on detail, if did not finish in class

Wednesday, May 1, 2013

Guiding questions:   

How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience? Review recipe for writing an A essay paragraph?

How can we use concrete detail and commentary to persuade and inform our readers?


Analysis of diction in Naomi Shihab Nye's "Thank You in Arabic"
        Ms. Stewart's examples of concrete detail and commentary

Award nominations
         concrete detail and commentary

Revise and polish diction essay

Peer edit diction essay

Pair study of vocab to know and love

Independent reading with notes on diction, detail and syntax

Photographing of altered book projects

HW: Adult edit of diction essay; vocab to know and love

Monday, April 29, 2013

Add to literary terms, tone: author's attitude towards the subject and/or the reader

SSW: Refer back to your recent homework.  Write about your author's use of diction?  How does your author use diction to create meaning and tone?  Write a strong topic sentence that includes the author's name, title of the work and makes a statement that both describes the author's diction and how she uses it to create meaning.  For example, In Life After Life, Kate Atkinson uses British historical terms to create a strong sense of family life during WWI and WWII.

Sharing of diction, detail, and syntax examples from reading homework

Recipe for great body paragraph for an easy A essay or research paper

·         Topic Sentence (TS) (The umbrella that covers your entire paragraph)

o   DO NOT refer to yrself or to the paper

o   Simply state the overview of the paragraph.

o   Provide transition b/n topics

·         Concrete detail(c.d) (smoothing the way to the thesis with facts)

  • quote 

o   Fact from research

o   () citation

·         Commentary (comm.) (punching the fact home with analysis)

o   your analysis of the c.d.

o   explanation of how c.d. supports  your thesis or topic sentence

o   guide your reader to come to same conclusions you came to

o   this is where you use your power

·         commentary

·         repeat c.d/comm./comm. 3X

·         concluding sentence – persuasive summation of paragraph (duct tape that connects back to the umbrella and connects to the next umbrella and reinforces the point of the paragraph)

Discussion about books

Lessons learned from the altered book project / advice to next year's students / advice to self on future projects

HW: vocab to know and love; independent reading: finish book by May 8th

Friday, April 19, 2013

Guiding question:   How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?

Voice lesson:  syntax: William Faulkner example

SSW:  student choice (pay attention to your syntax)

SSW:  Copy examples of diction, detail and syntax from the book you’ve chosen.  Explain your author’s choices in these areas.  How do the author’s choices affect you as a reader?  

STAAR readiness

Testing pod info

Feedback on altered book project

Advice to next year's students on the altered book

HW:

For at least 30 minutes, read a book of your choosing (make notes of diction, detail and syntax choices of your author)

Vocab to know and love list (Do you have 3 words?)

Bring book to class and to read after the STAAR test

Wednesday, April 17, 2013

Guiding question:   How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?

Voice lesson:  detail: Alberto Rios example

Writer’s notebook:  student choice (pay attention to your detail)

Kealing library visits

HW:

For at least 30 minutes, read a book of your choosing (make notes of diction and detail choices of your author)

Start another vocabulary to know and love list (10 words), gathering new words from the book you’ve chosen

Bring book to class!

Note: no office hours next week due to STAAR testing

Monday, April 15, 2013

Guiding question:   How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?

SSW and participation self-evaluation 

On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks.

Title your paper  Sacred Silent Writing Self-Evaluation  

Next to the title make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

SSW: # (in a box)                                  2nd box: Divide grade by two as this is a 50 point grade

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation Report.

Full Name:

Participation: # (in a box)                                  2nd box: Divide grade by two as this is a 50 point grade

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others;  ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

Voice lesson:  diction with example from Barbara Kingsolver 

Writer’s notebook:  student choice (pay attention to your diction)

Library overdue list; library visit next class

HW:

For at least 30 minutes, read a book of your choosing (make notes of diction choices of your author)

Bring book to class!

Thursday, April 11, 2013

Guiding question:   Under what circumstances do individuals stand up to care for another?  What enables them to do so?

SSW:  Free write.  Try something fun or silly.  Brainstorm topics as a class.

Biographies from Rescuers:  Portraits of Moral Courage in the Holocaust

Rescuers:  Portraits of Moral Courage in the Holocaust, by Gay Block and Malka Drucker

Class copies of biographies for:

Libuse Fries – Czechslovakia

Zofia Banecka – Poland

Marc Donadille – France

Fritz Heine -  Germany

Esta Heiber – Belgium

Marie Taquet – Belgium

Pieter and Joyce Miedema – The Netherlands

 

Groups of 4:  choose them yourselves

Each group receive biography on rescuer – class copies

Take notes on sheet of paper (will turn in today – one per student)

Who             name of person

What            what did s/he do that made him/her a rescuer / upstander

When          

Where

Why/How     circumstances that led to rescuer / upstander        

Connection between biography AND something already know from Book Thief, When My Name Was Keoko, or study of World War II

Oral presentations – all participate

Collect notes on rescuer

HW: 

none

All late work due by office hours on Tuesday, April 16 

5th six weeks ends Friday, 4/19

Tuesday, April 9, 2013

Altered Book Open House with parents, grandparents, administrators,  and counselors

HW: none

Friday, April 5, 2013

Debriefing about the Holocaust Museum and student reactions

SSW: 3 gratitudes either related to the Holocaust or to your daily life

Write artist's statement and self-evaluation using the rubric

Finishing touches on altered book project

HW: give parents invitation to altered book open house on Tuesday, 15 minutes into class period
you should be done with altered books, but if not add finishing touches
finish and polish artist's statement and self-evaluation
get an adult edit on artist's statement and self-evaluation

Tuesday, April 2, 2013 / Wednesday, April 3, 2013

Tuesday: Fieldtrip to Holocaust Museum of Houston and the Health Science Museum
Wednesday: Extended Advisory Schedule: no English class

Monday, April 1, 2013

Review rubric and assignment for altered book project.

Q and A on altered book project

Work day on altered book project

Student-teacher conferences on progress

Feedback: most students need to add more analysis, more writing

Extension:  you will have some time to work on Friday (note: we will also need some time to debrief about the Holocaust museum)

HW: 

add writing and analysis to your altered book project
remind your parents about the altered book open house on Tuesday, April 9, 15 minutes into our class period

Thursday, March 20, 2013 / Monday, March 22 / Wednesday, March 24

Guiding questions: 

How does an author’s use of literary devices impact meaning and elevate their writing?

How can we use both writing and art to show our analysis and interpretation of a text?


Altered book project work day 2

Nitty Gritty Details of art supplies in classroom
            reminder: supplies on front table are shared supplies
                                        treat with care
                                        only take what you need at that moment                
                                                         take only small amount of paint

                             start cleaning up ten minutes before class is over
                                                   EVERYONE is responsible for cleaning up their area and helping others clean up
                             all materials should be completely clean and neatly arranged on the front table and ready for the next class
                                        make sure plates and cups for paint and paintbrushes are washed clear and dried
                             wash and dry all tables where people painted or glued            

             store your book and supplies neatly, preferably in a plastic back with your name on it, on the shelf on the far side of the room

Today, sketch out a couple of pages, adding details to your plan from last class, if you haven't already done so

Start painting and making your pages

Last ten minutes: clean-up and organize supplies

HW:

Planning more pages for your altered book: sketch out a few pages in detail to work on next class

Type up and print out any text or images that you want to glue into your altered book

STILL bring your copy of The Book Thief (to reference during project AND for annotation grade)

reminder:  Altered book project due Friday, April 5th and Open House for altered book project, Tuesday,  April 9th; you should have invited your families by now; if you haven't done so, please do so today

Tuesday, March 19, 2013

Guiding questions: 

How does an author’s use of literary devices impact meaning and elevate their writing?

How can we use both writing and art to show our analysis and interpretation of a text?


SSW: Starting Points

Start answering the questions from the altered book project description:

What would you like to express about the text?

Why key point from the text would you like to call to other readers’ attention?

What did you learn from the text?

What did you admire most about the text?

What do you want to communicate about your experience of reading and analyzing the text?

What most resonated with you about the text?

Altered book project work day 1: Planning and Getting Started

Review rubric and project overview
 
        Q and A

Writer’s Notebook: Starting Points

Altered book planning and construction

HW:

continue to bring a book to alter and supplies

STILL bring your copy of The Book Thief (to reference during project)

NOTE:  Altered book project due April 5

Open House for altered book project April 9; invite your families now, please

Friday, March 8, 2013

On your feet to learn the theme chant and gestures

Theme is the author's main message about a key issue or idea; a universal truth; beyond plot; a complete sentence; debatable

SSW: Build a statement of theme.  

Step one: Pick one word or phrase that is a key issue in the book.  Pick a word that is an important concept, like sadness, loss, words, or fear.

Step two: Figure out what Zusak is trying to tell the reader about that key issue.   Write a complete sentence about that key issue that conveys Zusak's message. (Do NOT start your sentence with "The theme is..."  That's a trap and leads to an incomplete theme.) 

Step three: Check to see if your sentence meets each part of our definition of theme.  Since it is a universal truth, it should not include character names or plot details.  If your sentence does include characters or plot, zoom out and make a universal statement. 

Step four: Share your theme with a neighbor, checking to see if it meets all parts of the definition.

Step five: Come up with some examples from the text that support your theme.  Examples with quotations will be stronger.  Remember to include parenthetical citations.

Step six: Prove that your theme is a universal truth, by coming up with examples from life, history, or other works of literature or art.

Discussion of themes

Skits to illustrate themes

Planning of altered book project

Annotation check

Opportunity to check out a book for independent reading over spring break

HW: Bring all your materials for your altered book project to class starting on Tuesday after spring break

Wednesday, March 6, 2013

Writer’s Notebook: Humans – “their ugly and their beauty” (Zusak 491)

After Rudy gives the dying pilot a teddy bear, Death notes, “I’m always finding humans at their best and worst.  I see their ugly and their beauty, and I wonder how the same thing can be both” (Zusak 491).   Make a list of at least thirteen times when you recognized “beauty” in Zusak’s characters' actions.

Discussion

In-class individual reading/annotating 529-539     

HW: Read and annotate to page p. 550, the end of the novel

bring a book to alter (choose wisely) and materials for your altered book project; start bringing materials on Friday; need ALL materials and book by Tuesday after spring break at the latest

Monday, March 4, 2013

Guiding questions: 

How does an author’s use of literary devices impact meaning and elevate their writing?

How can we use both writing and art to show our analysis and interpretation of a text?


SSW: Writers, last week, you did an outstanding job identifying and analyzing Zusak’s impressive use of literary devices.  Now it’s your turn to play with language.  Pick a favorite line from last night’s reading.  Write a new scene about anything that you like that incorporates that line into your writing and emulates Zusak’s effective use of literary devices. 

If you would like a line to get you started, here are a couple of good options:

          “They looked at her, expectantly” (Zusak 442).

           “'I miss him,'” said the boy, sideways, across the floor” (Zusak 455).

           “She found some paper and a pen in the top drawer and wrote Thank you, leaving the note on top” (Zusak 460).

           “She moved to speak, but the available words were too many and too fast” (Zusak 462).

Sharing of SSW and labeling of literary devices



Pump-Up for the Altered Book Project

          Pitch to student’s interests / build buy in and excitement

Introduce Altered Book Project

          Handouts: Overview of Assignment and Rubric

                    Q and A
          
            Samples from Kealing students and from the San Francisco Library's "Reversing Vandalism" exhibit

Brainstorm components students could include in the project

          Prior work: SSW, classwork, work from handouts

          Materials

Begin planning

In class reading: “Way of the Words” (8 pages)

HW:

Read and annotate 516-528 “Confessions,” “Ilsa Hermann’s Little Black Book,” and “The Rib-Cage Planes”

Gather materials and ideas for altered book project     

Thursday, February 28, 2013

MOY II

In class reading – “The Accident” and “The Bitter Taste of Questions” (4 pages)

HW: Read and annotate 481-507  “One Toolbox, One Bleeder, One Bear,”  “Homecoming,” “The End of the World (Part I),” “The Ninety-Eighth Day,” and “The War Maker” (21 pages)



Tuesday, February 26, 2013

Guiding question: How does an author's use of literary devices impact meaning and elevate their writing?

SSW: Review your annotations for examples of literary devices (personification, metaphors, similes, symbols, motifs, alliteration). Collect a few examples of your favorite literary devices from last night's reading.  Explain why you like them.  Be sure to copy quotes directly and cite them parenthetically. "Amazing literary device," (Zusak 422).

Sharing

In class reading: “The Collector” and “The Bread Eaters” (10 pages)

Discussion

HW: Read and annotate 442-474 “The Hidden Sketchbook,” “The Anarchist’s Suit Collection,” “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad” and “The Ageless Brother” (24 pages)


Friday, February 22, 2013

Reading from the United States Holocaust Memorial Museum
Holocaust Encyclopedia

Martin Niemoller: “First they came for the Socialists …”

Niemoller spoke to many people with words like these:

First they came for the Socialists, and I did not speak out -- 


Because I was not a Socialist.       

Then they came for the Trade Unionists, and I did not speak out –-

Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out –-

Because I was not a Jew.

Then they came for me –-

and there was no one left to speak for me.

SSW: What message do you think that Niemoller was trying to convey through these words?  Talk about a time in your past when you (or someone you know) didn’t “speak out” for someone else who was in trouble, and what the result was.  

Notebook organization

Reminder: there will be a quiz next week about what we've learned this six weeks; it will be open-notebook; if you are organized, you won't need to study

Mural submissions: Design the "No Place for Hate" mural 

Kealing’s No Place for Hate Committee is asking for submissions for a wall mural that will be painted between the 200 and 500 wings.

Mural submission requirements:

·      Should be inspired by this quote: “Stand up for what you believe in, even if it means standing alone.”

·      Must be black and white OR no more than 3 colors

·      Should be on paper no larger than 11x14

SO… if you are an ally and excited to show your artistic talents, get your No Place for Hate mural ideas to Ms. Caitlin in CIS or     Ms. Feldman, 6th Grade Counselor

Deadline: FRIDAY FEBRUARY 22ND

Let’s make Kealing No Place for Hate!

In-class reading – “Frau Holzapfel’s Offer” and “The Long Walk to Dachau” (9 ½ pages)

HW: Read and annotate 397-430 “Peace,” “The Idiot and the Coat Men,” “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife,” (26 pages)

Make sure your notebook is organized for the quiz

Wednesday, February 20, 2013

Guiding Question: Which aspects of your identity are most essential to you? Would you be willing to deny any part of your identity?

SSW: With your tablemates, make a list of the thirteen presents that Liesel gave Max.  

Discussion of what the gifts have in common and how the last gift is different.

Then, by yourself, for today's SSW, make a list of thirteen presents that you would give to friend who is very sick, following Liesel’s example of giving found items of little value. Make one of your gifts an abstract gift like Liesel's "slab of grief" (Zusak 322).

Plot diagram handout

Discussion prep: Look back over your annotations, what questions do you have and what insights do you want to share?

Discussion

In-class reading – “The Visitor,” “The Schmunzeler” and “Death’s Diary: The Parisians” (10 ½  pages)

Notebook organization

HW: Read and annotate to page p. 353-384 “Champagne and Accordians,” “The Trilogy,” “The Sound of Sirens” and “The Sky Stealer”   (28 pages); make sure your notebook is organized; this will help you with our future activities and with a quiz next week over what we have studied this six weeks

Friday, February 15, 2013

SSW: Review your annotations and character sheet, focusing on Rudy's actions.  Pick a specific significant scene or two and analyze Rudy's character traits and actions.

SSW sharing 

Grade conferences:
    epidemic of work with no names
    all late / absent work due by the end of the day on Tuesday, February 19th

Vocab to know and love quizzes

Reading of Martin Niemoller's "First They Came for the Socialists..."

Discussion 

In-class reading –“The Floating Book” and “Death’s Diary: 1942” (7 pages)

HW: Read and annotate 311-338 “The Snowman,” “Thirteen Presents,” “Fresh Air, An Old Nightmare, and What to do with a Jewish Corpse” and “Death’s Diary: Cologne” (25 pages)

Wednesday, February 13,2013

SSW: SSW and Participation Self-Evaluations

On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks.

Title your paper  Sacred Silent Writing Self-Evaluation  

Next to the title make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation Report.

Full Name:

Participation: # (in a box)                                  2nd box: Divide grade by two as this is a 50 point grade

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others;  ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

study silently for vocab to know and love

quiz a partner on vocab to know and love

Reading aloud, annotation and discussion of "The Whistler and the Shoes"

HW: read and annotate to page 299; study for vocab to know and love

Monday, February 11, 2013 

SSW: Let's check in with ourselves and one another about our reactions, intellectual and emotional, to our reading.  How are you feeling about your reading, understanding, analysis, and appreciation of the book?  How are you dealing with the emotionally challenging subjects of death and the Holocaust?  What are you gaining as a reader, writer, and human being from reading this book about death and the Holocaust?  What are you struggling with?

Discussion of our reactions to the book

Mein Kampf altered pages 

Annotation check

Words to know and love list: progress check

    study with a partner

HW: Read and annotate to page 281; study for vocab to know and love quiz; quizzes will start next class

Thursday, February 7, 2013

Guiding Question: How can guilt work for us and how can it work against us?

Writer’s Notebook: Hans and Max suffer from a lot of guilt. Choose one of them and describe the guilt they feel and how it is helping or hurting them. Do you think Hans or Max should feel so guilty? Why or why not?

Cleaning up Loose Ends...

Finish and discuss...

Literary Devices Handout

Liesel's relationships

pre-war Life magazine photos

Grammar test corrections

Ink Blot parent edits and submissions

In-class reading – “Pages from the Basement”

sandpaper squares: writing needs to made easy to read; use contrasting colors

HW: Read and annotate to page p. 266

Tuesday, February 5, 2013

 Guiding Question: What is the significance of sacrifice in the novel?

Writer’s Notebook: How and why has Rosa Hubermann changed? Have your feelings about her changed? Why or why not? Find one quotation that describes Rosa as she is in the beginning of the novel. Find a second quotation that shows she has changed.

Relationships in the novel (handout)

Continue / discuss literary devices handout

Feedback on Parts of Speech Quiz; come to office hours if you need help

Tell Them We Remember – “Nazi Propaganda and Censorship”  

HW: Read and annotate to page p. 222

Make corrections to parts of speech test

if did not finish class, finish relationship chart

Note: no office hours this Tuesday due to mandatory faculty meeting

Friday, February 1st, 2013

Guiding Question: How can we all be more open toward forgiveness? (Of one another and ourselves?) Think about Liesel and Ludwig. Think about Hans’ survivor’s guilt.

SSW: What is the perfect place for you?  Why?  Describe the place in vivid and poetic detail.  Explain in persuasive detail why this place is perfect for you.

Review Parts of Speech and adjectives/adverbs handouts

Adj./Adv. quiz

Literary devices handout

In-class reading – “A Good Girl” (185-186) and start “A Short History of the Jewish Fist Fighter” (187)

HW: Read and annotate to page p. 206;
reminder: adult edit and revised copy of typed InkBlot piece is due next class if you haven't already done so

Wedneday, January 30, 2013

SSW: Write about a memorable day in Liesel's life.  Use colors to express emotions.
 
PowerPoint for LA electives

Return/review adjectives/adverbs handout – Quiz next class

In-class reading – 161-170 “Tricksters” and “The Struggler, Concluded”

HW:
Read and annotate to page 184;
study for adj./adv. quiz;
get an adult edit on InkBlot piece and print corrected copy

Monday, January 28, 2013

SSW: Read and respond to President Obama's statement about International Holocaust Rememberence Day.  Why is important to remember the Holocaust?

Discussion of homework:  Discuss the significance of each of Liesel's four books.

Q and A about recent reading

Grammar handouts: Parts of Speech Review and Adjectives and Adverbs

Adjective and Adverb activity

Read and annotate through page 141 in class

HW: read and annotate through page 160;
study for quiz on parts of speech, especially adjectives and adverbs on Friday
Ink Blot piece should have been revised and typed and ready to submit at the beginning of last week, but if you haven't typed it please to do so and have it ready for next class

Thursday, January 17, 2013

Guiding Question: How can both beauty and destruction exist in the world?

SSW: 1st only: evaluation of Japanese lessons

Ink Blot revision

Peer editing of Ink Blot pieces Handout

Words to KNOW and Love: You may find some of the vocabulary from The Book Thief difficult. Create a list of words from the novel that you have learned while reading or that you still aren’t sure of the meaning. Write 10 challenging (English) words that you have come across so far. Make sure you spell the word correctly, write down what part of speech it is, write the meaning in your own words, and use it in a complete sentence. Due?

Reading and discussion of “Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember

Work on character handouts

Class discussion about The Book Thief focusing on characters and connections to historical readings

HW: Read and annotate to page 80; 

work on Ink Blot piece based on peer editing comments

Tuesday, January 15, 2013 

SSW: Look through your writer's notebook to find a piece you would like to “polish” for a submission to Ink Blot. If you insist, you may also start something new. (Pass around copies of Ink Blot) 

Handout “Introduction to Holocaust” with definitions 

Read and Discuss (15 min.)
In-class reading and annotating “The Kiss” (46-55)

HW: Read and annotate 56 – 68; Have at least part of a rough draft Ink Blot submission ready to share next class

Friday, January 11, 2013

Guiding Question: How can both beauty and destruction exist in the world?

Presentation on Japanese kanji

SSW: Look back at your first entry this semester – about your most memorable day. Write a free verse poem about the day.

Small groups write Socratic Seminar questions based on pages 17-29; pass questions around for sts. to write notes for answers; class discussion about questions and answers (30 min.)

HW: Read and annotate pages 30 – 45.

Wednesday, January 9, 2013

Guiding Question: What is the effect of having Death serve as the narrator?

SSW: Write a brief summary about the three times Death saw the book thief. (15 min.)

Pass around books in small groups and look at each other’s annotations. Look for annotations that show the effect of having Death serve as the narrator. 

Class discussion: Death as narrator (15 min.)

Handout “Characters (and a few literary terms)” 
Class discussion to fill in #1 and class discussion about allusions and fill in #2, part A

Return “Step Up” paragraphs and discuss – specifically if any of their ideas changed after actually reading the beginning of the book. Create class list

Take out “Predictions” handout and share questions in small groups; answer any unanswered questions as a class; COLLECT (10 min.) (hw grade)

“After WW I and before WW II” Handout


Read and discuss (15 min.)

Begin “Part One” (page 17)

HW: Read and annotate to page 29

Monday, January 7, 2013

Guiding Question: What are some ways a writer could bring to life an idea?

New Seating Chart (5 min.)

Magnet Showcase this Thurs. 6 – 8 pm; confirm volunteers (5 min.)

Journal: Choose a significant or memorable day from your life. It may be memorable because it was a sad day or perhaps it was a great day. Create a mind map of events, people, feelings and emotions from that day. Remember that you may have felt a range of feelings and emotions on the day, e.g.: nervous, worried, thrilled, scared, hopeful, etc. and that is perfectly normal. Think about the colors you would use to describe these emotions.

Examine book: Parts A and B “Predictions” Handout  (20 min.)

NPR Zusak interview: http://www.npr.org/templates/story/story.php?storyId=5318749 (Almost 5 min.) 

Sts. should take notes on what they find most interesting about the interview and/or questions they may have. 

Sts. should write one paragraph about what they think it means to “step up” to read this book and one paragraph about what they will specifically do in order to “step up” while reading the book. (10 min.) (Daily grade) Collect

Begin reading, annotating and discussing the Prologue in class

HW: Read and annotate to p. 15 in The Book Thief; Please complete the “Predictions” handout.

Thursday, December 20, 2012

SSW: Write about what you have learned this semester in Magnet English. What have you most enjoyed about English class?  What are your goals for next semester?

Feedback on open mike

Turn in Two Perspectives short story (final copy stapled + rubric loose on top)

B/W photos


Respond to black and white photos from Korea during WWII

Write a poem about the person in the photograph

Pair and share

Whole class sharing

People in photos remind you of Keoko characters?

Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn

Bring photo to front class, line up, share your analysis

“Opponents try to block memorial for Korean kamikaze” article

Japan Times, May 10, 2008

 HYPERLINK "http://search.japantimes.co.jp/print/nn20080510a6.html" http://search.japantimes.co.jp/print/nn20080510a6.html

YouTube versions of Arirang:

Arirang by Jang Sa Ik

 http://www.youtube.com/watch?v=U1MDBeCCpX4&feature=player_embedded#

Grandparents singing Arirang

 HYPERLINK "http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#" http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#

Discussion of end of Keoko

HW: have a restful break
read something that you want to read
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2013; last chance to let me know if you need a copy

Tuesday, December 18, 2012

Rehearsal: Pair up with a partner, stand up and read your piece aloud. Remember to project and read with feeling to engage your audience.  Your reading should be no more than two minutes, so if you need to carefully suggest excerpts to give us the flavor of both voices and practice how you will explain your cuts.

Open Mike: sharing of two perspectives creative writing and sharing of healthy food

SSW: Self-Evaluation of two perspectives creative writing using the rubric

Need a few volunteers for magnet showcase, Thursday, January 10 from 6-8

HW:
 
Find a book to read and enjoy over the winter break;
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2013;  let me know if you need a copy;
if you would like to volunteer for showcase, check with your parents and send me an email confirming that you will be able to help 

Friday, December 14, 2012 (regular schedule)

Turn in Keoko dialectical journal (DJ) - VISUALIZE, CONNECT, PREDICT and EVALUATE entries

Vocabulary to know and love quizzes

SSW: SSW and Participation and Keoko annotation self-evaluation

Writer’s notebook check for 3rd Six Weeks – self evaluation with rubric

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation: # (in a box)                                  2nd box: Divide grade by two as this is a 50 point grade

95 always volunteer; contribute brilliant thoughts; build on the ideas of others;  ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

Annotations Rubric
 
100 – well done, note themes, more than summary (perhaps comment/connect/question/predict)

95 – well done, but a little less complete

90 – some entries well done, but sections untouched, emotions and/or only underlined

80 – mostly only underlined and/or emotions (Yay! Wow! Gross! Sad!)



Revision and peer editing of two perspectives creative writing

Two perspectives creative writing open mike/celebration next class (may bring healthy food) (no sodas, no junk, no non-food items)

HW: Polish your two perscpectives creative writing
Get an adult edit of your two perspectives piece; show the adult the rubric: written comments + signature on the rubric
Be prepared to share your writing at our open mike next class 
Bring healthy food to share at the open mike

Wednesday, December 12, 2012 (short classes because of finals schedule)

SSW: work on finalizing creative writing 

Author's Purpose (PIE) 

Take notes on back of map 

P = Persuade (involves directive)

I = Inform

E = Entertain

EVALUATE entry DJ (from any part of text AFTER finish reading book)

Turn your dialectical journals into your bin (or take home if you fell behind and need to finish)

Two Perspectives Piece Writing Workshop

HW:

Turn in completed (all four entries) dialectical journal (DJ) on Friday (you should have finished this in class, but if you did not, finish for homework)

Revised draft of creative writing for peer editing on Friday

Vocabulary to know and love quizzes on Friday

Bring Zusak’s The Book Thief when return in January!  Let me know now if you need me to get you a copy.

Monday, December 10, 2012 (extra long classes because of finals schedule)

Socratic Seminars

Socratic Seminar peer feedback, self-evaluation and teacher conferences

Rubric for two perspectives creative writing

Finishing first draft and peer conferencing of two perspectives creative writing

Finish reading and annotating Keoko

HW: 

Note: I am giving you all of the homework for the week now because of finals week. Make your own plan for getting everything done by Friday to best fit your finals schedule.  Make good use of your class time so that you don't have too much homework.

Finish reading and annotating Keoko, (if did not finish in class) by Wednesday

Completed draft of creative writing for peer editing on Wednesday (should have finished in class)
 
Vocabulary to know and love quizzes on Friday

Bring Zusak’s The Book Thief when return on Monday, January 7th, an A-day.  Let me know now if you need me to get you a copy.

Thursday, December 6, 2012

Students who did not finish benchmarks on Tuesday, need to finish during SSW

SSW: revise piece from two perspectives

Read and discuss “Poem for Two Voices”

finish prediction and connection entries of dialectical journal

Keoko in-class reading/annotating 

reminder next week is finals schedule: we will have extra long classes (2.5 hours plus) on Monday which will give us time to do our Socratic Seminars and peer edit our two perspective pieces. We will have a short class (about 45 minutes) on Wednesday and a regular schedule on Friday.  Review the finals schedule that you received in advisory.

Socratic Seminar Planning
    Take out the four handouts and your writing from our last Socratic Seminar and review them
        Rubric
        Socratic Seminars: What's the Difference between Dialogue and Debate
        The World Connection Questions
        Socratic Seminar Peer Evaluations
        Socratic Seminar Self Evaluation
      
Review your feedback and the rubric from our last Socratic Seminar and think about how you will improve

HW: 

Read/annotate Keoko through Chapter 28 (to p. 163)

Ten Questions for Socratic Seminar (two of each type)

Vocabulary to know and love  (quizzes Friday, December 14th)

Tuesday, December 4, 2012

MOY (Middle of Year) benchmark - Reading

In-class work on prediction entry on dialectical journal (DJ) (based on reading through Chapters 22)

Keoko in-class reading/annotating

HW

Read/annotate Keoko through Chapter 26 (to p. 141)

Vocabulary to know and love (quizzes on Friday, December 14) (same format – definition, part of speech, in context, way to remember)

Friday, November 30, 2012

Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?

SSW: Creative writing from two perspectives 

Share visualization entries from dialectical journals

 Korean Culture/History PP

Laws that Discriminate
    each person will get either a reading about Jim Crow Laws (yellow copies) or Nazi Germany (purple copies) 
    both purple and yellow copies have same info on front about the Japanese Occupation of Korea

    read both sides and then pair up with someone with a different colored handout and teach them the information

Make a Venn diagram as a class comparing / contrasting
    Japanese Occupation of Korea
    Jim Crow
    Nazi Germany

Keoko in-class reading/annotating

HW:

Read/annotate Keoko through Chapter 22 (to page 121)

Vocabulary to know and love (6 words yet?)

Wednesday, November 28, 2012

Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?

SSW: Choose something that you’re written before, and rewrite it, from a different perspective.

Overview: creative writing assignment from two perspectives, poetry or prose.  We will peer edit and polish this six weeks and share at the end of this six weeks.

Discussion: How does Park's choice of two narrator's enhance the reader's experience?  What will you need to do as a writer to make the two perspectives meaningful and interesting for your readers?

Is your binder organized?

Map/terms

    Define identity and point of view.

Introduce dialectical journal (DJ) for Keoko

In-class work on “VISUALIZE” entry on dialectical journal (DJ)

Keoko in-class reading/annotating

HW:

Read/annotate Keoko through Chapter 17 (to page 99) (remember to track your time)

Finish “VISUALIZE” entry on dialectical journal (DJ) (based on Chapters 1-12)

Vocabulary to know and love (4 words yet?)

optional fun and healthy events:

Bike Club Ride this Thursday

Kickball this Friday from 3-5 in the gym for all sixth graders and their families

Spelling Bee next Wednesday in Mr. Cid's room from 3-4; extra credit for participation; extra extra credit for finishing in the top three

Monday, November 26, 2012

SSW: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner.

Class discussion Keoko (questions through Ch. 6)

Sohn Kee-chung biography

In-class reading/annotating:  Chapter 7 (A day)

HW: 

Read/annotate Keoko through Chapter 12 (to page 64)

Focus on identity of characters in Keoko

Write two questions for class discussion

Thanksgiving Break, Wednesday, November 21 - Sunday, November 25

Eat, read, sleep, enjoy time with family, friends, and nature.

Monday, November 19, 2012

SSW: Write about your name. Write four to five sentences about your name, what it means (if you know), how you got it, and what it means to you. 

Then, choose a different name to go by during this unit from the list of Korean and Japanese names on the yellow sheet.  Write 2-3 sentences about that name, and why you chose it. 

Make a nameplate – grey for Korean names, and red for Japanese names. 

Fold the paper in thirds.

On one side, write:  your current name, its meaning, and draw a picture

On another side, write:  your new Japanese/Korean name, its meaning, and draw a picture

Pronunciation keys

http://www.hearnames.com/pronunciations/korean-names.html

Korean and Japanese names

Introduction to When My Name Was Keoko

In-class reading:  Chapter 1
Discuss Elements of Sentence Construction


HW:

Read/annotate Keoko through Chapter 6 (to page 28)

Annotate with a focus on identity of the characters in Keoko

Write 2 questions for class discussion (may be any type of question from the 5 categories we used in Socratic Seminars)

Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner.  Collaborate with a family member.

Thursday, November 15, 2012

Big picture question: How does sentence structure impact meaning?

SSW: 3 gratitudes + student choice

SSW sharing

Visit 7th Grade English classes for Studs Terkel’s Oral Histories OR Documentary from Yemen

Everything Wanted to Know about Subjects and Predicates Powerpoint

Finish partner work on Arabic Poetry

Finish teacher student conferences on six weeks grades and Socratic Seminar participation

Finish vocab to know and love quizzes

HW:

Elements of Sentence Construction

Vocab to know and love

bring When My Name Was Keoko every class starting this class

Tuesday, November 13, 2012

Big picture question: How does listening impact our learning and our relationships?

SSW: “Most people do not listen with the intent to understand; they listen with the intent to reply.  They are either speaking or preparing to speak.” ~ Stephen R. Covey

How many times have you heard about the importance of listening?  Did you fully understand what that means? It means stopping your own brain from trying to think of what YOU want to say and being in tune with another human being and what THEY want to say.   It means caring enough to hold space – to hold silence – for someone to share. And, after they have had a chance to share, it means responding thoughtfully – if appropriate. Sometimes silence from the listener is the best compliment and gift you can give someone else.   Practice listening to someone today, you’ll be amazed at what you’ll hear!

Debrief Socratic Seminar

Individualized quizzes on vocabulary to know and love

Conferences on six weeks grades and socratic seminar participation

Arabic poetry
 
HW:

Is your binder organized?

Start new vocabulary to know and love booklet/list (10 more words!)

bring When My Name Was Keoko every class starting next class

Monday, November 12, 2012

Student holiday: read and play outside.

Thursday, November 8, 2012

Socratic Seminar on “The Vice Principal”

HW:

Self-Evaluation with rubric of Socratic Seminar  (2 paragraphs)

1st paragraph:  Your participation

2nd paragraph:  Class participation as a whole

Study Vocabulary to Know and Love (quizzes NEXT CLASS)

Is your binder organized?

Copy of When My Name Was Keoko by NEXT CLASS

Tuesday, November 6, 2012

Writing time (20 min) 

        3 gratitudes

reminder: 1SW ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealing.org; see me about your grades if you don't have gradespeed

Writer’s notebook check for 2nd Six Weeks – self evaluation with rubric

On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks.


Title your paper  Sacred Silent Writing Self-Evaluation 

Next to the title make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation Report.

Full Name:

Participation: # (in a box)                                  2nd box: Divide grade by two as this is a 50 point grade

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others;  ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

Introduction to Socratic Seminars

Pre-Seminar Question Writing

 “The Vice Principal” in-class reading/annotating - start page 27 (half way down page)

Define more terms on back of map

HW:

FINISH reading/annotating “The Vice Principal”

Create five questions for Socratic Seminar on “The Vice Principal” (use SS questions –VP handout)

Copy of When My Name Was Keoko by Tuesday, November 13th

Study Vocabulary to Know and Love (quizzes onTuesday, November 13th )

Friday, November 2, 2012

Writing time (15 min) 

        3 gratitudes

        describe what hypocrisy means

        describe two situations where someone is acting hypocritically

Discussion of Moradi-Kermani’s metaphors, similes and analysis

Define terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)

 “The Vice Principal” in-class reading

HW:
Read/annotate “The Vice Principal” to page 27 (half way down page)

Study Vocabulary to Know and Love (quizzes on Tuesday, November 13th)

Copy of When My Name Was Keoko by mid-November

Note: all late work, extra credit, absent work, redos, etc. due by end of office hours on Tuesday, November 6th

Wednesday, October 31, 2012

Due now:
    revised Power of Words
    mini-memoir corrections with adult signature
    essay

Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love?
 http://www.crucifictiongames.com/playpen_ooze.htm

Label card and group students by answer to “Who Renders the Greatest Service to Mankind?”

Create mini-poster persuading class of your group’s arguments for greatest service

Discuss student essays on “Who Renders the Greatest Service to Mankind?”

Vote for right answer

Debriefing

HW:

Talk to adult about what it means to be a hypocrite

Annotate the first two pages of “The Vice Principal” for metaphors and similes

Work on Vocabulary to Know and Love (all 10 entries yet?)

Copy of When My Name Was Keoko by mid-November

Monday, October 29, 2012

Writing time (15 min) – 3 gratitudes, then student choice

Review grammar homework

What are the essential elements of a sentence?

Sharing of and discussion of student sentences from Power of Words and Mini-Memoirs

Grammar Q and A about corrections to Mini-Memoir (Roy)

Introduction of Moradi-Kermani’s short story “The Vice Principal”

Analysis of metaphors, similes and analysis; Define on back of map

HW:

“Who Renders the Greatest Service to Mankind?”  (essay - 2 paragraphs)

Organize your binder
 
Study Vocabulary to Know and Love

Redo, if needed, Power of Words sentences

Finish, polish Mini-memoir corrections

Copy of When My Name Was Keoko by mid-November

Thursday, October 25, 2012

Big picture questions:

How can you use the latest research on happiness and the brain to impact your writing and your life?

How can we effectively harness the power of words as writers?

How can we best use our past grammatical mistakes to improve our writing?

TED Talk: Shawn Achor's "The Happy Secret to Better Work"

http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work.html

SSW: How can you use the latest research on happiness and the brain to impact your writing and your life?

Power of Words discussion

Grammar Study: Corrections to Mini-Memoirs

HW:

Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them 

Finish corrections to Mini-Memoirs; get an adult to check your corrections

Tuesday, October 23, 2012

Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?

SSW: Student choice.  Weave in your vocab to know and love. 

Discussion: Who are the Nacirema?

Power of Words – Four Types of Language

Howcast: How to Improve Your Vocabulary

     http://www.youtube.com/watch?v=7oYGv4D2Qr4

Feedback on Mini-Memoirs

HW:

On separate sheet of notebook paper, answer the seven questions on back of Power of Words, being thoughtful and writing in complete sentences.

Vocab to Know and Love: you should be done collecting words by next class

Extra Credit Opportunities: 

Writing Contest:  2012-2013 Reflections Art Contest presents: Kealing students are invited to enter original works in the Reflections Art Contest in any of six areas: visual arts, literature, music, photography, dance choreography or film production.  Entries must meet criteria guidelines and relate to this year's theme, "The Magic of a Moment". The entry deadline is Friday, November 2nd , 2012. For specific rules and guidelines for each arts category, see the TexasPTA Reflections website at theTX PTA website  or

e-mail Katherine Voges at katvoges@gmail.com. 

website:  http://www.txpta.org/programs/reflections/

Texas Book Festival this weekend (October 27-28)

http://www.texasbookfestival.org/

Friday, October 19,2012

Good morning, world travellers.

Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?

SSW:

“I look upon travel as a means of spiritual testing. What gives value to travel is fear. It is the fact that, at a certain moment, we are so far from our country…we are seized by an instinctive desire to go back to the protection of old habits. This is the most obvious benefit of travel. At that moment, we are feverish, but also porous, so that the slightest touch makes us quiver to the depths of our being. By exercising our most intimate senses, we understand a culture. It is through travel that we learn about ourselves.” -Albert Camus (1913 - 1960) French existentialist author & philosopher

Choose one, two, three or all topics to write as much as you can. Let your imagination run wild. Tell the truth, stretch it a bit, or tell a real whopper! Write, write, write, and have fun, fun, fun with it.

Write about what you think Albert Camus was saying about travel.
Write about a lie you told while traveling.
Write about revisiting the roads you’ve taken to get where you are.
Write a list of all the words you associate with travel then turn the words into a poem.
Write about the best trip you have ever taken.
Write about the worst trip you have ever taken.
Write about where you would like to travel and why you would like to see and learn.
Write about a place you would not want to travel and why.

North Africa and Middle East maps/terms

Power Point introduction to North Africa and Middle East

    take notes on handout

Review activity for nouns and verbs
 
Independent Reading

HW: Read/annotate “Body Ritual among the Nacirema,” by Horace Mitchell Miner

Extra Credit Opportunity:  Texas Book Festival next weekend (October 27-28)

http://www.texasbookfestival.org/

Wednesday, October 17, 2012

SSW: Free write.

Discussion of "Ayak and Her Lost Bridegroom"

Dinka powerpoint

Further discussion of "Ayak" with new knowledge of cultural context

Add to literary devices:
    irony: when the opposite of what is expected occurs
    folktake: an oral story, passed down from generation to generation, which often includes magic, and which teaches a moral and reflects a culture's values
    symbol: something concrete that has a deeper meaning and represents something abstract

Writing extension of "Ayak"

Vocab to Know and Love strategies and requirements:
    10 new and challenging words, definition, source and some way to learn them (sentence, pneumonic device, picture, etc.)
    collect your words from reading and listening
    learn them
    use them
    collect words this week and next
    expect quiz last week of six wesks

Parts of Speech Test corrections and q and a

Independent reading: pick a challenging book to read

HW:

vocab to know and love
finish writing extension of "Ayak"
learn what you missed on Parts of Speech Test
Independent reading: pick a challenging book to read and bring it to class and everywhere you go

Monday, October 15, 2012

Guiding question:  What different techniques do writers use to develop character?

SSW:  Using the rubric, write a self-evaluation of your mini-memoir.  Give yourself a score one to five and provide convincing evidence to support your score.

Turn in:

Rubric loose on top.  Make sure you have filled in all blanks at the top (name, period, title, character traits).

Stapled in this order from top to bottom:

    Final copy with your annotations about what you did well.

     Self-evaluataion

    Clocking sheet

    Rough drafts, newest to oldest.

Sharing of mini-memoirs
    noticing the different ways that writers establish character traits and develop character

Prepositions activity

Introduce vocab to know and love: collect ten words this six weeks that you want to know and love.  Keep a personal list with the word, a definition, and a way to remember the definition.  This could be a sentence, a drawing, a pneumonic device, etc.  Use these words in conversation and in your writing.  Be prepared for a personalized quiz at the end of the six weeks.

Discusssion:  Where can you harvest good words?  How can you learn them? 

Independent reading time

HW:

Start your Vocab to Know and Love list.

Read and annotate "Ayak"

Thursday, October 11, 2012

Guiding questions:  

What is the value of collaboration and how can we best colllaborate?
How can we effectively edit and revise our writing?

Why Collaborate? Discussion

Group and self-evaluation of author collage

Review of rubric for mini-memoir
     Q and A

Clocking of mini-memoir

Microediting of mini-memoir

Revision of mini-memoir

HW:

FINAL revised and polished mini-memoir,  typed double spaced 1-2 pages and meeting the rubric criteria

Tuesday, October 9, 2012

Author collage presentations -- parents invited!

HW:

FINAL draft of mini-memoir, typed and polished, ready for peer editing due next class

Friday, October 5, 2012

HW check: rough draft of mini memoir

Writing time (20 min) – editing

Small group work - author collage workday (2 of 2) (due NEXT CLASS)

HW:

extension: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Thursday, October 11th

Bring whatever need to complete author collage (only 10 min at beginning of class)

Author Collage Presentations - Tuesday, 10/9 (A day)  Remind your parents that they are invited.

Wednesday, October 3, 2012

Writing time (20 min) – Read the note that you wrote yourself last class about what you are doing well according to the rubric and what you need to do according to the rubric. 

Review rubric. Questions and answers.

Using your note and the rubric as a guide, continue to write and revise your mini-memoir.

Why Collaborate? discussion

Small group work – author collage workday (1 of 2)

HW:

Work on mini-memoir due Tuesday, October 9

Bring supplies need for author collage

STILL bring memoir EVERY DAY

Monday, October 1, 2012

Mini-memoir rubric

Writing time (20 min) – Time to take your writing out of your notebook!  Write a QUICK rough draft (on notebook paper) of the topic you chose a couple of classes ago.  Remember the things in your Venn diagram that are important about mini-memoirs!

Introduce author collage group project for chosen memoir

Small group work – author collage planning sheets (one sheet for each student)

Parent invitation to class celebration of author collages and mini-memoirs on Tuesday, October 9th

HW:

Finish author collage planning sheet for your memoir’s protagonist

Bring supplies need for author collage

If you did not do well on Parts of Speech Test, study and come to office hours on Tuesday for a requiz.  If you cannot attend on Tuesday, go to Ms. Morgan's office hours on Wednesday or Ms. Stewart's on Thursday.  You can earn half of your points back up to a maximum grade on requiz of 80.

Check out this great grammar site: http://grammar.ccc.commnet.edu/grammar/
Guide to Grammar and Writing complete with explanations, examples, quizzes

STILL bring memoir EVERY DAY

Grading period ends Friday, 10/4 - LATE WORK and extra credit and absent work DUE BY Office Hours Tuesday, October 2, 2012

Give inviation to your parents

Thursday, September 27, 2012

Writing time (20 min) – memoir/autobiography/diary – comparison through Venn diagram

Discuss how to apply these characteristics to mini-memoir

Announce that parents and teachers will attend celebration of publication of mini-memoirs: audience

reminder: 1SW ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealing.org; see me about your grades if you don't have gradespeed

Writer’s notebook check for 1st Six Weeks – self evaluation with rubric
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks.

Title your paper  Sacred Silent Writing Self-Evaluation 

Next to the title make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation Report.

Full Name:

Participation: # (in a box)                                  2nd box: grade / 2 out of 50

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others;  ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

MEMOIRS SHOULD BE FINISHED TODAY

Memoir independent work: Memoir annotation chart – fourth (and last) entry

Memoir annotation check

HW:

Finish annotation chart, if didn't finish in class

If you did not do well on parts of speech test, study and come to office hours on Tuesday for a requiz

Grading period ends Friday, 10/5 - LATE WORK and extra credit DUE BY end of office hours on Tuesday, October 2

Fun this weekend?  Austin Teen Book Festival, Saturday, 9/29, Palmer Events Center http://www.austinteenbookfestival.com

Tuesday, September 25, 2012

Writing time (20 min) – Choose a topic for your mini-memoir.  Gather around that topic.  Brainstorm specific nouns and verbs.

Parts of Speech test

Memoir independent work: Memoir annotation chart – third entry

Reading time (20 min) – memoirs

HW:

Finish reading/annotating your memoir for author/protagonist’s character traits

Memoir annotation check next class

Bring memoir EVERY DAY

Fun this weekend?  Austin Teen Book Festival, Saturday, 9/29, Palmer Events Center http://www.austinteenbookfestival.com

Friday, September 21, 2012

Writing time: Revise or continue or start something new.  Take inspiration from your memoir or from your summer reading to write something about your life. (20 min)

Parts of Speech Analysis from Graham Salisbury's "Ice"

Late binder checks

Memoir group work

Memoir annotation chart – third entry

Memoir annotation check

Reading time (20 min) – memoirs

HW:

Read/annotate fourth 1/5 of memoir – annotate for author’s character traits

Parts of Speech test next class

Bring memoir EVERY DAY

Keep studying parts of speech for test on T 9-25

Note: Austin Museum Day = Sunday

Wednesday, September 19, 2012

Writing time: My life as a middle school student (20 min)

Binder check (for DW grade)

Small group discussion of memoir

Memoir annotation chart – second entry
    
Parts of Speech Studying
    Pick a paragraph from your memoir and label the parts of speech.  Check as a group.

Reading time (20 minutes)

HW:Read/annotate third 1/5 of memoir – annotate for author’s character traits

Bring memoir EVERY DAY (annotation check next class)

Keep studying parts of speech for test on T 9-25

Monday, September 17, 2012

SSW: Read the note that you wrote to yourself last class about advice for emulating Shihab Nye's writing.  Use that advice to revise one of your earlier writings about your identity.

Nouns, verbs and adjectives in Nye’s “Thank You in Arabic” and in Salisbury’s “Ice”

Memoir group work 

Memoir annotation chart – first entry

Reading time (20 min) – memoirs

HW:Read/annotate  second 1/5 of memoir – annotate for author’s character traits

Binder check next class

Study Parts of Speech using foldable 10 min every other night for test on T 9-25

Bring memoir EVERY DAY

Thursday, September 13, 2012

SSW: Write something different than what you wrote last time that will reveal something about your identity. 

Finish parts of speech foldable 

Part of speech activity from Naomi Shihab Nye's "Thank You in Arabic"

In memoir reading groups, calendar out your reading: divide it into reading assignments for 5 class periodsShare at tables, best examples of annotations from summer reading

Reading time: memoir

HW:read and annotate the first (of five sections of) your memoir for character traits
bring an extra copy of poem for Ms. Roy to grade

Tuesday, September 11 , 2012

Library orientation and book check outSign up: which memoir are you going to read? 
SSW: Pick one character trait that describes you. Write something about yourself that reveals that character trait. 
Annotation grading for summer reading
Reading time: read book from library or reread "Thank You in Arabic" by Naomi Shihab Nye


HW:
Study parts of speech foldable for quiz
Bring memoir to class next time; we will start reading in class
Reread / review annotations "Thank You in Arabic" by Naomi Shihab Nye

Friday, September 7, 2012

SSW: Write something about yourself.
Share at your table and turn in self-portrait poems
Parts of speech foldable, first half

HW:
study parts of speech with foldable
remind parents: back to school night = Tuesday
finish classs survey, if not done
remind parents to buy memoir if haven't done so 

Wednesday, Sept. 5, 2012

SSW: Write about yourself as a writer.  What do you write?  Where?  When? Why? Who do you share your writing with? What changes would you like to make?

Discussion of writing

Website tour

Organize binders
    Syllabus and Book list
    Basics
    Daily Work / Homework
    Readings
    Writing
    Literary Devices

Review rubric, questions?

Revision of poems

HW:

Bring copy of memoir from book list by Thursday, 9-13
FINAL draft of self-portrait poem
straggling summer reading
remind parents: Back to School Night is Tuesday, September 11
complete class survey (on my website, select pull down menu for sixth grade and select class survey)

Friday, August 31, 2012

Take out writer's notebook, binder with handouts and homework

Introduction to memoirs: book list handout

Book pass

Review rubric for self-portrait poem

        Questions and answers

Sharing and conferencing at table

Decorate your writer's notebook 

Revise your self-portrait poem

Turn in straggling introduction letters and summer reading annotations or make a plan

Return letters of introduction
    discussion of grading

Reminder: office hours on Tuesday

HW:

Talk to your parents TODAY about selecting and buying your memoir

Bring a copy of your selected memoir to class starting on Thursday, 9/13

Bring binder and 5 dividers next class for organization

Revise poem

Catch up on sleep

Note:  No school on Monday, 9/3 (Labor Day)

Wednesday, August 29, 2012

Share introduction letters in small groups

Turn in straggling letters or introduction and annotations

Self-portrait paintings/photographs discussion

Self-portrait poems writing

Handouts: Self-Portrait Poem Examples and Rubric

HW:

  • Complete draft of self-portrait poem
  • By Friday, 8/31 (A day) or Tuesday, 9/4 (B day), bring to class:
  •       Composition, spiral or blank book for in-class writer’s notebook
  •       Items to decorate writer's notebook


Monday, August 27, 2012 

Welcome to 6th Grade Magnet English!

Always Bring a Pencil
By Naomi Shihab Nye

There will not be a test.
It does not have to be
a Number 2 pencil.

But there will be certain things--
the quiet flush of waves,
ripe scent of fish,
smooth ripple of the wind’s second name--
that prefer to be written about
in pencil.

It gives them more room
to move around.


Discussion of poem:

  • What did you notice?
  • What did you like?
  • Questions?
  • Why do you think I am reading that to you on our first day together?

Introductions and Congratulations on beginning your Kealing journey

SSW: Welcome, travelers. You may travel to anywhere in the world. Pick a destination and describe it in vivid detail. You may go to a favorite place or someplace that you have never been. Your destination may be real or imaginary. Have fun.

SSW sharing and name learning

Read and discuss syllabus and plans for year

  • What are you most excited about?
  • Questions?

Collect summer assignments
  • introduction letters
  • annotated copies of Going Where I’m Coming From

Self-portrait paintings/photographs

Discussion: 
  • What do you see?
  • What do you think the artist is trying to tell us?
  • How do you know?
  • Questions?

Where are you going next period? Map and schedule check

Any questions / concerns?

HW:

Introduction letter (summer assignment) (if not already completed)

By Friday, 8/31 (A day) or Tuesday, 9/4 (B day), bring to class:

  • Composition, spiral or blank book for in-class writer’s notebook

  • Items to decorate your writer's notebook

    • photographs, cartoons, quotes, symbols
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