Wednesday, June 4, 2014
Ms. Roy on the 8th grade field trip / Mr. S_____ subbing
6th grade awards ceremony
SSW: Finish letters of welcome and advice to a writer in Ms. Roy's 2014-15 class
Peer edit letters
Polish letters
Print and sign letter; turn in to your bin
Summer reading recommendations: share recommendations with one another; talk about the book you read for independent reading this six weeks:
Who would like it?
Why?
What did the author do well?
Yearbook signing
Have a rejuvenating summer!
Peer edit letters
Polish letters
Print and sign letter; turn in to your bin
Summer reading recommendations: share recommendations with one another; talk about the book you read for independent reading this six weeks:
Who would like it?
Why?
What did the author do well?
Yearbook signing
Have a rejuvenating summer!
Monday, June 2, 2014
Ms. Roy at family member's graduation/Ms. P______ subbing
Review as a class what you have learned and accomplished this year
type up list together on presentation computer;
have a student email to me
Reflection and feedback on curriculum and teaching and learning
Complete handouts in complete sentences.
Please sign my yearbook
Start writing letters of welcome and advice to a writer/reader/learner in Ms. Roy's 2014-2015. Students will receive these letters the first week of class. You'll have some time to finish, peer edit, and polish next class. Note: next class is a shortened period for B8.
type up list together on presentation computer;
have a student email to me
Reflection and feedback on curriculum and teaching and learning
Complete handouts in complete sentences.
Please sign my yearbook
Start writing letters of welcome and advice to a writer/reader/learner in Ms. Roy's 2014-2015. Students will receive these letters the first week of class. You'll have some time to finish, peer edit, and polish next class. Note: next class is a shortened period for B8.
Thursday, May 29, 2014
Finals Week
Reverse order classes
B8: 7:30 - 9:45 Open Mike from 7:40 to 8:40
B7: 9:49 - 10:48
B8's Narrative Open Mike for audience of parents, grandparents, counselors and administrators
Self-evaluation of narrative with rubric
Annotate final copy for examples of diction, detail, and syntax
Overdue library book list
B7: Self-evaluation of SSW and participation
Summer Reading Assignment for Seventh Grade (Orange Handout)
Self-evaluation of narrative with rubric
Annotate final copy for examples of diction, detail, and syntax
Overdue library book list
B7: Self-evaluation of SSW and participation
Summer Reading Assignment for Seventh Grade (Orange Handout)
Tuesday, May 27, 2014
Finals Week
B7: 10:52 – 1:40 Open Mike from 12:00 to 1:00
B8: 1:44-2:47
B7's Narrative Open Mike for audience of parents, grandparents, counselors and administrators
Self-evaluation of narrative with rubric
B8: Self-evaluation of SSW and participation
Summer Reading Assignment for Seventh Grade (Orange Handout)Overdue library book list
Self-evaluation of narrative with rubric
B8: Self-evaluation of SSW and participation
Summer Reading Assignment for Seventh Grade (Orange Handout)Overdue library book list
Monday, May 26, 2014
Memorial Day: Read and play and share family stories
Thursday, May 22, 2014
SSW: Finish syntax essays
Late work?
Teacher conferences on either diction or your syntax essays
Grade for adult edit of narrative
Review rubric
Polish narratives
Advice to future sixth graders on altered book project
Polish invitations
HW: remind familes about open mike; add any finishing touches to narrative; print and select a passage to read at open mike (lesss than a page)
Late work?
Teacher conferences on either diction or your syntax essays
Grade for adult edit of narrative
Review rubric
Polish narratives
Advice to future sixth graders on altered book project
Polish invitations
HW: remind familes about open mike; add any finishing touches to narrative; print and select a passage to read at open mike (lesss than a page)
Tuesday, May 20, 2014
SSW: Syntax essay
We need invitations for the open mike
Vocab to know and love quizzes
Independent reading with notes on diction, detail, and syntax
Narrative revision and polishing
HW: due next class: revise and polish creative writing piece; review rubric; adult edit of narrative using rubric
final, revised and polished narrative due Tuesday for B7 / Thursday for B8
We need invitations for the open mike
Vocab to know and love quizzes
Independent reading with notes on diction, detail, and syntax
Narrative revision and polishing
HW: due next class: revise and polish creative writing piece; review rubric; adult edit of narrative using rubric
final, revised and polished narrative due Tuesday for B7 / Thursday for B8
Friday, May 16, 2014
SSW: Free choice using vocab to know and love. Play around with diction, detail, and syntax
Turn in diction essays
We need invitations for narrative open mikes
straggling/late teacher conferences on detail essays
4 peer edits of narrative (collect names, signatures, and comments):
diction
detail
syntax
grammar
Pair quizzing on vocab to know and love
HW:
30 minutes combined:
Study for vocab to know and love quiz next class
independent reading and notes on diction, detail, and syntax; book should be finished by next time
Turn in diction essays
We need invitations for narrative open mikes
straggling/late teacher conferences on detail essays
4 peer edits of narrative (collect names, signatures, and comments):
diction
detail
syntax
grammar
Pair quizzing on vocab to know and love
HW:
30 minutes combined:
Study for vocab to know and love quiz next class
independent reading and notes on diction, detail, and syntax; book should be finished by next time
Wednesday, May 14, 2014
Counselor visits: B7: 11: 11:25
B8: 1:37-2:03
Review recipe for an easy A essay
Sharing of detail 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 diction? Refer back to your recent homework for quotes to use as concrete details. 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.
My example of a topic sentence for an essay analyzing diction:
In Life After Life, Kate Atkinson uses British historical terms to create a strong sense of family life during WWI and WWII.
Template for concrete detail and commentary sentences:
The phrase/noun/verb/adjective/adverb ________________ used to describe / identify ________________ conveys _____________ since / because ___________________________________________. This is significant because ________________________________________________________.
Tips for writing about diction from Elizabeth Davis' The University of Texas' Advanced Placement Summer Institute:
Identify the grammatical unit (phrase, noun, verb, adjective, adverb, etc.) and provide the context in which it appears in the text.
Do NOT write that the writer uses diction. That's akin to saying that the writer uses words.
Connect the diction to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.
Teacher-student conference on detail essay
study vocab to know and love while waiting in line
Decide how to best use your time: independent reading; vocab to know and love study; narrative writing
Sharing of diction, detail, and syntax examples from reading homework
HW: Follow our recipe for an A essay and finish writing a one-paragraph essay analyzing diction in your challenging novel.
Upcoming due dates:
Finish challenging book by May 20th
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
Narrative Open Mikes during finals week (last week of May)
B8: 1:37-2:03
Review recipe for an easy A essay
Sharing of detail 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 diction? Refer back to your recent homework for quotes to use as concrete details. 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.
My example of a topic sentence for an essay analyzing diction:
In Life After Life, Kate Atkinson uses British historical terms to create a strong sense of family life during WWI and WWII.
Template for concrete detail and commentary sentences:
The phrase/noun/verb/adjective/adverb ________________ used to describe / identify ________________ conveys _____________ since / because ___________________________________________. This is significant because ________________________________________________________.
Tips for writing about diction from Elizabeth Davis' The University of Texas' Advanced Placement Summer Institute:
Identify the grammatical unit (phrase, noun, verb, adjective, adverb, etc.) and provide the context in which it appears in the text.
Do NOT write that the writer uses diction. That's akin to saying that the writer uses words.
Connect the diction to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.
Teacher-student conference on detail essay
study vocab to know and love while waiting in line
Decide how to best use your time: independent reading; vocab to know and love study; narrative writing
Sharing of diction, detail, and syntax examples from reading homework
HW: Follow our recipe for an A essay and finish writing a one-paragraph essay analyzing diction in your challenging novel.
Upcoming due dates:
Finish challenging book by May 20th
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
Narrative Open Mikes during finals week (last week of May)
Monday, May 12, 2014
Peer edit detail essay
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
Revise and polish detail essay
Pair study of vocab to know and love
Independent reading with notes on diction, detail and syntax
HW: Adult edit of detail essay; polish in response to peer and adult edits
vocab to know and love
if you haven't already done so complete typed, rough draft of narrative
Upcoming due dates:
Finish challenging book by May 20th
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
Narrative Open Mikes during finals week (last week of May)
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
Revise and polish detail essay
Pair study of vocab to know and love
Independent reading with notes on diction, detail and syntax
HW: Adult edit of detail essay; polish in response to peer and adult edits
vocab to know and love
if you haven't already done so complete typed, rough draft of narrative
Upcoming due dates:
Finish challenging book by May 20th
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
Narrative Open Mikes during finals week (last week of May)
Thursday, May 8, 2014
Guiding questions:
How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?
What's the recipe for writing an A essay paragraph?
How can we use concrete detail and commentary to persuade and inform our readers?
Recipe for great body paragraph for an easy A essay or research paper
Ingredients: Topic sentence, concrete detail, commentary and concluding sentence
Topic sentence (TS)
(The umbrella that covers your entire paragraph)
o simply state the overview of the paragraph.
o do NOT refer to yourself or to the paper
o if it's a multi-paragraph essay, provide transitions b/n topics
Concrete detail (c.d)
(smoothing the way to the thesis with facts)
o examples
o quotes
o facts from research
o include parenthetical citation (Zusak 374).
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 the conclusion that you want them to reach
o this is where you use your power to take over the mind of your reader
Concluding sentence (CS)
persuasive summation of the paragraph
(duct tape that connects back to the umbrella (topic sentence) and connects to the next umbrella (topic sentence) and reinforces the point of the paragraph)
Recipe for an easy A essay or research paper paragraph
Topic sentence (TS)
Concrete detail (c.d)
Commentary (comm)
Commentary (comm)
repeat c.d/comm./comm. 3X total
Concluding sentence
SSW Round One: 6th grade award nominations
Nominate one of your classmates for a sixth grade award by writing four sentences from our recipe: topic sentence, concrete detail, commentary, commentary. Pay attention to your diction.
The Almond Joy Award: makes us laugh
The 110 Award: goes above and beyond
Most Improved Award: has kept a growth mindset and made academic improvements
Emily Dickinson Award: poet extraordinaire
Picasso Award: most creative
Citizenship Award: volunteers within and outside of the classroom
The Thinker Award: deep and careful consideration of ideas
Most Persuasive Award: best able to convince others of their ideas
Sharing of award mini-essays
identifying concrete detail and commentary
SSW Round Two: Refer back to your recent homework. Write about your author's use of detail. How does your author use detail 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 detail and how she uses it to create meaning.
Here's my topic sentence example:
In Goldfinch, Donna Tartt describes the paintings of the Metropolitan Museum in minute detail to show the importance of beauty.
Sharing of Topic Sentences
Template for concrete detail and commentary sentences:
The detail of ________________ conveys _____________________________________________ since/because ___________________________________________. The author wants the reader to see _________________________________________________ because/so that ____________________________________ ________________________________________________.
Example from an AP essay:
"The detail of the string of polo ponies Tom Buchanan brought east with him from Chicago conveys his vast wealth and hedonism. Moving the ponies is expensive and unnecessary, suggesting that Tom does not need to concern himself with cost but does concern himself with appearing more powerful than his peers. Fitzgerald wants the reader to see Tom as spoiled and self-indulgent so that Tom will appear distatesteful even before the reader learns of his current affair" (Davis 15).
Tips for writing about detail from Elizabeth Davis' The University of Texas' Advanced Placement Summer Institute:
Identify the detail and provide the context in which it appears in the text.
Describe the function of the inclusion of that detail in this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.
Review of recipe
Your turn. Using our recipe and the above examples as a guide, write an essay analyzing your author's use of detail.
HW: Continue following our recipe for an A essay and finish writing a paragraph analyzing detail in your challenging novel.
Half-a-hour or so of whatever reading and writing you need to work on:
Upcoming due dates:
Finish challenging book by May 20th
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
Narrative Open Mikes during finals week (last week of May)
How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?
What's the recipe for writing an A essay paragraph?
How can we use concrete detail and commentary to persuade and inform our readers?
Recipe for great body paragraph for an easy A essay or research paper
Ingredients: Topic sentence, concrete detail, commentary and concluding sentence
Topic sentence (TS)
(The umbrella that covers your entire paragraph)
o simply state the overview of the paragraph.
o do NOT refer to yourself or to the paper
o if it's a multi-paragraph essay, provide transitions b/n topics
Concrete detail (c.d)
(smoothing the way to the thesis with facts)
o examples
o quotes
o facts from research
o include parenthetical citation (Zusak 374).
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 the conclusion that you want them to reach
o this is where you use your power to take over the mind of your reader
Concluding sentence (CS)
persuasive summation of the paragraph
(duct tape that connects back to the umbrella (topic sentence) and connects to the next umbrella (topic sentence) and reinforces the point of the paragraph)
Recipe for an easy A essay or research paper paragraph
Topic sentence (TS)
Concrete detail (c.d)
Commentary (comm)
Commentary (comm)
repeat c.d/comm./comm. 3X total
Concluding sentence
SSW Round One: 6th grade award nominations
Nominate one of your classmates for a sixth grade award by writing four sentences from our recipe: topic sentence, concrete detail, commentary, commentary. Pay attention to your diction.
The Almond Joy Award: makes us laugh
The 110 Award: goes above and beyond
Most Improved Award: has kept a growth mindset and made academic improvements
Emily Dickinson Award: poet extraordinaire
Picasso Award: most creative
Citizenship Award: volunteers within and outside of the classroom
The Thinker Award: deep and careful consideration of ideas
Most Persuasive Award: best able to convince others of their ideas
Sharing of award mini-essays
identifying concrete detail and commentary
SSW Round Two: Refer back to your recent homework. Write about your author's use of detail. How does your author use detail 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 detail and how she uses it to create meaning.
Here's my topic sentence example:
In Goldfinch, Donna Tartt describes the paintings of the Metropolitan Museum in minute detail to show the importance of beauty.
Sharing of Topic Sentences
Template for concrete detail and commentary sentences:
The detail of ________________ conveys _____________________________________________ since/because ___________________________________________. The author wants the reader to see _________________________________________________ because/so that ____________________________________ ________________________________________________.
Example from an AP essay:
"The detail of the string of polo ponies Tom Buchanan brought east with him from Chicago conveys his vast wealth and hedonism. Moving the ponies is expensive and unnecessary, suggesting that Tom does not need to concern himself with cost but does concern himself with appearing more powerful than his peers. Fitzgerald wants the reader to see Tom as spoiled and self-indulgent so that Tom will appear distatesteful even before the reader learns of his current affair" (Davis 15).
Tips for writing about detail from Elizabeth Davis' The University of Texas' Advanced Placement Summer Institute:
Identify the detail and provide the context in which it appears in the text.
Describe the function of the inclusion of that detail in this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.
Review of recipe
Your turn. Using our recipe and the above examples as a guide, write an essay analyzing your author's use of detail.
HW: Continue following our recipe for an A essay and finish writing a paragraph analyzing detail in your challenging novel.
Half-a-hour or so of whatever reading and writing you need to work on:
- make sure your detail essay is finished before next class
- vocab to know and love
- challenging reading +notes or annotations on diction, detail, and syntax
- free-choice narrative focusing on diction, detail, and syntax
Upcoming due dates:
Finish challenging book by May 20th
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
Narrative Open Mikes during finals week (last week of May)
Tuesday, May 6, 2014
8th grade drama performances
Class time after plays: work on reading your challenging novel, vocab to know and love, and/or writing your stories
Upcoming dates:
Finish challenging book by May 20th
Narrative Open Mikes during finals week
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
HW: work for 30 minutes on vocab to know and love; independent reading with notes on imagery, diction, and detail; and/or writing your narrative
Class time after plays: work on reading your challenging novel, vocab to know and love, and/or writing your stories
Upcoming dates:
Finish challenging book by May 20th
Narrative Open Mikes during finals week
Narrative complete typed, rough draft due Wednesday, May 14
Narratives due for peer edit due Friday, May 16
Vocab to know and love quizzes on Tuesday, May 20th
HW: work for 30 minutes on vocab to know and love; independent reading with notes on imagery, diction, and detail; and/or writing your narrative
Friday, May 2, 2014
SSW: Introduction to your challenging novel
Please write about your book in complete sentences, discussing:
Challenging Book and notes/annotation check
Add to your literary devices:
tone: author's attitude towards the subject and/or the reader
An appositive is a noun or pronoun — often with modifiers — set beside another noun or pronoun to explain or identify it.
Literary Devices in Young Adult Novels
Vocabulary to know and love – please have five entries by the end of class
In-class reading of challenging book
OR writing for narrative
focusing on diction, detail and syntax
Photodocumentation of altered books for seventh and a few remaining students in eighth
Lessons learned from the altered book project / advice to next year's students / advice to self on future projects
HW:
For at least 30 minutes, read a challenging book of your choosing
Note: DETAIL, IMAGERY
Can you find (and identify) literary devices in your book? (Be ready to share next class!)
Bring challenging book to class every day
Study for vocab to know and love
Please write about your book in complete sentences, discussing:
- its title and author
- its genre
- its characters
- its setting
- the way in which your author writes
- only minimal summary
Challenging Book and notes/annotation check
Add to your literary devices:
tone: author's attitude towards the subject and/or the reader
An appositive is a noun or pronoun — often with modifiers — set beside another noun or pronoun to explain or identify it.
Literary Devices in Young Adult Novels
Vocabulary to know and love – please have five entries by the end of class
In-class reading of challenging book
OR writing for narrative
focusing on diction, detail and syntax
Photodocumentation of altered books for seventh and a few remaining students in eighth
Lessons learned from the altered book project / advice to next year's students / advice to self on future projects
HW:
For at least 30 minutes, read a challenging book of your choosing
Note: DETAIL, IMAGERY
Can you find (and identify) literary devices in your book? (Be ready to share next class!)
Bring challenging book to class every day
Study for vocab to know and love
Wednesday, April 30, 2014
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)
HW sharing/discussion: Share examples of diction and detail from your challenging book. Explain your author’s choices in these areas. How do the author’s choices affect you as a reader?
Feedback on altered book project for 7th period
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 at least 3 words?)
Voice lesson: syntax: William Faulkner example
SSW: student choice (pay attention to your syntax)
HW sharing/discussion: Share examples of diction and detail from your challenging book. Explain your author’s choices in these areas. How do the author’s choices affect you as a reader?
Feedback on altered book project for 7th period
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 at least 3 words?)
Monday, April 28, 2014
Guiding question: How do an author’s decisions regarding detail, imagery, diction, syntax and tone affect the reader’s experience?
Introduction of Diction, Detail and Syntax Narrative (see rubric in Documents section)
Syntax: the organization of words and phrases into sentences
Two types of clauses:
Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
Ex.: Eighth period amazes. I smiled. I like food. She ran. Joe and Bob walked. The trash can jumped up and down. I saw the giant, extremely brown mouse. We hiked up the breathtaking mountain. The clouds hid the sun.
Dependent Clause
A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word.
Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever,whether, and while.
When seventh period wrote stories . . . (What happened when they wrote stories? The thought is incomplete.)
Clause identification:
On your feet...
Stand tall, arms up, making a capital I for independent clause.
Squat as if you need a chair for a dependent clause.
Three types of sentences:
simple: one independent clause
compound: A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so (FANBOYS).
Ex.: We went to the park so that we could walk the dog.
We jumped in the pool so we could play with the raft.
We ran a mile and Andy twisted his ankle.
complex:
A complex sentence contains one independent clause and one dependent clause.
EX: I raced down the sidewalk while my dog chased after me.
I ate a sandwich because I ran a mile.
I ran a mile before I ate my sandwich.
The dog ran out into the street as it chased a squirrel.
Voice lesson: imagery (Hogan example) (see PowerPoint)
SSW: Free writing for your polished piece focusing on diction, detail, and syntax
Conferences: feedback on altered book (8th period only; next class: 7th period)
HW:
For at least 30 minutes, read a challenging book of your choosing
Note where your author makes interesting use of detail (two places) and imagery (a different two places) (be ready to talk about these next week)
Bring book to class every day!
Work on vocab to know and love: Make notes of new vocabulary to know and love list (10 words eventually), gathering new words from the book you’ve chosen
Introduction of Diction, Detail and Syntax Narrative (see rubric in Documents section)
Syntax: the organization of words and phrases into sentences
Two types of clauses:
Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
Ex.: Eighth period amazes. I smiled. I like food. She ran. Joe and Bob walked. The trash can jumped up and down. I saw the giant, extremely brown mouse. We hiked up the breathtaking mountain. The clouds hid the sun.
Dependent Clause
A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word.
Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever,whether, and while.
When seventh period wrote stories . . . (What happened when they wrote stories? The thought is incomplete.)
Clause identification:
On your feet...
Stand tall, arms up, making a capital I for independent clause.
Squat as if you need a chair for a dependent clause.
Three types of sentences:
simple: one independent clause
compound: A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so (FANBOYS).
Ex.: We went to the park so that we could walk the dog.
We jumped in the pool so we could play with the raft.
We ran a mile and Andy twisted his ankle.
complex:
A complex sentence contains one independent clause and one dependent clause.
EX: I raced down the sidewalk while my dog chased after me.
I ate a sandwich because I ran a mile.
I ran a mile before I ate my sandwich.
The dog ran out into the street as it chased a squirrel.
Voice lesson: imagery (Hogan example) (see PowerPoint)
SSW: Free writing for your polished piece focusing on diction, detail, and syntax
Conferences: feedback on altered book (8th period only; next class: 7th period)
HW:
For at least 30 minutes, read a challenging book of your choosing
Note where your author makes interesting use of detail (two places) and imagery (a different two places) (be ready to talk about these next week)
Bring book to class every day!
Work on vocab to know and love: Make notes of new vocabulary to know and love list (10 words eventually), gathering new words from the book you’ve chosen
Thursday, April 24, 2014
Presentation of your challenging book and why you selected it (7th only)
Voice lesson: Detail (Zora Neale Hurston example) (see PowerPoint)
District Poetry Contest (www.ahblogs.com/visionandvoice) (due April 25th, 2014) for extra credit
Reading time of challenging book
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 that you’ve chosen
Bring book to class!
Voice lesson: Detail (Zora Neale Hurston example) (see PowerPoint)
District Poetry Contest (www.ahblogs.com/visionandvoice) (due April 25th, 2014) for extra credit
Reading time of challenging book
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 that you’ve chosen
Bring book to class!
Tuesday, April 22, 2014
STAAR testing
Only 8B meets:
NPR contest: collective nouns http://www.studio360.org/story/ken-burns-word-nerd/
Write some of your own and post
Poetry writing for district contest
HW: Continue to bring challenging book to class
Only 8B meets:
NPR contest: collective nouns http://www.studio360.org/story/ken-burns-word-nerd/
Write some of your own and post
Poetry writing for district contest
HW: Continue to bring challenging book to class
Thursday, April 17, 2014
Altered Book Showcase
Display on your table:
(1) completed altered book AND
(2) comment sheet for guests: colored sheet of paper with your full name and title of your book
(3) final, typed draft Artist’s Statement
place underneath your colored comment sheet:
(4) Self-Evaluation rough draft
(5) Self-Evaluation final copy with score from the rubric
(6) Rubric with top section filled out and appropriate bullets checked off
At the end of class, place your book back on display on the shelf with the six items underneath
HW: Find a challenging novel to read. You want to select a novel that is interesting for you as a reader, but is also a good mentor text for you as a writer and provides literary devices for you to emulate. Bring it to the STAAR test on Tuesday and Wednesday. Bring it to class every day starting next week.
Display on your table:
(1) completed altered book AND
(2) comment sheet for guests: colored sheet of paper with your full name and title of your book
(3) final, typed draft Artist’s Statement
place underneath your colored comment sheet:
(4) Self-Evaluation rough draft
(5) Self-Evaluation final copy with score from the rubric
(6) Rubric with top section filled out and appropriate bullets checked off
At the end of class, place your book back on display on the shelf with the six items underneath
HW: Find a challenging novel to read. You want to select a novel that is interesting for you as a reader, but is also a good mentor text for you as a writer and provides literary devices for you to emulate. Bring it to the STAAR test on Tuesday and Wednesday. Bring it to class every day starting next week.
Tuesday, April 15, 2014
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
DUE TODAY: Completed altered book
Altered book project work day 10 – LAST WORK DAY
Altered book project will be worth 200 POINTS - Students who earn a …
“5” will earn 100% (or 200 points)
“4” will earn 95% (or 190 points)
“3” will earn 85% (or 170 points)
“2” will earn 75% (or 150 points)
HW:
remind your family: NEXT CLASS - Altered book project GALLERY WALK; see invitation for details
MUST HAVE (1) completed altered book AND
(2) final, typed draft Artist’s Statement
(3) Self-Evaluation rough draft
(4) Self-Evaluation final copy with score from the rubric
(5) Rubric with top section filled out and appropriate bullets checked off
DUE TODAY: Completed altered book
Altered book project work day 10 – LAST WORK DAY
Altered book project will be worth 200 POINTS - Students who earn a …
“5” will earn 100% (or 200 points)
“4” will earn 95% (or 190 points)
“3” will earn 85% (or 170 points)
“2” will earn 75% (or 150 points)
HW:
remind your family: NEXT CLASS - Altered book project GALLERY WALK; see invitation for details
MUST HAVE (1) completed altered book AND
(2) final, typed draft Artist’s Statement
(3) Self-Evaluation rough draft
(4) Self-Evaluation final copy with score from the rubric
(5) Rubric with top section filled out and appropriate bullets checked off
Friday, April 11, 2014
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
Altered book project work day 9
SSW and Participation Self-Evaluation
Artist’s Statement and Self-Evaluation using the rubric rough draft
In your artist's statement, explain your artistic decisions (symbols, motifs, colors, materials, style, etc.)
In your evaluation, give yourself a score from the rubric (1-5) and explain why you earned that (plenty of analysis, balance of words and images, original art, extended paragraphs, carefully chosen direct quotes, etc.) Use the language of the rubric.
Final artist's statement is due on Thursday to be displayed with your altered book
Check in again with altered book project rubric – are you reaching your goals?
HW:
Altered book project should be finished by end of next class
Review rubric – what still needs to be done to earn a “4” or “5”?
Give invitation to your parents if you haven't already
Altered book project work day 9
SSW and Participation Self-Evaluation
- On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing and Participation Self-Evaluations
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: # (in a box) 2nd box: grade divided by 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
Artist’s Statement and Self-Evaluation using the rubric rough draft
In your artist's statement, explain your artistic decisions (symbols, motifs, colors, materials, style, etc.)
In your evaluation, give yourself a score from the rubric (1-5) and explain why you earned that (plenty of analysis, balance of words and images, original art, extended paragraphs, carefully chosen direct quotes, etc.) Use the language of the rubric.
Final artist's statement is due on Thursday to be displayed with your altered book
Check in again with altered book project rubric – are you reaching your goals?
HW:
Altered book project should be finished by end of next class
Review rubric – what still needs to be done to earn a “4” or “5”?
Give invitation to your parents if you haven't already
Wednesday, April 9, 2014
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
Altered book project work day 8
Finish conferences - altered book project progress and alignment with rubric
Remind of resources – annotations, writer’s notebook entries, and handouts (binder example in class)
HW:
Detailed draft of two more pages of your altered book (you should be up to eleven pages drafted)
Altered book project work day 8
Finish conferences - altered book project progress and alignment with rubric
Remind of resources – annotations, writer’s notebook entries, and handouts (binder example in class)
HW:
Detailed draft of two more pages of your altered book (you should be up to eleven pages drafted)
Monday, April 7, 2014
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
Altered book project work day 7
Conferences - altered book project progress and alignment with rubric
7th period only: MOY results
HW:
Detailed draft of two more pages of your altered book (you should be up to eleven pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
7th period only: check answers that you missed on MOY; learn from your mistakes; bring back any questions
Altered book project work day 7
Conferences - altered book project progress and alignment with rubric
7th period only: MOY results
HW:
Detailed draft of two more pages of your altered book (you should be up to eleven pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
7th period only: check answers that you missed on MOY; learn from your mistakes; bring back any questions
Thursday, April 3, 2014
Learn terminology for plot diagram
8th only: MOY results
Altered book project work day 6
last call for annotation check
HW:
Detailed draft of two more pages of your altered book (you should be up to nine pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
8th period only: check answers that you missed on MOY; learn from your mistakes; bring back any questions
8th only: MOY results
Altered book project work day 6
last call for annotation check
HW:
Detailed draft of two more pages of your altered book (you should be up to nine pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
8th period only: check answers that you missed on MOY; learn from your mistakes; bring back any questions
Tuesday, April 1, 2014
STAAR testing at Kealing on B day – 6th graders do not attend classes) -B8 and B7
B7- will not have English class
B8- will work on altered book project
HW: Continue working on altered book project
B7- will not have English class
B8- will work on altered book project
HW: Continue working on altered book project
Friday, March 28, 2014
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
Read the Epilogue and FINISH The Book Thief TOGETHER
Altered book project work day 5
Annotation check: student choice: I can check today or, if you need to fill in any gaps, next class
HW:
Detailed draft of two more entries of your altered book (you should be up to seven entries drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference AND for annotation grade)
If you need to fill in any gaps in your annotations, do so before next class
Read the Epilogue and FINISH The Book Thief TOGETHER
Altered book project work day 5
Annotation check: student choice: I can check today or, if you need to fill in any gaps, next class
HW:
Detailed draft of two more entries of your altered book (you should be up to seven entries drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference AND for annotation grade)
If you need to fill in any gaps in your annotations, do so before next class
Wednesday, March 26, 2014
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
SSW: Look over your rubric, plan your pages, continue to work on pages
Altered Book Project Workday #4
Conference with Ms. Roy about your entries
Paint your book and make your entries in the book after they've been approved by Ms. Roy
HW:
Finish reading and annotating Part Ten - “Ilsa Hermann’s Little Black Book,” “The Rib-Cage Planes,” “The End of the World (Part II)” (Zusak 519-539)
We will read the Epilogue and FINISH The Book Thief TOGETHER next class!
STILL bring your copy of The Book Thief EVERY DAY (to reference AND for annotation grade)
Detailed draft of one more entry of your altered book (you should be up to five entries drafted)
SSW: Look over your rubric, plan your pages, continue to work on pages
Altered Book Project Workday #4
Conference with Ms. Roy about your entries
Paint your book and make your entries in the book after they've been approved by Ms. Roy
HW:
Finish reading and annotating Part Ten - “Ilsa Hermann’s Little Black Book,” “The Rib-Cage Planes,” “The End of the World (Part II)” (Zusak 519-539)
We will read the Epilogue and FINISH The Book Thief TOGETHER next class!
STILL bring your copy of The Book Thief EVERY DAY (to reference AND for annotation grade)
Detailed draft of one more entry of your altered book (you should be up to five entries drafted)
Monday, March 24, 2014
Guiding question: How does an author establish theme?
SSW: Duden Dictionary entry
Books and Supplies to class boxes
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 ziplock bag with your name on it, on the shelf on the far side of the room
Learn theme chant and dance
Choose a colored sheet from the selection on your table.
#1 Happiness (358) - black
#2 Forgiveness (368) - orange
#3 Fear (375) - blue
#4 Word (382) - brown
#5 Opportunity (386) - turquoise
#6 Misery (391) - purple
#7 Silence (398) – green
#8 Regret (401) - red
Copy the word into your journal and define it.
Then, describe two situations in The Book Thief that are examples of the word.
Finally, write a sentence about a theme of The Book Thief, using your words. In a complete sentence (or sentences), state a main idea that Zusak is trying to convey to his reader through this text. (Make your statement universal; don’t include character names in the statement.)
The Book Thief Skits
Regroup with students that have the same word (and colored sheet). Discuss the situations you wrote about in your writer’s notebooks. Choose one of those situations for a skit that all of you will participate in. Be ready after the skit to share your theme sentences with the class.
Performance of skits and discussion of themes
Altered book project prep day
Divide book into sections, prepare some pages so information can be added to them
HW:
Start Part Ten: read and annotate: “The End of the World (Part I),” “The Ninety-Eighth Day,” “The War Maker,” and “Way of the Words,” and “Confessions” (Zusak 495-518)
Detailed draft of one more page of your altered book (you should be up to four pages drafted)
SSW: Duden Dictionary entry
Books and Supplies to class boxes
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 ziplock bag with your name on it, on the shelf on the far side of the room
Learn theme chant and dance
Choose a colored sheet from the selection on your table.
#1 Happiness (358) - black
#2 Forgiveness (368) - orange
#3 Fear (375) - blue
#4 Word (382) - brown
#5 Opportunity (386) - turquoise
#6 Misery (391) - purple
#7 Silence (398) – green
#8 Regret (401) - red
Copy the word into your journal and define it.
Then, describe two situations in The Book Thief that are examples of the word.
Finally, write a sentence about a theme of The Book Thief, using your words. In a complete sentence (or sentences), state a main idea that Zusak is trying to convey to his reader through this text. (Make your statement universal; don’t include character names in the statement.)
The Book Thief Skits
Regroup with students that have the same word (and colored sheet). Discuss the situations you wrote about in your writer’s notebooks. Choose one of those situations for a skit that all of you will participate in. Be ready after the skit to share your theme sentences with the class.
Performance of skits and discussion of themes
Altered book project prep day
Divide book into sections, prepare some pages so information can be added to them
HW:
Start Part Ten: read and annotate: “The End of the World (Part I),” “The Ninety-Eighth Day,” “The War Maker,” and “Way of the Words,” and “Confessions” (Zusak 495-518)
Detailed draft of one more page of your altered book (you should be up to four pages drafted)
Thursday, March 20, 2014
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
Children’s poetry from Terezin Concentration Camp
Poems from… I never saw another butterfly ...: Children’s Drawings and Poems from Terezin Concentration Camp
Each student will get a colored paper with a poem written by a child in the Terezin Concentration Camp
Read your poem to yourself
Stand up and pair up with a student with a different colored paper and read your poems to one another
Rotate and read poems to several other students
Visit Reader’s Gallery of Art for 8th grade English classes
B7: immediately upon return from b-lunch, 12:00-12:15, go to the library to see Mr. Webster and Ms. Hart's galleries
B8:1:30-1:40 in the library for Mr. Webster's gallery
Be a good audience; spread out and talk to the artist's about their art; get inspiration for your altered book project; notice how the artists use symbolism and other artistic devices.
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
Get feedback from a peer and the teacher before making final pages
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 Tuesday, April 15; Open House for altered book project Thursday, April 17; invite your families now, please; you should have invited your families by now; if you haven't done so, please do so today
Finish Part Nine – “One Toolbox, One Bleeder, One Bear,” and “Homecoming!” (Zusak 481-493)
Detailed drafts of two more pages of your altered book (three total to turn in next class)
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
Children’s poetry from Terezin Concentration Camp
Poems from… I never saw another butterfly ...: Children’s Drawings and Poems from Terezin Concentration Camp
Each student will get a colored paper with a poem written by a child in the Terezin Concentration Camp
Read your poem to yourself
Stand up and pair up with a student with a different colored paper and read your poems to one another
Rotate and read poems to several other students
Visit Reader’s Gallery of Art for 8th grade English classes
B7: immediately upon return from b-lunch, 12:00-12:15, go to the library to see Mr. Webster and Ms. Hart's galleries
B8:1:30-1:40 in the library for Mr. Webster's gallery
Be a good audience; spread out and talk to the artist's about their art; get inspiration for your altered book project; notice how the artists use symbolism and other artistic devices.
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
Get feedback from a peer and the teacher before making final pages
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 Tuesday, April 15; Open House for altered book project Thursday, April 17; invite your families now, please; you should have invited your families by now; if you haven't done so, please do so today
Finish Part Nine – “One Toolbox, One Bleeder, One Bear,” and “Homecoming!” (Zusak 481-493)
Detailed drafts of two more pages of your altered book (three total to turn in next class)
Tuesday, March 18, 2014
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
Review rubric and assignment for altered book project.
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
Due today: 10 points for book to alter
Altered book planning and construction
HW:
Start Part Nine – “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad,” “The Ageless Brother,” “The Accident,” and “The Bitter Taste of Questions” (Zusak 457-80)
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 Tuesday, April 15
Open House for altered book project Thursday, April 17; invite your families now, please
talk to parents about Readers' Gallery of Art and set a budget if you would like to bid on art for charity
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
Review rubric and assignment for altered book project.
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
Due today: 10 points for book to alter
Altered book planning and construction
HW:
Start Part Nine – “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad,” “The Ageless Brother,” “The Accident,” and “The Bitter Taste of Questions” (Zusak 457-80)
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 Tuesday, April 15
Open House for altered book project Thursday, April 17; invite your families now, please
talk to parents about Readers' Gallery of Art and set a budget if you would like to bid on art for charity
Friday, March 7, 2014
SSW: Your alteration of Mein Kampf (DRAFT)
Examples of altered pages (use PP)
Allow students to tear out page from Mein Kampf
Don’t start altering yet!
Read through your page of Adolf Hitler’s Mein Kampf
What does it say? How do you react to what it says?
In your SSW, plan at least three different ways that you could alter the page of Mein Kampf into something valuable.
Altered book project due date and supplies
Write due date for altered book on handout: Tuesday, April 15
ALTERED BOOK GALLERY WALK will be Thursday, April 17: Invite your parents
Altered Book Project Required Materials and Extras If You’ve Got ‘Em
In-class individual reading/annotating
HW:
Finish Part Eight – “The Collector,” “The Bread Eaters,” “The Hidden Sketchbook,” and “The Anarchist’s Suit Collection” (Zusak 431-455)
For your altered project: bring a book to alter and supplies on Tuesday, March 18th
(We will start altered book project after spring break!)
Continue to brainstorm ideas for altered book project (Write them down!)
Examples of altered pages (use PP)
Allow students to tear out page from Mein Kampf
Don’t start altering yet!
Read through your page of Adolf Hitler’s Mein Kampf
What does it say? How do you react to what it says?
In your SSW, plan at least three different ways that you could alter the page of Mein Kampf into something valuable.
Altered book project due date and supplies
Write due date for altered book on handout: Tuesday, April 15
ALTERED BOOK GALLERY WALK will be Thursday, April 17: Invite your parents
Altered Book Project Required Materials and Extras If You’ve Got ‘Em
In-class individual reading/annotating
HW:
Finish Part Eight – “The Collector,” “The Bread Eaters,” “The Hidden Sketchbook,” and “The Anarchist’s Suit Collection” (Zusak 431-455)
For your altered project: bring a book to alter and supplies on Tuesday, March 18th
(We will start altered book project after spring break!)
Continue to brainstorm ideas for altered book project (Write them down!)
Wednesday, March 5, 2014
Guiding Question: What factors motivate some people to stand up and help victims and others to remain bystanders?
SSW: Triple triangles
Choose three situations in The Book Thief in which there is a victim and a bystander and/or upstander/rescuer. Describe each (referencing the pages in BT), and explain what roles the characters in each situation have, using the terms from Holocaust Museum Houston’s Triangle (victim / perpetrator / bystander / upstander/rescuer / survivor).
“What Role Do You Choose?” Group Triangles (turn in by class end)
“What Role Do You Choose?” Group Triangles
Scenario must be from Part Four (Zusak 171-238)
Roles in triangle must be people
CHOOSE ONE SITUATION (one with upstander and bystander)
Create one triangle on large paper
situation at top (quotation and page reference)
pair character and role
Answer these questions for each situation:
What qualities did the upstander/rescuer have?
How did s/he become an upstander/rescuer?
Why do you think the bystander chose that role instead of upstander/rescuer?
Map and terms
HW:
Start/Continue Part Eight (depending on class reading) – “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife” (Zusak 405-430)
SSW: Triple triangles
Choose three situations in The Book Thief in which there is a victim and a bystander and/or upstander/rescuer. Describe each (referencing the pages in BT), and explain what roles the characters in each situation have, using the terms from Holocaust Museum Houston’s Triangle (victim / perpetrator / bystander / upstander/rescuer / survivor).
“What Role Do You Choose?” Group Triangles (turn in by class end)
“What Role Do You Choose?” Group Triangles
Scenario must be from Part Four (Zusak 171-238)
Roles in triangle must be people
CHOOSE ONE SITUATION (one with upstander and bystander)
Create one triangle on large paper
situation at top (quotation and page reference)
pair character and role
Answer these questions for each situation:
What qualities did the upstander/rescuer have?
How did s/he become an upstander/rescuer?
Why do you think the bystander chose that role instead of upstander/rescuer?
Map and terms
HW:
Start/Continue Part Eight (depending on class reading) – “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife” (Zusak 405-430)
Monday, March 3, 2014
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). Explain why you would give each gift.
MOY questions and explanations: rule of three, resolution
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 Sound of Sirens"
HW:
Reminder: make sure you have started a new vocab to know and love list for the fifth six weeks
Announcement: InkBlot has extended their deadline for submissions until the end of this week
Finish reading and annotating Part Seven – “The Sound of Sirens,” “The Sky Stealer,” “Frau Holtzapfel’s Offer,” “The Long Walk to Dachau,” “Peace,” and “The Idiot and the Coat Men” (Zusak 371-403)
gather books and materials for the altered book project
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). Explain why you would give each gift.
MOY questions and explanations: rule of three, resolution
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 Sound of Sirens"
HW:
Reminder: make sure you have started a new vocab to know and love list for the fifth six weeks
Announcement: InkBlot has extended their deadline for submissions until the end of this week
Finish reading and annotating Part Seven – “The Sound of Sirens,” “The Sky Stealer,” “Frau Holtzapfel’s Offer,” “The Long Walk to Dachau,” “Peace,” and “The Idiot and the Coat Men” (Zusak 371-403)
gather books and materials for the altered book project
Thursday, February 27, 2014
Peptalk on why to do well on the MOY
Reading MOYS
Silent reading of The Book Thief
Notebook organization
HW: Read and annotate to page p. 339-370, "The Viisitor", "The Schmunzeler", "Death's Diary: The Parisians", "Part Seven: the complete duden dictionary and thesaurus featuring: Champagne and Accordians,” and “The Trilogy”
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
Reading MOYS
Silent reading of The Book Thief
Notebook organization
HW: Read and annotate to page p. 339-370, "The Viisitor", "The Schmunzeler", "Death's Diary: The Parisians", "Part Seven: the complete duden dictionary and thesaurus featuring: Champagne and Accordians,” and “The Trilogy”
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
Tuesday, February 25, 2014 / The Unveiling of Our Next Amazing Project
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. Use your literary devices handout from last week and your literary devices notes to guide you in creating a variety of examples.
If you would like a line to get you started, here are a few 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 our next amazing project which will be revealed today
Introduce Project X
Handouts: Overview of Assignment and Rubric
Q and A
Brainstorm components students could include in the project
Prior work: SSW, classwork, work from handouts
Materials
Begin planning
In class reading: “The Floating Book (Part II)” and “Death’s Diary: 1942” (7 pages)
Announcement: Opportunity to see Holocaust Survivor Max Glauben this Sunday, 3/2, 11:30 to 1:00, Temple Beth Shalom sanctuary, 7400 Hart Lane (admission free, donations accepted)
http://www.bnaibrith.org/3/post/2014/03/bnai-brith-austin-presents-holocaust-survivor-max-glauben.html
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)
Gather materials for altered book project
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. Use your literary devices handout from last week and your literary devices notes to guide you in creating a variety of examples.
If you would like a line to get you started, here are a few 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 our next amazing project which will be revealed today
Introduce Project X
Handouts: Overview of Assignment and Rubric
Q and A
Brainstorm components students could include in the project
Prior work: SSW, classwork, work from handouts
Materials
Begin planning
In class reading: “The Floating Book (Part II)” and “Death’s Diary: 1942” (7 pages)
Announcement: Opportunity to see Holocaust Survivor Max Glauben this Sunday, 3/2, 11:30 to 1:00, Temple Beth Shalom sanctuary, 7400 Hart Lane (admission free, donations accepted)
http://www.bnaibrith.org/3/post/2014/03/bnai-brith-austin-presents-holocaust-survivor-max-glauben.html
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)
Gather materials for altered book project
Friday, February 21, 2014
Guiding Question: What factors motivate some people to stand up and help victims and others to remain bystanders?
New randomized seats for the new six weeks
Turn in InkBlot submissions
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? Write 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.
Discussion
Background info on Niemoller
Reading aloud, annotation and discussion of "The Whistler and the Shoes"
HW: read and annotate to page 299
New randomized seats for the new six weeks
Turn in InkBlot submissions
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? Write 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.
Discussion
Background info on Niemoller
Reading aloud, annotation and discussion of "The Whistler and the Shoes"
HW: read and annotate to page 299
Wednesday, February 19, 2014
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
Liesel's Relationships handout
Annotation check
Loose ends:
late work / no name papers
InkBlot submissions
Grade conferences and official A-handshake
HW: Read and annotate to page 281;
FINAL typed, double-spaced revision of InkBlot written submission (with NO NAME because your name will be on the form that you will fill out and attach next class)
Discussion of our reactions to the book
Liesel's Relationships handout
Annotation check
Loose ends:
late work / no name papers
InkBlot submissions
Grade conferences and official A-handshake
HW: Read and annotate to page 281;
FINAL typed, double-spaced revision of InkBlot written submission (with NO NAME because your name will be on the form that you will fill out and attach next class)
Monday, February 17, 2014 will be a b-day (bad weather make-up day)
SSW: Perfect Place: 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.
Group work: Notes about a “perfect place” for six characters in The Book Thief (at least three entries per person).
Vocab to know and love quizzes
Present / discuss "perfect place" character notes
SSW and Participation Self-Evaluation
Grading period ends FRIDAY - all late work due by Office Hours Tuesday, tomorrow
Vocab to Know and Love Quizzes
Read beginning of Part Five together, “The Floating Book (Part I)” (Zusak 239-242)
HW: Read and annotate "The Gamblers (A Seven-Sided Die)” (Zusak 243-266)
Group work: Notes about a “perfect place” for six characters in The Book Thief (at least three entries per person).
Vocab to know and love quizzes
Present / discuss "perfect place" character notes
SSW and Participation Self-Evaluation
- On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing and Participation Self-Evaluations
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: # (in a box) 2nd box: grade divided by 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
Grading period ends FRIDAY - all late work due by Office Hours Tuesday, tomorrow
Vocab to Know and Love Quizzes
Read beginning of Part Five together, “The Floating Book (Part I)” (Zusak 239-242)
HW: Read and annotate "The Gamblers (A Seven-Sided Die)” (Zusak 243-266)
Thursday, February 13, 2014
Guiding Question: What is the significance of sacrifice in the novel?
Writer’s notebook: Rosa’s changes
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.
Book #5: Compare/contrast notes about Mein Kampf (from Part Three)
Liesel’s Relationship handout
In-class silent reading/annotating (as time allows)
In-class work on missing assignments
HW:
Finish Part Four – “The Sleeper,” “The Swapping of Nightmares,” and “Pages from the Basement” (Zusak 205-238) (continue to annotate using triangle terms)
Upcoming next week:
Vocab to KNOW and Love quiz
Typed revision of InkBlot written submission (you may turn it in sooner, if you prefer) (please submit pieces that you believe are the quality of the pieces that have been.
Writer’s notebook: Rosa’s changes
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.
Book #5: Compare/contrast notes about Mein Kampf (from Part Three)
Liesel’s Relationship handout
In-class silent reading/annotating (as time allows)
In-class work on missing assignments
HW:
Finish Part Four – “The Sleeper,” “The Swapping of Nightmares,” and “Pages from the Basement” (Zusak 205-238) (continue to annotate using triangle terms)
Upcoming next week:
Vocab to KNOW and Love quiz
Typed revision of InkBlot written submission (you may turn it in sooner, if you prefer) (please submit pieces that you believe are the quality of the pieces that have been.
Tuesday, February 11, 2014
Guiding Question: How can we reconcile the fact that both good and evil exist?
SSW: Write a passage inspired by the Life magazine photos from 1938.
SSW sharing
Return assignments to students
Check-in with students who have not turned in work (grading period ends Friday, 2/21; this means all late work is due by the end of office hours, 4 pm on Tuesday, February 18th)
Check progress on Vocab to Know and Love; be ready for a quiz on Monday, February 17th
PP of electives taught by English magnet teachers
(Choice sheets for next year are coming soon in math class!)
HW:
for next class: start Part Four – “The Accordionist,” “A Good Girl,” “The Short History of the Jewish Fist Fighter,” “The Wrath of Rosa,” and “Liesel’s Lecture” (Zusak 171-204) (continue to annotate using triangle terms)
for Monday: Finish vocabulary to KNOW and love from The Book Thief (should have TEN total) and be ready for a quiz
reminder: all late work is due by the end of office hours, 4 pm, on Tuesday, February 18
SSW: Write a passage inspired by the Life magazine photos from 1938.
SSW sharing
Return assignments to students
Check-in with students who have not turned in work (grading period ends Friday, 2/21; this means all late work is due by the end of office hours, 4 pm on Tuesday, February 18th)
Check progress on Vocab to Know and Love; be ready for a quiz on Monday, February 17th
PP of electives taught by English magnet teachers
(Choice sheets for next year are coming soon in math class!)
HW:
for next class: start Part Four – “The Accordionist,” “A Good Girl,” “The Short History of the Jewish Fist Fighter,” “The Wrath of Rosa,” and “Liesel’s Lecture” (Zusak 171-204) (continue to annotate using triangle terms)
for Monday: Finish vocabulary to KNOW and love from The Book Thief (should have TEN total) and be ready for a quiz
reminder: all late work is due by the end of office hours, 4 pm, on Tuesday, February 18
Thursday, February 6, 2014
SSW: Liesel’s first four books
Reread the second paragraph of page 30 to help you analyze today's prompt.
Write notes about the first four books in Liesel’s life
What are the books’ titles? When, where and how did she get them? Why are they important? (Use your annotations to do this. Note the pages from The Book Thief where you find this information.)
Discuss themes addressed in students’ sandpaper alphabet squares (did not get to because of late start)
Nazi Book Burning Video:
http://www.youtube.com/watch?v=yHzM1gXaiVo&feature=youtu.be
Discuss significance of Liesel’s books:
What do books symbolize in The Book Thief?
HW:
Bring Book Thief EVERY DAY
Finish Part Three – “The Aryan Shopkeeper,” “The Struggler, Continued,” “Tricksters,” and “The Struggler, Concluded” (Zusak 154-170) (continue to annotate using triangle terms)
Reread the second paragraph of page 30 to help you analyze today's prompt.
Write notes about the first four books in Liesel’s life
What are the books’ titles? When, where and how did she get them? Why are they important? (Use your annotations to do this. Note the pages from The Book Thief where you find this information.)
Discuss themes addressed in students’ sandpaper alphabet squares (did not get to because of late start)
Nazi Book Burning Video:
http://www.youtube.com/watch?v=yHzM1gXaiVo&feature=youtu.be
Discuss significance of Liesel’s books:
What do books symbolize in The Book Thief?
HW:
Bring Book Thief EVERY DAY
Finish Part Three – “The Aryan Shopkeeper,” “The Struggler, Continued,” “Tricksters,” and “The Struggler, Concluded” (Zusak 154-170) (continue to annotate using triangle terms)
Tuesday, February 4, 2014
Guiding Question: How can we reconcile the fact that both good and evil exist?
Discuss “Introduction to Holocaust” handout
Focus on “Which role do you choose?” triangle in future annotating (add in survivor)
Characters – turn in homework
SSW: Sandpaper alphabet square (see PP)
Sandpaper alphabet square activity
In-class silent reading/annotating (as time allows)
HW:
Bring Book Thief EVERY DAY
Start Part Three - Read/annotate The Book Thief chapters “The Way Home,” “The Mayor’s Library,” “Enter the Struggler,” and “The Attributes of Summer” (Zusak 123-153) (annotate using triangle terms - victim / perpetrator / bystander / upstander/rescuer / survivor)
Discuss “Introduction to Holocaust” handout
Focus on “Which role do you choose?” triangle in future annotating (add in survivor)
Characters – turn in homework
SSW: Sandpaper alphabet square (see PP)
Sandpaper alphabet square activity
In-class silent reading/annotating (as time allows)
HW:
Bring Book Thief EVERY DAY
Start Part Three - Read/annotate The Book Thief chapters “The Way Home,” “The Mayor’s Library,” “Enter the Struggler,” and “The Attributes of Summer” (Zusak 123-153) (annotate using triangle terms - victim / perpetrator / bystander / upstander/rescuer / survivor)
Friday, January 31, 2014
Guiding question: How can children form opinions that differ from the adults around them?
SSW: student choice (15 min) If not done, continue to revise and polish your InkBlot submission
Share Annotation Responses from Part One (at small table, and then whole class)
Turn in Annotation Responses after class discussion
Read and discuss “Nazi Racism” from Tell Them We Remember
In-class work on Characters handout again – front and back (turn in next class) (remember to cite page numbers)
HW:
Finish Part Two - Read/annotate The Book Thief chapters “100 Percent Pure German Sweat,” “The Gates of Thievery” and “Book of Fire” (Zusak 108-122)
Finish Characters handout (front and back) (be sure to have page numbers as well)
SSW: student choice (15 min) If not done, continue to revise and polish your InkBlot submission
Share Annotation Responses from Part One (at small table, and then whole class)
Turn in Annotation Responses after class discussion
Read and discuss “Nazi Racism” from Tell Them We Remember
In-class work on Characters handout again – front and back (turn in next class) (remember to cite page numbers)
HW:
Finish Part Two - Read/annotate The Book Thief chapters “100 Percent Pure German Sweat,” “The Gates of Thievery” and “Book of Fire” (Zusak 108-122)
Finish Characters handout (front and back) (be sure to have page numbers as well)
Wednesday, January 29, 2014
Guiding question: How can both beauty and destruction exist in the world?
SSW: Zusak-like writing
You may write about a topic of your choosing, but the style of your writing must emulate (imitate) Markus Zusak’s style. Think about how Zusak writes, and adopt one or more of his tactics.
SSW II: Zusak-like writing – Part Two
Explain how you emulated Markus Zusak's style and writing techniques from The Book Thief. Be specific.
The Book Thief Annotation Response - Part One (“The Smell of Friendship” / “The Heavyweight Champion of the School-Yard”)
(In-class independent work )
Progress check: five vocab to know and love from The Book Thief (no German words)
Study with a colleague
HW:
Start Part Two of The Book Thief - Read/annotate The Book Thief chapters “A Girl Made of Darkness,” “The Joy of Cigarettes,” “The Town Walker,” “Dead Letters” and “Hitler’s Birthday, 1940” (Zusak 83-107)
Finish The Book Thief Annotation Response (both quotations and detailed annotation responses)
SSW: Zusak-like writing
You may write about a topic of your choosing, but the style of your writing must emulate (imitate) Markus Zusak’s style. Think about how Zusak writes, and adopt one or more of his tactics.
SSW II: Zusak-like writing – Part Two
Explain how you emulated Markus Zusak's style and writing techniques from The Book Thief. Be specific.
The Book Thief Annotation Response - Part One (“The Smell of Friendship” / “The Heavyweight Champion of the School-Yard”)
(In-class independent work )
Progress check: five vocab to know and love from The Book Thief (no German words)
Study with a colleague
HW:
Start Part Two of The Book Thief - Read/annotate The Book Thief chapters “A Girl Made of Darkness,” “The Joy of Cigarettes,” “The Town Walker,” “Dead Letters” and “Hitler’s Birthday, 1940” (Zusak 83-107)
Finish The Book Thief Annotation Response (both quotations and detailed annotation responses)
Thursday, January 23, 2014
Guiding question: How can both beauty and destruction exist in the world?
SSW: InkBlot piece: Continue to polish your Inkblot submission
Jesse Owens biography (B8 only)
“Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember
Vocab to Know and Love from The Book Thief
Remember to cite the author and page number.
Select vocabulary that will strengthen your writing and speaking. Do NOT use German words.
In-class work on Characters handout again – add information to Sections on back 3-9 (Liesel, Werner, Rosa, Hans, Rudy, Liesel’s real mother, Liesel’s real father) (cite page numbers!)
Discussion of “The Kiss,” “The Jesse Owens Incident” and “The Other Side of Sandpaper”
HW:
Read/annotate The Book Thief chapters “The Smell of Friendship,” and “The Heavyweight Champion of the School-Yard” (Zusak 69-80)
Five words to know and love from The Book Thief; no German words; properly cited
SSW: InkBlot piece: Continue to polish your Inkblot submission
Jesse Owens biography (B8 only)
“Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember
Vocab to Know and Love from The Book Thief
Remember to cite the author and page number.
Select vocabulary that will strengthen your writing and speaking. Do NOT use German words.
In-class work on Characters handout again – add information to Sections on back 3-9 (Liesel, Werner, Rosa, Hans, Rudy, Liesel’s real mother, Liesel’s real father) (cite page numbers!)
Discussion of “The Kiss,” “The Jesse Owens Incident” and “The Other Side of Sandpaper”
HW:
Read/annotate The Book Thief chapters “The Smell of Friendship,” and “The Heavyweight Champion of the School-Yard” (Zusak 69-80)
Five words to know and love from The Book Thief; no German words; properly cited
Tuesday, January 21, 2014
Guiding question: How can both beauty and destruction exist in the world?
SSW: InkBlot piece
Look through your writer’s notebook to find a piece you would like to polish for a submission to InkBlot. Start polishing (on sheet of paper outside writer’s notebook). If you insist, you may also start something new. One option is to transform your writing about a memorable day into a poem.
InkBlot exploration and reading
Characters handout again – add information to Sections 3-6 (Liesel, Werner, Hans, Rosa)
Discuss “Growing Up A Saumensch” and “The Woman with the Iron Fist” (Zusak 30-45)
In-class reading and annotating “The Kiss” (Zusak 46-55)
HW:
Read/annotate The Book Thief chapters “The Jesse Owens Incident,” and “The Other Side of Sandpaper” (Zusak 56-68)
This week’s office hours: Annotation Workshop
Bring rough draft of InkBlot submission ready to share next class
SSW: InkBlot piece
Look through your writer’s notebook to find a piece you would like to polish for a submission to InkBlot. Start polishing (on sheet of paper outside writer’s notebook). If you insist, you may also start something new. One option is to transform your writing about a memorable day into a poem.
InkBlot exploration and reading
Characters handout again – add information to Sections 3-6 (Liesel, Werner, Hans, Rosa)
Discuss “Growing Up A Saumensch” and “The Woman with the Iron Fist” (Zusak 30-45)
In-class reading and annotating “The Kiss” (Zusak 46-55)
HW:
Read/annotate The Book Thief chapters “The Jesse Owens Incident,” and “The Other Side of Sandpaper” (Zusak 56-68)
This week’s office hours: Annotation Workshop
Bring rough draft of InkBlot submission ready to share next class
Thursday, January 16, 2014
Guiding Question: How can both beauty and destruction exist in the world?
Characters (and a few literary terms) handout (Discuss entry #1 Death as omniscient narrator – and #2A Allusions) (rest of entries will be made as continue reading)
Share annotations for “Arrival on Himmel Street” (Zusak 16-29)
Discuss
Questions about the reading
Presentation on Japanese calligraphy
HW: Read and annotate pages 30 – 45.
Characters (and a few literary terms) handout (Discuss entry #1 Death as omniscient narrator – and #2A Allusions) (rest of entries will be made as continue reading)
Share annotations for “Arrival on Himmel Street” (Zusak 16-29)
Discuss
Questions about the reading
Presentation on Japanese calligraphy
HW: Read and annotate pages 30 – 45.
Tuesday, January 14, 2014
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.)
Return “Step Up” paragraphs and discuss
read key points from student essays
Have ideas changed now that you have started reading the book?
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.)
Add to vocab to know and love:
armistice
reperations
Begin “Part One” (page 17)
HW: Read and annotate to page 29 (annotate to understand the plot)
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.)
Return “Step Up” paragraphs and discuss
read key points from student essays
Have ideas changed now that you have started reading the book?
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.)
Add to vocab to know and love:
armistice
reperations
Begin “Part One” (page 17)
HW: Read and annotate to page 29 (annotate to understand the plot)
Friday, January 10, 2014
Guiding Question: What are some ways a writer could bring to life an idea?
New Seating Chart
SSW: 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 or web 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.
New Seating Chart
SSW: 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 or web 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.
Wednesday, January 8, 2013
UT Heath and Wellness fieldtrip
B7 will not meet
B8 will meet for half of the class after we return from fieldtrip
Remember to bring your copy of The Book Thief to class on Friday
B7 will not meet
B8 will meet for half of the class after we return from fieldtrip
Remember to bring your copy of The Book Thief to class on Friday
Thursday, December 19, 2013
Welcome, writers and guests
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 select 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
After open mike, turn in Two Perspectives short storyrubric loose on top
stapled, from top to bottom:
final copy
self-evaluation
adult edit
rough drafts, from newest to oldest
Need a few volunteers for magnet showcase, Thursday, January 10 from 6-8
Time permitting:
“Opponents try to block memorial for Korean kamikaze” article
Folk song “Arirang”
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
http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#
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
Tuesday, January 7th will be an A-day
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 select 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
After open mike, turn in Two Perspectives short storyrubric loose on top
stapled, from top to bottom:
final copy
self-evaluation
adult edit
rough drafts, from newest to oldest
Need a few volunteers for magnet showcase, Thursday, January 10 from 6-8
Time permitting:
“Opponents try to block memorial for Korean kamikaze” article
Folk song “Arirang”
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
http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#
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
Tuesday, January 7th will be an A-day
Tuesday, December 17, 2013
SSW: Self-Evaluation of two perspectives creative writing using the rubric
Discuss EVALUATE entries in Keoko dialectical journal (DJ)
WORK to turn in:
Keoko dialectical journal (DJ) (all four entries)
Keoko annotation
Peer review of Two Perspectives typed REVISED draft
Place your name at top of classmate’s revised draft (Reviewer = Sam Student)
Write on classmate’s revised draft:
3 specific compliments tied to rubric
3 specific suggestions for improvement tied to rubric
HW: Polish your two perspectives 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; must print before coming to class (due to printer problems)
Bring healthy food to share at the open mike
Bring Zusak’s The Book Thief (UNREAD) when we return in January
Discuss EVALUATE entries in Keoko dialectical journal (DJ)
WORK to turn in:
Keoko dialectical journal (DJ) (all four entries)
Keoko annotation
Peer review of Two Perspectives typed REVISED draft
Place your name at top of classmate’s revised draft (Reviewer = Sam Student)
Write on classmate’s revised draft:
3 specific compliments tied to rubric
3 specific suggestions for improvement tied to rubric
HW: Polish your two perspectives 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; must print before coming to class (due to printer problems)
Bring healthy food to share at the open mike
Bring Zusak’s The Book Thief (UNREAD) when we return in January
Friday, December 13, 2013
8B only: Socratic Seminar on When My Name Was Keoko (and self-evaluation)
Take out:
Rubric
Peer Response Form
Dialectical Journal
Keoko
Socratic Seminar
Socratic Seminar self-evaluation
Teacher conferences on Socratic Seminar
Vocab to Know and Love Quizzes
All classes: SSW: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read your six specific goals for revision that you wrote on your rough draft last class. Revise with those goals in mind!
Author's Purpose PP
Take notes on back of map
P = Persuade (involves directive)
I = Inform
E = Entertain
Korean newspaper
In-class work on EVALUATE entry DJ (from any part of text AFTER finish reading book)
Vocab to Know and Love Quizzes
Parent invitation to class celebration
Writing time: rough draft of Two Perspectives creative writing (to be shared at reading/celebration on Thursday, 12/19)
HW:
Finalize entries in Keoko dialectical journal (DJ) (PREDICT, VISUALIZE, CONNECT and EVALUATE entries)
Bring Keoko back to class for an annotation grade
Bring typed, polished, printed draft of two perspectives creative writing (for peer conferences next class) (to be shared at reading/celebration on Thursday, 12/19)
give parents invitation for Thursday's celebration
Take out:
Rubric
Peer Response Form
Dialectical Journal
Keoko
Socratic Seminar
Socratic Seminar self-evaluation
Teacher conferences on Socratic Seminar
Vocab to Know and Love Quizzes
All classes: SSW: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read your six specific goals for revision that you wrote on your rough draft last class. Revise with those goals in mind!
Author's Purpose PP
Take notes on back of map
P = Persuade (involves directive)
I = Inform
E = Entertain
Korean newspaper
In-class work on EVALUATE entry DJ (from any part of text AFTER finish reading book)
Vocab to Know and Love Quizzes
Parent invitation to class celebration
Writing time: rough draft of Two Perspectives creative writing (to be shared at reading/celebration on Thursday, 12/19)
HW:
Finalize entries in Keoko dialectical journal (DJ) (PREDICT, VISUALIZE, CONNECT and EVALUATE entries)
Bring Keoko back to class for an annotation grade
Bring typed, polished, printed draft of two perspectives creative writing (for peer conferences next class) (to be shared at reading/celebration on Thursday, 12/19)
give parents invitation for Thursday's celebration
Wednesday, December 11, 2013
(FINALS WEEK Bell Schedule - long and short periods for each class over 4 days)
7B only: Socratic Seminars
Socratic Seminar peer feedback, self-evaluation and teacher conferences
Take out:
Rubric
Peer Response Form
Dialectical Journal
Keoko
Socratic Seminar
Socratic Seminar self-evaluation
Staple in this order and bring up, along with vocab to know and love, when called for teacher conference:
rubric
self-evaluation paragraphs
peer evaluation
questions
Teacher conferences on Socratic Seminar
Vocab to Know and Love Quizzes
all classes:
SSW: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read through the rubric. Re-read your rough draft. Are you meeting the expectations of a “4”? Write yourself at least six specific goals for revision directly on the draft.
Review rubric for two perspectives creative writing
Finishing first draft and peer conferencing of two perspectives creative writing (to be shared at reading/celebration on Thursday, 12/19)
Finish reading and annotating Keoko
Photos from Korea during WWII (time permitting)
People in photos on tables remind you of Keoko characters?
Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn
Bring photo to front class, line up, explain why
HW:
Finish reading and annotating Keoko, (if did not finish in class) by Friday
Completed draft of two perspective story for peer editing on Friday (should have finished in class)
Vocabulary to know and love quizzes on Friday for 8th period
due the day of your class Socratic Seminar: Five thoughtful questions (one of each type, labeled)
Bring Zusak’s The Book Thief when return on Tuesday, January 7th, a B-day. Let me know now if you need me to get you a copy.
7B only: Socratic Seminars
Socratic Seminar peer feedback, self-evaluation and teacher conferences
Take out:
Rubric
Peer Response Form
Dialectical Journal
Keoko
Socratic Seminar
Socratic Seminar self-evaluation
Staple in this order and bring up, along with vocab to know and love, when called for teacher conference:
rubric
self-evaluation paragraphs
peer evaluation
questions
Teacher conferences on Socratic Seminar
Vocab to Know and Love Quizzes
all classes:
SSW: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read through the rubric. Re-read your rough draft. Are you meeting the expectations of a “4”? Write yourself at least six specific goals for revision directly on the draft.
Review rubric for two perspectives creative writing
Finishing first draft and peer conferencing of two perspectives creative writing (to be shared at reading/celebration on Thursday, 12/19)
Finish reading and annotating Keoko
Photos from Korea during WWII (time permitting)
People in photos on tables remind you of Keoko characters?
Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn
Bring photo to front class, line up, explain why
HW:
Finish reading and annotating Keoko, (if did not finish in class) by Friday
Completed draft of two perspective story for peer editing on Friday (should have finished in class)
Vocabulary to know and love quizzes on Friday for 8th period
due the day of your class Socratic Seminar: Five thoughtful questions (one of each type, labeled)
Bring Zusak’s The Book Thief when return on Tuesday, January 7th, a B-day. Let me know now if you need me to get you a copy.
Monday, December 9, 2013
SSW: Participation and SSW Self-Evaluation
Rubric for Sacred Silent Writing
SSW: # (in a box)
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
Two Perspectives: Continue to work on the rough draft of your two perspectives piece. By now you should be typing your rough draft. Remember the bullet points under “4” on the Two Perspectives Rubric and the things that are important when writing from more than one perspective!
reminder: this week is finals schedule: we will have one extra long classes (2.5 hours plus) which will give us time to do our Socratic Seminars and peer edit our two perspective pieces. We will have one short class (about 45 minutes). 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
Share CONNECT entries in DJ
Keoko in-class reading/annotating
Write questions for Socratic Seminar
HW:
Read/annotate Keoko through Chapter 28 (to p.163)
Finals Week Long Day - SOCRATIC SEMINARS on Keoko
7B – Wednesday, 12/11
8B – Friday, 12/13
due the day of your class Socratic Seminar: Five thoughtful questions (one of each type, labeled)
Vocabulary to know and love quizzes on Wednesday, 12-11
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2013; let me know if you need a copy;
Rubric for Sacred Silent Writing
SSW: # (in a box)
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
Two Perspectives: Continue to work on the rough draft of your two perspectives piece. By now you should be typing your rough draft. Remember the bullet points under “4” on the Two Perspectives Rubric and the things that are important when writing from more than one perspective!
reminder: this week is finals schedule: we will have one extra long classes (2.5 hours plus) which will give us time to do our Socratic Seminars and peer edit our two perspective pieces. We will have one short class (about 45 minutes). 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
Share CONNECT entries in DJ
Keoko in-class reading/annotating
Write questions for Socratic Seminar
HW:
Read/annotate Keoko through Chapter 28 (to p.163)
Finals Week Long Day - SOCRATIC SEMINARS on Keoko
7B – Wednesday, 12/11
8B – Friday, 12/13
due the day of your class Socratic Seminar: Five thoughtful questions (one of each type, labeled)
Vocabulary to know and love quizzes on Wednesday, 12-11
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2013; let me know if you need a copy;
Thursday, December 5, 2013
Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?
SSW: Review rubric. Make a plan for your writing for two perspectives. Think about how you will meet the criteria of the rubric and how you will emulate Park's use of two perspectives to give the reader a richer experience. Think back to yesterday's discussion about what a writer of two perspectives needs to work on. Once you've made your plan, proceed to creative writing from two perspectives. If I did not approve your topic last class, or if you have changed it, please let me know your topic and two perspectives.
Once you've finished your plan, move to the computers and start or continue typing your rough draft.
Announcement: Need volunteers for magnet showcase, Thursday, January 9th, 6-8
Need volunteers to make invitation for sharing of two perspective pieces on Thursday, December 19th
Share visualization entries from dialectical journals
Korean Culture/History PP
Keoko in-class reading/annotations
Korean music - Spring Snow – Byungki Hwang
HW:
Read/annotate Keoko through Chapter 26 (to p. 141)
CONNECT entry on dialectical journal (DJ) (based on Chapters 18-26)
Continue writing rough draft of your Two Perspectives piece; be ready to peer edit on Wednesday
vocab to know and love quizzes on day of socratic seminar
extra credit: Parent invitation to class celebration
volunteers for magnet showcase, on Thursday, January 9 from 6-8; get parental permision
Note date of YOUR SOCRATIC SEMINAR and vocab to know and love quiz
7B – Wednesday, 12/11
8B – Friday, 12/13
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2014; let me know if you need a copy;
SSW: Review rubric. Make a plan for your writing for two perspectives. Think about how you will meet the criteria of the rubric and how you will emulate Park's use of two perspectives to give the reader a richer experience. Think back to yesterday's discussion about what a writer of two perspectives needs to work on. Once you've made your plan, proceed to creative writing from two perspectives. If I did not approve your topic last class, or if you have changed it, please let me know your topic and two perspectives.
Once you've finished your plan, move to the computers and start or continue typing your rough draft.
Announcement: Need volunteers for magnet showcase, Thursday, January 9th, 6-8
Need volunteers to make invitation for sharing of two perspective pieces on Thursday, December 19th
Share visualization entries from dialectical journals
Korean Culture/History PP
Keoko in-class reading/annotations
Korean music - Spring Snow – Byungki Hwang
HW:
Read/annotate Keoko through Chapter 26 (to p. 141)
CONNECT entry on dialectical journal (DJ) (based on Chapters 18-26)
Continue writing rough draft of your Two Perspectives piece; be ready to peer edit on Wednesday
vocab to know and love quizzes on day of socratic seminar
extra credit: Parent invitation to class celebration
volunteers for magnet showcase, on Thursday, January 9 from 6-8; get parental permision
Note date of YOUR SOCRATIC SEMINAR and vocab to know and love quiz
7B – Wednesday, 12/11
8B – Friday, 12/13
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2014; let me know if you need a copy;
Tuesday, December 3, 2013
Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?
SSW: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner. Before writing pick a perspective that will make the writing interesting.
Rubric and overview of Two Perspectives Writing: 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. Parents and administrators will be invited. Let's read rubric and discuss any questions.
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?
small group sharing of annotations which reveal the two narrator's character traits
Is your binder organized?
Family chart and map/terms
Define identity and point of view.
In-class work on VISUALIZATION entry on dialectical journal (DJ) (based on Chapters 18-26)
Keoko in-class reading/annotating
brainstorming for story ideas
list things that you care about
pick an interesting person, real or imaginary: jot down their character traits. Create a character with similar traits.
What would be a strange problem to have?
Jot down the name of someone you don't know very well, but who you find interesting. What would happen if you switched places with them?
Teacher conference on story idea for Two Perspectives
HW:
invite family members to Two Perspectives Reading on Thursday, December 19th
Read/annotate Keoko through Chapter 22 (to page 121) (remember to track your time)
Vocabulary to know and love quizzes next week; be ready starting on Monday
come up with an idea for your two perspectives story, if you haven't already
SSW: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner. Before writing pick a perspective that will make the writing interesting.
Rubric and overview of Two Perspectives Writing: 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. Parents and administrators will be invited. Let's read rubric and discuss any questions.
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?
small group sharing of annotations which reveal the two narrator's character traits
Is your binder organized?
Family chart and map/terms
Define identity and point of view.
In-class work on VISUALIZATION entry on dialectical journal (DJ) (based on Chapters 18-26)
Keoko in-class reading/annotating
brainstorming for story ideas
list things that you care about
pick an interesting person, real or imaginary: jot down their character traits. Create a character with similar traits.
What would be a strange problem to have?
Jot down the name of someone you don't know very well, but who you find interesting. What would happen if you switched places with them?
Teacher conference on story idea for Two Perspectives
HW:
invite family members to Two Perspectives Reading on Thursday, December 19th
Read/annotate Keoko through Chapter 22 (to page 121) (remember to track your time)
Vocabulary to know and love quizzes next week; be ready starting on Monday
come up with an idea for your two perspectives story, if you haven't already
Tuesday, November 26, 2013
SSW: Rewrite what you wrote the time before last (something that means something to you) from a different perspective.
Counselor visit: Ms. McNutt
Class discussion Keoko
Sohn Kee-chung biography
http://en.beijing2008.cn/spirit/pastgames/halloffame/s/n214046800.shtml
http://en.wikipedia.org/wiki/Sohn_Kee-chung
Prediction entry of dialectical journal
In-class reading/annotating: Read/annotate Keoko through Chapter 17 (to page 99) by the Tuesday after Thanksgiving break
HW:
Continue reading/annotating Keoko through Chapter 17 (to page 99) by the Tuesday after Thanksgiving break
Focus on identity of characters in Keoko
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Counselor visit: Ms. McNutt
Class discussion Keoko
Sohn Kee-chung biography
http://en.beijing2008.cn/spirit/pastgames/halloffame/s/n214046800.shtml
http://en.wikipedia.org/wiki/Sohn_Kee-chung
Prediction entry of dialectical journal
In-class reading/annotating: Read/annotate Keoko through Chapter 17 (to page 99) by the Tuesday after Thanksgiving break
HW:
Continue reading/annotating Keoko through Chapter 17 (to page 99) by the Tuesday after Thanksgiving break
Focus on identity of characters in Keoko
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Friday, November 22, 2013
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.
Visit 7th Grade English classes for Studs Terkel’s Oral Histories
Make a nameplate
Fold the paper in thirds.
On one side, write: your current name, its meaning, and draw a picture
Unfold and refold inside out: on the new outside, write: your new name
Read and annotate When My Name Was Keoko
HW:
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Read/annotate Keoko through Chapter 12 (to page 64) by the Tuesday before Thanksgiving break
Read/annotate Keoko through Chapter 17 (to page 99) by the Tuesday after Thanksgiving break
Visit 7th Grade English classes for Studs Terkel’s Oral Histories
Make a nameplate
Fold the paper in thirds.
On one side, write: your current name, its meaning, and draw a picture
Unfold and refold inside out: on the new outside, write: your new name
Read and annotate When My Name Was Keoko
HW:
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Read/annotate Keoko through Chapter 12 (to page 64) by the Tuesday before Thanksgiving break
Read/annotate Keoko through Chapter 17 (to page 99) by the Tuesday after Thanksgiving break
Wednesday, November 20, 2013
SSW: 3 gratitudes + student choice: write about something that matters to you
SSW sharing
Who has When My Name Was Keoko? (10-point grade)
Open Binder Quiz on Key Concepts of Memoir Unit (30-point quiz grade: 60 point grade)
Finish teacher student conferences on Socratic Seminar participation (8th only)
Finish vocab to know and love quizzes (8th only)
Introduction to When My Name Was Keoko
In-class reading: Chapter 1
HW:
Read/annotate Keoko through Chapter 6 (to page 28) by Tuesday
Annotate with a focus on identity of the characters in Keoko
Start new vocab to know and love list
Research the meaning and history of your name. Talk to your parents. Find out who named you and why they chose your name. Find out the family and cultural meaning and history of your name.
http://www.behindthename.com/
http://www.whatsinaname.net
SSW sharing
Who has When My Name Was Keoko? (10-point grade)
Open Binder Quiz on Key Concepts of Memoir Unit (30-point quiz grade: 60 point grade)
Finish teacher student conferences on Socratic Seminar participation (8th only)
Finish vocab to know and love quizzes (8th only)
Introduction to When My Name Was Keoko
In-class reading: Chapter 1
HW:
Read/annotate Keoko through Chapter 6 (to page 28) by Tuesday
Annotate with a focus on identity of the characters in Keoko
Start new vocab to know and love list
Research the meaning and history of your name. Talk to your parents. Find out who named you and why they chose your name. Find out the family and cultural meaning and history of your name.
http://www.behindthename.com/
http://www.whatsinaname.net
Monday, November 18, 2013
Guiding Question: How do I know that I am really listening and paying attention to what others are saying?
SSW: 3 things you are grateful for; review notes on Shawn Achor's TED talk about happiness; How has writing gratitudes and other actions you have taken impacted your happiness and your learning?
Discussion of SSW
Debrief Socratic Seminar
Have out:Stapled in this order, top to bottom
Who has When My Name Was Keoko?
Individualized quizzes on vocabulary to know and love
Teacher student conferences on Socratic Seminar
Independent choice reading
Organize notebook
North Africa and Middle East maps/terms
review terms on back (folklore, symbol)
HW:
Bring When My Name Was Keoko to class every day; we will start reading together next class
SSW: 3 things you are grateful for; review notes on Shawn Achor's TED talk about happiness; How has writing gratitudes and other actions you have taken impacted your happiness and your learning?
Discussion of SSW
Debrief Socratic Seminar
Have out:Stapled in this order, top to bottom
- Peer Observation form
- Socratic Seminar Questions and Answer (homework)
- Rubric
Who has When My Name Was Keoko?
Individualized quizzes on vocabulary to know and love
Teacher student conferences on Socratic Seminar
Independent choice reading
Organize notebook
North Africa and Middle East maps/terms
review terms on back (folklore, symbol)
HW:
Bring When My Name Was Keoko to class every day; we will start reading together next class
Thursday, November 14, 2013
Socratic Seminar on "The Vice Principal"
Staple in this order, top to bottom
place a check for each comment and then add the following codes:
t = text
b= brief
s=supportive: "I agree with...", "No, go ahead...", "What do you think..."
p=profound
c=connection to another text or to a historical context or current events
d=debating
a=analytical
i=informative / clarification (but not analytical or profound)
HW:
evaluation essay, see peer observation form for instructions.
study for vocab to know and love quizzes next class
bring challenging book to read next class
bring When My Name was Keoko to class starting on Monday, November 18th
Staple in this order, top to bottom
- Peer Observation form
- Socratic Seminar Questions and Answer (homework)
- Rubric
place a check for each comment and then add the following codes:
t = text
b= brief
s=supportive: "I agree with...", "No, go ahead...", "What do you think..."
p=profound
c=connection to another text or to a historical context or current events
d=debating
a=analytical
i=informative / clarification (but not analytical or profound)
HW:
evaluation essay, see peer observation form for instructions.
study for vocab to know and love quizzes next class
bring challenging book to read next class
bring When My Name was Keoko to class starting on Monday, November 18th
Tuesday, November 12, 2013
SSW: 3 gratitudes
Questions and answers on Socratic Seminar handout
Review instructions for Pre-Seminar Question Writing
“The Vice Principal” in-class reading
Review Socratic Seminar rubric and observation chart
Start on your homework
Teacher conferences on six weeks grades and official-A handshakes
HW:
Create five questions for Socratic Seminar on “The Vice Principal” (use SS questions –VP handout)
Is your binder organized? (Do NOT throw things away.)
Bring copy of When My Name Was Keoko starting on Monday, November 18th
Study Vocabulary to Know and Love (quizzes on Monday, November 18th )
Questions and answers on Socratic Seminar handout
Review instructions for Pre-Seminar Question Writing
“The Vice Principal” in-class reading
Review Socratic Seminar rubric and observation chart
Start on your homework
Teacher conferences on six weeks grades and official-A handshakes
HW:
Create five questions for Socratic Seminar on “The Vice Principal” (use SS questions –VP handout)
Is your binder organized? (Do NOT throw things away.)
Bring copy of When My Name Was Keoko starting on Monday, November 18th
Study Vocabulary to Know and Love (quizzes on Monday, November 18th )
Thursday, November 7, 2013
SSW: 3 gratitudes
Describe what hypocrisy means.
Describe two situations where someone is acting hypocritically.
Discussion of Moradi-Kermani’s metaphors, similes and analysis
Define and/or review terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)
Introduction to Socratic Seminars (use Power Point)
Share handout
“The Vice Principal” in-class reading
HW:
Study Vocabulary to Know and Love (quizzes on the not-too-distant horizon)
Finish reading both sides of the Socratic Seminar handout
make sure your notebook is organized
Copy of When My Name Was Keoko by November 18th
Describe what hypocrisy means.
Describe two situations where someone is acting hypocritically.
Discussion of Moradi-Kermani’s metaphors, similes and analysis
Define and/or review terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)
Introduction to Socratic Seminars (use Power Point)
Share handout
“The Vice Principal” in-class reading
HW:
Study Vocabulary to Know and Love (quizzes on the not-too-distant horizon)
Finish reading both sides of the Socratic Seminar handout
make sure your notebook is organized
Copy of When My Name Was Keoko by November 18th
Tuesday, November 5, 2013
Sacred Silent Writing
Grading period ends FRIDAY - all late work due by Office Hours Tuesday, today
Feedback on "The Power of Words" questions and answers
Many students did not follow instructions and did not write in complete sentences. If your grade is not solid, please redo before next class. Also many students did not write their names on papers.
“Who Renders the Greatest Service to Mankind?” discussion
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
if unsatisfactory, redo "Power of Words"
optional parts of speech practice: Remember Shield from Quest for Parts of Speech online game
http://www.abcya.com/parts_of_speech_quest.htm
Bring copy of When My Name Was Keoko to class (unread) by November 18th
- 3 gratitudes
- reminder: Second six weeks ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealinghornets.org; see me about your grades if you don't have gradespeed; your pin for creating a gradespeed account is on your report cards and Ms. Martinez in the office can get it for you
SSW 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 this 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: # (in a box) 2nd box: grade divided by 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
Grading period ends FRIDAY - all late work due by Office Hours Tuesday, today
Feedback on "The Power of Words" questions and answers
Many students did not follow instructions and did not write in complete sentences. If your grade is not solid, please redo before next class. Also many students did not write their names on papers.
“Who Renders the Greatest Service to Mankind?” discussion
- Each student writes his/her answer on small card, then find others with same answer
- 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
if unsatisfactory, redo "Power of Words"
optional parts of speech practice: Remember Shield from Quest for Parts of Speech online game
http://www.abcya.com/parts_of_speech_quest.htm
Bring copy of When My Name Was Keoko to class (unread) by November 18th
Friday, November 1, 2013
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?
Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love.
http://www.crucifictiongames.com/playpen_ooze.htm
Before writing, read “La Llorana” – a Mexican folktale
Power of Words – profanity discussion
Map – define terms on back
Introduction of Moradi-Kermani’s short story “The Vice Principal”
Check in about online game Quest for Parts of Speech
http://www.abcya.com/parts_of_speech_quest.htm
HW:
By NEXT class:
“Who Renders the Greatest Service to Mankind?” essay
By Friday, 11/8 (A day) or Tuesday, 11/12 (B day):
Shield from Quest for Parts of Speech online game
http://www.abcya.com/parts_of_speech_quest.htm
Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them
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?
Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love.
http://www.crucifictiongames.com/playpen_ooze.htm
Before writing, read “La Llorana” – a Mexican folktale
Power of Words – profanity discussion
Map – define terms on back
Introduction of Moradi-Kermani’s short story “The Vice Principal”
Check in about online game Quest for Parts of Speech
http://www.abcya.com/parts_of_speech_quest.htm
HW:
By NEXT class:
“Who Renders the Greatest Service to Mankind?” essay
By Friday, 11/8 (A day) or Tuesday, 11/12 (B day):
Shield from Quest for Parts of Speech online game
http://www.abcya.com/parts_of_speech_quest.htm
Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them
Wednesday, October 30, 2013
Reminder: Ms. Roy is in a campus meeting today. Ms. P____ will be your sub. Be as kind and scholarly as always.
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW: Three new gratitudes. Then, student choice. Weave in your vocab to know and love.
Discussion: Who are the Nacirema?
Power of Words: Four Types of Language Read and discuss the front of the handout.
Folklore lesson (follow PowerPoint)
add the following definitions to your literary devices
Study vocab to know and love
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 ten words by next class
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW: Three new gratitudes. Then, student choice. Weave in your vocab to know and love.
Discussion: Who are the Nacirema?
Power of Words: Four Types of Language Read and discuss the front of the handout.
Folklore lesson (follow PowerPoint)
add the following definitions to your literary devices
- Folktale: Short narrative handed down through oral tradition. Changes as different people tell it.
- Fable: Brief tale told to convey a moral. Characters are frequently animals.
- Both: culturally based, perhaps magical.
Study vocab to know and love
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 ten words by next class
Monday, October 28, 2013
Good morning, world travelers.
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW:
HW check: "Ayak" continuation
Finish collage evaluations conferences with Ms. Roy
Still missing some individual and group collage evaluations from B8: turn in today or at office hours tomorrow
Feedback on Mini-Memoirs (7th period only, 8th next week)
Whole class discussion of strategies to continue “Ayak.”
Share “Ayak” continuations at table, then whole class
In-class read/annotate “Different Times Have Different ‘Adans’”
Independent Reading
HW:
“Body Ritual among the Nacirema,” by Horace Mitchell Miner – follow all instructions on handout
If you need to strengthen your knowledge of parts of speech:Grammar game: Review activity for parts of speech:
http://www.abcya.com/parts_of_speech_quest.htm
Extra Credit Opportunity: If you attended the Texas Book Festival, remember to write and turn in to me a one-page analysis.
Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 5th because the six weeks ends on Friday, November 8th
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW:
- 3 different gratitudes
- Dinka and “Ayak” – How did learning some about the Dinka People alter your interpretation of “Ayak”? What strategies did you use to continue “Ayak”? What aspects of the story or literary devices did you focus on and include in your continuation?
HW check: "Ayak" continuation
Finish collage evaluations conferences with Ms. Roy
Still missing some individual and group collage evaluations from B8: turn in today or at office hours tomorrow
Feedback on Mini-Memoirs (7th period only, 8th next week)
Whole class discussion of strategies to continue “Ayak.”
Share “Ayak” continuations at table, then whole class
In-class read/annotate “Different Times Have Different ‘Adans’”
Independent Reading
HW:
“Body Ritual among the Nacirema,” by Horace Mitchell Miner – follow all instructions on handout
If you need to strengthen your knowledge of parts of speech:Grammar game: Review activity for parts of speech:
http://www.abcya.com/parts_of_speech_quest.htm
Extra Credit Opportunity: If you attended the Texas Book Festival, remember to write and turn in to me a one-page analysis.
Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 5th because the six weeks ends on Friday, November 8th
Thursday, October 24, 2013
SSW: Three gratitudes. Followed by free write.
Discussion of "Ayak and Her Lost Bridegroom" in small groups; annotation check
Dinka powerpointSaharan Vibe: Dinka of Sudan
http://saharanvibe.blogspot.com/2007/03/dinka-of-sudan.html
Further discussion of "Ayak" with new knowledge of cultural context
Add to literary devices:
irony: when the opposite of what is expected occurs
folktale: 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
Collage evaluations
as a group, evaluate your collage using the rubric
conference with Ms. Roy for feedback
Feedback on Mini-Memoirs (7th period only, 8th next week)
Writing extension of "Ayak"
NOTE: The Dinka people from Sudan, from whom this story originated, often told folktales to help children and adults fall asleep. The storyteller would interrupt the story periodically, asking listeners, “Are you asleep?” If anyone was still awake, the storytelling would continue. Imagine that you are with the Dinka, and that after the person says the last line of the story, “‘Our children will continue our life if we die,’” someone is still awake. How would you continue this story (consistent with the structure, storyline and themes of the story so far)? As homework, write two or three paragraphs on a separate sheet of paper to continue the “Ayak” story.
Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, mnemonic 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 weeks
HW: vocab to know and love
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
writing extension of "Ayak"
Extra Credit Opportunity: Texas Book Festival this weekend (October 26-27)
http://www.texasbookfestival.org/
Discussion of "Ayak and Her Lost Bridegroom" in small groups; annotation check
Dinka powerpointSaharan Vibe: Dinka of Sudan
http://saharanvibe.blogspot.com/2007/03/dinka-of-sudan.html
Further discussion of "Ayak" with new knowledge of cultural context
Add to literary devices:
irony: when the opposite of what is expected occurs
folktale: 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
Collage evaluations
as a group, evaluate your collage using the rubric
conference with Ms. Roy for feedback
Feedback on Mini-Memoirs (7th period only, 8th next week)
Writing extension of "Ayak"
NOTE: The Dinka people from Sudan, from whom this story originated, often told folktales to help children and adults fall asleep. The storyteller would interrupt the story periodically, asking listeners, “Are you asleep?” If anyone was still awake, the storytelling would continue. Imagine that you are with the Dinka, and that after the person says the last line of the story, “‘Our children will continue our life if we die,’” someone is still awake. How would you continue this story (consistent with the structure, storyline and themes of the story so far)? As homework, write two or three paragraphs on a separate sheet of paper to continue the “Ayak” story.
Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, mnemonic 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 weeks
HW: vocab to know and love
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
writing extension of "Ayak"
Extra Credit Opportunity: Texas Book Festival this weekend (October 26-27)
http://www.texasbookfestival.org/
Tuesday, October 22, 2013
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?
Discussion
Vocab to know and love q and a
Vocab to know and love pair share
Loose ends: need all individual and group collage evaluations
Independent reading and vocab to know and love
HW: Continue your Vocab to Know and Love list.
Read three times and annotate "Ayak"
Extra Credit Opportunity: Texas Book Festival next weekend (October 26-27)
http://www.texasbookfestival.org/
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?
Discussion
Vocab to know and love q and a
Vocab to know and love pair share
Loose ends: need all individual and group collage evaluations
Independent reading and vocab to know and love
HW: Continue your Vocab to Know and Love list.
Read three times and annotate "Ayak"
Extra Credit Opportunity: Texas Book Festival next weekend (October 26-27)
http://www.texasbookfestival.org/
Friday, October 18, 2013
Ms. Roy out to see artist James Turrell lecture at UT; Mr. K to sub
Guiding question: What different techniques do writers use to develop character?
SSW:
Please take out all documents related to your mini-memoir and stack them in this order:
On your final paper, label and annotate what you did well. Find examples of how you met the criteria of the rubric.
Then, on the sheet of notebook paper, write your name and period in the upper right corner. State what grade you think that you deserve for the mini-memoir (1-5, based on rubric).
When you have completed writing the paragraphs evaluating your mini-memoir, please leave the rubric loose on top, but staple the remaining paper together in the order listed above. Place the entire stack with the rubric on top in your class' bin.
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 mnemonic device, etc. Use these words in conversation and in your writing. Be prepared for a personalized quiz at the end of the six weeks.
Guidelines: Your Words to Know and Love should be challenging words that are new to you and that you will incorporate into your conversation and into your writing. Do NOT select random words from the dictionary or from websites.
Discusssion: Where can you harvest good words? How can you learn them? What strategies work best for you when learning new information?
Suggestion: Choose words from your memoir and/or from a colleagues' memoir or the challenging book that you check out of the library today.
Class library visit to check out a book for independent reading and as a good source vocabulary to know and love. Find a book that challenges you as a reader.
Independent reading time and vocab to know and love
If you did not finish your individual and group evaluation of your collage, please finish and turn in to your bin. Make sure that you divide each grade by 5 and place in a box.
HW: Start your Vocab to Know and Love list.
Extra Credit Opportunity: Texas Book Festival next weekend (October 26-27)
http://www.texasbookfestival.org/
SSW:
Please take out all documents related to your mini-memoir and stack them in this order:
- Mini-memoir rubric (making sure that you fill in the four blanks: (1) name, (2) period, (3) title of piece, and (4) character trait(s) revealed)
- A sheet of notebook paper (on which you will write a self-evaluation)
- Mini-memoir final draft
- adult edit
- clocking sheet
- All previous drafts, including:
- Revised draft (with clocking comments from colleagues)
- Rough drafts from oldest to newest
On your final paper, label and annotate what you did well. Find examples of how you met the criteria of the rubric.
Then, on the sheet of notebook paper, write your name and period in the upper right corner. State what grade you think that you deserve for the mini-memoir (1-5, based on rubric).
- Justify your grade in a persuasive paragraph. Give examples to support your suggested grade.
- Add another paragraph describing your process of revision, and give specific examples of improvements you made through the revision process.
When you have completed writing the paragraphs evaluating your mini-memoir, please leave the rubric loose on top, but staple the remaining paper together in the order listed above. Place the entire stack with the rubric on top in your class' bin.
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 mnemonic device, etc. Use these words in conversation and in your writing. Be prepared for a personalized quiz at the end of the six weeks.
Guidelines: Your Words to Know and Love should be challenging words that are new to you and that you will incorporate into your conversation and into your writing. Do NOT select random words from the dictionary or from websites.
Discusssion: Where can you harvest good words? How can you learn them? What strategies work best for you when learning new information?
Suggestion: Choose words from your memoir and/or from a colleagues' memoir or the challenging book that you check out of the library today.
Class library visit to check out a book for independent reading and as a good source vocabulary to know and love. Find a book that challenges you as a reader.
Independent reading time and vocab to know and love
If you did not finish your individual and group evaluation of your collage, please finish and turn in to your bin. Make sure that you divide each grade by 5 and place in a box.
HW: Start your Vocab to Know and Love list.
Extra Credit Opportunity: Texas Book Festival next weekend (October 26-27)
http://www.texasbookfestival.org/
Wednesday, October 16, 2013
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
Homework check: adult edit of mini-memoir
Review of rubric for mini-memoir
Q and A
Clocking of mini-memoir
Round one: character traits: name the character trait and label examples. Give suggestions for how to improve.
Round two: strong verbs, specific nouns, effective use of adjectives and adverbs; show don't tell
Round three: organization: beginning, middle, and end; clarity; slice of life focus; make suggestions about what to cut
Round four: meets requirements of a memoir: first person, shares a memory / slice of life, reflection, thoughtful title, written for a wide audience; recommend a (better) title as needed
Round five: microediting for grammar. Check especially for run-ons (R.O.s), fragments (FRAGS), subject-verb agreement, and staying in one tense.
Note: Mr. K is subbing next class so I can go see artist James Turrell speak at UT; can't wait to come back and share his wisdom
HW: Revision of mini-memoir
FINAL revised and polished mini-memoir, typed double spaced 1-2 pages and meeting the rubric criteria;
be ready to turn in clocking sheet, adult edit, and all drafts; if your mini-memoir is longer than 2 pages typed, mark a beginning and ending point for two pages that you would like me to evaluate and give feedback on
Bring your memoir next class; bring any library books you want to return
Extra Credit Opportunity: Texas Book Festival next weekend (October 26-27)
http://www.texasbookfestival.org/
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
Homework check: adult edit of mini-memoir
Review of rubric for mini-memoir
Q and A
Clocking of mini-memoir
Round one: character traits: name the character trait and label examples. Give suggestions for how to improve.
Round two: strong verbs, specific nouns, effective use of adjectives and adverbs; show don't tell
Round three: organization: beginning, middle, and end; clarity; slice of life focus; make suggestions about what to cut
Round four: meets requirements of a memoir: first person, shares a memory / slice of life, reflection, thoughtful title, written for a wide audience; recommend a (better) title as needed
Round five: microediting for grammar. Check especially for run-ons (R.O.s), fragments (FRAGS), subject-verb agreement, and staying in one tense.
Note: Mr. K is subbing next class so I can go see artist James Turrell speak at UT; can't wait to come back and share his wisdom
HW: Revision of mini-memoir
FINAL revised and polished mini-memoir, typed double spaced 1-2 pages and meeting the rubric criteria;
be ready to turn in clocking sheet, adult edit, and all drafts; if your mini-memoir is longer than 2 pages typed, mark a beginning and ending point for two pages that you would like me to evaluate and give feedback on
Bring your memoir next class; bring any library books you want to return
Extra Credit Opportunity: Texas Book Festival next weekend (October 26-27)
http://www.texasbookfestival.org/
Holiday: Monday, October 14, 2013
Friday, October 11, 2013
Author collage presentations -- parents invited
10 minutes for final touches on collages and rehearsal of presentations
Reminders:
Group and self-evaluation of author collage
HW: adult edit of mini memoir: signature on rubric; written comments based on discussion; can be written by adult or by student
revisions and improvements to mini-memoir
10 minutes for final touches on collages and rehearsal of presentations
Reminders:
- Introduce yourselves
- State the author and title of your book
- Each student needs to present and explain why you selected:
- your quotation
- two recommendations and why the protagonist would appreciate them
- Project your voice to the cheap seats
- Enjoy your moment in the sun
- You've worked hard on this project and you are going to do a great job on your presentation
Group and self-evaluation of author collage
HW: adult edit of mini memoir: signature on rubric; written comments based on discussion; can be written by adult or by student
revisions and improvements to mini-memoir
Wednesday, October 9, 2013
Guiding questions: What is the value of collaboration and how can we best collaborate?
How can we effectively edit and revise our writing?
Final work day for memoir collages
collage requirements:
HW:
your collage should be finished, but if you need to add any finishing touches to your collage, divide up what needs to be done and finish for homework; you will have 10 minutes at the beginning of class to attach any final touches and rehearse your presentation
How can we effectively edit and revise our writing?
Final work day for memoir collages
collage requirements:
- quote with parenthetical documentation from each student
- 2 recommendations (books, movies, etc.) per student
- Explanation in complete sentences for each recommendation
- 2 symbols / student
- 2 phrases / student
- remember to underline or italicize book titles and use quotation marks for titles of short works
- remember to use your planning sheet and check off all requirements
HW:
your collage should be finished, but if you need to add any finishing touches to your collage, divide up what needs to be done and finish for homework; you will have 10 minutes at the beginning of class to attach any final touches and rehearse your presentation
Monday, October 7, 2013
HW check: rough draft of mini memoir
Review rubric for mini-memoir
SSW: peer editing or solo editing and revising
Small group work - author collage workday (2 of 3) (due at beginning of class on Friday)
Remember to use your planning sheets to guide your work
HW: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Wednesday, October 9th
please print a copy before you come to class
Bring whatever you need to complete author collage next class
Author Collage Presentations - Friday , 10/11 (B-day) Remind your parents that they are invited. Give them the formal invitation.
Review rubric for mini-memoir
SSW: peer editing or solo editing and revising
Small group work - author collage workday (2 of 3) (due at beginning of class on Friday)
Remember to use your planning sheets to guide your work
HW: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Wednesday, October 9th
please print a copy before you come to class
Bring whatever you need to complete author collage next class
Author Collage Presentations - Friday , 10/11 (B-day) Remind your parents that they are invited. Give them the formal invitation.
Thursday, October 3, 2013
Review rubric. Questions and answers.
SSW: (1) Review the rubric for the mini-memoir. (2) Write yourself a note about what you are doing well according to the rubric and what you need to do according to the rubric. (3), Using your note and the rubric as your guide, continue writing and revising your mini-memoir.
Why Collaborate? discussion
Small group work – author collage workday (1 of 3)
Teacher conference about six weeks grade and official A-handshakes
HW:
Work on mini-memoir: type your rough draft
Bring supplies need for author collage
STILL bring memoir EVERY DAY
invite your parents to come to collage presentations on Friday, October 11th during your English class
SSW: (1) Review the rubric for the mini-memoir. (2) Write yourself a note about what you are doing well according to the rubric and what you need to do according to the rubric. (3), Using your note and the rubric as your guide, continue writing and revising your mini-memoir.
Why Collaborate? discussion
Small group work – author collage workday (1 of 3)
Teacher conference about six weeks grade and official A-handshakes
HW:
Work on mini-memoir: type your rough draft
Bring supplies need for author collage
STILL bring memoir EVERY DAY
invite your parents to come to collage presentations on Friday, October 11th during your English class
Tuesday, October 1, 2013
SSW (20 min) – Time to
take your writing out of your notebook!
Write a QUICK rough draft on the computer 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
Add to literary devices:
symbol: something concrete that represents something abstract
Individual work – author collage planning sheets (one sheet for each student)
Finish memoir annotation check
Parent invitation to class celebration of author collages Friday 10\11
HW:
Finish author collage planning sheet for your memoir’s protagonist
STILL bring memoir EVERY DAY
Bring supplies need for author collage
Grading period ends Friday, 10/5 - LATE WORK DUE BY OH Tuesday, 10/2
Parts of Speech retest opportunity
Students who received less than an 80 on the Parts of Speech test may come to office hours for any English teacher this week, and take a retest. We will average the grades of the two tests, giving students a maximum of an 80.
Introduce author collage group project for chosen memoir
Add to literary devices:
symbol: something concrete that represents something abstract
Individual work – author collage planning sheets (one sheet for each student)
Finish memoir annotation check
Parent invitation to class celebration of author collages Friday 10\11
HW:
Finish author collage planning sheet for your memoir’s protagonist
STILL bring memoir EVERY DAY
Bring supplies need for author collage
Grading period ends Friday, 10/5 - LATE WORK DUE BY OH Tuesday, 10/2
Parts of Speech retest opportunity
Students who received less than an 80 on the Parts of Speech test may come to office hours for any English teacher this week, and take a retest. We will average the grades of the two tests, giving students a maximum of an 80.
Friday, September 27, 2013
Ms. Roy will be out for her cousin's wedding; Ms. T. will be your amazing sub; Be professional.
SSW (20 min) – memoir/autobiography/diary – comparison through Venn diagram
Discuss how to apply these characteristics to mini-memoir
Parents and teachers will attend celebration of publication of mini-memoirs. Therefore, write for a wide audience of teachers,
reminder: First six weeks ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealinghornets.org; see me about your grades if you don't have gradespeed; your pin for creating a gradespeed account is on your report cards and Ms. Martinez in the office can get it for you
Writer’s notebook / SSW 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 this 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
You should have finished reading your memoir before you come to class today.
Memoir independent work: Memoir annotation chart – fourth (and last entry)
Return of parts of speech test
If you earned a grade lower than an 80, I encourage you to come to one of the English teachers’ office hours this week to retake the quiz. Anyone may retake the quiz for a higher grade. The final grade will be an average of the original grade and the requiz.
HW: Finish annotation chart, if didn't finish in class; all four rows should be completely filled out by now
Work on your mini-memoir; remember to consult the rubric as you work
If you did not do well on parts of speech test, study and come to office hours on Tuesday for a requiz; you must do that this week since it’s the last week of the six weeks.
Grading period ends Friday, 10/4 - LATE WORK and extra credit DUE BY end of office hours on Tuesday, October 1
exception: You may retake the parts of speech test in Ms. Morgan's office hours on Wed. or Ms. Stewart's on Thursday
Discuss how to apply these characteristics to mini-memoir
Parents and teachers will attend celebration of publication of mini-memoirs. Therefore, write for a wide audience of teachers,
reminder: First six weeks ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealinghornets.org; see me about your grades if you don't have gradespeed; your pin for creating a gradespeed account is on your report cards and Ms. Martinez in the office can get it for you
Writer’s notebook / SSW 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 this 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
You should have finished reading your memoir before you come to class today.
Memoir independent work: Memoir annotation chart – fourth (and last entry)
Return of parts of speech test
If you earned a grade lower than an 80, I encourage you to come to one of the English teachers’ office hours this week to retake the quiz. Anyone may retake the quiz for a higher grade. The final grade will be an average of the original grade and the requiz.
HW: Finish annotation chart, if didn't finish in class; all four rows should be completely filled out by now
Work on your mini-memoir; remember to consult the rubric as you work
If you did not do well on parts of speech test, study and come to office hours on Tuesday for a requiz; you must do that this week since it’s the last week of the six weeks.
Grading period ends Friday, 10/4 - LATE WORK and extra credit DUE BY end of office hours on Tuesday, October 1
exception: You may retake the parts of speech test in Ms. Morgan's office hours on Wed. or Ms. Stewart's on Thursday
Wednesday, September 25, 2013
Introduction of Mini-Memoir Writing Assignment and Rubric
SSW: (20 min)
Choose a topic for your mini-memoir. Revise or continue or start something new. Take inspiration from your memoir or from your summer reading to write something about your life. You will want to show us what happened, not tell us. In your notebook, write the topic, and make a list of specific nouns and verbs you could use.
Parts of Speech test
Memoir independent work: Memoir annotation chart – third entry
Return/renew Kealing library books
Late binder checks
Independent work: 3rd row of memoir annotation chart using a quote from the most recent section
Reading time (20 min) – memoirs
HW:Read/annotate final 1/5 of memoir – annotate for author’s character traits
Bring memoir EVERY DAY
Fun this weekend? Austin Teen Book Festival, Saturday, 9/28, http://www.austinteenbookfestival.com
Extra credit opportunity: graphic novelist Gene Luen Yang who wrote American Born Chinese at BookPeople on tonight, September 25th at 7 pm
SSW: (20 min)
Choose a topic for your mini-memoir. Revise or continue or start something new. Take inspiration from your memoir or from your summer reading to write something about your life. You will want to show us what happened, not tell us. In your notebook, write the topic, and make a list of specific nouns and verbs you could use.
Parts of Speech test
Memoir independent work: Memoir annotation chart – third entry
Return/renew Kealing library books
Late binder checks
Independent work: 3rd row of memoir annotation chart using a quote from the most recent section
Reading time (20 min) – memoirs
HW:Read/annotate final 1/5 of memoir – annotate for author’s character traits
Bring memoir EVERY DAY
Fun this weekend? Austin Teen Book Festival, Saturday, 9/28, http://www.austinteenbookfestival.com
Extra credit opportunity: graphic novelist Gene Luen Yang who wrote American Born Chinese at BookPeople on tonight, September 25th at 7 pm
Monday, September 23, 2013
SSW: 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 Analysis from Graham Salisbury's "Ice"
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 fourth 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 W 9-25
If your notebook was not properly organized today, scroll down to Sept. 5 to see notebook dividers and get organized. Come to office hours on Tuesday if you need help.
Extra credit opportunities:
Binder check (for DW grade)
Small group discussion of memoir
Memoir annotation chart – second entry
Parts of Speech Analysis from Graham Salisbury's "Ice"
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 fourth 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 W 9-25
If your notebook was not properly organized today, scroll down to Sept. 5 to see notebook dividers and get organized. Come to office hours on Tuesday if you need help.
Extra credit opportunities:
- Austin Teen Book Festival, Saturday, 9/28, http://www.austinteenbookfestival.com
- graphic novelist Gene Luen Yang who wrote American Born Chinese at BookPeople on Wednesday, September 25th at 7 pm
Thursday, September 19, 2013
Sacred Silent Writing: 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. Pay attention to your choice of adjectives and adverbs.
Schoolhouse Rocks Adjectives
Grade conferences
Memoir annotation check
Memoir annotation chart: “Thank You in Arabic” example
Memoir group work: Memoir annotation chart: first entry
In-class reading time (20 min) – memoirs
Feedback on poems for B8
HW:
Binder check next class
Study Parts of Speech (using foldable) (10 min) – test on Wednesday, 9/25
Read/annotate third 1/5 of memoir – annotate for author/protagonist’s character traits
Bring memoir EVERY DAY (annotation check next class)
Schoolhouse Rocks Adjectives
Grade conferences
Memoir annotation check
Memoir annotation chart: “Thank You in Arabic” example
Memoir group work: Memoir annotation chart: first entry
In-class reading time (20 min) – memoirs
Feedback on poems for B8
HW:
Binder check next class
Study Parts of Speech (using foldable) (10 min) – test on Wednesday, 9/25
Read/annotate third 1/5 of memoir – annotate for author/protagonist’s character traits
Bring memoir EVERY DAY (annotation check next class)
Tuesday, September 17, 2013
Please take out: agenda, annotated memoir, sacred silent writing journal, letter of introduction (if you have not turned in it to me), any straggling components of your poems (rubrics, adult edits, rough drafts, etc.)
Discussion: What do we need to do to have a great class?
Materials out at the beginning of class: agendas, homework, binder, ssw journal.
When someone is speaking, make eye contact, be still and listen actively.
Hold questions until after instructions. Make sure the question is relevant and necessary. Remember, I will always beg you for questions
before and after each activity.
Reward if those conditions are met: Schoolhouse Rocks: Nouns
Comparison of simplified version of Nye’s passage and her excerpt
Nouns, verbs and adjectives in Nye’s “Thank You in Arabic” (use PP)
In the powerpoint is an excerpt from Naomi Shihab Nye’s short memoir, “Thank You in Arabic.”
Please find three examples of strong nouns and three examples of strong verbs in this excerpt.
Make a t-chart on your Parts of Speech Analysis (a simplified version of this same passage), and put Nye’s nouns and verbs in that t-chart
SSW: In your writer's journal, write some advice to yourself about how to emulate Shihab Nye's writing.
Small group sharing
SSW: Part Two: Second personal character trait. Pick a different character trait that describes you. Tell a story about yourself that reveals that character trait. Pay attention to your choice of nouns and verbs.
Feedback on poems for B7
Return letters of intro to me if you have not already done so
In-class reading time (30 min) – memoirs
Annotation checks on memoirs
HW:
Read/annotate second 1/5 of memoir – annotate for author/protagonist’s character traits
Study Parts of Speech (using foldable) (10 min)
Bring memoir EVERY DAY
late student / parent surveys: let me know if you need a paper copy
Discussion: What do we need to do to have a great class?
Materials out at the beginning of class: agendas, homework, binder, ssw journal.
When someone is speaking, make eye contact, be still and listen actively.
Hold questions until after instructions. Make sure the question is relevant and necessary. Remember, I will always beg you for questions
before and after each activity.
Reward if those conditions are met: Schoolhouse Rocks: Nouns
Comparison of simplified version of Nye’s passage and her excerpt
Nouns, verbs and adjectives in Nye’s “Thank You in Arabic” (use PP)
In the powerpoint is an excerpt from Naomi Shihab Nye’s short memoir, “Thank You in Arabic.”
Please find three examples of strong nouns and three examples of strong verbs in this excerpt.
Make a t-chart on your Parts of Speech Analysis (a simplified version of this same passage), and put Nye’s nouns and verbs in that t-chart
SSW: In your writer's journal, write some advice to yourself about how to emulate Shihab Nye's writing.
Small group sharing
SSW: Part Two: Second personal character trait. Pick a different character trait that describes you. Tell a story about yourself that reveals that character trait. Pay attention to your choice of nouns and verbs.
Feedback on poems for B7
Return letters of intro to me if you have not already done so
In-class reading time (30 min) – memoirs
Annotation checks on memoirs
HW:
Read/annotate second 1/5 of memoir – annotate for author/protagonist’s character traits
Study Parts of Speech (using foldable) (10 min)
Bring memoir EVERY DAY
late student / parent surveys: let me know if you need a paper copy
Friday, September 13, 2013
SSW: Personal character trait
Pick one character trait that describes you. Write something about yourself that reveals that character trait.
Finish annotation checks on Going Where I’m Coming From
Finish Parts of Speech foldable (see PowerPoint)
Parts of speech activity based on Naomi Shihab Nye's "Thank You in Arabic"
Student annotation examples from Going Where I’m Coming From
MEMOIRS DUE TODAY IN CLASS (check)
In memoir reading groups, calendar your reading in order to finish by September 28th (Hint: divide number of pages by 5, adjusting to match chapter endings)
HW:
Read/annotate first 1/5 of memoir – annotate for author’s character traits
Study Parts of Speech (using foldable) (10 minutes)
Bring memoir EVERY DAY
Book People Fundraiser ends 9-14
Fill out on-line class survey (or paper copy if no internet access)
Pick one character trait that describes you. Write something about yourself that reveals that character trait.
Finish annotation checks on Going Where I’m Coming From
Finish Parts of Speech foldable (see PowerPoint)
Parts of speech activity based on Naomi Shihab Nye's "Thank You in Arabic"
Student annotation examples from Going Where I’m Coming From
MEMOIRS DUE TODAY IN CLASS (check)
In memoir reading groups, calendar your reading in order to finish by September 28th (Hint: divide number of pages by 5, adjusting to match chapter endings)
HW:
Read/annotate first 1/5 of memoir – annotate for author’s character traits
Study Parts of Speech (using foldable) (10 minutes)
Bring memoir EVERY DAY
Book People Fundraiser ends 9-14
Fill out on-line class survey (or paper copy if no internet access)
OBJECTIVE: Analyze character traits of protagonist
GUIDING QUESTION: How does knowing parts of speech help your writing?
Wednesday, September 11, 2013
Turn in your poem:
Rubric loose on top
stapled from top to bottom:
final copy
adult edit (please state who edited your paper (Mom, Dad, etc.), if their comments were made on the computer, please make a note)
rough drafts from newest to oldest
Annotation sharing and checks on Going Where I’m Coming From (while students writing/reading)
Tour of Kealing Library (and book check out)
Sign up: Which memoir are you going to read?
Reread / review annotations of "Thank You in Arabic" by Naomi Shihab Nye (bring Going Where I’m Coming From back next class)
Reading time: read book from library
HW:
NEXT CLASS bring copy of selected memoir (we will start reading in class)
bring Going Where I’m Coming From back next class; if you didn't finish in class, finish rereading "Thank You in Arabic"
Book People Fundraiser (9/8 to 9/14)
Parent and student survey by Tuesday
survey is located on this website: go to Sixth Grade Magnet English tab, and click on the student survey tab
Rubric loose on top
stapled from top to bottom:
final copy
adult edit (please state who edited your paper (Mom, Dad, etc.), if their comments were made on the computer, please make a note)
rough drafts from newest to oldest
Annotation sharing and checks on Going Where I’m Coming From (while students writing/reading)
Tour of Kealing Library (and book check out)
Sign up: Which memoir are you going to read?
Reread / review annotations of "Thank You in Arabic" by Naomi Shihab Nye (bring Going Where I’m Coming From back next class)
Reading time: read book from library
HW:
NEXT CLASS bring copy of selected memoir (we will start reading in class)
bring Going Where I’m Coming From back next class; if you didn't finish in class, finish rereading "Thank You in Arabic"
Book People Fundraiser (9/8 to 9/14)
Parent and student survey by Tuesday
survey is located on this website: go to Sixth Grade Magnet English tab, and click on the student survey tab
Monday, September 9, 2013
Sacred Silent Writing: Memories
Write something about one of your memories (required topic)
Excellent 6th Grade Adventure Letter to Parents
Share at tables final drafts of self-portrait poem (and turn in)
Start Parts of Speech foldable (see PowerPoint)
HW:
Share "An Excellent Sixth Grade Adventure" with parents
Print another copy of poem to turn in
If you didn't already give it back to Ms. Roy, return the letter of introduction
List all teacher's office hours in front of agenda book
Study Parts of Speech (using foldable)
Copy of selected memoir (in class, but not read) by Friday, September 13th (B day)
Remind parents:
Back to School Night, Tuesday, 9/10
Book People Fundraiser (9/8 to 9/14)
Write something about one of your memories (required topic)
Excellent 6th Grade Adventure Letter to Parents
Share at tables final drafts of self-portrait poem (and turn in)
Start Parts of Speech foldable (see PowerPoint)
HW:
Share "An Excellent Sixth Grade Adventure" with parents
Print another copy of poem to turn in
If you didn't already give it back to Ms. Roy, return the letter of introduction
List all teacher's office hours in front of agenda book
Study Parts of Speech (using foldable)
Copy of selected memoir (in class, but not read) by Friday, September 13th (B day)
Remind parents:
Back to School Night, Tuesday, 9/10
Book People Fundraiser (9/8 to 9/14)
Thursday, September 5, 2013
Sacred Silent Writing: 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 before dividers
5 dividers:
Review rubric, questions?
Editing and Revising Handout
Revision of poems
HW:
Bring copy of memoir from book list by Friday, September 13
adult edit of poem
FINAL typed draft of self-portrait poem (to turn in with two rough drafts and adult edit)
straggling summer reading
remind parents: Back to School Night is Tuesday, September 10
Discussion of writing
Website tour
Organize binders
Syllabus and Book list before dividers
5 dividers:
- Basics
- Daily Work / Homework
- Readings
- Writing
- Literary Devices
Review rubric, questions?
Editing and Revising Handout
Revision of poems
HW:
Bring copy of memoir from book list by Friday, September 13
adult edit of poem
FINAL typed draft of self-portrait poem (to turn in with two rough drafts and adult edit)
straggling summer reading
remind parents: Back to School Night is Tuesday, September 10
Tuesday, September 3, 2013
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 with me
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 Friday, 9/13
Bring binder and 5 dividers next class for organization
Revise poem
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 with me
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 Friday, 9/13
Bring binder and 5 dividers next class for organization
Revise poem
Thursday, August 29, 2013
Self-portrait paintings/photographs discussion
Handouts: Self-Portrait Poem Examples and Rubric
Share introduction letters in small groups
Turn in straggling letters or introduction and annotations
HW:
- What do you see?
- What do you think the artist is trying to tell us?
- How do you know?
- Questions?
Handouts: Self-Portrait Poem Examples and Rubric
Share introduction letters in small groups
Turn in straggling letters or introduction and annotations
HW:
- Complete draft of self-portrait poem
- Tuesday, 9/3, bring to class:
- Composition, spiral or blank book for in-class writer’s notebook
- Items to decorate writer's notebook
- Catch up on sleep
- remember: Monday is Labor Day
Tuesday, August 27, 2013
Welcome to 6th Grade Magnet English!
Introductions and Congratulations on beginning your Kealing journey
Watch John Green's "An Open Letter to Students Returning to School"
Sacred Silent Writing: As John Green said, "You've been chosen for a special mission. We are counting on you." Imagine what you might do on your mission. How might you change the world as a result of your journey through Kealing?
SSW sharing and name learning
Read and discuss syllabus and plans for year
Collect summer assignments
Self-portrait paintings/photographs
Discussion:
Where are you going next period? Map and schedule check
Any questions / concerns?
HW:
Introduction letter (summer assignment) (if not already completed)
By Tuesday, 9/3, bring to class:
Watch John Green's "An Open Letter to Students Returning to School"
Sacred Silent Writing: As John Green said, "You've been chosen for a special mission. We are counting on you." Imagine what you might do on your mission. How might you change the world as a result of your journey through Kealing?
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 Tuesday, 9/3, 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